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Copy of Grade 5 Unit Plan: Understanding Life Systems: Human Organ Systems
Transcript of Copy of Grade 5 Unit Plan: Understanding Life Systems: Human Organ Systems
Human Organ Systems
Grade 5 Unit Plan
My Own Organ
Name That Body Part
Your Cumulative Task!
Time Estimate: Three 60 Minute Periods
•Rationale Students will be paired up and will be expected to cooperatively design and create a human organ built out of various materials. Students will choose one healthy organ to construct and will be expected to properly label the organ. Accompanying the organ will be a brief description of its function and importance to the human body. This lesson will serve as a extension of the lesson where students were required to label the various organs in the body.
•Materials: Textbooks, Paint, Glue, Cardboard, Paper Mache, Water, Plasticine, Clay, Elastics, Computers, Internet, Tape
Science: 2.3 Design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components 3.3 Identify interrelationships between body systems
•Language: Oral Communication 2.2 Demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions 2.7 Use a variety of appropriate visual aids
•Visual Arts: D1.1 Apply the creative process to produce a variety of two- and three-dimensional art works, using elements, principles, and techniques of visual arts to communicate feelings, ideas, and understandings
•Math: Create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools
Time Estimate: 60 Minutes
•Rationale Once the class has had ample opportunity to view what constitutes that human anatomy, students will be given a basic diagram, where they will have to label each body part based on its location. Students will be expected to research using textbooks, diagrams, and the internet in order to complete the task. Students are expected to label all organs on the diagram correctly.
•Materials: Diagram, Pencils, Erasers, Textbooks, Computers
With the information you have been given on how to create one of these Prezi presentations, and the knowledge you have gained from the human life systems unit plan, it is your task to create a presentation with two group member about the human body using Prezi!
Science 2.4 Use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication 3.1 Identify major systems in the human body and describe their roles and interrelationships
Language Reading 3.1 automatically read and understand most words in common use Writing 3.3 confirm spellings and word meanings or word choice using a variety of resources for the purpose 3.7 Use a range of appropriate elements of effective presentation in the finished product, including print, script, different fonts, graphics, and layout
The Body Corp
Time Estimate: 60 Minutes
Rationale: Students will be told they are an employee of Bod E. Works Co. Due to recent cost cuts, some employe's may be let go. Bod E. Works Co is having to fire some workers. Students will need to write a letter to the corporation explaining their significance within the company. Students should be sure to outline the organ they are within the company, they need to explain its function and relevance to the Human Body, and they need to make an argument as to why Bod E. Works Co should not fire them.
•Materials: Paper, Pencil, Computers, Internet, Textbook, Human Body Diagram
•Science: 2.2 use scientific inquiry/experimentation skills to investigate changes in body systems 2.4 use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs and nutrients, in oral and written communication 2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences for a variety of purposes 3.1 identify major systems in the human body
•Language Reading 1.2 identify a variety of purposes for reading and choose reading materials appropriate for those purposes Writing 1.2 generate ideas about a potential topic and identify those most appropriate for the purpose 1.3 gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources 3.1 spell familiar words correctly
Dangers of Being Sedentary
Time Estimate: Two 60 minute periods
Materials: Pencils, Erasers, Paper, Computers, Internet
•Rationale Students will contribute to a student handbook detailing the dangers of a sedentary lifestyle. Students will choose from various unhealthy lifestyle choices including: Smoking, Drinking, Unhealthy Food Choices, and Excessive Time Spent Playing Video Games. Students will have to write a persuasive article or create an argument as to why these lifestyle choices have various negative effects on their bodies.
Science: 1.2 Evaluate the effects, both beneficial and harmful, of various technologies on human body systems, taking different perspectives into account 2.4 Use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication 2.5 Use a variety of forms to communicate with different audiences and for a variety of purposes
•Language: Writing 1.1 Identify the topic,purpose, and audience for a variety of writing forms 1.2 generate ideas about a potential topic and identify those most appropriate for the purpose 2.5 identify their point of view and other possible points of view, and determine, when appropriate, if their own view is balanced and supported by evidence
•Math: Read, interpret, and draw conclusions from primary data and from secondary data, presented in charts, tables, and graphs
Listen to your heart
•Time Estimate: 1 hour
Rationale This lesson looks at the rate our hearts beat per minute while doing a range of physical activities. Students will learn how their pulse changes and how the heart relates to overall health.
•Materials: Stop Watches, Calculators, Diagram of Human Organs, Pencil, Paper, Gymnasium, Running Shoes, Gym Attire
Science 2.2 use scientific inquiry/experimentation skills to investigate changes in body systems (e.g., heart rate, breathing, body temperature) as a result of physical activity 2.4 use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs and nutrients, in oral and written communication”
Physical Education A1.3 identify factors that can either motivate or make it difficult for people to be physically active every day A2.2 identify the components of health-related fitness and the benefits associated with developing and maintaning each of them A2.3 assess a specific component of their health-related fitness by noting physical responses during various physical activities, and monitor changes over time