Grade 5 Science Unit

Transcription

1 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

2 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

3 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

4 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)

5 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 handson 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

6 Expectations Covered Grade 5 Science Science Expectation 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 evaluate the effects, both beneficial and harmful, of various technologies on human body systems, taking different perspectives into account follow established safety procedures for physical activities use scientific inquiry/ experimentation skills to investigate changes in body systems as a result of physical activity design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes identify major systems in the human body and describe their roles and interrelationships describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems Week

7 Science Visual Arts Drama Expectation identify interrelationships between body systems identify common diseases and the organs and/or body systems that they affect use a variety of materials, tools, and techniques to determine solutions to design challenges use elements of design in art works to communicate ideas, messages, and understandings 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 Week Oral Communication Reading demonstrate an understanding of appropriate listening behaviour by adapting active listening strategies to suit a range of situations, including work in groups 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 demonstrate an understanding of appropriate speaking behaviour in a variety of situations, including paired sharing, dialogue, and small- and large group discussions communicate orally in a clear, coherent manner, presenting ideas, opinions, and information in a readily understandable form demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details use stated and implied ideas in texts to make inferences and construct meaning

8 Reading Writing Media Literacy Expectation 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 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 identify the topic, purpose, and audience for a variety of writing forms generate ideas about a potential topic and identify those most appropriate for the purpose gather information to support ideas for writing, using a variety of strategies and a range of print and electronic resources sort and classify ideas and information for their writing in a variety of ways 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 write longer and more complex texts using a variety of forms produce revised, draft pieces of writing to meet identified criteria based on the expectations related to content, organization, style, and use of conventions describe in detail the topic, purpose, and audience for media texts they plan to create 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 Week

9 Media Lit Health & Phys Ed Expectation produce a variety of media texts for specific purposes and audiences, using appropriate forms, conventions, and techniques identify the components of health-related fitness and the benefits associated with developing and maintaining each of them assess a specific component of their health-related fitness by noting physical responses during various physical activities, and monitor changes over time 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 describe how advertising and media influences affect food choices, and explain how these influences can be evaluated to make healthier choices Week

10 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

11 Name: Fill in each circle from this graphic organizer with the important information for each body system we have discussed. Human Body Systems

12 Centre task cards and rotation schedule (laminate for increased durability)

13 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

14 ipad Integration Tech Connection Read All About It Get Into Science Creative Creations Rotation 1 Rotation 2 Rotation 3 Rotation 4 Rotation

15 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?

16 Student worksheets for centres (photocopy and make a booklet

17 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:

18 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 Graphics

19 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

20 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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