Unit 8 Structure of Living Things

TeacherBrittnee Zeak
Subject AreaScience
Grade Level5
Week #26-29
Unit of InstructionHuman Body and Organ Functions and Comparison of Living Orgnaisms
Standard(s) Taught

SC.5.L.14.1 – Identify the organs in the human body and describe their functions, including the skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton, reproductive organs, kidneys, bladder, and sensory organs. 

SC.5.L.14.2 – Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support – some with internal skeletons other with exoskeletons – while some plants have stems for support. 

Learning Targets and Learning Criteria

SC.5.L.14.1 – Students will:

  • identify the organs in the human body: brain, heart, lungs, stomach, liver, small intestine, large intestine, pancreas, muscles, skeleton, kidneys, bladder, and reproductive organs (ovaries, testes), sensory organs (eyes, ears, nose, tongue, and skin).
  • describe the function(s) of the body parts mentioned above (e.g., stomach breaks down food into nutrients, pancreas produces chemicals that aid in digestion, liver cleans blood by removing toxins).

SC.5.L.14.2 – Students will:

  • review plant structures and their functions.
    • flower/ fruit – reproduction
    • seed/spore – reproduction
    • leaf/needle – food production
    • stem –supports the plant, transports water and nutrients
    • root – supports the plant, absorbs water and nutrients
  • review animal classification and attributes for each group.
    • vertebrates – mammals, birds, reptiles, amphibians, and reptiles
    • invertebrates – include arthropods (segmented bodies, jointed legs, hard outer covering/exoskeleton)
    • differentiate the function(s) of organs in animals (e.g., exoskeleton vs. internal skeleton, lungs vs. gills, nose vs. antenna, skin vs. scales).
    • compare structure/function of plants and animals that serve similar roles limited to the following: skin to plant covering, skeleton to stem, reproductive organs to a flower (pistil, ovary, eggs, pollen/sperm, stamen). 
Classroom Activities


  • Interactive Science Journal 
  • Student Reading Guided Activities Unit 8  Lessons 1, 3, and 4
  • Inquiry Hands On 
    1. How Does the Body Stay Cool? 
    2. Circulation System Pump 
    3. Digestion Lab
  • My Body Project
Assignments Due
  1. Vocabulary Choice Board Unit 8 Week 1 
  2. Brain Check Lesson 1
  3. Brain Check Lesson 3
  4. Brain Check Lesson 4
  5. My Body Poster
  6. Science Fair Projects Due May 9th 
Additional Resources