Q3W8+9

TeacherCasandra Sprague
Subject AreaScience/Human Body
Grade Level5th
Week #February 26th- March 8th
Unit of InstructionLife Science/Human Body
Standard(s) Taught
  • SC.5.L.14.1
  • SC.5.L.14.2

 

Learning Targets and Learning Criteria
  • SC.5.L.14.1
    • Identify the organs of the human body and describe their functions, including the skin, the brain, heart, lungs, 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. For example: some animals have skeletons for support while some plants have stems for support. 
Classroom Activities

Human Body Organs and Functions

POWER POINT INTRODUCTION TO HUMAN BODY; NOTE TAKING
SYSTEM CENTERS: STUDENTS WILL ROTATE OVER A THREE DAY PERIOD TO CENTER BASED ACTIVITIES ON ALL THE BODY SYSTEMS.
  • Digestive: Chewing your chow-Apple activity
  • Skeletal: BONES online search activity
  • Circulatory: How much does your heart pump? Bucket and cup group activity
  • Nervous: Measuring responses-partner activity
  • Muscular: Da’Vincis Drawings and comprehension passage
  • Respiratory: Breathing activity/ball toss/word search
  • Fusion Book: Pgs 335-350

Structure/
Function
Comparison

  • Introduce plant parts through an outdoor exploration of plants. Pull plants from the ground, explore their parts, and tie into human body systems and how plant parts relate to the body systems in their functions. Using seesaw, students will record their observations and connections.
  • Celery Experiment:what do the stems of a plant do? How does this relate to the human body?
  • Seed dissection: what do seeds do? How are they spread? Oral review of 3rd and 4th grade standards. 
  • Bill Nye Plants Video
Assignments Due
Additional Resources