Lesson+5+Erin+H

Body Systems
Human Machine DVD Computers with internet access [|All Systems Go! Interactive] [|All Systems Go! jing] || (Artifact: link to real world, website, book, picture, etc.) || Watch the DVD Human Machine, part of the //Eyewitness DVD Series// collection. This DVD presents information on the network of body systems and functions of the organs within those systems.
 * **Lesson Title:** || **Body Systems** ||
 * Subject Area: || Science ||
 * Grade Level: || 5 ||
 * Unit Title: || The Healthy Body – An Interdisciplinary Unit ||
 * GLCEs/ HSCE: || L.OL.05.42 Explain how animal systems (digestive, circulatory, respiratory, skeletal, muscular, nervous, excretory, and reproductive) work together to perform selected activities. ||
 * METS-S/NETS-T || NET 2.b. Communicate information and ideas effectively to multiple audiences using a variety of media and formats ||
 * Essential Questions: || How do body systems work together to keep the human body functioning? ||
 * Objectives: || Given the game “All Systems Go!”, students will identify the organs that are part of each body system by dragging and dropping the correct parts of the body system onto the human body to 100% completion. ||
 * Tools and Resources: || An apple
 * Rationale: || Students need to comprehend that the body is a vast network of systems that work together to keep us alive. ||
 * || **Sequence of Activities:** ||
 * Anticipatory Questions/Activity: || Use the body's digestion of an apple to introduce the concept of body systems, and their interactions. See Segment #4 for detailed information. ||
 * Body of Lesson Plan:
 * //Segment #1//**

Allow for 25 minutes to watch the DVD and 10 minutes to answer questions students may have about the specific body systems. || (Factual information/Vocab Includes sample feedback loop) || Teacher What body system helps humans turn the food they eat into energy? Student: //Digestive//
 * **//Segment #2//**

Teacher: What body system helps humans breathe? Student: //Respiratory//

Teacher: What body system controls other body systems? Student: //Nervous//

Teacher: What body system provides structure for the body? Student: //Skeletal//

Teacher: What body system includes a transport system (blood) and a pump (the heart) that keeps the transport system moving? Student: //Circulatory//

Teacher: Can you think of two body systems that work together? Student: //Answers will vary. Examples include the respiratory and circulatory, digestive and circulatory, and nervous and any other system//

Teacher: What part of the nervous system is essential for it to work properly? Student: //Brain// || (Includes multiple intelligence strategy: Hands-on, small groups, reteaching strategy) || Students will play the online interactive [|All Systems Go!] This activity requires students to drag and drop organs of different body systems into the human body cartoon classifying them according to body systems (digestive, skeletal, circulatory/respiratory, and nervous). See Segment #4 for detailed information. || (Detailed directions on how to complete activity) || 1. Begin with Anticipatory Activity. Hold up an apple and ask students: //What am I holding in my hand?// and //If I were going to eat this apple, what parts of my body would I use?//
 * **//Segment #3//**
 * **//Segment #4//**

2. Discuss with students the body parts we use when biting, chewing, swallowing, and digesting an apple.

3. Create a chart on the black board with 4 categories to help you organize the information: Body Parts for Biting, Body Parts for Chewing, Body Parts for Swallowing, Body Parts for Digesting.

4. Discuss with students how the different parts work together. Each part plays a special role, so once one task is accomplished, and then the next part can perform its role.

5. Tell students that this group of body parts (or organs) with coordinated activities that works to achieve the same task in the body is called a //body system.//

6. Pose the question to the students //What happens if one of the parts is missing?// Allow them to think about this question.

7. Begin Segment #1. Tell students they will be watching a 25 minute DVD called Human Machine, which is about body systems (circulatory, digestive, nervous, respiratory, skeletal) and the organs within those systems.

8. Again, ask students the question //What happens if one of the parts of a body system is missing?// Students should answer that it would not be able to properly function. A system requires all of its parts.

9. Begin Segment #2. Review with students the vocabulary they heard in the DVD. Teacher What body system helps humans turn the food they eat into energy? Student: Digestive

Teacher: What body system helps humans breathe? Student: Respiratory

Teacher: What body system controls other body systems? Student: Nervous

Teacher: What body system provides structure for the body? Student: Skeletal

Teacher: What body system includes a transport system (blood) and a pump (the heart) that keeps the transport system moving? Student: Circulatory

Teacher: Can you think of two body systems that work together? Student: Answers will vary. Examples include the respiratory and circulatory, digestive and circulatory, and nervous and any other system

Teacher: What part of the nervous system is essential for it to work properly? Student: Brain

10. To reinforce the information learned in the DVD about how body systems work together, each student will complete the [|All Systems Go!] Interactive on a computer with internet access.

11. For a visual tutorial, direct students to the [|Jing] video about All Systems Go!

12. This activity requires students to drag and drop organs of different body systems into the human body cartoon (Arnold) classifying them according to certain systems. For each system, once the correct organ is placed into the body, it will stay there. However, if an incorrect organ is placed into the body, all the organs will move out of the human body (Arnold) and the student will have to start over for that body system.

13. Once all of the correct organs for a body system have been placed within Arnold, the next organ system will automatically appear at the bottom of the screen.

14. When all four systems are done, the clothed Arnold will reappear. This will signal 100% completion. ||

Unit Plan Erin H | Lesson 1 Erin H | Lesson 2 Erin H | Lesson 3 Erin H | Lesson 4 Erin H | Lesson 5 Erin H