This unit covers the human body systems including circulatory, respiratory, skeletal, muscular, and digestive systems. Students will learn about the structure and function of each system, how the systems work independently and interdependently, and standards related to human body systems. The role of the teacher is to provide a warm learning environment and help students make connections. Students should actively participate through discussions and asking questions. Parents can support their child's learning through involvement in school activities and communication with teachers.

1. 5th Grade Science
Human Body Structure and Systems

2. Essential/unit/content questions
• How are structure and function related in living things?
• What are the systems of the human body?
• What features of the human body (structure and
function) are common to all humans?
• How do human body systems function?
• How are parts of human body systems independent,
and interdependent?

3. Objectives for unit
• Students will learn:
• Structure and Function in Living things
• Systems, Dependence, Inter- and Interdependence
• unicellular
• multicellular
• transport
• Circulatory System
• heart, blood, vessels
• Respiratory System
• nose, trachea, lungs
• Skeletal System
• bones
• Muscular System
• muscles
• Digestive System
• mouth, esophagus, stomach, intestines

4. Standards that will be met:
• Plants and animals have structures for respiration, digestion, waste disposal, and
transport of materials. As a basis for understanding this concept: a. Students know
many multicellular organisms have specialized structures to support the transport
of materials.
• Students know how blood circulates through the heart chambers, lungs, and body
and how carbon dioxide (CO2) and oxygen (O2) are exchanged in the lungs and
tissues.
• Students know the sequential steps of digestion and the roles of teeth and the
mouth, esophagus, stomach, small intestine, large intestine, and colon in the
function of the digestive system.
• Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
• Students know how sugar, water, and minerals are transported in a vascular plant.
• Students know plants use carbon dioxide (CO2) and energy from sunlight to build
molecules of sugar and release oxygen.
• Students know plant and animal cells break down sugar to obtain energy, a
process resulting in carbon dioxide (CO ) and water (respiration).

5. Role of Teacher
Teachers are carriers of either positive or
negative behavior toward students. The reason
why the first years of school are so critical is
because kids learn the base of their educational
life. I believe that teachers must love their
career in order for them to pass enthusiasm, to
assists, and to provide a warm environment to
the students.

6. Role of students
Students should be ACTIVE participants in their
education. By active, this means that students
should contribute to classroom discussions by not
only answering direct questions posed by the
teacher, but answers questions posed by their
peers. This again, is not all that the student should
do. Students should feel free to ask questions, or
express their own ideas about a subject, not only to
their teacher, but also their peers. This allow
students to construct their own knowledge about
their learning, and apply if to their education.

7. Role of parents
• The parent has a huge role in child's school life. In
addition to attend parents meetings, they should get
involved in school activities or they can support their
child in his good or best moments . The
encouragement, the motivation or homework
assistance can be also considered parents' involvement
in school. The parents have to know the child's teacher
and to communicate with him or her. The parents have
to attend not only the first school parents meeting, but
to visit the teacher during school year ,or to call her in
order to get information about child's school progress.

8. Benefits of the unit
As we communicate and share our
explanations, inquiry helps us connect our prior
understanding to new experiences, modify and
accommodate our previously held beliefs and
conceptual models, and construct new
knowledge. In constructing newly formed
knowledge, students are generally cycled back
into the processes and pathways of inquiry with
new questions and discrepancies to investigate.

9. Project Based Learning
Project-based learning is a comprehensive
approach to classroom teaching and learning that is
designed to engage students in investigation of
authentic problems. In this article, we present an
argument for why projects have the potential to
help people learn; indicate factors in project design
that affect motivation and thought; examine
difficulties that students and teachers may
encounter with projects; and describe how
technology can support students and teachers as
they work on projects, so that motivation and
thought are sustained.

10. Summary of Unit
• At this level, children can begin to view the body as a system, in which parts do things for other
parts and for the organism as a whole. Through the use of an online interactive activity, children
learn about the concept of separate components working together to build a body system. In
addition, this lesson focuses on activities to help students learn that body systems work together to
build the functioning human body. This lesson could be used in conjunction with instruction on the
human body and/or systems.
• In order to be able to do this lesson, students should understand that most items are composed of
different parts and that an item may not work if its parts are missing. Also, they should know that
an assembly of parts can perform functions that the single parts cannot perform alone. More
specific to the human body, students at this level should realize that the human body has parts that
help it seek and take in food when it feels hunger. They should understand that the brain is the part
of the body that enables humans to think and it communicates with the other parts of the body.
• This prerequisite knowledge should help elementary-school students understand that parts within
a system usually influence one another and that a system may not work as well, or at all, if a part is
missing, broken or worn out, or misconnected. In addition, they should be able to make
correlations about systems in general to systems of the human body. Specific to the human body,
students should understand the following: by eating food, humans obtain energy and materials for
body repair and growth; by breathing, humans take in the oxygen they need to live; by
communicating with all parts of the body, the brain understands what is going on at different parts
throughout the body; and the skeleton provides the body with structure and protection.

11. Contact Information:
• LaShundra Walker
• Kent Jones
• Taylor Bannister
• cat250group2@gmail.cpm
• 378-555-8719