Gretchen Worth

Science Unit
Human Body Systems

In this science unit students will study the building blocks of the human body,

cells, and the body systems those cells make up. In studying the cell, we will look at the

different parts of a cell, compare plant and animal cells, and explore the multitude of

types of cells the human body has. The following systems will be studied, looking at

their parts and the function they serve in the human body: circulatory, respiratory,

digestive, nervous, skeletal, muscular, and excretory system. Not only will the individual

systems themselves be studied but the relationships between systems and how they

work together to get energy, transport nutrients, and expel waste will be discussed and

explored.

This unit aims to teach students not only the factual knowledge of parts of the

human body but applicable knowledge and understanding of how their body works. At

the end of this unit students should be able to name the body systems mentioned

above, list the parts which make it up, and describe the function it serves. More

importantly, students will hopefully have a greater understanding of what their body

systems need to do their job and therefore what they can do to live healthy lives that

support the work their body does instead of hindering it.

Students will be assessed informally throughout the unit through observation of

their level of participation and note taking. Students will be formally assessed through

short quizzes, handouts, and a final cumulative test. Successful students will participate

in discussions, complete assignments, and provide thorough answers on the final test.
Unit Objectives & Learning Goals:
SWBAT name the major body systems, their parts and functions.
Students will understand how body systems work together to keep us healthy
SWBAT name ways that they can take care of their bodies and help their body do
the work it needs to.
Students will have a greater understanding of and appreciation for the work their
body does that they cannot even see.

Outline of schedule:
Living or non-living
The cell
o Microscopes
Tissues, organs, systems
Circulatory system
o Bill Nye video
o Hands on activity to simulate
Respiratory system
Digestive system
o Bill Nye video
o Worksheet to review and go deeper
Nervous system
o Make a brain
Skeletal and muscular systems
Excretory system
o Flip book
Review
1: Introduction to Life Science: Living vs. Non-Living
Objectives:
- Students will become familiar with scientific terminology.
- Students will consider what it means for something to be living
Activity:
1. Students will be addressed as scientists and asked to act as scientists, not 5 th
graders.
2. The scientific method of questioning/hypothesizing, experimentation,
observation, and making conclusions will be introduced with teacher modeling
examples of each and asking students to draw on previous science education.
3. Students will be asked to hypothesize as a class what characteristics make
something alive or not alive.
a. Students will begin by sharing their ideas at their tables with a partner.
b. Name sticks will be pulled and students will use the following sentence
frames to share their ideas with the class.
I hypothesize that ____ makes something living/non-living.
My hypothesis is ____.
My partner and I hypothesize that ____.
4. Student contributions will be recorded on a list on the board under one of two
columns, living or non-living.
5. Students will be asked to make observations about the items on the list.
a. Students will begin by talking in pairs.
b. Teacher will facilitate a discussion in which students share their ideas and
discuss one anothers ideas as a class.
6. To conclude students will be asked to write a hypothesis in which they
hypothesize what makes something a living organism.
a. The following sentence frames will be provided:
I hypothesize that ____ makes something a living organism.
I hypothesize that _____.
My hypothesis is that something is a living organism if it ___.
My hypothesis is _____.
 b. Students will turn in hypotheses to the teacher.
7. Students will be challenged to consider thinking about what makes something
alive between Tuesday and Thursday.
Assessment: Students will be informally assessed throughout the lesson based on their
participation and answers provided. Students will be formally assessed based on their
written hypothesis following a proper format and showing engagement with the material.

2: The Cell
Objective:
- Students will know that the presence of cells denotes that an organism is living.
Activity:
1. Review list from Tuesday of characteristics of living and non-living things.
2. Introduce the word cell
3. Display image of an animal cell with the basic parts labeled
a. Explain what purpose each part of the cell serves (i.e. nucleus is like the
brain, mitochondria are the power house creating energy, etc.)
b. Have students repeat name of cell parts after teacher.
c. Field questions.
4. Display image of an plant cell with the basic parts labeled
a. Explain what purpose each part of the cell serves (i.e. nucleus is like the
brain, mitochondria are the power house creating energy, etc.)
b. Have students repeat name of cell parts after teacher.
c. Field questions.
5. Ask students to make observations about the cells displayed, similarities,
differences, something interesting.
6. Pass out hypotheses students wrote on Tuesday and ask them to write an
updated hypothesis below it based on what they learned in this lesson. Remind
students that their hypothesis should be a statement which tells the reader what
distinguishes living organisms from non-living objects.
Assessment: Students will be informally assessed throughout the lesson by their
participation. Their hypotheses will be formally assessed based on how well they follow
the assignment.

3: Microscopes and Cells - Stations

Objective:
 - SWBAT correctly use a microscope to look at slides of cells.
- SWBAT identify visible parts of a cell under the microscope.
- SW have a collection of labeled sketches of cells paired with written observations
about the cell.
Activity:
1. Using handout showing the parts of a microscope, the class will go over proper
microscope handling and what each part of the microscope does.
2. Introduce and explain each station
3. At each station students will complete a lab journal entry with the following
a. Title (i.e. station 1)
b. Labeled sketch of what they see under the microscope
c. Written observations as bulleted list or sentences.
4. Split students into teams and assign each team to a station.
5. At the bell students will rotate one station to the right.
6. Station 1 (each pair will spend 2 rotations at this station)
a. Students will use a virtual microscope to look at cells on a chrome book
and complete at least 2 lab journal entries.
7. Station 2 & 3
a. Students will use a microscope to look at plant cell slides and complete at
least 1 lab journal entry.
8. Station 4
a. Students will use a microscope to look at animal cell slides and complete
at least 1 lab journal entry.

Assessment: Students will be informally assessed through observation while they work.
Their lab notes will be collected and formally assessed, checking that students have the
required components and demonstrate an understanding of the material.

4: Tissues, Organs, and Systems

Objective:
- SWBAT explain the relationships between cells, tissues, organs, and body
systems.
- SW demonstrate an understanding of the hierarchy of cells, tissues, organs, and
body systems.
Activity:
 1. Begin by reviewing information students have learned about the cell, referring to
cell posters on wall.
2. Ask students to think about what cells do/make in our body
a. Allow a few students to share their thoughts and allow discussion.
b. Look for the following to be mentioned: many different types and
purposes, we need a lot of cells
3. Introduce the idea that cells build tissue that makes up organs that are compose
body systems.
4. Students will brainstorm as a table which systems we have in our body, the
function they serve, and what types of tissue they use (i.e. thickness, shape, job,
etc.).
a. Students will talk at their tables
b. Each table chooses a spokesperson for their ideas
c. Ask each tables spokesperson to share their ideas with the class
5. Show textbook page about tissues, organs, and systems, and read out loud to
the class.
6. Open the floor for observations and discussions about what students have
learned today.
7. Wrap up by telling students that we will begin to look at each body system in the
coming class periods.
Assessment: Students will be informally assessed based on their contributions to the
whole class discussion, displaying active listening, and participating in discussion at
their tables.

5: Circulatory System & Body Systems Flip Book

Objective:
- SW understand the basics of how the circulatory system works and what it does.
- SW have a completed body systems flip book.
- SWBAT label and write notes for the circulatory system portion of their flip book.
Activity:
1. Students will make a body systems flip book by doing the following steps.
a. Cut a piece of construction paper in half lengthwise.
b. Glue ends together so you have one long strip.
c. Fold strip into 12 equal parts.
d. Cut out each body system man from handout.
 e. Arrange cutouts on construction paper strip, one cutout per folded section.
f. Glue down cutouts onto construction paper strip.
g. Write name on front page of flipbook.
2. Watch Bill Nye circulatory system video and complete accompanying worksheet.
a. Handout sheet worksheet and read through questions with students.
b. Start video and remind students periodically to be looking for answers for
blanks and questions on their sheet.
c. Review answers at end of video.
d. Collect all worksheets.
Assessment: Students will be assessed on their ability to follow directions while
assembling the body systems flipbook. They will also be assessed based on their
attentiveness to the video and answers on the worksheet.

6: Respiratory System
Objective:
- Students will understand the basic function and processes of the respiratory
system.
Activity:
1. Students find and label the respiratory system to their flip books.
2. Display poster of respiratory system and point out the major components.
3. Have students retrieve science textbooks for table.
4. Students take turns reading respiratory section of textbook out loud while the
class follows along.
5. Go back over respiratory system, pointing to parts on poster on the board and
stressing the job each part does.
6. Pass out sheet worksheet on the respiratory system.
7. Students will complete sheet filling in the blanks from memory or reviewing the
text reading, this completed sheet will be their exit ticket out the door.
Assessment: Students will be assessed on their engagement during reading and
demonstration of active listening. Their completed exit ticket will demonstrate the extent
to which they engaged in and understood the material presented.
7: Circulatory System Simulation
Objective:
- SW have a better understanding of how the circulatory and respiratory systems
work together.

Activity:
1. Review circulatory and respiratory systems and how they interact by going over
student notes in flip books and displaying images of both systems on the board.
2. Explain to students that they are going to simulate the circulatory and respiratory
systems working together to provide oxygen to the body by becoming the
system.
3. Split students into two teams and assign the following roles: lungs (2), heart (3),
muscle (2), veins (4), arteries (4)
4. Set up the simulation
a. Heart stands together at one table. Their job is to receive oxygenated
blood (i.e. red paper pieces) from the lungs and pass it to the muscles
and receive non-oxygenated blood (i.e. blue paper pieces) from the
muscles and pass it to the lungs.
b. Lungs stand together at second table with pile of red paper squares.
Their job is to receive non-oxygenated blood from the heart and
oxygenate it (switch out blue for red) and pass it back to the heart.
c. Muscles stand at third table with pile of blue paper squares. Their job is
to receive oxygenated blood from the heart and deoxygenate it (switch
out red for blue) and pass it back to the heart.
d. Veins and arteries stand between the organs to connect them. Their job
is to pass the blood between the organs.
5. The simulation will work as follows
a. Lungs begin by passing oxygenated blood to the heart who pass it to the
arteries who pass it to the muscles of pass it to the veins who pass it to
the heart who passes it to the lungs before the process repeats.
 b. Teams continue to pass blood until they run out.
Assessment: Students will be assessed based on their participation and how well they
followed directions.

8: Digestive System
Objective:
- SWBAT name the main parts of the digestive system and their function.
Activity:
1. Watch Bill Nye video on the digestive system
a. Pass out sheet, fill in the blank quizzes to be completed while watching
the video.
2. Put up image of labeled digestive system and go through each part, pointing out
where it is and having students identify point on body, explaining what it does
and how it related to other parts of the system and body.
a. Go over answers to quiz as part or function they refer to comes up
3. Pass out worksheet for students to complete and have them complete in their
table groups.
4. Go over the answers to the worksheet as a class explaining why the answer is
the answer.
5. If time: measure out how long parts of the digestive system are to show how far
food has to travel to make it all the way through our body
Assessment: Students will be assessed based on their participation and completion of
worksheets.

9: Nervous, Skeletal, Muscular Systems

Objective:
- SWBAT identify main parts and functions of nervous system.
- SWBAT identify the main parts and functions of the muscular system.
- SWBAT identify the main parts and functions of the skeletal system.
- SWBAT describe how the muscular, skeletal, and nervous systems work
together.
Activity:
1. Pass out science textbooks and have students turn to section on nervous,
skeletal, and muscular systems.
2. Project images of three systems which match those in student flipbook on
whiteboard and label
3. Students take turns reading out-loud the portion of textbook on these three
system.
a. Students who read will be decided by pulling name sticks.
b. As the students read, important vocabulary will be written on the board
next to its corresponding body system on the board.
4. Go over vocabulary written on the board with students making notes in flipbook
and reinforce the following ideas.
a. Bones provide structure and protection.
b. Muscles hold everything together and make us move.
c. Nerves provide feeling and tell body parts what to do.
5. Make a brain
a. Pass out brain handouts, one per pair of students
b. Students color each section of the brain
c. Cut out brains
d. Glue two halves together to make a brain
e. Have students point to each part of the brain as its function is described.
f. Student pairs turns pointing to a part of the brain while their partner does
an action reflecting the function of the selected part of the brain.
Assessment: Students will be assessed based on their participation and completion of
brain activity.

10: Excretory System Flip Book

Objective: SWBAT name the basic parts and functions of the excretory system.
Activity:
1. Assemble flip book
a. Pass out pages
b. Walk through placing pages in numerical order
 c. Staple corner to make book
2. Read flipbook
a. Pull sticks and have each student read one page
b. Project teacher flipbook under doc cam and highlight key words as student
reads. Students will highlight page before moving on.
3. Review of material
a. Ask students to pretend that I have never heard of the excretory system
and they need to explain it too me.
b. Have students brainstorm together at their table what they would say,
using flipbook for reference as needed.
c. Call on students who have their hand raised to tell me one thing.
Assessment: Students will be assessed based on their ability to follow directions,
participation, and contributing to the review activity.
11: Review of all body systems
Objective: SWBAT name the parts and functions of all body systems covered in this
unit.
Activity:
1. Tell students to get out flipbooks from desks.
2. Explain the following review activity before doing
a. Teacher makes a statement such as
i. I do ___ (function) what am I?
ii. I have ___ (part) what am I?
b. Students raise hand to offer answer, remaining class signals agreement
by signing yes or disagreement by patting head
c. Multiple statements will be made for each body system
d. Students will be given the chance to be the teacher and use the
sentence frames above.
Assessment: Students will be assessed based on their participation and if they are
signaling agreement with correct answers or not.

12: Test
Objective: SWBAT demonstrate their knowledge and understanding of human body
systems.
Activity:
1. Go through structure of test and expectations for student work (full sentences,
answer every question).
 2. Remind students that they have the option to use their flipbook while testing but if
they do not they will receive extra credit.
3. Pass out tests and allow students to begin testing.
4. When students are finished they will put their test on my desk and read quietly
until the class is done.

Assessment: Students will be assessed through scoring of their test and the level of
understanding of concepts they demonstrate.
Unit Reflection
This unit was more challenging and more fun to teach than I had anticipated. The
amount of pre-existing knowledge some students had about certain topics as well as the
lack of knowledge about other topics surprised me and made me wish that I started the
unit with a more concrete pre-assessment. What I did do was probe for pre-existing
knowledge at the beginning of each lesson, which was most often a great warm up
activity but made it so I could not anticipate how much students would know while
planning my lesson. If I taught this unit again I would create a pre-assessment on which
students were able to demonstrate their pre-existing knowledge and provide a planning
tool for me.
I feel that a huge strength of this unit was the hands on learning and
experiences students had. Students learned about the respiratory system and
circulatory system working together but it did not click for most of them until they
participated in the simulation we did. Suddenly so many were saying now I get it and
actually understood the material in a deeper way. The paper brain activity brought the
brain to life, allowing students to see and manipulate the organ, controlling each other
just like our brain and nerves do without us even realizing. While the more traditional
textbook based learning with handouts was fruitful and students learned a lot I wish
there was more hands-on learning in this unit and less lecture with textbook.
Finally, I learned the importance of having a backup plan like Bill Nye videos
while planning and teaching. Due to illness I missed two days of science instruction but
by having the videos and comprehension quizzes at my disposal I was able to send sub
plans and continue science instruction from afar. While putting on a video instead of
teaching and interacting with students is not something I had initially planned to do it
was an invaluable tool. Instead of missing two days, equivalent to a whole week of
science instruction, students were able to watch the videos and continue learning about
body systems in a new and engaging way. In planning future units I will definitely
consider planning lessons using tools like educational videos so that I have something
ready that fits into the flow of instruction if I miss a day of school. Overall I was very
happy with how this unit went and I would love to teach it again while improving it.