Download Gist: Animals and Body Systems

Fifth Grade Unit One
Animal Systems
TLW identify selected body systems and explain how they work together to
perform specific activities.
(Gist: Animals and Body Systems)
Enduring Understanding(s)

Animal systems (including body systems of humans) work together and contribute to the
animal's survival and well being.

Animals' bodies are made up of various body systems that perform specific functions
Essential Questions


How are the needs of complex vertebrates met by specialized systems?
How do body systems work together?
New Vocabulary
animal system
body system
circulatory system
hand lens
measurement
digestive system
excretory system
exercise
rock
sand
muscular system
nervous system
reproductive system
soil
respiratory system
skeletal system
system
water
Concepts & Information
The function of the skeletal system is to give the body shape, support, and protection. There are
206 bones in the body. The place where bones link are called joints. Joints allow one bone to
move pass another (hinging, sliding, rotating and pivoting). Bones are connected by ligaments.
The function of the muscular system is to help provide support and the force for movement.
There are over 600 muscles. Working in pairs, skeletal muscles, attached by tendons, contract
or pull the bones.
(Extension) All living things are composed of cells. Bones and muscles are made of cells. Cells
are the basic unit of living matter in all organisms. Muscle and bone cells have different shapes
and sizes. Cells need food, water and oxygen for growth. Bone marrow makes red and white
blood cells.
Digestive System
Digestion begins in the mouth. Solid and liquid food is broken down mechanically (chewing) and
chemically (saliva).
The stomach is a very strong muscle. It has tiny glands that give off digestive juices to aid in
food breakdown. The lining of the small intestine, the pancreas, and gall bladder supply
enzymes for food breakdown.
Nutrients are absorbed by the bloodstream in the small intestine; the remaining undigested food
enters the large intestine. The large intestine absorbs water and stores wastes. Wastes are then
gathered in the colon. Muscles move the waste toward the rectum.
Excretory System
The two kidneys are located in the lower back on both sides of the spine and are the size of a
fist.
Blood passes through the kidneys where toxic waste is filtered out of the blood. It combines with
excess water as urine, which is collected in the bladder.
Important functions of cells are respiration, growth, and repair. The body increases in size and
weight through the division, enlargement, and differentiation of cells. The body repairs itself (if,
for example, a bone is broken or the skin injured and cut) when the cells of the injured tissue
replace themselves with new, healthy cells. Mitochondria are the organelles within cells where
cellular respiration takes place. From oxygen and digested food, mitochondria make energy-rich
chemicals that fuel the cells.
Other functions, carried out by the various body systems, include excretion, respiration,
digestion, and metabolism. Metabolism is the sum of all the processes used in the body to
maintain life.
The circulatory system consists of the blood, blood vessels and the heart and is responsible for
the transportation of food, water, oxygen to the body cells and waste and carbon dioxide away
from the body cells.
The respiratory system consists of the lungs and related organs and is responsible for the
oxygen/carbon dioxide exchange within the blood.
The lungs bring oxygen to the blood and the stomach, small intestine/large intestine bring
nutrients, food, water, minerals, and vitamins to the blood. These substances are transported to
the cells by the blood. At the cells, oxygen and nutrients combine chemically in cellular
respirations, creating energy and waste products.
These waste products, carbon dioxide, urea, and heat are taken away from the cells and
delivered to the excretory organs for elimination from the body. The lungs remove carbon
dioxide, water, and heat from the blood and release them from the body. The kidneys remove
urea, salts, and water from the blood and send them to the bladder to be released from the body
during urination. The skin is responsible for removing heat and sweat (water, urea, salts) from
the blood through the sweat glands.
Two or more systems can be linked in performing selected activities.
Example of systems working together: as muscles work, the circulatory system carries oxygen
from the respiratory system and food from the digestive system to muscles to provide energy.
Then the circulatory system carries away waste from the muscles to the urinary system and
respiratory system.
Homeostasis is the process by which the internal environment of the body is kept stable in spite
of changes in the internal and external environment, e.g., sleep, changing weather, or exercise.
All body systems are controlled by the nervous system. The nervous system maintains stable
body conditions by receiving information from the senses, responding to received information,
and controlling the other body systems to maintain homeostasis, whether the body is at rest or
during exercise.
Human body systems enable the body to maintain homeostasis (internal balance) despite
changes in its external and internal surroundings. For example, the nervous, circulatory,
respiratory, and excretory systems work in conjunction to remove excess heat and maintain
internal body temperature through the mechanism of perspiration.
Metabolism is the sum of all the physiological processes by which an organism maintains life.
Foods are broken down and digested to yield energy and raw materials which are used by the
body for cell reproduction and growth, to provide heat, and to conduct physical activity.
Metabolism is controlled by the nervous system.
The central nervous system is made up of the brain and spinal cord. The major parts of the
brain include the cerebrum, cerebellum and medulla. The central nervous system is connected
to the organs of the body through the peripheral nervous system, a network of nerves that
branch out from the central nervous system.
The function of the nervous system is to monitor, receive and respond to stimuli in both the
external and internal environment. Responses to stimuli are transmitted by the motor portion of
the peripheral nervous system. The peripheral nervous system is divided into the autonomic
nervous system and somatic nervous system. The autonomic controls involuntary responses
and the somatic controls voluntary responses. The autonomic nervous system is divided into the
sympathetic nervous (increased heart rate) and the parasympathetic nervous system (calming
effect).
Cells in the nervous system are called neurons. Components of a neuron include a body, axon
and dendrite. Messages, or impulses, travel from one neuron to another. Impulses pass
between neurons across gaps called synapses.
Sensory neurons respond to a stimulus and send a message to the central nervous system.
Interneurons (in the brain and spinal cord) are responsible for processing information within the
central nervous system. Motor neurons carry the message away from the central nervous
system to the affected body part.
Common Misconception
A common misconception is that not all systems are working all the time.
Lesson Ideas:
Section 1:
1. TLW construct a life size model of the human body and explore the human body as a
system. CCSS/CE(s): S.RS.05.15; L.OL.05.41;
Students will investigate the human body in these lessons, as representative of all vertebrate
systems.
Important note: This is the only time throughout the study of science when body systems are
taught. However, identification of the general purpose of each animal system is the focus of
instruction, not a detailed understanding of the anatomy and physiology of all parts of each
system.
Comparing animal systems of organisms from different animal phyla is not the purpose of intent
of this expectation.
Help students make the connection between the structures and functions of the human body
and those of other vertebrate animals. Incorporate real-world concepts concerning health issues
for all systems as they arise, (e.g., relationship of cholesterol and diet, smoking and cancer and
heart disease, breathing difficulties, polluted air and breathing difficulties, stress and circulatory
and respiratory problems).
Engage students in an activity that supplies each student with a card containing one of the
following 1) a body system 2) a major organ or part 3) general purpose/function. Students work
collaboratively to match a body system with the appropriate organ/part and function. Each group
will explain to the class the reasons for its choices.
The life size model can be made by tracing students’ bodies on butcher paper (rolled art paper).
As the sequence of instruction continues, models of the various systems will be added.
Students investigate individual organ systems separately and report on each of their functions
as a means of communicating the specific job of each system. It is important to understand that
organ systems are not independent and the work of each system is related to the work of one or
more other systems.
Option: Create one life-size model for the class and jigsaw the lessons about specific body
systems. If you choose the jigsaw option, each group will create a model of their assigned
system and attach it to the life-size model; each group will share with the class. The models of
body systems should be attached in such a way that they can be lifted up to expose the layers
beneath.
Astro-Venture: Astronomy Educator's Guide link – Scroll to Astronomical Factors, Lesson 7,
Thinking in Systems, which uses body systems as an example of a system.
2. TLW identify the structures and functions of the skeletal and muscular
system.CCSS/CE(s): L.OL.05.41; S.IP.05.13; S.RS.05.15;
(Resources: Backbone Model; How Do Arm Muscles Work?; Muscular and Skeletal Systems)
The purpose of the skeletal system is provide support and structure for the animal.
The purpose of the muscular system is to provide movement and form for the animal.
Skeletal System
Parts: bones and cartilage (discs are made of cartilage).
Function: skeletal system supports and protects the body and its organs and some bones make
blood cells.
Muscular System
Parts:
muscles, tendons and ligaments.
Function: supports and enables the body to move.
Students brainstorm the function of joints, and demonstrate muscle pair movements.
http://kidshealth.org/kid/body/muscles_SW_p5.html
3. TLW determine the interrelationship of the skeletal and muscular systems.CCSS/CE(s):
L.OL.05.42;
(Resource: Investigating Muscles and Bone)
4. TLW analyze the structures and functions of the circulatory and respiratory systems.
CCSS/CE(s): S.RS.05.15; L.OL.05.41; S.IA.05.12; S.IA.05.13; S.IP.05.11; S.IP.05.12;
S.IP.05.13;
(Resources: The Heart; Blood Vessels and the Heart; Blood Vessel Model; Blood Components;
Structures of the Respiratory System; The Respiratory System; Heart Dissection Set-Ups and
Materials; Procedure for Lung Dissection)
The purpose of the circulatory system is to carry food and oxygen to all parts of the body and to
remove waste products from all parts of the body.
The purpose of the respiratory system is to bring oxygen into the blood and to remove waste
products (or carbon dioxide) from the blood.
Circulatory System Structure and function:
Parts: blood, heart, blood vessels.
Function: transport food, oxygen and waste throughout the body.
Students label a diagram of the heart and describe how these parts function to pump blood.
(Resources: The Heart; Blood Vessels and the Heart)
Place this diagram on the human body model.
Students construct a model of artery, capillary, and vein structure, and collaboratively analyze
the structure and functional relationship. (Resources: Blood Vessels and the Heart; Blood
Vessel Model)
Arteries - thick-walled vessels to contain high pressure of the left ventricle, pumping blood
throughout the body
Capillaries - tiny, thin-walled vessels to allow free movement of food and gas molecules
Veins - thinner-walled than arteries to contain blood flowing to the heart.
Add this model to the human body model.
Students collaboratively identify the structures and functions of blood components. (Resource:
Blood Components)
Components to be analyzed are red blood cells, white blood cells, platelets, and plasma.
Students identify the structures of the respiratory system. (Resources: Structures of the
Respiratory System; The Respiratory System)
Respiratory System Structure and Function:
Parts: diaphragm, trachea, lungs, bronchi.
Function: supplies oxygen to the body and gets rid of carbon dioxide.
Label a diagram of the respiratory system, describe its functions and construct a life size model
and place it in the body model.
Cooperatively dissect a pig pluck (heart and lungs) to identify the structures. (Resources: Heart
Dissection Set-Ups and Materials; Procedure for Lung Dissection)
Introduce the flow of oxygenated and deoxygenated blood through the circulatory and
respiratory systems. Display the two routes that red blood cells travel showing oxygenated and
deoxygenated blood.
Pig plucks (hearts and lungs) for the dissections can be purchased from some local butchers or
at: DeVries Meats Inc., 17685 80th Ave., Coopersville, MI - (616) 837-6061 or (616) 837-7115
5. TLW collaboratively investigate how the circulatory and respiratory systems function
together and how they affect metabolism. CCSS/CE(s): L.OL.05.42; S.IA.05.11; S.IA.05.12;
S.IA.05.13; S.IA.05.14; S.IP.05.12; S.IP.05.13; S.IP.05.15; S.IP.05.16; S.RS.05.11;
S.RS.05.12;
(Resource: Exercise and Your Body)
Pairs of students measure changes in pulse rate and breathing rate before and after mild
exercise such as jumping jacks. One student exercises, the other student monitors the pre- and
post-exercise pulse rate. Each pair of students list the systems they feel were most important in
this activity and explain how these systems worked together.
Students pool class data on pulse-rate activity and create a graph to represent class results.
Determine mean and mode for class results and compare their individual results to class results.
Students are generally aware that breathing rate and pulse rate increase during exercise. The
activities in this unit build an understanding of the quantitative proportionality between amount of
exercise and rate of breathing and pulse.
Smoking affects the respiratory system and can lead to cancer and respiratory and heart
diseases.
6. TLW identify the structures and order the process of the digestive system through a
model or diagram. CCSS/CE(s): L.OL.05.41; S.IA.05.12; S.RS.05.15;
(Resources: The Digestive System; The Process of Digestion; Process of Breaking Down Food)
The purpose of the digestive system is to break down food into small particles that can be
carried in the blood to all parts. A common misconception is that we eat because our stomachs
need food.
Label a diagram of the digestive system then draw a life size model and place it on the human
body model.
Students may collaboratively demonstrate and individually summarize the process of breaking
down food.
Digestion Demonstrations
Place a thin uncooked chicken bone or an egg in a jar of vinegar for 10 days to illustrate how
food is broken down by acids (stomach acid is stronger than vinegar and turns meat into a
semiliquid form at a faster rate). Placing meat in gastric juice* also shows how food is broken
down by acids. Gastric juice can be ordered from: Carolina Biological, 2700 York Rd.,
Burlington, NC, 27215, (800) 334-5551,
www.carolina.com (available in chemistry section of catalog).
* For teacher demonstration only. Gastric juice is not safe for student handling.
7. TLW collaboratively investigate how the circulatory and digestive systems function
together and how they affect metabolism. CCSS/CE(s): L.OL.05.42; S.IA.05.12; S.IP.05.15;
S.RS.05.15;
(Resource: Needing Each Other)
8. TLW identify the structures and order the process of the excretory
system.CCSS/CE(s): L.OL.05.41; S.RS.05.15;
(Resource: The Excretory System)
The purpose of the excretory system is to remove wastes from the body.
Excretory System Structure and Function:
Parts: kidneys, ureters, bladder
Function: removes waste products of cellular activity
Students label a diagram of the excretory system, make a life size model, and place it on the
human body model.
9. TLW explain the basic parts and functions of the nervous system. CCSS/CE(s):
L.OL.05.41; S.IA.05.12; S.IP.05.11; S.IP.05.12; S.IP.05.13; S.IP.05.14; S.IP.05.16;
S.RS.05.15;
(Resources: The Nervous System; The Brain; Response to a Stimulus-Brain and Learning;
Response to a Stimulus-Voluntary and Involuntary Reflex; Nervous System)
The purpose of the nervous system is an internal communication system between the brain and
all other parts of the body.
Use graphic organizers or flow charts to demonstrate a reflex arch.
Parts:
brain, spinal cord, motor/sensory nerves.
Function: The nervous system receives information about what is happening both inside and
outside your body and directs the way in which your body responds to this information.
Students may collaboratively gather data and debate the pros and cons of helmet use in youth
sports. Youth sports include skateboarding, bicycle riding, football, roller blading, snowboarding,
skiing, ice skating (hockey), scooters. Application: concussions, spinal cord injuries, and use of
helmets, safety belts, other safety devices. Discuss helmet laws and the case made by interest
groups to promote or eliminate laws for use of helmets and/or other safety devices. Contact
local emergency room for current data on injuries. Discuss sensitivity to those who have
experienced nervous system injuries. The importance of this part of the body and its protection
cannot be overemphasized.
10. TLW explain the basic parts and functions of the reproductive system. CCSS/CE(s):
S.IA.05.12; S.RS.05.15; L.OL.05.41;
Caution: This lesson must be taught by teachers certified to teach reproductive health and must
use a district-approved curriculum. Refer to district administration for information.
The purpose of the reproductive system is to create offspring for the continuation of species.
11. TLW explain how the nervous, skeletal, muscular, circulatory, endocrine, and
respiratory systems work together during exercise and other selected
functions.CCSS/CE(s): S.RS.05.15; S.IA.05.12; L.OL.05.42; S.IA.05.13; S.IA.05.14;
S.IP.05.11; S.IP.05.12; S.IP.05.13; S.IP.05.14; S.IP.05.15; S.IP.05.16; S.RS.05.11;
S.RS.05.13; S.IA.05.11;
(Resources: Body Systems That Work Together for Metabolism; Relationships Between Body
Systems; The Waste Works; Relationships of Body Systems to Exercise)
Students choose a sports or leisure activity to describe the body systems used and how these
body systems are used together to perform the activity of the chosen sport or leisure activity.
Students design symbolic representation from the sport of their choice upon which they will write
each system and how it is used in that activity.
Students may develop a concept map demonstrating how the circulatory, respiratory, digestive,
and excretory systems function together to keep the metabolism of the human body balanced.
Digestive, muscular and circulatory systems are interdependent in the act of eating, digesting
and distributing nutrients.
Skeletal, muscular and nervous systems are interdependent in physical activity.
Poor diet and lack of exercise have affected the health of the nation. The rate of obesity, and
other health issues are on the rise in the United States.
Organic foods are becoming a more popular choice for the health conscious population.
Additives, preservatives, and other artificial ingredients are becoming a health risk to
consumers. Some consumers are concerned that food additives, such as preservatives and
dyes may pose health risks.
12. TLW identify the body systems on their human body model and explain how the
various systems work together to perform various functions.CCSS/CE(s): L.OL.05.42;
S.IA.05.12; S.RS.05.11; S.RS.05.12;
This is a culminating lesson to bring all the body systems together as they relate to the body
systems model that students have created as they have progressed through the units.
Elaborate on the health of the human body and maintenance of body systems through
discussion and research of a healthy diet and exercise.
Pose what would happen if… questions regarding the consequences of one body system
shutting down or becoming injured.
Instructional Resources
AIMS, Jaw Breakers and Heart Thumpers
AIMS, From Head to Toe