Download 5th Grade Science

5th Grade Science
Teacher: Andreas Gross
Week 5 Lesson Plans
Monday, October 8, 2012:
Objective: SWBAT demonstrate an understanding of oxygen exchange in the lungs by explaining
step-by-step the process.
Standard: Life Science: Students know how blood circulates through the heart chambers, lungs, and body
and how carbon dioxide and oxygen are exchanged in the lungs and tissues.
Warm-up:
-
Open book, open notes timed review pop quiz (10 questions)
- Purpose is to review previous learning about human body systems and re-focus our minds on
science class after the week long break.
Instruction:

Similar to how cells in the body get oxygen.
o
Show a diagram on the overhead and go through the process step-by-step (p. 73-74)

Show Brain POP “Respiratory System”

What happens if you damage your lungs? How does this happen?
o
Smoking and second hand smoke
o
Diseases – Cold, influenza, pneumonia, tuberculosis
Guided Practice:
-
Students will complete a note sheet with a picture of air sacs in the lungs on it corresponding to the
lesson
Independent Practice:
Have students discuss at their table groups:

What would happen if you could carry twice as much oxygen in your red blood cells? What would
happen if you could only carry half as much oxygen?

Discuss athletes training at high altitudes as an example (after students offer answers)
Evaluation:
-
Teacher will check note sheets for completion
Closure:

With the person sitting next to them, the student will describe the journey of an oxygen
molecules from outside your nose to your body. LW use appropriate vocabulary to describe
each location it passes.
Meeting individual needs:
Homework: Read Chapter 3, Lesson 3; Study for test on Friday, complete study guide (optional)
Tuesday, October 9, 2012:
Objective: TLW demonstrate an understanding of the digestives system by illustrating and labeling a
diagram.
Standard: Life Science: 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.
Warm-up:

In their gambol notebooks, challenges students to draw a map of the digestive system, showing
the path food takes
- This is review from the reading the night before
Instruction:

Put a diagram of the digestive system on the overhead and label each part with its function
o
Mouth (teeth, salivary glands, tongue) – breaks down food. Saliva has chemicals that
digest food. Tongue helps you to taste and move food.
o
Esophagus – carries food to the stomach; muscles help to squeeze and push food down
o
Epiglottis – covers the trachea so food doesn’t go down that pipe
o
Stomach – produces fluids that help to digest food into a soupy paste
o
small intestine – more digestion occurs, nutrients absorbed into the walls of small
intestines. Villi increase surface area to allow more absorption of food
o
large intestine – takes water and salts out of the waste, making it more solid. Solid
waste is squeezed out
o
Liver, pancreas – Creates chemicals that are released into the small intestines to digest
food
o
Demonstrate how food is pushed through the esophagus to the stomach by making a
clothe tube. Place a marble or bean in the tube and squeeze it through the tube.

Observe how there’s a bulge in the tube where the “food” is.

How do the muscles work to help the esophagus push food down?
Guided Practice:
- Students will complete a guided note sheet while learning about the parts of the digestive system
Independent Practice:

The student will refer back to their drawing at the beginning of the period, and revise it as
necessary.
Evaluation:
- Teacher will check that necessary additions have been made to student drawings
Closure:
- Exit card: one thing you learned today
Meeting individual needs:
Homework: Study for test on Friday
Wednesday, October 10, 2012:
Objective: TLW demonstrate an understanding of the urinary system by illustrating and labeling a
diagram.
Standards: Life Science: Students know the role of the kidney in removing cellular waste from blood and
converting it into urine, which is stored in the bladder.
Warm-up:

How is the garbage from your house disposed of?

What are some different types of garbage in our bodies that need to be disposed of? How
does our body dispose of them?
o
Carbon dioxide – exhaling
o
Solid waste – feces
o
Excess water – sweat, urine
o
Trash in our bodies are filtered through our kidneys, which “cleans the blood” by
removing the wastes. Filtered, clean blood goes back to heart and lungs; waste goes to
bladder.
Instruction:

Show a diagram of the urinary system on overhead

Focus on urinary system: explain and diagram the organs that are a part of this system
o
Renal artery carries blood to kidney
o
Kidney is the filter

Filters and removes waste products like water, extra nutrients, salts, calcium,
ammonia , (harmful compound formed during digestion of proteins), urea,
(harmful compound formed during the metabolism of protein), etc.

o
From kidney into ureter = carries urine to . . .
o
Bladder = the storage area for urine
Show students using a balloon how a urinary bladder gets full.
o
Out of body through urethra

How do you know when you need to go to the bathroom? (When a nerve cell
tells your brain that your bladder is full. It’s automatic, just like breathing
and your heart rate.)

How do you go to the bathroom? (You tighten your bladder muscles and the
urine comes out. Like squeezing a water balloon with a straw attached.)
o
Fact! Your kidneys send about 6 cups of urine to your bladder every day!
Guided Practice:
- Guided student note sheet
Independent Practice:
- Independent drawings of urinary system in notebooks
Evaluation:
- Teacher will check note sheets and urinary system drawings for accuracy and completion
Closure:
Exit card: what is one thing you learned today
Meeting individual needs:
Homework: Study for test, complete individual urinary system drawing
Thursday, October 11, 2012:
Standards/Objective: TLW demonstrate the ability to recall Chapter 3 concepts by playing a review
game.
Warm-up: Review Mr. Gross’s Wonderful World of Trivia rules and complete a practice question
Instruction:
Play review game
Guided Practice:

LW play a review game for Chapter 3 concepts.
Independent Practice:
Evaluation:
Play review game and answer questions correctly
Closure:
Remind students that the purpose of the review game is because there is a test the next day (Friday)
Meeting individual needs:
Homework: Study for Ch. 3 test
Friday, October 12, 2012:
Standards/Objective: TLW demonstrate the ability to recall Chapter 3 concepts by completing the
chapter assessments.
Warm-up:
Instruction:
Guided Practice:
Independent Practice:
Evaluation:

Chapter 3 assessment
Closure:
Meeting individual needs:
Homework: