Oakland Schools Science Scope

Grade 5

Unit 4 Animal Systems

 Oakland Schools Science Scope

Grade 5

Unit 4 Animal Systems

About Our Scope Unit/Lesson Template

This template is designed to serve several teaching and learning principles considered as staples
of state-of-the-art science instruction. Here are the key principles in summary:
Its critical to elicit prior knowledge as a unit or lesson begins.
Key questions should drive student explorations and investigations.
Activity Before Concept Student inquiry-based explorations which give personal
experience with phenomena and ideas should precede a presentation of science ideas.
Evidence is the heart of the scientific enterprise. Students generate evidence and
analyze patterns in data that help to construct scientific explanations around key
questions.
Concept Before Vocabulary Attaching science vocabulary to concepts developed by
student investigations yields more success than beginning a unit or lesson with a list of
science vocabulary.
Talk, argument, and writing are central to scientific practice and are among the most
important activities that develop understanding.
Application of the ideas provides review, extends understanding, and reveals relevance
of important ideas.
Assessment of knowledge, skill, and reasoning should involve students throughout the
learning process and be well-aligned to the main objectives and activities of the unit.

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The Scope Science template is designed to put these principles into practice through the design
of the SCOPE LEARNING CYCLE FOR SCIENCE. Each unit has at least one cycle. The
components are listed below:

The Key Question for the Each unit has one open-ended driving question that relates to all the
Unit content and skills of the unit. The Key Question is presented at the
opening of the unit and revisited at the units conclusion.
Engage and Elicit Each unit begins with an activity designed to elicit and reveal student
understanding and skill prior to instruction. Teachers are to probe
students for detailed and specific information while maintaining a
non-evaluative stance. They also can record and manage student
understanding, which may change as instruction proceeds.
Explore A sequence of activities provides opportunities to explore phenomena
and relationships related to the Key Question of the unit. Students will
develop their ideas about the topic of the unit and the Key Question as
they proceed through the Explore stage of the learning cycle.

Each of the activities may have its own Key Question or central task
that will be more focused than the unit question. The heart of these
activities will be scientific investigations of various sorts. The results,
data, and patterns will be the topic of classroom discourse and/or
student writing. A key goal of the teacher is to reference the Key
Question of the unit, the Engage and Elicit of the students, and to
build a consensus especially on the results of the investigations.
Explain Each unit has at least one activity in the Explain portion of the unit
when students reconcile ideas with the consensus ideas of science.
Teachers ensure that students have had ample opportunity to fully
express their ideas and then to make sure accurate and comprehensible
representations of the scientific explanations are presented. A teacher
lecture, reading of science text, or video would be appropriate ways to
convey the consensus ideas of science. Relevant vocabulary, formal
definitions, and explanations are provided. Its critical that the activity
and supporting assessments develop a consensus around the Key
Questions and concepts central to the unit.
Elaborate Each unit cycle has at least one activity or project where students
discover the power of scientific ideas. Knowledge and skill in science
are put to use in a variety of types of applications. They can be used to
understand other scientific concepts or in societal applications of
technology, engineering or problem solving. Some units may have a
modest Elaborate stage where students explore the application of ideas
by studying a research project over the course of a day or two. Other
units may have more robust projects that take a few weeks.
Evaluation While assessment of student learning occurs throughout the unit as
formative assessment, each unit will have a summative assessment.
Summative assessments are posted in a separate document.

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Grade 5
Unit 4 Animal Systems
Contents
Unit Introduction.........................................................................................................................4

Learning Cycle: Body Systems, Organs, and Interactions.............................................5

Learning Objectives ........................................................................................................5

Key Question...............................................................................................................................5

Engage and Elicit

Activity 1: Introduction to Systems.................................................................................................6

Explore
Activity 2: Systems of the Human Body.........................................................................................7

Explain
Activity 3: Teams and Systems: Text in the Middle .......................................................................8
Activity 4: The Organ Trail...........................................................................................................11

Elaborate
Activity 5: Body Systems..............................................................................................................12

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Unit 4 Animal Systems

Unit Introduction
In this life science unit, students investigate the body systems of animals and explore the purpose
of each system. They describe how systems work together to help the organism survive. Students
design and conduct scientific investigations that demonstrate how selected systems work
together in a variety of activities.

The resources and opportunities to address these topics are of such abundance and quality that
the unit has the tremendous potential to be a highly relevant, real-world, and investigation-rich
experience for students. As teachers look for ways to have students use real-world data, apply
interactive technology to real-world questions, and foster meaningful tasks for reading, writing,
argumentation and mathematics and framed by the Common Core Curriculum Standards, the
issues here provide abundant opportunity. The main limitation is the class time available given
other content demands.

On the Common Core State Standards for English Language Arts and Literacy in Science

All science teachers will find the Common Core State Standards of ELA a tremendous asset for
reaching learning objectives in science education. Reading, writing, argumentation, and
discourse are central proficiencies necessary for success in science. All teachers should become
fluent with the document and are likely to find it validating.

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

These standards are best reached with science instruction that connects content to real-world
problems and experiments, complimented with scientific writing, challenging questions,
processes for classroom discussion and debate and use of scientific text.

It is recommended that teachers require students to use an interactive science notebook to

support learning in this unit. Here are some features and policies to consider:
Use a bound notebook cut and paste some other materials into it.
The right facing page is for teacher content; the left is for student reflection.
Leave four pages for a table of contents.
Leave the notebooks in the room.
Quad-ruled notebooks work well for the graphing activities.

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Learning Cycle: Body Systems, Organs, and Interactions

Introduction
The body is made up of systems that work interdependently to perform life functions. Each
system and its organs work together to perform simple tasks.

Learning Objectives
Students will be able to:
Identify the various animal systems (digestive, circulatory, respiratory, skeletal, muscular,
nervous, excretory, and reproductive).
Explain the function of each of the animal systems.
Explain how each bodily need (movement, get and use food, distribute heat, remove
waste, respond to the environment, produce offspring) is achieved through the activities
of more than one system.

Key Question: How do animal systems function together?

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Engage and Elicit

Activity 1 Introduction to Systems

Purpose
To elicit student knowledge and questions regarding how parts of a system work together to
perform a task.

Activity Description
Students are asked to identify the parts of the body used to eat an apple. Student misconceptions
and prior knowledge are identified.

Focus Question
How do the different parts of the body work together to carry out a body activity?

Duration
One class period

Materials
AAAS. Systems of the Human Body. Science Netlinks. November 19, 2010.
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385
Paper and pencil
Apple (one apple for demonstration by the teacher or one per student or pairs of students)

Teacher Preparation
The website provides the teacher with necessary background information for the lesson.

Classroom Procedure
1. Hold up an apple and ask the students, What am I holding in my hand? If I were going
to eat this apple, what parts of my body would I use?
2. Have students discuss the body parts used to bite, chew, swallow, and digest an apple.
3. The teacher or students may create a chart to organize ideas, such as:
Body parts for biting
Body parts for chewing
Body parts for swallowing
Body parts for digesting.
4. Ask the students, How do the different parts work together to eat the apple? (Each part
has a specific role. When one task is completed, the next part can perform its task.)
5. Ask them, What happens if one part is missing? (For example, if the teeth are missing,
the food could not be chewed sufficiently to swallow without choking.)
6. Have students engage in a discussion to discover that when a number of different parts
work together to perform a task, it is called a system. Students name a system (i.e.,
school, bicycle, and computer) and identify the parts that belong to the system.

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Explore

Activity 2 Systems of the Human Body

Purpose
To explore body systems and the organs associated with specific systems.

Activity Description
Through an interactive game, students discover that organs within a system work together to
make that system function. When all body systems work together, the human body functions
properly. This lesson introduces the digestive, respiratory/circulatory, skeletal, muscular, and
nervous systems. The focus of this activity is to teach that systems work together; it does not
focus on names and purpose of each organ.

Focus Question
What is needed for a system to work properly?

Duration
Two class sessions

Materials
All Systems Go student E-Sheet and interactive game on website
http://www.sciencenetlinks.com/lessons.php?BenchmarkID=11&DocID=385

Teacher Preparation
1. Access website for All Systems Go and familiarize yourself with the game and
materials.
2. Make class copies of Learn More student sheets.

Classroom Procedure
1. Have students access the interactive website to identify organs and group them according
to various body systems.
2. Pass out the Learn More student sheets.
3. Ask students to answer the questions on the Learn More sheet.

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Explain

Activity 3 Teams and Systems: Text in the Middle

Purpose
Students read an article confirming the interrelationships of the systems in an organism. An
analogy of a sports team is used to show the interdependence.

Activity Description
Students read text describing systems and how they relate to each other. Students write their
interpreted meaning of each section of the article and also write or draw what they visualize as
they read the passage.

Focus question
How do the parts of a system affect the whole?

Duration
Two class periods

Materials
Classroom set of article

Teacher Preparation
1. Make classroom set of the article.
2. Be familiar with the text-in-the-middle teaching strategy.
3. Identify method for students to select partners (assign partners, person on left, right, in
front, etc.).

Classroom Procedure
1. Ask class to read the article.
2. After completing each section, fill in the left and right columns.
3. When finished with all sections, ask students to pair with a partner and reach a consensus
on each section.
4. Conclude by selecting a few teams to share their understandings with the whole class.

In my own words this Text Write or draw what

means you visualize while
reading the text
The Body Team

Have you ever played on a team, like a

baseball team, or a soccer team? Every
team has team members and a purpose.
Our bodies are like teams. Each body
system is like a member of the team. The

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purpose of the team is decided by what

must be done for the team to win. Some
teams win by scoring the most points.
That teams purpose is to find ways to
score more points than the other team.
Some teams win by finishing the fastest.
The body team wins by keeping our cells
alive and healthy.

In my own words this Text Write or draw what

means you visualize while
reading the text

A team has different jobs for different

members of the team. All the members of
the team must work together. Working
together and doing the assigned job is
called teamwork. A runner in a relay race
must not only run fast, but also have a
good handoff to send the next team
member along. Teamwork is a must for
the success of any team. The bodys
teamwork, with every system doing its
job, keeps the body and its cells healthy.
Winning teams also have members that
assist each other. Tipping a basketball
shot by a teammate into the hoop is
called assisting. The teammate shot, but
the assistant helped.

In my own words this Text Write or draw what

means you visualize while
reading the text

The body has assistants, too. Our

muscular system helps push food through
the digestive system. The two systems
are teammates with the digestive system
doing its job and the muscular system
assisting. When a team wins, every
member of the team is a winner. But one
teammate that is not performing correctly
will prevent the team from winning.
Winning the Super Bowl is the goal of
every football team. The winning team
gets a big cup, and every member of the

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team gets a winners ring.

In my own words this Text Write or draw what
means you visualize while
reading the text
The same thing is true for our body team.
If our body teams win by keeping the
cells alive and healthy, every body
system wins by having healthy cells.
However, if one body system doesnt do
its job, it affects the whole body. If our
respiratory system is not working
correctly, none of our cells will be
getting the oxygen needed to stay
healthy. Cells from our entire body will
be harmed. As you see, our body systems
work like a team, keeping our body cells
healthy. Our body team members must
work together, assist the other systems,
and do their jobs in order for our body
cells to remain alive and well.

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Elaborate

Activity 4 The Organ Trail

Purpose
To understand that body systems contain organs that perform specific functions. The body is
made of cells, which form tissues. Tissues form organs, and organs form systems.

Activity Description
Students will research an assigned body organ and make a Wanted poster to share with the
class that informs the class of the organs parts and function.

Focus Question
How are cells organized into organisms?

Duration
Two class sessions

Materials
The Organ Trail updated February 2011
http://mrscienceut.net/TheOrganTrail.html
The Organ Trail assignment guide
Access to computers for online research
Markers, colored pencils, or other materials to create Wanted posters.

Teacher Preparation
1. Prepare a list of body organs (one for each student or for a team of two) to research.
2. Prepare a rubric for grading the Wanted posters (include their presentation to class).

Classroom Procedure
1. Assign each student (or team of two) an organ of the body.
2. Have students research the organ and create a Wanted poster to share with the class. They
will include the following information in their research/poster:
What system contains your organ?
What are the organs main functions?
How does your organ work with other systems to keep the body healthy?
Which diseases or disorders affect your organ?
Can a person live without your organ?
Other interesting information about your organ.
3. Give each student or team 2-3 minutes to share their poster with the class.

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Elaborate

Activity 5 Body Systems

Purpose
Students will understand that body systems work together to perform daily activities.

Activity Description
Students work in teams to select an activity to research, identifying the systems and organs
involved in the activity, and the role of each participating organ as well as the effect of organ
failure or loss.

Focus Question
How much of my body is needed to carry out an activity?

Duration
Three to five class sessions

Materials
Bicycle
Body Systems Activity Handout, Rubric, Checklist, and Note Pages
Optional: chart paper for larger body diagram
Colored pencils, markers, etc.
Access to Internet

Teacher Preparation
1. Have bicycle or similar exercise equipment available for class.
2. Determine group size prior to class.
3. Plan for Internet access for at least two days.

Classroom Procedure
1. Have students review prior knowledge regarding body systems and organs associated
with riding a bicycle.
2. Have students work in groups, choose a common activity, and conduct research regarding
the organs, systems, and interaction associated with the chosen activity.
3. Have each team present the body system research to the class, focusing on how body
systems work together to perform the activity.
4. Have each team include the consequences of one system failing, not working properly, or
missing.
5. The Animal Systems Checklist is used to assess the activity.

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Body Systems Activity Name_____________________

Date_____________Hour____

Directions:
1. Choose an activity that you enjoy (like snowboarding or eating pizza!).
2. Name the body systems used during your chosen activity.
3. Label the location of these systems on the diagram below.
4. Describe (in detail) all of the systems and organs involved in doing the activity you
chose.

ACTIVITY: ____________________________________________________________

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Body Systems Activity

Rubric
Name: _________________________________
Activity: _______________________________
Hour: ___________

Please refer to the following rubric before you submit your final copy of the Body Systems Activity.

Side One: _______/2

Name of Activity (large and visible)
Your Name/hour
Side Two: _______/8
All major systems involved in activity listed
Accurate description of how system is involved in your activity (be specific)
Overall Appearance: _____/5
Final Copy Format
Neat and Decorative (large and visible)
Rubric included

Total Points: _______________/15

Body Systems Activity

Rubric
Name: _________________________________
Activity: _______________________________
Hour: ___________

Please refer to the following rubric before you submit your final copy of the Body Systems Activity.

Side One: _______/2

Name of Activity (large and visible)
Your Name/hour

Side Two: _______/8

All major systems involved in activity listed
Accurate description of how system is involved in your activity (be specific)

Overall Appearance: _____/5

Final Copy Format
Neat and Decorative (large and visible)
Rubric Included

Total Points: _______________/15

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Body Systems
Notes and information Name_____________________
Date____________ Hour_____

Directions: Use the information that the class has compiled to fill out your chart comparing the
different body systems.

System Organs Function

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Name_____________________
Body Systems Date____________ Hour_____
Notes and information-mod

Directions: Use the word bank and information that the class has compiled to fill out your chart
comparing the different body systems.

System Organs Function

arteries, veins, Bodys transport system.
capillaries, heart Gives nutrients and oxygen
(organs involved in to the cells and takes in
transporting and carbon dioxide, water, and
pumping blood) waste.
esophagus, stomach, Breaks down food into
intestines protein, vitamins, minerals,
carbohydrates, and fats
that the body needs for
energy, growth, and repair.
glands (pituitary, Group of glands that
thyroid, adrenal, produce the bodys long-
thymus, pineal), distance messengers, or
pancreas, reproductive hormones (chemicals that
organs control body functions like
metabolism and growth).
mucous membranes Bodys defense system
and skin, lymph nodes against infections and
(which produce white diseases.
blood cells)
vessels that help Also a defense system for
circulate body fluids the body. Filters organisms
that cause disease,
produces white blood cells,
and generates disease-
fighting antibodies. Vessels
carry fluids and drain
excess to prevent tissues
from swelling.

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none. muscle tissue Made up of tissues that

makes up various work with the skeletal
organs in the body. system to control
movement in the body. Can
be skeletal (help body
move), smooth (involuntary
and found in organs), or
cardiac (in heart and
involuntary).
brain, spinal cord Bodys control system.
Sends, receives, and
processes impulses
throughout the body. Tells
muscles and organs what
to do and how to respond
to environment.
sperm, egg, Allows humans to produce
reproductive structures children.
for males and females
nose, trachea, lungs Brings air into the body and
removes carbon dioxide.
bones, ligaments, Shapes the body and
tendons protects organs. Works with
the muscular system to
help the body move.

kidneys, ureters, Eliminates waste from the

bladder, urethra body in the form of urine.

Word Bank

Digestive Immune Muscular Reproductive Skeletal Circulatory

Urinary Respiratory Nervous Lymphatic Endocrine

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