5th Grade Body Systems Unit Blueprint

Pacing Suggestions:
Day 1 - Observation Sheep's Heart
Day 2 - Learning Stations (bullet 3 on page 76)
Day 3 - Processing for Meaning

Note advanced preparation for stations on page 76.

Teacher Resources:
Tips	Optional Notes to Support Observation: Teacher Notes on Sheep's Heart (PDF) Teacher Notes on Sheep's Heart (WORD)

How do the digestive and circulatory systems work together to get nutrients (food) to the cells?

How do the respiratory and circulatory systems work together to get oxygen to the cells?

What does the circulatory system do? How does it work?

6C(6-8)#3: To burn food for the release of energy stored in it, oxygen must be supplied to the cells, and carbon dioxide removed . Lungs take in oxygen for the combustion of food and they eliminate the carbon dioxide. The urinary system disposes of dissolved waste molecules, the intestinal tract removes solid wastes, and the skin and lungs rid the body of heat energy. The circulatory system moves all these substances to or from cells where they are needed or produced, responding to changing demands.

12D(3-5)#3: Use numerical data in describing and comparing objects and events.

Getting Started class discussion on pages 78 and 79. You will return to "What we want to find out" column of the "How my body works" chart.

Heart Outline, described on page 81 as an individual assessment

Class discussion of the what the students learned while moving through investigation stations (Processing for Meaning on pages 81 to 83)

• Do students understand cells come together to form specialized tissues that work together to perform a certain function?
• Are students beginning to understand that supplies needed by the cells are carried through the body by the blood?
• Are students able to see that the structure of the heart allows is to pump blood throughout the body?
• Are students able to use the numerical data collected to identify relationships between heart rate and pulse rate?