Fifth Grade Body Systems Unit: HBS Lesson 5

5th Grade Body Systems Unit Blueprint

Lesson 5: The Transportation System

Bones and Skeletons
Home | Body Systems Home | Pre-Assess | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Bone Assess | LE 6 | LE 7 | LE 8 | LE 9 | Skeleton Assess | LE 10 | LE 11 | LE 12 | LE 13 | LE 14 (SKIP) | LE 15 (OPTIONAL) | End-of-Unit Assess

Human Body Systems
Home | Body Systems Home | Pre-Assess |Skill Benchmarks Throughout Unit | LE 1 | LE 2 | LE 3 | LE 4 | LE 5 | Circ Assess | LE 6 | LE 7 | Dig Pt. 1 Assess | LE 8 | Dig Pt. 2 Assess | LE 9 | LE 10 | Resp Assess | LE 11 | LE 12 (SKIP) | LE 13 (SKIP) | End-of-Unit Assess

Pacing Suggestions:
Day 1- Session 1: Getting Started and Exploring and Discovering (Pages 106 to 108)
Day 2- Session 2: Processing for Meaning (Pages 108 to 109)
Note advanced preparation page 104.

Teacher Resources:
Tips

Essential & Unit Questions ¹

Benchmarks ²

Formative and Summative Assessments ³

Using Assessments to Facilitate and Monitor Student Learning

Insights Human Body Systems

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

NSES (5-8): The human organism has systems for digestion, respiration, reproduction, circulation, excretion, movement, control and coordination, and for protection from disease. The systems interact with one another.

12D(3-5)#2: Make sketches to aid in [describing observations and] explaining procedures or ideas.

Guiding questions on page 106, Getting Started. Note that you will not discuss the research mentioned on pages 106 and 107, as the students did not complete this portion of learning experience two.

Discussion of the Science Notebook Pages, Transportation System (pages 115 to 121) in Session 2: Processing for Meaning (pages 108 to 109). These will assess what the students know and do not know about the circulatory system. The initial emphasis does not focus on the correct answer necessarily, but the ideas the students have concerning the circulatory system. They will have the opportunity to check their ideas with resources.

Reflection questions on page 112 will help to assess what the students have learned in this lesson.

Do students understand the functions of the circulatory system?
Do students understand how the structures of the circulatory system (arteries, veins and capillaries) have different jobs, but that all the structures are required to carry out the functions of the circulatory system?
Do students understand that the supplies needed by the body are carried to body cells by the blood?
Are students' illustrations detailed and labeled?

1. For conceptual benchmarks.
2. Bolded sections indicate portion of benchmark addressed
3. Unless noted as a Summative Assessment, the assessments are formative and should be used to guide teaching and learning.