UNIT OVERVIEW Unit Title: Understanding Life Systems (In-Person) Name: Bisma Khalid

Grade: 5 Main Curriculum Area: Integration (other curriculum areas): Unit Context: Students will learn about different human organs/body systems in each lesson with
Science - Human Organ Literacy, Visual Arts, Music and interactive activities/games, songs and videos. In the end, each student will make a human organs
Systems Movement model and present to entire class.
Unit Expectations: “Demonstrate an understanding of the structure and function of the human Unit Summary: Students will learn about human organs and ways to keep them healthy. Students
body systems and interactions within and between systems” (The Ontario Curriculum, OE 3, 2007, p. will also make a model of any of the major systems in the body & label their roles and
98). interrelationships.
Culminating Task: Unit Timeframe:
Students will make a model/structure of any of the one major systems in the body, list and describe their functions, which will be presented to the whole class. 3 Weeks

Assessment Groupings

Teaching/ Accommodations: Modifications

Specific
Expectations
Strategies D F S Sequence of Subtasks/Lessons Learning W S I Resources/Student Materials (for students with an IEP):
Tools Strategies
2.4 -observation x 1. Intro to Human Organs/Body Systems: -music&movement x -iPads, computer, chart paper. book: - interactive games and Examples:
-asking Read Aloud “Me and My Amazing Body”. -book visuals 1)https://www.youtube.com/watch?v=JEbRZ play -visuals
questions Organ Systems Song. KWL chart about - active qwmwI8 - social time with peers and -extra support and time
-listening to human organs and word wall to record new participation 2)https://www.youtube.com/watch?v=3Zp6q group -movement breaks
discussions words learned from the book and song. -extended vocab. PIJsAo (Organ Systems song) - visuals -alternative presentation
3.1 -work samples x 2. The Circulatory System: -cooperative work x x 1)https://www.youtube.com/watch?v=- - tech: video for showing Options
-peer Mini-lecture + watch videos on the -elaboration with s5iCoCaofc&feature=emb_title visuals -seating arrangements to
assessment in circulatory system. Brainstorm ways to keep examples 2)https://www.youtube.com/watch?v=_eVG -music and movement support students with IEP
groups of 4 our heart healthy in groups of four. -technology (video) 45_iF9U&feature=emb_title -arts and crafts -organizational checklist,
3.2 -work samples x 3. The Digestive System: Whole class -cooperative pair x 1)https://www.youtube.com/watch?v=VwrsL- -word wall for extended Schedule
lCZYo&feature=emb_title
-peer Singing song. Mini-lecture + watch videos. work, music & vocabulary -co-teaching and support
2)https://www.sheppardsoftware.com/health/anatomy/di
assessment in In groups of 2, play Digestion Game Level 1, Movement gestion/digestion_game_1.htm -KWL chart from special education
groups of 4 2 & 3. After, attempt the Digestion Quiz. -games & play time 3) https://www.youtube.com/watch?v=nsGG_61ge_A -lots of activities to allow teacher
3.1 -asking x 4. The Urinary System: -games x x Bingo games, construction paper, colors, engagement and interaction -oral and written
questions Mini-lecture + watch a video. Each student -tech markers, paper, pencils, books, iPads. Video: -group and peer word to instructions
-work samples draws & list the urinary system on a poster. -visual arts 1)https://www.youtube.com/watch?v=2_7Q1 support and learn from -small group
-observation Whole class bingo game on urinary system. xQ-NWU&feature=emb_title each other, and provide work/instruction
3.2 -work samples x 5. The Respiratory System: -hands-on creative x 1)https://www.youtube.com/watch?v=Kl4cU peer feedback -regular check-ins
-presentations Mini-lecture + watch a video. Create a lung exploration 9sG_08&feature=emb_title -prompts and little phrases
model in groups of 2 and brainstorm ways of -partner activity 2)https://www.teachengineering.org/activitie to redirect attention
keeping our lungs healthy. Present to class. -guided discovery s/view/cub_human_lesson09_activity1 - 20 mins instructional time
2.3, 3.3 -draft work x 6. Make a model of any of the major -hands-on x 1)https://www.youtube.com/watch?v=9eu1b Homework: Home
-inquiry-based systems in the body & list their roles & exploration bOy5xw (12 Body Systems Song) - major systems/human Communication:
learning/instru connections with body. Body systems song, -creativity, 2)https://in.pinterest.com/pin/732679433104 organs model -parents will be asked to
ction revisit word wall to add new words learned. imagination 713092/ (Model exemplar sample)
2.3, 3.3 -presentations x 7. Each student will present and explain their -reflections x 1)https://i.pinimg.com/474x/c2/13/97/c21397d0c614f52 translate the human organs
3439d58054c921caf.jpg (Model exemplar sample)
-peer-feedback model. The class will ask questions, -students as co- names major systems in the
2)https://i.pinimg.com/474x/21/4a/63/214a63eec25ed9a
-student self- share feedback and comments on the teaching b3a1258d8c9c754d6.jpg (Model exemplar sample) body in their home language
evaluation/refl models. All student’s models/ 3)https://i.pinimg.com/474x/b7/52/78/b7527866dd30f13 for multilingual approach to
ections structures will be showcased. 1422b8442661742d2.jpg (Model exemplar sample) teaching & to support ELLs.
* D = Diagnostic, F = Formative, S = Summative, W= whole group, G = Group, I = Individual
Other Notes:

GRADE 5 | UNDERSTANDING LIFE SYSTEMS HUMAN ORGAN SYSTEMS

Specific Expectations:

2.3 design and build a model to demonstrate how organs or components of body systems in the human body work and interact with other components (e.g., build a model that shows how
muscles, bones, and joints in the human body work together as a system to allow movement of the arms or legs; build a model to show

2.4 use appropriate science and technology vocabulary, including circulation, respiration, digestion, organs, and nutrients, in oral and written communication

3.1 identify major systems in the human body (e.g., musculoskeletal system, digestive system, nervous system, circulatory system) and describe their roles and interrelationships

3.2 describe the basic structure and function of major organs in the respiratory, circulatory, and digestive systems (e.g., we have two lungs; each one is about 25–30 cm long and cone-shaped; the
right lung is slightly bigger because it has three lobes and the left lung has only two; our lungs are responsible for gas exchanges)

3.3 identify interrelationships between body systems (e.g., the respiratory system provides oxygen and removes carbon dioxide for the circulatory system)

Another Resource of Organ Systems (game for students):

http://sciencenetlinks.com/interactives/systems.html