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Detailed Lesson Plans

Group Members: Jasmine Doell and Sarah LeDoux

Inquiry-based Question: What is each of our body systems roles? And how do the body
systems work together?

Prior Knowledge:
•The lessons you are about to see are a small look into a 6 week unit on the bodies systems
•Students have begun learning about other body systems such as the muscular system, immune
system, nervous system, and reproductive systems
•By the end of the unit the students will have covered all 12 of the bodies systems

Unit Lesson Adaptations:

Adaptations or differentiations will be made throughout the unit for students who are struggling
to keep up with the requirements. For group work, struggling students will be matched up with
stronger students to help assist them through the work. There will also be an EA in the classroom
that can offer assistance to those students who may need it.

For the final unit test students who may struggle with test writing will have the option to write
the test in the resource room to receive extra support and assistance from the resource room
teacher. Those students who may struggle with written tests will also be granted extra time while
writing their exams if they need it. Students have also been given a word bank for the matching
portion of the test to help assist them.

For those students who may be early finishers there will be several extra fun, lesson related
worksheets provided for them to work on if they have extra time. For example there is a sample
of a skeletal word search posted on page 11 of this document.
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RESPIRATORY SYSTEM LESSON PLAN

Subject: Science

Grade: 5
Topic: Respiratory system
Time: 50 minutes
Author: Jasmine Doell

GOAL
Students will construct an understanding of concepts, principles, laws, and theories in life
science, in physical science, in earth and space science, and in Indigenous Knowledge of nature;
and then apply these understandings to interpret, integrate, and extend their knowledge

OUTCOMES AND INDICATORS

•Grade 5 Science
•Outcome:
HB5.2: Investigate the structure, function, and major organs of one or more human body systems
such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.

•Indicators:
c. Model the structure and/or function of one or more organs from the human digestive,
excretory, respiratory, circulatory, nervous, muscular, or skeletal system. [K]
d. Assess, in collaboration with other students, a model of an organ from a human body system
to define the model [S]
f. Suggest the processes that scientist might follow to investigate questions related to the
structure and/ or function of human body systems (e.g., Which factors affect breathing and
heartbeat rate? How much air do lungs hold?). [K]

•Outcome:
HB5.1: Analyze personal and societal requirements for, and the impact of, maintaining a healthy
human body.

•Indicators
f. Relate the effects of common diseases to the organs or body systems they affect or are related
to (e.g. asthma affects the respiratory system). [K]
g. Predict how the failure or removal of a specific organ in the human body system would affect
an individual’s health. [K]
i. Assess the benefits of lifestyle choices (e.g., daily physical activity, proper nutrition, adequate
sleep, appropriate hygiene practices, regular medical check-ups, and using safety equipment) that
contribute to maintaining a healthy body. [K] [A]
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•Outcome:
HB5.3: Assess how multiple human body systems function together to enable people to move,
grow, and react to stimuli.
•Indicators:
a. Pose questions to investigate or suggest practical problems to solve in relation to human body
systems (e.g., How are the various systems connected to each other? Could we breathe without a
diaphragm? Which organs work hard during exercise?). [K] [S]

•Use of activity:
I would use this activity in a grade 5 body systems unit. Throughout the unit there would be a
minimum of one lesson on each body system. This activity would be a great visual for the
students to get to see how their lungs work. Throughout the unit I would formatively assess the
students to ensure they were grasping the concepts being taught. At the end up the unit I would
include a summative assessment in the form of a end of unit test.

SPECIFIC LESSON OBJECTIVE:

Students will be able understand how a lung works, and the role the bodies diaphragm plays in
helping assist the lung.

MATERIALS
•A plastic 2 litre bottle
•A straw
•An elastic band
•Scissors
•2 balloons
•Playdough

SAFETY PRECAUTIONS
•Be careful when stretching the balloon over the bottom of the bottle because the balloon may
snap and hurt you

SCIENCE:
As the knotted balloon is pulled it creates more space inside the bottle. Air then comes down the
straw and fills the balloon with some air to fill the space. When you let go of the knot the space
no longer exist, so the air from the balloon is expelled and deflates.

This demonstrates how our lungs work. Air is taken in through the mouth and nose, passes down
the windpipe and into our lungs. The diaphragm at the bottom of our chest moves down to create
more space. As we breathe out the diaphragm raises again. The knotted balloon represents the
diaphragm and balloon inside the container the lung.
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RELEVANCE IN THE REAL WORLD

Everyday we use our lungs to keep us alive. Throughout our lives we also experience loss of
breath, specifically when we our doing physical activity. This lesson will help students better
understand how our lungs work, and why we tend to experience breath loss.

QUESTIONS
•What causes the balloon to expand?
•What causes the balloon to deflate?
•What causes air to go into your lungs?
•What causes air to go out of your lungs

CONSTRUCTION:
•Cut the soda bottle’s bottom end so that it has a large circle on the bottom and the spout on the
top
•Tie a knot in one end of a balloon and snip off the fat end
•Stretch this balloon around the bottom of your plastic bottle
•Put a straw in the neck of the other balloon and secure tightly with the elastic band but not so
that you crush the straw. The air must flow through so test it with a little blow through the straw
to see if the balloon inflates
•Put the straw and the balloon into the neck of the bottle and secure with the playdough making a
seal around the bottle top. –Make sure that again, you don't crush the straw

PROCEDURE
1. Use a pre-constructed model, show the contraption to the class and ask them what they think
it is
2.Explain that it is similar to our lungs (but we have 2)
3.Ask the students if they can think of a way to inflate the balloon without blowing it up
4. Ask student what they think the balloon on the bottom of the bottle might represent
5. Explain to the students that the balloon on the bottom represents the diaphragm, go into detail
about what a diaphragm is
6. Ask the students what they think will happen if the diaphragm is moved up and down
7. Move the diaphragm up and down and show the balloon inflating and deflating
8. Have students construct their own models so they can see how each part is related
9. Ask students why they think the balloon inflates and deflates.
10. Have the students compare the model to their own lungs and extrapolate how we breathe.
Point out that if you did not have the muscle action of the diaphragm you would not be able to
breathe
11. Talk about respiratory issues that sometimes affect peoples breathing (such as asthma)
12. Discuss what is happening when we are being physically active and feel like we are running
out of breath
13. End the lesson by asking students if they have any questions.
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ASSESSMENT PLAN
•Assess the student’s ability to hypothesize, reach conclusions, and apply knowledge.

RESOURCES
http://www.science-sparks.com/2012/04/13/breathing-making-a-fake-lung/
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SKELETAL SYSTEM LESSON PLAN

Subject: Science

Grade: 5
Topic: Skeletal system
Time: 50 minutes
Author: Jasmine Doell

GOAL
Students will construct an understanding of concepts, principles, laws, and theories in life
science, in physical science, in earth and space science, and in Indigenous Knowledge of nature;
and then apply these understandings to interpret, integrate, and extend their knowledge

OUTCOMES AND INDICATORS

•Grade 5 Science
•Outcome:
HB5.2: Investigate the structure, function, and major organs of one or more human body systems
such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.

•Indicators:
c. Model the structure and/or function of one or more organs from the human digestive,
excretory, respiratory, circulatory, nervous, muscular, or skeletal system. [K]
d. Assess, in collaboration with other students, a model of an organ from a human body system
to define the model [S]
k. Imagine how a human body might function or look if it did not have one or more of the major
body systems [K] [A]

•Outcome:
HB5.1: Analyze personal and societal requirements for, and the impact of, maintaining a healthy
human body.

•Indicators
i. Assess the benefits of lifestyle choices (e.g., daily physical activity, proper nutrition, adequate
sleep, appropriate hygiene practices, regular medical check-ups, and using safety equipment) that
contribute to maintaining a healthy body. [K] [A]

•Use of activity:
I would use this activity in a grade 5 body systems unit. Throughout the unit there would be a
minimum of one lesson on each body system. For the skeletal system there will be approximately
3-4 lessons, giving the students more time to grasp the location and job of each bone.
Throughout the unit I would formatively assess the students to ensure they were grasping the
concepts being taught. At the end up the unit I would include summative assessment in the form
of an end of unit test.
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SPECIFIC LESSON OBJECTIVE:

Students will be able to better their knowledge of the location of each major bone in the body.
Students will also be able to explain the importance of having strong bones, and how to maintain
healthy strong bones.

MATERIALS
•Dried, clean chicken bone (a leg or wing bone)
•A glass
•White vinegar

SAFETY PRECAUTIONS
•Make sure the chicken bone has been washed thoroughly to eliminate risks of contamination
•Make sure no students drink the vinegar in the cup

SCIENCE:
Bones are made of calcium carbonate and a soft material called collagen. When the chicken bone
was placed in the glass of vinegar, the acid in the vinegar dissolved the calcium carbonate so that
only collagen was left. Calcium, the mineral in calcium carbonate, is needed to make our bones
strong. A few foods that contain a lot of calcium are milk, cheese, soy products, beans, almonds,
and orange juice

RELEVANCE IN THE REAL WORLD

Everyone is made up of over 200 bones so it is important for us to understand the importance of
these bones. It is also important we learn how to keep our bones healthy, because they have to
last us a lifetime. Often people develop weak bones, which tend to break. By studying what
bones are made up of, we can better understand how to care for our bones to ensure their
strength.

QUESTIONS
•Why is the skeletal system so important?
•What major organs does our skeletal system protect?
•Why is it important to have strong bones?
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PROCEDURE
1. To start off I will ask the students to discuss with me what they already know about the
skeletal system from last weeks lesson.
2.We will then start the class off with a smartboard interactive game involving putting a skeleton
together
http://www.abcya.com/skeletal_system.htm
3.Discuss the importance of our skeleton
•The skeleton provides the framework for the body. Bones provide the basic
shape and structure for the body. What do you think we would look like if we
didn’t have bones? Pretty silly right? The bones are like the beams inside of a
building, and all of our organs, muscles and skin are organized around the bones,
just like the walls of a building
4. Why do you think it is important to have strong bones?
5. Perform chicken bone demonstration
-Without breaking the bone, hold the bone and try to bend it-don’t force it to
bend; or it will break. Notice how stiff the bone is.
-Place the chicken bone in the glass and fill it with vinegar
-*bone takes 3 days to soak in vinegar so have one already prepared for students
-Now try bending the bone without breaking it.
-What do you notice?
-How does it feel different from before you soaked it in vinegar?
6. Go over the science behind the demonstration
-Bones are made of carbonate and a soft material called collagen
-the acid in the vinegar dissolved the calcium carbonate so that only collagen was
left
-Calcium, the mineral in calcium carbonate, is needed to make our bones strong
-Foods that contain a lot of calcium—milk, cheese, soy products, beans, almonds,
etc.
7. Discuss the importance of having strong bones
-Go over how our bones protect our major organs so it is important for them to be
strong
8. Ask the students if they have any questions

ASSESSMENT PLAN
•Assess the student’s ability to hypothesize, reach conclusions, and apply knowledge.

RESOURCES
http://www.abcya.com/skeletal_system.htm
http://homeschooljournal-bergblog.blogspot.ca/2013/04/human-biology-bones-and-skeletal-
system.html
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EXTRA ACTIVITY IF THERE IS TIME:

Find the
respiratory words
below in the grid to
the left.

calcium fibula marrow tendon

cartilage humerus radius tibia

clavicle joint ribcage ulna

coxal ligament scapula vertebrae

cranium mandible sternum vertebral column

femur
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Grade 5 Science Lesson Plan

Author: Sarah Le Doux
Duration: 50 minutes
Overview of Lesson:
Digestive System

OUTCOMES AND INDICATORS

HB5.2-Investigate the structure, function, and major organs of one or more human body systems
such as the digestive, excretory, respiratory, circulatory, nervous, muscular, and skeletal systems.
[K]
• Explain at least two functions of the human digestive, excretory,
respiratory, circulatory, nervous, muscular, or skeletal systems. [K]
• Create a written and/or visual representation of the location of the major
organs of at least two human body systems within the entire body.[K]

SPECIFIC CRITERIA
Students will draw and label a picture on the digestive system. Beside each organ they will write
a sentence about the organ’s function in the system.

ASSESSMENT
Students will label and include the mouth, esophagus, sphincter, stomach, small intestine, large
intestine, and rectum in their diagram. They will include functions of saliva in the esophagus,
acid in the stomach, enzymes in small intestine, and bacteria in the large intestine in their
sentences.

ACTIVITIES AND PROCEDURES

Explore- Teacher hands out materials to the four groups. Students will cut the peanut butter
sandwich into bite size pieces simulating the front teeth. Then students will add water in place of
saliva. They will mash up the sandwich, similar to back teeth. Teacher will pour sandwich bits
into sealed plastic bags. Students add vinegar. Teacher explains that there are stomach acids in
the stomach that break down food. Students seal the bag and use their hands to crush the
sandwich more. Teacher explains that in this experiment our hands act as the muscles in our
stomach.
Discuss- As a class discuss what happened to the sandwich as they went through this process.
Have the students relate explanation to the process in the digestive system.
Understand- Teacher explains that acids in the stomach break down food by breaking the protein
bonds. Once the molecules are broken down amino acids can be absorbed by the body.
- Show Popular Mechanics for Kids ‘Gross Out’ video.
During- As a class list all the organs discussed on the board. Beside the organ as a class list what
happens at that stage.
mouth-saliva breaks down food
esophagus- muscles push food into stomach
sphincter-separates esophagus and stomach
stomach- acid helps digest food, muscle contractions break food into small bits
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small intestine-absorbs nutrients

large intestine-water in food gets absorbed, bacteria turns waste brown
rectrum-waste leaves the body

SCIENCE EXPLAINED
Hydrochloric acid in the stomach breaks protein bonds, then activates the pepsinogen enzyme
which turns into pepsin. Pepsin breaks apart the peptide bonds that are holding the amino acids
together. Free amino acids can be absorbed and used by the body.

MATERIALS
https://www.youtube.com/watch?v=s9OCwuc23MA&list=WL&index=5, paper, pencil crayons,
four peanut butter sandwiches, four containers, four forks, water, four plastic sealable bags, and
vinegar.

ADAPTATIONS
•Students who have difficulty drawing can use the computer to design their android. That student
will still need to label the organs and write a short sentence about their function in the greater
system. When they present, the student can display their android on the Smart board. The student
can use the computer in the library or classroom during the time designated for working on this
assignment.

•Students who have difficulty writing can have a sentence prompt such as, ‘In the stomach food
is’. Some students may need an Education Assistant to write the sentence out for them to copy.
In this case the student should verbally tell the EA what it is they think the role of the stomach is.
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Android Assignment (Formative assessment)

You are working for Suncorp, a company that designs and builds life-like androids. Your boss
wants you to design a machine that is able to eat and pass waste. Using what you know about the
digestive system draw a design properly labelling the mouth, esophagus, sphincter, stomach,
small intestine, large intestine, and rectum. Beside each organ write a sentence about the job that
organ has in the greater system. Remember this is just a prototype and you may need to go back
to the drawing board if the engineers decide they cannot build what you have created. You will
present your design to your boss and peers on Monday. Not all your peers will be designing an
android that can eat so be sure to convince your boss that a life-like android needs to be able to
eat.

**Students will each be given a paper with the instructions for the assignment. They will also be
given a blank piece of paper for them to design their androids on. **

1 2 3 4
Labelling Organs are not 1-3 of the 4-7 of the All organs are
labelled or not organs are organs are labelled clearly
present in the labelled and in labelled and in and correctly.
design. the right place. the right place.
Sentence Sentence 1-3 of the 4-7 of the All sentences
explaining sentences sentences describing
function of the explaining explaining functions of
organ is not function of the functions of the organs are
present organ is present organ are present and
and accurately present and accurately
describes role. accurately describe roles.
describes role.
Explanation Student did not Student has Student Student
explain how the limited ideas explains why explains why
digestive about why an the digestive the digestive
system is android should system is vital system is
important to the have a digestive to the human important to the
body. system. body. human body
and why an
android should
have one.
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Grade 5

Name: ______________________ ____________

62
Human Body Systems Part One Quiz
Part A: Multiple Choice 13 marks

Outcome: HB5.2: Investigate the structure, function, and major organs of one or
more human body systems such as the digestive, excretory, respiratory, circulatory,
nervous, muscular, and skeletal systems.

Digestive System: Knowledge Questions (Bloom’s Taxonomy)

1. Where do the chemicals to break down the food in your small intestine come from?
Indicator A
a) heart and liver
b) pancreas and liver
c) liver and mouth

2. Which of these parts belong in the digestive system? Indicator A

a) heart
b) esophagus
c) blood vessels

3. What is one of the chemicals that break down food in the stomach? Indicator G
a) the brain
b) the liver
c) enzymes

4. What is the largest part of the digestive system? Indicator G

a) stomach
b) esophagus
c) large intestine

Respiratory System:

1. What isn’t in the respiratory system? Indicator A

a) nose
b) small intestine
c) trachea
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2. What is CO2? Indicator A

a) water
b) carbon dioxide
c) oxygen

3. What is in the respiratory system? Indicator A

a) lungs
b) heart
c) mouth

4. How many times do we breath in a day? Indicator G

a) 100
b) 1000
c) 23

Skeletal System:

1. What is the skeletal system? Indicator A

a) all the bones in the body
b) all the body’s organs, both soft and hard tissues
c) all the bones in the body and the tissues that connect them

2. How many bones are there in the average person’s body? Indicator A
a) 33
b) 206
c) 639

3. Which bone protects the brain? Indicator A

a) the cranium
b) the cerebrum
c) calcium

4. What makes bones so strong? Indicator A

a) blood and marrow
b) cartilage
c) calcium and phosphorous

5. What is the difference between compact bone and spongy bone? Indicator G
a) they have different bone marrow
b) they are made of different materials
c) they have different sizes of bone cells
d) they have different arrangements of bone cells
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Part B: Matching: Indicator C

Match the following systems to their functions in the human body: Understanding
Questions (Bloom’s Taxonomy) 5 marks

1. Digestive system _______

2. Circulatory system _______
3. Nervous system _______
4. Respiratory system _______
5. Excretory system _______

A. Helps get rid of body wastes

B. Controls movement of the human body
C. Takes oxygen into the body and gives off carbon dioxide
D. Breaks down food
E. Takes nutrients and oxygen to and carbon dioxide and waste from cells in the
body.
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Part C: Labeling
Applying Questions (Bloom’s Taxonomy) Indicator B 14 marks

Word Bank: Labeling

Ribs Humerus Cranium Mandible Scapula Lumbar Vertebrae

Clavicle Sternum Femur Tibia Fibula Radius Ulna Pelvis

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Label the Human Respiratory System: Indicator B 11 marks

Word Bank: Labeling

Larynx Pleural Membranes Bronchioles Trachea Lungs Mouth

Primary Bronchi Nasal Cavity Pharynx Diaphragm Left Bronchus

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Indicator B 10 marks

Word Bank: Labeling

Esophagus Liver Large Intestine Teeth Small Intestine Appendix

Rectum Stomach Tongue Pharynx

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Short Answer

Outcome: HB5.3: Assess how multiple human body systems function together to
enable people to move, grow, and react to stimuli.

Analyzing Questions (Bloom’s Taxonomy)

1. How is the Respiratory system and the digestive system connected to each other? Could
one system live without the other systems? 5 marks Indicator A

2. Why do we need to eat? 2 marks Indicator A

3. Could we breathe without a diaphragm? Why or why not? 2 marks Indicator A