Alexis Finch

ELEM 4220-080
Dr. Polly

Student Teaching Lesson Plan Template

(Indirect Instruction / Discovery Learning)
Subject: This lesson will allow students to explore and
observe the different body systems and how each depend
on each other.

Central Focus: Students will understand the how the

different body systems (skeletal/muscular, circulatory,
respiratory, digestive, and nervous) work and how they are
related to each other.

Essential Standards/Common Core Objective:

5.L.1 Understand how structures and systems of
organisms (to include the human body) perform functions
necessary for life.
5.L.1.2 Compare the major systems of the human body
(digestive, respiratory, circulatory, muscular, skeletal, and
cardiovascular) in terms of their functions necessary for
life.
CCSS.ELA-LITERACY.RI.5.10 By the end of the year,
read and comprehend informational texts, including
history/social studies, science, and technical texts, at the
high end of the grades 4-5 text complexity band
independently and proficiently.

Date submitted:06/06/2016
Date taught: 06/03/2016

Daily Lesson Objective: Students will be put into groups and will rotate to centers to explore the different

body systems. Within each center is 1-2 activities for students to participate in. The students will be learning
about body systems through their participation of activities with their group members in each center.
21st Century Skills: Students will explore the 21st
century skills of communication and collaboration by
demonstrating their ability to work effectively and
respectfully with diverse teams. Students will also
explore information, and technology skills by using
technology as a tool to research, organize, and
communicate information.

Academic Language Demand (Language Function and

Vocabulary):
Academic Language: The students will be learning about
the body system through research they will conduct.
Students will analyze why the body system in vital to
health, what body organs are needed to help the system
function properly, and how each body system depends on
one another. To summarize their learning and research,
students will take a short quiz where they will match body
systems with their correct description.
Vocabulary: Digestive system (mouth, esophagus,
stomach, intestines); Nervous system (brain, spinal cord,
nerves); Skeletal system (bones); Muscular system
(muscles); respiratory system (nose, trachea, lungs);
circulatory (heart, blood, vessels).

Prerequisite knowledge and skills needed: Students

need to have prior knowledge of some organs of the
human body. Students need to about the heart, lungs,

Global Awareness:

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brain, throat, skin, stomach, and bones. Students should
be familiar with these organs from previous science
lessons.

Activity
1. Engage

Description of Activities and Setting

To engage my 5th grade students I will began my lesson
by showing a video from the Discovery Education
website called an Introduction to Human Biology: The
Human Body Systems (AGL). (If technological
difficulties occur, I will show a power point on the human
body systems.) Before watching the video students will
make a K-W-L chart about the human body systems in
their science notebook. Students can list any information
that they know about the human body, and things that
want to learn by the end of this lesson. Students will
complete the K-W-L chart at the end of the lesson, and
will be check for a grade. During the video, students will
need to answer the following questions in their science
notebook. Students will need to list the 2-3 body systems
that is mentioned video. Using the known organs of the
body (heart, brain, bones, lungs, and stomach) tell which
body system the organ is necessary for proper
functioning. What evidence from the video helped you
figure out which organ is involved with what system?
How will students attention or interest be captured? How
will you identify prior conceptions?

2. Explore

Students will rotate to five centers (skeletal/muscular,

circulatory, nervous, respiratory, and digestive.) Students
will first read over the essential questions for each center.
Each center requires students to participate in one or two
activities using the specific body system. Students will
have to read about the body system, fill out the L
portion of their KWL charts will to things from each
center. Then students will draw the organs of the body
system on the body.

Time

3. Explain

4. Elaborate/Extend

5. Evaluate (Assessment methods)

Student(s) &
Modifications/Accommodations:
For gifted students
1. Use learning centers to promote
collaborative and independent learning;
where students are in charge of their
learning
2. Ask students higher level questions
that require students to look into
causes, experiences, and facts to draw a
conclusion or make connections to
other areas of learning. Allow students
to choose other ways to present
information (games, digitally, written
form, short movie).
3. Ask students higher level questions
that require students to look into
causes, experiences, and facts to draw a
conclusion or make connections to
other areas of learning.

Alexis Finch
ELEM 4220-080
Dr. Polly
After the students explore in centers, the students will
come together as a class to talk about what they learned in
their centers. If students have any questions about the
body systems, they will ask the questions at this time. As
a class, we will try and answer the students questions and
clarify any misconceptions. If students are unable to
answer each others questions the teacher will clarify any
information.
Each group will have a list of vocabulary words they must
define and share with the class. As each group define their
vocabulary words, students will write down the
definitions in their science notebooks. Each vocabulary
word is related to one of the body systems.
Students will be evaluated on their participation in station
activities, and on a body systems quiz.
Student/Small Group
Lower level students

Student/Small Group

Differentiation:

Differentiation:

-Use a mini-lesson to reinforce goals

-Modify the amount of work required
-Allow extra time for completion of
activities

Materials/Technology: Students will need markers, crayons, colored pencils, pencils, paper, vinegar, eggs, x-ray picture,
toothpicks, clay, balloons, yarn, rulers, circus peanuts/laffy taffy/soft candy, crackers, orange juice, plastic bags, plastic
spoons, plastic knives, toilet paper roles, strawberries, IPads, computers, and internet access.
Reflection on lesson: Students enjoyed learning about the different body systems. Student thoroughly enjoyed
completing the stations and completing the readings to find out more about the systems.
CT signature: _____________________ Date: __________ US signature: ___________________ Date: ____________

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Your Muscular System Reading

So what do muscles do?
Muscles move cows, snakes, worms and humans.
Muscles move you! Without muscles you couldnt
open your mouth, speak, shake hands, walk, talk, or
move your food through your digestive system.
There would be no smiling, blinking, breathing.
You couldnt move anything inside or outside you.
The fact is, without muscles, you wouldnt be alive
for very long!
Do I have lots of muscles?
Indeed. On average, probably 40% of your body
weight is in muscles. You have over 630 muscles that
move you. Muscles cant push. They pull. You may
ask yourself, if muscles cant push how can you wiggle
your fingers in both directions, back and forth,
back and forth? The answer? Muscles often work in pairs so that they can pull in different or opposite
directions.
How do muscles move?
The cells that make up muscles contract and then relax back to original size. Tiny microscopic fibers in
these cells compress by sliding in past each other like a sliding glass door being opened and then shut

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again. The cells of your muscles use chemical energy from the food you eat to do this. Without food, and
particular kinds of nutrients, your muscles wouldnt be able to make the energy to contract!
Some muscles are known as voluntary that is, they only work when you specifically tell them to. Do
you want to say something? Or swing a bat? Or clap your hands? These are voluntary movements. Others,
like the muscular contracting of your heart, the movement of your diaphragm so that you can breathe, or
blinking your eyes are automatic. Theyre called involuntary movements. And how do any of these
muscles move? Through signals from your nerves, and, in some cases, your brain, as well.
Can you hurt muscles?
Yup. If you hear someone say that they pulled a muscle, they have, in fact, torn a muscle in the same
way that you can tear a ligament or break a bone. And, like these other living body parts, with a little
help, they generally mend themselves.
Factoids:
You have over 30 facial muscles which create looks like surprise, happiness, sadness, and
frowning.
Eye muscles are the busiest muscles in the body. Scientists estimate they may move more than
100,000 times a day!
The largest muscle in the body is the gluteus maximus muscle in the buttocks.
http://discoverykids.com/articles/your-muscular-system/

Skeletal System
The skeletal system consists of all the bones of the body. How important are your bones?
Try to imagine what you would look like without them. You would be a soft, wobbly pile of
skin, muscles, and internal organs, so you might look something like a very large slug. Not that
you would be able to see yourselffolds of skin would droop down over your eyes and block
your vision because of your lack of skull bones. You could push the skin out of the way, if you
could only move your arms, but you need bones for that as well.
The Skeleton
The human skeleton is an internal framework that, in adults, consists of 206 bones, most of

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which are shown in Figure below.
In addition to bones, the skeleton also consists
of cartilage and ligaments:
Cartilage is a type of dense connective tissue,
made of tough protein fibers, that provides a smooth
surface for the movement of bones at joints.
A ligament is a band of fibrous connective
tissue that holds bones together and keeps them in
place.
protecting internal organs
providing attachment surfaces for muscles
producing blood cells
storing minerals
maintaining mineral homeostasis.
The skeleton supports the body and gives it shape. It
has several other functions as well, including:
Maintaining mineral homeostasis is a very important
function of the skeleton, because just the right levels
of calcium and other minerals are needed in
the blood for normal functioning of the body. When
mineral levels in the blood are too high, bones
some of the minerals and store them as mineral salts,
which is why bones are so hard. When blood levels
minerals are too low, bones release some of the
minerals back into the blood, thus restoring homeostasis.

absorb
of

http://www.ck12.org/user:eWVvbWFubWlrZUBzYXlkZWwubmV0/section/The-Skeletal-System/
Circulatory System
The circulatory system is the transport system of the human body. Your body is like a map filled with
passageways of different sizes that are filled with blood. Arteries and veins are the bodys largest blood
vessels. Arteries carry oxygen-rich blood from the lungs and through the heart so it can be delivered to all
the cells of the body. Veins carry carbon dioxide waste back to the heart and into the lungs so the carbon
dioxide can be exhaled. Capillaries are the tiniest blood vessels. They are especially helpful in the lungs,
where the gas exchanges take place in air sacs called alveoli. Under a microscope, alveoli look like grape
clusters.
At the very center of the circulatory system is the heart. Your heart is about the same size as your
fist, but it is made of muscle. Its job is to pump your blood through all those blood vessels. It never stops
working, even when you are sleeping. It is the strongest muscle in your body. Your heart has four

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chambers, or spaces, inside it. They are the left and right
ventricles, and the left and right atriums. Each chamber is
separated by a valve that allows blood flow in only one direction.
The opening and closing of the valves is what you can hear
through a stethoscope when you visit the doctor. The blood being
pushed through the valves is what you feel as your pulse.
Blood looks like a simple red liquid when you have a cut
or a scrape. Thats only because your eyes cannot see what is
going on inside the blood at the microscopic level. The reason
blood looks red to us is because it contains an iron-rich substance
called hemoglobin. Hemoglobin allows blood to hold on to
oxygen and carry it around the body. Hemoglobin is found in
disc-shaped cells called red blood cells. There are also white blood
in our blood. They are larger than red blood cells andare important
because they help us fight disease. Platelets,
another kind of cell found in our blood, help us form scabs when
we are injured so we dont lose too much blood. All of these cells
float in a liquid called plasma. Plasma also carries sugar to cells
and waste products away from cells.
Answer the following questions based on the reading passage.
Dont forget to go back to the passage whenever necessary to find
or confirm your answers.
Answer the following questions based on the reading passage. Dont forget to go back to the
passage whenever necessary to find or confirm your answers.
1) What is the function of the white blood cells?
2) How are arteries and veins alike?
3) Based on other information in the passage, what gases are being exchanged in the alveoli?
4) What is the main idea of this passage?
5) What does hemoglobin do?
http://www.k12reader.com/reading-comprehension/Gr5_Wk11_It_Circulates.pdf

Digestive System
The digestive system begins in your mouth where the tongue and teeth work together to
break up the food. A watery liquid called saliva makes the food wet and soft, and it has a
chemical that helps digest the food.
As you swallow the food goes down a tube called the esophagus. This tube goes into your
stomach. The stomach is a large muscle that stirs up the food. More liquids and chemicals help
digest the food.

cells

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After the food has been ground and stirred in the

stomach it moves to the intestines. The intestines are very
long and coiled up. If you stretch them out, they would be
longer than you are tall. Adults intestines are almost twentyseven feet long. The narrow part of the intestine is called the
small intestine. The bigger part is called the large intestine.
In the small intestine, the food is mixed with more chemicals
and liquids. The pieces of food become very small; too small
to see. These very small pieces are called nutrients and are
absorbed into the blood. The blood carries these nutrients to
all parts of the body.
Blood passes through the body and goes through
another organ in the digestive system. This organ is called
the liver. It is on the right side of the body near the lowest
rib. One job of the liver is to clean the blood. The liver also
sends liquids and chemicals to the small intestine. Some of
the food is left in the small intestine and cannot be digested.
It is then passed to the large intestine. It leaves the body
through a little hole called the anus when you go to the bathroom. The liquids the body does not
use are also carried away. Blood carries good nutrients and waste through the body. The waste
goes through two organs called the kidneys. The kidneys help clean the blood. The watery liquid
not used is called urine. The urine goes into a little bag called the bladder. Urine leaves the
bladder when it is pushed out of the bladder through a tube called the urethra.
http://www.myschoolhouse.com/courses/O/1/67.asp

Nervous System
The central nervous system is made up of the brain, spinal cord, and nerves. The brain
has three main parts, the brain stem or medulla, the cerebrum, and the cerebellum. Each part has
a special job to perform. The medulla keeps your heartbeat and your breathing regular. The
cerebellum is in charge of balance and coordinating all of the muscles. The medulla and
cerebellum work all of the time, even when we don't know it.

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The cerebrum controls thinking, moving and sensing. It is in control when you read a
book or play a game.
The spinal cord is a long piece of nerve tissue that runs from the brain through the
backbone. It connects the brain to the body's nerves. Nerves are tiny fibers that are in the spinal
cord and throughout the entire body. Nerves pick up information and send it up the spinal cord to
the brain. Individual nerves are in charge of seeing, hearing, smelling feeling, or touching
something.
Certain nerves in the spine and brain tell parts of the body to act really fast. When the
body must act very fast in order to avoid injury, the message from the sensory nerves doesn't go
all the way to the brain before your body takes action. The message travels from the sensory
nerve to the spinal cord and is sent back to a muscle right away. This quick action is called a
reflex. A reflex is an action we take even before the brain knows about it.

http://www.myschoolhouse.com/courses/O/1/34.asp

RespiratorySystem
Did you know that your body has its very own gas exchange program that runs 24 hours a day?
Its called the respiratory system. It is one of your bodys vital systems, which means you could
not live without it. Every time you take a breath, oxygen enters your lungs and is carried around
to all the bodys cells by the circulatory system. Waste products, like carbon dioxide gas, are
picked up by the circulatory system as well. Carbon dioxide is dropped off at the lungs so you

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can breathe it out.

The respiratory and circulatory systems need each other. The respiratory system brings in oxygen
and pushes out carbon dioxide. The circulatory system transports these gases where they need to
go. The two systems work together to make sure that your body gets what it needs to survive.
That is why we say that the respiratory and circulatory systems are interdependent. They need
each other.
The respiratory system is not just your lungs. It also includes your nose, mouth, and the air
passageways that connect them to your lungs. After you inhale air through your nose and mouth,
it enters a tube in your throat called the trachea. Right before the trachea gets to your lungs, it
splits into two smaller tubes called the bronchi. The deeper you go into your lungs, the smaller
and smaller the tubes become as they keep dividing in two. The very smallest tubes end with tiny
sacs. These sacs look like grape clusters under the microscope. These are called alveoli. They
diffuse oxygen into the blood and receive carbon dioxide being returned to the lungs from the
blood. Carbon dioxide travels out of your body when you exhale.
Your body has a special way of making sure that you can get the oxygen that you need when you
breathe. Your chest actually changes size when you inhale. You have muscles that are attached to
your ribs. These muscles pull up when you inhale. Your diaphragm, a large muscle under your
lungs, pulls down. This gives plenty of room so you can get the air you need.
Answer the following questions based on the reading passage. Dont forget to go back to the
passage whenever necessary to find or confirm your answers.
1) What is the purpose of the circulatory system?2) Identify the parts of the respiratory system.3)
What is the function of the alveoli?4) How does the body get rid of carbon dioxide?5) How does
your body make room for a deep breath?
http://www.k12reader.com/reading-comprehension/Gr5_Wk10_Oxygen_Exchange.pdf

Skeletal/Muscular StationVideos:
http://kidshealth.org/en/kids/ssmovie.html
http://kidshealth.org/en/kids/msmovie.html
Complete Skeletal System Reading

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Questions for students: Why do we have bones? What are bones made of?
Activity 1:Show them the egg that was soaking in vinegar (best if soaked overnight). Pass around
to see how soft and rubbery it is now.Explain to them that the outside of the egg is made of
calcium.Questions: What happen to the calcium? It dissolved.What happens when we dont get
enough calcium?Where can we get more calcium?
Complete Muscular System Reading
Questions for students:What do muscles help us do?
Activity 2:One way to understand exercise is to divide physical activities into 3 categories:
strength (ability to lift, pull, or push), endurance (the ability to do something for a long time),
and flexibility (ability to stretch and bend)Activities:Strength: Push upsEndurance: Run in place
until tired.Flexibility: V-sit
During this activity talk about what muscles are doing, how they are moving, and whether the
movement is voluntary or involuntary. Discuss for each exercise.

Circulatory StationVideo:
http://kidshealth.org/en/kids/csmovie.html
Complete the Circulatory Reading
Questions for students:What is the largest muscle in the body? What does the heart do?

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Where does the blood go?

Activity: Find resting pulse.On neck find pulse, count beats in 10 seconds, multiply by 6.
Then do an exercise (ie. jumping jacks or running in place) for 1 minute and then find pulse
again.Questions: Why muscles need more oxygen?
Alternative Activity: Stick a toothpick in a dime sized lump of clay. Place the piece of clay on
the inside of their wrist. Count how many times the toothpick moves.Exercise for one minute.
Find pulse again. Count how many times the toothpick moves.

Respiratory System StationVideo:

http://kidshealth.org/en/kids/rsmovie.html#cat20580
Complete the Respiratory System Reading
Question:How do we get the oxygen we need? What organ do we use?
Activity: With one breath, blow the balloon as big as they can. Use a long piece of string to
measure the circumference. Advanced students can determine the volume of the balloon. Have

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students read about the respiratory system.

Digestive System StationVideo: http://kidshealth.org/en/kids/dsmovie.html#cat20580

Complete Digestive System Reading
We need energy for moving our muscle also, how do we get the energy we need? By eating. The
digestive system breaks down the food we eat so we can use it as energy. There are five parts of
the digestive system: mouth, esophagus, stomach, small intestine, and large intestine.

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Dr. Polly

The first step of the digestive system is chewing on food to break it apart. What kind of teeth do
you have and what they think they do? Each set of teeth is designed for a specific purpose.
Canines (sharp and pointy shapes used for cutting and tearing)
Incisors (big, flat wedge shapes used for biting off food)
Bicuspids or premolars (2-pointed shapes for grinding)
Molars (flat, squared shapes used for grinding)
The saliva also helps break down food. Saliva contains enzymes, which are molecules that help
break down the food.Food then pass through the esophagus which is a tube found in your throat.
Foods next stop is the stomach. The stomach contains acid that further break down food.
Muscles move the stomachs walls to mash up the food.
Activity:Mechanical digestion is the physical breakdown of food by teeth or muscles to make
chemical digestion more effective.
Materials Needed:esophagus (paper tube)stomach (large zip top freezer bag); chemicals and
enzymes (food coloring); saliva (3 spoonsful of water)food (banana and crackers).
Procedure
1. Mechanically digest the food in the mouth before it reaches the stomach (crush the crackers
and slice up the banana)
2. Add the food, saliva, enzymes and chemicals to the stomach through the esophagus.
3. The food in the stomach is squeezed and mixed before passing into the small intestine.
The small intestine squeezes the food through a 20-foot-long tube that is coiled up in the body.
The small intestine pulls nutrients out of the food to send to the bloodstream. The large intestine
takes water out of the food and pushes out the left over waste.
*** PLEASE THROW ALL USED MATERIALS SO THAT THE NEXT GROUP CAN HAVE
A CLEAN SPACE TO EXPERIMENT!!***

Nervous System StationVideo:

http://kidshealth.org/en/kids/nsmovie.html#cat20580
Complete Nervous System Reading
Nervous System Question:What tells the body what to do? The brain and nerves.
The brain contains nerves that send messages all over the body through other nerves.The brain is

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part of the central nervous system along with the spinal cord.The spinal cord is a bundle of
nerves that relay messages from the brain to different parts of the body.
Question: What protects the brain? The spinal cord?
Activity:Have students line up. Have one student be the brain. Pass activity cards down the line,
when the brain is tapped on the shoulder, have the student with the card do the activity.
The brain also receives and process messages from our senses. Question: What are our 5 senses?
Sight, touch, smell, taste, hearing.
Activity: Talk about how some senses are related to each other. Hand out strawberries to
students, tell them to chew on it while holding their nose. Then release their nose and describe
how different the strawberry tastes. Explain how foods can taste different when you have a cold.

Name: ................................................
Systems of the body Match the correct body system to the definition:
Definition

System

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The lungs and breathing tubes. Its how you take in O 2 and get rid of
CO2.

When you run, its not just a case of moving your arms and legs. Its
everything working together.
Its your bones and joints. Without bones youd be a shapeless heap.
Your joints allow movement.

Blood, heart and blood vessels. Blood carries food and O 2 round the
body and carries waste away.

The brain, spinal cord and a network of nerves. It controls and coordinates movement.

The muscles pull on bones and make them move.

The stomach and gut, where the food you eat gets broken down. You
use digested food as fuel.

Muscular system
Body system

Skeletal system

Circulatory system

Digestive system
Nervous system

Respiratory system