Transcript Human Body Unit Overview

Human Body Unit Overview
We all want to know…
How
is the reproductive system
information taught?
Is
my child REALLY this grown up?
Will
I survive this unit??
This unit covers…
The
structure of systems: What are
“the parts”? (ANATOMY)
The
function of the parts: What do
“the parts” do? (PHYSIOLOGY)
We look at MANY systems,
including:
 The
Skeletal System,
 The Muscular System,
 The Circulatory System,
 The Respiratory System,
 The Nervous System,
 The Digestive System,
 The Immune System,
 The Endocrine/Exocrine System, as well as
 The Reproductive System
For each system studied:
Students
are engaged in activities that are
appropriate for ten and eleven-year-old
children.
Students label drawings, write essays,
read articles, and watch videos.
Students may compile a binder section of
study materials which serve as a “scrap
book” of their learning.
A specific look at the
District’s Curriculum
Concept I
The
basic living unit is the cell; cells
specialize to form tissues; tissues
specialize and join to form organs;
organs specialize and join to form
systems.
Outcomes for Concept I:
The
student will identify the
physiological needs of a cell.
The student will describe the need
for cell specialization.
The student will discuss the
relationship among cells, tissues,
organs, & systems.
Concept II:
Various systems work together,
interdependently, to perform the
body functions.
Outcomes for Concept II:
The
student will describe the
structure, function, and care of the
skeletal and muscular systems.
The
student will describe the
structure, function, and care of the
circulatory and respiratory system.
Outcomes for Concept II:
The
student will describe the
structure, function, and care of the
digestive and excretory systems.
The
students will describe the
structure, function, and care of the
nervous system.
Outcomes for Concept II:
The
student will describe the
structure, function, and care of the
reproductive system.
So…
By the time we arrive at the
reproductive system, students have
had experience with the format of
the lessons, as well as with discussing
new and exciting vocabulary!
Key concepts:
The
reproductive system is just another
system of our bodies, so we shouldn’t
exclude it from study.
During
the Animal Kingdom unit, we already
learned that one life activity of animals is
to reproduce…people are no exception!
More key concepts:
Our
bodies change as we grow older.
Just as our muscles get bigger and
our bones help us to grow taller,
other systems mature as we enter
PUBERTY.
As we prepare to discuss these
concepts with students:
We
We
stress using appropriate vocabulary.
stress using appropriate behavior at all
times.
We talk about strategies to use if we feel
embarrassed, like taking a “time out”
instead of drawing attention to ourselves!
As we prepare to discuss these
concepts as adults:
We
want to be sure that you
understand what WILL be discussed.
We
want to be sure that you
understand what WILL NOT be
discussed.
We will NOT discuss:
Birth
control methods of any kind,
“safe sex”
Abortion
Homosexuality
Sexually Transmitted Diseases,
except for H.I.V. as related to the
Immune System.
If questions about these topics
arise:
We
will just say that we won’t be
covering those concepts at school
this year, but that students are
welcome to talk more to their
families at home or to a trusted
adult.
More concepts from the
District’s Curriculum:
CONCEPT III:
Our body has a defense system.
Outcomes for Concept III:
The
student will describe how the body
destroys germs (bacteria, viruses).
The student will explain the function of
immunization in preventing disease.
The student will discuss how lifestyle
choices maintain the defense system and
reduce the risk of diseases.
A point of clarification:
For
our fifth grade students, “healthy
lifestyle choices” really means eating
healthy foods, washing our hands, covering
our mouths when we sneeze, etc.
We
focus on AGE - APPROPRIATE
examples.
CONCEPT IV:
Many diseases can be prevented,
however sometimes our body becomes
ill.
Outcomes for Concept IV:
The
student will differentiate between
communicable diseases and chronic,
degenerative diseases.
The
student will identify disorders and
diseases that may harm the systems of the
body. This is a part of each core’s
instruction.
Outcomes for Concept IV:
The
student will describe community
efforts in preventing and controlling
disease.
CONCEPT V:
Drugs are beneficial when used
appropriately, but harmful to man and
society when abused.
Outcomes for Concept V:
The
student will explain the
difference between use and abuse of
drugs.
The
student will describe the
effects of drugs on organs of the
body.
Outcomes for Concept V:
The
student will predict the effect of
certain drugs on physical, mental, and social
functioning.
The
student will explain the necessity of
sound decisions concerning the use of any
drug.
Concept V’s outcomes regarding drugs
are now taught via the new “Drugs,
What Kids Need To Know” curriculum.
This is in place of the former
“D.A.R.E.” lessons.
CONCEPT VI:
Similar growth patterns occur;
however, each child develops at his or
her own rate.
Outcomes for Concept VI:
The
student will describe the stages
in the human life cycle.
The
student will identify factors
that influence growth rate and
explain the variety of growth
patterns among adolescents.
Outcomes for Concept VI:
The
student will discuss the effects
of heredity and environment on
growth patterns.
The
student will describe the
relationship among maturation,
physical changes, and emotions.
Outcomes for Concept VI:
The
student will discuss
responsibilities and alternatives for
dealing with new emotions.
CONCEPT VII:
Physical and mental well-being can be
achieved by developing good health
habits.
Outcomes for Concept VII:
The
student will describe how
lifestyle choices affect physical,
social, and emotional well-being.
Reproductive System Lessons:
Four lessons:
1. Puberty
2. Structure of
male and female
reproductive systems
3. Human Development before birth
4. Question and answer session, boys and
girls separately.
Lesson #1: PUBERTY
Our
bodies change in response to
hormones released in our brains.
Girls
begin to look more like women,
and boys begin to look more like men.
Lesson #2 Structure/Function
Basic
parts and functions of female /
male reproductive system
Lesson # 3
Human
Development: stages in the
human life cycle
Lesson #4 Question and
Answer Session
Tying
it all together, questions about
gender specific hygiene issues
H.I.V. / A.I.D.S. Information
This
part of the curriculum is
currently under review to be updated.
We will only share the following
information:
Information that may be
shared with children:
HIV
is a virus that attacks the
immune system by destroying white
blood cells.
When white blood cells are destroyed
they can’t make antibodies to fight
illnesses.
A
person gets HIV when an infected
person’s body fluids enter his or her
bloodstream.
The virus can enter the blood
through linings in the mouth, or
through broken skin.
Both men and women can spread the
HIV virus.
Pregnant
women with HIV also can
give the virus to their babies.
AIDS is the final stage of HIV
infection.
Common ways people get HIV:
through
the exchange of body fluids
through hypodermic needles
from a mother to baby
through blood transfusions
You cannot get HIV from:
touching or hugging someone who
have HIV/AIDS
public bathrooms or swimming pools
sharing cups, utensils, or telephones
with someone who has HIV/AIDS
bug bites
Prevention:
Never touch another person’s blood.
Watch out for needles.
Don’t be a blood brother or blood
sister.
Treatment:
There are many anti-HIV drugs
available.
Materials we will use are
available for your review at
this time.
Parent
resources
Student pages and diagrams
Overheads
S.C.A.S.D. Exemption Policy
Parents
are asked to contact the
principal if they have concerns about
the appropriateness of these
materials for their child.
Thank you for joining us
tonight.
Teachers
will be available for
individual questions
Please feel free to review materials