5-Structures+&+Functions+of+Living+Organisms

5.L.1.1 Explain why some organisms are capable of surviving as a single cell while others require many cells that are specialized to survive. 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. || ===‍‍‍Literacy Standard**/Mathematical Practice(s)**===
 * ===**Essential Standard/Clarifying Objective(s)**===
 * 5.L.1 Understand how structures and systems of organisms (to include the human body) perform functions necessary for life. **
 * Math:**
 * 8. Look for and express regularity in repeated reasoning.**
 * RI.5.9 Integrate information from several texts**
 * on the same topic in order to write or speak about the subject knowledgeably.** ||
 * ===‍‍‍**Information Technology Standard**===
 * 5.SI.1 Apply criteria to determine appropriate information resources for specific topics and purposes.**
 * 5.RP.1 Apply a research process as part of collaborative research.**
 * 5.TT.1 Use technology tools and skills to reinforce and extend classroom concepts and activities.** || ===‍‍‍**Revised Bloom's Level of thinking**===
 * Analyze** ||

5.L.1.1 I can explain why some organisms can survive as one cell while other organisms cannot.

 * ===**Review unicellular organisms and how all life processes are performed within a single cell.**===
 * ===**Review multicellular organisms and how they have differentiated cells that perform specialized functions.**===
 * ===**Review that in complex multicellular organisms only the surface cells are in contact with the external environment and are able to exchange substances. This is the reason multicellular organisms have developed transport systems.**===
 * ===**Explain why some organisms can survive as one cell while other ganisms cannot.**===

5.L.1.2 I can compare the major systems of the human body in terms of their life functions.

 * ===Review the systems in the human body:Compare how each system works together to maintain health and fitness.===
 * ===digestive (mouth, esophagus, stomach, intestines);===
 * ===nervous (brain, spinal cord, nerves);===
 * ===muscular (muscles);===
 * ===skeletal (bones);===
 * ===respiratory (nose, trachea, lungs);===
 * ===circulatory (heart, blood, vessels).===

‍‍‍**Instructional Resources**
5.L.1.1 Students know that unicellular organisms consist of a single cell and perform all life processes within a single cell. Students know that multicellular organisms are organisms that consist of more than one cell and have differentiated cells that perform specialized functions in the organism. Students know that many organisms –including humans – are multicellular. Students know that in complex multicellular organisms, only the surface cells that are in contact with the external environment are able to exchange substances with it. Cells within the organism are too far away from the environment for direct exchange. This is the reason multicellular organisms have developed transport systems. 5.L.1.2 Students know that there are many systems in the human body. Some of these systems are: • Circulatory System (heart, blood, vessels) • Respiratory System (nose, trachea, lungs) • Skeletal System (bones) • Muscular System (muscles) • Digestive System (mouth, esophagus, stomach, intestines) • Nervous System (brain, spinal cord, nerves) Students know that each system performs a special life process function and that the systems work together to maintain health and fitness. NC Science Essential Standards; Life Science Domain; Structures and Functions of Living organisms Strand Atlas of Science Literacy Volume I page 75, Volume II page 41 Human body systems [] Arteries and Veins venn diagram [] <span style="font-family: 'Cambria','serif';">Inspiration resource <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Human body system diagrams <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Qwiki graphic organizers: <span style="font-family: 'Cambria','serif';">Cell [|http://www.qwiki.com/q/#!/Cell_(biology)] <span style="font-family: 'Cambria','serif';">Human Body [|http://www.qwiki.com/q/#!/Human_body]
 * <span style="font-family: 'Cambria','serif';">Unpacked Content **//<span style="font-family: 'Cambria','serif'; font-size: 13px;">(for students) //

**Systems of the Human Body** <span style="color: #0000ff; font-family: 'Cambria','serif';">oai:nsdl.org:crs:65231 <span style="font-family: 'Cambria','serif'; text-decoration: none;">@http://www.sciencenetlinks.org/lessons.cfm?BenchmarkID=11&DocID=385 <span style="font-family: 'Cambria','serif';">In this Science NetLinks lesson, students use an online interactive activity to learn about the concept of separate components working together to build a body system. In addition, this lesson focuses on activities to help students learn that body systems work together to build the functioning human body. **Inside the Human Body: The Respiratory System** <span style="color: #0000ff; font-family: 'Cambria','serif';">oai:nsdl.org:crs:1007936|oai:nsdl.org:crs:4721 <span style="font-family: 'Cambria','serif'; text-decoration: none;">@http://www.lung.ca/children/index_kids.html <span style="font-family: 'Cambria','serif';">This Web site from the Canadian Lung Association contains an excellent collection of learning resources about the respiratory system for grades 1-12. **Circulatory System Skit** <span style="color: #0000ff; font-family: 'Cambria','serif';">oai:nsdl.org:ncs:NSDL-COLLECTION-000-003-112-013 <span style="font-family: 'Cambria','serif'; text-decoration: none;">@http://www.smm.org/heart/lessons/lesson10.htm <span style="font-family: 'Cambria','serif';">In this activity, learners act out the flow of blood in the human body! A great way to get learners up and moving while learning about the circulatory system. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">This animation traces the path of food along the digestive system and explains how each major organ contributes to the absorption of nutrients and the removal of waste. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Information and printouts. **Digestive System, a Kinesthetic Lesson** <span style="color: #0000ff; font-family: 'Cambria','serif';">oai:nsdl.org:crs:65231|oai:nsdl.org:crs:439881 <span style="font-family: 'Cambria','serif'; text-decoration: none;">@http://www.accessexcellence.org/AE/AEC/AEF/1995/cave_digest.php <span style="font-family: 'Cambria','serif';">Students act out each digestive function of the organs, tissues, and cells in the tract as the food particle comes to them.
 * <span style="font-family: 'Cambria','serif';">Annotated TEACHER Resources **
 * <span style="font-family: 'Cambria','serif';">Digestion animation **
 * <span style="font-family: 'Cambria','serif';">Digestion at Enchanted learning **

<span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">A multi media thinkquest site where students can learn all about the human body. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">a multi media introduction to the Human brain, skeleton, heart and digestive tract. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Information and printouts. <span style="font-family: 'Cambria','serif';">[] <span style="color: #333333; font-family: 'Cambria','serif';">This video segment adapted from //NOVA// describes the effect of exercise on the body. It discusses how muscles use oxygen as well as the body’s response to the demands of physical activity. <span style="font-family: 'Cambria','serif';">[] (video) <span style="font-family: 'Cambria','serif';">[] <span style="color: #333333; font-family: 'Cambria','serif';"> (lesson plan) <span style="color: #333333; font-family: 'Cambria','serif';">This video segment describes how the chambers of the heart contract and relax in synchrony to push blood through the pulmonary and systemic loops of the circulatory system. You'll see how the heart pumps oxygen-depleted blood to the lungs, where red blood cells acquire oxygen before travelling back to the heart and then on to the rest of the body. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">In this interactive activity from Kinetic City, Arnold is missing all of his organ systems. Help Arnold identify these important organ systems and put them back into his body where they belong. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif'; font-size: 13px;">To reinforce students' understanding of the human digestion process, the functions of several stomach and small intestine fluids are analyzed, and the concept of simulation is introduced through a short, introductory demonstration of how these fluids work. <span style="font-family: 'Cambria','serif';">[] <span style="color: #333333; font-family: 'Cambria','serif';">10 activities that help students understand how the body's muscles and bones work. <span style="font-family: 'Cambria','serif';">[] <span style="color: #333333; font-family: 'Cambria','serif';">This guide offers nine activities that help students understand the heart and circulatory system. Using examples from current research on human space travel, this guide engages students in authentic questions and investigations. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">A unit of lessons with 5 E stages that examine human survival needs by comparing the age of exploration to space exploration. Nice integration of Science and Social studies components. For best results with upper elementary students, use //Survival// and //Human Needs// lessons. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">This problem based learning unit requires students to propose and defend a design for a research habitat on the moon or Mars. //Healthy Choices// and //Air and Water// focus more distinctly on needs of the human body. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Students design and build a water filtration device. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Students complete an activity that demonstrates one type of effect that a reduced gravity environment produces. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">A directory of Smart Board lessons that teachers can download and use. Search by grade band (3-5) and human body system for a collection of Smartboard lessons on Human Body System topics. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Free digital media for educational use. [|**http://www.teachersdomain.org/resource/idptv11.sci.life.stru.d4kbrn/**] <span style="color: #333333; font-family: 'Cambria','serif';">This video segment from IdahoPTV's //D4K// examines the anatomy and function of the different parts of the brain: the cerebrum, cerebellum, hemispheres, limbic system, neurons, spinal cord, brain stem and cortex. It emphasizes that the 3 pound brain grows into adulthood so it is important to protect it.
 * <span style="font-family: 'Cambria','serif';">Nature’s Best the Human Body **
 * <span style="font-family: 'Cambria','serif';">The Virtual Body **
 * <span style="font-family: 'Cambria','serif';">Human Skeleton at Enchanted learning **
 * <span style="font-family: 'Cambria','serif';">How the Body responds to Exercise **
 * <span style="font-family: 'Cambria','serif';">From the Heart **
 * <span style="font-family: 'Cambria','serif';">All Systems are Go **
 * <span style="font-family: 'Cambria','serif';">Digestion Simulation **
 * <span style="font-family: 'Cambria','serif';">*NSBRI – National Space Biomedical Research Institute **
 * <span style="font-family: 'Cambria','serif';">Muscles and Bones **
 * <span style="font-family: 'Cambria','serif';">Heart and Circulation **
 * <span style="font-family: 'Cambria','serif';">*NASA Resources* **
 * <span style="font-family: 'Cambria','serif';">Exploration: Then and Now -- NASA and Jamestown Education Module **
 * <span style="font-family: 'Cambria','serif';">Living and Working in Space: Habitat **
 * <span style="font-family: 'Cambria','serif';">Water Filtration Design Challenge **
 * <span style="font-family: 'Cambria','serif';">How would Your Body Change in Space? **
 * <span style="font-family: 'Cambria','serif';">Smart Exchange **
 * <span style="font-family: 'Cambria','serif';">Teachers Domain **
 * <span style="font-family: 'Cambria','serif';">The Brain **

[|**http://www.teachersdomain.org/resource/hs11.sci.life.reg.mattsize/**] <span style="color: #333333; font-family: 'Cambria','serif';">This video adapted from //The Human Spark// compares the size of a human brain with the brains of a chimp, a monkey and a rat. [|**http://www.teachersdomain.org/resource/tdc02.sci.life.stru.bloodtrekweb/**] <span style="color: #333333; font-family: 'Cambria','serif';">In order to survive, every living cell in the body needs a constant supply of oxygen and nutrients and needs to have wastes removed. In this interactive game, you'll follow a small sample of blood as it travels throughout the body [|**http://www.teachersdomain.org/resource/lsps07.sci.life.stru.bodysystems/**] <span style="color: #333333; font-family: 'Cambria','serif';">In this interactive activity from Kinetic City, Arnold is missing all of his organ systems. The organs of the human body are critical for maintaining conditions that are necessary for life, and must operate in concert with each other to do their jobs. Help Arnold identify these important organ systems and put them back into his body where they belong. <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif';">Powerpoint presentations, games, activities and more about the various body systems from the powerpoint station. [|**http://www.teachertube.com/music.php?music_id=7364&title=I_can_t_believe_it_Remix_Digestive_System_Song**] [|**http://www.youtube.com/watch?v=4NcGcSRggSk&feature=related**] [|**http://www.youtube.com/watch?v=40EBLb1avhM**] <span style="font-family: 'Cambria','serif';">[] <span style="font-family: 'Cambria','serif'; font-size: 16px;">[]
 * <span style="font-family: 'Cambria','serif';">A Matter of Size **
 * <span style="font-family: 'Cambria','serif';">Cellular Service **
 * <span style="font-family: 'Cambria','serif';">All Systems are Go **
 * <span style="font-family: 'Cambria','serif';">The Human Body at ppst **
 * <span style="font-family: 'Cambria','serif';">Digestive System Song **
 * <span style="font-family: 'Cambria','serif';">Muscles Rap **
 * <span style="font-family: 'Cambria','serif';">Nervous System Song **
 * <span style="font-family: 'Cambria','serif';">Circulatory System song **
 * <span style="font-family: 'Cambria','serif';">Bill Nye Human Body videos **

<span style="font-family: 'Cambria','serif'; font-size: 16px;">CELLS
<span style="font-family: 'Cambria','serif';">All self-replicating life forms are composed of cells—from single-celled bacteria to elephants, with their trillions of cells. Although a few giant cells, such as hens' eggs, can be seen with the naked eye, most cells are microscopic. It is at the cell level that many of the basic functions of organisms are carried out: protein synthesis, extraction of energy from nutrients, replication, and so forth. <span style="font-family: 'Cambria','serif';">All living cells have similar types of complex molecules that are involved in these basic activities of life. These molecules interact in a soup, about 2/3 water, surrounded by a membrane that controls what can enter and leave. In more complex cells, some of the common types of molecules are organized into structures that perform the same basic functions more efficiently. In particular, a nucleus encloses the DNA and a protein skeleton helps to organize operations. In addition to the basic cellular functions common to all cells, most cells in multicelled organisms perform some special functions that others do not. For example, gland cells secrete hormones, muscle cells contract, and nerve cells conduct electrical signals.

<span style="font-family: 'Cambria','serif'; font-size: 16px;">BASIC FUNCTIONS in Humans
<span style="font-family: 'Cambria','serif';">The human body is a complex system of cells, most of which are grouped into organ systems that have specialized functions. These systems can best be understood in terms of the essential functions they serve: deriving energy from food, protection against injury, internal coordination, and reproduction. <span style="font-family: 'Cambria','serif';">The continual need for energy engages the senses and skeletal muscles in obtaining food, the digestive system in breaking food down into usable compounds and in disposing of undigested food materials, the lungs in providing oxygen for combustion of food and discharging the carbon dioxide produced, the urinary system for disposing of other dissolved waste products of cell activity, the skin and lungs for getting rid of excess heat (into which most of the energy in food eventually degrades), and the circulatory system for moving all these substances to or from cells where they are needed or produced. <span style="font-family: 'Cambria','serif';">Like all organisms, humans have the means of protecting themselves. Self-protection involves using the senses in detecting danger, the hormone system in stimulating the heart and gaining access to emergency energy supplies, and the muscles in escape or defense. The skin provides a shield against harmful substances and organisms, such as bacteria and parasites. The immune system provides protection against the substances that do gain entrance into the body and against cancerous cells that develop spontaneously in the body. The nervous system plays an especially important role in survival; it makes possible the kind of learning humans need to cope with changes in their environment. <span style="font-family: 'Cambria','serif';">The internal control required for managing and coordinating these complex systems is carried out by the brain and nervous system in conjunction with the hormone-excreting glands. The electrical and chemical signals carried by nerves and hormones integrate the body as a whole. The many cross-influences between the hormones and nerves give rise to a system of coordinated cycles in almost all body functions. Nerves can excite some glands to excrete hormones, some hormones affect brain cells, the brain itself releases hormones that affect human behavior, and hormones are involved in transmitting signals between nerve cells. Certain drugs—legal and illegal—can affect the human body and brain by mimicking or blocking the hormones and neurotransmitters produced by the hormonal and nervous systems. <span style="font-family: 'Cambria','serif';">PHYSICAL HEALTH in Humans <span style="font-family: 'Cambria','serif';">To stay in good operating condition, the human body requires a variety of foods and experiences. The amount of food energy (calories) a person requires varies with body size, age, sex, activity level, and metabolic rate. Beyond just energy, normal body operation requires substances to add to or replace the materials of which it is made: unsaturated fats, trace amounts of a dozen elements whose atoms play key roles, and some traces of substances that human cells cannot synthesize—including some amino acids and vitamins. The normal condition of most body systems requires that they perform their adaptive function: For example, muscles must effect movement, bones must bear loads, and the heart must pump blood efficiently. Regular exercise, therefore, is important for maintaining a healthy heart/ lung system, for maintaining muscle tone, and for keeping bones from becoming brittle. <span style="font-family: 'Cambria','serif';">Good health also depends on the avoidance of excessive exposure to substances that interfere with the body's operation. Chief among those that each individual can control are tobacco (implicated in lung cancer, emphysema, and heart disease), addictive drugs (implicated in psychic disorientation and nervous-system disorders), and excessive amounts of alcohol (which has negative effects on the liver, brain, and heart). In addition, the environment may contain dangerous levels of substances (such as lead, some pesticides, and radioactive isotopes) that can be harmful to humans. Therefore, the good health of individuals also depends on people's collective effort to monitor the air, soil, and water and to take steps to keep them safe. <span style="font-family: 'Cambria','serif';">Other organisms also can interfere with the human body's normal operation. Some kinds of bacteria or fungi may infect the body to form colonies in preferred organs or tissues. Viruses invade healthy cells and cause them to synthesize more viruses, usually killing those cells in the process. Infectious disease also may be caused by animal parasites, which may take up residence in the intestines, bloodstream, or tissues. <span style="font-family: 'Cambria','serif';">The body's own first line of defense against infectious agents is to keep them from entering or settling in the body. Protective mechanisms include skin to block them, tears and saliva to carry them out, and varied secretions to kill them. Related means of protecting against invasive organisms include keeping the skin clean, eating properly, avoiding contaminated foods and liquids, and generally avoiding needless exposure to disease. <span style="font-family: 'Cambria','serif';">The body's next line of defense is the immune system. White blood cells act both to surround invaders and to produce specific antibodies that will attack them (or facilitate attack by other white cells). If the individual survives the invasion, some of these antibodies remain—along with the capability of quickly producing many more. For years afterward, or even a lifetime, the immune system will be ready for that type of organism and be able to limit or prevent the disease. A person can "catch a cold" many times because there are many varieties of germs that cause similar symptoms. Allergic reactions are caused by unusually strong immune responses to some environmental substances, such as those found in pollen, on animal hair, or in certain foods. Sometimes the human immune system can malfunction and attack even healthy cells. Some viral diseases, such as AIDS, destroy critical cells of the immune system, leaving the body helpless in dealing with multiple infectious agents and cancerous cells. <span style="font-family: 'Cambria','serif';">Infectious diseases are not the only threat to human health, however. Body parts or systems may develop impaired function for entirely internal reasons. Some faulty operations of body processes are known to be caused by deviant genes. They may have a direct, obvious effect, such as causing easy bleeding, or they may only increase the body's susceptibility to developing particular diseases, such as clogged arteries or mental depression. Such genes may be inherited, or they may result from mutation in one cell or a few cells during an individual's own development. Because one properly functioning gene of a pair may be sufficient to perform the gene's function, many genetic diseases do not appear unless a faulty form of the gene is inherited from both parents (who, for the same reason, may have had no symptoms of the disease themselves). <span style="font-family: 'Cambria','serif';">The fact that most people now live in physical and social settings that are very different from those to which human physiology was adapted long ago is a factor in determining the health of the population in general. One modern "abnormality" in industrialized countries is diet, which once included chiefly raw plant and animal materials but now includes excess amounts of refined sugar, saturated fat, and salt, as well as caffeine, alcohol, nicotine, and other drugs. Lack of exercise is another change from the much more active life-style of prehistory. There are also environmental pollutants and the psychological stress of living in a crowded, hectic, and rapidly changing social environment. On the other hand, new medical techniques, efficient health care delivery systems, improved sanitation, and a fuller public understanding of the nature of disease give today's humans a better chance of staying healthy than their forebears had.