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Human Body Unit Overview

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Human Body Unit Overview We all want to know – PowerPoint PPT presentation

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Title: Human Body Unit Overview


1
Human Body Unit Overview
  • We all want to know

2
  • How is the reproductive system information
    taught?
  • Is my child REALLY this grown up?
  • Will I survive this unit??

3
This unit covers
  • The structure of systems What are the parts?
    (ANATOMY)
  • The function of the parts What do the parts
    do? (PHYSIOLOGY)

4
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

5
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.

6
  • A specific look at the Districts Curriculum

7
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.

8
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.

9
Concept II
  • Various systems work together, interdependently,
    to perform the body functions.

10
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.

11
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.

12
Outcomes for Concept II
  • The student will describe the structure,
    function, and care of the reproductive system.

13
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!

14
Key concepts
  • The reproductive system is just another system of
    our bodies, so we shouldnt exclude it from
    study.
  • During the Animal Kingdom unit, we already
    learned that one life activity of animals is to
    reproducepeople are no exception!

15
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.

16
As we prepare to discuss these concepts with
students
  • We stress using appropriate vocabulary.
  • We 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!

17
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.

18
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.

19
If questions about these topics arise
  • We will just say that we wont 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.

20
More concepts from the Districts
CurriculumCONCEPT III
  • Our body has a defense system.

21
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.

22
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.

23
CONCEPT IV
  • Many diseases can be prevented, however
    sometimes our body becomes ill.

24
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 cores instruction.

25
Outcomes for Concept IV
  • The student will describe community efforts in
    preventing and controlling disease.

26
CONCEPT V
  • Drugs are beneficial when used appropriately,
    but harmful to man and society when abused.

27
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.

28
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.

29
  • Concept Vs 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.

30
CONCEPT VI
  • Similar growth patterns occur however, each
    child develops at his or her own rate.

31
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.

32
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.

33
Outcomes for Concept VI
  • The student will discuss responsibilities and
    alternatives for dealing with new emotions.

34
CONCEPT VII
  • Physical and mental well-being can be achieved by
    developing good health habits.

35
Outcomes for Concept VII
  • The student will describe how lifestyle choices
    affect physical, social, and emotional
    well-being.

36
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.

37
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.

38
Lesson 2 Structure/Function
  • Basic parts and functions of female / male
    reproductive system

39
Lesson 3
  • Human Development stages in the human life cycle

40
Lesson 4 Question and Answer Session
  • Tying it all together, questions about gender
    specific hygiene issues

41
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

42
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 cant
    make antibodies to fight illnesses.
  •  

43
  • A person gets HIV when an infected persons 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.

44
  • Pregnant women with HIV also can give the virus
    to their babies.
  • AIDS is the final stage of HIV infection.

45
  • Common ways people get HIV
  • through the exchange of body fluids
  • through hypodermic needles
  • from a mother to baby
  • through blood transfusions

46
  •  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

47
  • Prevention 
  • Never touch another persons blood.
  • Watch out for needles.
  • Dont be a blood brother or blood sister. 
  • Treatment 
  • There are many anti-HIV drugs available.

48
Materials we will use are available for your
review at this time.
  • Parent resources
  • Student pages and diagrams
  • Overheads

49
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.

50
Thank you for joining us tonight.
  • Teachers will be available for individual
    questions
  • Please feel free to review materials
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