Human Body Unit Overview

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Human Body Unit Overview

• We all want to know

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

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This unit covers

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

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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

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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.

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• A specific look at the Districts Curriculum

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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.

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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.

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Concept II

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

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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.

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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.

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Outcomes for Concept II

• The student will describe the structure,
  function, and care of the reproductive system.

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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!

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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!

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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.

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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!

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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.

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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.

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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.

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More concepts from the Districts
CurriculumCONCEPT III

• Our body has a defense system.

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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.

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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.

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CONCEPT IV

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

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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.

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Outcomes for Concept IV

• The student will describe community efforts in
  preventing and controlling disease.

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CONCEPT V

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

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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.

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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.

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• 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.

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CONCEPT VI

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

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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.

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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.

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Outcomes for Concept VI

• The student will discuss responsibilities and
  alternatives for dealing with new emotions.

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CONCEPT VII

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

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Outcomes for Concept VII

• The student will describe how lifestyle choices
  affect physical, social, and emotional
  well-being.

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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.

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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.

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Lesson 2 Structure/Function

• Basic parts and functions of female / male
  reproductive system

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Lesson 3

• Human Development stages in the human life cycle

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Lesson 4 Question and Answer Session

• Tying it all together, questions about gender
  specific hygiene issues

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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

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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.
•  

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• 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.

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

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

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•  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

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• 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.

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Materials we will use are available for your
review at this time.

• Parent resources
• Student pages and diagrams
• Overheads

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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.

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Thank you for joining us tonight.

• Teachers will be available for individual
  questions
• Please feel free to review materials