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?? / 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) / 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 / 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. / 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. / 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. / 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. / 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! / 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 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! / 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!

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