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 District’s 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 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!

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 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.

20. More concepts from the District’s Curriculum: CONCEPT 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 core’s 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 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.

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

42. 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.

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