5.2 Human Senses Outline

Transcription

1 5.2 Human Senses Outline Enduring Understanding: The brain receives stimuli from the environment through sense organs. The sensory organs receive information from the environment. The human body reacts to information received from the environment through sense organs. Essential Question: How does the brain receive stimuli from the environment? How does your body react to stimuli in your environment? Connecticut Content Standard 5.2 Perceiving and responding to information about the environment is critical to the survival of organisms. Grade Level Expectations Students should be able to... GLE Descriptor Lesson in 1 Explain the role of sensory organs in perceiving stimuli (e.g., light / dark, heat / cold, flavors, pain, etc.) 2 Pose testable questions and design experiments to determine factors that Lesson 5 affect human reaction time. 3 Conduct simple tests to explore the capabilities of the human senses. Lesson 1, 2, 5 4 Summarize nonfiction text to explain the role of the brain and spinal cord in Lesson 4 responding to information received from the sense organs. 5 Identify the major structures of the human eye, ear, nose, skin and tongue, and explain their functions. 6 Draw diagrams showing the straight path of light rays from a source to a reflecting object to the eye, allowing objecting to be seen. 7 Describe the properties of different materials and the structures in the human eye enable humans to perceive color. Science Grade Level Concepts Students should understand that... Concept Descriptor Lesson in 1 Animals have sense organs that are structured to gather information about their environment. Information perceived by the senses allows animals to find food, water, mates and protection. 2 Each sense organ perceives specific kinds of stimuli. Some human senses are more or less developed than the senses of other animals. 3 Sense organs transfer information through a network of nerves to the brain Lesson 4 where it is interpreted and responded to. The brain responds by sending messages to all parts of the body. They type of response and the amount of time it takes for the response to occur vary depending on the stimulus. 4 The human ear is structured to collect sound vibrations from the environment and pass them through the middle ear (eardrum and small bones) and inner ear (hair-lined tubes) to the auditory nerve where they are Page 1 of 6

2 transformed into electrical signals that are sent to different parts of the brain. 5 The human eye is structured to collect light through the cornea and the pupil. The amount of light that enters the eye is controlled by the iris. The cornea and the lens refract the light and focus it onto the retina and the optic nerve where it is transformed into electrical signals that are sent to different parts of the brain. 6 For anything to be visible, light must be present. For a person to see an object, the light it reflects or produces must have a straight, unobstructed oath to the eye. 7 Human eyes have receptors for perceiving shades of red, orange, yellow, green, blue, indigo and violet. 8 Sunlight (or white light ) is a combination of colors. White light passed through prisms, water droplets or diffraction gratings can be refracted to show its component colors: red, orange, yellow, green, blue, indigo and violet. 9 The perceived color of an object depends on the color of the light illuminating it and the way the light interacts with the object. The color humans see is the color that is reflected by the object. For example, an object that appears green is absorbing all colors except green, is reflected to the eye. 10 Human skin is structured to detect information related to texture, temperature, pressure and vibration. Each sensation has different receptors distributed around the body; some areas of the body have greater concentrations of receptors for certain sensations, making those areas more sensitive than others to texture, temperature, or pressure. 11 Human noses are structured to collect and detect chemicals floating in the air (odors). Tiny hairs behind the nose have special receptors that respond to airborne chemicals and produce electrical signals that are transmitted to different parts of the brain by the olfactory nerve. 12 Human tongues are sense organs that are structured for detecting chemicals dissolved in saliva (flavors). Taste buds respond to 4 basic tastes: salty, sweet, sour and bitter. Special receptors in taste buds respond to tastes and produce electrical signals that transmit information through nerves to different parts of the brain. Connecticut Inquiry Standards Descriptor Lesson in B INQ 1 Make observations and ask questions about objects, organisms and the Lesson 1, 2, environment. 3, 5 B INQ 2 Seek relevant information in books, magazines and electronic media. Lesson 5 B INQ 3 Design and conduct simple investigations. Lesson 5 B INQ 4 Employ simple equipment and measuring tools to gather data and extend the Lesson 1, 2, senses. 3, 5 B INQ 5 Use data to construct reasonable explanations Lesson 1, 2, 3, 5 B INQ 6 Analyze, critique and communicate investigations using words, graphs and Lesson 1, 2, Page 2 of 6

3 drawings. 3, 5 B INQ 7 Read and write a variety of science-related fiction and nonfiction texts. Lesson 4 B INQ 8 Search the Web and locate relevant science information. Lesson 5 B INQ 9 Use measurement tools and standard units (e.g., centimeters, meters, grams, Lesson 1, 5 kilograms) to describe objects and materials. B INQ 10 Use mathematics to analyze, interpret and present data. Lesson 1, 5 Common Core State Standards (CCSS) Standard Descriptor Lesson in Addressed Reading: Informational Text RI.5.3 Explain the relationships or interactions between two or more individuals, Lesson 4 events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text. RI.5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.5.7 Draw on information from multiple print or digital sources, demonstrating Lesson 5 the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9 Integrate information from several texts on the same topic in order to write Lesson 5 or speak about the subject knowledgeably. Writing W.5.2 Write informative/explanatory texts to examine a topic and convey ideas, 4, 5 and information clearly. W5.2d Use precise language and domain-specific vocabulary to inform about or explain the topic., 4 W.5.4 Produce clear and coherent writing in the development and, organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1 3 above.) W.5.7 Conduct short research projects that use several sources to build knowledge Lesson 5 through investigation of different aspects of a topic. W.5.8 Recall relevant information from experiences or gather relevant information Lesson 5 from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources. W.5.9 Draw evidence from literary or informational texts to support analysis, Lesson 5 reflection, and research. W.5.10 Write routinely over extended time frames (time for research, reflection, Lesson 5 and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. Speaking & Listening SL.5.1 Engage effectively in a range of collaborative discussions (one-on-one, in Lesson 1, 3, 5 groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others ideas and expressing their own clearly. SL.5.1a Come to discussions prepared, having read or studied required material; Lesson 1, 3, 5 Page 3 of 6

4 explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. SL.5.1b Follow agreed-upon rules for discussions and carry out assigned roles. Lesson 1, 3, 5 SL.5.1c SL.5.1d Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. Lesson 1, 3, 5 Lesson 1, 3, 5 SL.5.2 Summarize a written text read aloud or information presented in diverse Lesson 4 media and formats, including visually, quantitatively, and orally. Language L.5.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal contrast, addition, and other logical relationships (e.g., however, although, nevertheless, similarly, moreover, in addition). Standards for Mathematical Practices MP1 Makes sense of problems and perseveres in solving them Lesson 1, 5 MP3 Construct viable arguments and critiques the reasoning of others. Lesson 1, 5 Number and Operations in Base Ten 5.NBT.B.7 Add, subtract, multiply, and divide decimals to hundredths, using concrete Lesson 1, 5 models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Measurement & Data 5.MD.A.1 Convert among different-sized standard measurement units within a given measurement system (e.g., convert 5 cm to 0.05 m), and use these conversions in solving multi-step, real world problems. Lesson 1, 5 Next Generation Science Standards (NGSS): NGSS Disciplinary Core Ideas 4 LS1 LS1D MS LS1 LS1D NGSS Science and Engineering Practices NGSS Descriptor Lesson in Practice 1 Asking questions and defining problems Lesson 1, 2, 3, 5 Practice 2 Developing and using models Page 4 of 6

5 Practice 3 Planning and carrying out investigations Lesson 1, 5 Practice 4 Analyzing and interpreting data Lesson 1, 3, 4, 5 Practice 5 Using mathematics and computational thinking Lesson 5 Practice 6 Constructing explanations and designing solutions Lesson 5 Practice 7 Engaging in argument from evidence Practice 8 Obtaining, evaluating, and communicating information Lesson 1, 2, 4, 5 NGSS Cross Cutting Concepts Cause & Effect Events have causes, sometimes simple, sometimes multifaceted. Deciphering causal relationships, and the mechanisms by they are mediated, is a major activity of science and engineering. Systems & Models A system is an organized group of related objects or components; models can be used for understanding and predicting the behavior of systems. Structure & Function The way an object is shaped or structured determines many of its properties and functions. Stability and Change - For both designed and natural systems, conditions that affect stability and factors that control rates of change are critical elements to consider and understand. Vision of the Graduate: Pose and pursue substantive questions Critically interpret, evaluate, and synthesize information Explore, define, and solve complex problems Communication effectively for a given purpose Advocate for ideas, causes, and actions Generate innovative, creative ideas and products Collaborate with others to produce a unified work and / or heightened understanding Contribute to community through dialogue, service, and / or leadership Conduct themselves in an ethical and responsible manner Recognize and respect other cultural contexts and points of view Pursue their unique interests, passions and curiosities Respond to failure and successes with reflection and resilience Be responsible for their own mental and physical health Page 5 of 6

6 Instructional Support Materials: (including texts print & digital; kits or modules) Fisher EISCO Human Eye Model Capstone The Brain & Nervous System (T 2 copies) Capstone The Human Head (level R 2 copies) Capstone The Human Body (Y 2 copies) Discovery Education: The Five Senses BrainPop: Taste ; Touch ; Smell Science notebooks Data Tables (on Greenwich Science Wiki) Reaction Time Chart (on Greenwich Science Wiki) Calculators A 30-cm metric ruler Set of four different color wands for each group. (These can be found in the FOSS Pure Power Kit or you can make your own with popsicles sticks with various colored flags attached) 5.2 Shared Reading documents: Hearing, Sight, Smell, Taste, Touch, Parts of the eye ipad application HD Five Senses ($0.99) Contact Fran Kompar for access options Supports & Extensions: Identified in individual lessons CT State Key Concept Words: sense organ, receptor, stimulus, response, nervous system, vibration, reflect, refract, cornea, pupil, iris, lens, retina, white light, absorb. Page 6 of 6