Systems Support Health

Overview

Lesson 7 of 10 in the “Manitoba Science Year Overview” unit. Students investigate how digestion, respiration, and circulation work together, then collect and interpret safe pulse and breathing data to connect body systems with healthy choices.

Learning intentions

• Students will be able to describe how cells, organs, and body systems are connected.
• Students will be able to explain how digestion, respiration, and circulation support body cells.
• Students will be able to collect, record, and interpret safe pulse and breathing measurements.
• Students will be able to distinguish evidence-based health information from opinion.
• Students will be able to communicate a realistic, inclusive health action.

Success criteria

• I can explain how at least three body systems work together.
• I can measure and record pulse and breathing respectfully and safely.
• I can identify a pattern in my data and support an explanation with evidence.
• I can suggest a health action without blaming or stigmatizing people.

Curriculum links

• Life Science: Students explain how body structures and systems interact to support survival, growth, and health.
• Science and Engineering Practices: Students plan and carry out investigations, record measurements, analyze data, and construct explanations from evidence.
• Common Core Reading in Science: Students cite evidence, interpret information from diagrams and tables, and distinguish claims from supporting evidence.
• Common Core Writing and Speaking: Students write explanatory responses and communicate claims clearly using appropriate evidence.

Lesson structure (60 minutes)

1. 0–5 minutes – Engage: “What changes during exercise?” Open with the opening health question and body-systems visual: “Why does your heart beat faster when you run?” Students make a private prediction or discuss with a partner. Emphasize that bodies differ and no one must disclose personal health information.

2. 5–15 minutes – Build the systems explanation Use the body-systems teaching slides to review cells, tissues, organs, and systems. Explain the sequence: the digestive system provides nutrients, the respiratory system brings in oxygen and removes carbon dioxide, and the circulatory system transports materials to and from cells. Briefly connect movement to muscles and bones. Students sketch arrows showing how the systems cooperate.

3. 15–22 minutes – Safety, consent, and method Demonstrate how to count a pulse at the wrist or neck without pressing hard, and how to count breaths by observing chest movement. Students may work with a partner, work privately, or use teacher-provided sample data. Explain: stop if uncomfortable, do not diagnose anyone, keep results private, and choose a seated movement alternative if needed.

4. 22–37 minutes – Investigation: resting and active measurements Distribute the body-systems investigation and data sheet. Students sit quietly for one minute, count pulse beats for 30 seconds, and count breaths for 30 seconds; they record the results. After teacher-led, low-impact activity such as marching, chair movement, or arm circles for two minutes, students repeat both measurements after sitting safely. Use the results-table builder cards to help groups check variables, units, trials, and table organization.

5. 37–47 minutes – Analyze and explain Students compare resting and active results, calculate or estimate the change, and identify a pattern. Prompt: “What evidence shows that the body systems responded to activity?” Students write a short claim-evidence-reasoning response explaining why breathing and pulse may increase. Remind students that one measurement is not a medical assessment.

6. 47–55 minutes – Evidence or opinion? Display the health claims on the health-information evaluation slides. In pairs, students classify claims such as “Sleep helps the body recover” or “One special food prevents all illness” as evidence-supported, opinion, or needing more information. They identify what makes a source reliable: qualified authors, current information, evidence, and agreement with trusted health organizations or professionals.

7. 55–60 minutes – Reflect and preview Students complete the final section of the reflection and health-action prompt: “One body-system connection I understand is…” and “One realistic, accessible health action our class or school could support is….” Invite volunteers to share ideas. Preview the next lesson’s wellness proposal or health-information campaign.

Resources

• the Human Health and Body Systems slide deck
• the body-systems investigation and data sheet
• the results-table builder cards
• Timer or classroom clock
• Pencils and clipboards
• Board or chart paper
• Optional low-impact movement music
• Teacher-prepared sample data for students who do not participate physically
• Plain-language health-information examples from reliable sources

Assessment

• Listen for accurate explanations of how digestion, respiration, and circulation support cells; address misconceptions immediately.
• Check investigation tables for safe methods, clear units, accurate recording, and a sensible comparison between resting and active measurements.
• Review the written claim-evidence-reasoning response and reflection for evidence use, systems thinking, and a realistic, non-stigmatizing health action.

Differentiation

• Provide an inclusive, color-coded body-systems diagram, word bank, sentence frames, modeled examples, captions, and text-to-speech for EAL learners and students needing literacy support.
• Offer private measurement, teacher-collected sample data, seated movement, a non-movement role, or observation-only participation. Never require disclosure of medical conditions, weight, fitness, or personal habits.
• Pair students strategically across grades, allowing older students to explain rather than complete the work for younger classmates. Accept labeled diagrams, oral explanations, or typed responses.
• Extend advanced learners by comparing class results with sample public-health data, evaluating two health claims, or explaining how environment, sleep, nutrition, and exercise can affect several systems together.