| Grade 5: Life Systems: Human Organ Systems |
|
Overall Expectations |
| •demonstrate an understanding of the
structure and function of the respiratory, circulatory, digestive, excretory,
and nervous systems, and the interactions of organs within each system; |
| •investigate the structure and function
of the major organs of the respiratory, circulatory, digestive, excretory,
and nervous systems; |
| •demonstrate understanding of factors
that contribute to good health. |
|
Specific Expectations |
| Understanding Basic Concepts |
| •identify the cell as the basic unit of life; |
| •describe the basic structure and function
of the major organs in the respiratory, circulatory, digestive, excretory,
and nervous systems; |
| •describe, using models and simulations,
ways in which the skeletal, muscular, and nervous systems work together
to produce movement (e.g., make a model of the structure of the bones
and muscles in an arm, using cardboard rolls and elastic bands); |
| •identify the skin as an organ and explain its purpose; |
| •explain what happens to excess nutrients not immediately
used by the body; |
| •describe the components of the body’s
system of defence against infections (e.g., tears, skin, white blood cells). |
| Developing Skills of Inquiry, Design, and Communication |
| •formulate questions about and identify the needs of humans,
and explore possible answers to these questions and ways of meeting these
needs (e.g., in studying the nervous system, investigate response times
by having someone catch a ruler between the thumb and index finger after
it is dropped by another person; investigate ways in which orthopaedic
devices, such as back rests, have improved the quality of life); |
| •plan investigations for some of these answers and solutions,
identifying variables that need to be held constant to ensure a fair test
and identifying criteria for assessing solutions; |
| •use appropriate vocabulary, including
correct science and technology terminology, in describing their investigations,
explorations, and observations (e.g., use terms such as teeth, esophagus,
stomach, and gastric juices in describing the digestive system); |
| •compile data gathered through investigation in order
to record and present results, using tally charts, tables, and labelled
graphs produced by hand or with a computer (e.g., record both qualitative
and quantitative data from observations of the nutritional value of foods;
produce a graph of the heartbeat rate of someone climbing a specific number
of stairs in a given length of time); |
| •communicate the procedures and results
of investigations for specific purposes and to specific audiences, using
media works, oral presentations, written notes and descriptions, drawings,
and charts (e.g., create a comparison chart, grouping foods by major nutrients
and by their categories in Canada’s Food Guide to Healthy Eating). |
| Relating Science and Technology to the World Outside
the School |
| •describe the types of nutrients in
foods (e.g., carbohydrates, fats, proteins, vitamins, minerals) and their
function in maintaining a healthy body (e.g., supporting growth); |
| •identify a balanced diet as one containing carbohydrates,
proteins, fats, minerals, vitamins, fibre, and water, and design a diet
that contains all of these; |
| •identify food sources from which people in various societies
obtain nutrients (e.g., rice, potatoes, and grains furnish carbohydrates); |
| •interpret nutritional information to
make healthy food choices (e.g., sort commercial cereals into different
categories, such as high fat, low fat, high salt, low sugar, and decide
which are best); |
| •demonstrate awareness that some disorders
can be affected by diet (e.g., diabetes, heart disease); identify types
of industries involved in the processing and preserving of foods; |
| •describe the relationship between eating habits, weight,
height, and metabolism; |
| •describe ways in which various kinds of organisms (e.g.,
bacteria, fungi) are used to recycle human waste; |
| •explain the importance of daily physical
activity; |
| •explain how the health of human beings
is affected by environmental factors (e.g., smoking, smog, and pollen
affect the respiratory system); |
| •explain the benefits and disadvantages
of using some technological innovations (e.g., headsets designed to protect
ears from excessive noise are helpful, but headphones used to listen to
music can cause hearing impairment); |
| •describe some types of medical technology (e.g., exercise
machines, hearing aids, prosthetics). |