Grade 5: Life Systems: Human Organ Systems |
Achievement
Level
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Overall Expectations
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1
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2
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3
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4
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•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; |
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•investigate the structure and function of the major
organs of the respiratory, circulatory, digestive, excretory, and nervous
systems; |
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•demonstrate understanding of factors that contribute
to good health. |
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Specific Expectations
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Understanding Basic Concepts |
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•identify the cell as the basic unit of life; |
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•describe the basic structure and function of the major
organs in the respiratory, circulatory, digestive, excretory, and nervous
systems; |
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•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); |
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•identify the skin as an organ and explain its purpose; |
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•explain what happens to excess nutrients not immediately
used by the body; |
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•describe the components of the body’s system of defence
against infections (e.g., tears, skin, white blood cells). |
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Developing Skills of Inquiry, Design, and Communication |
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•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); |
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•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; |
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•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); |
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•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); |
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•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). |
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Relating Science and Technology to the World Outside
the School |
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•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); |
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•identify a balanced diet as one containing carbohydrates,
proteins, fats, minerals, vitamins, fibre, and water, and design a diet
that contains all of these; |
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•identify food sources from which people in various societies
obtain nutrients (e.g., rice, potatoes, and grains furnish carbohydrates); |
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•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); |
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•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; |
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•describe the relationship between eating habits, weight,
height, and metabolism; |
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•describe ways in which various kinds of organisms (e.g.,
bacteria, fungi) are used to recycle human waste; |
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•explain the importance of daily physical activity; |
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•explain how the health of human beings is affected by
environmental factors (e.g., smoking, smog, and pollen affect the respiratory
system); |
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•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); |
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•describe some types of medical technology (e.g., exercise
machines, hearing aids, prosthetics). |
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Student Name: |
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