Healthy Body

Grade 5

Clustered Outcomes

Theme 1: Healthy Body What is needed to achieve and maintain a healthy body?

5-1-01: Use appropriate vocabulary related to their investigations of human health. 5-1-02: Interpret nutritional information found on food labels.5-1-03: Describe the types of nutrients in food and their functions in maintain a healthy body. 5-1-04: Evaluate a daily menu plan and suggest changes to make it align more closely with Canada’s Food Guide to Healthy Eating. (Include serving size recommendations according to age for each food group)5-1-05: Evaluate prepared food products using the design process. (Examples: frozen pizza, snack foods, beverages)5-1-13: Identify and describe factors necessary to maintain a healthy body5-1-14: Evaluate information related to body image and health from media sources for science content and bias5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors

Theme 2: Systems of the BodyWhat are the roles and various systems in the body and how do they operate?

5-1-06:Identify the major components of the digestive system, and describe its role in the human body5-1-07: Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body5-1-10: Identify the major components of the respiratory and circulatory systems, and describe their role in defending the body against infections 5-1-11: Describe how the human body gets rid of waste 5-1-12: Give examples of how systems of the human body work together

Theme 3: The protection and support of the bodyHow does the body support and protect itself?

5-1-08: Identify skin as the major component of the Integumentary system, and describe its role in protecting and supporting the human body.5-1-09: Identify components of the human body’s defense against infections, and describe their role in defending the body against infection.

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CLUSTER O CONNECTIONS

Theme 1: What is needed to achieve and maintain a healthy body?

5-0-1B - Identify various methods for finding the answer to a specific question and, with guidance, select one to implement. Examples: generating experimental data, accessing information from a variety of sources 5-0-3C - Create a written plan to answer a specific question.Include: apparatus, materials, safety considerations, and steps to follow

5-0-2A - Access information using a variety of sources. Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMS, Internet

5-0-7H - Identify, with guidance, connections between the investigation results and everyday life.

5-0-9F - Frequently and thoughtfully evaluate the potential consequences of their actions.

Theme 2: What are the roles and various systems in the body and how do they operate? 5-0-1A - Formulate, with guidance, specific questions that lead to investigations. Include: rephrase questions to a testable form, focus research questions

5-0-2A - Access information using a variety of sources. Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMS, Internet

5-0-4B - Construct a prototype.

5-0-5F - Record and organize observations in a variety of ways.Examples: point-form notes, sentences, labeled diagrams, charts, ordered lists of data, frequency diagrams, spreadsheets

5-0-6A - Construct graphs to display data, and interpret and evaluate these and other graphs. Examples: bar graphs, frequency tallies, line plots, broken line graphs

5-0-7f - Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.

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Theme 3: How does the body support and protect itself?

5-0-2A - Access information using a variety of sources. Examples: libraries, magazines, community resource people, outdoor experiences, videos, CD-ROMS, Internet

5-0-4D - Assume various roles and share responsibilities as group members.

5-0-7F - Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts

5-0-9F - Frequently and thoughtfully evaluate the potential consequences of their actions

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Cluster Connections

Theme 1

ELA

3.1.1- Students will summarize personal knowledge of a topic in categories to determine information needs

3.1.4 –Students will gather and record information and ideas using a plan.

3.2.2 – Students will answer inquiry or research questions using a variety of information sources (such as the newspaper, series by same writer, scripts, diary’s, elders, interviews, trips, oral traditions…)

Math

SP ll.1.5 – Student uses a variety of methods to collect data and record data

Theme 2

ELA

1.2.1-Students will use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.

3.1.1- Students will summarize personal knowledge of a topic in categories to determine information needs.

3.3.1 – Students will organize information and ideas into categories (such as who, what, where, when, why how…) using a variety of strategies (such as webbing, using graphic organizers, sequencing, charting..)

Math

SP I.1.5 – The student identifies and develops a question to generate appropriate data, and predicts results.

SP lll.2.5 – Student discusses the reasonableness of data and results.

SP ll.1.5 - Student uses a variety of methods to collect data and record data.

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Theme 3

ELA

3.2.3- Students will determine the usefulness of information for inquiry or research purpose and focus using pre-established criteria.

5.2.2- Students will assume the responsibility of various group roles; choose roles appropriate for task and productivity.

1.2.1-Students will use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.

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Cluster Resources

Theme 1: Healthy Body

Kids Healthhttp://kidshealth.org/kid/Site has information for kids and parents on children’s health and development. It has content from nutritional information on health cooking and eating, to very interactive activities on illness, injuries and staying healthy.

Body and Mindhttp://www.bam.gov/A website from the Department of Health and Human Services. A kid-friendly website with activities, games and quizzes on diseases, food and physical activity.

The Quick Series Guide To Healthy LifestyleThis pocket size flipbook is an easy to use reference device. The sections range from regular activity, information on the food pyramid, charts on healthy weights and healthy lifestyle changes.

Full of OurselvesBy: Catherine Steiner-Adair & Lisa SjostromThis is a book highlighting a wellness program to advance girl power, health and leadership. This teacher resource is broken into units covering everything from positive self-image to normal eating patterns; all directed towards females.

Theme 2: Systems of the Body

Head to Toe ScienceBy: Jim WieseThis is an activity book with over 40 eye popping, spine tingling, heart pounding activities that teach kids about the human body. Activities ranging from skeletal, muscular, and nervous systems.

The Human Body Systemshttp://www.kidskonnect.com/subject-index/31-health/337-human-body.htmlA kid-friendly website with fast facts on human body systems. This site is broken into particular systems with each system having links for information, activities and quizzes.

The Healthy Bodyhttp://www.kidinfo.com/health/human_body.htmlThis included facts and trivia about the human body and the systems within it. This teacher reference website has thorough coverage of all human body system including activities and quizzes.

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Life Science: Human BodyBy: Lauri SeidlitzIs a Life Science books that introduces young readers to the basic concepts of science through fresh facts, dynamic photographs and activities. They will connect the young reader to the human body.

Lesson plan on Digestive systemhttp://www.hallofhealth.org/sepa/lesson_plans/diabetes/5th_Gr_Nutrition_Lesson_3.pdfTeacher resources that includes activities and lesson plans for the digestive system.

Teacher diagramshttp://www.ece.gov.nt.ca/divisions/kindergarten_g12/health%20k-9%20single%20files/g5/04gr5_gd.pdfThis is a teacher resource with diagram on the systems of the body.

Theme 3: The Protections and Supports of the Body

The Big Book: The Human BodyBy: John HardThis information books explains how certain aspects of the body works, including the uses of the skin work though the use of photographs, charts and diagrams.

Human BodyThe Usborne Internet-Linked Library Of ScienceThis book contains hundreds of scientific terms, experiments and activities around skin, nails, hair and how your body fights diseases. Each unit come with links to useful human body websites.

Germs and the Bodyhttp://sciencenetlinks.com/lessons/germs-and-the-bodyA teacher based resource website that illustrates where germs exist, how they can get into and affect the body, and how the body defends itself against them.

Kid’s Health: The immune systemhttp://www.cyh.com/HealthTopics/HealthTopicDetailsKids.aspx?p=335&np=152&id=2402The site highlights our bodies defense systems and the multiple uses of our skin.

Kids Health in the Classroomhttp://classroom.kidshealth.org/3to5/body/parts/skin.pdfThis site acts as a teacher resource for activities and lessons for health including the uses of our skin and defense systems.

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Sub-Topic Outcomes Activities Resources Assessment

Them 1:Healthy Body

Science5-1-025-1-035-0-7H

Bring in a variety of nutritional labels of food items.

Have the students look at the labels and make a list comparing and contrasting the labels. Include a discussion on the nutrients in food and the function they provide for the body.

Then have the students categorized from highest to lowest the food items based on their calories/energy per serving, fiber content and sugar content.

Then have each student take one food labels and graph the nutrient contents with in. The name of the food item should be on the back of the graph. Then have the students go though the graphs determining what food item is being represented.

Variety of labels from food items

Observation: Watch for understanding. What are healthy and not health items on a food label? Can the students read a food label and its contents? Do they understand what the labels say and include?

Science5-1-045-1-055-0-3C5-0-9F

ELA3.1.4

Provide students with a sample menu for a day. Ensure that the menu includes both the food type and the serving size.

Have students use their prior knowledge to evaluate the menu plan and record their findings.

Distribute copies of Canada’s Food Guide to Healthy Eating and have students re-evaluate their findings.

Daily Menu SampleCanadian Food Guide

Observe: Do the students understand how to evaluate a daily menu? Do they understand the Canadian Food Guide? They can hand in their evaluations where you will see the understanding in

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How accurate were they? What changes needed to be made?

Then have the students create a food diary. Have them recorded what they eat each day for two or three days. They should record what they eat and the nutrition contents of the food item.

Then have the students go though their food diary and evaluate what they eat. Are there things they can change to their diet? Are they reaching the recommended intake of each food group? What items were good for you and what items lack nutritional value to your diet?

their evaluations of the menus.The food diary they create will be handed in along with their evaluation of their diet. This will show they know how to evaluate food items and their nutritional value.

Science5-1-015-1-135-1-145-1-155-0-1B5-0-2A

ELA3.2.2

Math

Have the students break in to small groups. They will create a word splash of words they know that relate to human health.

Have each group go over their word splash to the class discussing each word they have included.

Then provide the students with a vocabulary list and the definitions of the words to put in to their science binders for a quick reference.

Have a little discussion as a class on what it takes to have a healthy life style and what is not so healthy.

Vocabulary List Handout

Health related magazines

Observe: With the word splashes each group presents look for understanding of health related vocabulary.Collages: Students will present and hand in their collages. Each will show understanding and knowledge about

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SP ll.1.5 Have the students look though magazines (mostly health related), use the computer or any other sources and make two collages. One collage should relate to maintaining a healthy life style. The other collage should reflect their idea of what can affect a healthy lifestyle. They should incorporate words and pictures to reflect their idea of each concept.

Have the students present their collages to the class and explain why they chose to incorporate certain things on their collage.

achieving a health lifestyle and what not to do to stay healthy. These collages can also be assessed on the design process of them.

Theme 2Systems of the Human Body

Science5-1-065-1-115-0-1A5-0-4B

ELA3.1.1

MathSP i.1.5

As a whole group, hand out crackers to each student.

Ask each student to begin chewing the cracker without swallowing it.

Have an inquiry group discussion on what is involved in digesting this cracker. For example chewing, saliva, swallowing.

Then as a class go over the activity of building a digestive system the actual size of someone their age.

Have individual students be responsible of one item at a time by put together the systems using materials provided.

You will have one student hold a funnel representing the mouth, another a 12in plastic tube for the esophagus, a clear bag as a stomach, a few children to hold up 20 feet of plastic tubing for the small intestine, two

Crackers

Digestive materials (funnel, 12in tube, clear bag, 20ft tube, 5ft tube, 6in tube)

Puzzle on the digestive systemhallofhealth.org

Observation: The activating will bring out prior knowledge. Students will show inquiry and knowledge on the systems.

Have the student’s hand in the puzzle once complete to assess for understanding.

At the end of the systems theme there will be a test for assessment of

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children hold 5 feet of tubing for the large intestine, and 6 in of tubing to represent the rectum. Make sure to give clear direction and information and watch for full understanding during the construction of the prototype.

After doing this activity and the children have learned the digestive system, give the students a puzzle on the digestive system to fill in.

understanding.

Science5-1-075-01A5-0-5F

ELA3.1.13.3.1

MathSP I.1.5SP 111.2.5

Have the students in pairs fill out K-W-L charts about what they know with the three systems.

Have a few items that represent each system. For example a remote for the nervous or a coat hanger for the skeletal system.

Have an inquire discussion with the class a whole about these items and what system they represent.

Have the class demonstrate the strength of bones by using a toilet paper roll and book. Have the students observe their tendons in their hand by moving their index finger. As a class discuss the role of the nervous system.

Then to have the students understand how these systems work together have them stand in a door way with their arms pressed against the door way for 30 sec. Once they step away have them observe what happens. Inquire about what is

Curriculum Document

Objects related to the systems

Toilet paper roll and book.

Observe the students K-W-L charts to see prior understanding

Observe inquire discussions to show thinking and understanding

The end of the theme will be a test to show full understanding.

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happening and why. Have the student write notes in

point form what they learned in their science notebooks.

Science5-1-105-0-6A

ELA3.3.1

MathSP 11.1.5SP 111.2.5SP 11.1.5

Have the respiratory function cards on the smart board. As a class match the parts with what function they provide.

Then hand out the diagram of the respiratory system. Have the students fill out what part is each on the diagram using the word bank.

Then as a class do a circulatory system activity. In this activity have the students calculate

their resting heart rate, then their running, walking and jumping heart rates.

Then have them graph these results on a graph sheet provided and give a reflection of what they see with the graph.

www.ece.gov.nt.caGraph Handout

Have the student’s hand in their handouts on the respiratory system and their graphs on circulatory system with a reflection to show understanding of the systems and their functions.

Science5-1-125-0-7F

ELA1.2.1

As a class discuss the different systems in the body and what parts of the body are involved in those systems.

Then have the students get on their computers/iPad and go to the site http://sciencenetlinks.com and complete the activity All Systems Go.

http://sciencenetlinks.com

Observe the students on the computer checking for understanding on linking the systems together.

Theme 3Support and Protect the body

Science5-1-085-0-2A5-0-4D

ELA

Have the student’s research in groups interesting facts on skin. Students could use the computer, books, videos or any other form of information.

Each group should find at lead five interesting fact about the skin.

www.classroom.kidshealth.org

Assess the facts that were researched and put on each hand for understanding. Do the students understand skin and

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3.2.35.2.2

MathSP 11.3.1

Then have the students trace and cut out a hand on a blank piece of paper.

One each finger had the students write their interesting facts.

Then post all the hands of the classroom on a bulletin board called the “Skintastic Knowledge”

its functions?

Science5-1-095-0-7F5-0-9F

ELA1.2.1

Have the students create a word splash on the defense of infection in the body. Then discuss them making sure terms are covered like white or red blood cells.

Then have the students create a poster on prevention of infections in the body. They should express knowledge on how to protect against infections. Posters should include words and photos.

Magazines for cut outs

Have the students present the posters in class.Assess the poster presentation on understanding of prevention of infection.

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Assessment

For assessment in the Healthy Body unit we have examine the three areas of

science being inquire, design and knowledge. Within our record keeping we have

categorize all the outcomes under one of these three categories. When transferring

grades to the report card we have separate all marks into inquire, design and knowledge

to get a final mark for the report card in each area. We have used a one to four scale in

marking the students academic achievement. One being demonstrates little, two

demonstrate basic understanding, three demonstrates good understanding and four

constantly demonstrates understanding throughout. When determining a mark in each

area we would take the mode of the child’s marks that fall under each category. For

example if student “A” received the following marks in knowledge-based outcomes: 4,

4, 3, 4 he would score a four on the final report card.

The goal we have set in place it that our record keeping is designed to be easily

transferable to an appropriate score on the report cards in all three areas of science.

See attached Excel Spreadsheet for record keeping format.

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Healthy Body Sun Safety Lesson Plan

Grade: 5 Approximate Length: 60 Minutes

Subject: Science Unit: Healthy Body

Outcomes

5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors.

5-1-08: Identify skin as the major component of the Integumentary system, and describe its role in protecting and supporting the human body.

Activate

Watch a short video on sun safety as a class. The video should be short and cover the important parts about sun safety and protection. http://www.youtube.com/watch?v=_9uMeivuAQM&feature=relatedhttp://www.youtube.com/watch?v=BCUSbzrfLMk

As a class the students make a word splash on the board based on what they know about sun safety.

Guide the students in developing words or ideas that relate to sun safety by asking questions.

Acquire

Have the students break in to groups of three or four. Provide chart paper and markers for each group. The students will record what they consider to be risks that come with the

sun and prevention solutions to stay safe while in the sun. Have each group quickly go over what they have recorded making sure

important areas like cancer, UV rays and protection techniques.

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Apply

Have each group create and present a sun safe beach in a city/town that they have created.

Ask the students to be as creative as possible and included all areas of safe sun. The students should cover what negative affects the sun has, what can you do to avoid exposure and what are ways to prevent negative impact of the sun.

Give them ideas of questions to consider like;o How can you protect people from the sun at mid-day?o What sort of shade will be available on the beach?o What type of clothing will be allowed/not allowed?o How will you make sure everyone is wearing sunscreen?

Have the students decide how they will present their safe sun beach. Things like PowerPoint, flipchart paper or other sources can be used.

The groups will present their beach in the format they choose.

Assessment

Observation of groups to see the contribution efforts of the students as well as the understanding of the topic.

Student’s presentation will be assessed for knowledge and understanding as well as creativity and design.

Students will show understanding in the presentation material

Resources www.cancer.ca/saskatchewan/prevention/.../RFL_ Grade %205.ashx

http://www.youtube.com/watch?v=_9uMeivuAQM&feature=related

http://www.youtube.com/watch?v=BCUSbzrfLMk

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Bibliography

Manitoba Education and Training. (2000). Grade 5 to8 Science: A foundation for Implementation. Winnipeg, MB: Manitoba Education, Training and Youth.

Manitoba Education and Training. (2000). Grade 5-8 Science: Manitoba Curriculum Framework of Outcomes. Winnipeg, MB: Manitoba Education, Training and Youth.

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