Let's Get Moving! (Unit Opener) : Many of These Lessons Will Be Taught Over Two-Three Days

Lets Get Moving!
(Unit Opener)
**My first lesson is my unit opener, however, I will do other things before I actually start the unit. These will include: Putting a riddle on the corner of the whiteboard at the beginning of the week: o I pump nutrients throughout the body. I am located in the middle of your body to the left. I am about the size of your fist. Who am I? The Heart Creating a bulletin board and slowly adding to it throughout the unit (Canadian Food Guide, Vitamin Chart that includes the sources and importance of each, Mineral Chart that also includes the sources and importance of each, giant chart display, etc.) Doing a KWL chart, where students put sticky notes on the K and W sections (K what do they know, W what they want to know) Creating a book display (as well as artifacts) that includes books relating to various topics from the unit Playing interactive games
**Many of These Lessons Will Be Taught Over Two-Three days**
Lessons
Lesson 1: Introduction to Maintaining a Healthy Body The Human Machine Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health. 5-0-1A: Formulate, with guidance, specific questions that lead to investigations. We will be touching on a few of the outcomes in this lesson, because it is a general overview
Flexible Groupings: Students will work together as a class on the KWL chart. They
will then work individually on their title pages for their Science Portfolios.
Connection to Prior Lesson: This is the first lesson on this unit. Students will
begin thinking about their body and the way it works.
Activating Strategies Preparing for Learning: The teacher will

explain to students that they are going to be learning about the human body and how to take care of it. The teacher will have the students brainstorm what they know about the human body, using a word splash strategy. As the students suggest words associated with the human body, record the words randomly on chart paper. This word splash will be displayed in the classroom throughout the unit. New words will be added as they are introduced in later lessons. Students will also be challenged to present what they know about the human body. Each child will record on a sticky note something that they know about the human body and take turns placing the sticky note in the appropriate section of the KWL chart. Then, each child will record a question that they would like to know about the human body following the same procedure. The third column of the KWL chart will be filled in upon completion of the unit. The teacher will also distribute or ask students to make Science Journals. These will be used to record personal observations, to make notes about what they discover and to record questions they would like to pursue. On the board, the teacher will show students how to make a journal entry.
Acquiring Strategies Integrating and Processing Learning:

The teacher will then read aloud all of the K and W sticky notes. The class will spend a few minutes discussing what they already know and what they would like to know about the human body.
Applying Strategies Consolidating Learning: Students will use what

they know about the human body to create a colored title page for their Science Portfolios.
Assessment Procedures:
By the end of this lesson, students will have a general overview of what we will be learning about in this unit. The assessment tools that will be used in this lesson will include: the KWL chart and the title pages that students will place at the beginning of their science portfolios. Students will also be making lists of observations that they make.
Learning Resources: The materials used in this lesson will include a KWL chart,
sticky notes, chart paper, markers for recording brainstorming/discussion ideas and the Smart Board.
Different Ways of Learning:

Word Smart: Students will be reading, writing down particular responses and discussing with classmates during this lesson.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as creating their own colored title pages for their Science Portfolios.
Body Smart: This lesson involves hands on activities including recording ideas on sticky notes.
People Smart: Students will be interacting with other classmates when brainstorming ideas for the word splash and KWL activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will individually record on sticky notes what they know about the human body as well as what they would like to know.
Extensions: As an extension, students will tour around the bulletin board and book
display, taking time to observe the different items and read through some of the books.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: students will be creating colored title pages
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition
Lesson 2: What Makes Your Body Live and Grow? Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
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 foods and their function in maintaining a healthy body. 5-1-4c: Work cooperatively with group members to carry out a plan, and troubleshoot problems as they arise. 5-1-5f: Record and organize observations in a variety of ways.
Flexible Groupings: Students will be engaging in class brainstorming and discussion

activities. Students will also be working in pairs to complete the cereal comparison activity.
Connection to Prior Lesson: Students have had a general overview of maintaining

a healthy body. This is the first lesson on nutrition and nutrients that deals with these topics more specifically.
Activating Strategies Preparing for Learning: The teacher will begin

a brainstorming/discussion activity with the focus being on specific nutritional needs of growing children. The teacher will ask the students what important nutrients are needed for the human body to function properly. These new words (vitamins, minerals, fats, carbohydrates and proteins), will be added to the word splash diagram if needed. Their purpose will also be defined. Food allergies will also be discussed. Students will be invited to share their personal knowledge of or experience with allergies. Food allergies will be the main focus.

Students will then watch the video Bill Nye the Science Guy: Nutrition. When the video is finished, students will discuss, as a class, some of the things that they learned from the video. Students will begin to understand the importance of food and diet. Students will discuss the different nutrients and the importance of eating a healthy, balanced diet.
Applying Strategies Consolidating Learning: The teacher will display

an overhead of two nutritional labels from cereal boxes. The teacher will focus on specific nutritional elements one at a time: protein, fat, carbohydrates and familiar vitamins and minerals. The students will be asked a series of questions: How much protein is in each cereal?
How is the protein measured? These will be repeated for several nutritional elements. Using chart paper, the teacher will record all nutritional elements found on the two panels. Students will be divided into pairs where each pair will select one nutritional element from the chart list on which they would like to conduct a comparison between two cereals. Their names will be recorded beside one of the nutritional elements on the chart paper. Each pair will then select two cereal boxes that list their selected nutritional element. The teacher will supply each pair with an activity sheet, graph paper, rulers and reference materials. The activity sheet will be a guide for the investigation. Once the students have completed their activity sheets, they will be challenged to find a way to graph their data. All pairs of students will then construct a graph of their data (typically bar graphs).
Students will be observed as they work in pairs to complete the cereal comparison activity. The focus will be on their ability to read and record nutritional data, gain information about a nutritional element through research and construct a graph showing their data. The students will be assessed mainly through observation while the discussions and comparison activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each pair to hand in their activity sheet as well as their bar graphs in order to assess whether or not they understand the concepts fully. As an extended response, the teacher will get the students to explain, in their science journals, how each type of nutrient helps you maintain a healthy body.
Learning Resources: The materials used in this lesson will include the video: Bill Nye
The Science Guy: Nutrition, comparison activity sheets, overhead of two nutrition labels from cereal boxes, a variety of cereal boxes, chart paper, markers, 30-cm rulers, graph paper, reference materials on nutritional elements and pencil crayons.

Logic/Math Smart: Students will be recording data and creating bar graphs representing the data.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as watching an educational video.
Body Smart: This lesson involves hands on activities including recording data on activity sheets as well as creating bar graphs and sorting through cereal box nutritional labels.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in pairs during the cereal comparison activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the days lesson as well as write an extended response explaining the different types of nutrients.
Extensions:
Have students share their findings about cereals and nutrition in a school newsletter article. Students could also write and learn a song about the different fundamental nutrients in order to remember each one and consolidate learning.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data and creating bar graphs
Sources:
Lesson 3: How Does Food Keep You Healthy? Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-04: Evaluate a daily menu plan and suggest changes to make it align more closely with Canadas Food Guide to Healthy Living. 5-0-6a: Construct graphs to display data and interpret and evaluate these and other graphs. 5-0-2a: Access information using a variety of sources. 5-0-6c: Identify and suggest explanations for patterns and discrepancies in data.
Flexible Groupings: Students will be engaging as a class in brainstorming and

discussion activities. Students will also be working in pre-determined groups during the montage activity and individually during their daily menu evaluations.
Connection to Prior Lesson: Students have a working understanding of what

nutrients are necessary in maintaining a healthy body as well as the main purpose of these nutrients. Students have also studied nutritional labels from cereal boxes.

by distributing copies of the Canada Food Guide to Healthy Living. Students will then be engaged in a discussion and brainstorming activity where the document will be discussed, focusing on the food groups and recommended servings. The teacher will also supply a variety of plastic foods from each food group as well as snack foods to aid in the discussion. Students will be asked a series of questions including: How many servings of grain products are recommended daily? Why do you think there is a range in the number of servings? Would a 4-year-old require the same number of servings as an adult? How many servings of grain products do you think you should have every day? What foods are not included in the Food Guide? (candy, soda pop, chocolate, potato chips) Why do you think these foods are not included? What might happen if a person eats too much of these foods? The teacher will take this opportunity to discuss snack foods, stressing that even though snacks are acceptable to eat occasionally, they provide little nutrition for the human body.

The teacher will then title a sheet of chart paper Food Groups and get the students to describe the
food groups that you should eat from every day (grain products, vegetables and fruit, milk products, meat and alternatives). The chart will then be divided into four columns with each food group listed at the top of one column. Each child will be given a picture of an item from one of the food groups. Their job is to then go up and paste the picture in the correct column. Some children will be given a picture of a snack food. Once every child has had a chance to place their item on the chart paper, discuss why some children could not place their item on the paper. Questions and inquiries will then be discussed following this activity and students will be encouraged to record the four food groups in their science journals as well as two examples of items that belong in each group as well as the suggested servings of each group/day.
Applying Strategies Consolidating Learning: The teacher will then

divide the class into pre-determined working groups. Each group will be provided with magazines, food flyers, mural paper, scissors, glue and markers and will then trace and cut out the body outline of a member of the group. Once their outline is completed the children will divide the body into four sections by drawing a vertical line down the centre of the outline and a horizontal line across the middle. The teacher will ask the student groups to label each section with the name of one of the food groups. Students can then cut out pictures of foods from each food group, sort them, and glue them onto the four sections to create a montage. Each group will then present these pictures. The teacher could take this opportunity to take a picture of each group and their montage for their Science Portfolios. Following this activity, students will complete an activity where they record their food intake for one day, using the Food Guide as a reference. Students will then have an opportunity to exchange their sheets with another student where the partner will find weaknesses in the menu as well as suggest changes that could be made in order for the menu to follow more closely to the Food Guide. Students will also complete a Healthy Eating exercise where they will graph their menus.
Students will be observed as they work in groups to complete the food group montage activity. The students will be assessed mainly through observation while the discussions and montage activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each student to hand in their Healthy Eating and My Food Menu for One Day worksheets as well as their graphs in order to assess whether or not they understand the concepts fully. Students will also complete a Cooperative Skills Self-Assessment sheet.
Learning Resources: The materials used in this lesson will include copies of the
Canada Food Guide, flyers from grocery stores (illustrated ones), plastic foods, snack foods, food magazines, pictures of items from different food groups, large sheets of white mural paper, chart paper, markers, glue, scissors, 30-cm rulers, graph paper, My Food Menu for One Day worksheets and Healthy Eating worksheets as well as assessment sheets.

Logic/Math Smart: Students will be recording data, sorting data and creating graphs representing the data.
Art/Space Smart: Students will observe different activities displayed on chart paper as well as creating a group montage using an assortment of different food items from food magazine and flyers.
Body Smart: This lesson involves a number of hands on activities including using mural paper to create a montage of the different food groups, recording data on activity sheets as well as creating graphs.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the montage activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the days lesson as well as complete the Cooperative Skills Self-Assessment sheet.
Extensions:
Ask students to self-reflect on one or two of the things they have learned so far that have changed their thinking or eating habits, or that have been of great personal interest. These reflections can then be recorded in the students science journals.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data, sorting and creating graphs Art: tracing and outlining a group members body, making a collage of different pictures from magazines and food flyers, creating a montage, etc.
Sources:
Lesson 4: Food Processing and The Design Process Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-05: Evaluate prepared food products using the design process. 5-0-1c: Identify practical problems to solve. 5-0-3d: Develop criteria to evaluate a prototype or consumer product. 5-0-5b: Test a prototype or consumer product using predetermined criteria.

activities. Students will also be working in predetermined groups to complete the product evaluation of microwave popcorn.
Connection to Prior Lesson: Students have studied the importance of several

nutrients in maintaining a healthy body. This is the first lesson on food processing and the design process.

a brainstorming/discussion activity with the focus being on packaged food products. The teacher will ask the students to describe what happens to meat, or bread or leftover food that is kept for too long (mouldy, discoloured, slimy, foul smelling, etc.). The teacher will show the students a loaf of mouldy bread: What causes food to spoil? (bacteria and other small organisms) The teacher will then get the students to think of examples of canned, boxed or bagged foods that they enjoy and predict what causes these foods to stay fresh and not spoil. Students will discuss the term additives and brainstorm what the purpose of additives might be (improve nutritional value of food, keep it from spoiling, give it flavour or colour, etc.). Students will be asked: What businesses produce and sell foods you buy and eat? The teacher will record these ideas on chart paper so students are able to observe their thinking.

The teacher will explain to the students that they will be going on a field trip to the local CO-OP. Behavioral expectations will be reviewed. Once at the grocery store, students will be listening to an employee as he/she talks about the different sections of the grocery store, paying close attention to what products are processed and packaged. Students will bring their science journals and keep a list of several processed foods that they have observed. The class will then divide into predetermined groups (each with an adult) and observe different packaged foods (frozen pizzas, snack foods and beverages). Students will be asked to observe what chemicals, if any, are added
to the different processed foods. Students will also pick three microwave popcorn (butterflavoured) brands to buy and bring back to the school for a later activity.
Applying Strategies Consolidating Learning:
When back at the school, the students will take part in a product evaluation of microwave popcorn using the design process. Students will be introduced (or reintroduced) to the design process. The teacher will list and describe each step using chart paper. Students will first identify the problem and record this on their worksheets. What is the best butter-flavoured microwave popcorn? Once the problem has been identified, the popcorn samples that were bought at the grocery store will be obtained. As a class, students will discuss what the term best means and identify criteria to test, such as: Quantity of popcorn produced (flakes/popped corn) versus unpopped kernels) Cost per serving Taste (**Check for Allergies**) Nutrient value related to grams of fat and calories per serving Packaging related to appearance and use of recycled material As a class, students will then determine the method needed to test the popcorn according to each criterion identified. Groups of students will then be assigned to carry out the different tests. Each group will then test the products using the predetermined criteria. Pop each brand. Measure volumes of popcorn produced and count the unpopped kernels. Calculate the cost per serving by dividing the cost of the whole package by the number of bags in the package. Now, calculate the number of servings in an individual bag (based on the data collected previously and the serving size suggested on the package). Taste test. Students mark a ballot. The results will be represented in a graph. Compare the number of grams of fat and the calories per serving. Look at the packaging to determine whether it is aesthetically pleasing and whether it is made of recycled materials. Groups will then analyze their data as well as data gathered by other groups and provide a conclusion (which popcorn was best). Student groups may come to different conclusions. Discuss reasons why (some groups may have thought taste was more important, some cost). Students will record their findings for each step on design process worksheets. By the end of the lesson students will conclude which brand of popcorn is the best to buy.
Students will be observed as they work as a class and in groups during the design process activity. The students will be assessed mainly through observation while the field trip, discussions and design process activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each pair to hand in their design process sheets in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal
of the recordings of processed foods at the grocery store. A rubric checklist for the design process will also be used using the design sheets handed in by each student. A nutrient quiz will then be given.
Learning Resources: The materials used in this lesson will include chart paper,
markers, a trip to the CO-OP grocery store, science journals, design process sheets, ballot sheets, graph paper, a loaf of mouldy bread, a rubric for the design process, samples of microwave popcorn, a microwave and calculators.

Logic/Math Smart: Students will be recording data, measuring volume and counting, calculating cost per serving, comparing and creating graphs representing data.
Art/Space Smart: Students will be observing the different sections of the grocery store as well as a variety of packaged food products and discussion activities.
Body Smart: This lesson involves hands on activities including recording information on activity sheets, handling packaged food items, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the design process activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals if they have any further inquiries about the lesson as well as compiling a list of the different processed foods they observed at the grocery store.
Extensions:
Additives are always tested for safety ahead of time and are listed among the ingredients on the food label. However, some can create health problems because they are indeed chemicals. Students could engage in a research activity where they could report on one or more additives that have been banned in the past.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data, measuring volume and counting, calculating cost per serving, comparing and creating graphs representing data
Sources:
Lesson 5: The Digestive System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-06: Identify the major components of the digestive system and describe its role in the human body. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.

activities. Students will also be working in pre-determined groups to complete their own digestive systems.
Connection to Prior Lesson: This is the first lesson focusing on specific body
systems.
Activating Strategies Preparing for Learning: The teacher will review

the word-splash chart. She/he will focus on words that relate to digestion. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. A giant chart will be displayed in the classroom with all of the different system headings located on it. Each time a system is studied the teacher (with help from the students) will fill in the function/role of each system on the chart. The teacher will then ask a series of questions. What do humans need in order to live? What do we need food for? (energy) What happens to the food that we eat? Students are to then pay attention to the following demonstration in order to predict which system they will be studying. The teacher will chop up foods from a few food groups and place them in a blender at the head of the classroom. The food items will be mixed thoroughly until they are fully blended. Next, the teacher will ask the class based on the demonstration shown, the word splash words discussed and the topic questions, which system do they believe they will be learning about. Once the students have guessed the digestive system, the teacher will introduce the term digest and define it as the process of turning food into energy for the human body. The teacher will ask the students: What parts of your body are used to digest food? What happens to the materials not used by your body to digest food? Why is it important to know about the digestive system?

The teacher will then make a vocabulary list of body parts and terms that relate to the digestive system on chart paper. New words will be added to the word splash chart. The teacher will show a slideshow about the digestive system. As the slideshow (with terms and pictures) is being presented, students are to define the role of each body part as well as provide a small diagram on their Digestive System worksheets. The slideshow will be paused to allow for student catch-up. Clarification of these terms will be discussed once the slideshow is completed (measuring tape will be used to show the length of each digestive system body part). The teacher will then display the overhead of the digestive system. Students will review the parts of this system and the process of digestion. Focus will be on the mouth, teeth, esophagus, stomach and intestines. Students will revisit the blender demonstration. The teacher will ask what body part the blender represents. To demonstrate the function of the stomach, the teacher will put a slice of bread and water into the blender and mix. Students will observe what happens. Students will then observe what happens when large pieces of apple are mixed. Why do these take longer to break down? Students will also be asked why the teeth and mouth are important for digestion. A handout defining the importance of the stomach and intestines will also be distributed (My Stomach and My Intestines).
Applying Strategies Consolidating Learning: Students will be divided

into small pre-determined groups. One member (typically the shortest member in the group) will lie on a large piece of white mural paper while the other members in the group trace around the student. This tracing will then be cut out. Students will work together in groups. Using the pictures and direction sheets provided, the students will paste the different parts of the digestive system onto their outline of the human body with fasteners/glue. When students are finished they will then receive a model of the digestive system where they have to fill in the blanks in their appropriate positions. This worksheet and will be pasted in their science journals. Students will also help the teacher record the function of the digestive system in the giant chart display.
Students will be observed as they work together in a group to complete their digestive system activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, digestive system worksheets and digestive system group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their digestive system worksheets in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal.
markers, science journals, a PowerPoint of the digestive system, large pieces of white mural paper, word-splash chart from prior lesson, measuring tape, giant chart with headings of each body system and spaces for recording the function of each, diagram of the digestive system overhead, digestive system diagram and role/function worksheets, pencil crayons, scissors, overhead projector, foods to put in blender, a blender, a cutting board, bread, water and large pieces of apple and assessment sheets.

Logic/Math Smart: Students will be observing the different lengths of each body part involved in the digestive system with a measuring tape.
Art/Space Smart: Students will be observing the slideshow, overhead, blender demonstration, coloring and cutting out pictures to paste on the group activity mural, etc.
Body Smart: This lesson involves numerous hands on activities including a digestive system body outline activity, worksheets, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the digestive system group activity.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals as well as reflecting on their group skills by completing a self-assessment sheet.
Extensions:
As an extension, students could design and construct models of the digestive system in groups using reference materials on the digestive system as well as materials identified by students for constructing the models.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: measuring the length of certain body parts, etc. Art: coloring and cutting, outlining and tracing a group members body onto white mural paper, pasting different parts of the digestive system onto the mural
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Maintaining a Healthy Body Body Works: Teachers Guide, Manitoba Edition http://www.freeclubweb.com/powerpoints/science/humanbody/human-digestive-system.html Patricia Carratello
Lesson 6: The Skeletal and Muscular Systems Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-07: Identify the major components of the skeletal, muscular and nervous systems and describe the role of each system in the human body. 5-0-5a: Make observations that are relevant to a specific question.

activities. Students will also be working in pre-determined groups to complete their own skeletal and muscular systems.
Connection to Prior Lesson: Students have a general understanding of the

digestive system. This is the first lesson on the skeletal and muscular systems. Students will be using and adding to their mural sheet cut outs of a members body from the previous lesson.

the word-splash chart. She/he will focus on words that relate to the skeletal and muscular systems. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then present to the class a series of household items including a bicycle helmet, a coat hanger and an elastic band. Students will be asked to indicate what system each item represents and to give reasons for their answers. They will record their answers in their science journals. Once the students have identified that they will be learning about the skeletal and muscular systems, the teacher will display the overheads of the skeletal and muscular systems on the projector. A series of questions will be asked to the students: What is the skeletal system? What is this system made up of? What are bones? How do bones help you? (protection and support) What would happen to your body if you had no bones inside of you? What do you use your muscles for? How do muscles help bones to move? Why is it important to know about the skeletal/muscular systems?

The teacher will then make a vocabulary list of body parts and terms that relate to the skeletal and muscular systems on chart paper. New words will be added to the word splash chart. Students will then watch the video: Bill Nye the Science Guy: Bones and Muscle. When the
video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in a Skeletal and Muscular Systems Vocabulary Sheet. Using the overhead model of the skeletal system, students will be introduced to the four types of joints. The teacher will explain that muscles attached to these joints allow them to move. A handout highlighting the importance of the skeleton and muscles will also be given (My Skeleton and My Muscles).
Applying Strategies Consolidating Learning: Students will re-enter

their groups from the previous digestive system group activity. Using the pictures and direction sheets provided, the students will paste the different parts of the skeletal and muscular systems onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the skeletal and muscular systems in the giant chart display. Students will then engage in two experimental activities: The first, Strong Bones, demonstrates the strength of bones. The teacher will get each student group to place a roll of paper towel on its side and place a heavy book on top of it. Students will observe that the tube will flatten. The students will then place the roll on end and place the book on top of it. Students will observe and try placing more than one book on the roll (the cylinder will hold up the books). Students will review the strength of various shapes. Students will also discuss why strong bones are necessary in the body. Students, in their small groups, will then be provided with an activity sheet, cardboard, 30-cm ruler, a single hole puncher, paper fastener, elastic bands and scissors. Students will investigate how muscles and bones work together in a joint. Students will use the Joint Effort activity sheet as a guide. The teacher will then lead a discussion in the role of muscles and bones in body movement. The overheads will then be placed one on top of the other so students are able to see what organs of the digestive system the muscles and bones protect.
Students will be observed as they work together in a group to complete their skeletal and muscular systems activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, Strong Bones experiment, Joint Effort worksheets/experiments and skeletal and muscular systems group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Joint Effort worksheets/experiments in order to assess whether or not they understand the concepts. Evidence of learning will also be found in the students science journal.
markers, science journals, Bill Nye the Science Guy: Bones and Muscle, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lesson, giant chart with headings of each body system and spaces for recording the function of each, diagram of the skeletal and muscular systems overhead, Joint Effort worksheets, overhead projector, Vocabulary sheets, bicycle helmet, coat hanger, elastic bands, paper towel rolls, heavy books, stiff cardboard, 30-cm rulers, single-hole punchers, scissors, paper fasteners, glue and assessment sheets.

Art/Space Smart: Students will be observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a skeletal and muscular systems body outline activity, worksheets, two experiments, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the skeletal and muscular systems group activity as well as in their experiments.
Extensions:
With a ball and a paper cup, have students make simple models of a ball-andsocket hinge. Use scissors to cut the paper cup down so that the ball fits and rotates on this socket.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and cutting, pasting different parts of the skeletal and muscular systems onto the mural outline
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Bones and Muscle Patricia Carratello
Lesson 7: The Nervous System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-07: Identify the major components of the skeletal, muscular and nervous systems and describe the role of each system in the human body. 5-0-5a: Make observations that are relevant to a specific question.

activities. Students will also be working in predetermined groups to complete their own nervous system activity as well as in groups and pairs to complete two activities.

digestive, skeletal and muscular systems. This is the first lesson on the nervous system. Students will be using and adding to their mural sheet cut outs of a members body from the previous lessons.

the word-splash chart. She/he will focus on words that relate to the nervous system. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then present to the class a television remote control. Students will be asked to indicate what system this item represents and give reasons for their answers. They will also be told that they will be reading a Dr. Seuss book called, Oh, the Thinks You Can Think. They will record their answers in their science journals. Once the students have identified that they will be learning about the brain and nervous system, the teacher will first display the overhead of the brain on the projector. Students will then brainstorm what the brain is like and how it functions. The teacher will record some of the ideas on chart paper or the whiteboard so students are able to see their thinking. A series of questions will be asked to the students: How do you think the brain sends messages to the rest of the body? To send these messages, what is the brain connected to? The teacher will then display the overhead of the nervous system. Focus will be on the brain and spinal cord, which make up the central nervous system. Students will be told that the brain and spinal cord work together with nerves throughout the body to control all organs and systems.

The teacher will then make a vocabulary list of body parts and terms that relate to the brain and nervous system on chart paper. New words will be added to the word splash chart. Students will then watch the video: Bill Nye The Science Guy: The Brain. When the video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in a Nervous System Vocabulary Sheet (with diagrams) to aid in student learning. Students will also receive a handout highlighting some of the main features of the brain that will be read aloud by both students and the teacher (My Brain). The teacher will then read the story, Oh, the Thinks You Can Think by Dr. Seuss to the students to explore more about what the brain can do. At end of the story, the teacher will allow students to make their own Schlopp from the text as well as fill in an Oh, the Thinks You Can Think worksheet where children will think up something real in the first thought bubble, then something unreal in the second thought bubble.

their groups from the previous outline of the human body group activity. Using the pictures and direction sheets provided, the students will paste the brain (nervous system) onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the brain/nervous system in the giant chart display. Students will then take part in two experimental activities: This first activity is called Getting The Message Across. This group activity models how a message (impulse) from the brain travels to other parts of the body. Students will be introduced to the impulse action of the brain. Students will write out their full names on a piece of paper. Students will then be asked a series of questions (What part of your body told you how to write your name? What role does the brain play in this? What other body parts or systems were involved when you wrote your name?). The teacher will explain to the students that messages from the brain travel to other parts of the body along nerves. The students will relook at their vocabulary sheet and diagram of a nerve cell. A model will then be displayed of a nerve bundle (several pencils without eraser tops inside a piece of paper) as well as a nerve cell (each pencil where the lead is the axons which carry impulses, the wooden part of the pencil represents the sheath of the nerve and the paper represents the outer sheath of the nerve bundle). Students will first be asked to predict what each part was on the pencil and bundle of pencils. Students will then stand in a line holding hands. The first student in the line is the brain. Brain will be written on a piece of paper and attached to the first student with a safety pin. The last student in the line is the foot. Foot will be written on a piece of paper and attached to the last student. Another student (not in the line) will act as the timer, using a stopwatch. When the brain says go, the timer starts the clock. The brain begins the sequence by squeezing the hand of the adjacent student. This student squeezes the next hand, and so on along the line until the hand feels a squeeze and says stop. At this point the timer stops. The second activity is called Reaction Time, and will discuss the concept of reaction time. Students will be shown a video where people are being scared. The students will be asked
questions (How did their body react? Why did they react this way? (The eyes send a message to the brain and the brain sends a message back to the body telling you to duck or protect yourself). The teacher will explain to the class that this is called reaction. The class will be divided into pairs. Each pair will be provided with a 30-cm ruler, 2 activity sheets and graph paper. Students will investigate reaction time using the sheet as a guide. Each student will complete their own sheet. All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another. Students will also help the teacher record the function of the brain/nervous system in the giant chart display.
Students will be observed as they work together in a group to complete their brain mural outline activity as well as in groups during the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and brain/nervous system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Reaction Time worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, Bill Nye the Science Guy: The Brain, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the brain and nervous system overhead, remote control, the book: Oh, The Thinks You Can Think by Dr. Seuss, apple sauce, fun glasses, M&Ms, fasteners, Oh, The Thinks You Can Think worksheets, overhead projector, food colouring, Reaction Time worksheets, Vocabulary sheets, paper fasteners, stopwatch, safety pins, paper, pencils with no erasers, pencil crayons, scissors, 30-cm rulers, graph paper, scary video, My Brain handout and assessment sheets.

Logic/Math Smart: Students will recording data as well as graphing data.
Art/Space Smart: Students will be coloring, cutting, observing a video, overheads, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including a brain/nervous system body outline activity, worksheets, two hands-on experimental activities, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during brain/nervous system group activity as well as in pairs in their experimental activities.
Music Smart: If students get a chance to do the extension they will be learning a rhyme or poem to explore the brain and memory. Music is also played throughout the videos.
Extensions:
Rhymes and Songs: Students will determine how long it takes for them to learn a rhyme or poem to explore the idea of the brain and memory.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions
Math: recording data and creating graphs representing the data Art: coloring and cutting, pasting the brain/nervous system onto the mural outline, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: The Brain Oh, The Thinks You Can Think: http://lh4.ggpht.com/OShp9rdqL2A/TlcnmKnw_wI/AAAAAAAABIo/OfIShIMuA9c/s1600h/schlopp_applesauce_seuss_obSEUSSed_1%25255B2%25255D.jpg Getting Scared Video: http://www.youtube.com/watch?v=DKA0f9vRO38 Patricia Carratello
Lesson 8: The Integumentary System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-08: Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body. 5-0-3a: Formulate, with guidance, a prediction/hypothesis that identifies a cause and effect relationship. 5-0-5a: Make observations that are relevant to a specific question.

activities. Students will also be working in pre-determined groups to complete the microscope activity as well as in groups and pairs to complete several other activities.

digestive, skeletal, muscular, and nervous systems. This is the first lesson on the integumentary system and cells.

the word-splash chart. She/he will focus on words that relate to the integumentary system. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then have the students examine whole onions. The onions will be passed along for every child to hold and observe. Students will be asked to predict what system this item represents and give reasons for their answers. They will record their answers in their science journals. The teacher will ask the students based on the onion, what system will they be learning about today? Once the students have identified that they will be learning about the skin (integumentary) system, the teacher will lead a brainstorming and discussion activity. The teacher will record some of the ideas on chart paper or the whiteboard so students are able to see their thinking: What does the outer covering of the onion look like? How is it different from the inside of the onion? What is the outer covering called? What purpose or function does the onion skin serve? (protection) How is onion skin similar to the skin on your bodies? How is it different? The teacher will then cut the onion in half and separate the layers. The teacher will then explain to the students that human skin, just like onion skin, has several layers. These layers help to
protect what is inside and keep the organism from drying up. The teacher will then perform another demonstration. The teacher will prepare a bowl of gelatin/jelly. A pointed pencil will then be held above the bowl and the teacher will drop it into the gelatin. The students will observe what happens (the pencil penetrates the gelatin). The teacher will then place a sheet of paper over the bowl. Drop the pencil again. Add another sheet of paper and drop the pencil again. The students will observe what happens (the paper prevents the pencil from penetrating the gelatin). The teacher will put several sheets of paper over the bowl. Tip the bowl upsidedown onto the paper. The students will observe what happens (the paper prevents the gelatin from falling onto the table). Students will make predictions about the role of skin based on the demonstration. These predictions will be recorded in their science journals.

The teacher will then make a vocabulary list of body parts and terms that relate to the integumentary system on chart paper. New words will be added to the word splash chart. Students will then watch the video Bill Nye The Science Guy: Skin. When the video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in an Integumentary System Vocabulary Sheet to aid in student learning. Students will also receive a handout highlighting some of the main features of the skin and cells that will be read aloud by both students and the teacher (My Skin and My Cells).
Applying Strategies Consolidating Learning: Students will then help

the teacher record the function of the integumentary system in the giant chart display. Students will then take part in two experimental activities: This first activity involves the class being divided into working groups. Each group will be provided a microscope and activity sheet. Set up prepared slides of the onion skins. The students take turns looking through the microscope and drawing diagrams of what they see. They can use the Looking at Cells activity sheet to record their observations. When students have finished, tell them they have just observed and recorded the smallest piece of a living thing, the cell. All living things are made up of cells. The human body is made up of billions of different kinds of cells, each of which has a specific job or function (white blood cells fight disease, skin cells are replenished constantly to continue providing protection). The teacher will then review the term organ with the students. The teacher will ask the students to define the term organ. What are examples of human body organs? Why do you think the skin is called an organ? What exactly does the skin do for you? How can you help your skin do its job? For the next activity, students will discuss the sense of touch. The teacher will ask students to explain the body organ that enables them to use the sense of touch. What words describe how things feel to touch? (brainstorm words such as hot, cold, rough, smooth and sharp) What is underneath the skin that allows you to feel things? (nerves and nerve endings). Students will explore varying sensitivity of different areas of the skin. The class will then be divided into pairs of students. Each pair will be provided with a paper clip and a Skin Deep activity sheet. The activity will be used as a guide for this investigation.
Students will also help the teacher record the function of the integumentary system in the giant chart display.
Students will be observed as they work together in a group to complete the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities and Looking at Cells and Skin Deep worksheets. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets, Skin Deep and Looking at Cells worksheets in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, Bill Nye the Science Guy: Skin, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, Skin Deep and Looking at Cells worksheets, whole onions, whiteboard, knife, gelatin/jelly, pencil, bowl, sheets of paper, a cutting board, My Skin and My Cells handouts, Integumentary Vocabulary sheets, microscopes, prepared onion slides, My Skin and My Cells handouts and assessment sheets.

Art/Space Smart: Students will be observing a video, certain materials, demonstrations, experiments, etc.
Body Smart: This lesson involves numerous hands on activities including worksheets, hands-on experimental activities, handling and observing an onion, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during their experimental activities.
Extensions:
Discuss skin cancer and how it can be caused by prolonged exposure to the Sun. Students can then examine different kinds of sunscreen. Discuss the number coding (a sunscreen with SFP 4, for example, suggests someone using this sunscreen can remain exposed to the Sun four times longer without burning than someone who is not using any sunscreen) and how effective the sunscreens are.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: drawing cell diagrams, coloring, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: The Skin
Lesson 9: How Our Bodies Fight Illnesses and Injuries Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-09: Identify components of the human bodys defenses against infections and describe their role in defending the body against infection. 5-0-9e: Be sensitive to and develop a sense of responsibility for the welfare of other humans, other living things, and the environment. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.

activities. Students will also be working in predetermined groups to complete their own immune system activity as well as in other activities.

digestive, skeletal, muscular, nervous and integumentary systems. This is the first lesson on the immune system and the bodys defenses. Students will be using and adding to their mural sheet cut outs of a members body from the previous lessons.

the word-splash chart. She/he will focus on words that relate to the immune system and how our bodies fight illnesses and injuries. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then present to the class a cardboard shield. Students will be asked to predict what system this item represents and give reasons for their answers. They will record their answers in their science journals. The teacher will ask the students based on words discussed and the item shown, what system will they be learning about today? Once the students have identified that they will be learning about the immune system and the bodys defenses, students will then brainstorm some of the ways the body defends itself against disease. The teacher will record some ideas on chart paper or the whiteboard so students are able to see their thinking. Students will also discuss how maintaining a healthy body can help defend itself against disease.

The teacher will then make a vocabulary list of body parts and terms that relate to the immune system and the bodys defenses. New words will be added to the word splash chart. Students will then watch a PowerPoint on The Bodys Defense System. Following the slideshow, the teacher will show the video: The Magic School Bus: Inside Ralphie. When the video is finished, students
will discuss as a class some of the things that they learned from the video and slideshow. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in the Our Bodies Defences vocabulary sheet to aid in student learning. Students will also receive a handout highlighting some of the main features of the liver (a very important defence organ) that will be read aloud by both students and the teacher (My Liver). The teacher will then review the previous lesson about the skin. Students will be reminded that skin is the bodys first system of defence because it forms a protective wrapper. Students will then brainstorm other ways the body fights disease or recovers from injury based on the video and slideshow. The teacher will title a sheet of chart paper How Our Bodies Fight Illnesses and Injuries. The chart will be divided into two columns: Action Hero and Role or Function. The teacher will ask the students: What parts of your body help you defend against illnesses? What parts of your body help you recover from injuries? The teacher will then use the overhead and show the students the different body systems from previous lessons to review body parts. Then in the Action Hero column, body parts will be recorded that help defend against illness and injury.

their groups from the previous mural outline of the human body group activities. Using the pictures and direction sheets provided, the students will paste the liver onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the immune system in the giant chart display. Students will then take part in two activities. The teacher will explain to students that they will choose one action hero from the list and feature it on a poster. The class will be divided into pairs of students. Each pair will be provided with an activity sheet that can be used to guide research. The teacher will review the activity sheet by using an overhead example of a finished copy. When all pairs have collected the information they need and completed their activity sheets, they will then design and create posters to present their action heroes. Criteria for making a good poster will be discussed. When posters are complete students will then share their posters with the class. The posters will then be displayed in the school hallway. Students will also create a game, in groups, to be played in the gymnasium or outdoors, in which certain students represent germs/bacteria that have to get through the bodys defenses to the bloodstream. The game will include tears, skin and white blood cells.
Students will be observed as they work together in a group to complete their mural outline activity as well as in groups and pairs during various other activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the selfassessment sheet (attached to this lesson) to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling.
The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. Criteria for the action hero self-assessment is provided on the following sheet. The teacher will get each child to hand in their Vocabulary Sheets and Action Hero worksheet and poster in order to assess whether or not students understand the concepts discussed. Evidence of learning will also be found in the students science journal.
markers, science journals The Magic School Bus: Inside Ralphie, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, body systems overhead from previous lessons, cardboard, grey paint, a slideshow, overhead projector, food colouring, Action Hero worksheets, vocabulary sheets, paper fasteners, glue, sample action hero activity sheet, poster paper, construction paper, pencil crayons, My Liver handout and assessment sheets.

Art/Space Smart: Students will be coloring, creating a poster, observing a video, slideshow, overheads, certain materials and activities.
Body Smart: This lesson involves numerous hands on activities including a mural body outline activity, worksheets, creating a game to be played outdoors/gymnasium, etc. People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the mural group activity as well as in pairs during their action hero activity and game creation.
Extensions: Students will listen to two guest speakers (Pharmacists: Ali Nahnybida and
Dan Kyrzyk) discuss ways of maintaining a healthy body, such as reducing the spread of germs through proper hygiene practices, and having regular checkups with a doctor and dentist.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and creating a poster, coloring and pasting the liver onto the mural outline, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success For All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Slideshow Information: http://www.freeclubweb.com/powerpoints/science/humanbody/humanimmune-system.html Video: http://www.youtube.com/watch?v=oosXmB72o7E Patricia Carratello
Lesson 10: The Respiratory System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 5-0-4a: Carry out, with guidance, procedures that comprise a fair test. 5-0-5c: Select and use tools and instruments to observe, measure and construct.

activities. Students will also be working in pre-determined groups to complete their own respiratory system model activity as well as in groups and pairs to complete various other activities.

digestive, skeletal, muscular, nervous, integumentary and immune system. This is the first lesson on the respiratory system. Students will be using and adding to their mural sheet cut outs of a members body from previous lessons.

the word-splash chart. She/he will focus on words that relate to the respiratory system. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then stand in front of the class and blow in and out of a balloon (inflating and deflating it). Students will be asked to indicate what system this item represents and give reasons for their answers. They will record their answers in their science journals. The teacher will ask the students based on the words discussed and the balloon demonstration, what system will they be learning about today? Once the students have identified that they will be learning about the respiratory system, the teacher will display the overhead of the respiratory system on the projector. Students will then brainstorm what the respiratory system is and how it functions. The teacher will record some of the ideas on chart paper or the whiteboard so students are able to see their thinking.

The teacher will then make a vocabulary list of body parts and terms that relate to the respiratory system on chart paper. New words will be added to the word splash chart. Students will then watch the video Bill Nye The Science Guy: Respiration. When the video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in a
Respiratory System Vocabulary Sheet (with diagram) to aid in student learning. Students will also receive a handout highlighting some of the main features of the lungs that will be read aloud by both students and the teacher (My Lungs). Students will then engage in a respiratory system Smart Board activity.

their groups from the previous outline of the human body group activity. Using the pictures and direction sheets provided, the students will paste the respiratory system onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the respiratory system in the giant chart display. Students will then take part in a group activity conducting a Respiratory System Model: The teacher will divide the class into small pre-determined groups. Each group will be provided with one clear two-litre soft drink bottle (with bottom cut off), two balloons, modelling clay, one plastic drinking straw, one elastic band and a direction sheet. Students will then tie a knot in one end of a balloon and then cut a small piece off the other end of the balloon. Students will then stretch the hole of the balloon over the bottom of the bottle. (The knot will serve as a handle). Next, students will insert the drinking straw into the opening of the other balloon, using the elastic to attach it. Students will then push the straw and the balloon through the opening (pour spout) of the bottle so that the balloon hangs down in the bottle and part of the straw remains outside. The bottle will then be sealed around the straw with modelling clay. The opening needs to be airtight. The balloon covering the bottom of the bottle will then be pushed up. Students will observe what happens. (The teacher will look for the following: the deflated balloon inside collapses). Next, the students will pull down on the balloon at the bottom of the bottle. Students will observe what happens. (The teacher will look for the following: the deflated balloon inside inflates). Students will then hold the straw near their faces. Students will then answer the question, what do you feel as you repeat steps 5 and 6? Why? (Teacher will look for the following in group answers: in Step 5 air is blown out; in step 6 air is drawn in. The bottle represents the chest and the balloon stretched across the bottom is like the diaphragm. The balloon in the bottle is like a lung. The straw represents one of the bronchial tubes leading to the lung. When the balloon is pushed up, the balloon shrinks and air comes out of the straw. This is what happens when we breathe out. When the balloon is pulled down, air is sucked into the lung and fills it. This is what happens when we breathe in). Students will then review the function of the parts of the respiratory system). Students will also work in groups on the How Much Air Do Your Lungs Hold activity sheet and experiment. All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another.
Students will be observed as they work together in their groups to complete their respiratory system mural outline activity as well as in groups during the experimental activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and respiratory system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets, Direction/Activity and How Much Air Do Your Lungs Hold worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, Bill Nye the Science Guy: Respiration, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the respiratory system overhead, other body system overheads covered so far, overhead projector, Direction/Activity and How Much Air Do Your Lungs Hold worksheets, Smart Board, balloons, two-litre drink bottles, modelling clay, fasteners/glue, drinking straws, elastic bands, Vocabulary sheets, My Lungs handout and assessment sheets.

Body Smart: This lesson involves numerous hands on activities including a respiratory system body outline activity, worksheets, creating a respiratory system model, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the respiratory group activity as well as in groups during experimental activities.
Extensions:
As an extension I would make additional challenge vocabulary cards with terms for students to research. These may include terms such as oxygenate, carbon-dioxide, etc.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and cutting, pasting the respiratory system onto the mural outline, creating a respiratory system model, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Respiration Lung Diagram on Vocabulary Sheet: http://www.childrenscolorado.org/wellness/info/kids/54039.aspx Patricia Carratello
Lesson 11: The Circulatory System Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 5-0-7f: Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts.

activities. Students will also be working in pre-determined groups to complete their own circulatory system activity as well as in groups and pairs to complete various other activities.

digestive, skeletal, muscular, nervous, integumentary, immune, and respiratory systems. This is the first lesson on the circulatory system. Students will be using and adding to their mural sheet cut outs of a members body from previous lessons.

the word-splash chart. She/he will focus on words that relate to the circulatory system. The teacher will explain to the students that todays lesson is going to be on a specific system in the human body. The teacher will then present a demonstration to the students. She/he will take a basin of red (food colouring) water and a sponge. The teacher will dip the sponge in the coloured water and squeeze, letting the red-coloured water drip back into the basin. The teacher will then repeat this demonstration. Students will be asked to predict what system this item represents and give reasons for their answers. They will record their answers in their science journals. The teacher will ask the students based on the words discussed and the water and sponge demonstration, what system will they be learning about today? Once the students have identified that they will be learning about the circulatory system, the teacher will display the overhead of the circulatory system on the projector. Students will then brainstorm what the circulatory system is and how it functions. The teacher will record some of the ideas on chart paper or the whiteboard so students are able to see their thinking. Students will be asked a series of questions and these will be discussed: What is the circulatory system? What does the word circulate mean? What circulates in our bodies? What is the main body part or organ in the circulatory system? How does blood circulate from the heart throughout the body?

The teacher will then make a vocabulary list of body parts and terms that relate to the circulatory system on chart paper. New words will be added to the word splash chart. Students will then watch the video Bill Nye The Science Guy: Heart. When the video is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the video is completed and these terms will be recorded in a Circulatory System Vocabulary Sheet (with diagram) to aid in student learning. Students will also receive a handout highlighting some of the main features of the heart that will be read aloud by both students and the teacher (My Heart). Students will then engage in a circulatory system Smart Board activity as well as observe an interactive map of the human heart. The teacher will emphasize that circulation is the process of moving blood to and from the heart through the blood vessels of the body. Blood is the transporter of nutrients and wastes for the digestive, muscular, skeletal, urinary, excretory and circulatory systems. The routes blood takes from the heart connect all parts of the body and all systems.

their groups from the previous outline of the human body group activity. Using the pictures and direction sheets provided, the students will paste the circulatory (heart) system onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the circulatory system in the giant chart display. Students will then take part in several group activities: In a large space such as the gym or playground, the teacher and class will set up a model of the circulatory and respiratory system. The materials needed for this experiment will include rope, 4 pails, red balls, blue balls, 4 pylons, paper (for making labels) and markers. The teacher and class will position a piece of rope into a heart shape (labelled heart). Another piece of rope will be used to represent the lungs (labelled lungs). The teacher and class will then place two large pails inside the lungs. One pail will be filled with red balls and the other will be left empty. Another piece of rope will be used to represent the body tissues and organs (labelled body tissues and organs). Two pails will be placed inside this rope. One pail will be filled with blue balls and the other will be left empty. Two pylons will then be placed half way between the lungs and the body tissues and organs. One will be labelled veins and the other arteries. Two pylons will then be placed between the lungs and the heart. One pylon will be labelled pulmonary vein and one will be labelled pulmonary artery. To begin the activity, the teacher will have students pick up a red ball (to represent oxygenated blood cells) from the lungs station, move to the heart via the pulmonary vein, then down to the body tissues and organs via the arteries. As they move, the students will bounce the balls to represent the blood pumping and flowing through the body. This part of the circuit shows the movement of oxygenated blood from the lungs, along the pulmonary vein to the heart, then along arteries to tissues and organs. At the body tissues and organs station, have students exchange red balls for blue balls to represent the bodys use of the oxygen in the blood. They then move back toward the heart along veins, and onto the lungs along the pulmonary artery. At this point, they then exchange blue balls for red balls, which represent the lungs oxygenating the blood. They then repeat the cycle. Students will then discuss the process as they conduct this activity. Students will be encouraged to focus on
the path that blood takes, as well as on the oxygenation of blood and the use of this oxygenated blood. The teacher will then engage the class in another activity. Each child will receive a ziploc bag. As each blood component is discussed, the teacher will place an ingredient into their bag. The plasma = corn syrup, white blood cells = marshmallows, platelets = rice, red blood cells = red hots. The teacher will then focus on the effects of exercise on the heart. The students will be asked a series of questions: o What do you think happens to your heart when you exercise? o Could you feel your heart beating after doing the toe touches? o Was it beating faster or slower? o Why do you think your heart was beating faster? Students will be shown how to take their pulse. The teacher will ask the students to place their fingers on the underside of their wrists. Students will count the number of beats they feel in ten seconds. Make sure that students are given time to find and practice reading their pulse. Students will then be divided into working groups. Each group will be provided with an activity sheet and a stopwatch. The sheet will be used as a guide as the students investigate their heart rates. Following this activity, students will discuss the results, focusing on how their heart rate changed after exercise. The teacher will explain that when you exercise, your bodys muscles need more oxygen and, therefore, more blood to carry this oxygen. The heartbeat speeds up to pump more blood to the muscles.
All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another.
Students will be observed as they work together in their groups to complete their circulatory system mural outline activity as well as in groups during the experimental activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activities, worksheets and circulatory system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Investigating Heart Rate worksheets/experiments in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal. The teacher will also conference with students individually. Students will use the diagrams of the respiratory and circulatory system to explain how these systems work in the human body.
markers, science journals, Bill Nye the Science Guy: Heart, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the circulatory system overhead, other body system overheads, overhead projector, Investigating Heart Rate worksheets, Ziploc bag, basin, corn syrup, water, red food colouring, sponge, Smart Board, Interactive Map of Heart, fasteners/glue, gym/playground, rope, 4 pails, red balls, blue balls, 4 pylons, paper, marshmallows, rice, red hots, stopwatch, Vocabulary sheets, My Heart handout and assessment sheets.

Logic/Math Smart: Students will be calculating heart rate under different scenarios.
Body Smart: This lesson involves numerous hands on activities including a circulatory system body outline activity, worksheets, creating a circulatory system model, blood soup, exercising to investigate heart rates, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the circulatory group activity as well as in groups during experimental activities.
Extensions: As an extension, I would set up my observation station and have a cow heart
as the item to be observed. Students will have an observation sheet and would be able to touch, pick up and poke the heart to examine it. Students will be locating and observing particular anatomy.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be calculating heart rate under different scenarios. Art: coloring and cutting, pasting the circulatory system onto the mural outline, creating a circulatory system model, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Bill Nye The Science Guy: Heart Blood Soup: http://www.proteacher.org/c/392_circulatory_system.html Interactive Map of Human Heart: http://www.smm.org/heart/heart/top.html Patricia Carratello
Lesson 12: Human Body Waste and Linking The Systems Together Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 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. 5-0-7f: Use prior knowledge and experiences selectively to make sense of new information in a variety of contexts. 5-0-4c: Work cooperatively with group members to carry out a plan and troubleshoot problems as they arise.

activities. Students will also be working in predetermined groups to complete their own urinary system activity as well as in groups and pairs to complete various other activities.

digestive, skeletal, muscular, nervous, integumentary, immune, respiratory and circulatory systems. This is the first lesson on how the human body gets rid of waste.

the word-splash chart. She/he will focus on words that relate to the urinary system as well as other terms that relate to how the body gets rid of waste. The teacher will explain to the students that todays lesson is going to be on specific systems in the human body. The teacher will then show a series of pictures to the students. One picture will be of a garbage truck (teacher can also bring in deer droppings (chocolate covered almonds), another picture of a water treatment plant and the last picture will be of air pollution controls. Students will be asked to predict what body systems these items represent and give reasons for their answers. They will record their answers in their science journals. The teacher will ask the students based on the words discussed and the pictures shown, what system(s) will they be learning about today? Once the students have identified that they will be learning about the urinary and waste removal system, the teacher will then ask the students to make connections between the bodys methods of getting rid of waste and the ways a city/town manages waste (garbage trucks for solid waste, a water treatment plant for liquid waste and air pollution controls for gaseous waste). Students will again record this in their journals. The teacher will then display the overhead of the urinary system on the projector. Students will brainstorm what the urinary system is and how it functions. The teacher will record some of the classs ideas on chart paper or the whiteboard so students are able to see their thinking. Students will be asked a series of questions and these will be discussed: How does the body rid itself of liquid waste?
How does the body rid itself of solid waste? What physical evidence can you see when your body eliminates waste? (feces, urine,
sweat)

The teacher will then make a vocabulary list of body parts and terms that relate to the urinary system and waste removal on chart paper. New words will be added to the word splash chart. Students will then watch a PowerPoint focusing on how the body gets rid of waste. When the slideshow is finished, students will discuss as a class some of the things that they learned from the video. Clarification of vocabulary terms will be discussed once the slideshow is completed and these terms will be recorded in a How Does the Human Body Get Rid of Waste Vocabulary Sheet (with diagrams) to aid in student learning. Students will also receive a handout highlighting some of the main features of the kidneys and bladder that will be read aloud by both students and the teacher (My Kidneys and My Bladder).

their groups from the previous outline of the human body group activity. Using the pictures and direction sheets provided, the students will paste the kidneys and bladder (components of the urinary system) onto their outline of the human body with fasteners/glue. Students will also help the teacher record the function of the waste removal systems in the giant chart display. Students will then take part in a group activity: Working Intestines: Students will be divided into small groups. To demonstrate the function of the small intestine, students will be provided with coffee filters and muddy water. Students will pass the water through a system of filters and observe what happens. (Cleaner water escapes through the filter while the mud remains). To demonstrate the function of the large intestine, students will place the remaining mud from the filter onto several paper towels. (The large intestine paper towel removes the remaining liquid, leaving solid waste to be expelled from the body.) All of the overheads from each body system covered so far will then be placed one on top of the other so students are able to see the different systems in relation to one another. Students will then re-enter their mural outline groups and will be given 10-15 minutes to discuss how the different systems of the human body work together. Students will record their responses in their science journals. They will then present their murals, explaining the different systems and how they interact with one another. Students will also complete Your Body as a House worksheet in their same groups. Students are to imagine that their body is like a house. They will draw and label a picture indicating where the body systems are in the house and how they work together. Each student is to fill out their own worksheet.
Students will be observed as they work together in their groups to complete their urinary system mural outline activity as well as in groups during the experimental activity. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the
Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, experimental activity, worksheets and urinary system mural group activity are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their Vocabulary Sheets and Your Body as a House worksheets to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, a slideshow, large pieces of white mural paper, picture and direction sheets for outline of human body mural, word-splash chart from prior lessons, giant chart with headings of each body system and spaces for recording the function of each, diagram of the urinary system overhead, other body system overheads, overhead projector, pictures of city/town waste management, chocolate almonds, fasteners/glue, coffee filters, muddy water, paper towels, Vocabulary sheets, My Kidneys and My Bladder handout and assessment sheets.

Body Smart: This lesson involves numerous hands on activities including a urinary system body outline activity, worksheets, working intestines experimental activity, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the urinary group activity as well as in groups during the experimental activity.
Extensions: LOOK AT THE SURPRISE! SECTION OF THIS UNIT PLAN! Connections:

Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Art: coloring and cutting, pasting the urinary system onto the mural outline, an activity creating working intestines, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller Hands on Science Level Five Information on Slideshow: http://www.freeclubweb.com/powerpoints/science/humanbody/human-excretory-system.html Patricia Carratello
Lesson 13: Health Factors and Lifestyle Choices Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-13: Identify and describe factors necessary to maintain a healthy body. 5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors. 5-0-9f: Frequently and thoughtfully evaluate the potential consequences of their actions. 5-0-2a: Access information using a variety of sources.

activities.
Connection to Prior Lesson: Students have a general understanding of

maintaining a healthy body, the digestive, skeletal, muscular, nervous, integumentary, immune, respiratory, circulatory and waste removal systems. This is the first lesson on health factors and lifestyle choices.

the word-splash chart. She/he will focus on words that relate to health factors for maintaining a healthy body as well as lifestyle choices (smoking, etc.). The teacher will explain to students that they are going to be witnessing science in practice by having a guest speaker (Nurse Stephen Martin) join the class and discuss topics relating to health factors and lifestyle choices. The teacher will then engage the students in a brainstorming activity revolving around examples of these topics. Each student will then be asked to generate four questions concerning human health and lifestyle choices and environmental factors that they would like to ask Nurse Stephen. Examples: What causes respiratory problems? What is diabetes and how can it be prevented in later life? What environmental factors affect the skin? What is heart disease and how can it be prevented? The teacher will then read out the questions and the class will decide together on 8 questions that they would like answered by Nurse Stephen. These questions will then be recorded on chart paper so students are able to be reminded and look at them before asking Stephen during his presentation. Students will also record these questions in their science journals. Those students whose questions were picked will each read their question.

New words will be added to the word splash chart. Students will then listen to Stephen Martins presentation. Students will have a chance to ask their questions at the end of the presentation if they have not been answered by that time. Students will be encouraged to record the answers to the questions in their science journals. The teacher will also ask the invited guest to speak about the following points: Describe what you do in your occupation. Describe what equipment you use and/or how this equipment has changed during your career. Talk about other related fields and specialties. Talk about the different people with whom you work (e.g. men and women, people of different cultures, other professionals). This will be an excellent opportunity for the teacher to highlight the range of science-related careers available, and the fact that men and women of diverse cultural backgrounds can contribute equally to science. When the presentation is finished, students will discuss as a class some of the things that they learned from the presentation. Clarification of terms will be discussed.
Applying Strategies Consolidating Learning: Students will receive a

My Body Checklist sheet that will be distributed by the teacher and filled out each week for the remainder of the school year. Once the sheet is filled out each week, students will then graph their yes and no answers. Students will later compare their graphs at the end of the school year to see if they have made any changes in their daily living practices.
Students will be assessed mainly through observation while the discussions, worksheets and presentation are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity, working cooperatively, as well as completing the tasks to the best of the students ability. The teacher will get each child to hand in their My Body Checklist and graphs as well as their questions for Nurse Stephen to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, Nurse Stephen Martin`s presentation and materials, word-splash chart from prior lessons, Smart Board, question sheets, graph paper, 30-cm rulers, My Body Checklist sheets, pencil crayons, and assessment sheets.
Logic/Math Smart: Students will recording data and graphing the data.
Art/Space Smart: Students will be coloring, observing a presentation, certain materials, demonstrations, etc.
Body Smart: This lesson involves numerous hands on activities including filling out worksheets, graphing data, and activities Steven has prepared.
People Smart: Students will be interacting with other classmates when brainstorming ideas.
Extensions: As an extension, I would get student groups to generate a list of interview

questions to ask someone who is suffering from one of the conditions discussed in this lesson.
Connections:
Science: Life Science
Social Studies: students will discuss that men and women of diverse cultural backgrounds can contribute equally to science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be recording data and graphing the data. Art: coloring, creating graphs, etc.
Sources:
Grade 5-8 Science Curriculum: Foundations for Implementation Success for All Learners Sandy Margetts and Darlene Diller
Lesson 14: Body Image and Health from Media Sources Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-14: Evaluate information related to body image and health from media sources for science content and bias. 5-0-2a: Access information using a variety of sources.

activities. Students will also be working in groups to complete other activities.
Connection to Prior Lesson: Students have a general understanding of health

factors and lifestyle choices. This is the first lesson on body image and health from media sources.
Activating Strategies Preparing for Learning: The teacher will

explain to the students that todays lesson is going to be about the media and the powerful influence it has over body image and lifestyles. Body image will be defined and added to the word splash chart. The teacher will then hand out various texts (newspapers, flyers, teen magazines, etc.). Students will look at the advertisements and make notes of how they are alike and how they are different. This activating activity will be done in small pre-determined groups. Once each group has had time to skim through the texts the teacher will ask for each group to give an example of how these media sources are alike and different (e.g., consider gender, body type, racial groups). They will record their responses in their science journals. The teacher will record some of the classs ideas on chart paper or the whiteboard so students are able to see their thinking. Students will then brainstorm media images of being cool. The teacher will ask students: Who are the most influential people in determining what is cool? (e.g., television, movie characters, rock stars, models in magazines, athletes) Do we make assumptions about the lives of people whom we consider to be cool? How do you view what you are wearing and the way you look? (Did you buy a particular item of clothing because you considered it cool? Are you wearing your hair in a certain way because it is cool?) What do advertisers say we must have or be in order to be cool?

Students will use the advertisements from the previous Media Images learning activity, as well as viewing additional examples from television, radio, and print to identify and describe the
different advertising strategies used. The teacher will divide the students into predetermined groups. Students will each fill out an Advertising Strategies worksheet during this activity. The teacher will look for these examples: Showing the ideal child or family Using a celebrity Including a catchy tune/phrase Omitting significant information
Applying Strategies Consolidating Learning: The teacher will explain

to students that statistically, the people we see in the media represent only 5% of the population. That means that 95% of the population is being told to look the way only a small number of people look. The teacher will divide the class into three groups. Each group will be given a large bag of candy. Each group will then count out 95 candies of one color to represent regular people. They then will count out five candies of another colour not included in the 95. The teacher will then explain that these five candies represent the people shown by the media. The teacher will ask the students questions and responses will be recorded on the whiteboard or chart paper: Does it seem fair that only 5 of the 100 people (candies) are shown in advertisements on television, in magazines, etc.? How would it make you feel to be one of the 95 regular people who never see someone like them in the media? Who should be represented in the media? Students will also look for science in the media. The teacher will show the students a short PowerPoint of advertisements and a commercial for cigarettes. Students will look for scientific information given as well as facts that are missing. Students will brainstorm how these ads overlook or downplay important scientific information that could have an impact on human health. The teacher will record student ideas on chart paper.
Students will be observed as they work together in their groups during the activities. The teacher will use the Cooperative Skills Teacher Assessment Sheet to record results. Students will complete the Cooperative Skills Self-Assessment Sheet to reflect on their ability to work together. The students will be assessed mainly through observation while the discussions, activities and worksheets are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity and working cooperatively. The teacher will get each child to hand in their Advertising Strategies worksheets in order to assess whether or not they understand the concepts fully. Evidence of learning will also be found in the students science journal.
markers, science journals, Advertising Strategies worksheets, word splash chart, newspapers, flyers, teen magazines, large bags of candy, a slideshow as assessment sheets.

Logic/Math Smart: Students will be counting and sorting candy.
Art/Space Smart: Students will be observing a slideshow, etc.
Body Smart: This lesson involves numerous hands on activities including worksheets, counting and sorting candy, filing through magazines and newspapers, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the group activities.
Extensions: As an extension I would get the students to complete an extended response

answering the following questions:
Describe four advertising strategies and explain how they work to attract customers. How do the media influence beliefs about body image and health? Describe the characteristics of a cool person and explain your reasoning.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions Math: students will be counting and sorting candy.
Sources:
Lesson 15: Review, Review, Review! Grade: Five Science Cluster: One Maintaining a Healthy Body Learning Outcomes:
5-1-01: Use appropriate vocabulary related to their investigations of human health 5-1-06: Identify the major components of the digestive system and describe its role in the human body. 5-1-07: Identify the major components of the skeletal, muscular, and nervous systems, and describe the role of each system in the human body. 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 bodys defenses against infections, and describe their role in defending the body against infection. 5-1-10: Identify the major components of the respiratory and circulatory systems and describe the role of each system in the human body. 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. 5-1-13: Identify and describe factors necessary to maintain a healthy body. 5-1-15: Explain how human health may be affected by lifestyle choices and natural- and human-caused environmental factors.

activities. Students will also be working in groups to look over their study guides.
Connection to Prior Lesson: This is a review lesson before the unit test. Students
will review all of the main components of the body systems.
Activating Strategies Preparing for Learning: Acquiring Strategies Integrating and Processing Learning:
Students will play a variety of review games in order to prepare for the test. Body Systems Jeopardy Toss and Talk: The teacher will obtain a large plastic ball. Questions based on different topics throughout the body system lessons will be written on the ball. The teacher will then toss the ball to a student in the room. When a student catches the ball he/she will answer the question that is touching his/her right thumb. If a student does not know the answer to the question, they can say help and another student in the class will have a chance to help the student answer the question. Interactive Smart Board Games
Applying Strategies Consolidating Learning: Students will gather

together into pre-determined groups to look over a study guide for the unit. They will have a few minutes to look over the guide themselves and then gather into groups to test others and have others test them. Any questions students still may have will be written in their science journals and answered before the unit test. Students will also receive previous materials and as a class we will put together the students Science Portfolios (pictures, worksheets, etc.). Students will also write on a sticky note one thing that they have learned from the unit. Each student will take a turn placing their sticky note in the appropriate section of the large KWL chart.
Students will be observed as they work together in their study groups. The students will be assessed mainly through observation while the discussions, activities and study guide groups are taking place. The teacher will observe those children who are participating and those who are not. The work that is conducted during the activity will also be assessed through observational checklists (met/not met check lists) as well as anecdotal notes on which students are experiencing difficulties as well as those students who are excelling. The criteria for assessment will include accurately following the directions for the activity and working cooperatively. Evidence of learning will also be found in the students science journal. A cumulative test will be given on all of the body systems.
markers, science journals, study guides, Smart Board, and one large ball.

Art/Space Smart: Students will be observing interactive games.
Body Smart: This lesson involves numerous hands on activities including worksheets, throwing a ball, etc.
People Smart: Students will be interacting with other classmates when brainstorming ideas as well as working in groups during the group activities.
Self-Smart: Students will be given time to process information at the end of the lesson as well as formulate their own ideas and reflect on their learning. Students will be encouraged to write in their Science Journals.
Connections:
Science: Life Science English Language Arts: reading, writing, viewing, representing and discussions
Sources:
Test Time!

Let's Get Moving! (Unit Opener) : Many of These Lessons Will Be Taught Over Two-Three Days

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Let's Get Moving! (Unit Opener) : Many of These Lessons Will Be Taught Over Two-Three Days

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Lets Get Moving!

**Many of These Lessons Will Be Taught Over Two-Three days**

Activating Strategies Preparing for Learning: The teacher will

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will use what

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have had a general overview of maintaining

Activating Strategies Preparing for Learning: The teacher will begin

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: The teacher will display

Different Ways of Learning:

Flexible Groupings: Students will be engaging as a class in brainstorming and

Connection to Prior Lesson: Students have a working understanding of what

Activating Strategies Preparing for Learning: The teacher will begin

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: The teacher will then

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have studied the importance of several

Activating Strategies Preparing for Learning: The teacher will begin

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning:

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will be divided

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will re-enter

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will re-enter

Different Ways of Learning:

Logic/Math Smart: Students will recording data as well as graphing data.

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will then help

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will re-enter

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Activating Strategies Preparing for Learning: The teacher will review

Acquiring Strategies Integrating and Processing Learning:

Applying Strategies Consolidating Learning: Students will re-enter

Different Ways of Learning:

Flexible Groupings: Students will be engaging in class brainstorming and discussion

Connection to Prior Lesson: Students have a general understanding of the

Many of These Lessons Will Be Taught Over Two-Three days