ABQ

Junior

Fall 2015

Unit Plan: Grade 5 Science

Human Organ Systems

Queens University

Overall Expectations
1. analyse the impact of human activities and technological innovations on human
health;
2. investigate the structure and function of the major organs of various human body
systems;
3. demonstrate an understanding of the structure and function of human body systems
and interactions within and between systems

Cluster of Specific Expectations
1.1 assess the effects of social and environmental factors on human health, and
propose ways in which individuals can reduce the harmful effects of these factors and
take advantage of those that are beneficial
2.2 use scientific inquiry/experimentation skills to investigate changes in body systems
(e.g., heart rate, breathing, body temperature) as a result of physical activity (e.g.,
exercise, resting, eating)
2.4 use appropriate science and technology vocabulary, including circulation,
respiration, digestion, organs, and nutrients, in oral and written communication
2.5 use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with
different audiences and for a variety of purposes (e.g., create labelled charts or graphs
to show changes in heart rate and breathing as a result of exercising)
3.1 identify major systems in the human body (e.g., musculoskeletal system, digestive
system, nervous system, circulatory system) and describe their roles and
interrelationships
3.2 describe the basic structure and function of major organs in the respiratory,
circulatory, and digestive systems (e.g., we have two lungs; each one is about 25 30
cm long and cone-shaped; the right lung is slightly bigger because it has three lobes and
the left lung has only two; our lungs are responsible for gas exchanges)
3.4 identify common diseases and the organs and/or body systems that they
affect (e.g., epilepsy affects the brain [central nervous system]; appendicitis affects the
appendix [digestive system]; asthma and emphysema affect the lungs [respiratory
system])

Shannon Walsh
s.walsh@queensu.ca

ABQ Junior

Fall 2015

Queens University

Task:
Build a class website outlining various different diseases and their effects on the body,
and prevention/treatment. Ensure that it meets the needs of an audience of the same
age or younger, with various different text features, widgets, etc.

Integration
Within the Subject (Across Strands)
n/a any ideas?

Across Subjects
LANGUAGE
ORAL
3.1 Metacognition: identify, in conversation with the teacher and peers, what strategies
they found most helpful before, during, and after listening and speaking and what steps
they can take to improve their oral communication skills
READING
1.4 demonstrate understanding of a variety of texts by summarizing important ideas and
citing supporting details
2.1 analyse a variety of text forms and explain how their particular characteristics help
communicate meaning, with a focus on literary texts such as informational texts.
2.3 identify a variety of text features and explain how they help readers under- stand
texts
WRITING
1.3 gather information to support ideas for writing, using a variety of strategies and a
range of print and electronic resources
1.5 identify and order main ideas and sup- porting details and group them into units that
could be used to develop several linked paragraphs, using a variety of strategies
3.7 use a range of appropriate elements of effective presentation in the finished
product, including print, script, different fonts, graphics, and layout
3.8 produce pieces of published work to meet identified criteria based on the
expectations related to content, organization, style, use of conventions, and use of
presentation strategies
MEDIA LITERACY
1.1 identify the purpose and audience for a variety of media texts
1.4 explain why different audiences might respond differently to the same media text
3.1 describe in detail the topic, purpose, and audience for media texts they plan to
create
3.2 identify an appropriate form to suit the specific purpose and audience for a media
text they plan to create, and explain why it is an appropriate choice
3.3 identify conventions and techniques appropriate to the form chosen for a media text
they plan to create, and explain how they will use the conventions and techniques to
help communicate their message
3.4 produce a variety of media texts for specific purposes and audiences, using
appropriate forms, conventions, and techniques
Shannon Walsh
s.walsh@queensu.ca

ABQ Junior

Fall 2015

Queens University

VISUAL ART
D1.3 use elements of design in art works to communicate ideas, messages, and
understandings

SOCIAL STUDIES
B1.2 create a plan of action to address a social issue of local, provincial/territorial,
and/or national significance
B2.2 gather and organize a variety of information and data that present various
perspectives about Canadian social and/or environmental issues, including the
perspective of the level (or levels) of government responsible for addressing the issues
B2.3 analyse and construct maps in various formats, including digital formats, as part of
their investigations into social and/or environmental issues

PHYSICAL EDUCATION
A2.2 identify the components of health-related fitness and the benefits associated with
developing and maintaining each of them
A2.3 assess a specific component of their health-related fitness by noting physical
responses during various physical activities, and monitor changes over time
C3.1 describe how advertising and media influences affect food choices (e.g., TV
commercials, product packaging, celebrity endorsements, product placements in movies
and programs, idealized body images in movies and programs, magazine articles
promoting fad diets), and explain how these influences can be evaluated to make
healthier choices (e.g., critically examining the reasons for celebrity endorsements or the
plausibility of product claims, checking whether there is information in the
advertisement that verifies the claims, asking for information about product ingredients
and nutrients, critically examining the reality and healthiness of idealized body images in
the media, evaluating diet plans against accepted nutritional criteria such as those used
in Canadas Food Guide)

Connections between past and present knowledge
[no previous Human Organ Systems in Science curriculum]
- Health Living/Choices (P.E.)
- Blogging/using websites
o E.g completing online quizzes (for fun) and now learning how to CREATE
them.

Shannon Walsh
s.walsh@queensu.ca