Science and Technology

Grade 5: Life Systems: Human Organ Systems	Achievement Level
Overall Expectations	1	2	3	4
•demonstrate an understanding of the structure and function of the respiratory, circulatory, digestive, excretory, and nervous systems, and the interactions of organs within each system;
•investigate the structure and function of the major organs of the respiratory, circulatory, digestive, excretory, and nervous systems;
•demonstrate understanding of factors that contribute to good health.
Specific Expectations
Understanding Basic Concepts
•identify the cell as the basic unit of life;
•describe the basic structure and function of the major organs in the respiratory, circulatory, digestive, excretory, and nervous systems;
•describe, using models and simulations, ways in which the skeletal, muscular, and nervous systems work together to produce movement (e.g., make a model of the structure of the bones and muscles in an arm, using cardboard rolls and elastic bands);
•identify the skin as an organ and explain its purpose;
•explain what happens to excess nutrients not immediately used by the body;
•describe the components of the body’s system of defence against infections (e.g., tears, skin, white blood cells).
Developing Skills of Inquiry, Design, and Communication
•formulate questions about and identify the needs of humans, and explore possible answers to these questions and ways of meeting these needs (e.g., in studying the nervous system, investigate response times by having someone catch a ruler between the thumb and index finger after it is dropped by another person; investigate ways in which orthopaedic devices, such as back rests, have improved the quality of life);
•plan investigations for some of these answers and solutions, identifying variables that need to be held constant to ensure a fair test and identifying criteria for assessing solutions;
•use appropriate vocabulary, including correct science and technology terminology, in describing their investigations, explorations, and observations (e.g., use terms such as teeth, esophagus, stomach, and gastric juices in describing the digestive system);
•compile data gathered through investigation in order to record and present results, using tally charts, tables, and labelled graphs produced by hand or with a computer (e.g., record both qualitative and quantitative data from observations of the nutritional value of foods; produce a graph of the heartbeat rate of someone climbing a specific number of stairs in a given length of time);
•communicate the procedures and results of investigations for specific purposes and to specific audiences, using media works, oral presentations, written notes and descriptions, drawings, and charts (e.g., create a comparison chart, grouping foods by major nutrients and by their categories in Canada’s Food Guide to Healthy Eating).
Relating Science and Technology to the World Outside the School
•describe the types of nutrients in foods (e.g., carbohydrates, fats, proteins, vitamins, minerals) and their function in maintaining a healthy body (e.g., supporting growth);
•identify a balanced diet as one containing carbohydrates, proteins, fats, minerals, vitamins, fibre, and water, and design a diet that contains all of these;
•identify food sources from which people in various societies obtain nutrients (e.g., rice, potatoes, and grains furnish carbohydrates);
•interpret nutritional information to make healthy food choices (e.g., sort commercial cereals into different categories, such as high fat, low fat, high salt, low sugar, and decide which are best);
•demonstrate awareness that some disorders can be affected by diet (e.g., diabetes, heart disease); identify types of industries involved in the processing and preserving of foods;
•describe the relationship between eating habits, weight, height, and metabolism;
•describe ways in which various kinds of organisms (e.g., bacteria, fungi) are used to recycle human waste;
•explain the importance of daily physical activity;
•explain how the health of human beings is affected by environmental factors (e.g., smoking, smog, and pollen affect the respiratory system);
•explain the benefits and disadvantages of using some technological innovations (e.g., headsets designed to protect ears from excessive noise are helpful, but headphones used to listen to music can cause hearing impairment);
•describe some types of medical technology (e.g., exercise machines, hearing aids, prosthetics).
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 Expectations: Copyright The Queen's Printer for Ontario, 1998.  Format: Copyright B.Phillips, 1998.