Link+to+Ray's+Science+unit-+Under+construction!


 * Ray's Science Unit for gr 4/5 science- The Body in 09-10**

=**Step 1. Look at outcomes (find them in** )**:**= describe the basic structure and functions of the human respiratory, digestive, circulatory, skeletal, muscular, and nervous systems Vocab:
 * Science 5:**

Cells, organs, heart, blood vessels, veins, arteries, trachea, lungs, esophagus, stomach, intestines, liver, kidney, bladder, colon, brain, spinal cord, nerves, blood cells, nerve cells, bones, cartilage, ligaments, muscles tendons, skin, sense organs, membrane, digestion, nutrient, oxygen, carbon dioxide, pulse, reflex Related Topics: Math 5 C2 demonstrate an understanding of measuring length (mm) by: *selecting and justifying referents for the unit mm; *modelling and describing the relationship between mm and cm units, and between mm and m units
 * Optional Additional topic: Math 4:**
 * recognizing that area is measured in square units; *selecting and justifying referents for the units cm2 or m2; *estimating area by using referents for cm2 or m2; *determining and recording area (cm2 or m2);

A3 analyse the relationship between nutrition and physical activity A2 define the components of fitness as being muscular strength and endurance, cardiovascular endurance, and flexibility
 * Optional Additional topic:****PE 5:**

C2 describe strategies for contributing to a healthy, balanced lifestyle, including healthy eating, integrating regular physical activity, and maintaining emotional health C4 describe practices that help to prevent: communicable diseases (e.g., washing hands frequently, covering mouth when coughing or sneezing, avoiding contact with the body fl uids of others, getting adequate rest and nutrition); non-communicable diseases (e.g., regular physical activity, healthy eating, stress management)
 * Optional Additional topic:** **Health & Career Ed 5**

Gr 4- C2 describe choices they can make for healthy eating, based on Canada’s Food Guide to Healthy Eating Gr 4 C4 differentiate between communicable diseases and non-communicable diseases (e.g., communicable diseases can be spread/contracted from person to person; non-communicable diseases cannot be “caught” from someone with the disease C8 describe how to remove or reduce hazards and risks for injury in a variety of settings, including on the road C3 describe the physical changes that occur during puberty (e.g., height, weight, muscle development, body shape, oily skin, body odour)
 * Optional Additional topic:** **Health & Career Ed 4**

=**Step Two Plan ideas on Planning Sheet**:= Use the Learning Outcomes spreadsheet to identify the Outcomes. (See above) Then fill in page one. =Go to Page Two of the 'Understanding by Design style' Template:= =and read IRP page 243 (Gr. 5 Assessment), re more detailed outcomes.= =First two weeks outlined. Planning time so far 3 hrs= ==

Link to @Body Quiz Page

Link re Math- Measurement - learning 'size' of cm/mm and cells DNA- a very cool simulation: =[|CELL SIZE AND SCALE]=

www.pita-earlycareer.wikispaces.com/Link+to+Ray%27s+Science+unit-+Under+construction%21 www.qedoc.org/en/images/ thumb/e/e8/Digestive