UNIT OUTLINE

Grade 5, Cluster 1: Maintaining a Healthy Body

Overview

The study of the human body at Grade 5 focuses on the maintenance of good health. Students learn about the role that nutrients play, and how to plan balanced and nutritious meals using Canada’s Food Guide to Healthy Eating. Students gain experience in interpreting nutritional information on food labels, and in evaluating images presented by the media. A study of the major body systems and their role in the healthy functioning of the human body helps students to appreciate the nature and function of each, and the interrationships that exist between systems. Students explore how lifestyle choices and environmental factors can affect personal health. (As stated directly from the Manitoba Education and Training (2000) Curriculum guidelines)

Lesson Specific Outcomes

Lesson 1 -Use appropriate vocabulary related to human health-Interpret nutritional information on food labels-Describe the types of nutrients and their function-Evaluate a daily menu plan

Lesson 2 -Identify the major components of the digestive system and describe their role in the human body -Identify the major components of the respiratory and circulatory systems and describe their role in the human body

Lesson 3 -Identify the major components of the skeletal, muscular, and nervous system and describe the role of each system in the human body

Lesson 4 -Identify skin as the major component of the integumentary system, and describe its role in protecting and supporting the human body-Identify components of the human body’s defenses against infections, and describe their role in defending the body against infection-Describe how the human body gets ride of waste- How the systems of the human body work together

Lesson 5 -Evaluate information related to body image and health from media sources for science content and bias

UNIT OUTLINE

Grade 5, Cluster 1: Maintaining a Healthy Body

Overview

This Unit will be delivered over a one week period with 5 comprehensive lessons that cover the main cluster content, Maintaining a Healthy body Cluster 1, required for the Manitoba Education and Training Grade 5 science curriculum.

The lesson plans are as follows:

1. Lesson One- Introduction to Human Health & Nutrition

Duration: 2- 40 minute classes

2. Lesson Two- The Digestive, Respiratory and Circulatory Systems

Duration: 2- 40 minute classes

3. Lesson Three- Skeletal, Muscular, and Nervous Systems

Duration: 2- 40 minute classes

4. Lesson Four- The Integumentary System

Duration: 1- 40 minute classes

5. Lesson Five- Body Image and the Media, and Unit Review

Duration: 2- 40 minute classes

Each lesson will cover specific outcomes (outlined on the previous page) as identified in the Manitoba Education and Training (2000) Grade 5 to 8 Science: A Foundation of Implementation Curriculum Guide, Cluster 1: Maintaining a Healthy Body.

The philosophical approach used in developing this unit supports inquiry-based delivery. Students will have the opportunity to investigate, experiment, discuss, and interact through class discussions, small and large experiments, and hands-on learning activities. Students will develop and construct an understanding of the human body and health through active participation in lesson activities and hands-on learning opportunities.

LESSON 1Introduction to Human Health & Nutrition

Lesson Length: 2 – 40 minute classes

Rationale: Students will develop an understanding about nutrition and its role to maintaining a healthy body

Prescribed Learning Outcome(s):

1. Use appropriate vocabulary related to human health2. Interpret nutritional information on food labels3. Describe the types of nutrients and their function4. Evaluate a daily menu plan

Instructional Objective(s):

Students will learn basic terms related to the body systems and nutrition and develop an understanding of healthy eating, nutrients, nutrition information and planning healthy meals

Preparation: Have students bring in a collection of foodstuff boxes/cans Photocopy required handouts (listed under Materials and Resources)

from Appendix A

Lesson Activities

Introduction:

Class 1

Introduce the lesson to the class by finding out students’ prior knowledge on nutrition and the human body. Ask students the following questions (and write their answers on the board):

1. what is nutrition?2. why is nutrition important to maintaining a healthy body?3. what systems make up the human body?4. how do the systems work together?

Once you have written the students’ responses’ on the board, have students copy down the information in their notebooks (Approx. 15 minutes)

Write the following definition on the board for students and have them copy it down:Nutrients- substances found in food that can be metabolized to give us energy or build tissue.

Nutrient Research Activity (Curriculum guide, page 5.8)

Have students research the five nutrients: carbohydrates, proteins, fats, vitamins, and minerals. Divide the class into home groups of four members. Have each group select 1 nutrient to research (or assign one).

Hand each group the Information Sheet (Appendix A).

Source: Nutrition and Well-being A to Z. 2008. Nutrients. Retrieved on February 17, 2009 from http://www.faqs.org/nutrition/Met-Obe/Nutrients.html

Have each group spend a few minutes researching the nutrient to determine what it is, where it is found, and what function it serves in maintaining a healthy body. Students can make point form notes in their book. Finally, have each group share findings with the class. (Approx. 25 minutes; 15 minutes in group, 10 minutes presenting)

Body:

Class 2

Introduce Canada’s Food Guide by asking students the following questions to assess for prior knowledge:

1. How many food groups are there?2. What are some foods in the Meats and Alternatives Group?3. What are some foods in the Vegetables and Fruit Group?

Handout a copy of the Canadian Food Guide and the First Nations, Inuit and Métis food guide. Go over both guides with the students. (10 minutes).

Daily Menu EvaluationProvide students with a sample menu for a day Handout (Appendix A). Have students evaluate the menu and calculate the number of servings for each meal and food group. Students can refer back to the food guide for assistance. At the bottom of the handout, students will add the total servings for each food group to determine whether the menu meets the food guide’s recommendations. Once complete, go through as a class, to ensure students have made the correct totals. (10 minutes)

*While students are completing activity, write the directions on the board for their take home assignment Personal Food Diary: Record what you eat for two or three days, including approximate serving size for each item. Evaluate your diet and make recommendations for how you could change your diet. (Activity from Curriculum Guide, page 5.10). Have students copy down instructions in their notebook and advise them to do this individually for the next 2 or 3 days and to hand-in when finished.

Investigating Food Labels- Have students bring foodstuff boxes/cans that provide nutritional information on the labels. Have students pick 4 items and handout Investigating Food labels Handout (Appendix A). Have students:

Look at the information provided

Record the information for each product on their handout Evaluate which items may be healthier than others by having them identify:

which has the highest fibre content and lowest sugar content.Have students hand-in their assignment when completed. (Approx 20 minutes)

Closure:

Review what has been discussed throughout the lesson and have a question and answer period for students.

Assessment and Evaluation:Students will be evaluated as follows:

1. Participation in discussions and group activities2. Presentation of Nutrient Information3. Daily menu evaluation worksheet4. Personal Food Diary5. Investigating Food labels handout6. Demonstrate understanding and knowledge of nutrition in later lessons and in

“Health jeopardy Game- which will take the place of a formal test at the end of the unit”

Materials and Resources: Nutrient Information Sheets (Appendix A) Canada’s Food Guide (Appendix A) First Nations, Métis and Inuit Food Guide (Appendix A) Sample one-day menu (Appendix A)

ExtensionsMath Link: For the Investigating Food Labels activity, the boxes can also be used to determine perimeter, area, and volumeLanguage Arts Link: Students could also use the personal diary as a writing assignment

Adaptations

In replacement of the Menu Evaluation activity, plastic food manipulatives could be used and students would have to put together meals for a 1 day menu following the food guide’s recommendations.

LESSON 2The Digestive, Respiratory and Circulatory Systems

Lesson Length: 2- 40 minute classes

Rationale: Students will develop an understanding about the role of the digestive, respiratory, and circulatory systems

Prescribed Learning Outcome(s):

1. Identify the major components of the digestive system and describe their role in the human body

2. Identify the major components of the respiratory and circulatory systems and describe their role in the human body

Instructional Objective(s):

Students will learn how to conduct a basic experiment and how to prepare a lab report. Students will gain an understanding of the digestive, respiratory and circulatory systems and the role and function of the different parts that make up these systems. Students will develop an understanding of how exercise effects pulse.

Preparation: Make a Digestive system parts kit to demonstrate the lengths of the parts.

Pantyhose can be sewn together to make the lengths of the intestines, and other cloth-like materials for the mouth, stomach, and esophagus

Bring the following items: balloons, ½ loaf of bread, cooking oil, blender, water, 20 coffee filters, dirty water

Photocopy required handouts (Appendix B)

Lesson Activities

Introduction:Read Scholastic’s The Magic School Bus Inside the Human Body By Joanna Cole and Bruce Degan (Approx. 5 minutes)

1. Digestive System Parts Kit Introduce the parts of the digestive system with the kit. Explain what the lengths of the mouth, esophagus, stomach, small intestine, and large intestine are and write them on the board: mouth 10cm esophagus 25cm stomach 15cm sm intestine 6.5m long lg intestine 1.5m long

Pass around the parts for students’ to look at. (Approx 5 minutes)

2. Handout the Digestive System worksheet and Respiratory worksheet and have students label the parts. (Appendix B) (Approx 5 minutes)

3. Discuss as a class, why the circulatory and respiratory systems are important to the body. Suggested questions: why is the heart important to the body what role do the veins/arteries play what do the lungs do

Discuss with the class what an experiment is. Have students share stories of any experiments they have done. (Approx. 5 minutes)

4. Handout “Your Heart & Circulatory System” article to students (Appendix B). Have students read article (approx.10 minutes) Once finished reading, handout “The Heart” worksheet and have students label

the heart. Next, spend about 5 minutes discussing the article with the students; go through

the Bold vocabulary to ensure understanding.

Body:

5. How the Esophagus Works To demonstrate the function of the esophagus, set up a station at the front of the classroom and get 2 student volunteers. Give the students a long balloon, cooking oil and a slice of bread. Have students complete the following: (Approx 5 minutes)

1. cut the closed end off the balloon, to make it a long flexible tube2. pour one teaspoon of oil into the balloon3. take a small piece of bread from the centre of the slice and roll it into a

small ball4. put the bread in one end of the balloon5. squeeze the balloon behind the “bread ball” with one hand. Keeping the

hand still, cross the other hand over the first hand and squeeze the balloon. Continue to squeeze, hand over hand.

6. Observe what happens

6. Working IntestinesTo demonstrate the function of the small intestine, provide students with coffee filters and muddy water. Have students pass the water through a system of filters and observe what happens. (Clean water escapes, while the mud remains).

To demonstrate the function of the large intestine, 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. (Approx 5 minutes)

(Activities taken from the Manitoba Education and Training (2000) Grade 5 to 8 Science: A Foundation of Implementation Curriculum Guide, Cluster 1: Maintaining a Healthy Body, page 5.18)

7. Show Movies : Kids Health – The Circulatory System & The Respiratory System(Available at www.kidshealth.org ) (Approx. 10 minutes)

8. As a class, design an experiment to determine the effect of exercise on pulse rate Handout “Science Lab Report” Worksheet to all students. As a class have students make a prediction or formulate a hypothesis

(*Check for understanding: Ask students if they know what a hypothesis is)

Have students conduct experiment and record data Have students graph results Discuss results as a class (Approx 20 minutes)

Have students get into groups of 3 or 4 and complete the Digestive, Respiratory, and circulatory systems in the Body Systems Chart Handout. Have each group work together to predict the meaning of the words and systems. (Example: the digestive system helps the body break down food so that it can be digested). Have students write their definitions on the worksheet. (Approx 10 minutes).

Closure:Handout: “Cardiovascular System word search” and get students to complete

Assessment and Evaluation:Students will be evaluated as follows:

1. Completion of all handouts2. Participation in science experiment3. Completion of Lab report4. Participation and group work in mini experiments5. Demonstrate understanding and knowledge of nutrition in later lessons and in

“Health jeopardy Game- which will take the place of a formal test at the end of the unit”

Materials and Resources: Body Systems Chart (Appendix B) Science Lab Report (Appendix B) Your Heart & Circulatory System Article (Appendix B) The Heart Worksheet (Appendix B) Digestive system and Respiratory system worksheets (Appendix B) Digestive system parts kit Scholastic’s The Magic School Bus Inside the Human Body Bring the following items: balloons, ½ loaf of bread, cooking oil, blender,

water, 20 coffee filters, dirty water Scissors

Extensions NoneAdaptations None

LESSON 3Skeletal, Muscular, and Nervous Systems

Lesson Length: 2- 40 minute classes

Rationale: Students will develop an understanding about the role of the skeletal, muscular, and nervous systems

Prescribed Learning Outcome(s):

1. Identify the major components of the skeletal, muscular, and nervous system2. Describe the role of each system in the human body

Instructional Objective(s):

Students will learn about what parts make up these systems and the importance of these systems to the human body. Students will learn to access information using a variety of sources such as the internet.

Preparation: Book a computer lab for 1 period Photocopy required handouts Write background information notes on board

Lesson Activities

Introduction:

Class 1

1. Go through the following background information with students have them copy it down: (Approx 10 minutes)

The skeletal system or skeleton is the body’s hard, tough framework made of bones. It protects the softer inside parts of the body and works together with the muscular system to allow us to sit, stand, or move. The muscles also help us control organs inside the body. Tendons are tough, cord-like bands of tissue that bind the muscles to the bones. Ligaments are strong bands of tissue that connect bones or hold organs in place.

The brain and the nervous system control all body systems. The nervous system enables the body to sense changes in the environment and adjust to them. Working with the nervous system, the brain tells the other systems what to do.

Source: Manitoba Education and Training. (2000). Grade 5 Science, Cluster 1: Maintaining a Healthy Body, suggestions for instruction. Page 5.21

2. Handout- Your Muscles by KidsHealth and read together as a class.(Appendix C) (Approx 5 minutes)

Source: KidsHealth. 2006. Your Muscles. Retrieved on February 13, 2009 from http://kidshealth.org/PageManager.jsp?lic=1&article_set=54030&cat_id=20607

3. Show Movie : Kids Health- The Nervous System (Approx 5 minutes)(Available at http://kidshealth.org/PageManager.jsp?lic=1&article_set=59295&cat_id=20607)

Body:

4. Tired Muscle Activity - Provide students with clothespins and a stopwatch. Have students see how many times they can squeeze open the clothespin in 30 seconds. Take a 10-second break and then repeat, then another 10 second break and repeat. Ask students to record what they observe. Was there a change? Why do they think this happened? (Muscles become fatigued when they make the same movement over and over again.) Approx 10 minutes

5. Working Together Activity - Have students conduct a demonstration of how the brain, nerves, and muscles work together, following these steps: (Approx 5 minutes)

i. Take turn standing a doorway, lifting both arms until the backs of the hands are touching the door frame on either side.

ii. Push against the door frame as hard as possible and slowly count to 30

iii. Move away from the door frame and let the arms hang looseiv. Observe what happensv. Predict why this occurs. (while the student’s hands are pushing

against the door frame the brain is sending messages along the nerves telling the muscles to life the arms. When the student steps away from the door frame, messages are still on their way to the muscles. The arms rise when the messages get to the muscles.)

Sources: Manitoba Education and Training. (2000). Grade 5 Science, Cluster 1: Maintaining a Healthy Body, suggestions for instruction. Page 5.22 and 5.24

Class 2

6. Computer Lab - Take students to the computer lab. Have students open internet explorer and go to the following web address: http://www.sad34.net/webquests/SkeletonQuest/

Write the web address on the board for students and list the steps 1, 3, 4, 5 and 9.

Go through the main page with students, reviewing “The Introduction”, “The Task”, and “The Process”. Have students work through 1, 3, 4, 5 and 9. As students explore, handout the labeled “Human Skeleton Diagram” and have them spend time learning the bones that make-up the body. Explain to students that they will be required to know these for a test at the end of the lesson and that they need to go through the material well enough for the quiz at the end of class.

7. Lesson Quiz – Have students label the diagram and complete the quiz (Appendix C). They cannot use their notes or refer back to the labeled skeleton diagram.

Closure:

Have students get into groups of 3 or 4 and complete the Skeletal, Muscular, and Nervous systems sections of the Body Systems Chart Handout they were given at the beginning of the unit.

Assessment and Evaluation:Students will be evaluated on the following:

Lesson Quiz Participation in lesson activities

Materials and Resources: Your Muscles by KidsHealth (Appendix C) Human Skeleton handout by Enchanted Learning (Appendix C) Blank Human skeleton handout by Enchanted Learning.(Appendix C) Skeleton Quiz (Appendix C) Skelton Quiz Answer Key (Appendix C) Clothespins

ExtensionsThe Computer lab activity could be implemented into a “computer” class. Students could be given additional time to explore the health websites.

AdaptationsThe Quiz portion of the lesson could be used as a handout for students to complete. Additional activities are also available in the curriculum guide for these body systems.

LESSON 4

A look at the Integumentary system

Lesson Length: 1-40 minutes classes

Rationale: Teach students about the role of the integumentary system and how all the body systems work together

Prescribed Learning Outcome(s): 1. Identify skin as the major component of the integumentary system, and describe

its role in protecting and supporting the human body2. Identify components of the human body’s defenses against infections, and

describe their role in defending the body against infection3. Describe how the human body gets ride of waste4. Describe how the systems of the human body work together

Instructional Objective(s):

Students will learn about the integumentary system and review the roles of the body systems and how they work together.

Preparation: Get 2 apples Write information on board for students to copy down.

Lesson Activities

Introduction:

Share the following information with students- Source: Manitoba Education and Training. (2000). Grade 5 Science. Cluster 1:

Maintaining a Healthy Body. Retrieved on January 15, 2009 from http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/5c1.pdf

The integumentary system includes the skin, hair, and nails. It is the body’s largest system. The major part of this system is the skin.

The skin’s main role is to keep the internal body parts from drying up. Skin also protects the body from bacteria, dirt, and the Sun’s rays. In addition, skin plays a role in controlling the body’s temperature. Sweating, goose bumps, and simple heat loss from the skin all help keep the internal temperature comfortable. The skin also contains thousands of nerve endings that help provide the brain with information about the environment outside the body.

Have students complete the Integumentary system on the Body Systems Chart handout.

Body:

Keeping Bacteria Out- To demonstrate the role of the skin and how it protects the body, use two apples to demonstrate how an apple’s skin helps to protect it. Leave one apple as it is. In the other apple, cut various sizes of “wounds”. Have the class observe the apples over a period of days. (Approx 5 minutes)

Class Discussion & Student response- Ask students to imagine what it would be like if you had no skin. Discuss as a class and then have students individually identify what types of problems you would have. Have them respond in their books. Then share responses as a class. (Approx 10 minutes)

Closure:Provide a question and answer period to students to address any questions they have regarding the unit.

Assessment and Evaluation:Students will be evaluated on participation in the Health Jeopardy game and this will be considered a final evaluation tool for the entire unit. Student participation will be expected and students will be graded on knowledge and understanding of the material.

Materials and Resources: None

Extensions None

Adaptations None

LESSON 5Body Image and the media & Review

Lesson Length: 2- 40 minute classes

Rationale: Have students gain an understanding of how the media influences our attitudes of body image

Prescribed Learning Outcome(s):

1. Evaluate information related to body image and health from media sources for science content and bias

Instructional Objective(s):

Students will learn about the concept of body image and consider how the media has influenced their perception of body image. Students will discuss and evaluate media sources to determine how the media presents body image.

Preparation: Photocopy required handouts Get Chart paper and markers Write questions out on chart paper Get ads from magazines/newspapers

Lesson Activities

Introduction:

Class discussion- Introduce to the class the concept of body image. Ask students what body image means and why it might be important. How do the media portray body image? What about personal image? What does it mean to be cool? Who determines what is cool? What are some images that the media portrays about being cool? (being thin, smoking, gangs, violence, inappropriate dress) (Approx 5 minutes)

Next, discuss with the class the idea of lifestyle choices. Discussion can focus around such ideas as prolonged sun exposure, unhealthy eating habits, physical inactivity, smoking, drugs, or alcohol use.

Group Activity- Have class breakout into groups of 3. Give each group a sheet of chart paper. Give each group one of the following questions:

1. List some of the ways that people are different. (Examples)1. Different heights.2. Different weights.3. Different body builds (slender, muscular, etc.).4. Different complexions.5. Different hair colors/types (straight, curly, etc.).

6. Different eye colors.7. Different preferences.8. Different likes/dislikes.9. Different abilities (some of us are good in math, some in

writing, some inart, some in sports, some in music, etc.).

10.Different interests.2. List some things we can change through effort3. List some things we can’t change4. List some things that will change naturally over time.

Have each group discuss and write their ideas on the paper provided. Give groups 10 minutes to brainstorm. Then, take each piece of paper and tape to the board. Have 1 person from each group present their ideas to the class. Add other ideas from the class on the paper. (Approx 10 minutes)

Body:

Mixed-Messages Living in a Supersized World Discussion Activity- (Approx 10 mins)Source: Purdue University. (2007). Healthy Body Image: A lesson plan for middle

school students. Retrieved on February 13, 2009 from http://www.ces.purdue.edu/extmedia/CFS/CFS-736-W.pdf

I. Divide into small groups of three or four persons per group. Give eachgroup two ads from a recent issue of a popular magazine for teens andtwo copies of the Advertising Questionnaire handout (Appendix D). Ask each group to discuss and answer the questions abouteach ad.

II. Ask one representative from each group to briefly present their conclusions about one or both of the ads critiqued by their group. Make tallies of the responses to each question (1–6).

B. What messages do magazine, TV, and Internet advertisements send topeople about body image? Possible responses may include, but are notlimited to:

1. I t is not OK to be overweight (or even to have a large body frame).2. I t is not OK to be shorter or have a stocky build.3. Slim people are the norm.4. There is an ideal body type that is illustrated in advertisements.

a. For women: Tall and thin, like a fashion model.b. For men: Lean, muscular, athletic.

5. I f you want to have fun, achieving the ideal body type should be a goal.6. Sometimes media messages may be reinforced by peers, friends, parents, family members, teachers, or coaches.

Special Me Activity- Now that students have gained an understanding of the concept of ‘body image’, they need to learn to accept and appreciate their own bodies. Distribute copies of “special me” handout (Appendix D) and ask students to complete them independently. (Approx 5 minutes)

Source: David Thompson Health Region. Special Me. Retrieved on February 17, 2009 from http://www.dthr.ab.ca/resources/documents/nutrition/Grade2.pdf

Class 2

Health Jeopardy Game- Use this game as a review and evaluation of the “Maintaining a Healthy Body” Unit. The teacher will facilitate the game and “flip” the cards over and read out the questions. The teacher will keep track of each group’s score. There are 8 categories with 6 cards for each category. An additional set of cards could be made to play more than once (That way, the game can be played more than once without students knowing the answers). Students will be evaluated on participation and knowledge and understanding of the content. (Appendix D)

Have the class arrange their desks and get into teams of 4. Using the board, arrange the Jeopardy Cards by category and in lowest to highest order of pointsExample: Nutrition-

50, 100, 150, 200, 300, 500

Tape the game cards on the board in this order. The teacher will facilitate the game, being the one who flips over the cards and so on. Once the groups are arranged, decide which group will go first (pick a number, etc..). The starting group can pick whatever category they wish, but they have to start with the minimum point card first (50). They an also move to another category if they wish.

If a group cannot answer the question for their category, they lose their turn and move to the next group that can answer it correctly. If a group answers the question correctly, they can have 1 more turn before the next groups turn.

Closure: None

Assessment and Evaluation:Students will be evaluated on the following:

Group participation Special Me handout Health Jeopardy Game-Students will be evaluated on participation in the Health

Jeopardy game and this will be considered a final evaluation tool for the entire

unit. Student participation will be expected and students will be graded on knowledge and understanding of the material.

Materials and Resources: Chart paper Purdue University. (2007). Healthy Body Image: A lesson plan for middle

school students. Retrieved on February 13, 2009 from http://www.ces.purdue.edu/extmedia/CFS/CFS-736-W.pdf

Special Me Handout- (Appendix D) Health Jeopardy Game –(Appendix D)

Extensions None

Adaptations The Health Jeopardy game could be modified by designing your own questions. This game could also be used for different topic areas such as math or social studies. Students could also design the questions.

References

Boguen, C. (1999). Human Skeletal System [Website]. Retrieved on February 13, 2009

from http://www.sad34.net/webquests/SkeletonQuest/

Cole, J. and Degan, B. (1990) Scholastic’s The Magic School Bus Inside the Human

Body. Scholastic Press

David Thompson Health Region. Special Me. Retrieved on February 17, 2009 from

http://www.dthr.ab.ca/resources/documents/nutrition/Grade2.pdf

EdHelper. Respiratory System. Retrieved February 6, 2009 from

http://www.edhelper.com/teachers/health_Respiratory_System.htm

Enchanted Learning. (1999). Human Skeleton. Retrieved on February 13, 2009 from

http://www.enchantedlearning.com/subjects/anatomy/skeleton/Skelprintout.shtml

Health Canada. (2007). Eating well with Canada’s Food Guide. [Brochure]

Health Canada. (2007). Eating well with Canada’s Food Guide: A Resource for

Educators and communicators. Pg. 45. Retrieved on February 3, 2009 from

http://www.hc-sc.gc.ca/fn-an/alt_formats/hpfb-dgpsa/pdf/pubs/res-educat-eng.pdf

Health Canada. (2007). Eating well with Canada’s Food Guide: First Nations, Inuit and

Metis. [Brochure]

KidsHealth. 2006. Your Muscles. Retrieved on February 13, 2009 from

http://kidshealth.org/PageManager.jsp?lic=1&article_set=54030&cat_id=20607

KidsHealth. 2008. Your Heart and Circulatory System. Retrieved January 28, 2009 from

http://kidshealth.org/PageManager.jsp?

dn=KidsHealth&lic=1&ps=307&cat_id=20607&article_set=54036

KidsHealth. 1995. How the body works: The Heart. Retrieved January 28, 2009 from

http://kidshealth.org/PageManager.jsp?lic=1&article_set=54397&cat_id=20607

KidsHealth. 1995. How the body works: Cardiovascular System Word Find. Retrieved

January 28, 2009 from http://kidshealth.org/PageManager.jsp?

lic=1&article_set=58226&cat_id=20607

KidsHealth. 2009. The Circulatory System [Movie]. Available from

http://kidshealth.org/PageManager.jsp?lic=1&article_set=59298&cat_id=20607

KidsHealth. 2009. The Nervous System [Movie]. Available from

http://kidshealth.org/PageManager.jsp?lic=1&article_set=59295&cat_id=20607

KidsHealth. 2009. The Respiratory System [Movie]. Available from

http://kidshealth.org/PageManager.jsp?lic=1&article_set=59300&cat_id=20607

Manitoba Education and Training. (2000). Grade 5 Science. Cluster 1: Maintaining a

Healthy Body. Retrieved on January 15, 2009 from

http://www.edu.gov.mb.ca/k12/cur/science/found/5to8/5c1.pdf

Nutrition and Well-being A to Z. 2008. Nutrients. Retrieved on February 17, 2009 from

http://www.faqs.org/nutrition/Met-Obe/Nutrients.html

Purdue University. (2007). Healthy Body Image: A lesson plan for middle school

students. Retrieved on February 13, 2009 from

http://www.ces.purdue.edu/extmedia/CFS/CFS-736-W.pdf

Purdue University. (2007). Healthy Body Image: Advertising Questionnaire. Retrieved

February 13, 2009 from http://www.ces.purdue.edu/extmedia/CFS/CFS-736-

W.pdf

WebQuest. Skeleton Quiz. Retrieved on February 13, 2009 from

http://www.sad34.net/webquests/SkeletonQuest/quiz.htm

Appendix A

Appendix B

Appendix C

Appendix D