Cambridge Primary Science Teacher's Resource Book 6 with CD-ROM by Cambridge International Education

Cambridge PRIMARY

Science

Teacherâ&#x20AC;&#x2122;s Resource

with

CD-ROM

Fiona Baxter and Liz Dilley

Title page to be supplied

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University Printing House, Cambridge cb2 8bs, United Kingdom Cambridge University Press is part of the University of Cambridge. It furthers the University’s mission by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence. www.cambridge.org Information on this title: www.cambridge.org/9781107662025 © Cambridge University Press 2014

This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2014

Printed in the United Kingdom by Printondemand-worldwide, Peterborough

isbn 9781-107-66202-5 Paperback

A catalogue record for this publication is available from the British Library

Cover artwork: Bill Bolton

Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables, and other factual information given in this work is correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter.

notice to teachers References to Activities contained in these resources are provided ‘as is’ and information provided is on the understanding that teachers and technicians shall undertake a thorough and appropriate risk assessment before undertaking any of the Activities listed. Cambridge University Press makes no warranties, representations or claims of any kind concerning the Activities. To the extent permitted by law, Cambridge University Press will not be liable for any loss, injury, claim, liability or damage of any kind resulting from the use of the Activities. The publisher is grateful to the experienced teachers Mansoora Shoaib Shah, Lahore Grammar School, 55 Main, Gulberg, Lahore and Lynne Ransford for their careful reviewing of the content.

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Contents Introduction

Unit 1

Worksheets xx xx xx xx xx xx xx xx xx

Resource sheet Organ matching

Worksheets

Label body organs How William Harvey explained circulation Comparing heartbeats Draw a bar chart of pulse rate Draw a line graph of pulse rate Investigating breathing rate Investigating digestion in the mouth Where do you get your liquids? Compare brain sizes Revising body organs and systems

xx xx xx xx xx xx xx xx xx

Unit 2 Teaching ideas 2.1 Food chains in a local habitat 2.2 Food chains begin with plants 2.3 Consumers in food chains 2.4 Food chains in different habitats 2.5 Deforestation 2.6 Air pollution 2.7 Acid rain 2.8 Recycling 2.9 Take care of your environment Check your progress

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Unit 3

Teaching ideas 3.1 Reversible and irreversible changes 3.2 Mixing and separating solids 3.3 Soluble and insoluble substances 3.4 Separating insoluble substances 3.5 Solutions 3.6 How can we make solids dissolve faster? 3.7 How does grain size affect dissolving? Check your progress

1.3a 1.3b 1.3c 1.4 1.5 1.6 1.7 1.8

1.1 1.2

2.8a 2.8b

Consumers xx Wangari, the â&#x20AC;&#x2DC;green ladyâ&#x20AC;&#x2122; of Kenya xx Deforestation xx Air pollution I xx Air pollution II xx The effect of acid rain on stone buildings and statues xx Recycle glass jars xx Make your own landfill xx

1.5

2.3 2.5a 2.5b 2.6a 2.6b 2.7

Teaching ideas 1.1 Body organs 1.2 The heart 1.3 Heartbeat and pulse 1.4 The lungs and breathing 1.5 The digestive system 1.6 What do the kidneys do? 1.7 What does the brain do? Check your progress

xx xx xx xx xx xx xx xx xx xx xx

xx xx xx xx xx xx xx xx xx

Worksheets 3.1 3.2 3.3 3.5a 3.5b 3.6a 3.6b 3.6c 3.7

Investigate changes to substances Separating mixtures Observe and draw mixtures How much do you know about solutions? How much sugar can dissolve in tea? Interpret a graph of dissolving times Investigate dissolving washing powder Identify patterns and draw a line graph Compare dissolving rates of sugar

xx xx xx xx xx xx xx xx xx

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Contents

Unit 4

Worksheets

Teaching ideas 4.1 Mass and weight 4.2 How forces act 4.3 Balanced and unbalanced forces 4.4 The effects of forces 4.5 Forces and energy 4.6 Friction 4.7 Investigate friction 4.8 Air resistance and drag Check your progress

xx xx xx xx xx xx xx xx xx xx

Worksheets

4.4 4.6 4.7 4.8

How Newton explained gravity x Identify balanced and unbalanced forces xx Effects of forces xx Measure friction xx Compare friction on different surfaces xx Design a parachute xx

5.1c 5.3a 5.3b 5.5 5.6a 5.6b 5.8a 5.8b

Electrical conductors and insulators xx Test materials to see if they conduct electricity xx Make an electrical quiz xx Test metals to see how well they conduct xx xxx xx Draw a circuit using symbols xx Spot the problem with the circuit xx Changing the number of components xx Investigate the effect of thick and thin wire on a circuit xx Thickness of wire and safety xx

4.1 4.3

5.1a 5.1b

Unit 5

Teaching ideas xx 5.1 Which materials conduct electricity? xx 5.2 Does water conduct electricity? xx 5.3 Do different material conduct electricity equally well? xx 5.4 Choosing the right materials for electrical appliances xx 5.5 Circuit symbols xx 5.6 Changing the number of components xx 5.7 Adding different components xx 5.8 Length and thickness of wire in a circuit xx Check your progress xx

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Introduction The Cambridge Primary Science series has been developed to match the Cambridge International Examinations Primary Science curriculum framework. It is a fun, flexible and easy to use course that gives both learners and teachers the support they need. In keeping with the aims of the curriculum itself, it encourages learners to be actively engaged with the content, and develop enquiry skills as well as subject knowledge. This Teacher’s Resource for Stage 6 gives extensive support for teaching Stage 6 of the curriculum framework. It frequently references the Learner’s Book, ISBN 9781107699809, and Activity Book, 9781107643758, for Stage 6, offering guidance on how to get the best out of using those products. There are also many additional teaching ideas for you to choose from. The main sections in this Teacher’s Resource are:

Teaching ideas. These give you a whole range of ideas for how to present the topics in the classroom. This includes ideas for classroom activities, assessment and differentiation, and suggestions for ICT resources. References to the Learner’s Book and Activity Book are provided throughout, including guidance notes on the activities suggested in the Learner’s Book. The Teaching ideas are also available in editable format on the CD-ROM included with this Teacher’s Resource, so that you can include your own notes.

Worksheets. A large collection of worksheets offers further activity and exercise ideas in addition to those included in the Learner’s Book and Activity Book, while some of the worksheets are intended to support the Learner’s Book activities. The worksheets are also available in editable format on the CD-ROM included with this Teacher’s Resource, so that you can adapt them to your own needs. Answers to questions. Answers to all the questions from the Learner’s Book, the exercises in the Activity Book and the worksheets in this resource are provided.

We hope you enjoy using this series.

With best wishes, the Cambridge Primary Science team

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Introduction

Teaching sequence Throughout the Cambridge Primary Science series, the units are presented in the same order as in the Cambridge International Examinations Primary Science curriculum framework, for easy navigation and to help you ensure that the curriculum is covered. However, this is not necessarily the best sequence in which to teach the material. For example, all the biology topics would be taught in one large block, whereas you may prefer to present a more balanced and varied route through the different areas of science. When planning your teaching sequence, it is advisable to think about how the science topics fit in with the other subjects you teach. You should also consider topics within the science curriculum that are best taught at a particular time of year. For example, Unit 2 Living things in the environment is best taught at a time of year when there are likely to be plants in flower, and insects and birds around so that learners can study a local habitat. The best time of year to teach this unit will therefore depend on where you are in the world We suggest beginning the year with Unit 2 Living things in the environment or Unit 5 Electricity and Magnetism because both these units start with content that is known and familiar. We advise not teaching Unit 4 Forces and motion at the beginning of the year since this unit may be the most difficult conceptually.

Sequence 1: Unit 5 Electricity and magnetism

Sequence 2:

Unit 1 Humans and animals

Unit 4 Forces and motion

Unit 3 Material changes

Unit 4 Forces and motion

Unit 2 Living things in the environment

Unit 3 Material changes

Unit 5 Electricity and magnetism

Unit 1 Humans and animals

Unit 2 Living things in the environment

There are two alternative sequences you might consider, depending on your geographic location. Alternatively you may develop a different teaching sequence which suits you better. In the suggested sequences the following colour code is used: Biology units are dark grey, Chemistry units light grey and Physics units white.

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Introduction

Scientific enquiry Scientific enquiry is about how scientific ideas come about, supported by investigations and evaluating the data and other evidence that are produced through those investigations. The ideas underpin all areas of science. Therefore, the Scientific enquiry section of the curriculum framework is not included as a separate teaching unit in the teaching sequences suggested above. Rather, scientific enquiry should be taught in an integrated fashion, alongside teaching of the other content areas. The Cambridge Primary Science has been written to support this way of working. By allowing learners to carry out the activities in the Learner’s Book you will cover all the Scientific enquiry objectives in the curriculum framework. These activities can be supported by further activities suggested in the Teaching ideas and Worksheets in this Teacher’s Resource, and through the exercises focused on planning investigations and evaluating data in the Activity Book.

Here, we give a further introduction to the Scientific enquiry objectives listed in the Cambridge Primary Science curriculum framework for Stage 6. For each framework statement, some background information is given on the level that learners are expected to achieve at this stage. Also, some specific examples are given of activities suggested in this series that can be used to help learners develop each skill. There is a ‘Reference’ section in the Learner’s Book. This contains skills that should be taught as part of the activities within these resources. This section can be used to support learners when needed.

Ideas and evidence

Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena. Learners should understand by now that scientists make observations ask questions and carry out investigations in order to collect evidence to answer the questions and then seek explanations for the evidence obtained. Science is thus a human endeavour which requires new ways of thinking to explain observations about the way world works. For example in Worksheet 4.1 learners read and answer questions about Isaac Newton’s observations and thinking that led him to understand and explain the force of gravity.

Collect evidence and data to test ideas including predictions. At this stage learners carry out investigations in order to test an idea or a prediction. During the investigation they collect evidence and/or data which will prove whether their idea or prediction was correct or not. For example in Activity 4.3 learners predict the effect of exercise on pulse rate and collect evidence to test their prediction. In Worksheet 3.5b learners collect evidence to test their prediction of how much sugar can dissolve in tea. In Activities 5.1, 5.2 and 5.3 learners test various materials in a circuit to see if they conduct electricity or not.

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Introduction

Plan investigative work Discuss how to turn ideas into a form that can be tested. By Stage 6 learners have had enough practice in carrying out investigations to be able to plan and design their own investigation to test an idea. For example they are given the opportunity to do this in Activity 5.6B where they are given two circuit questions to test. In Exercise 4.8 learners think of a way to test their ideas on how weight affects the fall of a parachute Make predictions using scientific knowledge and understanding. Often learners have a pretty good idea of what will happen in an investigation before they do it based on scientific knowledge they already have. Ask them to predict what will happen, record their predictions and then later, after the investigation, compare their results with their predictions. For example in Activity 2.6 learners predict which slides will pick up the most dirt particles based on what they have found out about sources of air pollution. In Activity 4.7, learners use their knowledge of friction to predict its effect on different surfaces. In Activity 5.1earners predict which materials they think will be electrical conductors and insulators based on scientific knowledge they already have before testing the materials in a circuit. Choose what evidence to collect to investigate a question, ensuring that evidence is sufficient.

At this stage learners must develop the skill of deciding how they will investigate a question. During the planning stage they should consider what evidence they need to collect and try to ensure that the evidence is sufficient. For example in Activity 5.6B learners plan and carry out investigations to answer two questions and have to make sure that they have collected enough evidence. In Worksheet 4.8 learners decide what evidence to collect in order to satisfy the requirement for the parachute to drop medicines safely.

Identify factors that are relevant to a particular situation.In this stage we develop the concept of factors by getting learners to identify relevant factors in a given situation. For example in the Questions in Topic 1.3 learners identify factors that affect pulse rate and in Exercise 5.2 they must identify the factors that caused Jawad to get an electric shock.

Choose which equipment to use. By Stage 6 learners should be able to choose which equipment they need to use to carry out an investigation. In some activities you will provide them with a range of possible things and they must select what they need. For example learners choose what equipment they need in Worksheet 3.5b when they investigate the amount of sugar that can dissolve in tea and when they make circuits in Activities 5.6B, 5.7, and 5.8.

Obtain and present evidence< Make a variety of relevant observations and measurements using simple apparatus correctly. Learners should obtain evidence by making relevant observations and measurements in practical investigations, and from research using age-appropriate books, websites or from people. They should be able to do this working in small groups or individually. This will include making visual, auditory or tactile observations and finding information from different sources. Learners may need support and guidance in dealing with evidence, for example when sifting relevant information. Every topic uses this scientific enquiry skill to some extent. It is not therefore always mentioned in the objectives listed for each topic in the Teacherâ&#x20AC;&#x2122;s Resource. Examples of this SE skill feature in Activity 2.1 where learners must observe a habitat very carefully to be able to identify plants and animals and how they interact. In Worksheet 2.5A learners research Nobel Peace prizes. In all the circuit activities in Unit 5 learners must observe carefully when bulbs light up, buzzers buzz or bells ring and also make careful measurements on the multimeter.

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Introduction Decide when observations and measurements need to be checked by repeating to give more reliable data. By this stage learners know that sometimes we need to repeat measurements to make sure they are correct. For example, if we use a measuring instrument such as a thermometer incorrectly, the measurements will not be accurate. However the main reason for repeating measurements is to make sure they are reliable and will apply each time an investigation or test is repeated. By this stage learners should be able to decide when this is the case. A good example is Activity 5.3 where learners test different metals in a circuit to see how well they conduct electricity. The differences are very small and they should make repeated measurements with the multimeter. Use tables, bar charts and line graphs to present results. At this stage learners should be making measurements and presenting numerical or quantitative data in tables, line graphs and bar charts. They should be able to decide which is the best way to show their results, For example in Activity 2.6 learners record their results in a table provided in Worksheet 2.6A and a bar graph provided in Worksheet 2.6B. In Worksheet 3.6c they draw a line a graph of the time take for sugar to dissolve at different temperatures.

Consider evidence and approach

Make comparisons. This skill is practised on many occasions. For example in Activity 2.7 learners compare a plant watered with pure water and a plant watered with acidic water to demonstrate the effects of acid rain.

Exercise 2.5 provides learners with ten different opinions that they must compare and analyse. In Question 4 in Topic 4.1, learners compare measurements of weight and mass of different objects. In Worksheet 4.7 learners compare the effects of friction on different surfaces.

Evaluate repeated results. Learners should by now be realising that the more results they get the easier it is to evaluate these results and come up with a conclusion. For example, in Activity 1.3 learners evaluate repeated measurements of their pulses rates. Identify patterns in results and results that do not appear to fit the pattern. Having gathered evidence, learners should consider it and identify whether patterns exist - and then suggest an explanation for the pattern based on what they have learnt so far. At this stage they should also be looking out for results that do NOT fit the pattern and trying to explain these. For example in Activity 2.9 learners work in groups to do a litter audit. They compare their results, identify patterns in results and also try to explain any audits that do not fit the general pattern. In Worksheet 1.3a learners identify a pattern relating the size of an animal to the rate at which its heart beats. In Worksheet 1.7 they find a pattern in brain weight compared with body weight in different animals and identify the measurement which does not fit the pattern.

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Introduction Use results to draw conclusions and to make further predictions. At the end of an investigation learners must interpret their results or data and reach a conclusion based on their results. For example, in Worksheet 1.4, learners draw a conclusion about the breakdown of starch in the mouth from the results they obtain. They can then make further predictions based on these conclusions. For example, in Worksheet 4.6, learners draw a conclusion about the effect of rollers on friction on different surfaces and then predict the effect of rollers on an untested surface. Suggest and evaluate explanations for predictions using scientific knowledge and understanding and communicate these to others. In some activities learners are asked to predict possible results and explain to each other why they have made these predictions. They can then discuss which predictions the group thinks will be true, based on scientific knowledge they have already. An example of this is Activity 2.7 where learners collect data on air pollution in their area. They predict which places are most likely to be polluted because of factors such as traffic or factory smoke and discuss their predictions and later their findings with others. In Question 1 in Topic 3.6, learners suggest an explanation for the prediction made in Activity 3.6 about the water temperature at which sugar dissolves quickest. Say if and how evidence supports any predictions made. If learners make predictions they will later see if the evidence they collect supports their predictions. They might also be able to see in what way or how the evidence supports their predictions.

For example in Worksheet 1.3A learners do some research to find out if the predictions they made about the heart rates of different animals are correct. In Activity 2.7 learners predict that a plant they have watered with lemon juice will be more likely to show signs of acid rain damage than a plant given water. They show how evidence supports their prediction by describing the colour of the leaves and the state of the stems on each plant. In Activity 4.7, learners say how their prediction about friction on different surfaces supports their prediction.

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Introduction The following table gives an overview of which resources are available in the Stage 6 products in this series to support each Scientific enquiry objective. Framework statement

Learnerâ&#x20AC;&#x2122;s Book

Activity Book

Teacherâ&#x20AC;&#x2122;s Resource

Ideas and Evidence Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena. Collect evidence and data to test ideas including predictions.

Worksheet 1.2, 4.1

Activities 1.3, 1.6, 3.7, 4.7, 5.1, 5.2, 5.3, 5.6, 5.7, 5.8,

Worksheets 3.6B, 4.7, 4.8, 5.8A

Plan Investigative Work Activities 5.6, 5.7, 5.8,

Exercise 4.8

Make predictions using scientific knowledge and understanding

Activities 2.6, 2.7, 2.9, 3.1, 3.7, 4.7, 5.1, 5.2, 5.3, 5.6 A and B, 5.7, 5.8,

Exercises 5.4, 5.6, 5.7, 5.8

Discuss how to turn ideas into a form that can be tested.

Worksheets 1.3A, 1.3C, 1.5, 3.5B, 3.6B, 4.7, 5.1A, 5.3B, 5.6A, 5.6B,

Questions Topics 2.5, 2.8, 3.2, 3.4, 3.5, 3.7, 5.4

Choose what evidence to collect to investigate a question, ensuring that evidence is sufficient

Activities 5.6B, 5.7, 5.8,

Identify factors that are relevant to a particular situation

Activities 1.3, 3.1,

Choose which equipment to use

Activities 3.2B, 3.7, 5.6B, 5.7, 5.8,

Worksheets 3.5B, 3.6B, 4.8

Questions Topics 3.7

Exercises 2.2, 5.2,

Worksheets 1.5, 4.8, 5.6A, 5.8B

Exercise 5.7

Worksheet 1.3B, 3.2, 3.5B, 3.6B, 4.8

Questions Topics 2.5

Questions Topics 3.5, 3.7

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Introduction Obtain and Present Evidence Make a variety of relevant observations and measurements using simple apparatus correctly.

Activities 1.3, 1.6, 2.1, 2.6, 2.7, 2.9, 3.2B, 3.3, 3.4, 4.1, 4.2, 4.3, 4.4, 4.6, 4.8, 5.1, 5.2, 5.3, 5.6A and B,5.7, 5.8,

Exercises 2.1, 2.3, 2.4

Worksheets 1.4, 1.5, 2.5A, 3.6B, 4.8

Questions Topics 2.3, 2.4, 2.5, 2.8 Decide when observations and measurements need to be checked by repeating to give more reliable data .

Activities 4.7, 5.1, 5.3, 5.6B, 5.7, 5.8,

Exercise 1.3

Use tables, bar charts and line graphs to present results.

Activities 2.4, 2.6, 2.9, 3.3, 3.7, 4.1, 4.4, 4.4.7, 4.8, , 5.1, 5.3,

Exercises 4.1, 5.1, 5.3,

Questions Topic 3.7, 4.1

Worksheets 1.3B, 1.3C, 1.5, 1.6, 2.6A, 2.6B, 3.6C, 4.6, 4.7, 4.8, 5.1B, 5.3A, 5.3B

Make comparisons

Consider Evidence and Approach Activities 2.6, 2.7, 2.9, 3.3, 4.7, 5.2, 5.3,

Exercises 2.5

Worksheets 1.3A, 1.7, 4.8

Questions Topic 2.4, 2.5, 3.2, 4.1

Activities 1.3 and 4.8

Identify patterns in results and results that do not appear to fit the pattern

Activities 2.6, 2.7, 2.9, 4.1, 5.1,

Questions Topic 1.3

Exercises 1.3. 3.9

Worksheets 1.3A, 1.7, 3.6b, 3.6C, 4.6

Exercises 3.7

Worksheets 1.3A, 1.4, 3.5B, 3.6C, 4.6, 5.8A

Questions Topic 2.3

Activities 3.6, 3.7, 5.1, 5.2, 5.3, 5.6B, 5.7, 5.8

Use results to draw conclusions and to make further predictions

Evaluate repeated results.

Suggest and evaluate explanations for predictions using scientific knowledge and understanding and communicate these to others.

Activities 2.6, 2.7,

Say whether and how evidence supports any predictions made

Activities 3.7, 4.7, 2.6, 2.7, 2.9, 5.1, 5.2, 5.3, 5.6B, 5.7, 5.8

Worksheets 4.6, 4.7

Questions Topic 3.4, 3.6

Worksheet 1.3A

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Unit

Teaching ideas

Humans and animals Background knowledge

The human body consists of a number of different systems that work together so that we can survive. At all times, the different body systems work together on specific jobs. These different body systems depend on one another. The musculo-skeletal system is made of a skeleton of bones with muscle attached to them. It supports the body and allows movement. The circulatory system consists of the heart and blood vessels, which ensure that all parts of the body receive food and oxygen and that wastes are taken away from body organs and tissues. In the digestive system, organs break down large food molecules into smaller molecules that can be absorbed into the bloodstream. The respiratory system is made up of organs that supply the body cells with oxygen and remove carbon dioxide. In the nervous system, the brain and nerves send messages to and receive messages from body organs. The messages allow us to regulate body actions and processes. In the excretory system, the kidneys remove impurities from the blood and control the concentration of water and salts in the blood. Wastes are removed as urine. In the reproductive system, organs make sperm in males and ova in females. The sperm and ova join during fertilisation. The young develop from the fertilised egg. The endocrine system consists of glands that make chemicals called hormones. These are released into the blood to control certain body processes. This unit focuses on the circulatory, digestive, respiratory, excretory and nervous systems.

The circulatory system

The main function is to transport substances such as oxygen, food and wastes.

The circulatory system in humans consists of three main parts: (1) a fluid (blood) that transports substances in the body; (2) blood vessels that carry the blood and; (3) a heart that pumps the blood round the body. The heart pumps blood around the body through the blood vessels. There are three types of blood vessels: (1) arteries – these pump blood away from the heart to the rest of the body. A good way of remembering this is that both arteries and away start with the letter ‘a’. Arteries have a thick muscular wall which contracts and forces the blood along. This can be felt as a pulse. They carry oxygenated blood, except for the pulmonary artery; (2) capillaries – these are a network of tiny blood vessels that connect the arteries and veins. The capillaries release substances such as oxygen and digested food molecules into the cells and carry away waste substances such as carbon dioxide from cells. They have thin walls and; (3) veins – these carry blood to the heart. Some veins have oneway valves to stop blood from flowing backwards. Veins are wider than arteries and have thinner walls. They carry de-oxygenated blood, except for the pulmonary veins.

The heart and double circulation The heart is really two separate pumps joined together. One pump pushes the blood into the lungs. In the lungs, oxygen diffuses into the blood through the thin capillary walls and carbon dioxide diffuses out of the blood. The oxygenated blood is pumped from the lungs to the left side of the heart. The other pump takes the oxygenated blood and pumps it, under pressure, to other parts of the body through the arteries. Note: all the arteries carry oxygenated blood to the body organs except for the pulmonary artery. The pulmonary artery carries deoxygenated blood from the heart to the lungs where the blood is oxygenated. Cambridge Primary Science 2

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The system of two pumps is called double circulation. Deoxygenated blood returns to the right side of the heart. Oxygenated blood enters and leaves the left side of the heart. In the rest of the body, cells absorb oxygen and food from the blood and release carbon dioxide and other wastes into the blood. In the lungs, blood absorbs oxygen and carbon dioxide diffuses out of the blood.

Heartbeat and pulse The adult human heart beats about 70 times per minute at rest. The number of beats can be higher or lower than this figure depending on factors like a person’s age, fitness and how active they are. If we feel anxious or scared, our heart beats faster. Each time the heart beats the heart muscle contracts and relaxes.

The pulse is the contraction and relaxation of the arteries each time the heart beats. The pulse is different to the heartbeat. When the ventricles contract, the blood is forced into the arteries. This makes the arteries expand a little as the blood is pushed into them. The elastic walls of the arteries then contract until the next heartbeat forces more blood into them. When you take your pulse you are feeling the expansion of the artery wall, followed by its contraction. This occurs once every heartbeat. The easiest place to feel your pulse is on your wrist. We can use a person’s pulse rate as an indicator of how fit they are. The lower the pulse at rest and after exercise, the fitter the person is.

The digestive system

We need to eat food to get nutrients that supply the body with raw materials and with energy. The job of the digestive system is to absorb nutrients from food. In the digestive system, food is broken down into molecules that are small enough to be absorbed or taken in by the digestive system and then passed into the blood. The nutrients dissolve in the blood and are carried in the bloodstream to all parts of the body.

The main processes that happen to food in the digestive system are: (1) ingestion – taking of food into the body through the mouth; (2) digestion – the breakdown of large food molecules into small soluble food molecules that can be carried in the bloodstream; (3) absorption – the movement of digested, soluble food molecules through the wall of the digestive system and into the blood and; (4) egestion – the passing out of food that is not digested in the form of faeces. The digestive system or alimentary canal is a one-way tube that passes through the body. It starts at the mouth and ends at the anus. It is about nine metres long and is made up of different parts including the mouth, oesophagus, stomach, small intestine and large intestine.

Digestion Digestion is a process where large, insoluble food molecules are broken up into simpler molecules that are soluble. After digestion the smaller, soluble molecules can be absorbed through the gut wall and into the blood. There are two types of digestion: mechanical digestion and chemical digestion. Mechanical digestion is the physical breakdown of food into smaller pieces. It involves the breaking, crushing and mashing of food. It starts in the mouth where the teeth tear and crush the moistened food into a paste. The incisors are used to cut and bite, canine teeth tear food and the large flat molars are used to crush and mash food.

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Mechanical digestion is also brought about by the churning action of the alimentary canal. In the stomach, the muscles of the stomach wall churn and mix stomach fluids with food to produce a soup-like mixture. Chemical digestion is the breakdown of chemical bonds in food molecules to produce smaller molecules. Enzymes are involved in this process. Enzymes are chemicals that break down large food molecules into smaller ones. Different enzymes act on different food molecules. Chemical digestion starts in the mouth where enzymes in the saliva start to break chemical bonds in the food.

The respiratory system This consists of the nose and mouth, trachea (wind pipe) and other air passageways (bronchi), lungs and diaphragm muscle. The respiratory system supplies oxygen to all cells and removes carbon dioxide. Oxygen is absorbed into the blood in the lungs. The oxygen is carried in the blood to all cells of the body where it used for cellular respiration to release energy from simple food molecules such as glucose. The process of respiration forms carbon dioxide as a waste product. The carbon dioxide moves from all body cells into the blood and is carried by the blood to the lungs, where it is breathed out.

Breathing is the movement of air into and out of the lungs. Breathing in is called inhalation. Breathing out is called exhalation. The lungs are inside the chest, surrounded and protected by the ribs. Muscles between the ribs and a sheet of muscle below the lungs, called the diaphragm, make the lungs work.

Inhalation takes place as follows: (1) the muscles between the ribs contract and lift the ribs upwards and outwards; (2) the diaphragm muscle contracts and is flattened; (3) the volume of the chest increases; (4) the pressure in the chest decreases and; (5) air is drawn into the lungs.

Exhalation takes place as follows: (1) the muscles between the ribs relax and lower the ribs downwards and inwards; (2) the diaphragm muscle relaxes and the diaphragm bulges upwards; (3) the volume of the chest decreases; (4) he pressure in the chest increases and; (5) air is pushed out of the lungs

The breathing rate is controlled by the nervous system. Breathing speeds up automatically when the body needs more oxygen or needs to release more carbon dioxide, for example when exercising. Normal breathing rate at rest in adults is between 12 and 16 times a minute. It is higher in children. Fitness increases the efficiency of breathing. As a result the breathing rate of fit people increases less during exercise than that of unfit people.

Excretory system Our bodies produce many waste products as a result of body processes. These waste products must be removed from our bodies because they can be harmful. The removal of waste products formed during body processes is called excretion. The excretory system removes wastes from the blood and regulates the bodyâ&#x20AC;&#x2122;s fluids. The main components of the excretory system include the kidneys, bladder and ureters. The kidneys filter harmful wastes from the blood and form urine. The ureters carry urine from the kidneys to the bladder. The bladder stores urine until it is released. Cambridge Primary Science 2 ÂŠ Cambridge University Press 2014

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The diagram shows the excretory system in a human female The function of the excretory system is to collect blood containing waste substances such as urea, unwanted salts and excess water, and to filter it so that the wastes are removed. Useful substances such as glucose are absorbed back into the blood.

The nervous system The main components include: the brain that processes and analyses information; the spinal cord which is the main communications link between the brain and the rest of the body; the nerves which are the cells that carry messages in the form of electrical impulses and the receptors or sense organs which react to stimuli from the environment. The sense organs are: ears which react to sound; nose which reacts to smells; eyes which react to light; skin which responds to touch; and tongue which reacts to taste.

1.1 Body organs

Number of lessons

Outline of lesson content

Topic

Unit overview

This unit deals with the brain. The three main parts of the brain are: (1) the cerebrum – this is the largest brain structure in humans and accounts for about two-thirds of the brain’s mass. It is divided into two sides, the left and right hemispheres, which are separated by a deep groove down the centre from the back of the brain to the forehead. The cerebrum controls most of our body functions including the senses, the body’s motor skills, reasoning and language; (2) the cerebellum – this consists of two peach-sized mounds of folded tissue located at the top of the brain stem and is responsible for coordinated movement and balance. The cerebellum is also involved in some learning pathways and; (3) the brain stem or medulla oblongata – this part of the brain connects to the spinal cord. The brain stem controls functions essential to the survival of all animals, such as heart rate, breathing, digestion and sleeping.

1.2 The heart

1.3 Heartbeat and pulse

Resources in Resources Learner’s Book in Activity Book

Resources in Teacher’s Resource

The major body Activity 1.1 organs are the Questions 1–5 heart, stomach and intestines, lungs, kidneys and brain.

Exercise 1.1

The heart pumps Questions 1–3 blood carrying food and oxygen to all parts of the body.

Exercise 1.2

Worksheet 1.2

Exercise 1.3

Worksheet 1.3A

Activity 1.3 ;

Worksheet 1.1

Questions 1–5 ;

Ex Worksheet 1.3B

Su Worksheet 1.3C

Ex 1.4 What do the stomach and intestines do?

Questions 1–3 Food is broken down into small particles by the process of digestion in the stomach and intestines.

Exercise 1.4

Worksheet 1.4

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1.5 The lungs and breathing

The lungs breathe in air containing oxygen and breathe out air containing carbon dioxide.

Activity 1.5 ; Questions 1–4

Exercise 1.5

Worksheet 1.5

1.6 What do 1 the kidneys do?

The kidneys remove waste products from the body.

Questions 1–4

Exercise 1.6

Worksheet 1.6

1.7 What does the brain do?

The brain controls all body functions.

Questions 1–3 Challenge question Ex

Exercise 1.7

Worksheet 1.7

Check your progress

Questions 1

Language activity L

Worksheet 1.8

Note: The day before the lesson you will need to prepare the oatmeal.

L 2, 3

Language

Resources

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Support

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saucers droppers large container (basin or bucket) a measuring cylinder water beans oatmeal zip-lock plastic bags simple line diagrams of the human brain models, posters or pictures of human body systems

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newspaper white paper colouring pens crayons glue scissors the inner cardboard tube of a roll of kitchen paper or toilet roll or a paper cup with the bottom cut out a plastic washing up liquid bottle or water bottle with narrow drinking nozzle, filled with water four empty containers red balls balloons or marbles blue balls a watch with a second hand scrap pieces of paper a stethoscope (if possible) a large container of water a bulb syringe a long balloon a ball of string cardboard bottles, drinking straws plastic or paper bags bread iodine solution

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Enquiry

L , 5, 6

Ex Extension

Topic 1.1 Body organs The key concepts explored in this topic are that body organs work together to form systems that carry out the functions that keep us alive. Body organs are found in specific positions within the body.

Learning objectives Use scientific names for some major organs of body systems.

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Identify the position of major organs in the body.

Curriculum links In Stage 4, learners found out that the brain, heart and lungs are protected by the skeleton.

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Ideas for the lesson In this topic, learners will find out about the organs of the body through the use of diagrams and a hands-on activity that will help them develop an awareness of organ structure and function. In addition, they will learn the scientific names of the organs of the body.

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Notes on practical activities Activity 1.1 Each group will need: a newspaper white paper colouring pens crayons glue scissors.

• • • • • •

Learners should work in groups of 4 to 5.

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Begin the lesson by telling the class that we can think of the body in the same way as a city. Ask them what things a town or city needs to function. The city needs things such as an energy supply, a transport system, a waste removal system, a water supply system. It needs a police force to protect and defend it. A city needs a mayor and local government to make decisions and manage the activities of the city. You can then have a brainstorming session on which body organs and systems they think could do these jobs in our bodies. Record their ideas in a mind map on the board. You can ask them where in the body they think each organ is located and what its function is. Then get learners to do Activity 1.1. Next, ask the class to tell you the function of each of the organs using their best guess. They may know quite a few. For your reference, the functions of the major organs in the body are: brain – the part of the body that thinks and reasons and controls all body functions; heart – the circulatory organ that pumps blood carrying food and oxygen to all parts of the body (the blood also carries waste products to organs that remove them); lungs – two spongy, saclike organs in the chest that provide the body with oxygen and remove carbon dioxide from it; liver – a large, reddish-brown, organ located in the upper right portion of the abdominal cavity that stores energy and break down harmful substances in the body. It also plays a role in digestion by secreting bile to help breakdown fats. Also, it helps in the formation of certain blood proteins and in the breakdown of carbohydrates, fats, and proteins; stomach – the enlarged, saclike portion of the alimentary canal. It is located in vertebrates between the oesophagus and the small intestine. The stomach starts the digestion of protein and mixes the chewed, swallowed food with digestive juices; small intestine – the part of the digestive system where digestion of proteins, fats and carbohydrates is completed. It is the place where nutrients are

•

absorbed by the blood; large intestine – the part of the intestine involved in re-absorption of water from undigested food from which nutrients have been removed. The remains of undigested food are then got rid of when they pass out of the anus; kidneys – a pair of organs that maintain proper water and salt balance and regulate blood acidity. It filters the blood of metabolic wastes, which are then excreted as urine. Finish the lesson by getting learners to answer questions 1–5 in the Learner’s Book. Exercise 1.1 in the Activity Book is a useful support activity.

The group members should be all boys or all girls to avoid any issues pertaining to gender relations in different cultures and to respect the individual feelings of learners. A large poster of the human body will be helpful for learners to see the approximate size and position of the different organs in the body. Stick sheets of newspaper together to form a sheet large enough for the size of the upper body. Each group should pick one learner to be the model for the body. Have the learner lie on the newspaper and have another learner trace around his or her body. Have each group use the white paper to draw, label, colour and cut out the major organs of the body, which should be life size. You can prepare these in advance if time is short. Learners should glue the organs in their proper place on the human body by looking at a human body poster or the picture of human body from the Learners’ Book.

Internet and ICT

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http://www.kidsbiology.com/human_biology/ index.php gives interactive explanations of

how different body systems work.

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Differentiation

Answers to Worksheets

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Worksheet 1.1

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Lower achieving learners can consolidate their knowledge of the names and positions of body organ by completing Exercise 1.1 in the Activity Book. Higher achieving learners can do some research to find out about the functions and positions in the body of other organs such as the pancreas and gall bladder.

Talk about it! Learners should be able to recall from Stage 5 that the skeleton is important in protecting vital body organs. Ask them to think about the role of the skeleton in protection. They should know that the skull protects the brain and the ribs protect heart and lungs.

Homework ideas Worksheet 1.1. Discuss answers in class and allow learners to check their own work for self-assessment purposes.

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Answers to Learner’s Book questions

brain heart, lungs lungs, kidneys stomach, intestines, kidneys Answers will depend on learner’s existing knowledge. Correct answers are: brain – control of body functions and allows us to think, talk and have feelings lungs – breathing heart – circulation of blood kidneys – excretion stomach and intestines

1 2 3 4 5

Topic 1.2 The heart

Answers to Activity Book exercise

The main ideas explored in this topic is that the heart is a muscle found in the chest that pumps blood through the blood vessels to all parts of the body. Blood supplies the body with food and oxygen and to picks up waste products from body cells. The heart, blood vessels and blood make up the circulatory system.

Learning objectives

• • •

BRAIN KIDNEYS

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Use scientific names for some major organs of body systems. Identify the position of major organs in the body. Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Consider how scientists have combined evidence from observation and measurement with creative thinking to suggest new ideas and explanations for phenomena.

Curriculum links

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In Stage 4, learners found out that muscles work by contracting and relaxing. The heart is a muscle which contracts and relaxes continuously. Cambridge Primary Science 2

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Ideas for the lesson

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Internet and ICT

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http://www.fi.edu/learn/heart/index.html is a good website for background information for teachers.

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http://www.mplsheartfoundation.org/kids/ lets_learn.html is an interactive site for kids

on the heart and healthy lifestyles

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http://www.bbc.co.uk/schools/ gcsebitesize/pe/appliedanatomy/0_ anatomy_circulatorysys_rev1.shtml gives

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comprehensive background on the heart and the circulatory system.

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Begin the lesson by asking the class to draw what they think their heart looks like. Does it really look like the hearts we see on greeting and playing cards? What does the heart do? Is it responsible for feelings of love? Then show the class a poster or video clip that shows the external structure of the heart. Get learners to feel where their heart is and see how big it is by clenching their fists. Have learners work in same gender pairs and put the inner cardboard tube of a roll of kitchen paper towel or toilet paper roll or a paper cup with the bottom cut out on the chest of their partner and listen. Tell them that they may move the tube around until they hear something. Ask learners what they hear and where they think the sound is coming from. Explain that the sound is their hearts beating. Tell students that the heart is a muscle that pumps blood around the body in a system called the circulatory system. Talk about what the heart does and how it does it. The heart works like pump to push the blood all the way round the body. Emphasise that blood only moves in ‘tubes’ called blood vessels and their names, arteries veins and capillaries. Also mention why the blood needs to be pumped around the body – to carry materials the body needs like oxygen and food to the rest of the body, and to carry waste material away from the body so it can be removed by other organs such as the lungs and kidneys. Make a simple model from a plastic washing up liquid bottle filled with water, which you squeeze to simulate the pumping action of the heat. You could also use a water bottle that has a narrow drinking nozzle as you need to build up pressure to squeeze the water through a narrow opening. Learners will observe that the water is pushed out of the bottle with force. Explain that by squeezing the bottle you put pressure on the water which makes it squirt out of the bottle. The heart works in the same way. Explain that that the heart is a special type muscle that contracts and relaxes on its own, constantly. It pumps blood to the lungs to pick up oxygen, returns the blood to the heart and then pumps it to the rest of the body in the arteries. Blood returning to the heart from body organs is de-oxygenated (with the exception of blood coming from the lungs) and contains carbon dioxide.

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Talk about earlier ideas about how the heart and circulation, such as the ancient Greeks’ beliefs that that the lungs pumped blood to other body organs and that blood was used up when it circulated around the body and the liver made new blood each time. Explain that we now know these ideas are incorrect due to the work of scientists who studied the human body. Then get learners to read about William Harvey’s work and answer the questions in Worksheet 1.2. Discuss the functions of the heart and why we die when our heart stops beating. You could also talk about diseases and medical conditions that affect the heart. See the Internet and ICT section. Round off the lesson by getting learners to answer questions 1–3 in the Learner’s Book.

http://www.bbc.co.uk/schools/ gcsebitesize/science/21c/keeping_healthy/ heartdiseaserev1.shtml has an animation

on heart beat and information about heart disease.

Assessment

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Can learners name the parts of the circulatory system and their functions? Can learners explain why the blood must be pumped to the lungs before it goes to the rest of the body?

Differentiation

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Lower achieving learners may struggle to understand the pathway of blood through the body. Use a simple schematic diagram such as the example given here to explain that the blood flows though two circuits in the body – to the lungs to drop off carbon dioxide and pick up oxygen and then to the rest of the body to supply food and oxygen and take away carbon dioxide.

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Common misunderstandings and misconceptions

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A common misconception at this level is that the blood in the veins is blue. This is due to the fact that in diagrams of the circulatory system we show the veins in blue and the arteries in red. Venous blood is red, but darker red than arterial blood as the veins carry deoxygenated blood which is darker in colour than oxygenated blood. The exception to this is the pulmonary vein which carries oxygenated blood back to the heart.

Talk about it! Ask learners for their ideas about this. They may have seen programmes on TV in which doctors or paramedics feel for the patient’s pulse to see if they are still alive. Get them to find their own pulse by feeling their wrist or neck. Explain that the pulse is caused by the pressure of blood as the heart pumps it to the rest of the body.

A more visual and interactive way to show the pathway of blood through the body is to make a large labelled outline of the drawing below on newsprint or newspaper or even in chalk on the floor. It should be large enough for learners to walk through. Place a container of red balls, marbles or balloons and an empty container on the part labelled ‘lungs’. Place a container of blue balls, marbles or balloons and an empty container on the part labelled ‘rest of the body’. The red balls represent oxygen blood and the blue balls represent carbon dioxide. Get the learners to act the part of the blood by picking up red balls and carrying them to the heart and then moving faster to take them to the rest of the body. Here they drop the red balls into the empty container and pick up blue balls which they carry back to the heart and then to the lungs. At the lungs they drop the blue balls into the empty container and pick up more red balls to take to the body. You can label the containers ‘oxygen’ (red balls) and carbon dioxide (blue balls).

Homework ideas

Exercise 1.2 in the Activity Book. Discuss the answers in class and allow learners to check their own work for self-assessment purposes.

Higher achieving learners can discuss the Challenge question and do some research to find the answer. They could look at these websites: www.medikidz.com/medipedia/ heart-attack; encyclopedia.kids.net.au/page/ he/Heart_attack; http://kidshealth.org/kid/ grownup/conditions/heart_disease.html. A heart attack is when the supply of blood to the heart muscle is interrupted. This means that the muscle does not get enough oxygen so it cannot work properly.

Answers to Learner’s Book questions 1

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2 3

a b

It pumps blood through your body. To supply all parts of the body with food and oxygen carried in the blood and to remove waste products from the different parts of the body. The heart muscle contracting as it pumps the blood. To pick up oxygen that is then carried in the blood to the rest of the body.

Challenge A heart attack is when the heart muscle itself does not receive enough oxygen and food and stops beating or does not beat properly. It is caused by the blood vessels that supply the heart muscle with blood becoming blocked so that they cannot bring enough blood carrying oxygen and food to the heart.

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Answers to Activity Book exercise 1

a b

a b c d e

circulatory system blood blood vessels The heart pumps blood through the body. The left side of the heart pumps blood that contains oxygen. The right side of the heart pumps blood without oxygen to the lungs. Blood is carried in the blood vessels. Blood carries food and oxygen to all parts of the body and takes away waste products.

Answers to Worksheets

• • •

Curriculum links

•

Blood is carried away from heart by arteries and returns to heart through veins. Gases enter and leave the blood in the lungs

Topic 1.3 Heartbeat and pulse The main concept explored in this topic is the beating of the heart – this causes a pulse which we can feel in our wrists or neck. Pulse rate increases as the heart beats faster, for example, during exercise.

Learning objectives

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Identify factors that are relevant to a particular situation. Decide when observations and measurements need to be checked by repeating to give more reliable data. Evaluate repeated results Use tables, bar charts and line graphs to present results Cambridge Primary Science 2

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Begin the lesson by handing out a piece of scrap paper to each learner. Tell them to crumple it into a ball and hold it in their hand. Watch the clock and count to 90 in one minute. You may want to try this yourself first to make sure you can fit 90 counts into a minute. Tell learners to squeeze the paper ball each time a number is said. This demonstrates how strong the heart is and how hard it works. If possible, bring a stethoscope to class so learners can listen to their heartbeats. You could try and borrow one from a local clinic or medical practitioner or ask a doctor or nurse to visit the school to demonstrate the use of the stethoscope. You can use a model to demonstrate the expansion and contraction of blood vessels as blood is pumped through the blood vessels. You need a large container of water, a bulb syringe, a long balloon. Get a learner to assist you. Fill the bulb with water and secure the balloon over the tip of the bulb. Get the learner to hold the balloon. Gently squeeze and release the bulb so that the balloon repeatedly fills with water. The learner will feel the expansion and contraction as the bulb pumps water and then stops. This models the expansion and contraction of blood vessels as the heart beats. Show the learners where they can find their pulse (neck or wrist). Then get them to do Activity 1.3 where they will collect evidence by measuring their pulse rates. Learners should repeat their measurements. They will then evaluate their repeated results and should notice that the pulse rate varies and is not exactly the same each time they measure it. If time permits, get them to measure their pulse rates several times and work out an average pulse rate.

2 3

They thought that that: the lungs moved the blood around the body; the body used up the blood for energy as it flowed to the different organs; the heart’s job was to control our feelings. He observed water pumps in London. a He studied the heart and blood vessels and carried out experiments b To make sure that his observations and results were reliable and correct. a He observed that one hour the heart pumps more than the body’s weight in blood. b The heart works by muscle contraction to pump blood to body organs

Learners draw bar charts in Worksheets 1.3B, line graphs in Worksheet 1.3C and calculate averages in Exercise 1.3, which are all linked with Mathematics.

Ideas for the lesson

Worksheet 1.2 1

Make comparisons. Identify patterns in results and results that do not appear to fit the pattern. Identify factors that are relevant to a particular situation.

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To demonstrate how pulse rate can vary you can get learners to measure their pulse rates at different times of day, and report their results the next day. Can they identify any patterns, for example pulse rates might be lower shortly before going to bed, if learners have been relaxed in the evening. You might also ask learners to measure their pulse rates before and after exercise and compare them, which gives a more direct illustration of a factor that affects pulse rate. They can do the exercise in the classroom by running on the spot for one minute. They then stop running and measure their pulse rates. Results should be recorded in a table similar to the one shown here. Pulse rate before exercise

Pulse rate after exercise

Answers will vary. Normal pulse rate in children is about 90 heartbeats per minute. The number of heartbeats counted will probably vary slightly when the pulse is taken again.

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In the next lesson, learners can answer questions 1–5 in the Learner’s Book where they identify a factor (exercise) that affects pulse rate and make predictions about how exercise affects the pulse rate. They test their predictions and collect evidence by measuring pulse rates before and after exercise. Results should be recorded in a table or bar graph. Learners use this evidence to decide if it supports their predictions and to draw a conclusion. Learners can then complete Worksheets 1.3A or 1.3B, depending on their abilities. Worksheet 1.3A allows learners to develop scientific enquiry skills by making comparisons of the number of heartbeats of different animals, looking for a pattern in the results and using the results to form a conclusion and to make predictions about the heart rates of other animals. In Worksheets 1.3B and 1.3C, learners present results in the form of charts and graphs and use the results given to draw conclusions and make predictions. Exercise 1.3 is suggested as a homework task. This exercise also addresses scientific enquiry skills and gives learners the opportunity to practise identifying patterns in results and recognising results that do not fit the pattern. When discussing the answers to this exercise you should introduce the idea of checking and repeating measurements to make sure they are reliable and that an error has not been made when taking or recording the measurements. This is important for results that do not fit a pattern.

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Notes on practical activities

Learners’ tables should record pulse rates of group members.

Internet and ICT

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http://www.fi.edu/learn/heart/index.html is a good website for background information for teachers.

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http://www.mplsheartfoundation.org/kids/ lets_learn.html is an interactive site for kids

on the heart and healthy lifestyles.

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Activity 1.3 Each group will need: a watch with a second hand or a stop watch.

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Learners should work in groups of four to five.

comprehensive background on the heart and the circulatory system.

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Demonstrate to the class how to find their pulse. Measure and record your own pulse rate on the board. Then measure a volunteer learner’s pulse rate and record it too. Point out that the pulse rates are not the same. Various factors affect pulse rate. Age is one of them. Children have faster pulse rates at rest than adults. There is also normal variation between individuals of the same age as learners will observe when they measure their own pulse rates.

http://www.bbc.co.uk/schools/ gcsebitesize/pe/appliedanatomy/0_ anatomy_circulatorysys_rev1.shtml gives

http://www.bbc.co.uk/schools/ gcsebitesize/science/21c/keeping_healthy/ heartdiseaserev1.shtml has an animation

on heart beat and information about heart disease.

Assessment

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This topic provides opportunities to assess both line graphs and bar charts. You can assess learners’ line graphs from Worksheet 1.3c using these criteria: Does the graph have a suitable heading? Cambridge Primary Science 2

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Is each data point indicated by an obvious, but not overly large dot? Are all data points correctly plotted? Are the data points correctly connected? Does the graph represent the data collected? You could asses the bar charts learners draw in Worksheet 1.3b using these criteria: Does the chart have a heading? Are the bars correctly plotted and spaced on the set of axes? Are the bars the correct height? Are the bars correctly labelled? Is the chart neatly drawn using a ruler?

Answers to Learner’s Book questions 1

2 3

Differentiation

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Lower achieving learners can use Worksheet 1.3b to practise drawing bar charts. Pair them with more able learners who can assist them. Exercise 1.3 helps to check knowledge of pulse rates and is useful for lower achieving learners. Higher achieving learners can complete Worksheets 1.3a and 1.3c.

Answers to Activity Book exercise 1 Beats per minute 2. 93 beats per minute. Add all the pulse rates and divide the total by the number of people in the group. 3 a Most of the pulse rates are about 90 beats per minute. b Lisa’s – her pulse rate is 110 beats per minute. Perhaps her pulse rate is high because it was measured while she was exercising. c Measure Lisa’s pulse rate when she is not exercising or measure the group’s pulse rates during exercise.

Common misunderstandings and misconceptions

A common misunderstanding is that pulse and heartbeat are the same. Heartbeat is the contraction of the heart muscle as it pumps blood. Pulse is the wave caused by the pressure of the blood as it pumped by the heart.

Talk about it!

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Heartbeat is the contraction of the heart muscle as it pumps blood. Pulse is the pressure caused by the pressure of the blood as it is pumped by the heart. no a no b The pulse rate changes slightly all the time, and is influenced by things such as activity and anxiety. Learners may also not have measured accurately. c Work out their mean pulse rate by adding the measurements together and dividing the total by the number of measurements taken. Suggested factors might include: physical activity, anxiety, time of day, illness of fever, age.

Ask the class about the normal pulse rate and why the heart needs to beat. They should deduce a very low pulse rate means that your heart is not working properly. The heart pumps the blood which carries the food and oxygen the body needs to carry out its functions. If the heart beat is very slow, very little oxygen and food are being pumped around the body so all body processes are slowed down which could be dangerous.

Answers to Worksheets Worksheet 1.3a 1 2 3

a b a b a

Homework ideas

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Lower achieving learners can complete Exercise 1.3 in the Activity Book as a homework task. Higher achieving learners can complete Worksheet 1.3c as a homework task.

b 4

a b c

the humming bird the blue whale blue whale humming bird blue whale elephant human cat mouse humming bird the heartbeat gets faster as the animal gets smaller. Large animals have slower heartbeats than small animals , or similar conclusion. horse 45 beats/min shrew 600 beats/min yes/no, depending on prediction

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Challenge During hibernation all the bat’s body processes slow down a lot. It needs very little food and oxygen during hibernation as it is inactive, so its heart does not need to beat fast.

Learning objectives

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Worksheet 1.3b

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1 2

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A stopwatch or watch with a second hand

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Use scientific names for some major organs of body systems. Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Make predictions using scientific knowledge and understanding Use tables, bar charts and line graphs to present results Identify factors that are relevant to a particular situation.

Ideas for the lesson

a b

Ask learners to think of something they do about 20 times a minute without thinking about it. They breathe 15–20 times each minute. Ask which body organs we use for breathing. Then get learners to do Activity 1.4. Demonstrate to the class how to place their hands – fingers forward with thumbs pushed against the back of the ribs. They should breathe normally, then breathe more deeply and feel the difference. The ribs push out more with deeper breaths as the lungs expand more and fill with air. Use a poster, model or video clip of the respiratory system to trace the pathway of air in the body (see Internet and ICT section). Explain that when you breathe in through your nose or mouth, air travels down the back of your throat. It passes through your voice box and into your trachea, or windpipe. The windpipe is divided into two air passage tubes. One leads to the left lung. The other leads to the right lung. Ask why we need to breathe and explain the purpose of inhalation and exhalation. Tell the class that an adult lung is about the size of a football. When they are healthy, your lungs feel a little like a sponge and are pinkish-grey. When lungs are damaged by smoking, they can appear grey or have black spots on them. One disease that is very common in children involves the lungs. Asthma narrows the breathing tubes, making it harder to breathe. Many children these days suffer from asthma and have to use inhalers to open up the air passages and allow them to breathe.

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Exercise makes the pulse rate increase. Their pulse rates would get higher.

Worksheet 1.3c

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2 3 4

See line graph – pulse rate should be lower. By 70 beats per minute When you exercise your body muscles need more food and oxygen. Your heart has to pump faster to supply these, so the heart beats faster and pulse rate increases.

Topic 1.4 The lungs and breathing

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The main idea covered in this topic is that the lungs are the organs that we use for drawing air containing oxygen into the body and expelling air containing carbon dioxide.

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(Please be sensitive to learner’s in your class who may suffer from asthma or any other respiratory related disease.) Finish the lesson by getting learners to answer questions 1–4 in the Learner’s Book. In question 4, learners should be able to use their prior knowledge and experience to recognise that exercise is a relevant factor that affects the breathing rate. This scientific enquiry skill is addressed again in Worksheet 1.4 where learners are asked to suggest another factor that affects breathing rate. In the next lesson, learners can do Worksheet 1.4.

Notes on practical activities

It may be interesting to compare the pairs’ results at the end of the lesson and see the range in breathing rates. You could talk about how factors such as age, gender and fitness affect the breathing rate.

Internet and ICT

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respiratory system and video animations on breathing.

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http://www.ehow.com/info_8171953_ respiratory-system-activity-kids.html has

ideas for additional activities related to the lungs and breathing.

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Activity 1.4

http://www.neok12.com/Respiratory-System. htm links to games, diagrams to label of

http://www.coolfacts.in/respiratory-systemfacts-for-kids/ has interesting facts about the

respiratory system.

Each learner will need: a balloon.

•

has an animated movie on the respiratory system.

Learners should work individually.

http://kidshealth.org/kid/htbw/RSmovie.html

This activity can be done at learners’ desks. They should stand up, put their hands on their ribcage and breathe in and breathe out. You can demonstrate what to do in front of the class.

http://teachhealthk-12.uthscsa.edu/ studentresources/AnatomyofBreathing3.swf is

a video clip of the respiratory system.

Assessment

It is not recommended, for health and hygiene reasons, that learners share balloons. If you are not able to obtain a balloon for each learner they can use a small plastic bag instead of a balloon. Learners could each bring a plastic bag from home. Alternatively you can do a demonstration of breathing into a balloon for the class.

•

Worksheet 1.4

Each pair will need: a watch with a second hand. Learners should work in pairs

• •

Learners can count the number of breaths taken per minute by observing the rise and fall of their partner’s chests. Another way to do this is by placing a hand on their partner’s ribs and feeling the breathing movements if the pair is of the same gender, and touching another person’s body is not considered inappropriate in your culture. Be aware that, unlike heart rate which can’t be consciously controlled, you can consciously control your breathing rate. This may influence results as often the more someone is told to ‘breathe naturally’, the less natural their breathing becomes,

•

Are learners able to explain what happens to the lungs when we breathe in and breathe out and why? You could ask them to draw a table of comparison to do this.

Differentiation

•

Lower achieving learners may struggle with drawing line graphs. Therefore, get them to work with a more able peer who can assist them in drawing their graphs in Worksheet 1.5. Higher achieving learners can answer this question: Why are the lungs the only body organs that can float? The answer is because they are made of very many air sacs.

Common misunderstandings and misconceptions

•

Teachers often use a balloon to demonstrate how the lungs expand and contract during breathing. This practice may lead learners to think that the lungs are hollow organs like balloons that can fill up with air when we inhale and collapse and empty when we exhale. The lungs are not hollow but are spongy and made up of numerous tiny air sacs.

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Talk about it!

Answers to Worksheets

Talk about the air we breathe in. It is made up of a mixture of gases and does not contain only oxygen. Divers have air tanks that contain a mixture of air with the same proportion of oxygen as air in the atmosphere that they breathe in. The exhaled air is released into the water.

Worksheet 1.4 3

This is a table of possible results. Time in minutes

Breathing rate in breaths per minute

Start: 0

Homework ideas

•

Exercise 1.4 in the Activity Book. Discuss the answers in class and allow learners to check their own work for self-assessment purposes.

Answers to Learner’s Book questions

3 4 5

In order to grow and have energy for our bodies to work properly. Food must be digested so that it can be used by the body. The stomach mixes the chewed food from the mouth with digestive juices Food is digested further into very tiny particles that can enter the blood. Undigested food is removed from the body. It is carried in the blood.

Answers to Activity Book exercise

5 6

a Before exercise started. b After six minutes. Exercise made breathing rate increase. You need more oxygen when exercising so you have to breathe more often to get more oxygen into the body. a How fit a person is. b If you are fit, your breathing rate will not increase as much during exercise as someone who is not fit. This is because in fit people the heart is more efficient at pumping blood that carries the oxygen to the muscles used during exercise - so fewer breaths need to be taken to supply oxygen. circulatory system

Topic 1.5 The digestive system

nose → windpipe → lungs → blood

The main idea covered in this topic is that food must be digested before it can be used by the body. The stomach and intestines are important organs in the breakdown of food during digestion and the removal of undigested food material. Cambridge Primary Science 2

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Learning objectives

• • • • •

Use scientific names for some major organs of body systems. Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Make a variety of relevant observations and measurements using simple apparatus correctly. Use results to draw conclusions and to make further predictions.

•

Ideas for the lesson

•

Ask the class what they ate today or last night. Why do we need to eat? Remind them that our bodies need food to get energy and grow strong and healthy. But how do we turn food into energy? Tell the class that digestion is the process of turning food into a form the body can process and use for energy. Explain to learners that before they even start eating, the digestion process begins. They produce saliva, or spit, inside their mouths. Chewing breaks down food while saliva softens it so it can be swallowed. It passes from the mouth, down the throat when we swallow and into a stretchy tube called the gullet or oesophagus. Then it enters the stomach. Remind learners that an organ is a body part that does a special job. The stomach’s job is to store chewed food and break it down further. Muscles help churn and mix food and digestive juices are secreted to break the food down into a soupy mixture. Encourage children to touch their stomachs after they eat and feel their stomachs working. They may even want to put their ear to a friend’s stomach to hear it work. Make sure learners work in same-sex pairs to do this. They could use the paper towel roll inners to help amplify the sound. After the food is broken down in the stomach, it passes to the small intestine. The small intestine is not small at all. It’s a very long narrow tube about 7 metres in adults. You could use a ball of string to demonstrate the length of the small intestine. Explain it is folded up so that it can fit into our bodies. Food is pushed along the small intestine and broken down further until the food particles are small enough to be absorbed into the blood.

•

You could also get leaner to work in groups to make a model of the digestive system using materials such as plastic bottles, drinking straws and plastic or paper bags to represent the various parts Talk about healthy diets. Explain that foods that are high in fibre, such as fruits, vegetables, and whole grains make it easier for waste to pass through the body and help ‘clean’ the digestive system. Water is used to produce digestive juices, so it is important for people to drink water when they are thirsty, and not sugary sodas and juices. Regular exercise also helps things move through the digestive system and stimulates muscles in the digestive tract. Encourage learners to be more aware of what they eat and drink and make healthy choices when they eat. In the next lesson get learners to answer questions 1–5 before doing Worksheet 1.5, which is a practical investigation in which learners make observations using simple apparatus to test bread for the presence of starch. They then observe how the starch in bread is changed in the mouth by repeating the starch test on chewed bread. They use the results to form a conclusion that starch is digested in the mouth.

•

Notes on practical activities Worksheet 1.5 Each group will need: bread iodine solution two saucers dropper (pipette).

• • • •

Learners should not to drop iodine onto their clothes as it stains. They should also not taste or swallow any iodine as it is harmful. Learners should also not consume any of the foodstuffs prepared. Learners should work in groups of four or five. Demonstrate the starch test for the class. Use a known source of starch such as corn starch.

Internet and ICT

•

http://www.squidoo.com/learning-about-thedigestive-system has several fun ideas for

demonstrating how the different parts of the digestive break down food.

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http://www.instructorweb.com/lesson/ digestivesystem.asp has a human digestive

system lesson plan.

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http://www.lessonplanet.com/search?keywor ds=digestive+system+activities has a number

of lesson plans on the digestive system, but you will need to become a member.

•

http://kidshealth.org/misc/movie/bodybasics/ digestive_system.html is an interactive site

where learners can find out about all the parts of the digestive system.

Answers to Learner’s Book questions 1 2 3 4

Assessment Can learners match the parts of the digestive system with their functions? You can use resource sheet 1.5 to make sets of cards with the pictures of the parts of the digestive system on them, another set of cards with the names of the organs and a third set with the functions of each part. Include some incorrect organs and functions as well. Hand the cards out to groups of learners and get them to match the pictures with the name of the part and its correct function.

Differentiation

A 2

a Part gullet

•

Lower achieving learners may need help in tracing the pathway of food through the organs of the digestive system. They could use this acronym: MOSI – mouth; oesophagus, stomach, intestines. Higher achieving learners could do some research to find out about the position and functions of other organs that are needed for digestion such as the liver and pancreas.

•

Answers to Activity Book exercise

•

The chest gets bigger as the lungs fill with air. The chest gets smaller as the lungs push air out. Air leaves our body when we breathe out. The air fills the balloon and balloon inflates/ blows up. When we exercise our body needs more oxygen. We breathe faster to take in more oxygen.

stomach

Common misunderstandings and misconceptions

•

Some learners may confuse the oesophagus or gullet with the windpipe. The windpipe connects to the lungs, but the oesophagus connects to the stomach.

Talk about it! Learners may have younger brothers and sisters at home who still eat soft foods. Ask them why we are able to eat foods that are not soft, such as apples or raw carrots but very young children can’t. They should be able to explain that babies don’t have teeth to chew their food and so can only eat soft foods.

Homework ideas

•

Exercise 1.5 in the Activity Book.

mouth intestine

Function A pushes food into the stomach B mixes food with digestive juices C chews food and starts digestion D breaks food down into very tiny particles

C, A, B, D is the correct order.

Answers to Worksheets Worksheet 1.5 1 2 3

The iodine solution changes colour to blue-black. b There is starch in the bread. The bread starts to taste sweet. a The iodine solution does not change colour. b There is no starch in the bread. c The starch in the bread was digested/ broken down in the mouth. Cambridge Primary Science 2

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Topic 1.6 What do the kidneys do?

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The main idea covered in this topic is that the kidneys are the organs that remove waste products from the body.

•

Learning objectives

• • • • •

Identify positions of major organs in the body Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Make a variety of relevant observations and measurements using simple apparatus correctly. Collect evidence and data to test ideas including predictions.

•

Notes on practical activities Activity 1.6

Each group will need: a large container a measuring cylinder or measuring jug water.

• • •

•

Ask the class what happens when they drink a lot of water? They will tell you they need to go to the toilet. Explain that the body needs to regulate the amount of fluid in it. The kidneys are the organs that do this. Tell learners that the body also produces waste products. These waste products are harmful to the body if they are not removed. The kidneys remove the waste products from the body. This is called excretion. The kidneys are located at the back of the body, slightly above the waistline. Demonstrate to the class where to find their kidneys. If any learners are overweight and struggle to feel their ribs, they should keep pushing with increased pressure until they feel them. Talk about the volumes of water processed by the kidneys. About 200 litres of fluid pass through the kidneys every day. That is about the same volume of water it takes to fill a bath. Only one litre of urine is produced. What happens to the rest of the fluid? Explain that we don’t have 200 litres of fluid in our bodies. We have about five litres of blood which passes through the kidney about 40 times every day in order to be filtered so the waste products can be removed. Excess water is also removed this way.

•

Ideas for the lesson

•

Next, get the learners to do Activity 1.6 in which they predict or estimate how much water a litre is and test their prediction. Talk about why we need to drink water. Many of our body processes, for example, digestion, need water so if we don’t drink enough water our bodies can’t work properly. We also use water to remove waste products – this is the function of the kidneys. Tell the class that we can live for about two weeks without any food at all but we could only live for about two days if we drink no water or other drinks. Then get learners to do Worksheet 1.6 in which they list their liquid intake and think about the whether they drink enough water or not. This can be a homework task. Discuss the health problems and diseases caused by kidneys that do not work properly. See the Internet and ICT section. Then get learners to answer questions 1–4.

Learners should work in groups of four or five. Containers such as two litre plastic ice cream boxes or small plastic buckets are suitable. Learners should pour their estimated litre of water into the container. They should then pour that water into the measuring cylinder and record the volume. If the measuring cylinder is small and will not hold all the water, learners must pour the water from the measuring cylinder into another container. They must keep on doing this and recording the volume each time until all the water is measured. The total volume is the sum of the different measurements.

Assessment

•

Discuss the answers to questions 1–4 in class and allow learners to check each other’s work for peer assessment purposes.

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Internet and ICT

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www.webmd.com/a-to-z-guides/functionkidneys gives a good overview of healthy

Answers to Learner’s Book questions 1

kidney dialysis.

The kidneys are found at the back of the body, below the ribs. About the same size as a computer mouse. a excretion b The kidneys filter the blood to remove the waste products. They excrete the wastes as urine. Remove a kidney (if the other one is working properly), put you on a dialysis machine, give you a kidney transplant.

Differentiation

Answers to Activity Book exercise

•

kidney function with a description of various types of kidney failure.

•

http://www.bbc.co.uk/learningzone/clips/ human-kidney-function/4182.html explains

how blood is filtered by the kidneys. There are also ideas for using the video clip in class.

•

Exercise 1.6 will help lower achieving learners who have difficulty with the new terms introduced in the topic to become more familiar with the vocabulary. Higher achieving learners can do some research and find out how a dialysis machine works. They could also make a model of the excretory system using beans for the kidneys, string for the ureters and a small balloon for the bladder. They will need to look at pictures or models of the excretory system to do this.

2 3 4

The kidneys are a pair of bean-shaped organs. The kidneys’ main function is excretion. They filter the blood to remove waste products. They also help control the amount of water in the body. The wastes from the kidneys leave the body as liquid urine. We should drink enough water every day to keep the kidneys healthy. The kidneys cannot work properly if we have a kidney disease. Some people need a special machine called a dialysis machine to do the job of the kidneys.

•

www.nhs.uk/video/pages/ Kidneydiseasedialysis.aspx has a video on

2 3

5 6

Learners may think the water in urine comes directly from the water we drink and not from the blood. Explain that water is absorbed from the digestive system into the blood. When the blood passes through the kidneys, excess water is absorbed from the blood and forms the liquid part of the urine.

•

Common misunderstandings and misconceptions

Answers to Worksheets Worksheet 1.6 1

a b

Talk about it! Ask the class to tell you what happens when they get very hot. Write their ideas on the board. One of the ideas will most likely be that they sweat or perspire. Ask them what sweat is made of. They should say water (or mainly water). Then pose the question – if there is only a certain amount of water in our bodies and we lose some as sweat, how much is left in the body to form urine? Learners should be able to deduce that in hot weather we lose more water from the body by sweating than in cold weather so there is less excess water in the body to go into the urine.

Homework ideas

•

a b c

The list will be personal and will depend on learners’ daily diets and levels of activity. Most moist foods contain some water, for example fruit, vegetables, cooked rice and noodles, meat, fish. kidneys Most learners will normally drink more than a litre of liquid a day. It is used by the body.

Topic 1.7 What does the brain do?

•

This topic deals with the functions of the brain. Learners will find out about the different ways in which the brain controls all functions in the body. Learners at this age are always interested in their own bodies and how they work. They find the brain particularly interesting.

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Learning objectives

• • • •

Describe the main functions of the major organs of the body. Explain how the functions of the major organs are essential. Make comparisons. Identify patterns in results and results that do not appear to fit the pattern.

• •

Curriculum links

•

In Stage 4, learners found out that the brain is protected by the skull. They revisit that knowledge in this topic.

Ideas for the lesson

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•

• •

•

The day before the lesson, cook some oatmeal or other porridge and put it in three or four zip-lock plastic bags. The porridge should be cold and set before you bring it to class. Begin the lesson by passing the bags of porridge around the class for learner to feel. Make sure the bags are properly sealed. Ask the class to describe how the substance in the bag feels. Tell them it is porridge. Then ask what body organ they think the porridge represents. Explain that our brain feels and looks very much like grey porridge. It is very soft and can easily be squashed. That’s why the brain is protected inside the skull. At this point you could talk about brain injuries. Explain that unlike other parts of the body, such as the bones, the brain is not always able to repair itself, especially if the injury is serious. Get learners to clench their fists and put them together. Each fist represents one hemisphere or half of the brain. The size of the two fists together is about the size of a human brain. Stress that brain size in humans is not related to intelligence. Explain that that the left side of the brain controls the right side of the body and vice versa. You could also talk about being ‘leftbrained’ or ‘right brained’. Left-brained people generally tend to work more with their right hand and instinctively move their right foot forward first while walking. But this may not always be true. Similarly, if you are right-brained, you will tend to use the left side of your body more. Tell learners that the left side of the brain is the side responsible for logical thought, reasoning, language and number skills. Cambridge Primary Science 2

The right side of the brain is the side responsible for creative ideas and imagination and awareness of art and music. Ask learners if they think they are left or right-brained (see Internet and ICT section for a fun quiz they could do to find out). If possible show the class a model or poster of the brain. Point out the two hemispheres as well as the three main regions of the brain and explain their functions. The cerebrum is the largest part of the brain, it has many grooves and bumps and controls our thinking, senses, memory and language. The cerebellum is found behind and below the cerebrum, it controls movement, balance and posture. The brain stem is found at the base of the brain, extending downwards, it connects the brain and spinal cord and controls vital functions such as breathing, heartbeat, body temperature and digestion. After you have discussed the functions of the different parts of the brain get learners to answer questions 1–3 in the Learner’s Book. Point out that we have many bumps and grooves on our cerebrum. The more bumps and grooves there are, the more information the cerebrum can store. Demonstrate this idea by giving learners a piece of newspaper and a square of paper about the size of a CD box. Ask them to fit the whole piece of newspaper onto the smaller square of paper. They should fold or scrunch up the newspaper. Tell them that that by folding or scrunching up the paper they could fit all the words on the newspaper page onto the small piece of paper. In the same way the brain is able to fit a lot of information into a small space. Tell learners that animal brains have the same three main parts that human brains have. The animal’s brain is bigger or smaller than ours depending on the size of the animal. At this stage learners could do Worksheet 1.7, which compares the sizes of different animals’ brains. Finish this unit by getting learners to complete Worksheet 1.7b, which summarises and links the functions of the different organs and body systems studied.

•

Internet and ICT

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http://www.cyh.com/HealthTopics/ HealthTopicDetailsKids. aspx?p=335&np=152&id=1528 has an

overview of brain structure and function for learners.

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http://www.sciencekids.co.nz/sciencefacts/ humanbody/brain.html has a useful overview

of structure and functions of the brain and medical conditions that affect it.

•

Common misunderstandings and misconceptions

•

www.ehow.com/info_7902867_human-brainkids.html gives a summary for teachers on

the structure and functions of the brain.

•

www.partsgeek.com/mmparts/parts_of_the_ brain_for_kids.html has a summary of parts

of the brain and their functions with links to puzzles and games.

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http://kidshealth.org/parent/general/body_ basics/brain_nervous_system.html#a_Things_ That_Can_Go_Wrong_With_the_Brain has

information about diseases and disorders that affect the brain.

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http://homeworktips.about.com/library/ brainquiz/bl_leftrightbrain_quiz.htm has a fun

Talk about it! Ask the class if they ever dream. Where do the dreams come from? They should say that their brain makes them dream. Get them to think about other functions controlled by the brain. The brain controls heartbeat and breathing which still carry on while we are asleep. We move in our sleep. Some people talk, or even walk, in their sleep.

quiz for learners to do to find out if they are right or left-brained.

It is a common misconception that a larger brain is equal to higher intelligence. This is not true. It was found for example, that Albert Einstein’s brain was slightly smaller than the average male human brain and as we well know, he was a genius! The brain of Neanderthals was larger than the modern human brain and our level of intelligence is much higher than theirs was.

Assessment

Hand out simple line diagrams of the human brain. Ask the learners to label the main parts. Write the names of the parts on the board. They can colour code them as follows: cerebrum – yellow; cerebellum – red; brain stem – blue. Can learners state two functions of each part? Get them to write the functions next to each the part of the brain.

Homework ideas

Differentiation

Exercise 1.7 in the Activity Book. Discuss the answers in class and allow learners to check each other’s work for peer assessment purposes.

•

Lower achieving learners may not notice in Worksheet 1.7a that brain weights given are in grams and not kilograms as with the body weights. It may help some learners do their comparisons if you convert the brain weights in the table to kilograms as follows:

•

Animal

Body weight Brain weight in kg in kg

human

1.4

dolphin

160

1.7

cat

0.030

kangaroo

0.056

elephant

4500

6.0

raccoon

0.039

owl

0.7

0.0025

baboon

0.140

Higher achieving learners should answer the Challenge questions in the Learners Book and in Worksheet 1.7.

Answers to Learner’s Book questions

a b

The brain is protected inside the skull. It is important to protect the brain because it controls everything we do. If it was injured our bodies could not function properly. a The brain sends messages to, and receives messages from, other parts of the body by means of nerves. b Your body needs to react quickly in order to keep you safe/healthy. In this case your brain makes you move fast to get out of the way of the car] Your brain allows to move so that you can pick up the phone and select the number; it lets you see what you are doing; it let’s you hear the phone ringing and your friend’s voice; it lets you talk to your friend.

Challenge Concussion is when there is small amount of damage to the brain, which makes you unconscious or makes you feel sick and have a bad headache for a short time. It is usually caused by something hitting you hard on the head. Cambridge Primary Science 2

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Answers to Activity Book exercise

Ideas for the lesson

•

a nervous system b nerves breathing heart beat a 1 b 2 c 1 d 1 e 3 The brain cannot repair itself if it badly injured. If the part of the brain that controls our ability to talk was injured/damaged, the person may not be able to talk.

2 3

•

Answers to Learner’s Book questions 1

Answers to Worksheets Worksheet 1.7

1 and 2 Animals in order of brain weight

elephant

dolphin

human

kangaroo

baboon

kangaroo

raccoon

owl

cat

owl

cat

The larger the body weight, the larger the brain weight/Brain weight increases with an increase in body weight. b The baboon. Human – divide the body weight by the brain weight. The smallest answer is the animal which has the biggest brain for its body weight.

Check your progress Learning objectives

•

Matches are as follows: heart - circulation stomach and intestines - digestion lungs - breathing kidneys - excretion brain - control a False – the heart pumps blood around the body. b true c False – your pulse rate tells you how fast your heart is beating. d true e False – the blood picks up oxygen in the lungs. a Food is pushed down the gullet into the stomach. b In the intestines the food is broken down into very small particles. c The food is mixed with digestive juices in the stomach. d Undigested food is pushed out of the body through the end of the intestines. e The food is chewed in the mouth. Correct sequence is: e, a, c, b, d. a A – lungs; B – brain; C- kidneys. b organ C (kidneys) c urine d organ B (brain) e It controls breathing. f You breathe faster. g By the ribs. h By the skull. a carbon dioxide b oxygen

Animals in order of body weight

Ask learners to answer the questions on the ‘Check your progress’ pages of the Learner’s Book (pages 00–00) and the ‘Language review’ on page 00 of the Activity Book. Worksheet 1.8 offers the opportunity to review the organs and organ systems encountered in this unit.

4 5

Review the learning for this unit.

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Answers to Activity Book exercise Language review a b c d e f g h i j

Organs inside our bodies do different jobs to keep us alive and healthy. The pumping of blood around the body is called circulation. The heat, blood vessels and blood form the circulatory system. Your pulse tells you how fast your heart is beating. The mouth, stomach and intestines carry out the process of digestion. We take air into our bodies and let air out of our bodies by breathing. Air moves from the nose, down the windpipe and into the lungs. The kidneysâ&#x20AC;&#x2122; main function is excretion. They produce a liquid called urine. A sickness that stops our bodies working properly is called a disease. The brain is part of the nervous system. It controls all our body functions.

Answers to Worksheets

Worksheet 1.8

Body organs work together to form body systems.

The lungs and windpipe are part of the breathing system, which brings oxygen gas into your body and releases carbon dioxide gas into the air.

Your heart is part of the circulatory system, which takes blood containing food and oxygen to all of the parts of your body. Blood is carried in the blood vessels. Your stomach is part of the digestive system, which is responsible for breaking down food so that your body can use it. Other parts of this system are the mouth, gullet and intestines. Your kidneys are part of the excretory system, which is responsible for removing wastes from your body in liquid called urine. Your brain and nerves form the nervous system, which controls your breathing, heartbeat, muscle movement and your senses.

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Worksheet 1.1 Label Plant body huntorgans Name: Name: ________________________

Date: Date: ________________________

Label the drawing of body organs. Use the words in the box to help you. What plants can you find outside the classroom? Label the stem, leaves and flowers then draw how the roots might look. lung kidneys heart stomach intestine brain liver Example

Small plant

flower

leaves

Another plant

Large plant

roots

stem

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