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978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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SECTION 1
The human body
General outcomes
Demonstrates an understanding of the circulatory system.
Demonstrates an understanding of the digestive system.
Develops investigative skills.
UNIT 1: The circulatory
system
LESSON 1 Parts of the circulatory system
Specific outcome
Pupil’s Book page 1
Finds out about the parts of the circulatory system and the
role each part plays.
Values, skills and attitudes
Appreciates the role that the heart plays in transporting blood
to all parts of the body.
Proposed resources
A piece of cloth to tie around arm, posters of a heart and the
circulatory system, a heart specimen of a chicken or a cow
(if possible, for dissection), materials to make a model of a
human heart.
Key words
auricles, atrium, ventricles, valves, arteries, veins, capillaries,
oxygenated, deoxygenated, aorta, carbon dioxide, oxygen
Information
The circulatory system is made up of the heart, blood vessels and
the lungs. The circulatory system circulates the blood in the body.
Crosscutting issues
Discuss how the heart can be cared for to avoid heart disease,
Discuss the need for clean air that contains enough oxygen.
for example, eating healthily, low fats, regular exercise, etc.
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Cambridge University Press
978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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Activity
Pupils may also feel their pulse or that of their friend by placing
a finger (not the thumb) on the wrist or on the lower neck.
Exercise
1. See Pupil’s Book page 2.
2. See Pupil’s Book page 3.
3. (a) arteries – thick walls
veins – thin walls
(b) oxygen
(c) walls of the capillaries
(d) heartbeat
LESSON 2 Circulation of blood in the body
Specific outcome
Pupil’s Book page 4
Understands how blood circulates in the body.
Values, skills and attitudes
Recognises the importance of blood circulation.
Proposed resources
A poster showing the circulation of blood to all parts of the body.
Key words
oxygenated, deoxygenated, carbon dioxide, oxygen, arteries, veins,
capillaries
Information
The heart is the central organ of circulation. The arteries transport
blood to all parts of the body, then back to the heart and to the
lungs to be oxygenated again.
Proposed methodology
Use the poster to show the flow of blood.
For the activity, pupils stand or sit in a circle and pass a stone
to the next person.
Crosscutting issue
Revise what you need to do when administering first aid to
Discuss how HIV/Aids is transmitted through blood.
someone who is bleeding.
8
Integrated Science Grade 6
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Cambridge University Press
978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
Excerpt
More information
Exercise
1.
2.
3.
4.
5.
See Pupil’s Book page 5.
lungs
(a) carbon dioxide (b) veins
(a) oxygen, (b) arteries
deoxygenated
Extension
1. Lungs get oxygen from the air which we breathe in.
2. Carbon dioxide is produced in the cells of the body.
LESSON 3 Blood
Specific outcomes
Pupil’s Book page 6
Investigates the composition of blood.
Discusses the functions of blood.
Understands the roles of the different parts of blood.
Values, skills and attitudes
Be careful when working with blood.
Proposed resources
A poster showing what blood is made up of.
Key words
function, plasma, red and white corpuscles, platelets, clotting
Information
Blood is made up of plasma, white and red corpuscles, and
platelets. Red blood corpuscles carry haemoglobin that mixes with
oxygen to form a bright red substance. In the presence of carbon
dioxide, haemoglobin forms a bluish colour.
Proposed methodology
Read the text and remind pupils of the composition and functions
of blood. Explain the key words.
Crosscutting issues
Discuss that the white cells can no longer fight germs in HIV
and/or Aids patients.
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Cambridge University Press
978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
Excerpt
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Activity
1. Plasma, solid cells called red and white corpuscles and
platelets.
2. See a list of functions of blood on page 7 of the Pupil’s Book.
Investigation
The blood clots on a fresh wound. This prevents germs from
entering the body.
Exercise
1. (a) different
(b) temperature
(c) solid
(d) kidneys
2. Plasma, red and white blood cells, and platelets.
3. Clotting is when blood becomes dry and hard on a
fresh wound.
4. plasma
5. Carbon dioxide is transported in the blood to the lungs and
leaves the body through the lungs.
6. white blood cells
Extension
Carbon dioxide leaves the body through the lungs when we
breathe out.
Unit assessment 1.1
1. aorta
2. (b) lungs
3. When you move fast your pulse rate and breathing
become faster.
4. Red blood cells carry oxygen to and carbon dioxide from all
parts of the body.
5. Stops the loss of blood and prevents germs from entering the
body.
6. See picture of heart on page 2 of Pupil’s Book.
7. arteries, veins and capillaries.
8. Veins carry deoxygenated blood.
Arteries carry oxygenated blood.
9. The blood on the left hand side of the heart contains oxygen.
The blood on the right hand side of the heart contains
carbon dioxide.
10. (a) contracts
(b) relaxes
10
Integrated Science Grade 6
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Cambridge University Press
978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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UNIT 2: The digestive
system
LESSON 1 The alimentary canal
Specific outcomes
Pupil’s Book page 10
Identifies the organs of the alimentary canal.
Draws and labels a diagram of the human alimentary canal.
Values, skills and attitudes
Understands how you can contribute towards your
alimentary canal operating effectively, for example, eating
roughage and drinking enough water.
Adopts healthy eating habits.
Proposed resources
Model or chart of alimentary canal.
Key words
alimentary canal, oesophagus, large intestine, small intestine,
digestive, pancreas
Information
The digestive system enables the whole body to get food nutrients.
Digestion takes place in the alimentary canal. The liver and pancreas
also play a part in digestion.
Proposed methodology
Brainstorm what is digestion. What is the alimentary canal?
Introduce the lesson as in the Pupil’s Book.
Display the chart or model during teaching.
Crosscutting issue
Discuss diseases that can affect the digestive system. Investigate
what causes these diseases. Can any of these diseases be prevented?
Exercise
1. See Pupil’s Book page 10.
2. (a) mouth
(b) anus
(c) pancreas
(d) liver
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Anna Chipenge
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Extension
The work of the digestive system is to break down food so that it
can be absorbed by the body.
LESSON 2 Digestion
Specific outcomes
Pupil’s Book page 11
Names the parts of the alimentary canal where food is
States what happens at each part of the alimentary canal.
digested.
Values, skills and attitudes
Becomes aware of the importance of chewing food properly.
Develops a habit of chewing food properly.
Proposed resources
A clearly labelled poster of the alimentary canal.
Key words
digestion, soluble, insoluble, saliva, chemical, physical,
enzymes, peristalsis, sphincter muscles, gastric juice,
hydrochloric acid, emulsifies
Information
The small intestine is the main organ of digestion. The starch,
proteins and fats are completely digested here by the pancreatic
juice from the pancreas. The bile (a greenish liquid) from the gall
bladder in the liver emulsifies fats.
Proposed methodology
Explain the route the food takes in the alimentary canal and
Explain the word enzyme and any other words pupils may be
what happens in each part.
having difficulty with.
Crosscutting issue
Discuss why it is important to wait for food to digest partly
before swimming.
Exercise
1.
2.
3.
4.
5.
12
insoluble
liver
stomach
mouth
enzymes
Integrated Science Grade 6
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Cambridge University Press
978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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Extension
Allow the pupils time to research their answers. Assist pupils who
are having difficulty.
LESSON 3 Food absorption
Specific outcome
Pupil’s Book page 13
Identifies parts of the alimentary canal where food is
absorbed.
Values, skills and attitudes
Develops cleanliness habits.
Proposed resources
Model or chart of the alimentary canal, water, a piece of foam.
Key words
absorption, nutrients, villi, defecated, egestion
Information
The digested food enters the walls of the villi by the process of
osmosis.
Proposed methodology
Brainstorm: what is absorption?
Demonstrate absorption using the water and foam.
Crosscutting issue
Where is defecation supposed to be done? Discuss the importance
of proper sanitation. (Latrines, toilets.)
Exercise
Large intestine – absorbs water
Stomach – stores food
Tongue – mixes food with saliva to swallow more easily
Small intestine – digests and absorbs food
Rectum – stores faeces
Gullet – pushes food down by contracting and relaxing
Pancreas – produces pancreatic juices
Liver – produces bile
Extension
1. Chewing your food properly makes digestion easier.
2. Eating plenty of fresh fruits helps to avoid constipation.
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978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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LESSON 4 Clean food
Specific outcome
Pupil’s Book page 15
Explains the importance of eating clean food.
Values, skills and attitudes
Develops clean habits.
Proposed resources
A chart showing a kitchen set up, a model kitchen with assorted
utensils showing different care, a real kitchen.
Key words
contamination, perishable, utensils, germs
Information
Never eat food that is old or smells bad because it has a lot of
bacteria that may affect the intestines.
Proposed methodology
Take a field trip to a nearby kitchen, or use a chart or a model
kitchen for learners to do the activity. Emphasise how food can be
kept clean.
Crosscutting issue
Talk about people’s right to clean water. Who is responsible for
ensuring that everyone has clean running water?
Investigation
Ways in which food is kept clean in the home: covering food,
washing hands when preparing food, keeping utensils and work
surfaces clean.
Extension
Diseases like cholera and dysentery affect the digestive system
when contaminated food is consumed. Be especially wary of
drinking contaminated water.
14
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978-0-521-70092-4 - Integrated Science New Zambia Basic Education Course Grade 6 Teacher’s Guide
Anna Chipenge
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Pupil’s Book page 16
Unit assessment 1.2
1. small intestine
2. stomach
3. (a) mouth
(b) stomach
4. liver
5. alimentary canal
6. stomach and small intestine
7. physical
8. diseases
9. (a) a long tube that runs from the mouth to the anus which
digests and absorbs food.
(b) the passing out of faeces
(c) the contraction and relaxation of muscles in the gullet.
10. absorption
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