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R1
Ball T Chart
Type of Ball
5.2 Structure/Function
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Structure
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R2 Why don’t we use footballs to play golf? Why don’t we use tennis balls to play basketball? Why don’t we use handballs to play golf? Why don’t we use basketballs to play baseball? Why don’t we use golf balls to play football? Why don’t we use tennis balls to play soccer? Why don’t we use volleyballs to play football? Why don’t we use soccer balls to play tennis? Why don’t we use baseballs to play soccer? 5.2 Structure/Function
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Respiratory Cards
R1
trachea-transports air
from the nose and mouth
to the lungs
nose-takes in air from
the atmosphere
lungs-transports oxygen from
the atmosphere into the
blood stream and releases
carbon dioxide back into the
atmosphere
bronchi-conducts air
into the lungs
diaphragm- contracts and
relaxes to change air
pressure in the chest
cavity helping to bring
air in and let it out
alveoli- exchanges
oxygen for carbon
dioxide in the lungs
5.3 Just Breathe
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R2
Respiratory Puzzle
5.3 Just Breathe
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1 2 7 3 8 9 Inferior vena cava Left ventricle Pulmonary vein 5.5 You Gotta Have Heart
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WORD BANK pulmonary artery right atrium superior vena cava aorta left atrium right ventricle 4
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5.6 Heart to Heart
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Use the words in the box to fill in the blanks.
veins
transport
circulatory
arteries
oxygen
lungs
nutrients
energy
carbon dioxide
capillaries
dark
bright
away
heat
to
blood
heart
pumped
intestine
atmosphere
All animals need to ________________ materials around to the different
parts of their body. This is the job of the ________________ system. The
circulatory system consists of a liquid called _______________, a pump
called the ________________ and a series of vessels called
_________________ and ________________.
One thing that must be transported around is a gas called _____________.
Oxygen enters the blood through the ______________. It is then
____________ through the heart and around the body where it is used
along with food to make ______________. The body produces another gas
called _______________, which is a waste product. This gas is carried
back to the heart and then to the lungs where it is released back into the
_______________.
The vessels that transport blood _________ from the heart are called
arteries. The blood in arteries is _____________ red because it is rich in
oxygen. The vessels that transport blood _______________ the heart are
called veins. The blood in veins is ______________ red because it is low in
oxygen. ________________ are small vessels that join the arteries and
veins.
_______________ from food are also transported around the body by the
circulatory system. They enter the blood from the small
_________________. The circulatory system also helps to regulate
temperature by transporting _________________ around the body.
© 2006 www.bogglesworldesl.com
5.6 Heart to Heart
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Prompt:
Please answer this prompt in your notebook.
Susie says that smoking can only damage your
lungs.
Jose says smoking can only damage your heart.
Olivia says it can damage any part of your body.
Who do you agree with? Why?
5.8 Let’s Get Connected
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H1
Name:
Date:
Digestion: Chew on That!
Materials Per Partner Group
•
Three crackers and two Petri dishes/plates
•
One small bottle of iodine and dropper
•
Pencil
Procedure:
1. Place five drops of iodine on the cracker in the Petri dish. Record observations.
2. Take several bites of the other cracker and chew for two minutes without
swallowing. Record observations of texture and taste.
3. After two minutes, have one person spit out the chewed cracker in the empty
Petri dish and the other person spit out his/her cracker in the napkin provided.
4. Add five drops of iodine to the chewed cracker in the Petri dish. Record
observations.
Lab Chart/Observations:
Observation Chart
Cracker
Observations
with iodine
chewed
chewed with iodine
1. Based on what you learned from eating a cracker, explain to your friend how it was
digested:
2. I used to think digestion begins_______________. Now I know________________.
5.9 Digestion: Chew on That!
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Digestive System Model Chart
Structure
Function
(Organ)
5.10 Digestive System Simulation
❊S c ienc e M a t t ers
How was the
function modeled
in the simulation?
H1
Is this organ
essential for
digestion? Why or
why not?
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R2
Digestive System Simulation Steps
1. Build your model.
2. “Eat” (place in the mouth/sandwich bag) the banana and cracker. Slowly add the
water.
3. Close your “mouth” (you should not chew with your mouth open!) by zipping the
bag shut, and then “chew” (smash all the ingredients until no more clumps are
present) in your snack.
4. Move the food to one side of the bag, toward the opening, and down the
esophagus.
5. Swallow your food by squeezing the esophagus in rhythmic waves to move the
food along.
6. Keep squeezing the esophagus until all of the food makes it way into the
stomach.
7. From the stomach, the snack needs to pass into the small intestine. Squeeze
the contents of the “stomach” into the small intestine. Place toe end of the panty
hose inside the cup labeled “nutrients”. To simulate the removal of nutrients from
the food, squeeze the liquid from the contents in the panty hose [Note: Removal
of the liquid actually occurs in the large intestine.] into the cup.
8. Once all of the liquid has been squeezed from the food, take the panty hose out
of the cup, cut the toe end of it and place it in the large intestine (knee high).
Squeeze the food from the small intestine into the large intestine.
9. Once in the “large intestine” things should really be squeezed hard to remove the
water into the “nutrients” cup.
10. Cut the toe end of the nylon (“the colon” – the end part of the large intestines)
and squeeze the remaining solids into the paper cup (the rectum) with the slit in
the bottom. Then fold the cup down to push the waste through the slit (anus) as
poop.
5.10 Digestive System Simulation
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Name ________________________________Date _________
Imagine you are your favorite food. Today is the day you are
being eaten! Please describe your journey through the digestive
system in order. Include each structure you travel through and its
function. Show what you know and be as creative as possible.
Illustrate your journey.
________________________________
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5.D Formative Assessment #3
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5.D Formative Assessment #3
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Notebook Size Body Part Cut Outs
Digestive system (mouth, esophagus, stomach, small intestine, large intestine)
Respiratory system (trachea, lungs)
Circulatory system (heart) need to draw arteries and veins
Excretory system (kidneys, ureters/bladder) , students need to draw urethra
5.E Formative Assessment #4
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LIFE SIZE CUT OUTS
Respiratory (trachea and lungs)
Trachea
5.E Formative Assessment #4
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Right Lung
5.E Formative Assessment #4
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Left Lung
5.E Formative Assessment #4
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Digestive system (mouth/teeth, esophagus, stomach, small intestine, large intestine/anus)
5.E Formative Assessment #4
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Esophagus
5.E Formative Assessment #4
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Stomach
5.E Formative Assessment #4
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Small Intestine
5.E Formative Assessment #4
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Large
intestine
Rectum/Anus
5.E Formative Assessment #4
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Excretory (left and right kidneys, ureters, urinary bladder—students need to draw urethra)
Right Kidney
5.E Formative Assessment #4
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Left Kidney
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Right Ureter
Left Ureter
5.E Formative Assessment #4
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ureters
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Urinary Bladder
5.E Formative Assessment #4
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Circulatory system (students need to draw arteries and veins)
Heart
5.E Formative Assessment #4
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H1
Name
Recording Sheet
1. Record your prediction about Plant A and Plant B
2. Illustrate your prediction.
3. Compare and contrast what humans and plants need to survive.
Plants
5.15 Photosynthesis Play
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Humans
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4. How did Norman make his lunch? Refer to your script if needed.
5.15 Photosynthesis Play
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Photosynthesis Cards
R1
Plants make food through a process called
photosynthesis.
In this process, they use carbon dioxide
(CO2), water (H2O), and sunlight.
The leaves of the plants have microscopic
holes, which are known as stomata.
Carbon dioxide (CO2) from the atmosphere
enters the plant through these holes.
The leaves also have chloroplasts that
contain chlorophyll. These leaves act as
solar panels to gather the sun’s energy.
At the same time, water (H2O) enters the
plant through their roots.
This water (H2O) travels all the way
through the stem to reach the leaves.
When the sunlight falls on the leaves of the
plant, chlorophyll captures the energy in it,
and stores it for further use.
5.15 Photosynthesis Play
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This energy is eventually used to convert
water (H2O) and carbon dioxide (CO2) into
sugar (C6H12O6) or fuel for the plant and
oxygen (O2), which is a by-product of the
reaction.
The oxygen (O2) is mostly released into the
atmosphere through the stomata. The
plant also uses some of the O2 in its cells to
make energy for the plant.
The sugar (C6H12O6) is used to feed the
cells of the plant and make energy for the
plant.
5.15 Photosynthesis Play
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R2 Photosynthesis Play Character Cards
Sun
Water
(H2O)
Plant
Sunlight
Oxygen
(O2)
Carbon
Dioxide
(CO2)
Sugar
(C6H12O6)
5.15 Photosynthesis Play
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Narrator
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R3
Photosynthesis Play
Cast of Characters:
Narrator, Sun, Sunlight, Water (H2O), Sugar (C6H12O6), Carbon Dioxide
(CO2), Oxygen (O2), Norman the Plant
Setting:
A garden (students may pick the specific location)
Narrator: There once was a handsome plant named Norman. He was
green and lush. He was a happy plant with many other plant pals. But,
one day he got really hungry. (Sun and sunlight stand together on one side
of the room and Norman the plant stands on the other side of the room.)
Norman: I am starving! My friend Bob the Human and Vanessa the Cat
eat with their mouth, but do you see a mouth on this face? Nope!
Narrator: Norman sure was hungry, so he lifted his leaves towards the
sun.
Sun: What a beautiful day! Let me shoot my rays of sunlight down upon
the Earth.
Sunlight: Here I come! (The sunlight moves quickly from the sun towards
the plant).
Norman: Mmmmm, sunlight, yummy! (Sunlight high fives Norman’s leaf
(his hand).
Narrator: The sunlight hits Norman’s chloroplast and his lunch has begun!
Norman: I have begun to process the sunlight, but I am thirsty, too! Water
come here!
Water: I will travel through your roots and up your stem. (Water comes
towards Norman’s roots.)
5.15 Photosynthesis Play
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Norman: I have sunlight and water, now I need to suck in some carbon
dioxide through my many stomata. (Norman opens his mouth for the
stomata).
Carbon Dioxide: Here I come from the atmosphere! (Carbon Dioxide flows
towards Norman.)
Narrator: The process of photosynthesis is almost complete! Now, the
sunlight, water, and carbon dioxide need to perform chemical reactions to
produce Norman’s lunch. (Water, Sunlight and Carbon Dioxide link arms
and walk in a circle around Norman.)
Norman: I am feeling a chemical reaction occurring! My lunch! My sugary
lunch! (Water, Sunlight and Carbon Dioxide sit down and out runs Sugar.)
Sugar: I am lunch! I can feed Norman’s cells. Don’t I look delicious?
(Norman pretends to eat Sugar.)
Norman: That was delicious, but now I have to take care of the oxygen I
created. (Oxygen molecule comes and stands next to Norman.)
Oxygen: Part of me stays in Norman to help him get energy in his cells.
But most of me leaves Norman through his stomata. The good news is that
I am then valuable to animals and humans. (Oxygen walks away from
Norman into the atmosphere.)
Narrator: As you can see, plants can make their own food through the
process of photosynthesis. Thank you, Norman for demonstrating!
The End!
5.15 Photosynthesis Play
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H1a
Name____________________________________
Photosynthesis Cellular Respiration Record Sheet
1.
Original color of BTB solution: _____________________
2.
Prediction: What will happen when carbon dioxide (CO2) is added to the solution?
___________________________________________________________________
3.
Observation: What happened when carbon dioxide (CO2) was added to the solution?
___________________________________________________________________
4.
Draw and label test tubes
Test tube #1 (with elodea)
5.
Test tube #2 (without elodea)
Hypothesis: If we put the test tubes into the sun, __________________________
because____________________________________________________________
5.16 Photosynthesis/Cellular Respiration Cycle
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H1b
6. Observation (after one hour in sunlight):
Draw and label test tubes
Test tube #1 (with elodea)
Test tube #2 (without elodea)
7.
Conclusion: What do you think caused the changes in color? (keep in mind that BTB
reacts with carbon dioxide (CO2) )
8.
What would happen if the elodea test tube was put in a dark closet instead of sunlight?
What color would the solution be and why?
5.16 Photosynthesis/Cellular Respiration Cycle
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