Download Respiration, Circulation and Excretion

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Notes
Respiration, Circulation
and Excretion
L O O K A N D C O M PA R E
1. Compare the picture and
photograph above. What are the
people doing? What differences
do you notice?
THINK AND EXPLAIN
● What does the astronaut need to
be able to breathe on the moon?
2. Describe the scuba diver’s
equipment. What are the fins
for? Why does he have tanks on
his back?
3. Which of the two divers will
be able to stay underwater
longer? Explain your answer.
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Look and Compare
In pairs, have students look at the photograph and picture and answer the
questions. Have some pairs report their answers to the class. Ask students
how long most people can hold their breaths (about one minute).
Think and Explain
In pairs, have students look at the picture and say what equipment the
astronaut is using and why.
Answer Key
Look and Compare: Sample answers: 1. The people are swimming underwater. One of
them has breathing equipment and a suit to keep warm. 2. The scuba diver is wearing
a wet suit and tanks. There is a tube leading from each tank to the mouthpiece. The fins
help him or her swim faster. The tanks provide him or her with oxygen for breathing.
3. The scuba diver will be able to stay underwater longer because he or she is
breathing oxygen from the tank. The other diver has to hold his breath.
Think and Explain: • Sample answer: A special suit with a helmet, gloves and air tanks.
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1. Respiration
1. Respiration
Questions
1. What is respiration?
Concept
Respiration and respiratory organs.
2. Which organs make up
the respiratory system?
3. How do we breathe?
Vocabulary
Exhalation, exhale, expel, helmet,
inhalation, inhale, lung, nostril,
respiration, respiratory system, rib,
tank, trachea.
Expressing Concepts
It is impossible to breathe on the moon because
there is no air. Space suits have a special helmet
and air tanks that allow the astronauts to breathe.
This lesson may be used to review
the following language:
Comparatives
The Respiratory System
The air that you breathe through your
nose is cleaner when it reaches your
lungs than the air that you breathe
through your mouth.
People need to breathe. We use the organs of the
respiratory system to breathe.
nostrils
trachea
nose
• The nostrils are in the head. The nose links
the nostrils to the exterior of the body.
• The trachea is a tube inside the neck.
left lung
(internal view)
right lung
(external view)
Focus on Science
• Each of the lungs is shaped like a bag. The
lungs are in the chest and are protected by
the rib cage.
The heart is between the lungs, a little closer to
the left lung. As a result, the left lung is a little
smaller than the right lung.
Oxygen in the Air
Materials: 2 glass jars and 2 small
candles (per pair); matches.
Preparation: Mark half of the jars A
and the other half B.
Divide the class into pairs and
distribute the candles and jars—one
jar A and one jar B per pair. Have
students (one from each pair) exhale
through their mouths into jar A for a
minute, inhaling through their noses.
Light the candles during this minute.
Have the other student of each pair
make sure they are burning evenly.
Have each pair place jar A and jar B
over the candles at the same time.
Tell students to record what happens
(the candle under jar A should
extinguish more quickly).
Ask students if the air that we inhale
is the same as the air that we exhale
(no, there is less oxygen in exhaled
air). Explain that a flame requires
oxygen to burn. Jar B contained the
same proportion of oxygen as there is
in the air. Jar A contained less
oxygen because their lungs had
absorbed some of it.
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ribs
lungs
The Respiratory System
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The Respiratory System
Ask students to put their hands in front of their noses and breathe out.
Then ask Where does the air that you can feel on your hand come from? Is it
warm or cold? Is it dry or humid?
Ask What places don’t have air? (E.g., under water, on the moon.) Have
students look at the astronaut’s space suit. Point out that it is sealed and
covers the whole body.
Ask students to look at The Respiratory System diagram and locate the
different parts in their own bodies.
Have students read the text and answer Questions 1 and 2. Explain that
the word respiration refers to the exchange of carbon dioxide and oxygen
that occurs in the lungs: oxygen enters the bloodstream and carbon
dioxide is released from the blood into the air.
How We Breathe
Ask students to study the diagrams of inhalation and exhalation. Have them
place their hands on their chests and notice how the ribs rise as the lungs fill
with air during inhalation and fall as air leaves the lungs during exhalation.
How We Breathe
Language Skills: Speaking
Your body makes two movements to breathe,
inhalation and exhalation.
• Inhalation occurs when air enters the lungs.
When you inhale, air enters through the nose
and mouth, travels down the trachea and fills
the lungs. The lungs expand and swell.
We’re the Respiratory System
In groups of five, have students act
out how we breathe. Assign students
the roles of nostrils (two), trachea
and lungs (two). Have each group
introduce themselves and describe
what roles they play:
• Exhalation occurs when air exits the lungs. The
lungs contract and expel the air through the
nose and mouth.
Humans can breathe through their noses
and mouths. The air that you breathe through
your nose is cleaner, warmer and more humid
when it reaches your lungs than the air that you
breathe through your mouth. The nostrils have
little hairs that catch dust in the air you breathe.
The lungs fill with air when you inhale.
Whole group: We’re the respiratory
system.
Nostrils: We’re the nostrils. During
inhalation and exhalation, air passes
through us. We have hairs that catch
dust. We make the air warm and
humid.
Activities
Trachea: I’m the trachea. I’m a tube
inside the neck. Air travels through
me as it passes in and out of the
lungs.
KEY WORDS
1
Complete the sentences with the key words.
inhalation
exhalation
• Air enters the lungs during
• Air exits the lungs during
2
.
Copy the picture of the respiratory system.
Label the parts.
Explain the following:
• The left lung is slightly smaller than
the right.
• The chest swells during inhalation.
4
Lungs: We’re the lungs. During
inhalation, air enters us through the
trachea and we expand and swell …
.
EXPLAIN
3
The lungs expel air when you exhale.
Why is it better to breathe through the nose
than through the mouth?
Explore
Breathing Rate
• Do you breathe faster when you
are reading or when you are
running?
Cross-Curricular Connection
• Make a list of situations in which
you breathe very fast.
Environmental Education:
Pollution
• Why do we sometimes breathe
very fast?
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Have students read the text and answer Question 3 out loud. In pairs,
have them do the Activities. Check answers with the class.
Materials: Construction paper
(1 large sheet), colored pencils.
Explain that we need to breathe
clean, fresh air to be healthy. Discuss
air pollution, its sources and how it
can be reduced. Mention:
• conserving electrical energy
Activities
• carpooling
Answer Key: 1 • inhalation. • exhalation. 2 See diagram on page 30 of the Student’s
Book. 3 • As the heart is located left of center of the chest, the left lung has less space
and so is slightly smaller. • The chest swells as the lungs fill with air. 4 Because the
air is cleaner (hairs in the nose catch dust in the air), warmer and more humid.
• riding a bike, walking or taking the
bus instead of driving
• not making unnecessary trips
• using solar panels
Explore: Breathing Rate
Explain that when we exercise, are frightened or have received a sudden
shock, we breathe faster. In these situations, we need more oxygen in
order to prepare our muscles for a possible response.
In small groups, have students discuss and answer the questions. Have
groups report their answers to the class.
Answer Key: • You breathe faster when you are running. • Sample answers: You
breathe very fast when you are running, when you are playing sports and when you
are frightened. • We sometimes breathe very fast because our bodies need extra
oxygen to carry out activities.
• regulating industry
Ask students how their families
contribute to pollution and what
they could do to change.
Give students the construction paper
and have them make a class list of
things they can do to lower air
pollution. Have them illustrate each
point with a drawing. Display the
poster in the classroom.
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2. Circulation
2. Circulation
Questions
1. What is the purpose of blood
circulation?
Concept
Circulation and circulatory organs.
2. Which organs make up the
circulatory system?
Vocabulary
Artery, blood, blood vessel, circulation,
circulatory system, oxygen, pulse, vein.
3. What does the heart do?
Heart
direction of
blood flow
The Whole
Body
Lungs
Heart
Expressing Concepts
Diagram of Blood Circulation
Blood and Circulation
This lesson may be used to review
the following language:
Our blood takes the substances we need to all parts
of the body so that they function properly.
Blood also collects waste products along the way.
Relative pronoun that
The movement of blood through our bodies is
called circulation.
Blood vessels are tubes that transport
your blood.
The heart is the organ that pumps
blood throughout the body.
heart
The circulatory system is responsible for circulation.
This system is made up of the heart and blood
vessels.
Focus on Science
Blood vessels are tubes that transport your blood
throughout your body. There are two types of
blood vessels: veins and arteries.
Exercise and the Heart
• Veins carry blood to the heart from the rest of
the body.
arteries
Materials: Stopwatches (1 per
group), jump ropes.
veins
Divide the class into groups and
assign a station to each. Ask students
to take and record their pulse rates
prior to and after each activity. Have
them carry out each activity for one
minute, take a one-minute rest and
then change stations.
Ask How did your pulse change after
doing an activity? Which activity
changed your pulse the most? Why
does the pulse increase? (Our muscles
need more oxygen and nutrients in
order to function when we exercise. The
blood carries the oxygen and nutrients
our muscles need. The heart pumps
blood faster to get more oxygen and
nutrients to our muscles.)
• Arteries carry blood from the heart to the rest
of the body.
The heart is the organ that pumps blood
throughout the body. Every time the heart beats,
it pumps blood. Then the blood flows through
the arteries to the rest of the body. The heart
never gets tired. It beats more than 100,000
times a day.
Set up a fitness circuit with five or six
stations in the schoolyard. Activities
could include jumping rope, sprints,
push-ups, sit-ups, jumping jacks,
leapfrog and bench steps.
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The Circulatory System
Some Veins and Arteries in the
Human Body
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Blood and Circulation
Ask Does your heart ever stop beating? What does the heart do when we
sleep? What does the heart do when we exercise?
Have students look at the diagram of the human body. Ask them where the
heart is (on the left-hand side of the chest). Tell students that the size of a
person’s heart is approximately the size of his or her closed fist. Explain
that in anatomical diagrams, arteries are usually shown in red and veins in
blue. Point out that this diagram is simplified: there are arteries and veins
throughout the body, since all the organs need blood.
Ask students to read the text and answer Question 1 out loud.
The Circulatory System
Ask students to look at the Diagram of Blood Circulation. Ask What happens
to the blood when it passes through the blood vessels of the lungs? (It exchanges
carbon dioxide for oxygen.) Where does it go next? (Back to the heart.) What
does the heart do then? (It pumps the oxygen-rich blood to the whole body.)
Explain that the heart is a muscle. When the heart contracts, the blood
inside it is pumped out; when the heart relaxes, it fills up with blood.
Explore
vein
artery
Your Pulse
Language Skills: Writing
You can take your pulse to find out
how fast your heart beats.
muscle
Look at the picture. To take your
pulse, place two fingers on the inside
of your wrist, under your thumb.
Circulation Text
In pairs, have students draw sketches
of blood circulation. Ask them to
model them on the Diagram of Blood
Circulation in their books, but to use
organs, a body and blood vessels in
place of the boxes.
Each time the heart beats, you feel
a movement in these veins.
External View of the Heart
Ask each student to write a paragraph
underneath his or her sketch detailing
how and why blood circulates around
the body.
Take your pulse and observe.
• How many times a minute does
your heart beat?
Activities
KEY WORDS
1
Complete the sentences with the words in
the box.
heart
blood vessels
• The
Cross-Curricular Connection
• Run a little. Take your pulse
again. How many times does
your heart beat now?
Art: Taking Care of Our Hearts
• When does your heart beat faster?
In small groups, have students make
posters titled Taking Care of Our
Hearts. Tell them to illustrate the
following ideas and others with
drawings:
blood
are tubes that
carry blood.
• The
takes oxygen and
• exercise regularly
nourishment to all parts of the body.
• The
• follow a healthy diet, eating sweet
pumps the blood.
or fatty foods in moderation
EXPLAIN
2
Which sentences are true? Why?
• use little salt
• Blood circulation is continuous.
• do not smoke or drink alcohol
• Blood circulation stops when we sleep.
• see the doctor when necessary
• Blood circulation stops when we eat.
Display posters around the school.
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Worksheet 5
Clarify that when blood passes through the blood vessels of the lungs, it
collects oxygen, and when it passes through blood vessels of the intestines,
it collects nutrients. Both are then transported all over the body and used
in the cells for energy and other needs such as growth. Have students read
the text and answer Questions 2 and 3. Have some students report their
answers to the class.
In small groups, have students do the Activities.
Activities
Fitness Activities
Preparation: Photocopy page 130
(1 per student).
Answer Key: Sample answers:
1. 30 per minute. 2. 30 per minute.
3. 40 per minute. 4. 25 per minute.
5. 20 per minute. 6. 20 per minute.
Answer Key: 1 • blood vessels. • blood. • heart. 2 The first sentence is true. The heart
never stops pumping blood, and blood continuously circulates. If the heart stopped, our
bodies would not receive the substances they need or be able to eliminate waste products.
Explore: Your Pulse
Have students answer the questions and compare their results in pairs.
Explain that an adult’s heart beats 60–80 times a minute. When we
exercise, the pulse rate increases and can reach up to 200 beats a minute.
Answer key: Sample answers: • It beats 70 times a minute. • It now beats 130 times a
minute. • It beats faster after exercise.
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3. Excretion
3. Excretion
Questions
1. What is excretion?
Concepts
Excretion and excretory organs. Urine
and sweat.
2. Which organs make up
the excretory system?
3. What is urine?
internal
view
of a kidney
4. What is sweat?
Vocabulary
Accumulate, bladder, eliminate, excretion,
excretory system, gland, kidney, perspire,
skin, sweat, ureter, urine.
external
view of a
kidney
ureters carry urine
from the kidneys
to the bladder
blood
vessels
bladder
Expressing Concepts
urine outlet
This lesson may be used to review
the following language:
The Excretory System
Superlatives
How We Eliminate Waste Products
from Our Blood
The kidneys are the most important
organs in this system.
Which of the following produces the
most sweat?
kidney
kidney
The elimination of waste is called excretion. The
excretory system and the skin are responsible
for excretion.
Focus on Science
The Excretory System
Kidney Function
bladder
Materials: Glass or plastic jars (1 per
student), water, red food coloring,
sand, filter paper.
Ask them what they think the water
in the jar and the sand in the filter
represent (the water that passes
through the filter paper represents
clean blood, and the sand in the filter
paper represents the waste products
filtered from the blood).
The excretory system is in the abdominal area.
Some parts of it are behind the intestines and
other parts are below the intestines.
The kidneys are the most important organs
in this system. Their job is to clean the blood.
Urine is the liquid formed by the kidneys after
cleaning the blood.
Tell students that they are going to
see how kidneys function in the
excretory system.
In pairs, have students mix a small
amount of water with the food
coloring and sand in a jar. Ask them
to pour the mixture through the
filter paper into the other jar and
record what happens. Explain that
the mixture represents the blood
and the filter paper the kidneys.
The blood collects all the waste products in your
body. There are organs that constantly clean the
blood so waste products do not accumulate.
Urine is stored in the bladder and then eliminated
from the body.
Location of the Excretory System
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How We Eliminate Waste Products from Our Blood
Have students look at the Location of the Excretory System diagram and
locate the different organs in their own bodies. Explain that the intestines
are in front of the kidneys, and are excluded from the diagram.
Have students read the text and answer Question 1. Explain that all our
blood passes through and is cleaned by the kidneys. These organs never
stop working, even while we are sleeping.
The Excretory System
In pairs, have students read the text and answer Questions 2 and 3. Have
individual students read out their answers.
Sweat Helps Purify the Blood
Have students describe the sweat glands in the diagram on page 36 (they
are in the deepest part of the skin; they are globular in shape with a duct
that ends in a pore on the surface of the skin). Then have students read
the text and answer Question 4. Ask them to check their answers in pairs.
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FOTO
Language Skills: Reading
Nouns and Verbs
Draw the following chart on the
board and have students copy it in
their notebooks:
Noun
Verb
perspiration
sweat
excrete
urinate
exercise
When we exercise, we sweat more.
When it is very hot, we sweat more.
elimination
Have students read the text again and
complete the chart. Ask them to make
sentences with some of the words.
Invite some students to write their
sentences on the board.
Sweat Helps Purify the Blood
The skin is also very important for excretion. There
are glands beneath the skin that help clean the
blood. The waste products are eliminated as sweat.
Some parts of your body produce more sweat
than others. For example, your head and your
armpits sweat more than your back or your legs.
Explore
Perspiration
Activities
KEY WORDS
1
Make a sentence with each pair of words.
• excretory system, skin
• kidneys, blood
• urine, sweat
EXPLAIN
2
Cross-Curricular Connection
• Do all parts of the body produce
the same amount of sweat?
Health Education:
Kidney Transplants
• Which of the following produces
the most sweat: the palms of the
hands, thighs, feet, head, armpits,
abdomen, ears?
• Do we perspire more when it is
very hot or when it is very cold?
Can sweat keep us cool when it
is hot?
Could we live without kidneys?
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Explain that urine and sweat carry waste products out of our bodies. Both
are mostly made up of water. The amount of urine and the amount of
sweat are related: if we sweat a lot, we urinate less, and if we do not sweat
much, we urinate more. When sweat evaporates, it cools the body. This is
why we sweat more on hot days and while exercising.
In groups, have students do the Activities. Check answers with the class.
Activities
Answer Key: Sample answers: 1 •The excretory system and the skin are responsible
for excretion. • The kidneys eliminate waste products from the blood. • Urine and
sweat carry waste products. 2 No. Without kidneys, waste products would accumulate
in our bodies and eventually cause death.
Explain that kidneys are essential to
life. Sometimes, because of health
problems such as diabetes or high
blood pressure, kidneys have to be
replaced. Kidney transplants are
common transplant operations that
have saved the lives of many people.
Since humans can get by with only
one kidney, one family member
sometimes donates a kidney to
another whose kidneys are impaired.
The transplanted organ may also
come from a corpse. Many people
register as organ donors so their
organs can be used for transplants
after their deaths. Ask students if
anyone they know is a registered
organ donor and whether they think
it is a good idea or not.
Explore: Perspiration
In small groups, have students answer the questions. Explain that more
sweat is produced in the palms, thighs, feet, head and armpits. In the
muscles, ears and abdomen, only a small quantity of sweat is produced.
Answer Key: • No, some parts of the body sweat more. • The armpits produce the
most sweat. • We perspire more when it is very hot. Yes, it can.
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HEALTH EDUCATION
Skin
Skin
The Parts of the Skin
Concepts
Structure and function of skin.
Skin care.
hair
pores
Your entire body is covered by skin. All areas
of the human body have skin.
surface
layer
The skin has an internal layer, which you
cannot see. It also has a surface layer in
contact with the air. You shed this surface
skin constantly and new skin replaces it.
Vocabulary
Internal layer, pigment, pore, sunscreen,
surface layer, sweat gland, tactile nerve,
touch.
• There are various elements on the surface
of the skin, such as hair and pores. You
eliminate sweat through your pores.
• There are small blood vessels in the
internal layer of the skin. Sweat glands
and tactile nerves are also there. Sweat
glands produce sweat and tactile nerves
give you a sense of touch.
Materials
Sponge, string, pencil, rock,
cellophane, shoe (per six students).
internal
layer
blood
vessels
Expressing Concepts
Internal and Surface Layers of the Skin
What Skin Does
This lesson may be used to review
the following language:
The skin has several functions, all very
important. Some of these functions are:
Can
• It protects us from the sun’s rays.
The skin filters sunlight and prevents
it from harming the body.
The skin can be many different shades
and colors.
It can be pale, ruddy, brown, black,
dark, sallow, etc.
• It prevents us from losing water.
Thanks to the skin, the body does not
dry out.
• Our sense of touch is in the skin.
Because there are tactile nerves in the
skin, we can feel the things that are
around us. Our sense of touch tells us
if an object is rough or smooth, hot or
cold, sharp or blunt, etc.
Focus on Science
• The skin plays a role in excretion by
producing sweat.
Touch Sensitivity
Materials: Sandpaper (10 different
grades), blindfolds.
Preparation: Cut sandpaper into 5-cm
squares and number the squares 1–10,
from the smoothest to the roughest.
Make one set per group.
Divide the class into small groups and
give each group a set of sandpaper
squares. Have groups mix up their
squares and place them rough side up.
Tell them to blindfold one of their
members and have that student line
up the squares of sandpaper in order
from the smoothest to the roughest,
using his or her fingertips. Have
groups record the results. Have each
member of the groups try the
experiment.
Ask groups to report their results to
the class. Ask if the results would
have been the same if they had
sorted the pieces using the sense
of touch in their elbows (no, the
fingertips have more nerve endings
than other parts of the skin).
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sweat
gland
The sense of touch is well developed in babies.
They use their hands to explore objects and to
relate to adults.
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The Parts of the Skin
Have students look at the diagram and read the text. Then ask them to do
Activities 1 and 2. Check answers with the class.
What Skin Does
Explain that the skin is the largest organ of the body. It is a crucial organ,
since it carries out various vital functions. Write this question on the board:
What functions does the skin have? Have students read the text, underline
the answers and check their answers in pairs. Have them write the function
of each part of the skin on their pictures from Activity 1. Add that the skin
is also a good indicator of the general state of health of the body.
In small groups, have students discuss and complete Activity 3.
Skin Care
Have students say what can damage the skin and write their ideas on the
board. Have them read the text and check their answers. Explain that in
many countries the incidence of skin cancer has risen in recent decades
and caution that a single bad sunburn can increase the risk dramatically.
Discover
Skin Color
Skin Care
You should bathe regularly to keep your skin
healthy. A shower washes away sweat. If sweat
accumulates, it smells bad and can irritate your skin.
You should protect your skin with sunscreen
when you are in the sun. Sunscreen contains
substances that filter the sun’s rays. Your skin
may burn if you are in the sun for too long, or if
you do not use sunscreen.
If you get burned by the sun often over the years,
you can do serious damage to your skin.
Language Skills: Speaking
The skin can be many different
shades and colors. It can be
pale, ruddy, brown, black, dark,
sallow, etc.
Avoiding Sunburn
The reason for this wide variety of
color is very simple. There are dark
substances, or pigments, in the
superficial layer of the skin. If there
is a lot of pigment, the skin will
be dark. If there is only a little
pigment, the skin will be light.
1
Materials: Paper (1 sheet per group).
In groups, have students discuss and
make lists of what they should do to
protect their skin from the harmful
rays of the sun (UVA and UVB rays):
Don’t expose your skin to the sun for
long periods of time. Avoid sunbathing
from 11:00 A.M. to 3:00 P.M. Use
sunscreen. Know your skin type. Wear
clothing: caps and T-shirts.
2
Activities
1
Copy the picture of the skin in your notebook.
Label the parts.
2
Copy and complete the chart below.
3
Have groups exchange lists and add
things not mentioned on the lists
they receive. Repeat until all the
groups have seen all the lists. Discuss
answers with the class.
4
The Skin
has
layer
where there are
where there are
3
What sensations can we feel through our
skin? Make a list.
4
Imagine that you are blindfolded. What can
you tell about the following objects by
touching them?
• sponge
Cross-Curricular Connection
layer
• Look at the photographs. Describe
the children using a table. Write
these headings along the top of
the table: skin color, hair color
and eye color.
Social Studies:
Skin Color and Climate
Materials: Map of the world.
• rock
• string
• cellophane
• pencil
• shoe
37
Activities
Have students do Activity 4 in groups of six. Distribute materials. Have
one member of each group feel and describe one of the objects while the
other members jot down his or her responses. Have groups report their
answers to the class. Make a class list of the adjectives used.
Answer Key: 1 See diagram on page 36 of the Student’s Book. 2 a surface; hairs and
pores. an internal; blood vessels, sweat glands and tactile nerves. 3 Sample answer:
pain, temperature, texture, humidity, pressure. 4 • Sample answers: sponge: dry/wet,
soft, porous, rough, light. • string: long, flexible, thin, light. • pencil: long, thin, hard,
smooth, sharp end. • rock: heavy, hard, smooth/rough, cold. • cellophane: smooth,
thin, flexible. • shoe: flexible, smooth/rough, soft/hard.
Discover: Skin Color
In pairs, have students read the text and do the activity. Explain that the
pigment in the skin is called melanin.
Answer Key: • Sample answer: Skin color: 1. Ruddy. 2. Dark. 3. Pale. 4. Pale. Hair
color: 1. Red. 2. Dark brown. 3. Blond. 4. Black. Eye color: 1. Blue. 2. Dark brown. 3.
Blue. 4. Light brown.
Attach map to the board. Have
students look at the photographs of
the children in their books. Then ask
individual students to come to the
board and indicate where the people
might be from. Relate the climate of
those places to the children’s skin
color. Discuss how more
pigmentation in the skin (melanin)
helps to protect the skin from
sunburn in hot places.
Worksheet 6
Where are they?
Preparation: Photocopy page 131
(1 per student).
Answer Key: 1. 1—black; 2—brown;
3—green; 4—red; 5—yellow; 6—red;
7—green; 8—yellow; 9—blue; 10—
red. 2. 1. Esophagus. 2. Liver. 3.
Stomach. 4. Small intestine. 5. Large
intestine. 6. Kidneys. 7. Bladder. 8.
Trachea. 9. Lungs. 10. Heart.
47
Activities
REMEMBER
Activities
1
Label the drawings.
Reinforcement Activities
1
Pulse Rates
3
4
Have students take their pulses for a
minute and record the results. Repeat
the procedure several times
throughout the day and week.
Compare the results and point out
that pulse rates are not always the
same, but vary throughout the day
and also depend on what we do.
2
6
7
5
No Smoking Area
Discuss places where you must not
smoke and the rights of nonsmokers.
Fill in the Gaps
system
Write the following sentences on the
board. Have students copy them and
fill in the gaps with these words:
2 Explain the differences between:
• kidneys and bladder.
inhalation exhalation arteries
veins blood excretion sweat
• The skin is an organ of
because it produces
system
3
• nostrils and trachea.
• heart and blood vessels.
Complete the chart.
Blood Vessels
Types
.
Function
• Blood circulates through the
and
.
SYNTHESIZE
• The heart pumps the
throughout the body.
• During
with air.
, the lungs fill
• During
lungs.
, air leaves the
Assessment 3
Organs of the Human Body
Preparation: Photocopy page 49
(1 per student).
Answer Key: 1—Heart; 2—Blood
vessels; 3—Blood vessels; 4—Mouth;
5—Esophagus; 6—Stomach; 7—Liver;
8—Pancreas; 9—Large intestine;
10—Small intestine; 11—Anus;
12—Nostrils; 13—Nose; 14—Trachea;
15—Lung; 16—Kidney; 17—Bladder;
18—Urine outlet; 19—Ureter;
20—Blood vessels.
Which of these processes do we carry out continuously, even while we sleep?
• digestion
• respiration
• blood circulation
• excretion
APPLY
5
Answer Key: • excretion; sweat.
• arteries; veins. • blood. • inhalation.
• exhalation.
48
4
What is a blood transfusion? Why is a blood transfusion sometimes necessary?
38
Have students do the Activities individually. Encourage them to look back
in the unit for information they do not remember. Help them with research
for Activity 5. When students have finished, have them check their
answers with a partner. Then check answers with the class.
Answer Key: 1 1—nostrils; 2—trachea; 3—lung; respiratory. 4—kidney; 5—bladder;
6—blood vessel; 7—ureter; excretory. 2 • The kidneys filter the blood and the bladder
collects urine. • The nostrils are in the head. The trachea is a tube in the neck. • The
heart pumps blood throughout the body. The blood vessels carry the blood. 3 Types:
Arteries; Veins. Function: Carry the blood from the heart; Carry the blood to the heart.
4 Respiration, blood circulation and excretion. Digestion is carried out after we eat or
drink something. 5 A blood transfusion is an injection of blood into a person’s veins. A
transfusion is necessary when someone loses a lot of blood, because of an accident or
a surgical operation, or because of certain diseases.
Assessment 3
Name:
Date:
Organs of the Human Body
4
5
1
Look at the diagrams. Match
the numbers of the organs
with their names. (10 points)
Heart
Ureter
6
7
Nostrils
Bladder
8
Small intestine
Stomach
Blood vessels
3
2
10
9
Lung
Esophagus
11
Blood vessels
Trachea
Mouth
Digestive System
Circulatory System
Pancreas
Kidney
12
Liver
13
16
14
15
Large intestine
Anus
Blood vessels
Nose
20
17
Urine outlet
18
19
Respiratory System
PHOTOCOPIABLE
Excretory System
Science 3 © 2003 Santillana Educación, S. L./Richmond Publishing
49