Download 2012 Alston Publishing House Pte Ltd Science SMART Teacher`s

© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Lesson Plans
Chapter 1: Body Systems: Circulatory and Respiratory
Total number of periods: 14 periods
Overview of Lesson Plans
Why Do We Need Air? (2 periods)
Lesson
Specific Instructional Objectives
1.1
Pupils should:
know living things need oxygen to survive
know the constituents of air
understand the differences of inhaled and exhaled air
Cambridge Primary Scientific Enquiry
Skills
Make a variety of relevant observations
and measurements using simple
apparatus correctly. (Eo1)
Process Skills
Observing
Comparing
Inferring
21st Century Skills
Use systems thinking
Number of
Periods
2
Make comparisons. (Eo4)
Suggest and evaluate explanations for
predictions using scientific knowledge
and understanding and communicate
these clearly to others. (Eo8)
What Makes Up Our Respiratory System and What Is Its Function? (4 periods)
Lesson
Specific Instructional Objectives
Cambridge Primary Scientific Enquiry
Skills
1.2
Pupils should:
Make a variety of relevant observations
understand the function and structure of the respiratory and measurements using simple
system
apparatus correctly. (Eo1)
Make comparisons. (Eo4)
Suggest and evaluate explanations for
predictions using scientific knowledge
and understanding and communicate
these clearly to others. (Eo8)
Process Skills
Observing
Comparing
Analysing
Predicting
Inferring
21st Century Skills
Make judgements and
decisions
Use systems thinking
Reason effectively
Collaborate with others
Number of
Periods
4
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
What Makes Up Our Circulatory System and What Is Its Function? (6 periods)
Lesson
Specific Instructional Objectives
Cambridge Primary Scientific Enquiry
Skills
1.3
Pupils should:
Make a variety of relevant observations
understand the function and structure of the circulatory and measurements using simple
system
apparatus correctly. (Eo1)
Suggest and evaluate explanations for
predictions using scientific knowledge
and understanding and communicate
these clearly to others. (Eo8)
Process Skills
21st Century Skills
Observing
Analysing
Contrasting
Comparing
Organising
Communicating
Apply technology
effectively
Make judgements and
decisions
Use systems thinking
Work independently
Be self-directed learners
Collaborate with others
Process Skills
21st Century Skills
Number of
Periods
6
Make comparisons. (Eo4)
What If Our Respiratory and Circulatory Systems Break Down? (2 periods)
Lesson
Specific Instructional Objectives
Cambridge Primary Scientific Enquiry
Skills
1.4
Pupils should:
Suggest and evaluate explanations for
know some examples of respiratory and circulatory
predictions using scientific knowledge
diseases
and understanding and communicate
these clearly to others. (Eo8)
Make a variety of relevant observations
and measurements using simple
apparatus correctly. (Eo1)
Make comparisons. (Eo4)
Analysing
Communicating
Observing
Comparing
Solve problems
Reason effectively
Health literacy
Communicate clearly
Apply technology
effectively
Number of
Periods
2
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Main Lesson Plans
Lesson 1.1
BSCS 5E
Lesson Notes
Background: Our body system is made up of a group of organs that work together to perform certain functions. Pupils have
learnt in Grade 5 Chapter 2: Body Systems: Skeletal-Muscular, Digestive and Nervous about skeletal, muscular, digestive and
nervous systems in our body. This chapter will focus on the circulatory and respiratory systems.
Resources
The respiratory system allows oxygen to enter the body from the air and carbon dioxide to leave the body into the air. The
circulatory system transports substances throughout the body. Pupils will learn how these two systems work together to keep
us alive, as well as the functions of the respective organs that make up each system.
Engage:
Questions are
raised to generate
pupils’ curiosity
Chapter opener
Activity: Use the scene in the opener to ask pupils:
 Smarty has no organs inside his chest. What about us? (Answer: We have organs inside our chest.)
 Do you know what organs we have inside our chest? (Answer: Accept all possible answers, e.g. heart, lungs.)
Then, get pupils to put their hand on the left side of their chest.
Ask pupils:
 What can you feel? (Answer: I can feel my heart beating.)
 Do you know what causes this to happen? (Answer: The heart beats when it pumps blood.)
Next, get pupils to take a deep breath, and then breathe out slowly.
Ask pupils:
 How does your chest move when you breathe? (Answer: My chest expands when I breathe in and contracts when I
breathe out.)
 Why does your chest move this way? (Answer: This is due to air entering and leaving the lungs.)
Explain that:
 Unlike Smarty, humans have two important organs inside the chest. They are the heart and lungs. These organs are
responsible for circulatory and respiratory functions respectively.
Textbook page 1
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Process Skill: Observing
What’s in This Chapter?, What Will I Learn?
Emphasise to pupils what their learning journey will be like for this chapter.
 The respiratory system comprises the nose, windpipe and lungs.
 The circulatory system comprises the heart, blood and blood vessels.
Textbook page 2
Teaching Tip: Trace the path of the mind map by reading out loud.
Evaluate:
Pupils’ prior
knowledge is
assessed
Why Do We Need Air?
Teaching Tips:
1. Recap with pupils that living things need air to carry out life processes.
Ask pupils:
 What life processes make use of gases in the air? What gas is used in each process? (Answer: Living things use oxygen
from the air to produce energy during respiration. Plants make use of carbon dioxide from the air to carry out
photosynthesis for producing food.)
 Can living things survive without air? (Answer: No, living things cannot get energy without oxygen from the air. Plants
cannot photosynthesise without carbon dioxide from the air.)
 How do different living things get air? (Answer: Mammals, birds and reptiles breathe through their lungs. Fish get air from
water through their gills. Amphibians can breathe through their skin. Plants get air through the tiny openings (stomata) in
their leaves.)
Explain that:
 All living things need air to survive.
2.
Explain:
Explanation is
given to introduce
the concept
Introduce the composition of air.
Explain that:
 Air is not made up of a single gas. It is a mixture of many gases.
 Air is mainly nitrogen and oxygen, with trace amounts of other gases such as carbon dioxide, water vapour, carbon
monoxide and helium.
Common Misconceptions: Pupils may think that air and oxygen are the same thing. This is incorrect. Air is not made up of a
single gas alone. It is made up of a mixture of gases, and oxygen is not the only component.
Textbook page 3
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Although oxygen and carbon dioxide are important for living things, they are not the most abundant gases in air. The most
abundant gas in air is nitrogen.
Explore:
Pupils experience
new concepts
Activities:
1. Carry out Experiment Time! to investigate if exhaled air contains carbon dioxide. First, explain to pupils about the
property of limewater. It changes from colourless to cloudy when it comes into contact with carbon dioxide. Then, ask
pupils to blow air into the limewater and observe the change it undergoes. Guide pupils to answer the questions based on
their observations.
2. Next, get pupils to breathe out slowly on their hands. They should feel the air is warm and moist. This demonstrates that
exhaled air is warmer and contains more water vapour than the air around us.
Textbook pages 4—5
Ask pupils:
 Why is exhaled air warmer as compared to the air around us? (Answer: Our body temperature is about 37 oC, which is
warmer than room temperature. Therefore, air is warmed up when it enters our body.)
 Why does exhaled air contain more water vapour as compared to the air around us? (Answer: The respiratory tract in our
body is moist. The water from the respiratory tract evaporates and moistens the inhaled air.
Process Skills: Observing, Comparing, Inferring
21st Century Skill: Use systems thinking
Elaborate:
Pupils apply
experimental skills
to test the new
findings
Teaching Tip: More experiments can be carried out to test the exhaled air for these properties. To prove that exhaled air is
warm, ask pupils to breathe out on a thermometer and observe the temperature change. To prove that exhaled air is moist,
blow on a mirror and test the mirror with a dry piece of cobalt chloride paper. The paper will change from blue to pink when
water is present.
Workbook pages 1—2
Activity 1: Breathe In,
Breathe Out!
Consolidation
Worksheet 1
© 2012 Alston Publishing House Pte Ltd
Lesson 1.2
BSCS 5E
Engage:
Pupils make
predictions on new
concept
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Lesson Notes
What Makes Up Our Respiratory System and What Is Its Function?
Teaching Tip: Use a model of the human respiratory system to introduce the organs involved to pupils. Ask pupils to predict
where the air enters the body and how it travels through the respiratory system. Follow the route of the inhaled air and
explain that:
 The respiratory system is made up of organs that help us to breathe. It consists of the nose, windpipe, lungs and
diaphragm.
 The nose is the entrance and exit of the air. It directs the air to the windpipe. The windpipe is a tube that allows the
passage of air from the nose and mouth to the lungs and vice versa.
 The lungs are made up of many tiny air sacs with a large surface area that allows the exchange of gases to take place
efficiently. An interesting fact is that if all the air ways and air sacs in the lungs were laid flat on a surface, they would
cover an area larger than a tennis court!
Resources
Textbook pages 5—6
Ask pupils:
 What gas from the air is needed for respiration? What gas is produced during respiration? (Answer: Oxygen is needed for
respiration and carbon dioxide is produced during this process.)
 Based on your answer to the first question, what gases are exchanged in the air sacs? (Answer: There is an exchange of
oxygen and carbon dioxide in the air sacs. Oxygen from the air enters the blood through blood vessels that surround the
air sacs. Carbon dioxide in the blood enters the air sacs and leaves the body when we exhale.)
 When it comes to the exchange of gases, what are the advantages of having numerous tiny air sacs in the lungs as
compared to having a few large air sacs? (Answer: Numerous tiny air sacs will have a larger surface area than a few huge
air sacs. A large surface area is necessary for the exchange of gases to take place efficiently.)
Explain:
Pupils are
encouraged to
explain the
concept in their
own words
Elaborate:
Teaching Tip: Explain the steps involved in inhalation to pupils. Then, ask pupils to try to describe what happens when we
exhale. Exhalation is the reverse of inhalation. You may provide some key words such as ‘relax’, ‘contract’, ‘downwards’ and
‘inwards’ to guide pupils along. The correct steps of exhalation are:
Step 1: Our diaphragm relaxes and returns to its upside down ‘U’ shape.
Step 2: Our ribcage moves downwards and inwards.
Step 3: Our chest cavity becomes smaller, causing our lungs to contract.
Step 4: This causes the air to rush out from our lungs through our windpipe and exit through the nose.
Textbook page 7
Help pupils visualise the entire process by showing them a video which shows what happens to the lungs when we breathe.
URL 1.1
Common Misconceptions: Breathing and respiration are not the same. Breathing is a physical process that causes air to enter
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Pupils develop a
clearer
understanding
when
misconceptions are
clarified
or leave the lungs. Respiration is a chemical process in which oxygen and sugar are converted into energy in our body.
Evaluate:
Pupils’
understanding is
assessed through a
discussion
Teaching Tips:
1. Ask pupils to discuss the difference between breathing and respiration.
2. In Grade 5 Chapter 2: Body Systems: Skeletal-Muscular, Digestive and Nervous, pupils have learnt about the oesophagus.
Ask pupils to discuss the differences between the oesophagus and the windpipe.
The oesophagus and windpipe are two different organs although they are both connected to the nose and mouth. The
oesophagus is an organ of the digestive system that joins the mouth to the stomach. On the other hand, the windpipe is an
organ of the respiratory system that connects the nose and mouth to the lungs.
Ask pupils:
 Why does food not enter the windpipe when we swallow? (Answer: There is a flap of tissue or cartilage called the
epiglottis at the back of the throat. When we swallow, the epiglottis moves down, acting like a closed door to prevent
food from entering the windpipe and passing into the lungs. Instead, the food is directed into the oesophagus and into the
stomach. When we breathe, the epiglottis moves up so that it no longer blocks the pathway to the windpipe. Now, air can
enter the windpipe and move into the lungs.)
Explore:
Pupils test their
predictions in the
activity
Activity: To ensure that pupils can identify the positions of known major organs, get pupils to try out Workbook Activity 2 to
position the organs of the respiratory system. Ask pupils to describe their respective functions.
Get pupils to discuss what would happen if any of the organs of the respiratory system are removed. You can demonstrate
what the results would be like by using the model in Workbook Activity 2.
Workbook pages 3—5
Activity 2: Put Me in the
Correct Place!
Workbook page 7
Activity 3: Rubber Lungs
Process Skills: Observing, Comparing, Analysing, Predicting
21st Century Skills: Make judgements and decisions; Use systems thinking
Workbook pages 13—14
Worksheet 2: We Need
Air!
Consolidation
Worksheet 2
Activity: Carry out Discover More! to solve the murder mystery using the clues provided. Get pupils to discuss in groups and
brainstorm logical possibilities that could have led to Jamie’s death.
Textbook page 8
URL 1.2
© 2012 Alston Publishing House Pte Ltd
Process Skills: Observing, Inferring
21st Century Skills: Reason effectively; Collaborate with others
Internet links for Lesson 1.2
URL 1.1:
Video of breathing process
http://www.youtube.com/watch?v=GiFzg1Ek-_E
URL 1.2:
Bamboo pole murder mystery (corresponds with Internet Link 1.1 in Textbook)
http://www.braingle.com/brainteasers/16038/bamboo-pole.html
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
© 2012 Alston Publishing House Pte Ltd
Lesson 1.3
BSCS 5E
Engage:
Pupils create a link
between new
concept and prior
knowledge
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Lesson Notes
What Makes Up Our Circulatory System and What Is Its Function?
Teaching Tips:
1. Ask pupils how the cells in all parts of the body get oxygen for respiration. Guide pupils in coming to a conclusion that
there must be a transporting system to carry oxygen (and other substances such as digested food) to all parts of the body,
and this is the circulatory system.
Resources
Textbook pages 8—9
Explain that:
 Blood delivers substances such as oxygen and nutrients to all parts of the body and transports waste substances such
as carbon dioxide away.
 Blood is transported through blood vessels.
 Blood does not flow on its own. It needs a heart to pump it to all parts of the body through the blood vessels.
 Our heart, blood and blood vessels make up our circulatory system.
Tell pupils that they can see some blood vessels when they pull down their eyelids and feel their heart beating when they
place their hand on the upper left part of their chest.
Explain:
An analogy is used
for better
explanation of a
new concept
2.
3.
Explain and describe to pupils how the circulatory system works and the path of blood circulation. You may use an
analogy to facilitate pupils’ understanding of how blood circulation works, e.g. imagine blood as a train. A train (blood) full
of passengers (oxygen) departs from the terminal (the lungs). The train runs on a railway (blood vessel) and is accelerated
by the motor (pumping action of the heart). It takes passengers to stations (cells) around the city (body). At each station,
there are original passengers (oxygen) alighting and new passengers (carbon dioxide) boarding the train. Eventually the
train returns to the terminal and all passengers leave the train. The train is then ready for the next round of operation
(circulation of blood).
Show pupils a video which depicts blood circulation so pupils can see how blood flows through the body.
The heart
Explain that:
 The role of the heart is to pump blood to all parts of the body. The heart beats throughout our life.
 The heart can be divided into the right and left sides. The right side receives deoxygenated blood from all parts of the
body and pumps it to the lungs. Then, the left side receives the oxygen-rich blood from the lungs and pumps it to all parts
of the body.
Ask pupils:
URL 1.3
Textbook page 10
Workbook page 8
Activity 4: Our
Hardworking Heart
© 2012 Alston Publishing House Pte Ltd

Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Why is the heart divided into the right and left sides? (Answer: It is divided into two sides to prevent the mixing of oxygenrich blood from the lungs and deoxygenated blood from all parts of the body.)
Teaching Tip: Dissect the heart of a cow or pig to show pupils the cross-section of a heart.
Explore:
Pupils learn
through
observation
Activity: Ask pupils to jog on the spot for 1—2 minutes and describe how their heartbeat changes.
Explain that:
 The heart beats faster when you exercise so that it pumps more blood to the muscles for producing more energy.
Process Skill: Observing
Activity: Carry out Discover More! to find out how our heart rate varies during exercise.
Process Skill: Analysing
21st Century Skill: Apply technology effectively
Blood vessels
Explain that:
 There are three types of blood vessels. They are the arteries, veins and capillaries.
 Arteries branch into successively smaller vessels and eventually give rise to capillaries. Capillaries fuse again to form
veins.
Ask pupils:
 What would happen if there were a blockage in the blood vessels? (Answer: The blockage would limit the flow of blood to
the corresponding organ. The cells may die from lack of oxygen and the organ’s functions will be affected, e.g. the
blockage of arteries in the brain can cause a stroke.)
Explain that:
 Arteries are blood vessels that transport blood away from the heart.
 Arteries have thick walls.
 All arteries carry oxygen-rich blood from the heart to the rest of the body, except the artery that carries deoxygenated
blood from the heart to the lungs.
Textbook page 11
URL 1.4
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Ask pupils:
 Why do arteries have thick walls? (Answer: Blood flows at a high pressure in the arteries as the blood is being directly
pumped by the heart. Therefore, the arteries need to have thick walls to withstand the high pressure.)
Explain that:
 Veins collect blood from the body and transport it back to the heart.
 The blood in veins is filled with carbon dioxide, except the vein that carries oxygen-rich blood from the lungs to the heart.
Explain that:
 Capillaries are a network of small and thin-walled vessels that allows the exchange of materials between blood and cells.
Elaborate:
Pupils think deeper
by comparing
differences
Textbook page 12
Ask pupils:
 Capillaries are highly-branched. What is the advantage of this branched structure? (Answer: This can increase the surface
area for the efficient exchange of substances.)
 Why do capillaries have thin walls? (Answer: The capillary wall is only one cell thick. They are thin so that substances are
able to pass through the walls.)
 What substances are exchanged between the blood and the cells? (Answer: Oxygen, digested food and water are passed
from the blood to the cells. The cells pass carbon dioxide and waste to the blood.)
Activity: Ask each pupil to construct a table to show the differences between arteries, veins and capillaries. Pupils may
compare various aspects such as their functions, the respective thickness of the vessel walls, blood content and blood
pressure.
Process Skills: Comparing, Contrasting, Organising
21st Century Skills: Use systems thinking; Work independently
Blood
Explain that:
 Blood is a red-coloured fluid. It is the carrier of gases (oxygen and carbon dioxide) and other substances such as nutrients
and wastes in our body.
 It contains a substance known as haemoglobin that appears bright red when oxygen is present. This is why blood rich in
oxygen appears bright red. On the other hand, blood lacking in oxygen is dark red.
Project Idea: Divide pupils into groups of four or five to carry out Discover More! Besides the transportation of substances,
URL 1.5
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
blood has many other functions in our body such as the defence of the body against diseases and the regulation of body
temperature. Do an Internet search to find out more about the functions of blood. In particular, search for the definitions of
these terms: ‘white blood cells’, ‘platelets’ and ‘plasma’.
Process Skill: Analysing
21st Century Skills: Be self-directed learners; Collaborate with others
Evaluate:
Pupils’
understanding is
checked through
an activity
Activity: Ask pupils to locate the position of the heart in a human body diagram or model. Then, get them to use a redcoloured pen to trace the circulatory path of blood through the whole body. The path traced should form a network and go
through all parts of the body including the lungs, heart, limbs, head and other major organs they have learnt about, such as
the stomach and intestines.
Process Skills: Organising, Analysing
21st Century Skill: Use systems thinking
Activity: Carry out Build Your Skills! with the class. Ask pupils to interpret the graph showing Rita’s heart rate and the
relationship between Rita’s heart rate and the activities she carries out.
Ask pupils:
 Why does our heart rate increase during exercise? (Answer: Heart rate increases when the body requires oxygen for
producing energy, such as during exercise.)
 What happens to our heart rate after exercise? Why? (Answer: Our heart rate decreases after exercise and returns to its
original rate. This is because the body does not need the extra supply of oxygen anymore.)
Process Skills: Analysing, Communicating
21st Century Skill: Make judgements and decisions
Internet links for Lesson 1.3
URL 1.3:
Video of blood circulation
http://www.youtube.com/watch?v=ABTvNR59K5Q
Workbook pages 9—11
Activity 5: Pulse Rate and
Breathing Rate!
Textbook page 13
Consolidation
Worksheet 3
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
URL 1.4:
Why the heart rate increases during exercise (corresponds with Internet Link 1.2 in Textbook)
http://www.strangequestions.com/question/696/Why-does-your-heart-rate-increase-when-exercising.html
URL 1.5:
More functions of blood (corresponds with Internet Link 1.3 in Textbook)
http://idahoptv.org/dialogue4kids/season4/blood/facts.cfm
© 2012 Alston Publishing House Pte Ltd
Lesson 1.4
BSCS 5E
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Lesson Notes
What If Our Respiratory and Circulatory Systems Break Down?
Teaching Tip: When pupils learn about a disease, it is important to find out its causes, symptoms and treatments. As you go
through the text, ask pupils to highlight these three aspects with different colours.
Resources
Textbook page 14
Arteriosclerosis (Hardening of arteries)
Ask pupils:
 What are the causes of arteriosclerosis? (Answer: The main causes are a high-fat diet, obesity, diabetes, smoking and high
blood pressure. These factors may lead to the formation of plaque that cause the arteries to narrow.)
 What are the symptoms of arteriosclerosis? (Answer: The patient may suffer from chest pains, breathlessness or even
heart attack and stroke.)
Textbook pages 14—15
Treatment of arteriosclerosis
Ask pupils:
 What are the treatments for arteriosclerosis? (Answer: Taking medication can to control the condition. The best way is to
adopt a healthy lifestyle to reduce the risk of getting arteriosclerosis in the first place.)
Elaborate:
Pupils apply prior
knowledge in new
situation
Explain:
Pupils learn
reasoning when
solving questions
Activity: Get pupils to discuss the following situation. Rita’s grandfather is suffering from arteriosclerosis. His doctor advised
him to do moderate exercise regularly, but avoid doing strenuous exercise.
Ask pupils:
 Why should Rita’s grandfather do moderate exercise regularly? (Answer: Regular moderate exercise can help reduce the
risk factors for arteriosclerosis, such as high cholesterol level, high blood pressure, obesity and diabetes.)
 Why should Rita’s grandfather avoid doing strenuous exercise? (Answer: The blockage of arteries decreases the supply of
oxygen to the heart muscles. Therefore, he may suffer from a heart attack when he has a greater demand for oxygen
during exercise.)
Process Skill: Analysing
21st Century Skills: Solve problems; Reason effectively
Asthma
Ask pupils:
 What are the causes of asthma? (Answer: Asthma can be triggered by tobacco smoke, house dust mites in bedding and
Workbook page 12
Worksheet 1: Blood
Work
Textbook page 16
© 2012 Alston Publishing House Pte Ltd

Explore:
Pupils discover
new idea through
direct experiencing
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
carpets and even pollen grains. The airway is narrowed by mucus and contraction of muscles within the breathing passage
when asthma is triggered.)
What are the symptoms of asthma? (Answer: The symptoms are shortness of breath, difficulty in speaking and change in
lip colour.)
Activity: Help pupils to experience what an asthma attack might feel like. Give each pupil a toilet paper tube and a narrow
straw. First, ask pupils to hold the toilet paper tube to their mouth and breathe through it. Then, ask them to breathe through
the straw. Ask pupils how they feel when they breathe through the two different tubes. Explain that patients with asthma
may feel like they are breathing through a straw during an attack.
Process Skills: Observing, Comparing
21st Century Skill: Health literacy
Treatment of asthma
Ask pupils:
 What are the treatments for asthma? (Answer: There are medicines to reduce the swelling and mucus production in
the airways of the lungs and to dilate the bronchial tubes. As a result, air can move in and out of the lungs more
easily, thus allowing the mucus produced to be coughed up more easily.)
Engage:
Pupils are given
opportunity to
share their
experience
Textbook page 17
Activity: Ask if there are any pupils in the class suffering from asthma. Ask them to share with the class how they feel during
an asthma attack, how asthma affects their daily life and how it can be treated.
Process Skill: Communicating
21st Century Skills: Health literacy; Communicate clearly
Activity: Let pupils know that asthma and arteriosclerosis are not the only examples of respiratory and circulatory illnesses.
Divide pupils into groups and have them carry out Discover More! to find out more about other ailments or diseases of the
respiratory and circulatory systems. Each group can share their findings with the class.
Process Skill: Communicating
21st Century Skill: Apply technology effectively
Consolidation
Worksheet 4
Fun and Games
Exam Practice
© 2012 Alston Publishing House Pte Ltd
Science SMART Teacher’s Guide Grade 6 Chapter 1 Lesson Plans
Wrap up the chapter with the following:
Talk It Out
Teaching Tip: Read the new words out loud and have pupils repeat each word after you so they can learn to pronounce the
words correctly. Then, have pupils pair up to test each other on the meaning of the words.
Textbook page 18
Map It Out
Teaching Tip: Go through the concepts with pupils after finishing the chapter. Trace the path of the mind map by reading out
loud. You may wish to draw the map as you speak.
 Our body systems include the respiratory system and circulatory system.
 The respiratory system comprises the nose, windpipe and lungs.
 The respiratory system works together with the diaphragm, which is part of the muscular system.
 The circulatory system comprises the heart, blood and blood vessels.
 Blood vessels can be divided into three types: arteries, veins and capillaries.
Textbook page 19
Work It Out
Go through the worked example with pupils. Read the hint when answering part ‘b’.
Process Skill: Analysing
Evaluate:
Pupils apply what
they have learnt to
solve a problem
Science @ Work
Teaching Tip: To boost pupils’ reading and speaking confidence, have pupils take turns reading the passage, e.g. each pupil
could read one paragraph. Encourage pupils to read with enthusiasm and emotion.
Background: Pupils have learnt that the heart is an organ of the circulatory system that pumps oxygen-rich blood to all parts
of the body. This ensures that all the cells in the body receive sufficient oxygen for respiration to occur. In people with
arrhythmia, a lack of oxygen could give rise to illnesses and even cause death in more serious cases.
21st Century Skill: Health literacy
Textbook page 20