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© 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