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5.2 Structure/Function 4 S cience M atters R1 Ball T Chart Type of Ball Structure Page 161

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5.2 Structure/Function 4 ❊Science Matters

R1

Ball T Chart

Type of Ball Structure

Page 161

5.2 Structure/Function 5 ❊Science Matters

R2  Why  don’t  we  use  footballs  to  play  golf?    Why  don’t  we  use  tennis  balls  to  play  basketball?    Why  don’t  we  use  handballs  to  play  golf?    Why  don’t  we  use  basketballs  to  play  baseball?    Why  don’t  we  use  golf  balls  to  play  football?    Why  don’t  we  use  tennis  balls  to  play  soccer?    Why  don’t  we  use  volleyballs  to  play  football?    Why  don’t  we  use  soccer  balls  to  play  tennis?    Why  don’t  we  use  baseballs  to  play  soccer?  

Page 162

5.3 Just Breathe 3 ❊Science Matters

Respiratory Cards R1

nose-takes in air from the atmosphere

 

trachea-transports air from the nose and mouth to the lungs

 bronchi-conducts air into the lungs

 

lungs-transports oxygen from the atmosphere into the blood stream and releases carbon dioxide back into the atmosphere

 alveoli- exchanges oxygen for carbon dioxide in the lungs

 

diaphragm- contracts and relaxes to change air pressure in the chest cavity helping to bring air in and let it out

 

Page 163

5.3 Just Breathe 4 ❊Science Matters

R2 Respiratory Puzzle

         

Page 164

5.5 You Gotta Have Heart 4 ❊Science Matters

 

WORD  BANK  Inferior  vena  cava       pulmonary  artery       aorta  Left  ventricle       right  atrium         left  atrium  Pulmonary  vein       superior  vena  cava       right  ventricle    

1  

2  

3  

7  

8  

9  

Page 165

5.6 Heart to Heart 7 ❊Science Matters

 

Page 166

5.6 Heart to Heart 8 ❊Science Matters

   

Use the words in the box to fill in the blanks. veins

arteries nutrients

capillaries away

transport oxygen energy

dark heat

circulatory lungs

carbon dioxide bright

to

blood heart

pumped intestine

atmosphere All animals need to ________________ materials around to the different parts of their body. This is the job of the ________________ system. The circulatory system consists of a liquid called _______________, a pump called the ________________ and a series of vessels called _________________ and ________________. One thing that must be transported around is a gas called _____________. Oxygen enters the blood through the ______________. It is then ____________ through the heart and around the body where it is used along with food to make ______________. The body produces another gas called _______________, which is a waste product. This gas is carried back to the heart and then to the lungs where it is released back into the _______________. The vessels that transport blood _________ from the heart are called arteries. The blood in arteries is _____________ red because it is rich in oxygen. The vessels that transport blood _______________ the heart are called veins. The blood in veins is ______________ red because it is low in oxygen. ________________ are small vessels that join the arteries and veins. _______________ from food are also transported around the body by the circulatory system. They enter the blood from the small _________________. The circulatory system also helps to regulate temperature by transporting _________________ around the body.

© 2006 www.bogglesworldesl.com

Page 167

5.8 Let’s Get Connected 4 ❊Science Matters

Prompt: Please answer this prompt in your notebook. Susie says that smoking can only damage your lungs. Jose says smoking can only damage your heart. Olivia says it can damage any part of your body. Who do you agree with? Why?

Page 168

5.9 Digestion: Chew on That! 4 ❊Science Matters

Name:

Date:

Digestion: Chew on That!

Materials Per Partner Group

• Three crackers and two Petri dishes/plates • One small bottle of iodine and dropper • Pencil

Procedure:

1. Place five drops of iodine on the cracker in the Petri dish. Record observations. 2. Take several bites of the other cracker and chew for two minutes without

swallowing. Record observations of texture and taste. 3. After two minutes, have one person spit out the chewed cracker in the empty

Petri dish and the other person spit out his/her cracker in the napkin provided. 4. Add five drops of iodine to the chewed cracker in the Petri dish. Record

observations.

Lab Chart/Observations:

Observation Chart

Cracker Observations

with iodine

chewed

chewed with iodine

1. Based on what you learned from eating a cracker, explain to your friend how it was digested:

2. I used to think digestion begins_______________. Now I know________________.

H1

Page 169

5.10 Digestive System Simulation 5 ❊Science Matters

Digestive System Model Chart H1

Structure (Organ)

Function How was the function modeled in the simulation?

Is this organ essential for digestion? Why or why not?

Page 170

5.10 Digestive System Simulation 8 ❊Science Matters

R2 Digestive System Simulation Steps

1. Build your model. 2. “Eat” (place in the mouth/sandwich bag) the banana and cracker. Slowly add the

water. 3. Close your “mouth” (you should not chew with your mouth open!) by zipping the

bag shut, and then “chew” (smash all the ingredients until no more clumps are present) in your snack.

4. Move the food to one side of the bag, toward the opening, and down the esophagus.

5. Swallow your food by squeezing the esophagus in rhythmic waves to move the food along.

6. Keep squeezing the esophagus until all of the food makes it way into the stomach.

7. From the stomach, the snack needs to pass into the small intestine. Squeeze the contents of the “stomach” into the small intestine. Place toe end of the panty hose inside the cup labeled “nutrients”. To simulate the removal of nutrients from the food, squeeze the liquid from the contents in the panty hose [Note: Removal of the liquid actually occurs in the large intestine.] into the cup.

8. Once all of the liquid has been squeezed from the food, take the panty hose out of the cup, cut the toe end of it and place it in the large intestine (knee high). Squeeze the food from the small intestine into the large intestine.

9. Once in the “large intestine” things should really be squeezed hard to remove the water into the “nutrients” cup.

10. Cut the toe end of the nylon (“the colon” – the end part of the large intestines) and squeeze the remaining solids into the paper cup (the rectum) with the slit in the bottom. Then fold the cup down to push the waste through the slit (anus) as poop.

Page 171

5.D Formative Assessment #3 2 ❊Science Matters

Name ________________________________Date _________ Imagine you are your favorite food. Today is the day you are being eaten! Please describe your journey through the digestive system in order. Include each structure you travel through and its function. Show what you know and be as creative as possible. Illustrate your journey. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 172

5.D Formative Assessment #3 3 ❊Science Matters

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Page 173

5.E Formative Assessment #4 3 ❊Science Matters

Notebook Size Body Part Cut Outs  Digestive system (mouth, esophagus, stomach, small intestine, large intestine)  

                                                     Respiratory system (trachea, lungs)  

                   Circulatory system (heart) need to draw arteries and veins  

     Excretory system (kidneys, ureters/bladder) , students need to draw urethra  

                                 

Page 174

5.E Formative Assessment #4 4 ❊Science Matters

LIFE SIZE CUT OUTS Respiratory (trachea and lungs) Trachea  

 

Page 175

5.E Formative Assessment #4 5 ❊Science Matters

Right Lung

Page 176

5.E Formative Assessment #4 6 ❊Science Matters

 Left Lung

Page 177

5.E Formative Assessment #4 7 ❊Science Matters

Digestive system (mouth/teeth, esophagus, stomach, small intestine, large intestine/anus)  

   

Page 178

5.E Formative Assessment #4 8 ❊Science Matters

Esophagus  

       

Page 179

5.E Formative Assessment #4 9 ❊Science Matters

     Stomach

Page 180

5.E Formative Assessment #4 10 ❊Science Matters

Small Intestine

 

Page 181

5.E Formative Assessment #4 11 ❊Science Matters

Large intestine

 Rectum/Anus

Page 182

5.E Formative Assessment #4 12 ❊Science Matters

Excretory (left and right kidneys, ureters, urinary bladder—students need to draw urethra)  

                                     

Right Kidney Left Kidney

Page 183

5.E Formative Assessment #4 13 ❊Science Matters  ureters  

Left Ureter Right Ureter

Page 184

5.E Formative Assessment #4 14 ❊Science Matters

 

Urinary Bladder

Page 185

5.E Formative Assessment #4 15 ❊Science Matters

Circulatory system (students need to draw arteries and veins) Heart

 

Page 186

5.15 Photosynthesis Play 5 ❊Science Matters

H1 Name

Recording Sheet

1. Record your prediction about Plant A and Plant B 2. Illustrate your prediction.

3. Compare and contrast what humans and plants need to survive.

 

Plants Humans

Page 187

5.15 Photosynthesis Play 6 ❊Science Matters

4. How did Norman make his lunch? Refer to your script if needed.

Page 188

5.15 Photosynthesis Play 7 ❊Science Matters

Photosynthesis Cards R1 Plants make food through a process called photosynthesis. In this process, they use carbon dioxide (CO2), water (H2O), and sunlight. The leaves of the plants have microscopic holes, which are known as stomata. Carbon dioxide (CO2) from the atmosphere enters the plant through these holes. The leaves also have chloroplasts that contain chlorophyll. These leaves act as solar panels to gather the sun’s energy.

At the same time, water (H2O) enters the plant through their roots. This water (H2O) travels all the way through the stem to reach the leaves. When the sunlight falls on the leaves of the plant, chlorophyll captures the energy in it, and stores it for further use.

Page 189

5.15 Photosynthesis Play 8 ❊Science Matters

This energy is eventually used to convert water (H2O) and carbon dioxide (CO2) into sugar (C6H12O6) or fuel for the plant and oxygen (O2), which is a by-product of the reaction.

The oxygen (O2) is mostly released into the atmosphere through the stomata. The plant also uses some of the O2 in its cells to make energy for the plant.

The sugar (C6H12O6) is used to feed the cells of the plant and make energy for the plant.

Page 190

5.15 Photosynthesis Play 9 ❊Science Matters

R2  

Photosynthesis Play Character Cards

Sun

Water (H2O)

Plant

Sunlight

Oxygen

(O2)

Carbon Dioxide (CO2)

Sugar

(C6H12O6)

Narrator

Page 191

5.15 Photosynthesis Play 10 ❊Science Matters

R3 Photosynthesis Play

Cast of Characters: Narrator, Sun, Sunlight, Water (H2O), Sugar (C6H12O6), Carbon Dioxide (CO2), Oxygen (O2), Norman the Plant Setting: A garden (students may pick the specific location) Narrator: There once was a handsome plant named Norman. He was green and lush. He was a happy plant with many other plant pals. But, one day he got really hungry. (Sun and sunlight stand together on one side of the room and Norman the plant stands on the other side of the room.) Norman: I am starving! My friend Bob the Human and Vanessa the Cat eat with their mouth, but do you see a mouth on this face? Nope! Narrator: Norman sure was hungry, so he lifted his leaves towards the sun. Sun: What a beautiful day! Let me shoot my rays of sunlight down upon the Earth. Sunlight: Here I come! (The sunlight moves quickly from the sun towards the plant). Norman: Mmmmm, sunlight, yummy! (Sunlight high fives Norman’s leaf (his hand). Narrator: The sunlight hits Norman’s chloroplast and his lunch has begun! Norman: I have begun to process the sunlight, but I am thirsty, too! Water come here! Water: I will travel through your roots and up your stem. (Water comes towards Norman’s roots.)

Page 192

5.15 Photosynthesis Play 11 ❊Science Matters

Norman: I have sunlight and water, now I need to suck in some carbon dioxide through my many stomata. (Norman opens his mouth for the stomata). Carbon Dioxide: Here I come from the atmosphere! (Carbon Dioxide flows towards Norman.) Narrator: The process of photosynthesis is almost complete! Now, the sunlight, water, and carbon dioxide need to perform chemical reactions to produce Norman’s lunch. (Water, Sunlight and Carbon Dioxide link arms and walk in a circle around Norman.) Norman: I am feeling a chemical reaction occurring! My lunch! My sugary lunch! (Water, Sunlight and Carbon Dioxide sit down and out runs Sugar.) Sugar: I am lunch! I can feed Norman’s cells. Don’t I look delicious? (Norman pretends to eat Sugar.) Norman: That was delicious, but now I have to take care of the oxygen I created. (Oxygen molecule comes and stands next to Norman.) Oxygen: Part of me stays in Norman to help him get energy in his cells. But most of me leaves Norman through his stomata. The good news is that I am then valuable to animals and humans. (Oxygen walks away from Norman into the atmosphere.) Narrator: As you can see, plants can make their own food through the process of photosynthesis. Thank you, Norman for demonstrating! The End!

Page 193

5.16 Photosynthesis/Cellular Respiration Cycle 6 ❊Science Matters

H1a Name____________________________________

   

Photosynthesis Cellular Respiration Record Sheet

1. Original color of BTB solution: _____________________ 2. Prediction: What will happen when carbon dioxide (CO2) is added to the solution?

___________________________________________________________________ 3. Observation: What happened when carbon dioxide (CO2) was added to the solution? ___________________________________________________________________ 4. Draw and label test tubes

Test tube #1 (with elodea) Test tube #2 (without elodea)

5. Hypothesis: If we put the test tubes into the sun, __________________________ because____________________________________________________________

Page 194

5.16 Photosynthesis/Cellular Respiration Cycle 7 ❊Science Matters

H1b 6. Observation (after one hour in sunlight):

Draw and label test tubes

Test tube #1 (with elodea) Test tube #2 (without elodea)

7. Conclusion: What do you think caused the changes in color? (keep in mind that BTB

reacts with carbon dioxide (CO2) )

8. What would happen if the elodea test tube was put in a dark closet instead of sunlight?

What color would the solution be and why?

 

Page 195