Global Thinkers: Natural Science 5. Primary (demo)

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LET’S DO SCIENCE!

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WHAT ARE LIVING BEINGS MADE UP OF?

SDG

CONTENTS • • • • • •

Looking for answers to questions.

Finding information.

Designing experiments.

Interpreting data from an experiment.

Sharing the results of a research.

Looking for solutions to problems.

• • • • • •

What are living beings?

Cells and organisation.

The vital functions.

The classification of living beings.

What are plants?

The classification of plants.

Quality education

Good health and well-being

TERM REVIEW

36 PAGE

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HUMAN BEINGS

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HEALTH

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• • • • • •

Nutrition function and the digestive system.

Breathing and the respiratory system.

Circulatory system and excretion.

The senses.

The nervous and skeletal system.

Reproduction function and reproductive system.

• • • • • •

Health and illness. Infectious illnesses.

Non-infectious diseases.

The prevention of disease.

Medicine and treatments.

Scientific advances and health.

Research and medicines.

Zero hunger

Good health and well-being

TERM REVIEW

80 PAGE

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82 PAGE

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118 PAGE

SUSTAINABLE AND NONPOLLUTING ENERGY

• • • • • • • •

What is matter?

Measuring mass and volume.

Properties and uses of matter.

How to calculate density.

Man-made materials.

Energy and types of energy.

Physical changes and forces.

Energy sources.

CREATING PROJECTS

• • • • • •

How do you start a project?

Projects: think, design and draw.

Projects: plan and build.

Projects: check and present.

Let’s create some projects!

Let’s make a video game!

Affordable and clean energy

Industry, innovation and infrastructure

TERM REVIEW

THE WORLD AND... YOU! • LEARNING SITUATION

SPECIFIC COMPETENCES

In The World and... you! students learn the importance of science in the world.

2.3; 2.4; 5.1; 5.3; 8.1

In The World and... you! students learn that it is everyone’s responsibility to take care of the environment around us and treat it with respect and in doing so we also protect outselves and others.

2.2; 2.3; 5.3; 6.1; 9.1

INTERDISCIPLINARY PROJECT

In The World and... you! students learn the importance of a healthy diet and how some people don’t have access to this important right.

2.1; 2.2; 2.3; 5.1; 6.1

In The World and... you! students learn the importance of healthy eating and using packaging that is responsible towards the environment.

1.1; 2.1; 2.2; 5.1; 9.2

INTERDISCIPLINARY PROJECT

In The World and... you! students learn how density works and how to test it through an experiment. Also, how density works in nature.

2.5; 7.1; 7.2; 9.1; 9.3

In The World and... you! students learn the correct way in which to carry out a project and how to recycle different objects.

2.3; 7.1; 7.2; 8.2; 9.1

INTERDISCIPLINARY PROJECT

GLOBAL RESOURCES

2 WHAT ARE LIVING

3

BEINGS MADE UP OF?

My objectives are: • To learn the internal organisation of living beings.

• To differentiate animal cells and plant cells.

• To study the structure of living beings and differentiate between cells, tissues, organs and systems.

• To identify the main characteristics and functions of each part of the structure.

• To remember the vital functions of living beings.

• To classify living things.

• To learn the parts of a plant.

Scientific research has helped us in many ways.

Such as creating medicines and vaccines that help us stay healthy.

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Watch and lea rn

!

• What scientific experiments have you done ? What types of things can you find in a forest environm ent?

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Listen and read the following text.

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All living beings are amazing. Life is amazing! Every living being starts with a single cell, which joins together with another one to form a tissue, these join together to form an organ, which join together to form a system, and finally they all make an organism.

Just like you and your classmates. Nobody can do everything but with cooperation and teamwork, any goal is possible, and you can enrich each other’s lives and learning.

There are different living beings everywhere. Some of them are fixed to the ground with roots, others can fly, like a butterfly, other aquatic animals, like a dolphin, swims around all day, and others, like giraffes or humans, walk on land.

By respecting and protecting your environment, you can protect yourself and others.

However, sometimes every living being (human beings, animals and plants) will need medicine to stay healthy and protect others. This is cooperative work as well!

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Answer the following questions. a) How does every living being start? b) Put the following in order: organ – system – organism – tissue c) Name some living beings which appear in the text. d) How can you protect yourself and others?

3

Language Bank

Present simple Humans walk on land.

A dolphin swims.

Match the words in bold in the text with the descriptions below. a) b) c) d) e)

Another word for great.

Tissues join together to form this.

A part of a plant the holds it to the ground.

An animal that lives in water.

Something we sometimes need to stay healthy.

Let’s explore

CELl Living beings

Unicellular organisms

Parts of a plant, functions and classification

Classification of living beings

Multicellular organisms: vital functions

Structure and functions

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WHAT ARE LIVING BEINGS? Refresh

12

Can you name any living beings? What are the differences between the living beings you’ve thought of?

The cells

All living beings have two characteristics in common: they are made of cells and carry out three vital functions.

All living beings, humans included, are made up of microscopic units called cells. They are the smallest living unit with different shapes and sizes. All cells have three parts:

The cytoplasm is a thick liquid found inside the cell membrane with different organelles, which are the parts of the cell that produce substances, obtain energy, etc.

The genetic material controls the cell’s activity. Depending on where their genetic material is, we can distinguish two types of cells: – Most living beings have eukaryotic cells with a nucleus.

– Bacteria have prokaryotic cells with no nucleus. Their genetic material is in the cytoplasm.

Plants also have a cell wall and chloroplasts. The cell wall is rigid and protects the cell, and the chloroplast is where photosynthesis happens, a basic process in plants.

Animal cells have many vacuoles, and they are smaller than the ones in plants.

1

The cell membrane surrounds the cell. It is thin and protects the cell. It keeps the cytoplasm and the other contents of the cell inside.

Write true or false and correct the false sentences. a) The cytoplasm is a thin liquid found inside the cell. b) Animals and plant cells have a membrane. c) Bacteria have eukaryotic cells with a nucleus.

2

Answer the following questions. a) What’s the smallest living unit in a living being? Is it the same for animals and plants? b) Think about a rock, has it got any cells? How do you know? c) Which extra components does a plant cell have? What are their functions?

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Language Bank

Relative pronouns All living beings are formed by cells, which carry out three vital functions.

CELLS AND THEIr ORGANISATION Refresh

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Where do you have cells? How are some cells different to others?

Unicellular and multicellular organisms

• Unicellular organisms. Some organisms like bacteria, protozoa or yeast are made up of only one cell. Some of them can group together into colonies, but they are not organised or coordinated.

• Multicellular organisms. Living beings like plants or animals are made up of lots of cells. Some multicellular organisms, such as humans, have various groups of cells organised and coordinated into tissues, organs and systems.

Tissues are groups of similar cells specialised in doing a specific activity. These cells work together in teams.

For example, muscular tissue is made up of elongated cells, called muscular cells.

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Organs are made up of different tissues and carry out a task.

The heart is an organ, made of muscular tissue, and pumps blood.

Systems are made up of different organs that work together to complete a function. For example, the circulatory system contains different organs which distribute nutrients and carry waste.

Correct the sentences. a) Some organisms like bacteria, which are multicellular, are made up of a lot of cells. b) Tissues are made up of different systems. c) Organs are made up of different tissues which carry out a function. d) Unicellular organisms join together and are coordinated. twenty-seven

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THE VITAL FUNCTIONS Refresh

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What are your vital functions? What does your body need to function correctly?

All living beings carry out three vital functions:

Nutrition

Interaction

Reproduction

The nutrition function This is the process in which living beings obtain nutrients and the oxygen they need, use substances in their bodies and eliminate waste.

Eliminating waste: When living beings use nutrients and oxygen, they produce waste substances inside their bodies.

They expel these harmful substances in several different ways.

Obtaining oxygen: all living beings (apart from some bacteria), take in oxygen from the air or water.

The nutrition function

Using substances: living beings use nutrients and oxygen to grow and obtain energy.

Obtaining nutrients: in two main ways:

A u t o t ro p h i c nutrition.

Plants produce their nutrients from water and carbon dioxide.

Heterotrophic nutrition. Animals obtain nutrients by feeding on other living beings or their remains.

In autotrophic nutrition, an organism makes its own food from simple inorganic substances, such as carbon dioxide and the water that surrounds it. Most plants, some protists and some types of bacteria obtain nutrients this way. When we obtain food from other living beings, it is called heterotrophic nutrition. This includes animals, fungi and some bacteria. There are two types of protists: protozoa are heterotrophic while algae are autotrophic because they have chlorophyll.

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Answer the questions. a) What type of substances are used for the autotrophic nutrition? b) Are all bacteria heterotrophic? c) How can algae be autotrophic? twenty-eight

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The interaction function Living beings react to changes in their environment, but in different ways:

Animals have: • sense organs to detect changes.

• a nervous system to coordinate reactions.

• a locomotor system to move their bodies.

• Plants haven’t got sense organs, a nervous system or a locomotor system. They react to changes in light or water supply. They do this by growing or modifying their bodies.

The reproduction function Reproduction allows living beings to produce offspring.

There are two forms of reproduction: asexual and sexual.

• Asexual reproduction.

Living beings produce new individuals from parts of their body.

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• Sexual reproduction. Two different types of individuals are needed: a male and a female. Each one has different reproductive cells, called gametes.

When gametes join together and develop, they produce offspring, like humans and most animals.

Match the word to its description meaning.

1. Environment a) Masculine.

2. Locomotor

b) A sexual reproductive cell.

3. Male

c) allows movement from one place to another.

4. Female

d) refers to physical, social and cultural surroundings.

5. Gametes

e) Feminine.

Animals have sense organs. Can you name some of them?

Language Bank

Modals of obligation In sexual reproduction, gametes must join to form a new individual.

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THE CLASSIFICATION OF LIVING BEINGS Refresh

Are living beings all them the same?

16 There are millions of different types of living beings on Earth. They are different from one another in two main aspects: • Their types of cells.

• The organisation of their cells.

Scientists take these two main aspects into consideration when they classify living beings. They are classified into five large groups called kingdoms:

Kingdoms

Monera • These organisms are unicellular with prokaryotic cells (they don’t have a nucleus).

• They can have autotrophic or heterotrophic nutrition.

• They include bacteria and other similar organisms, such as cyanobacteria.

Protists • There are unicellular protists (protozoa, microscopic algae) and multicellular protists which do not form tissues (large algae, like seaweed).

• Protists have eukaryotic cells (they have a nucleus).

• Protozoa have heterotrophic nutrition such as the amoeba, although algae have autotrophic nutrition.

1

Read, listen and complete.

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Ingest

Absorption

Obtaining

Fungi

Feeding

In the kingdom of protists we are going to find different ways of (a) … nutrients, that is, of (b) … . Most algae for example are autotrophic and perform photosynthesis in the same way as plants. However, there are other protists who, like (c) …, get food by (e) …. Finally, there are other protists which look more like animals in that they (f) … food. There are even those which on certain occasions are autotrophs or heterotrophs.

2

Draw a table and list the similarities and differences between Monera and Protists.

Similarities

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Differences

Monera

Protists

Monera

Protists

?

?

?

?

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• • • •

Fungi

They have eukaryotic cells, and their cell membranes are surrounded by a rigid cell wall.

There are unicellular fungi, such as yeast, and multicellular fungi, such as moulds and mushrooms.

Fungi cells do not form tissues.

They exhibit heterotrophic nutrition, obtaining the nutrients from the remains of plants and animals.

Plantae • They are multicellular with eukaryotic cells whose membranes are surrounded by a rigid cell wall (different from the one found in fungi cells).

• Their cells form tissues.

• They exhibit autotrophic nutrition.

• Trees, bushes and grasses are examples of plants.

Animalia • They are multicellular with eukaryotic cells without a cell wall.

• Their cells form tissues.

• They exhibit heterotrophic nutrition.

3

Answer the following questions. a) Which kingdom(s) can never be unicellular? b) Which kingdom feeds on the remains of dead plants and animals? c) Which kingdoms have a rigid cell wall? Are they the same?

4

Make a list comparing fungi and plants.

5

Look at the silhouettes and write their kingdom in your notebook. a

b

c

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WHAT ARE PLANTS? Refresh

Have you got any plants at home? What are they like? Describe them. Why are they useful?

19 Plants are essential to produce oxygen and food for other living beings. All life on Earth depends on plants.

In general, plants: • Are multicellular living organisms with autotrophic nutrition and tissues.

• Have specialised organs that carry out the different vital functions, except mosses and other similar plants, which have tissues but do not have organs.

• Most plants have a basic body structure, with a root, stem, leaves and vessels.

Parts of a plant

The roots fix the plant to the ground. Roots can be different shapes with branches and tiny hairs on the ends, called root hairs, which allow the plant to absorb water and minerals from the soil.

The stem is usually above the surface of the soil and holds the rest of the plant up. A stem may have branches, or it may not, it is thin, green and flexible. When a stem is thick and woody, it is called a trunk.

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The leaves are normally green, flat and have veins running through them. They join the stem of the plant by the stalk or petiole. The leaves are the organs which capture the sunlight and carbon dioxide. Leaves have two sides: – the upper side, bright green and shiny.

– the lower side, lighter green with small openings, called stomata.

The vessels are tubeshaped cells which run through the inside of the root, stem, branches and the veins of the leaves. Water and other substances flow through them.

THE CLASSIFICATION OF PLANTS Refresh

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Do you have a favourite plant?

We can classify plants according to if they: Don’t have seeds:

moss

Have seeds:

ferns

gymnosperms

• Moss. They have tissues, but not roots, leaves or flowers. They reproduce by means of spores.

• Ferns. They have roots, a flexible stem that can be bent more easily than angiosperm stems, leaves and vessels but not flowers. They reproduce by means of spores.

• Gymnosperms. They have roots, a stem, leaves and vessels.

Their flowers are simpler than angiosperm flowers and they are grouped in structures called cones. Their seeds are not inside the fruit. The seeds grow into new plants.

• Anglosperms. They have roots, a stem, leaves and vessels.

They have complex flowers, and they usually have calyx and corolla. Their seeds are inside a fruit.

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2 3

angiosperms

Language Bank

Comparative adverbs The stem of ferns can be bent more easily than angiosperm stems.

In your notebook, draw two circles and write the characteristics of gymnosperms in one circle and angiosperms in the other circle. In the middle of them, write the characteristics they share.

Draw your favourite plant. Label the different parts and what they do.

In small groups. Some plants have additional properties which can be very useful for humans and animals as well. They are medicinal plants. Investigate in small groups. Find out their names and properties. thirty-three

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THE wORLd ANd... yOU! LOOK!

1

Look at the photo. What can you see? Describe it.

Human activity can harm animals, plants and their environment!

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THiNk!

2

If you have any plants or pets at home or in any close friend’s house, observe them. Now classify them. In the case of plants, have a look at the classification of plants and in case of animals, look at the classification of animals.

Don’t forget to make notes of the main characteristics you can observe.

For pets: a) How can you protect pets? Are they vaccinated against any kind of bacteria or illness? Which ones? Have they ever needed medicine? Make some notes. b) Think about why medicines and vaccines are useful to protect them.

For plants: a) How do you take care of them? b) Do they need any special attention? c) I your plant has any problems, how would you help it?

ACT!

3

Ask an adult to take you to the closest park to your house. Observe the plants and animals you can find there. You should find grass, worms, insects etc. Then, classify them.

Write your findings in a field notebook. a) Exchange information with your classmates. Finally, write a We have take reflection about different points: care of the − Did you find any dangers to plants or animals? enviroment! − What type of activities can harm living beings? − Is picking flowers good or bad? What about climbing on trees? b) How could we avoid causing damage? c) Make a poster which raises awareness about the correct and incorrect ways to behave in the park. d) Finally, interview a friend, relative or neighbour about what they think about the situation in their nearest park. How could they improve it? Make notes and give a short presentation to the class. thirty-five

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STORy TIME! 21

I’m going to the community allotment to help my granddad.

Do you want to come?

Oh no, what happened here?

It was the storm last night.

Don’t worry.

We will all help to tidy up.

Yes, sure.

This place grows healthy vegetables for the community.

Here’s a basket for helping. This one is for the community pantry.

All volunteers take home vegetables.

There are peas, radishes and tomatoes which have got vitamins C and A...

1

What does Jane’s granddad do in his spare time?

2

What does the allotment provide?

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This sweet potato looks like fluffy!

Have you ever grown your own food? Investigate what is easy to grow on a window sill or balcony at home. thirty-six

MAP yOUr IDEAS! 1

Complete the mind map in your notebook.

LIVInG BEInGS Unicellular organisms

Cell

Some bacteria

?

Cell membrane

tissue

Some alga

Genetic material ?

organ

?

Fungi (yeast)

system

vital functions nutrition

(no nucleus)

?

Eukaryotic (with nucleus)

multicellular organisms

organism

?

reproduction

leaves ?

sexual

classification

stem roots

Monera

Protists unicellular or multicellular eukaryotic heterotrophic

?

Prokaryotic Autotrophic Or heterotrophic e.g. cynobacteria

Animals multicellular

?

unicelular (yeast) or multicellular eukaryotic heterotrophic e.g. mushrooms

Plants multicellular eukaryotic

?

?

heterotrophic

no seeds

with seeds

?

Ferns

?

Angiosperms

No roots Leaves or Flowers

no flowers

seeds outside fruit (cones)

seeds inside fruit

?

?

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LET´S REvIEw! 1

Draw a cell and label the main parts. Then, write a short description of each one.

2

Copy and complete the sentences by unscrambling the letters. a) Oeukartcyi cells contain a csenuul. Katicproryo cells do not. b) The sllgeroean are the part of the ecll that produce substances. c) Plant cells have ropasthoclsl where photosynthesis happens. d) Animal cells have many ucloevas, that are smaller than the ones in plants.

3

Look and write unicellular or multicellular in your notebook. a

4

d

Read and match in your notebook.

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1. The interaction function

a) Living beings obtain nutrients and the oxygen they need, use substances in their bodies and eliminate waste.

2. The reproduction function

b) Living beings react to changes in their environment.

3. The nutrition function

c) This allows living beings to produce offspring. It can be either sexual or asexual.

Look and unscramble the kingdoms of living things. a

c

b

omraen 38

c

b

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lnimaa

e

d

ignuf

sittorp

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GLOSSAry! 1

Complete the definitions. a) The most basic unit of structure of an organism. b) A group of similar cells forming a structural part of a living thing. c) Made up of different tissues to perform a special task. d) Combination of organs to perform a special function. e) The liquid between the cell membrane and the nucleus containing the organelles. f) The thin, covering of a cell. g) Made up of a single cell. h) Made up of many cells. i) Microscopic organisms that can be harmful and produce diseases or useful and present in some food. j) Any cellular organism that hasn’t got a nucleus. k) Any cellular organism that has a nucleus which contains the genetic information. l) Any organism that can make their own food from inorganic substances, such as carbon dioxide.

2

You are going to listen six words from the vocabulary you have worked with in the topic. Write them down in your notebook.

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My PrOGRESS • I know the internal organisation of living beings.

Copy the sentences in your notebook.

Draw a smiley

• I can differentiate animal cells and plant cells.

• I know the structure of living beings and can differentiate between cells, tissues, organs and systems.

• I can identify the main characteristics and functions of each part of the structure.

• I can remember the vital functions of living beings.

• I can classify living things.

• I can learn the parts of a plant. thirty-nine

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3 HUMAN BEINGS Watch and learn

My objectives are: • To classify the nutrients contained in food.

• To learn how to have a healthy diet.

• To differentiate the different body systems and their functions.

• Identify each part of each body system.

• To review the senses and their functions.

!

•C ould you find people of diffe rent ages? A baby, a child, a teenag er, an adult and an old person?

•W ho’s showing healthy habits?

•W hat do you d o when you’re in the park?

We need food to grow and be healthy.

It’s a human right that everybody should have the food they need to live.

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My name is David, and I am 10 years old. I love going to the park with my little sister and my grandad. There, sometimes Grandad plays with us, and other times I play with my little sister while my grandad sits down to rest for a while on the bench and watches us while we play. There is a small pond with some ducks and if we have some bread, we throw them some. However, I recently I learned that it was not good for the ducks or for the water, which gets dirty and contaminated.

In the park, we always find many people walking or playing. Sometimes they sit down to eat or drink something while chatting quietly. There are also people running and exercising and they stop at the nearby fountain to drink and stretch. My grandad says that when he was young, he loved running but now he can’t because his legs ache. He encourages us to exercise to stay healthy. He says eating properly and exercising is the key to growing older healthily. Grandad says that fast food and sweets are unhealthy, they’re not good for our bodies. We shouldn’t throw food away. He reminds me there are people in the world who have nothing to eat so we must appreciate what Mum gives us. He always tells us that eating our greens makes us big, strong and healthy. I love being with my grandad!

1

Read the text and answer the questions in your notebook.

a) Why does David love to go to the park with his sister and grandad?

d) Why does his grandad sit down on the bench? e) Why do some people stop at the nearby fountain?

b) What does David do with the bread?

f) What does the text mean when it says ‘greens’?

c) What advice does his grandad give him to

Give some examples.

grow old healthily?

2

Which habit is bad for the ducks and the water? What else can you feed the ducks?

In the text it says: “…there are people in the world who have nothing to eat”. In the world there are many people who don’t have access to enough food. Could we do something to help? Think about some ideas and make a list of things. Later, share them with the rest of the class.

Let’s explore

Human beings Nutricion function

Digestive system

Respiratory system

Circulatory system

Interaction function

Excretory system

Nervous system

Skeletal system

Muscular system

Reproductive system

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THE NUTRITION FUNCTION Refresh

What is nutrition? Where do we get nutrients from?

Nutrition does not refer only to food. It is the process by which an organism takes in food and uses it for growth and maintenance, absorbing the necessary nutrients and releasing the waste products produced during the process. It occurs through four processes thanks to different systems: • The digestive system obtains nutrients from food.

• The respiratory system inhales oxygen and exhales carbon dioxide through the process of breathing.

• The respiratory and circulatory systems distribute vital substances throughout the body. They carry oxygen and nutrients to the organs that need them. Then, they take waste products from the organs and carry them to where they are released.

• The lungs, excretory system and sweat glands release our body’s waste.

Tips for healthy nutrition Some rules can help us stay healthy by taking care of each our systems: • The digestive system: – Do exercise to strengthen your respiratory muscles.

– Eat a healthy, balanced diet, eating regularly and slowly and avoiding exercise just after • The circulatory system: eating.

– Exercise regularly to strengthen the heart.

– Make sure food is clean and not spoiled or – Don’t eat a lot of food that contains a lot of expired. fat, salt or sugar.

• The respiratory system: • The excretory system: – Inhale air through the nose as our nostrils can – Drink plenty of water to help the kidneys and filter the particles from the air. sweat glands do their jobs.

– Avoid inhaling toxic substances, don’t spend – Have a wash and change your clothes daily to too much time in polluted or enclosed areas. avoid dirt build-up.

1

Choose the healthier options and explain why in your notebook. a

b

c

Interview a classmate and a relative or neighbour. Make notes about their habits and make a summary of how these habits could affect their health positively or negatively. forty Write

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a short reflection about the habits in your family.

FOOD AND NUTRITION. A HEALTHY DIET Refresh Think of 5 favourite foods? Are they healthy?

We need to eat well and drink water in order for our body to grow, function properly and feel good. Foods that give us nutrients can be divided into different groups:

Did you know that the human body is almost 70% water? For example, part of our saliva and blood is water.

That’s right! we should drink around 2 litres of water a day to keep our body hydrated.

• Carbohydrates: They provide energy. We can find them in pasta, bread, potatoes and sugar. We also find them in fruit and some vegetables although in smaller amounts.

• Proteins: They repair the tissues of the body. We can find protein in meat, fish, pulses, eggs, nuts and dairy products.

• Vitamins and minerals: They prevent illnesses and help our body function properly. We can find them in fruit and vegetables.

• Fats: They store energy and build our body’s cells, but we should eat them moderately. We can find them in oils and butter.

• Fibre: It’s important because it helps us go to the toilet regularly, prevents illnesses and helps us to retain energy for a longer time. It’s found in fruit, vegetables, whole grain cereals, pulses, nuts and dried fruit. Fibre is formed by the parts of the plant that we can’t transform into nutrients.

1

Classify the following food into their nutrient group in your notebook. chocolate, cheese, spinach, chicken, almonds, a banana, a yoghurt, lentils.

Make notes of the food you have eaten during the day and make a list of them. Then, classify them according to the different groups. Finally, reflect and write a short paragraph about if you have eaten all the main nutrients and the necessary quantities.

Language Bank

Eating too much sugar is known to contribute to unhealthy weight gain.

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THE DIGESTIVE SYSTEM AND HOW IT WORKS Refresh How many parts of the digestive system do you remember?

The digestive system is the part of our body which

works to get the nutrients from food. It’s formed by:

• the alimentary canal: the mouth, the pharynx, the oesophagus, the stomach, the small intestine, the large intestine and the anus.

• digestive glands: Organs that produce digestive juices that can extract the nutrients from food: the salivary glands, the liver and the pancreas.

mouth

salivary glands pharynx

oesophagus liver stomach pancreas large intestine

small intestine

anus

1

Copy the picture of the digestive system into your notebook. Take it in turns to point to an organ while your partner says the name.

What is the appendix? Is it useful? Why? Do you know anybody who has had their appendix removed? Investigate what it is and if it has any special function.

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Language Bank

Remember: large is a false friend and it means big.

Refresh Where does digestion start? Where does digestion finish?

Digestion is a process that happens when we eat something.

As food passes along the alimentary canal, it is broken down in the different parts of the canal, and nutrients are finally absorbed. The parts of the food that we do not need are expelled.

1) The first part of the process takes place in our mouth. Our teeth cut and tear food into small pieces and then grind it. Meanwhile, our salivary glands produce a liquid called saliva. This mixes with the food which becomes a paste that we can swallow more easily.

It is called a bolus. The tongue also helps us to make the mix.

2) Then, the bolus starts the journey through our alimentary canal through our pharynx, down the oesophagus and into the stomach where it is mixed with the digestive juices from digestive glands. Digestive juices also come from the liver and pancreas to help break the food down and separate the nutrients.

3) Finally, the nutrients are absorbed into the blood through the intestinal wall, in the small intestine. Once the nutrients are in the blood, they are distributed throughout the body. However, any food that is not absorbed becomes waste and passes into the large intestine. Once here, it becomes faeces and is expelled through the anus.

2

Answer the following questions in your notebook. a) What is the name of the paste formed in the mouth? b) What do we call the waste that is expelled? c) Which two organs help provide digestive juices, apart from the stomach? d) Where is saliva produced?

The pancreas and liver produce different juices to help the stomach with digestion. Find out more information about these juices and why they are so important.

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BREATHING AND THE RESPIRATORY SYSTEM Refresh Take a deep breath. What happens to your body when

you do this?

Every time we take a breath, we perform the function of respiration. This function is managed by the respiratory system, which takes in the necessary oxygen our body needs and removes the carbon dioxide.

The respiratory system is formed mainly by the airways, which are a set of tubes through which air enters and leaves our body and the lungs.

However, there are other important parts: • The airways are formed by: – The mouth, nostrils and the oral and nasal cavities that join in the neck.

– The pharynx, larynx and trachea, (together known as the windpipe) that go down the neck and into the chest.

– The bronchi are two tubes that come from the trachea and go into the lungs.

• Lungs are two large, spongy organs that contain: – Bronchioles. As the bronchi continue to the lungs, the tubes become smaller.

– At the end of each bronchiole, we find the alveoli, which are tiny air sacs. Each one is surrounded by very fine blood vessels called capillaries.

1

2

60

Write TRUE or FALSE and correct the false sentences in your notebook. a) The windpipe is the joining of the nostrils, pharynx and larynx. b) The lungs are like a sponge. c) The bronchi are inside the lungs. d) Capillaries surround the alveoli.

Guess the parts of the respiratory system with the following information. Write them in your mote book. a) Two tubes that come from the trachea and go into the lungs. b) They are a set of tubes which allow oxygen and carbon dioxide to enter and leave the body. c) Two large spongy organs. d) Tiny air sacs covered in fine blood vessels. forty-four

BREATHING STEP-BY-STEP Refresh Do you always breath in the same way? When does your

breathing change?

Breathing step-by-step The respiratory system repeats three processes, and these three processes together are called breathing: • Inhalation. Air enters our lungs when we inhale or contract our respiratory muscles. Our respiratory muscles include the main diaphragm muscle, which is under the lungs and the intercostal muscles between the ribs. When our respiratory muscles contract, the cavity around our lungs expands and allows air (oxygen) to enter.

• Exchange of gases. This happens in the alveoli where the oxygen from our lungs passes into the blood vessels that surround these tiny sacs. At the same time, carbon dioxide passes from the blood to the air inside the alveoli.

• Exhalation. When we exhale, we relax our respiratory muscles, and this is when our lungs push the air (carbon dioxide) out.

1

Read, listen and fill in the gaps with the words in the box. oxygen taking in balance taking out movement microorganisms carbon dioxide

In respiration, the process of exchange of gases is when there is a (a) … of the gases in different directions. Animals, (b) … and plants perform this function which consists of (c) … (d) … oxygen and (e) … (f) … the carbon dioxide produced by our organism.

However, plants use carbon dioxide to carry out photosynthesis, and by means of this process they produce (g) … . In this way there is a (h) … of air. That’s why plants are so important in the maintenance of our environment. We need them to live.

2

Which are the main muscles that help us with the respiration?

Where are they?

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BLOOD AND THE CIRCULATORY SYSTEM Refresh Do you know what the main organ of the circulatory

system is? What does it do?

This is the system that allows blood and other vital substances to flow throughout our body. It is a network which reaches every part of our body and is formed by the blood, blood vessels and the heart.

• Blood is a red liquid that fills the circulatory system. It collects, transports and releases oxygen, nutrients and waste.

• Blood vessels are the tubes that circulate the blood. These tubes gradually reduce in size to reach all parts of our body.

There are three types of blood vessels: –T he arteries carry blood from the heart to the organs, transporting nutrients and oxygen.

–T he veins carry blood from the organs to the heart, transporting waste and carbon dioxide.

–T he capillaries connect the arteries and veins to exchange substances.

• The heart is a hollow organ with four cavities surrounded by muscular walls. It pushes blood to the blood vessels connected to it. It is like a pump. When the heart beats, it does two things: – It expands and allows blood to enter.

– It contracts and allows blood to flow out into the vessels.

1

Match the part of the circulatory system to its job.

Arteries

Blood vessels

The heart

Veins

Blood

Capillaries

a) They carry blood from the heart to the organs. b) It pushes blood to the blood vessels connected to it. c) It collects, transports and releases oxygen, nutrients and waste. d) They connect the arteries and veins to exchange substances. e) They are tubes that circulate the blood. f) They carry blood from the organs to the heart.

2 62

What are the two things the heart does when it beats? Read the text above and write the answer in your notebook. forty-six

BLOOD Refresh Why do you think it is said that the heart is the ‘the

body’s motor’?

How blood flows In the circulatory system, the blood leaves the heart through the blood vessels which distribute the blood around the body.

The blood carries substances, nutrients and oxygen, to where they are needed, and it collects the waste and carbon dioxide which are released. The process has three parts: 1) The blood leaves the heart. The walls of the heart contract and push blood through the arteries. The arteries carry the blood to the organs.

2) The blood reaches the organs. The blood flows through the capillaries to the organs. It performs three functions: a) In the alveoli it takes oxygen from the respiratory system and releases carbon dioxide. b) In the intestine it collects nutrients from the digestion of food in the digestive system. c) In all organs, it leaves oxygen and nutrients that the organs need to work and it collects waste from the organs.

3) The blood returns to the heart. After performing these tasks, the blood returns to the heart via the capillaries and veins.

1

2

Answer the following questions in your notebook. a) What are the three functions of blood? b) Apart from the circulatory system, which two other systems are involved? c) How does the blood return to the heart? d) What is the difference between arteries and veins?

Read, listen and fill in the gaps in your notebook with the words in the box. chamber

ventricle

muscle

lungs

chest

oxygen

body

What’s the heart? An organ, a muscle? Your heart is actually a (a) …, a very special muscle, because it sends blood around your body providing it with the nutrients and (b) … necessary to live. It is small and it is located a little to the left of your (c) …, almost in the middle. It is like a pump or two pumps because it has two sides: the right side receives blood from the body and sends it to the (d) … and the left side receives blood from the lungs and sends it to the body. The heart is made up of four chambers, two on each side, one (e) … is on the top and it is called the atrium and the chamber on the bottom is called the (f) …. And so, in both sides. forty-seven

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EXCRETION Refresh Can you remember which organs are invloved in the

excretory system?

Our body releases the waste that the blood collects from the organs. The parts of our body that release waste are the lungs, which release carbon dioxide, the excretory system and the sweat glands.

The excretory system It is formed by the kidneys and the urinary tract.

• The kidneys are two dark brown organs on each side of the spine, above the abdomen.

• The urinary tract is made up of two tubes called ureters which connect the kidneys to a storage bag called the bladder. The bladder is connected to the urethra, which is the part that leads to the outside of our body.

• The kidneys filter the blood and collect waste substances. The clean blood leaves the kidneys.

• The kidneys produce urine with waste substances and water.

The urine passes through the ureters and enters the bladder where it is stored.

• Finally, the urine is released through the urethra.

Sweat glands They are situated in the skin, which covers our body and is our organ of touch. However, it also releases waste through the thousands of sweat glands inside it. Sweat glands are long, very thin tubes, ending in a small sac like a ball. They have an opening to the outside of our body through a pore.

These glands are all over the skin, but we can find more in the armpits, face and palms.

• Sweat glands filter the blood through the capillaries and extract some of the waste collected by the organs.

• They produce sweat, that is a liquid made up of a mixture of waste and water.

• Finally, sweat is released from the sweat glands through the pores.

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Answer the following questions in your notebook. a) Which parts of our body release waste substances? b) Where is the blood cleaned? c) What are the functions of the sweat glands?

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INTERACTION FUNCTION Refresh What does the word ‘interact’ mean? How do you interact

with your classmates, your family,…?

Humans interact with their environment in three different stages.

1) Detecting stimuli. A stimulus is any information generated either outside or inside our bodies. Thanks to the interaction function we can detect stimuli and react to them. They are detected by organs called receptors, which are the sense organs with special cells, called receptor cells. These detect stimuli and send signals to the nervous system. Our sense organs are our eyes, ears, nose, tongue and skin.

2) Generating orders. Response orders are generated by the nervous system. This system contains a series of organs, such as the brain, which interprets the signals sent by the sense organs, generates orders accordingly and sends these orders out to the effectors through nerve signals called nerve impulses.

3) Responding to orders. Responses are executed by organs called effectors. The principal effectors are the skeleton and the muscles, which generate movement as a response to stimuli.

Nerve impulses and neurons The nervous system receives the signals from the sense organs. This system is made up of star-shaped cells called neurons which specialise in transmitting nerve impulses. Neurons have a long slender projection called an axon and various shorter projections called dendrites. They connect to each other to form ‘strings’ called nerves; they also connect to the receptor cells and to the effectors. The result is a network which transmits nerve signals all over the body.

The neuron receives the nerve impulse.

1

The impulse travels along the neuron to the end of it.

The neuron transmits the nerve impulse to the next neurons.

These impulses continue to travel like this to the next neuron, and the next, and the next, until they reach their destination.

Read the definitions and write the word in your notebook. a) They are the organs which execute the responses.

b) Any information generated from inside or outside our body. c) It is the organ which interprets the signals sent by the sense organs. d) It is the shorter projection of the neuron. e) What do we call these organs: eyes, ears, nose, tongue and skin. f) It is the long, slender projection of the neuron.

Ask your partner: Someone jumps out and scares you, how do you react? Create a list of different situations and interview different students in the class.

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THE SENSES Refresh How many senses do you remember? In order to read

this sentence, which sense are you using?

Sight Organs: the eyes detect light around us and send messages to our brain that allow us to see. The eye has an eyeball, containing the lens, retina, the iris and the pupil; and auxiliary structures, including the eyebrows, eyelids, eye muscles and lacrimal glands to protect the eyeball.

Light enters the pupil through the lens to the retina, there, the receptor cells send signals through the optic nerve to the brain, which then interprets the signals as colours, shapes and distances.

Hearing Organs: the ears enable us to detect sound vibrations that travel through the air and water and interpret them as the sounds we hear. They also help us keep our balance. The ear is divided into three parts; the outer ear; the middle ear; and the inner ear. This is where the cochlea is, the part with the receptor cells, which send signals to the brain through the auditory nerve.

Smell Organ: the olfactory bulb is at the top of the nasal passages. It enables us to detect substances in the air. It is an area covered by receptor cells, which sends the information to the brain through the olfactory nerve and finally the brain interprets the information as smell.

Taste Organ: around ten thousand taste buds are spread over the tongue and detect substances that enter the mouth. The information is sent to the brain through the gustatory nerve.

Then, the brain interprets the signals, generating the sensation of flavour.

Touch Organ: the skin, which allows us to identify touch, light pressure, hard pressure, pain and temperature. The touch receptor cells in the skin can be found all over the surface of the body. When they detect a stimulus, they generate signals which they send through different nerves to the spinal cord and the brain, where touch sensations are produced.

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1

Read and write the correct organ. Listen and match.

a) These cells are in the skin and they are found all over the body. b) It detects the presence of substances in the air. c) These are spread over the tongue. d) They detect light around us. e) They enable us to detect sound vibrations.

2

Write the sense you need to detect the following stimuli in your notebook: a

b

c

Every day you have to perform different activities and you need your sense organs, sometimes more than one, for a single activity.

1) Make a list with some of the activities you usually do.

Select 5 of them. a) Now write the sense organ(s) you need to carry them it out. b) Next, remember the nerve’s name for each one and write it next to the organ. c) Then, match the sense organ with the name of the sense.

2) Now, imagine someone covers your eyes. How do you think would detect a gift? With which other sense organ(s)? Write if you think it would be difficult or not.

3) What happens if someone doesn’t have more than one sense? How do they manage?

4) The lack of smell, taste or touch can a be big problem as well. For example, to prevent accidents. Think how.

When you finish, make a short summary of your investigation and a short conclusion to share with your classmates.

d

e

•

Language Bank

Use state verbs to show emotions: It sounds good!

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THE NERVOUS SYSTEM Refresh Feel the things around you. What do they feel like? Pay

attention to if they’re hot or cold, smooth or rough.

It is divided into two parts: the central nervous system and the peripheral nervous system.

The central nervous system which is made up of the encephalon and the spinal cord.

• The encephalon is protected by the skull and three membranes called the meninges, with a liquid called the cerebrospinal fluid which circulates between the meninges to protect the encephalon from injuries.

The encephalon is divided into three parts: – The brain makes decisions and generates the orders.

– The cerebellum controls voluntary movements, like walking.

– The brainstem controls involuntary movements like breathing and heart rate. It also links the encephalon to the spinal cord.

• The spinal cord extends from the encephalon to the lower part of the back, and it is protected by the spinal column. It transports information between the receptors, the encephalon and the effectors. The nerves of the peripheral nervous system are connected to it.

The peripheral nervous system which is made up of nerves which link the receptors to the central nervous system, and vice versa. Our nerves are classified into: – The sensory nerves of the peripheral system carry signals from receptors (sense organs) to the central nervous system so that the information can be processed.

– The motor nerves of the peripheral system carry signals from the central nervous system to the effectors (skeleton and muscles) so that they can respond.

They work together like a communication network that communicates all of the body with the encephalon, continuously transmitting information.

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1

2

Correct the sentences in your notebook. a) There is only one part to the nervous system. b) The brain only makes decisions. c) The brainstem controls voluntary movements, like breathing. d) The membrane fluid is a liquid which circulates between the meninges. e) The spinal cord extends from the cerebrum to the lower part of the back. f) The peripheral nervous system links the receptors to the spinal cord. g) The sensory nerves carry signals from the central nervous system to the receptors.

Draw a table in your notebook with the headings CENTRAL and PERIPHERAL. Write the words in the box under the correct heading. encephalon sense organs meninges muscles cerebrospinal fluid skeleton brainstem

3

Draw another table in your notebook with the headings VOLUNTARY and INVOLUNTARY. Write the words in the box under the correct heading. seeing a flower touching a flower hearing a noise play the guitar your heartbeat

4

breathing

Observe the picture. Write some sentences in your notebook about what the children are doing. Next to each sentence, write the stimuli they are receiving, the senses they are using and how they respond to them.

For example: The girl with the blue bathing suit is looking at the boy who is crouched down.

• Stimuli: some noise from the boy.

• Sense used: hearing.

• Response: she looks at him.

Why do you think it so important to protect the skull? For example, when we ride a bike we should wear a helmet to avoid serious injuries. Why do you think this part of the body is considered so important in accidents?

Speak with your classmates and decide why and how you can protect your head and nervous system in different situations. Then, share your ideas with the rest of the class.

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THE SKELETAL SYSTEM

Did you know a baby has 300 bones while an adult body has 206 bones?

Refresh What would happen if we didn’t have a skeleton? Can

you imagine what you would look like? Try and act it out.

The skeleton gives our body a structural frame, protects the organs and serves as attachment sites for muscles.

It is a structure formed by bones and joints.

skull

• Joints are the locations at which two or more bones connect to each other.

• Bones are the pieces of hard tissue that make up the skeleton.

Bones can be long, like the femur, short, like the vertebrae or flat, like the ones that form the pelvis and skull.

clavicle

mandible spine

scapula

sternum humerus

1

ribs

Read, listen and fill in the gaps with the words in the box.

Every person is made up of bones, which give us a structure, allow us to move in many ways and protect our internal organs.

Our bones are (a) … and they grow and change all the time like the other parts of our bodies.

They have nerves and (b) … (c) … that nourish them.

When we are born we have more bones, about (d) …, but with time they fuse to form the (e) … bones we have when we are adults. During childhood we grow and those tiny bones, some of them made up of soft and flexible (f) …, are replaced by a bigger bone thanks to (g) … .

Having a healthy skeleton is very important so you should take care of it: for example, protecting your skull bones with a (h) … and the right equipment when sports; (i) … your skeleton with calcium from some food and staying (j) …!

Have a look at your hand. There are many bones. Search the Internet to find out their names. Now, write short sentences describing why they are so useful and when you use some of them.

Why are joints so necessary? Think about it and share it with your classmate.

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radius

pelvis

206 blood vessels move 300 active strengthening cartilage helmet calcium alive

ulna coccyx carpals

pubic bone

phalanges metacarpals femur

patella tibia fibula tarsals

metatarsals phalanges

THE MUSCULAR SYSTEM

sternocleidomastoid

Refresh Do you know any names of the muscles?

orbicularis oculi masseter

We need muscles to help us move. They are attached to the skeletal system to give us form.

Muscles are formed by muscle cells, which become shorter, or contract, when they receive a nerve signal. However, when the signal stops, they relax and return to their original length.

Not all the muscles are the same. There are different types: • The muscles of the locomotor system, which are attached to the skeleton by very tough tissues called tendons. When these muscles receive a nerve signal, they contract and move the bones to which they are attached.

pectorals biceps intercostal muscles

sartorius tibialis anterior

trapezius

Write TRUE or FALSE and correct the false sentences in your triceps notebook. a) Muscles and bones allow us to move. b) Weak tissues called tendons join the muscle to the bone. gluteal c) The intestinal walls and the heart are special muscles without muscles being attached to any bones. semitendinosus d) Muscles become shorter when they relax.

semimembranosus

2

Work with a partner. Study the pictures of the muscles above for a few minutes. Then, one of you looks at the picture and says the name of the muscle and without looking, the other says where the muscle is in the body.

Look at the torso in the picture above. Now, search for the necessary information to find out the main muscles you have in the torso. Make a short list and link them to nearby organs.

abdominal muscles

quadriceps

temporalis

2

serratus

obliques

• Other muscles, such as the heart or the intestinal walls, are not attached to any bones. When they contract, they cause these organs to move.

1

deltoids

latissimus dorsi deltoids

adductor biceps femoris

calves achilles tendon

Language Bank

The present passive: The muscles are attached to the skeletal system.

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REPRODUCTION FUNCTION Refresh Why is the reproduction function so important? Have

boys and girls got the same system? In which way are they different?

The reproduction function allows us to have children when we are adults. We have sexual reproduction because we need two people of the opposite sex to reproduce.

The female reproductive system It produces ova and protects the foetus during pregnancy. It consists of various organs inside of the woman’s abdomen: • The ovaries are two organs that produce ova.

• The uterus is a hollow organ with muscular walls and is connected to the ovaries by the fallopian tubes. It expands during pregnancy as the foetus grows inside it.

• The vagina connects the uterus to the exterior of the body.

• The vulva is the outside part of the female reproductive system.

It protects the entrance of the vagina and the urethra (in the excretory system).

The male reproductive system It produces spermatozoa. It consists of various organs, most of which are found on the exterior of the abdomen. The most important are: • The testicles, which are two, oval-shaped organs that produce spermatozoa. They are protected by a bag of skin called the scrotum.

• The penis, which is an elongated organ that places spermatozoa in the female reproductive system. The urethra passes through it. The testicles are connected to the urethra by tubes.

Spermatozoa are made in the testicles, and they travel through the urethra (inside the penis), where they are expelled into the female reproductive system.

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Answer the following questions: a) What are the main differences between the female and male reproductive systems? b) What does the scrotum do?

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HOW THE REPRODUCTIVE SYSTEM DEVELOPS Refresh Have you observed any changes in your body? And in

your behaviour?

All mammals are born with a reproductive system, but it is inactive at birth. It does not produce ova or spermatozoa in the early stages of life. At around eleven or twelve years old, during puberty, the reproductive organs start to mature and to produce ova and spermatozoa.

At the same time, our voice changes, hair grows on different parts of our body, females develop breasts. Between fourteen and sixteen years old, the reproductive system is now able to reproduce.

However, humans normally choose to wait until they are fully grown adults and are independent to have children. This is normally when they have finished their studies and are mature and responsible enough to be able to take care of a child.

1

Correct the sentences in your notebook. a) The reproductive system produces ova and spermatozoa in the early stages of life. b) Puberty happens at around fifty or sixty years old. c) Nothing changes during puberty.

2

3

Match in your notebook.

a) It is an elongated organ which is outside the body.

testicles

b) They produce ova.

vulva

c) It is the bag of skin that protects the testicles.

penis

d) It is the outside part that protects the vagina and the urethra.

puberty

e) It is a hollow, muscular organ where the foetus grows.

scrotum

f) They produce spermatozoa.

uterus

g) It is the period in which reproductive organs start to mature.

ovaries

Observe the people around you. What differences can you see between the younger people and older people? In groups, think of different members of your family and think about changes between the younger and older members. fifty-seven

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THE world and... you!

LOOK! Observe the photos. What can you see? Describe them.

Think!

1) What’s happening in the picture?

2) Why do places like supermarkets and restaurants throw food away?

3) How does this affect hunger in the world?

4) Make a list of the things you can see in the picture and write the nutrients they contain.

5) Observe the following picture. Where has it been taken? What do food banks do? Do you have any food banks in your local area?

Think of some other ways you can help.

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ACT! In Small Groups Now, you have learnt what your body needs and how and where to get it.

Let’s try making a healthy and nutritious dish.

You can think of a family recipe is or search the Internet.

Choose the ingredients. Remember they should be healthy.

• Write the ingredients first. Can you change any to make them more healthy?

• Write the method of the recipe. Make sure you write the correct words or use a dictionary.

• Decorate the page and stick it onto some coloured cardboard.

Then, add it to a recipe book with the other recipes your classmates have made.

As conclusion, write a short description of the type of food you have prepared and if the ingredients are healthy or not. Mention which nutrient groups different ingredients belong to (carbohydrates, proteins, vitamins and minerals and fats).

You will be great chefs!!!

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Story time!

Yes. We also teach how to cook healthy meals in our kitchens. Do you want to try?

Yes please.

Community Pantry Hello. Here are some vegetables from the allotment.

Granddad said that volunteers on the allotment and in the shop, shop here for free!

Who wants to add the spices.

Me!

It’s delicious but….

After washing our hands, we chop the vegetables. I will add them to the pan because it’s hot.

1

What type of vegetables can you see in the cartoon?

2

What happened to the meal the children made.

3

Have you ever helped to prepare a meal or a set a table? Describe what you did?

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You will have to wait here fluffy: Here have some cat biscuits.

Less spicy next time please!

Map your ideas!

1

Complete the Mind map with the words in the box:

alimentary canal proteins sight nervous system joints locomotor system airways blood kidneys system taste

Carbohydrates Blood vessels

?

Heart

?

?

Vitamins and minerals

?

Lungs

Digestive glands

Fats

Sweat glands

Circulatory system

Respiratory system

Digestive system

Healthy diet

Excretory system

Senses

? and urinary

tract

Nutrition function

HUMAN BEINGS Interaction function

Reproductive system ?

reproductive system Female reproductive system

Muscular system

Skeletal system

?

Other systems

Bones

Peripheral

?

Central

?

Hearing ?

Smell Touch Taste

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Let´s review!

1

2

In which systems do the following body parts belong? Write the correct answer in your notebook.

Then, match then the system to the description in your notebook.

a) We eat thanks to it, and we digest the food to transform it into nutrients.

b) It allows blood and other vital substances to flow throughout our body.

c) It’s a network which connects all the sense organs and the rest of the body to the brain.

d) It’s the system that makes having children possible.

3

Now, do the organs quiz. Write the correct answer in your notebook.

a) What’s the main motor of our body? b) What’s the central office that takes all the information from stimulus and creates a response?

c) Which part connects the stomach to the large intestine? d) These things are hard and strong, and adults have around 206 of them.

e) What is the liquid that runs through our veins and arteries called?

4

78

Match the sense to the organ in your notebook.

a) Sight

1. taste buds

b) Hearing

2. the skin

c) Smell

3. the eyes

d) Taste

4. the olfactory bulb

e) Touch

5. the ears

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GlosSary!

1

Complete the definitions.

a) The process by which an organism takes in food and b) c) d) e) f) g) h) i) j) k) l) m) n) o) p) q)

2

uses it.

They repair the tissues of the body.

Air enters our lungs.

Our lungs push the air out.

The touch organ.

These organs enable us to detect sound vibrations.

This extends from the encephalon to the lower part of the back.

This is made up of nerves that link receptors to the central nervous system.

Where blood collects nutrients from the digestion of food.

This is produced in the male reproductive system.

This is produced in the female reproductive system.

When the reproductive organs start to mature.

This is made up of the encephalon and the spinal cord.

These are situated in the skin and filter the blood.

These attach the muscles to the skeleton.

This connects the uterus to the outside of the body.

An elongated organ in the male reproductive system.

You are going to listen to SIX words from the vocabulary you have worked with in the topic. Write them down in your notebook.

My progress • I can classify the nutrients contained in food.

Copy the sentences in your notebook.

Draw a smiley

• I know how to have a healthy diet.

• I know how to differentiate the different body systems and their functions.

• I know how to identify each part of each body system.

• I remember the senses and their functions. sixty-three

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