Ball T Chart. 5.2 Structure/Function 4 S cience M atters. Page 161

Size: px

Start display at page:

Download "Ball T Chart. 5.2 Structure/Function 4 S cience M atters. Page 161"

Roderick Collins
5 years ago
Views:

1 R1 Ball T Chart Type of Ball Structure 5.2 Structure/Function 4 Page 161

2 Why don t we use footballs to play golf? R2 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? 5.2 Structure/Function 5 Page 162

Respiratory Cards nose-takes in air from the

nose and mouth to the lungs bronchi-conducts

the atmosphere into the blood stream and

atmosphere alveoli- exchanges oxygen for carbon

relaxes to change air pressure in the chest

3 Respiratory Cards nose-takes in air from the atmosphere R1 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 5.3 Just Breathe 3 Page 163

4 Respiratory Puzzle R2 5.3 Just Breathe 4 Page 164

1 2 7 3 8 9 WORD BANK Inferior vena cava pulmonary artery aorta Left ventricle right atrium

5 WORD BANK Inferior vena cava pulmonary artery aorta Left ventricle right atrium left atrium Pulmonary vein superior vena cava right ventricle 5.5 You Gotta Have Heart 4 Page 165

6 5.6 Heart to Heart 7 Page 166

7 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 Heart to Heart 8 Page 167

8 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? 5.8 Let s Get Connected 4 Page 168

H1 Materials Per Partner Group Name: Date: Digestion: Chew on That! Three crackers and two Petri dishes/plates One small bottle of iodine and dropper Pencil Procedure: 1.

9 H1 Materials Per Partner Group Name: Date: Digestion: Chew on That! 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: Cracker with iodine Observation Chart Observations 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. 5.9 Digestion: Chew on That! 4 Page 169

10 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? 5.10 Digestive System Simulation 5 Page 170

11 Digestive System Simulation Steps R2 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 Digestive System Simulation 8 Page 171

12 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. 5.D Formative Assessment #3 2 Science Matters Page 172

13 5.D Formative Assessment #3 3 Science Matters Page 173

14 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 5.E Formative Assessment #4 3 Science Matters Page 174

15 Respiratory (trachea and lungs) LIFE SIZE CUT OUTS Trachea 5.E Formative Assessment #4 4 Science Matters Page 175

16 Right Lung 5.E Formative Assessment #4 5 Science Matters Page 176

17 Left Lung 5.E Formative Assessment #4 6 Science Matters Page 177

18 Digestive system (mouth/teeth, esophagus, stomach, small intestine, large intestine/anus) 5.E Formative Assessment #4 7 Science Matters Page 178

19 Esophagus 5.E Formative Assessment #4 8 Science Matters Page 179

20 Stomach 5.E Formative Assessment #4 9 Science Matters Page 180

21 Small Intestine 5.E Formative Assessment #4 10 Science Matters Page 181

22 Large intestine Rectum/Anus 5.E Formative Assessment #4 11 Science Matters Page 182

23 Excretory (left and right kidneys, ureters, urinary bladder students need to draw urethra) Right Kidney Left Kidney 5.E Formative Assessment #4 12 Science Matters Page 183

24 Right Ureter Left Ureter 5.E Formative Assessment #4 13 Science Matters ureters Page 184

25 Urinary Bladder 5.E Formative Assessment #4 14 Science Matters Page 185

26 Circulatory system (students need to draw arteries and veins) Heart 5.E Formative Assessment #4 15 Science Matters Page 186

27 Name H1 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 5.15 Photosynthesis Play 5 Page 187

28 4. How did Norman make his lunch? Refer to your script if needed Photosynthesis Play 6 Page 188

Photosynthesis Cards R1 Plants make food through a process

In this process, they use carbon dioxide (CO2), water (H2O),

The leaves of the plants have microscopic holes, which are

Carbon dioxide (CO2) from the atmosphere enters the plant

The leaves also have chloroplasts that contain chlorophyll.

At the same time, water (H2O) enters the plant through their

29 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 Photosynthesis Play S c ienc e M a t t ers 7 Page 189

This energy is eventually used to convert water (H 2 O) and carbon dioxide (CO

The plant also uses some of the O 2 in its cells to make energy for the plant.

30 This energy is eventually used to convert water (H 2 O) and carbon dioxide (CO 2 ) into sugar (C 6 H 12 O 6 ) or fuel for the plant and oxygen (O 2 ), which is a by-product of the reaction. The oxygen (O 2 ) is mostly released into the atmosphere through the stomata. The plant also uses some of the O 2 in its cells to make energy for the plant. The sugar (C 6 H 12 O 6 ) is used to feed the cells of the plant and make energy for the plant Photosynthesis Play 8 Page 190

31 Photosynthesis Play Character Cards R2 Sun Water (H 2 O) Plant Sunlight Oxygen (O 2 ) Carbon Dioxide (CO 2 ) Sugar (C 6 H 12 O 6 ) Narrator 5.15 Photosynthesis Play 9 Page 191

32 Photosynthesis Play R3 Cast of Characters: Narrator, Sun, Sunlight, Water (H 2 O), Sugar (C 6 H 12 O 6 ), Carbon Dioxide (CO 2 ), Oxygen (O 2 ), 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.) 5.15 Photosynthesis Play 10 Page 192

33 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! 5.15 Photosynthesis Play 11 Page 193

34 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 5.16 Photosynthesis/Cellular Respiration Cycle 6 Page 194

35 6. Observation (after one hour in sunlight): Draw and label test tubes H1b 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? 5.16 Photosynthesis/Cellular Respiration Cycle 7 Page 195

Pre- Assessment. Prompt. Advance. 1. Duplicate assessment for each student

Pre- Assessment. Prompt. Advance. 1. Duplicate assessment for each student Pre- Assessment Concepts Assessed Living things are organized structurally from microscopic cells to tissues, organs, and organ systems; within each of these levels, living things demonstrate a structure