SCIENCE PLANNING - F2F CLASSES

Goal Description of the activity Time and interactionRecognize the body systems, the sense organs and how they work. Additionally, apply tips to have healthy systems

Copy the goal and the topics for this term.The topics are:Nervous systemsThe sense organsMusculoskeletal systemFood and nutritionThe digestive processRespiratory systemCirculatory systemExcretion

Whole class10 minutes

Do a listening activity. Read them about the cirque du soleil. Ask them acrobats can do all those movements. Make them infer the words: strong muscles, bones, coordination

Whole class15 minutes

Students will read in pairs point 1 and 2 of page of page 32.Ask them orally: what is reaction?What organs intervene?What organs make the decisions?How do body move?

By lines students must organize some words that explain reaction.Students will write in the notebook a short explanation of “ reaction”The body reacts to what it perceives with the sense organs. But the nervous system with musculoskeletal system work to move the body.

By lines

Students will receive a piece of paper of a sequence of stages in which reaction takes place. They have to organize it and paste in the notebookAsk them how the nervous system works . then, watch the videohttp://www.youtube.com/watch?v=sjyI4CmBOA0

ask the question: 1. what control our body and sense organs?2. What are the parts of the nervous system?3. What does brain do?4. What are parts of the brain?5. What happen when you eat chilli?

Finally, read form the book together the page 32 and 31. Students write in the notebook the title “nervous system” make the draw and label the parts.Copy the function of brain, nerves (and the types) and the spinal cord)

WEEK APRIL 7TH TO 11TH

GOAL: To identify the parts of the nervous system and how they work in the reacting process-

Monday Watch the videoCut , organize a paste the images representing the reacting process

Tuesday Read about the reacting process page 32 and 33. Use images related to the vocabulary. Reinforce sense organs names and parts of the nervous system using google images.

Wednesday Students should draw the nervous system on the notebook. After that, they are going to copy the

most important information about the function of the brain, spinal cord and nerves. Assignment: do task page 33.

Thursday Learners will have in a PPP some characteristics of the brain. Learners must determine what part of it is in charge of each function (cerebrum, cerebellum, medulla)They will receive an image of the brain to label the parts on the notebook. Also their functions.Evaluation about the reacting process, parts of the nervous system and the function of each part.

Friday

In group students will be assigned a different sense organ:Eyes, ears, nose, tongue, skin.

1. They will receive a reading about each topic to discuss in groups.

2. Then, they will watch a video and the whole class will discuss.

http://www.youtube.com/watch?v=VpIhFSA1NVE3. They will be asked to do a presentation

about the organ assigned.Assignment: draw the sense organs in the notebook. Label the names and the function they have.

The nose has special cells which help us smell.

The technical term for sense of smell is ‘olfaction’. The human nose can smell many different odors but is far less sensitive than other animals such as dogs. The human nose has 2 nostrils. The 2 nostrils are divided by the nasal septum. The nasal cavity is a large space found inside the head, above and behind the nose. Air passing through the nasal cavity is warmed to match body temperature (or cooled if it is very hot). Dust and other particles are removed in the nasal cavity by short hairs. The floor of the nasal cavity is also the roof of the mouth.

The tongue is a muscular structure attached to the floor of the mouth.

The tongue is the main sensory organ of the taste sense. The upper surface of a tongue is covered with taste buds which contain taste receptors.

The human tongue has on average 3,000 - 10,000 taste buds.

The bumps we can see on the tongue are called papillae. Taste buds sit on top of these papillae but are not visible to the human eye.

There are five elements of taste perception: salty, sour, bitter, sweet, and umami (or savoury).

Humans also use the tongue for speech where it helps with changes in sound. The tongue also works as a natural way of cleaning teeth after eating.

The human tongue is divided into two parts the anterior and the posterior. The anterior part of the tongue is the visible part at the front and is about two-thirds of the tongue's length. There are eight muscles in the human tongue. They can be classified as intrinsic or extrinsic. There are four extrinsic muscles which are attached to bone, they allow the tongue to change position, such as

poke out, retract, side-to-side movement. Taste receptors cannot actually taste food until saliva has moistened it, for example we usually taste salty things

first as salt dissolves quickly in moisture

Skin is the human body’s largest organ (an organ is a group of tissues that work together to perform functions in your body, others include your brain, heart and lungs).

Your skin performs a range of different functions which include physically protecting your bones, muscles and internal organs, protecting your body from outside diseases, allowing you to feel and react to heat and cold and using blood to regulate your body heat.

The layers of mammal skin include the epidermis, dermis and subcutis. The outer layer of your skin is the epidermis, it is found thickest on the palms of your hands and soles of your feet

(around 1.5mm thick). If skin is severely damaged then it may try to heal by forming scar tissue. Scar tissue is not the same as normal

skin tissue, it often appears discolored and lacks sweat glands and hair. The color of human skin depends on the amount of pigment melanin that the body produces. Small amounts of

melanin result in light skin while large amounts result in dark skin. Areas that experience repeated friction or pressure can form tough, thick skin known as a callus. Common

examples of calluses can be seen on the hands of tennis players and the fingertips of guitarists.

Sense organs (pictures) SensesEyes They perceive…..colors, shapes.

They see

Ears They perceive… sounds (song, whistle, tweeter)They hear

NoseIt perceives the smells (flowers, fruits, food, spray, etc)It smells

Tongue It perceives the flavors (sour, bitter, sweet, salty)It tastes

Skin It perceives sensations, temperatures (hot, cold, rough , soft, etc)It touches

April 21st to 25th

Day Activities and description Time /interaction/ assignments

Monday Review the sense organs and their functions orally.Read aloud about the how the eye works page 34.Copy the chart with the short descriptions and draw the sense organs.

Assignment: correct the evaluation of nervous systemFinish the chart with drawings (in the notebook)

Tuesday

Read about the ear “how it works” page 35.Read about How humans can have healthy sense organs”Complete the parts of the eyes are: the function of the iris is: the function of the retina is:the eyes send information to the brain using:The parts of the ear are: the eardrum move differently depending on: the type of the sound (aloud)The names of the small bones are: hammer, stirrup and anvilThe nerves that carry the sound impulses to the brain are: auditory nerves

Do task 35And draw the ear with parts in the notebook

Wednesday Do the review activity on page 36 in pairs.Reading in groupsLine 1 and 2- read a text about the noseLine 3 and 4-read about the tongueLine 5 and 6-read about the skin.Then chose 2 students with different topics to explain to the class.Watch:http://www.youtube.com/watch?v=j7GibFhuBmEhttp://www.youtube.com/watch?v=aMGgCxUyXT8

Study about the brain (parts, sense organs, specially eye and ears for evaluation)

Thursday Evaluation about the topics mentioned above

Copy on the notebook a short summary about the tongue, nose and skin (from the readings).

Paste, color and learn the parts of each sense organ.

Students will receive a piece of paper with drawing to label important parts of them.

Friday 1. Start the class doing some physical exercises that required the movement of hinge , pivot and ball an socket joints.Ask students to mention what part of the body they are moving according to the exercise.2. In pairs they read page 38 and answer orally the questions:How is the musculoskeletal system formed?What are joints?What types of joint exist?Give 1 example of each type of joint.

3.Watch a video about the musculoskeletal system.http://www.youtube.com/watch?v=lUP-D4dKp14

4.Copy on the notebook:The musculoskeletal system is formed by skeleton and muscles-The skeleton is formed by bones and cartilages. Their function is to support the body and protect organs.The muscles are in charge of the movement and they are attached y tendons.

Read again the page 38 and do a chart. Give one example of each type of joint (pivot, hinge, ball and socket) and draw them. Look at picture 2 in the book.

MAY 5TH TO 9TH

GOALUnderstand how the body moves and how the musculoskeletal system is made up.

DESCRIPTION OF THE ACTIVITY TIME/INTERACTION/ ASSIGNMENT

CLASS 1a. Evaluation about senses and overview of musculoskeletal systemb. Read about the joints.c. Ask them to give examples.d. Do exercise 3 and 4 page 40.f. Copy on the notebook.The musculoskeletal systemThis system is formed by the skeleton and the muscular system (muscles).The skeleton: It is formed by 206 bones. Its functions are: to support the body so that it can stand up and to protect the delicate organs. Examples: the skull protects the brain. The ribs protect the lungs and heart.The muscular systemIt is formed by muscles. They are in charge of body movements. They make possible the movement because they contract and relax.JointsThey are the places where 2 bones connected.Read in the book and give 1 example of each:Hinge Joint:Pivot:Ball and socket:

CLASS 2 Check the classwork.Read about: how the musculoskeletal system works.Explain contract and relax.Copy on the notebook:The body moves thanks to the contracting and relaxing of the muscles.Example: when we bend the arm. One muscle contracts and other relax.Paste on the notebook a paper with muscles drawing and some question.

Homework: read pag 39 point 4. Write 2 tips to take care of the musculoskeletal system. And draw.

15 minutes in the groups for the proyects

CLASS3 Complete page 40 and 42.Watch a video about muscular system.http://www.youtube.com/watch?v=rGR1eUGV-tA

Read about Nutrition and alimentation page 46.

CLASS 4 Evaluation about musculoskeletal system.3 lines read the definition of nutrition.3 lines read the definition of alimentation.Copy on the notebook a definition of nutrition and the systems involved.

CLASS 5 Students by lines receive a paper that says:Group 1Group 2Group 3Group 4Group 5Each group must bring magazines with images of food.They make a poster with examples of food belonging to their group. They write why this group of food is important.

Present it to the class.Use marker and decorate. Then, they paste them on the walls.Homework: In the notebook make the chart of page 50 ex1 and complete it.

May 12

Read page 47. Ask students to do a flier in pairs showing a guide of a complete and balance lunch or dinner. (20 %). And tips to manipulate food.

MAYO 12 TO 16

Goal: To identify the different groups of food and the importance of having a good alimentation.

Description of the activity Time and interaction

Class 1 1Read from the book the description of the 5 groups of food, definition of nutrition and alimentation. Students give examples for each group and write them on the board2 students read aloud the material on the web page:http://www.cyh.com3 evaluation in 4th c and b

Whole class40 minutes

Class 2 1Students classify the pictures of food they brought into the 5 groups and make a poster. They include a short description of what they receive form each group. Finally, they include an example of a healthy lunch (remember it must be balanced and completed)2 Oral presentation

Group of 3 to 6 students40 minutes

Class 3 1Collect the “ante-proyectos”2 Do page 50 exercises 1 and 3 in the notebook.3 give 2 evaluations to correct.

Class 4Write a short lesson:Definition of alimentation nutritionAssignment: describe a healthy breakfast, lunch and dinner. Draw and label each food included.

Notebook revision

Class 5 1Students read about digestive system and underline the most important information.2by lines look at a wordle and use the words to write a short definition of this system3Cut, paste and label the parts of the digestive system.4 study the process for digestion and absorption after reading and answering.Where digestion starts?What do the path of the foodWhat does the stomach do?What are the names of the intestines’What happen with the nutrients’What happen with the waste’5 finally, watch the video and explain to a friend what you understood:http://www.youtube.com/watch?v=eKaBQrFdNtw

Goal Description of the activity Time/interaction/ Assignment

Recognize the importance of having a good alimentation.Students know the parts of the digestive system and their function.

Class 1 (after doing and presenting their posters)-pendant 4c y d

Write a short lesson:Definition of alimentation nutrition (pedir un cuaderno en 4a)Classwork: describe a healthy breakfast, lunch and dinner. Draw and label each food included.

Do task page 49Check page 50 ex 1 and 3

Class 2Ask students to identify the system that help to process and transform the food.

Cut, paste and label the parts of the digestive system(give them the image)

In pairs, they read page 48.They must focus on:a.Digestive process functionb. what digestion is.c.what absorption is.

Look at the images bellow. By lines, students must write a definition of digestion and absorption using the words they see there.

Digestion is the phase during which food is converted into nutrients that our body need.

Absorption is the phase during which nutrients pass into the blood and are distributed in the body

Study for oral question (grade in 20%)

Class 3Read again the process of digestion and answer the question:1.Where does digestion start?2.Where does digestion end?3.What is the path that the food passes through?4.What happens in the stomach?5.What are the names of the 2 intestines?6.What happen with the nutrients?7.What happen with the waste?Watch the video:http://www.youtube.com/watch?v=eKaBQrFdNtw

In pairs they work to answer the questions

Class 4Evaluation about food and digestive system

Class 5Final review task pag 49 page 50

Start reading about respiratory system and give the image of the system for students to label the parts.