• Categories
• Neurona
• Gusto
• Potencial de acción
• Nervio
• Dendrita

Citation preview

natural

natural

sciences 6

PRIMARY

1

1

2

2

3

3

PRIMARY

sciences Our bodies and health

Class Book

Think Do Learn Natural Sciences is a new series aimed at teaching content in English with a hands-on approach. This new methodology activates critical thinking skills and helps children understand and learn in a more stimulating way. Level 6 includes extensive audio activities, an activity book, and a complete digital resource pack for both student and teacher. The course is completely modular, allowing for a variety of teaching situations.

9 788467 392098

TDL_natural_sciences_6_M_cover.indd 2-3

6

25/03/15 15:50

Table of contents Natural Sciences 6 MODULE 1: Our bodies and health Unit 1

2

3

Contents

4

Interaction Which organs make up the nervous system?

6

How does the nervous system work?

8

How do we see and hear?

10

How do we taste and smell?

12

How can we keep our nervous system healthy?

14

Let’s work together!

16

Experiment time!

17

Let’s revise!

18

Nutrition

20 What happens when we eat?

22

What happens when we breathe?

24

How does the circulatory system work?

26

What’s excretion?

28

Why is healthy food important?

30

Let’s work together!

32

Experiment time!

33

Let’s revise!

34

Reproduction

Glossary

001_003_0P6CNLA_BIL_BLOQUE 1.indd 3

Page

36 What are reproductive cells?

38

What does the female reproductive system do?

40

What does the male reproductive system do?

42

What’s fertilisation?

44

How can medical advances help reproduction?

46

Let’s work together!

48

Experiment time!

49

Let’s revise!

50 52

25/03/15 15:44

1

UNIT

Interaction a

GE T T I N G

STARTED

1 Read the text and complete the sentences in your notebook. a) Some plants interact by… b) Animals sometimes live in herds to… c) Some animals use natural features to… d) Our senses help us to…

2 Look at the pictures. Describe the living things. The … is/are interacting with its/their environment by…

3 

2

Listen and answer the questions.

a) What are the three life processes that all living things perform? b) What parts of the body do people use to interact with their environment? 

4 How does an animal use its environment to protect itself? 5  Th i n k! Think about this unit. a) What do you already know about interaction as a life process? Make a mind map. b) What do you want to learn about interaction? Write three questions.

S C I - FAC T

People interact with animals. Sometimes, interaction with other animals can improve our health. For example, swimming and interacting with dolphins makes people feel happier and can help them to recover from depression.

c) What are the five senses? Write five words.

4

Our bodies and health

b d

c

Interaction as a life process Living things such as plants, animals and people, interact with each other and the world around them in many ways. For example, plants grow towards a source of light or extend their roots towards a source of water. Some animals, such as elephants, live in groups called herds. They interact with the other animals in the herd, caring for their young, playing together and sharing food. Animals also interact with the world around them. Many animals use natural features, such as trees or caves, for protection, especially during reproduction. The world around us also provides food. In order to interact with other living things and with our surroundings, we need to receive information about them. We use our senses to get this information. Without our senses we wouldn’t be aware of our surroundings, and interaction would be impossible.

These fish are interacting with the shark. They help it to keep clean by eating parasites.

5

Which organs make up the nervous system? The brain is the most important organ in the nervous system. It controls all the other organs in our body. The nervous system connects the brain to the organs, muscles and skin through nerves, which are connected to the spinal cord.

GE T T I N G

STARTED

1 Describe the reaction of the boy in these pictures. Why do you think this happens? a)

    b)

In picture … the boy is … He can feel… In picture … he moves … because … I think he does this because…

6

The brain

The spinal cord

When our brain receives information, it sends a message to a part of the body to tell it how to react. If our hand touches a hot object, nerves in our skin tell our brain. Then the brain tells the muscles in our hand to move.

The spinal cord connects the brain to the rest of the body. This cord is made up of nerve tissue, forming a long, thick tube.

Nerves Nerves connect the spinal cord to our muscles, joints and skin. Sensory nerves receive messages from the muscles, joints and skin and send them to the brain. Motor nerves transmit messages our brain sends to the muscles, joints and skin. This results in movement, or a physical reaction, such as sweating. Messages travel along the nerves very quickly.

Our bodies and health

How does the brain work? The cerebrum is the largest and most complex part of the brain. It controls our intelligence, memory, personality, emotion, speech and the ability to feel and move.

cerebrum

The cerebellum is responsible for balance, movement, and coordination.

brainstem cerebellum

The brainstem coordinates all the messages going in and out of the brain to and from the spinal cord. It also controls involuntary movements, such as breathing, digestion, or our heartbeat.

AC T I V I T I E S 2 Correct the false statements in your notebook. a) The spinal cord connects the nerves to the muscles. b) The brain sends and receives messages from the nervous system. c) Messages from our nerves travel slowly to and from the brain. d) The cerebrum is part of the brain. It controls involuntary movements.

3 

3

4

Listen and say brain, spinal cord, sensory nerves or motor nerves. Make a diagram of the nervous system.

a) On a large piece of paper, draw around your partner to create an outline. b) Draw a brain and spinal cord on pieces of paper. Cut them out and stick them onto your outline. c) Use red wool to represent sensory nerves, and blue wool to represent motor nerves. Stick the wool onto your outline.

5 

4

 QUIZ Check your learning.

7

How does the nervous system work?

S C I - FAC T

The nervous system is made up of neurons. There are millions of neurons in your brain. Neurons receive and transmit messages from different parts of the body to and from the brain.

GE T T I N G 1 

Some chemicals can stop messages from passing to other neurons. Cobra venom causes paralysis by stopping the neurotransmitters from functioning correctly.

STARTED

5

Classify these movements: voluntary or involuntary. Make a table. Then listen and check your answers. breathing   jumping   cycling   digesting food  writing   blinking   sweating   clapping

Neurons Neurons are star-shaped cells that consist of a cell body, a long extension called the axon and shorter, thin fibres called cell body dendrites. To transmit messages, they create electrical signals called nerve axon impulses. These impulses pass messages from one cell to the next. At the end of the neuron is the cell body. It controls the neuron and creates nerve impulses. The axon transmits these nerve impulses to other neurons. Dendrites receive nerve impulses from other neurons.

dendrites

How do neurons transmit information? Nerve impulses are electrical impulses. They travel from one neuron to another neuron along the axon and leave through the dendrites. The space between one neuron and another is called a synapse. In order to travel across this space, the nerve impulse changes into a chemical. After the chemical crosses the synapse, it’s transformed back into a nerve impulse. Then it’s ready to be passed on to the next neuron.

8

Our bodies and health

What is the sense of touch?

First aid for burns

Our sense of touch enables us to touch and feel things with our skin or dermis. Nerve endings detect information about the objects that we touch. They produce nerve impulses which the sensory nerves transmit to the brain.

To treat minor burns, first, cool the burnt area under cold water for about 10 minutes. Then, cover the burn with burn cream. Finally, cover it with plastic food wrap. If there are blisters, be careful not to break them. To treat major burns, ask an adult, or phone the emergency services.

epidermis

dermis

nerve endings

AC T I V I T I E S 2 Copy the diagram of a neuron into your notebook. a) Label the diagram. b) Write sentences to describe the function of each part. The … controls/transmits/receives…

3

Represent the nervous system. a) In a large area, like the playground, make a line with your classmates. b) Hold hands with the people next to you. c) The first person in the line should gently squeeze the next person’s hand. d) Pass the movement down the line. When you feel your hand being squeezed, squeeze the hand of the next person in the line.

4  Th i n k! Think about your representation of the nervous system in activity 3. Answer the questions with a partner. a) What does the line represent? b) What does the action of squeezing represent?

5 

6

 QUIZ Check your learning.

9

How do we see and hear? Our eyes and ears detect information about objects and sounds around us. They send messages to the brain, and our brain interprets the information. So we see and hear when our eyes and ears transmit information to the brain.

GE T T I N G

STARTED

1 Look at your classmates’ eyes. What colour are they? Make a bar chart to show your results. … people in the class have blue/brown/green/grey eyes.

How do we see? The iris is the coloured part of the eye. It surrounds the pupil. It’s made of very small muscles that open and close the pupil. The pupil is a small hole that lets light into the eye.

The retina is made of nervous tissue arranged in thin layers of cells that detect light and colours.They send information to the optic nerve.

The cornea covers and protects the iris and the pupil. The optic nerve is connected to the brain. It transmits information from the retina.

The lens is a transparent, oval-shaped structure that focuses light onto the retina. It’s located behind the pupil and the iris.

3. T he optic nerve transmits

the information to the brain.

1. L ight goes into the

eye through the pupil. Then it passes through the lens.

10

2. T he lens projects an upside

down image onto the retina. This information is sent to the optic nerve.

Our bodies and health

How do we hear?

1. S ound waves go into our ear and hit the eardrum.

2. W  hen the eardrum vibrates,

As a result, the eardrum vibrates.

it makes the small bones inside the ear vibrate, too.

eardrum sound auditory nerve

cochlea

3. T he cochlea detects the vibrations and produces nerve

impulses. The auditory nerve transmits these impulses to the brain. Then the brain interprets the information.

AC T I V I T I E S 2 Classify the words in your notebook. Make two lists: parts of the eye and parts of the ear. optic nerve  auditory nerve  eardrum  iris  pupil  cochlea  retina  lens



3 

7

Listen and answer the questions.

a) Cover your ears with your hands. What sounds do you hear? b) Listen again without covering your ears. Is it easier to identify the sounds with your ears covered or not covered? c) 8

4 

Th i n k ! With a partner, explain why. Then listen and check your ideas.

Find out why eyes are important. Take turns with a partner.

a) Use a scarf to cover your eyes. b) Help your partner walk across the classroom. c) What do eyes help us do? What can’t we do without them? Eyes help us … We can’t … without them.

5 6 

Make a model of an ear with plasticine. Then, label the parts. 9

 QUIZ Check your learning.

11

How do we taste and smell? We use our nose to smell and our tongue to taste. We can detect thousands of different smells and tastes with our nose and tongue. They transmit information to the brain so that it can interpret the information.

GE T T I N G

STARTED

S C I - FAC T

Did you know that some people can’t smell? This condition is called anosmia. Why can this condition sometimes be dangerous?

1 What’s your favourite taste? What’s your favourite smell? Discuss with a partner, then tell the class.

My partner’s favourite … is … but my favourite is… Both of us said that our favourite … is…

olfactory nerve

olfactory cells

12

The sense of smell Smells are made up of gases in the air. When air goes into your nose, the gases go into your nasal passages. The olfactory cells detect the gases and send nerve impulses to the olfactory nerve. The olfactory nerve transmits the impulses to the brain and the brain interprets the information.

The sense of taste

First aid for a burned tongue

The tiny, pink bumps on your tongue are called tastebuds. They can detect special chemicals in the things that you eat and drink. The chemicals mix with saliva and then the tastebuds detect them. The tastebuds produce nerve impulses and transmit them to the gustatory nerves. These nerves are inside the tongue, connected to the tastebuds. These nerves then transmit the impulses to the brain. Finally, the brain interprets the information.

If you eat or drink something very hot, you may burn your tongue. To cool your tongue, rinse your mouth with cold water or suck an ice-cube for a few minutes.

tastebuds

Our bodies and health

Are the senses of taste and smell connected?

olfactory nerve

Have you ever noticed that food doesn’t taste good when you have a cold? This is because your senses of smell and taste work together. Your tastebuds detect different tastes, such as sweet, salty, sour and bitter tastes. Your olfactory cells detect thousands of different smells.

tastebud

AC T I V I T I E S 2 Complete the sentences in your notebook. a) The olfactory cells detect … and send … to the… b) The olfactory nerve sends … to the … which interprets… c) The gustatory nerves detect … and send … to the… d) The tastebuds detect … in food when it’s mixed with … in the mouth. e) Taste and smell are both important for … because… f) When air goes into your ..., the gases go into your...

3  10 Why are smell and taste important? Listen and write two reasons. 4 

Classify these foods: sweet, salty, sour or bitter. Make a table. Then add one more food to each category.  

coffee

 

lemon

 

apple

5 

11

 

grapefruit

 

chocolate

cheese 

 

vinegar

olives

 QUIZ Check your learning.

13

How can we keep our nervous system healthy? To keep your nervous system healthy, you should look after your brain and your muscles. This is important because the nervous system is responsible for movement, breathing and your heartbeat.

GE T T I N G

STARTED

1 Look at the pictures. What parts of the body is each child exercising? How? a)

b)

c)

The muscles are being exercised by… The brain is being exercised by…

Keeping your brain healthy

Keeping your muscles healthy

In order to keep your brain healthy, you should exercise it. You can do this by doing puzzles and playing thinking games, like ‘I spy’ or ‘Guess who’. You can also exercise your brain by training your memory and solving mathematical or linguistic problems.

In order to keep your muscles healthy, it’s important to do regular exercise. This guarantees a regular supply of blood and oxygen to your muscles. By doing exercise, you’re also exercising your heart and lungs. This helps your nervous system to control involuntary movements, such as breathing or blinking.

It’s also important to rest your brain. By sleeping about ten hours a night, you’re giving your brain plenty of time to rest and recharge itself. A balanced diet is also important for a healthy brain. Just like other organs, your brain needs energy from food in order to function well. You should also drink lots of water. Dehydration can cause memory problems or confusion.

14

Our bodies and health

Health and safety at school When we can’t see or hear well, our brains have to work harder to interpret the information they receive. So it’s important to get your eyesight and hearing checked regularly. Make sure that you can see the teacher, the board and your notebook clearly and that you hear the teacher well. There should be good lighting in your classroom. Check that there are no objects in your way when you move about or sharp edges that could cut or hurt you. The classroom isn’t a safe place to run around in because it’s full of obstacles and sharp corners!

AC T I V I T I E S 2 Match to make sentences in your notebook. a) Your brain needs… 1. in the classroom. b) You shouldn’t run… 2. keep our muscles healthy. c) We should get our… 3. rest and a balanced diet. d) Exercising helps to… 4. eyesight checked regularly.

3 

12

Listen and answer the questions.

a) What problem does the girl have? b) How does the teacher solve the problem?

4 

Find out about computer health and safety. Use the Internet to answer the questions.

a) What can we do to protect our eyesight? b) What can we do to make sure our spinal column is protected? c) What can we do to make sure our brain rests?

5 

13

 QUIZ Check your learning.

15

k r o w s ’ Let ! r e h t e g to Write a health and safety report

Materials: • Template 1.1 il • a pen or a penc

ramme

og • a slide show pr

Instructions: 1. Work in groups of three. Each group member has a different role. Student A: You will report on the lighting in your classroom. Complete your section of the template. Student B: You will report on classroom furniture. Complete your section of the template. Student C: You are responsible for writing down your group’s decisions. Complete section 2 on the template.

2. Decide together which problem is most urgent. Student C should take notes and then complete the template.

We could improve the … by… We could make the classroom safer by… We could solve the problem of … by… I think we should … because…

3. Prepare a slide show presentation. Include the following information:

• The problem you’re going to solve. • The reason why you chose to solve the problem. • A description of how to solve the problem.

Interaction TEMPLATE 1.1 Names: Class:

—————————— —————————— ————— —————————— ————— Date: —————————— ——————

1 Complete the table. Evaluate the level of health and from 1 (very bad safety in your clas ) to 5 (very good). sroom Student A:

1

2

Natural light: Is there a lot of natu

3

4

5

ral light in the class

room?

Board visibility: Is there enough light

to see the board?

Desk visibility: IIs there enough

light to see your

notebook?

Student B:

1

Sharp edges:

16

Are there many shar

p edges in your class

room?

Objects on the floor

:

Are there bags and objects on the floor be dangerous? that could

2

3

4

5

Our bodies and health

t n e m i r Expe time! Use your senses to compare objects

Materials: • an apple • a lemon • a slice of h am • a lettuce le a

f

• a piece of pape

r and a penc

il

Aim: To compare objects using the five senses.

Hypothesis:

a

Answer the questions in your notebook before you start.

a) Which object do you think will be the easiest to describe? Why? b) Which object will be the most difficult to describe? Why? Method: Use your senses. Write a sentence to describe each food. Sense of sight: It looks round/oval/pink/green/large/flat/ small/spherical.

b

Sense of touch: It feels rough/smooth/hard/soft/warm/cold. Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/ floral/woody. Sense of taste: It tastes sweet/salty/bitter/sour/nice/ disgusting/delicious.

Results: 1. Compare your sentences and answer the questions. a) What similarities can you see? What differences were there? The … and the … both/all… Only the … was…

b) Which object was the most difficult to describe? Why?

The ... was the most difficult to describe because…

c) Which is your favourite taste? Why? My favourite taste … is … because…

17

Let’s revise! 1 Complete the sentences in your notebook. a) The nervous system is made up of... b) The sensory nerves send ... to the... c) The brain sends ... to the ... so we can react. d) Neurons send information in the form of ... called... e) We use our senses to ... the world around us. f) We can keep our brains healthy by ... and our muscles by... 

2 

Find out about Braille.

a) What’s Braille? b) Who invented it? c) When was it invented? d) Where’s it used?

3  Th i n k! Think about your senses. Answer the questions. a) Which sense would be most difficult to live without? Why? b) Which sense would be easiest to live without? Why? I think it would be most difficult/easiest to live without the sense of … because…

4 

What objects can you identify using your sense of touch? Do an experiment with a partner. a) Collect six different objects from around the house or classroom. b) Blindfold your partner. Give him or her the objects, one by one. c) How many objects can your partner identify? d) Then change roles. How many of your partner’s objects can you identify? e) Which objects were easy to identify? Why? The ... was easy to identify because...

5 

Write a quiz.

a) With a partner, write three quiz questions about the nervous system and the senses. b) Find three objects for the class to identify using one of the senses. c) Ask the class your questions. Give one point for each correct answer. d) Tell the class which sense they should use to identify the objects. Give one point for each object they identify correctly. e) The group with the most points wins.

18

Our bodies and health

6 Revise the unit. Then copy and complete the mind maps. The nervous system

Parts of the nervous system

Keeping the nervous system healthy

How the nervous system works

Information is transmitted from the … to the … by the… The senses and sense organs

Touch

Sight

Taste

Smell

Hearing

7 What have I learnt? a) Look at the mind map and the questions you wrote at the beginning of the unit. b) What questions can you answer now? c) How can you find answers for the other questions?

8

14

 QUIZ Check your learning.

My progress C  opy the sentences in your notebook. Then draw a smiley next to each one. a) I can name the parts of the nervous system. b) I can describe how each part functions as part of the nervous system. c) I can identify the parts of each sense organ. d) I can give examples of healthy habits in the classroom. e) I can use my senses to identify different objects.

No, not yet. Yes, I can. Yes, very well.

19