NAME: - CLASS: - : 5 Grade

5th GRADE
NAME: ________________
CLASS: ________________
2nd TERM
2nd Term 2017- 2018 Version
5th Grade SCIENCE WORKBOOK
UNIT 5
Body Systems: The

Circulatory System
Learning Goals:
 Explain the function of transport of the circulatory system of
nutrients and gases (oxygen and carbon dioxide),
identifying its basic structures (heart, blood vessels, and
blood). (OA 4)
1st Term 2017-2018 Version Page 2 of 61

Unit 4: Body systems: The Circulatory System

Hour: 53-54
Learning Outcome: Record in a chart the effects of physical activity on the heart.
Contents: Physical activity and heart rate
How fast does your heart beat?
When your heart beats, it pumps blood to some blood vessels

and they stretch. The stretching of
these vessels is your pulse. You can
find your pulse by lightly pressing on
the skin anywhere there is a large
artery. Two good places to find it are
on the side of your neck and the
inside of your wrist.
Once you find your pulse, you will feel a small beat under your skin. Each beat is
caused by the contraction of your heart.
What is your heart rate?
1 Get in pairs (2) of students.

Materials
 A watch with a second hand
 A calculator
Procedure
1. Remain at your seat. Count how many beats per minute.
2. Now, walk for one minute.
3. Now, run in your place for two minutes.
4. Now, jump a rope for three minutes.

5. Record your numbers in the chart below.

Activity b.p.m. (beats per minute)
At rest
Walking for one minute
Running for two minutes
Jumping a rope for three minutes
Note: You can count the number of beats in 15 seconds and multiply the number by
four. This is how many times the heart beats in one minute.
6. Draw a bar graph.
7. Draw conclusions.
Your heart beats faster when you exercise because your

body needs a lot more oxygen-rich blood. So your heart
pumps faster to supply the oxygen-rich blood that your
body needs.
Optional Activity
The amount of time the heart takes to return to a normal at-rest rate after exercise is
called recovery time. This is a measure of the body's general fitness. The shorter the
recovery times the higher the level of fitness.
Determine your recovery rate by first measuring and recording the pulse rate at rest.
Next, run in place for two minutes. Now measure the pulse rate every minute until
the at-rest rate is reached. How long did it take the heart to return to the normal
rate?


Hour: 55-56
Learning Outcome: Identify parts of the heart and its functions.
Contents: Parts of the heart and its functions
The Circulatory System
The body's circulatory system is like a two-part highway system. One set of roads
leads out to the suburbs from the city center; the other leads back in.”
1 Look at the following pictures!
city street artery
road
capillary
vein
highway
The circulatory system is like a road system. A road system has got highways, roads
leading to a town or connecting two or more cities, and city streets. There are
different kinds of vehicles on the highways, roads or streets; they carry out different
functions, they deliver some things and pick up others.
In the circulatory system, the arteries are like highways, veins are like roads and
capillaries are like city streets. Different kinds of blood cells are like the different
vehicles on the road system. They carry out different functions; they deliver some

things and pick up others. As we learn more about the circulatory system and their
functions, we will fit them into this metaphor.
2 Let’s compare the two pictures. How are they similar or different?

My heart
3
Let’s talk!
 Put your right hand on your chest. What do you feel?
 What is this beating sound?
 What is the function of the heart?
Let’s read!
Your heart is only the size of your fist but it pumps blood /blʌd/ throughout your
body. It is located in the middle of your chest.
The heart has four separate areas called
chambers /tʃeɪmbə(r)/. The right side and left

side of the heart are divided by a wall
called the septum /ˈseptəm/.
The two chambers on the right side receive blood from the body and send the
blood to the lungs. In the lungs, the blood releases waste (e.g. carbon dioxide) from
the organs and cells in your body and picks up oxygen. Then the blood leaves the
lungs and goes back into the heart through the left side.
4 Colour the picture above.

1. Colour the septum orange.
2. Colour blue the two chambers on the right side.
3. Colour red the two chambers on the left side.
Find and label the right atrium, the left atrium,

the right ventricle, and the left ventricle.

The heart’s top two chambers together are called the atria /ˈeɪtrɪə/ (s. atrium). The
right atrium /ˈeɪtriəm /) receives oxygen-poor blood from the body; the left atrium
gets oxygen-rich blood from the lungs.
The heart’s bottom chambers are called the ventricles. They push the blood out of
the heart. The right ventricle receives blood from the right atrium and pumps it to
the pulmonary artery. The left ventricle receives blood from the left atrium and
pumps it to the aorta /eɪˈɔːtə/. The aorta carries and distributes oxygen-rich blood to
the rest of the body. As the ventricles push the blood out, the atria are refilling. This
repeats over and over again. And it all happens in about a minute.
All the heart’s chambers have special one-way doors called valves. The valves only
let the blood travel forward.
The basic function of pulmonary artery is to carry the deoxygenated blood from the
heart’s right ventricle into the lungs. The pulmonary artery connects the lungs and
the right ventricle of heart and is divided into left pulmonary artery and right
pulmonary artery.
Your heart is a very hard-working organ. It never stops. A normal heart beats about
100,000 times a day. In a normal lifetime, a human heart will beat about 2.5 billion
times.
5 Let’s watch the Map of the Human Heart at https://goo.gl/8TCLZw

to see exactly how your heart pumps blood throughout your body.

6 Follow the blood inside the heart

Draw a line to follow the path that blood travels through the heart.
 Use a blue crayon to connect numbers 1 to 7.
 Use a red crayon to connect numbers 8 to 14.

7 Fill in the following chart.
Part of the heart Function(s)

Right atrium
Right ventricle
Left atrium
Left ventricle
Septum
Valves
Pulmonary artery
Aorta


Hour: 57-58
Learning Outcome: Make a model to show the main parts of the heart and its functions.
Contents: Parts of the heart and its functions
A Heart Model
1 Let’s make a heart model. Get in groups of four (4).
 You will model the inside part of the heart. So you will make a heart cross-section
model.
 Make the model larger than its actual size to be able to show more details.
 The choice of appropriate materials to build the model is up to you. Models
made out of paper mache, Styrofoam and modeling clay are all possible.
 Label the parts of the heart.
 Make sure you know the functions of each of the parts.
 Present your model to your classmates.
Front cross-section of heart

Unit 4: The Circulatory System

Hour: 59-60
Learning Outcome: Identify blood components and characteristics.
Contents: Components, characteristics, and function of the blood
What is blood?
1 Let’s talk?
 Can you see your blood directly now?
 When do you see the blood?
 Do you know what is blood made up of?
 What is the blood’s function?
 Is blood a cell, a tissue, an organ, or a system? Why?
What is blood?
Blood is a fluid that supplies essential substances and nutrients, such as sugar,
oxygen, and hormones to our cells, and carries waste away from those cells; this
waste is eventually flushed out of the body in urine, feces, sweat, and carbon
dioxide. Blood also contains clotting agents.
What is blood made up of?

Blood cells
There are three main types of cells in your blood. Each type of cell plays a special
part in keeping your body healthy and fit.
 Red Blood Cells are the most numerous cells in

your blood. They carry oxygen from your lungs
throughout your body. They also carry carbon
dioxide back to your lungs from your cells, so you
can breathe it out.
 White Blood Cells help your body fight infections

when you become ill.
 Platelets help your body stop bleeding when

you get a cut or other wound. Platelets
clump together as soon as you start to
bleed. The sticky clump of platelets
traps red blood cells and forms a
blood clot. The blood clot hardens to
make a scab that seals the cut and
lets your body begin healing the
wound.

2 Fill in the following chart.
Part of blood Function
Plasma
Red blood cells
White blood cells
Platelets
To learn more watch the following videos:

“ Red Blood Cells: Deliverers of Oxygen” at https://goo.gl/jPqV5Q
“The Components of Blood and Their Importance” at https://goo.gl/qb3T4s
Vocabulary
clump a number of things of the same kind held together
clot a semisolid mass such as of blood
scab the crusty, dry patch that forms over a wound

A blood drop
red blood white blood cells (different platelets

cells types)
3 Do the following activities in your science notebook.

 Copy the ‘blood drop’ sample.
 Label its parts.
 Explain why it is a tissue.
 Why is it a liquid?
4
Read the following paragraph and draw a bar graph showing “Blood cells
relative concentrations in the blood” in your science notebook.
Blood accounts for 7% of the human body weight. The average adult has a blood
volume of 5-6 litres, which is composed of plasma, red blood cells, white blood cells,
and platelets. By volume, the red blood cells constitute about 45% of whole blood,
the plasma about 54.3%, and white cells about 0.7%, and since platelets are so
small they make up just a tiny fraction of the blood volume.
5 Answer the following questions in your science notebook.

1. What are the main characteristics of blood?
2. What are the main functions of blood in the body?


Hour: 62-63
Learning Outcome: Identify blood vessels that carry blood throughout the body and their functions.
Explain how nutrients and gases are transported throughout the body. / A model
Contents: Arteries, Veins and Capillaries
Blood vessels
The circulatory system carries nutrients and gases to

every cell in your body. As your blood moves
throughout your body, it helps your body fight
infections, control your temperature, and remove
wastes from your cells.
Blood vessels allow blood to travel in your body. The

three types of blood vessels are arteries, capillaries,
and veins. Arteries and veins are attached to the
heart.
Arteries carry blood away from the heart to every

part of your body. Arteries carry
bright red blood. The colour comes
from the oxygen that they carry. As
the arteries move away from the
heart, they divide into smaller
vessels called capillaries.
Capillaries (s. capillary/kəˈpɪləri/) are the smallest type of blood

vessels. The walls of capillaries are one cell thick. Gases can go
through these thin walls. Oxygen goes from the blood in your
capillaries to your cells. Carbon dioxide and other wastes move in the opposite
direction, they go from your cells to the blood in your capillaries. Capillaries group
to form the smallest veins.

Veins carry the blood back to the heart. Veins carry

dark red blood that is poor in oxygen. Veins have thin
walls.
Veins have valves. These valves act like gates or doors.

They allow blood to flow only in one direction. Valves
open in order to let blood flow into your heart and they
close in order to prevent blood from going the
opposite direction. Arteries and capillaries do not have
valves.
1 Answer a quiz on “Blood Vessels” at https://goo.gl/FkaMeB
2 Watch the movie “Your heart and the Circulatory System” at

https://goo.gl/2l4nkC
from heart to heart
Blood flows from the heart through

arteries and into capillaries. It then
returns to the heart through veins.
3 In your science notebook, draw a concept map about blood vessels and
their functions.

The Pathway of blood in the body
4 Let’s make a model of your circulatory

system. Get in groups of four (4)
Materials
 A large sheet of craft paper
 Red yarn
 Blue yarn
 Markers
 Glue
 An actual size paper heart model painted red
Instructions
1. Draw with a marker the body outline of one of
the members of the group.
2. Make the heart (actual size) from paper and
paint it red.
3. Add the heart to the model.
4. Paste red yarn to show blood moving along
arteries.
5. Paste blue yarn to show blood moving along
veins.
5 In your science notebook, describe how the blood moves throughout the
body.
For further learning and practice you can watch the video “Types of Blood Vessels”
at https://goo.gl/doh88Q.
Watch the video “Heart and circulatory system: how they work” by Mayo Clinic Staff
at https://goo.gl/pbMDMk (with transcript).
Answer a quiz on the “Circulatory System” at https://goo.gl/FcEESQ


Hour: 64-65
Learning Outcome: Summarize the functions of the circulatory system. / Acting out
Contents: The functions of the circulatory system
Revision
The flow of blood in the body
Let’s read!
The blood is the transport system by which oxygen and nutrients reach the cells,
and waste materials are carried away.
The circulatory system consists of the heart and blood vessels (arteries, veins, and
capillaries).
The heart is the pump that keeps this transport system moving.
The body’s circulation has two parts, with the heart acting as a double pump.
Blood from the right side pump is dark red and low in oxygen. The blood vessels
which carry blood towards the heart from other parts of the body are called veins.
Blood travels along arteries to the lungs where it receives fresh supplies of oxygen
and becomes bright red. It flows along veins back to the heart’s left side pump.
Blood leaves the left side of the heart and travels through arteries which gradually
divide into very thin blood vessels called capillaries.
In the capillaries, nutrients and oxygen are released to the body cells, and carbon
dioxide and other waste products are returned to the bloodstream.
1. Draw a diagram or a graphic organizer in your science notebook showing the

flow of blood in the body (main parts of the circulatory system, main functions of
these parts and ways to take care of it).
2. Act out the flow of blood in the body in the playground. You will play the roles of
body parts and blood. Follow your teacher’s instructions.


Hour: 66
Learning Outcome: Predict problems caused by the lack of oxygenated blood in an organ.
Contents: Health problems related to the circulatory system
What causes a stroke?
The main cause of stroke is atherosclerosis.

When does atherosclerosis occur?
This occurs when cholesterol and other deposits build up
on the inner walls of the blood vessels. After some time
blood vessels get narrower, limiting the supply of blood
and oxygen to organs in the body.
What are the consequences of a stroke?
A stroke can cause death or paralysis or speech
difficulties. When a stroke happens, it is important to get to a hospital quickly. For
stroke survivors, recovery can take months or years. Many people who have had a
stroke never fully recover.
Who is at risk?
 People over 55 years old
 People who do not eat a healthy diet
 People who do not get a lot of physical activity
 People who are overweight
 People who have certain medical problems (high blood pressure)
 Heavy smokers
How can people reduce the risk of having a stroke?
 Don’t smoke, and avoid second-hand smoke.
 Eat a healthy diet low in saturated fat, trans fat, cholesterol and salt.
• Be physically active
• Keep your weight under control.
• Get regular medical check-ups.

UNIT 6
Microorganisms
Learning Goal:
 Conduct a research and identify some
microorganisms beneficial or harmful for health
(bacteria, virus and fungi), and propose body
care and hygiene measures. (AO7)

Unit 6: Microorganisms
Hour: 68-69
Learning Outcome: Define the concept of microorganisms, give examples, and identify benefits for
organisms and the environment.
Contents: Microorganisms: bacteria, viruses, fungi.
What are microorganisms?

1 Bread Mold Experiment
You will need
 3 pieces of bread.
 3 resalable plastic bags. (Ziploc)
 Permanent marker.
 Water
1. Put bread in all three bags.

2. Take one bag and put it in a dark place. Place the next bag in the refrigerator.
Place the last bag in a sunny area. Make sure each bag is sealed tightly. Label
them with a marker.
3. Check each bag after one week. Write what you see.

2 Let’s talk!
1. What is a microorganism?
2. Where can you find microorganisms?
3. Are they good for our health?
A microorganism is a very small living organism that can only be seen with a
microscope.
Microorganisms are all around us, in the
air, in our bodies and in water. Some
microorganisms are harmful, but others
are helpful to our health.
There are three types of microorganism:

 Virus
 Bacteria
 Fungi
3 Play and Learn at http://goo.gl/DegD2s
4 Look up these words in a dictionary. Copy the definitions.
Virus __________________________________________________________________________
__________________________________________________________________________
Bacteria ________________________________________________________________________
__________________________________________________________________________
Fungi __________________________________________________________________________
_________________________________________________________________________

Hour: 70
Learning Outcome: Describe the beneficial effects in the organisms of some bacteria (e.g.
pathogenic bacteria competition preventing colonization). Experiment.
Contents: Some beneficial microorganisms and its function: bacteria.
Helpful Microorganisms
Cheese is made through the addition of

lactic acid bacteria to milk. Dairy
products are generally created with the
fermentation of bacteria such as
Lactobacillus, Lactococcus,
Leuconostoc, Enterococcus,
Pediococcus, Streptococcus, and
Staphylococcus.

Bread is made by fungi called Saccharomyces cerevissiae, also known as yeast.
Usually, microorganisms are associated

with some diseases. However, most of
them are important for our lives; for
example, bacteria make their home in our
digestive system, mouth and wet areas in
our body. They prevent harmful
microorganisms from developing inside
our body. This set of microorganisms is
known as bacterial flora.
Bacteria are essentials for food digestion
since they are the only ones that can
break down large biomolecules (which
cannot destroyed by the stomach acids).
1
Answer in your science copybook.
1. Why we don’t get sick when we eat a yogurt if it is made with microorganisms?
2. Which microorganisms can be beneficial for our health?
3. Where can we find those microorganisms?
4. Name the bacteria that are beneficial for our health.

Hour: 71
Learning Outcome: Getting from reading the benefits of some fungi.
Contents: Some beneficial microorganisms: fungi
Where does penicillin come from?

Did you know?
Penicillium fungi
Even though, most fungi elements have poisonous qualities, there are some of them
which have specific features that make them beneficial for our health.
1
Let’s research
Get in groups of four.
 Research about penicillin that is being used by humans because of its beneficial
qualities.
 Prepare a PPT (power point presentation) with the information that you found.
 Remember to use images, videos, big font, graphics, etc., in order to make your
presentation more accurate and attractive.
 Present your work to the class.

Hour: 72
Learning Outcome: Identify health damaging agents. Distinguish diseases caused by infectious
agents (viruses and bacteria) from other types of diseases.
Contents: Health damaging microorganisms / Diseases caused by infectious agents
Can bacteria and viruses cause diseases?

1 Let’s talk!
1. How can you get a typical cold?
2. What symptoms do you feel when you have a cold?
3. Which suggestions can you give to a person so that he/she doesn’t get a cold?
4. Is vaccination important? Why?
5. What is a contagious disease?
Harmful microorganisms
Diseases caused by viruses usually spread easily from one person to another.

Uncooked foods (especially meat) can

contain bacteria. The bacteria are killed
when the food is cooked properly. But if you
eat food that has not been cooked
properly, the bacteria may survive and
make you feel very ill.
Bacteria left in your mouth by not brushing

your teeth properly can cause a tooth
infection. Bacteria left in your mouth could
also cause an infection in your ear.
The health damaging agents are organisms or viruses that caused contagious
diseases.
2 Group work
 In pairs, make a research about diseases caused by one of the three
damaging agents studied.
 Make a list of the diseases you found and write them in your science
notebook.
 Include the name of disease and damaging agent that causes it.

Hour: 73
Learning Outcome: Explain the way infectious agents enter the body, reproduce, and cause
diseases (e.g. the common cold virus).
Contents: Infectious agents entering into your body.
How are infectious agents transmitted?
Because of their tiny size and extremely fast way of

reproducing, they can be transmitted by many ways. For
example, when people sneeze or cough, they spread
tiny drops of contaminated air which may be inhaled by
you.
If a sick person uses a pencil, the agents remain on the pencil so if you don’t wash
your hands properly, you may get the disease or transmit it to another person.
Objects that contain these pathogenic agents are said to be “contaminated”.

Water, air and food can transmit these agents, for example, if you drink water
directly from a river you are probably getting ill.
These agents can easily multiply in decomposed, not-well cleaned or not-well

cooked foods. If you eat them you are probably getting the disease they transmit.
Some pathogenic agents may even cause death.
1 Let’s watch the video ‘How a virus invades your body’ at

http://goo.gl/gNsvnR
2 How can pathogenic agents be transmitted? Write a list.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

3 Tick where appropriate.
Caused by Not caused by

Disease
infectious agents infectious agents
Stress
Meningitis
Flu
Hypertension
Allergies
Cholera
Hepatitis
Asthma
Diabetes
Tuberculosis
Influenza
Cancer
Bronchitis

Hour: 74
Learning Outcome: List food handling hygiene practices that help avoid the spread of diseases.
Contents: Food handling hygiene habits to prevent the spread of diseases.
How can we prevent the spread of diseases?

1 Let’s talk!
1. What should you do if the person next to you is sneezing constantly?
2. What’s the correct thing to do when you cough?
3. Is it important to wear a medical mask when you are sick? Why?
Avoiding Contagious Diseases

Some recommendations to have in mind in order to avoid contagious diseases:
1. Don’t touch elements that the infected person has already touched. If you
touch the object an infected person has touched, you have a great possibility
to get the disease as well.
2. Wash your hands frequently, especially before eating, after going to the
bathroom and after playing with a pet or animal. Use soap and water.
3. Clean your wounds properly.
4. Handle food properly. The Core Four Practices
We can't see bacteria or smell them, or feel them but they may already be
invading food products, kitchen surfaces, knives and other utensils.
But you have the power to fight bacteria and to keep food safe from them. It’s
as easy as following these four simple steps:
a. CLEAN: Wash hands and surfaces often

b. SEPARATE: Don't cross-contaminate!
c. COOK: Cook to proper temperature
d. CHILL: Refrigerate promptly

2 Fill in the gaps with one word.
1. Use a ___________________ to make sure your food is fully cooked and safe to
eat.
2. Wash your __________________ in warm, soapy water for 10 seconds before

and after handling food.
3. To protect yourself from harmful bacteria, keep __________________ away from

raw meat, poultry and sea food.
4. When you are finished eating, put your food in the _________________
immediately.

Hour: 75-76
Learning Outcome: Identify actions, such as washing hands, sneezing or coughing into your arm,
washing food, etc. that prevent the spread of diseases. Explain the use of disinfectants (alcohol,
povidone-iodine, hydrogen peroxide) as substances that remove most of the infectious agents from
wounds and cuts preventing diseases.
Contents: Actions to prevent the spread of diseases. Use of disinfectants for wounds or cuts.
Use of disinfectants
If infectious agents are everywhere, why you aren’t sick every day?
Well, our body has a specialized system in charge of protecting us from diseases
and it is called the immune system. The immune system has antibodies which
fight diseases. However most of the time, they are not enough. So, over the
years, people have created substances that help eliminating infectious agents
from surfaces. For example, chlorine, alcohol, povidone-iodine, hydrogen-
peroxide.
What should you do in case of a cut or scratch?
Infectious agents may enter your body through bites, cuts or

scratches. Sometimes, these kinds of wounds start as a no big deal
but then get infected. An infection happens when there are too
many microorganisms and your immune system (white blood cells)
can’t protect you. Certain cuts or bites could develop into tetanus
or another serious illness with dangerous viruses.
To prevent this, you should use disinfectants such as: alcohol, povidone-iodine or
hydrogen peroxide, which eliminate germs instantly.

If your wound hurts, looks red and swollen, feels warms to touch or contains pus, you
may need to get some medical assistance to eliminate the infection.
1
Group work
 In pairs, make a model of a first aid kit.
 Include all necessary elements to prevent the spread of diseases though
germs infections.
 Write some instructions for the use of wound disinfectants.
 Write the appropriate sequence of disinfecting a wound.

UNIT 7
Water on Earth
Learning Goals:
 Describe fresh and salt water distribution on
Earth, considering oceans, glaciers, rivers,
lakes, underground water, water vapour
(steam), etc. and compare their volume,
becoming aware of the scarcity of fresh
water. (OA12)
 Describe the characteristics of oceans and

lakes: temperature, brightness and pressure
variations related to depth, diversity of flora
and fauna, water movement like waves, tides
and currents. (OA 13)

Unit 7: Water on Earth

Hour: 78
Learning Outcome: Locate fresh water sources on Earth and compare its area with that oceans and
seas using a world map and the globe.
Contents: The Earth’s volume of water. / Fresh water sources and salt water sources.
How much water is there on, in, and above our planet?
1 Let’s watch the video ‘Introduction to Water’ at https://goo.gl/8KvpHZ
2 Let’s talk!
 What does the blue colour represent? and green? and brown?
 How much water is there on Earth?
 Where is it found?
 What states is it in?
 Is water important to humans? Why?
 Is it important to plants and animals? Why?
About 71% of the Earth's surface is covered with water.

Water on Earth

About 97% of all Earth’s water is in the oceans. It is salt water. About 3% is fresh
water.
Salt water 97%
Fresh water 3%
3 Colour.
The grids below represent the total amount (100%) of water available on Earth.
Grid 1 - Colour the squares to show the amount of salt water on Earth.
Grid 2 - Colour the squares to show the amount of fresh water on Earth.
Grid 1 Grid 2
Salt water is found in oceans and seas and in some lakes.


Hour: 79
Learning Outcome: Conduct an experiment to make fresh water from salt water. Draw conclusions.
Contents: Fresh water from salt water
Is it possible to turn salt water into fresh drinking water?
1 Home Experiment!!!
Materials
 1½ tablespoons of regular table salt

 2 cups of water
 Bowl
 Coffee cup or small bowl
 Sturdy plastic wrap
 Small rock
Procedure
1. Mix the salt into the water in the bowl and stir until it is fully dissolved.
2. Place the empty cup or smaller bowl in the mixing bowl. Don’t let any of the salty
water into it.
3. Cover the bowl with sturdy plastic wrap and seal the edges firmly. Take a small
rock (not too big or it will break the plastic), and place it right in the middle of the
plastic wrap, so that all of the plastic slants slightly toward the middle of the bowl
where the cup is.
4. Put the mixing bowl under hot sun and wait. Within an hour, you should see water
droplets begin to form on the underside of the plastic. They’ll flow and drip into
the centre of the bowl, and into the cup.
5. Wait several hours, and then take the rock and plastic off. A good amount of
water should now be in the small cup.

6. Draw the procedure before doing it.
1 2
3 4

Conclusions
What happened with the salt water? Write your observations.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________________
What can we do to use salt water in our daily life safely?
Desalination is the process of removing the salt from sea water, turning it into fresh
drinking water.
To learn about “desalination”, visit the following website: https://goo.gl/ZuekSB


Hour: 80
Learning Outcome: Define “fresh water” and “salt water”
Contents: Definition of fresh water and salt water.
Distribution of fresh and salt water
1 Describe the following concepts using your own words.
Fresh water Salt water

________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
________________________________ ________________________________
____ ____
2 Colour blue the places where you can find fresh water.

3 Read, think and answer
a) What percent of Earth’s water is available to humans?

_____________________________________________________________________________
b) How is fresh water important for human beings?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
c) How can you transform salt water into fresh water?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
d) What would happen if all fresh water disappears from Earth?

_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________


Hour: 81-82
Learning Outcome: Conduct a research on the distribution, amount of water on Earth, and
characteristics of bodies of water such as average and maximum depth of oceans and seas,
proportion of water vs area, types of water, differences between oceans and seas, proportion of
fresh water vs salt water.
Contents: Water on Earth
Do all water bodies have the same characteristics?

1 Group work
 Research about the different water bodies and their characteristics.
 Answer the questions and include pictures.
1. What kind of water is there in the ocean?

2. What kind of water is there in rivers and lakes?
3. Are there any salt water lakes?
4. What is salt water?
5. What is fresh water?
6. What is a river?
7. What is a lake?
8. Are oceans small bodies of water?
9. Are rivers small bodies of water?
10. Is ocean water cold?
11. Is river water warm?
12. Where is the water of a river warmer? Up in the mountains? or Near the ocean?


Hour: 83-84
Learning Outcome: Identify places where freshwater resources (rivers, lakes, ice caps, clouds, water
vapour in the atmosphere, groundwater) are found and their physical state. Explain the natural
conversion of salt water into fresh water and the role of the water cycle in it.
Contents: Fresh water sources on the Earth and in Chile.
Where does fresh water come from?
1 Write the names of the following fresh water resources.
__________________________ __________________________ __________________________
__________________________ __________________________
__________________________
Fresh water is found in lakes, rivers, glaciers and

underground. It is called fresh water due to its low
amount of salt.
We cannot live without freshwater.

How much fresh water is available to humans?
About 70% of fresh water is frozen in glaciers or polar ice caps. It is not available to
plants and animals because it is frozen. 29% is underground and it is difficult to get
it. Less than 1% is available in surface sources like lakes, rivers, streams and as water
vapour in the atmosphere.
2 Fill in the following sentences
97% of Earth’s water is ___________________________________
3% of Earth’s water is _____________________________________
About 70% of fresh water is ______________________________
About 29% of fresh water is ______________________________
Less than 1% of fresh water is in ____________________________________.
3 Conclusion:
What percent of Earth’s water is available to humans? ______________________


Hour: 85-86
Learning Outcome: Locate on a map of Chile rivers, lakes, dams, reservoirs, glaciers, ice caps,
underground water on a physical map of Chile.
Contents: Fresh water sources in Chile.
Where are fresh water resources in Chile?

1 Let’s talk!
 Where does fresh water come from?
 What rivers and lakes in Chile do you know?
 Is there underground water in Chile?
 Are there any glaciers in our country?
2 Locate using the map at page 48.

 The largest rivers in Chile.
 The longest rivers in Chile.
 The largest lakes.
 Glaciers
Sources of information:
 Atlas de Chile
 Hidrografía at https://goo.gl/Hz9DSv
Ríos más caudalosos - Mayores cuencas - Lagos más grandes
3 Answer in your science notebook.
1. What types of fresh water resources can you find in Chile?

2. In which zone of your country are they mainly located? In what states of water?
3. Are there any rivers in the area of Concepción?
4. What are the rivers’ waters used for?
5. Are there any lakes or lagoons nearby?
6. What are its waters used for?
7. Are there any reservoirs nearby?
8. Are there any glaciers in Chile?
9. Where can you find most of them? Why?



Hour: 87
Learning Outcome: Describe the most common ways to turn fresh water into drinking water in Chile.
Contents: Drinking water and water desalination in Chile
Is all fresh water drinking water?

1
Let’s talk!
 Can you drink water from the sea?
 Can you drink water directly from a river?
 Where does a glass of drinking water come from?
 Is it possible to turn water from a river into drinking water? How?
Let’s read!
It is not safe to drink water directly from rivers, streams or lakes unless water is
treated to remove bacteria and parasites.
To use surface water as a source for drinking water, it must go through a purification
process that includes filtration and disinfection. Both steps are necessary to remove
or kill all bacteria and parasites and make the water safe to drink.
Most of the water we use comes from rivers, lakes and reservoirs. Dirty water goes to
Water Treatment Plants and after a purification process clean water goes through
pipes to our homes. Do you know the name of the Water Treatment Plant in
Concepción? and where is it located?
2
Home experiment
Watch the video Experiment 2: Clean Dirty Water, www -scientist.com at
https://goo.gl/DumJci
Now, try the experiment yourself.

Global Water Awareness Fact Sheet
3 Read and add 5 more facts about water on Earth.
All living creatures, There is a lot of Water can travel A person needs
including humans, water in the world, from one part of about 2 litres of
need water to but only a small the world to clean water per
survive. amount is another through day to survive.
available to the water cycle.
humans, plants
and animals that
depend on fresh
water.
More than 2.650 Conserving water Salt water Less than 1% of the
litres of water are helps to preserve accounts for more world’s fresh water
needed to grow the planet’s than 97 percent of is readily
the cotton for just natural resources. the water on Earth. accessible for
one T-shirt. direct human use.
The earth has a A person can live Many people in

limited amount of weeks without the world suffer
water. The same food, but only from health
water keeps going about three days problems caused
around and without water. by drinking dirty
around the planet water.
in a process called
the water cycle.
Adapted from Global Water Awareness Mini-Unit. http://water.org


Hour: 88-89
Learning Outcome: Understand the importance of fresh water for life and the development of
agriculture on the planet.
Contents: The importance of fresh water for life and agriculture on Earth.
Why is fresh water important?
Fresh water is the most needed resource in the entire planet. Because of water,
Earth is able to support many different life forms.
In humans, water makes up between 68% and 72% of the body volume and it is so
important that we cannot survive longer than 3 days on average without it. We
need to drink water in order to survive.
How do you use water in your daily life?
1 List the things that you use water for.
What do you use water for? How much water do you think you use?
2 Project
Get into groups of four.
1. Create a collage of pictures and images that show the many ways people use
water (or a collage of things that need water to live).

Share your work with your classmates.
How much water do you use a day?
Activity Litres (app.)

Washing hands 2-18 litres
Brushing teeth 2-12 litres
Taking a bath 200-300 litres
Taking a shower 80-120 litres
Washing clothes 60-90 litres
Doing the dishes 15-30 litres
Flush the toilet (old models) 18-22 litres
Drinking and cooking 10 litres a day
Wash the car 400 litres
3
Fill in the blanks.
1. I use _________________ litres of water to wash my hands.
2. I use _________________ litres of water to take a shower.
3. I use _________________ litres of water to brush my teeth.
4 Write three more sentences in your science notebook.
For further learning, watch the video ‘Water- Who Needs It?’ at https://goo.gl/TtIwR2
5
Answer in full sentences in your science notebook. Provide at least 3 ideas.
Why is it important to take care of fresh water on our planet?


Hour: 90-91
Learning Outcome: Relate variations in pressure, temperature, and light with the depth of lakes and
oceans and its effects on habitat.
Contents: Characteristics of bodies of water: temperature, amount of light, pressure and the depth
of oceans and lakes.
Salt Water vs. Fresh water

Oceans and seas are bodies of salt water. Rivers and lakes are bodies of fresh
water. Are there any differences between salt water and fresh water? We will learn
about the characteristics of oceans, seas and lakes.
Salinity
Oceans and seas are the largest water bodies on Earth. Ocean water contains a
great quantity of dissolved minerals especially salt. The salinity of Earth’s oceans
varies from location to location and it is dependent on factors such as the amount
of evaporation taking place, and the amount of fresh water being added. As water
evaporates, it leaves the salts and other minerals behind. This causes the water left
behind to be more salty. As fresh water is added, either via rivers of via rainfall, the
salinity of the ocean in a particular location is decreased.
Lakes are smaller than oceans and seas. Some big lakes are considered small seas.
Most lakes are fresh water but there are some salt lakes too. Nowadays, there are
artificial lakes called reservoirs or dams, used to produce electricity or as a fresh
water source.
1 To understand one difference between fresh water and salt water, let’s watch
the video ‘Egg Floating in Saltwater Experiment’ at https://goo.gl/FMpcfu
2 Answer the following questions.
1. Compare the way the two eggs float. Describe the differences.
2. Why do you think the eggs float differently in the separate glasses?
3. What conclusions can you draw about either the eggs or the water?
4. Why did the egg sink in the fresh water?
5. Why did the egg float in the salt water?

3 Would you like to try it at home? If you do so, could you make a video and
share it with your classmates?
4 Let’s watch the video Depth of Sea. How much deep the sea is? At
https://goo.gl/iUkCNa
Characteristics of water bodies
Lakes Oceans
Depth Shallower than oceans. The Very deep. Trenches are the deepest
deepest lake is 1,500 m. areas of the ocean floor over 8,000 m.
deep. deep.
One of the major ocean trenches is the
Peru-Chile Trench at 8,065 m maximum
depth.
Light Lakes are home to a The sunlight zone is the top layer of the
diversity of flora and fauna ocean down to 200m deep. It’s got the
because water gets enough most light; photosynthesis takes place
sunlight for photosynthesis to here. It contains more than 90% of
take place. But, there are marine life. From 200 m. to about 1,000
some very deep lakes m down, sunlight continues to
where water gets very dark. decrease. Here there’s not enough light
for photosynthesis. The deepest ocean
waters below 1,000 m are as black as
night. Light in this zone is produced by
bioluminescence.
Temperature Water temperature in lakes The top layer of the ocean is warm
is usually steady all across usually between 10ºC and 30ªC. As you
the lake and deep down. go deeper, the water temperature is
Changes in temperature considerably lower because sunlight
depend on the location of does not reach the deep sea.

the lake and the season.

Pressure Lakes are not as deep as Higher water pressure than in a lake
oceans so water pressure is because there is more salt in the water
not so high. The absence of and also because oceans are deeper.
salts in fresh water lakes If you dive into the sea you feel your
causes pressure to go down body heavier and heavier as you go
too. down.
Flora and Typical plants are found on Nekton are the living things that can
Fauna the shoreline. They include move on their own in the ocean. For
cat tails and rushes or reeds. example, fish, crustaceans and water
Fauna is very diverse. You mammals. Plankton includes algae and
can find snails, dragonflies, microscopic invertebrates. They drift or
mosquitoes, frogs and float carried by currents. They provide a
toads, flamingos, otters, etc. source of food to other ocean animals
like fish and whales. There are algae in
areas with sunlight.
Benthos are the organisms that live on
the sea bottom. For example, sponges,
algae, urchins, mollusks and other
organisms.
5 Answer in your science notebook.

1. Why do people float on the Dead Sea?
2. Write two characteristics of lakes.
3. Write three differences between living things in a lake and in the ocean.
4. As you travel down through the ocean zones, the temperature drops, light
diminishes rapidly, and pressure increases. Do you agree with this statement?
Why? or Why not?

Let’s read!!!
On the seafloor we find platforms, mountain ranges, volcanoes and trenches.

Trenches are the deepest parts of the oceans; they are about 100 kilometres wide
and very long. Trenches with highest depths are located in the North-western part
of the Pacific Ocean. The longest trenches are the Peruvian-Chilean nearly 6,000
km. long and the Java 4,500 km. long.
6 Class Project
Goal: Create a mural of the ocean life zones.
The poster should show the life zones and
examples of animals and plants that live in each
one.
Your teacher will provide a profile of the sea
bottom on a large sheet of kraft paper (butcher’s
paper). It will be pasted on the wall.
Materials
 Drawing paper
 Colour construction paper
 Pencils, markers, felt-tips
 Glue
 Small pictures of sea animals and plants
Procedure
1. Label each ocean zone.
2. Draw or cut out pictures of animals and plants. Paste them in the corresponding
zone. Remember to include organisms of all sizes.
3. Write in small pieces of paper important facts of each zone. Paste them in the
corresponding zone.
4. Write a fact about each animal or plant.
5. Choose one topic to talk about. Share the information with your classmates.


Hour: 92
Learning Outcome: Analyse information regarding the diversity of flora and fauna on the Chilean
coast including: fish and shellfish, mammals, and edible sea plants.
Contents: Marine flora and fauna on the Chilean coast
Diversity of flora and fauna in the Chilean Sea

1 Let’s talk!
 Do you eat fish every week?
 How many days a week?
 Do you eat shellfish?
 What role does fish play in a balanced diet?
2 Read the diagram and answer the questions below.

Distance from the coast
Depth
1. What fish are there in the benthic zone?

2. What type of fish are there in the pelagic zone?
3. What type of fish is found in the open sea?
4. What type of fish is found in the trench?
The basic biological habitats of the ocean can be divided

into pelagic (water region) and benthic (seafloor region)
environments. The pelagic zone corresponds to the photic
zone, in which photosynthesis is possible.

3 Let’s research about diversity of flora and fauna in the Chilean Sea!
Visit www.educarchile.cl/ and do the following:
a. a. Click the Tab ‘Estudiantes’.
b. In the search box write “flora fauna marina”
c. You will see many links displayed on the screen. Click on Especies del Litoral”;
“Flora y fauna marina-flora”, and “Flora y fauna marina de Chile (pesca).
d. Register the data in the table below.
Organisms Names Number

Fish
Marine Seal Dolphin Sea

Mammals Wolf
Invertebrates
Algae brown
Green Algae green
Red Algai red
4 Label the following ocean animals.


Hour: 93
Learning Outcome: Explain the causes of waves, rough water, and tsunamis.
Contents: Causes of waves, rough water, and tsunamis.
1 Let’s watch the video ‘Learn about Tides, Ocean Currents and Waves’ at
https://goo.gl/6xUvEQ
WAVES
The winds cause waves on the surface of the

ocean. The wind transfers some of its energy
to the water. Stronger winds cause larger
waves. You can make your own miniature
waves by blowing across the surface of a
pan of water.
Waves of water do not move horizontally, they only move up and down (a wave
does not represent a flow of water).
TSUNAMIS
Sometimes tidal waves are different from

surface waves; they are usually caused by
underwater earthquakes, volcanic eruptions, or
landslides.


Hour: 94
Learning Outcome: Describe using a labelled diagram types of tides: low tide, high tide, spring tide,
neap tide.
Contents: Types of tides
What are tides?

1 Let’s watch these videos
Canada’s Bay of Fundy on the Atlantic Coast (famous for its tidal flow.) at
https://goo.gl/GhDvLY
‘How tides work’ at https://goo.gl/AIwMwz
Tides are the rise and fall of the levels of the ocean. They are caused by the
gravitational pull of the Sun and Moon as well as the rotation of the Earth.
While the Sun and the rotation of the Earth both have some tidal impact, the
location of the Moon has the biggest effect on the tide. The gravity of the Moon
causes a high tide both on the side of the Earth directly below the Moon (sublunar
tide) and the opposite side of the Earth (antipodal). Low tides are on the sides of
the Earth 90 degrees away from the Moon. See the picture below.

Since the earth and the moon rotate around the sun, there is an added modifying
factor. When the sun and moon are aligned, there are exceptionally strong
gravitational forces, causing very high and very low tides which are called spring
tides. When the sun and moon are not aligned, there are not gravitational forces
and the tides are not that high and low. These are called neap tides.
Observe the picture
2 Write Neap or Spring as appropriate.

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5th GRADE

Body Systems: The

1st Term 2017-2018 Version Page 2 of 61

Unit 4: Body systems: The Circulatory System

How fast does your heart beat?

When your heart beats, it pumps blood to some blood vessels

What is your heart rate?

1 Get in pairs (2) of students.

1st Term 2017-2018 Version Page 3 of 61

5. Record your numbers in the chart below.

Walking for one minute

Running for two minutes

Jumping a rope for three minutes

Your heart beats faster when you exercise because your

1st Term 2017-2018 Version Page 4 of 61

Unit 4: Body systems: The Circulatory System

The Circulatory System

1 Look at the following pictures!

city street artery

1st Term 2017-2018 Version Page 5 of 61

1st Term 2017-2018 Version Page 6 of 61

The heart has four separate areas called

chambers /tʃeɪmbə(r)/. The right side and left

called the septum /ˈseptəm/.

4 Colour the picture above.

Find and label the right atrium, the left atrium,

1st Term 2017-2018 Version Page 7 of 61

5 Let’s watch the Map of the Human Heart at https://goo.gl/8TCLZw

1st Term 2017-2018 Version Page 8 of 61

6 Follow the blood inside the heart

1st Term 2017-2018 Version Page 9 of 61

7 Fill in the following chart.

Part of the heart Function(s)

1st Term 2017-2018 Version Page 10 of 61

Unit 4: Body systems: The Circulatory System

Front cross-section of heart

1st Term 2017-2018 Version Page 11 of 61

Unit 4: The Circulatory System

What is blood made up of?

1st Term 2017-2018 Version Page 12 of 61

 Red Blood Cells are the most numerous cells in

 White Blood Cells help your body fight infections

 Platelets help your body stop bleeding when

1st Term 2017-2018 Version Page 13 of 61

2 Fill in the following chart.

Part of blood Function

Red blood cells

White blood cells

To learn more watch the following videos:

“The Components of Blood and Their Importance” at https://goo.gl/qb3T4s

1st Term 2017-2018 Version Page 14 of 61

red blood white blood cells (different platelets

3 Do the following activities in your science notebook.

5 Answer the following questions in your science notebook.

1st Term 2017-2018 Version Page 15 of 61

Unit 4: Body systems: The Circulatory System

The circulatory system carries nutrients and gases to

Blood vessels allow blood to travel in your body. The

Arteries carry blood away from the heart to every

Capillaries (s. capillary/kəˈpɪləri/) are the smallest type of blood

1st Term 2017-2018 Version Page 16 of 61

Veins carry the blood back to the heart. Veins carry