| Objectives | Students will be able to: (1) name all organs in order; (2) explain mechanical and chemical digestion; (3) create a flow chart. |
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| Materials | Digestive system diagram, video clip, flow chart template. |
| Key vocabulary | mouth, oesophagus, stomach, duodenum, small intestine, large intestine, rectum, enzyme, peristalsis |
| Engage (starter) | (10 min) Recall Grade 4 digestive system. “Today we go deeper – what exactly happens in each part?” |
| Develop (main) | (35 min) 1. Mechanical digestion: chewing, stomach churning. Chemical: enzymes in mouth (amylase), stomach (pepsin), small intestine (many). 2. Follow food path with a diagram. 3. Create a flow chart with functions at each stage. 4. Draw and label. 5. Write a story: “Pizza’s adventure through the body.” |
| Plenary (close) | (10 min) Share stories. |
| Assessment | Flow chart accurate; story includes chemical and mechanical digestion. |
| Teacher notes | Use simple terms; don’t overdo enzyme names. |
| Objectives | Students will be able to: (1) describe the heart’s chambers and valves; (2) differentiate arteries, veins, capillaries; (3) dissect a heart (animal) or use a model. |
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| Materials | Sheep heart (if available), diagram, coloured pencils (red/blue), stethoscope. |
| Key vocabulary | atrium, ventricle, valve, aorta, artery, vein, capillary, pulse |
| Engage (starter) | (10 min) Listen to your heartbeat with a stethoscope. “Lub‑dub! That’s the valves closing.” |
| Develop (main) | (35 min) 1. Heart diagram: 4 chambers. Right side: deoxygenated blood to lungs; left side: oxygenated to body. 2. Arteries carry away from heart (thick), veins return (thin, valves), capillaries exchange. 3. If possible, examine a sheep heart. 4. Draw and colour blood flow. 5. Write: “The difference between an artery and a vein is ___.” |
| Plenary (close) | (10 min) Quiz: name the chambers; pulse check after exercise. |
| Assessment | Diagram correctly coloured; paragraph accurate. |
| Teacher notes | Ethical considerations for dissection. |
| Objectives | Students will be able to: (1) describe the structure of the lungs (bronchi, bronchioles, alveoli); (2) explain gas exchange; (3) build a model alveolus. |
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| Materials | Diagram, plastic bottle, balloons, straws, clay. |
| Key vocabulary | trachea, bronchi, bronchiole, alveoli, diffusion, oxygen, carbon dioxide |
| Engage (starter) | (10 min) Take a deep breath. “Where does oxygen go? Into tiny sacs called alveoli, where it swaps with CO2.” |
| Develop (main) | (35 min) 1. Discuss path of air to alveoli. 2. Gas exchange: oxygen diffuses into blood, CO2 out. 3. Build a model: bottle (chest), balloon (lung), but also show a cluster of grapes (alveoli). 4. Draw and label. 5. Write: “In the alveoli, ___.” |
| Plenary (close) | (10 min) Model demo; quick quiz on gas exchange. |
| Assessment | Diagram accurate; writing includes diffusion. |
| Teacher notes | Link to smoking effects. |
| Objectives | Students will be able to: (1) name major bones and joint types (hinge, ball‑and‑socket, pivot, gliding); (2) explain the role of cartilage and synovial fluid; (3) build a joint model. |
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| Materials | Skeleton diagram, joint model materials (cardboard, brads, clay), rubber bands. |
| Key vocabulary | skull, ribs, vertebrae, femur, joint, hinge, ball‑and‑socket, cartilage, synovial fluid |
| Engage (starter) | (10 min) Move your shoulder, knee, neck. “They move differently because of different joints.” |
| Develop (main) | (35 min) 1. Discuss joint types with examples: hinge (elbow, knee), ball‑and‑socket (shoulder, hip), pivot (neck), gliding (wrist). 2. Build a hinge joint model. 3. Draw a skeleton and label major bones and joints. 4. Write a paragraph: “The knee joint is a ___ joint that ___.” |
| Plenary (close) | (10 min) Joint identification game: teacher calls a joint, children point and name type. |
| Assessment | Model works; diagram labelled; paragraph correct. |
| Teacher notes | Relate to sports injuries. |
| Objectives | Students will be able to: (1) name skeletal, smooth, cardiac muscles; (2) explain voluntary vs involuntary; (3) demonstrate muscle fatigue. |
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| Materials | Clothespin (for fatigue test), timer, muscle diagram. |
| Key vocabulary | skeletal, smooth, cardiac, voluntary, involuntary, fatigue |
| Engage (starter) | (10 min) “You control your arm muscles, but your heart beats on its own. Voluntary vs involuntary.” |
| Develop (main) | (35 min) 1. Discuss three types: skeletal (attached to bones, voluntary), smooth (organs, involuntary), cardiac (heart, involuntary). 2. Muscle fatigue experiment: squeeze a clothespin as many times as possible in 30 seconds, repeat 5 times, record decline. 3. Graph results. 4. Draw a muscle fibre. 5. Write: “Muscle fatigue happens because ___.” |
| Plenary (close) | (10 min) Share graphs; discuss why muscles tire. |
| Assessment | Graph shows fatigue; explanation correct. |
| Teacher notes | Connect to lactic acid build‑up simply. |