Grade 5 Science — Term 1, Week 5
5 day-plan(s) · WeLearn JA SCI T1 G5
Day 1: The Digestive System in Detail
Grade 5 Science · Term 1, Week 5 · 60 minutes
| Objectives | Trace food through the digestive system and explain absorption. |
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| Materials | Digestive-system diagram, model |
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| Key vocabulary | digestion, enzyme, absorb, nutrient, intestine |
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| Engage (starter) | "What happens to a meal on its journey through the body?" |
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| Develop (main) | Interactive: trace food through each organ; discuss breaking down and absorbing nutrients; tap-to-reveal each stage. |
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| Plenary (close) | Where are most nutrients absorbed? |
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| Assessment | Explains digestion in detail. |
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| Teacher notes | Deepens the Week 1 digestive lesson. |
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Day 2: The Circulatory System
Grade 5 Science · Term 1, Week 5 · 60 minutes
| Objectives | Explain how the heart and blood vessels transport materials. |
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| Materials | Heart diagram, pulse activity |
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| Key vocabulary | heart, artery, vein, blood, circulate, oxygen |
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| Engage (starter) | "How does oxygen reach every part of your body?" |
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| Develop (main) | Interactive: measure pulse before and after activity; trace blood carrying oxygen and nutrients; tap-to-reveal circulation. |
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| Plenary (close) | What do arteries carry away from the heart? |
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| Assessment | Explains circulation. |
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| Teacher notes | Link to the respiratory system. |
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Day 3: The Respiratory System
Grade 5 Science · Term 1, Week 5 · 60 minutes
| Objectives | Explain gas exchange in the lungs. |
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| Materials | Lung diagram, balloon model |
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| Key vocabulary | lungs, gas exchange, oxygen, carbon dioxide, breathe |
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| Engage (starter) | "What gases swap places in your lungs?" |
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| Develop (main) | Interactive: model breathing; discuss oxygen entering and carbon dioxide leaving the blood; tap-to-reveal gas exchange. |
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| Plenary (close) | What gas do we breathe out? |
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| Assessment | Explains gas exchange. |
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| Teacher notes | Connect to circulation carrying oxygen. |
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Day 4: The Nervous System
Grade 5 Science · Term 1, Week 5 · 60 minutes
| Objectives | Describe how the brain and nerves control the body. |
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| Materials | Nervous-system diagram, reflex activity |
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| Key vocabulary | brain, nerve, spinal cord, signal, reflex, sense |
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| Engage (starter) | "How does your hand pull back before you even think?" |
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| Develop (main) | Interactive: test a simple reflex; discuss the brain and nerves sending signals; tap-to-reveal the nervous system. |
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| Plenary (close) | What organ controls the body? |
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| Assessment | Describes the nervous system. |
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| Teacher notes | The nervous system is new detail at G5. |
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Day 5: Review: Body Systems Working Together
Grade 5 Science · Term 1, Week 5 · 60 minutes
| Objectives | Explain how body systems cooperate. |
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| Materials | Body-system diagrams, review stations |
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| Key vocabulary | review, system, cooperate |
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| Engage (starter) | "How do the systems team up when you exercise?" |
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| Develop (main) | Interactive: link how digestion, breathing, circulation, and the nervous system work together at review stations. |
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| Plenary (close) | How do two systems work together? |
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| Assessment | Station accuracy. |
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| Teacher notes | Reinforce systems thinking. |
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