Grade 6 Science — Term 2, Week 3
5 day-plan(s) · WeLearn JA SCI T2 G6
Day 1: The Respiratory System
Grade 6 Science · Term 2, Week 3 · 60 minutes
| Objectives | Explain gas exchange in the lungs in detail. |
|---|
| Materials | Lung diagram, balloon model |
|---|
| Key vocabulary | lungs, gas exchange, oxygen, carbon dioxide, alveoli |
|---|
| Engage (starter) | "Where exactly do gases swap in the lungs?" |
|---|
| Develop (main) | Interactive: model breathing; discuss gas exchange at the alveoli; tap-to-reveal the respiratory system. |
|---|
| Plenary (close) | What gas leaves the blood in the lungs? |
|---|
| Assessment | Explains gas exchange. |
|---|
| Teacher notes | Link to circulation carrying gases. |
|---|
Day 2: The Nervous System
Grade 6 Science · Term 2, Week 3 · 60 minutes
| Objectives | Describe how the brain, spinal cord, and nerves control the body. |
|---|
| Materials | Nervous-system diagram, reflex test |
|---|
| Key vocabulary | brain, spinal cord, nerve, signal, reflex |
|---|
| Engage (starter) | "How fast do messages travel through your body?" |
|---|
| Develop (main) | Interactive: test reflexes and reaction time; discuss nerves carrying signals; tap-to-reveal the nervous system. |
|---|
| Plenary (close) | What controls the body's actions? |
|---|
| Assessment | Describes the nervous system. |
|---|
| Teacher notes | Deepens the Term 1 nervous-system intro. |
|---|
Day 3: The Senses
Grade 6 Science · Term 2, Week 3 · 60 minutes
| Objectives | Explain how sense organs send information to the brain. |
|---|
| Materials | Sense-organ diagrams, activities |
|---|
| Key vocabulary | sense, organ, receptor, signal, brain |
|---|
| Engage (starter) | "How do your eyes and ears inform your brain?" |
|---|
| Develop (main) | Interactive: test the senses; trace signals from sense organs to the brain; tap-to-reveal how senses work. |
|---|
| Plenary (close) | How does information reach the brain? |
|---|
| Assessment | Explains the senses. |
|---|
| Teacher notes | Connect senses to the nervous system. |
|---|
Day 4: The Excretory System
Grade 6 Science · Term 2, Week 3 · 60 minutes
| Objectives | Describe how the body removes waste. |
|---|
| Materials | Excretory-system diagram |
|---|
| Key vocabulary | excretion, kidney, waste, filter, urine |
|---|
| Engage (starter) | "How does the body get rid of waste?" |
|---|
| Develop (main) | Interactive: discuss kidneys filtering blood and removing waste; distinguish excretion from digestion; tap-to-reveal. |
|---|
| Plenary (close) | What organ filters waste from the blood? |
|---|
| Assessment | Describes excretion. |
|---|
| Teacher notes | Excretion removes body waste. |
|---|
Day 5: Review: Respiration, Nerves and Excretion
Grade 6 Science · Term 2, Week 3 · 60 minutes
| Objectives | Consolidate respiratory, nervous, and excretory systems. |
|---|
| Materials | Body diagrams, review stations |
|---|
| Key vocabulary | review, respiration, nerves, excretion |
|---|
| Engage (starter) | "Body systems relay!" |
|---|
| Develop (main) | Interactive: match systems to jobs at review stations. |
|---|
| Plenary (close) | Name three body systems and their jobs. |
|---|
| Assessment | Station accuracy. |
|---|
| Teacher notes | Reinforce systems working together. |
|---|