PS AR RS P5L13 Human and Plant Respiratory and Circulatory System WS

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Topic: HUMAN AND PLANT RESPIRATORY AND

CIRCULATORY SYSTEM (LESSON 13)

Rocket Science | Primary 5

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Primary 5: Rocket Science

Lesson Outline

• Notes
• Activity 1: Hands-on Activity
• Activity 2: MCQs
• Activity 3: Open-ended Questions
• Activity 4: Fun Facts

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Primary 5: Rocket Science

Human and Plant Respiratory and Circulatory System – NOTES

The functions of the respiratory system:
- ensures that blood is always oxygenated
- metabolic wastes such as carbon dioxide produced by our body is constantly removed.
- helps to maintain the pH of the blood, preventing it from being acidic, which may affect

other body systems.

The respiratory tract:

Nose/mouth Windpipe/air tubes Lungs/air sacs

nose windpipe
mouth lungs

AR Model – Respiratory System

Air tubes

diaphragm

Part Function(s)
Nose
Mouth - Allows air to enter and leave the body
Windpipe and air tubes - Contains hair and mucus to trap the dirt in the air
Lungs
Diaphragm - Warms and moistens the air we breathe in

- Air can also be inhaled and exhaled through the
mouth

- Provide a path for air to reach the lungs

- Allow exchange of gases in the air sacs
- Pick up oxygen from inhaled air

- Pass carbon dioxide into exhaled air

- Moves downwards to allow breathing in
- Moves upwards to allow breathing out

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Primary 5: Rocket Science

Human and Plant Respiratory and Circulatory System – NOTES

The Three Stages of Breathing:

o Breathing in or inhaling
o Exchange of air in the lungs
o Breathing out or exhaling

When breathing in:
The ribcage moves outwards and upwards while the diaphragm moves downwards. This
causes the chest to become bigger.

*Note: Air breathed in does not cause our ribs to expand and diaphragm to contract. On the
contrary, it is the enlargement of the chest that allows air to rush into our body through our
nose or mouth.

Air enters our body and is cleaned, warmed and moistened in the nose. It moves down the
windpipe and air tubes into the lungs.

In the lungs:
Oxygen from the air breathed in passes through the walls of the air sacs into the blood
vessels. The amount of oxygen decreases and carbon dioxide increases as blood is carried
throughout the body. Carbon dioxide passes from the blood vessels back into the air sacs to
be exhaled.

When breathing out:
The ribcage moves inwards and downwards while the diaphragm moves upwards. As the
chest becomes smaller, air is forced out of the lungs by the chest muscles.

Animation 3

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Primary 5: Rocket Science

Human and Plant Respiratory and Circulatory System – NOTES

Respiratory System of a Fish

The fish breathes through its gills and gets its oxygen that is dissolved in water.
Water is taken in through its mouth which flows over its gills. Dissolved oxygen passes
through the walls of the blood vessels into the blood and is carried by the blood to different
parts of the fish. Carbon dioxide that is produced passes through the walls of the blood
vessels into the water and passed out of the gills.

Animation

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Primary 5: Rocket Science

Human and Plant Respiratory and Circulatory System – NOTES

Like other living things, plants take in oxygen and give out carbon dioxide. However, plants take
in carbon dioxide and give out oxygen in the presence of light. This happens during
photosynthesis, in which plants make their own food. The gaseous exchange in plants take
place at tiny openings called stomata found on the surfaces of leaves.

When light intensity increases, the tiny openings become larger, allowing the leaves to take in
more carbon dioxide. This increases the rate of photosynthesis. When this happens, more
oxygen is given out. When there is little or no light, the tiny openings become smaller or close.

Another function of the tiny openings is to give out water vapour into the surroundings. There
are more tiny openings on the lower surface than on the upper surface of a leaf. When the
temperature of the surroundings is high, the tiny openings become smaller to reduce the
amount of water vapour the plant loses.

AR Model – Stomata Animation

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Primary 5: Rocket Science

Activity 1 – Hands-on Activity: Fish gills model
Objective: To explore the breathing mechanism of a fish and understand why fish cannot live

out of water although air contains more oxygen than water.
Materials: Cellophane plastic, scissors, sticky tape, satay stick/ disposable chopstick,

container to hold water
Directions:

1. Use a (7 x 5 cm) piece of cellophane plastic( or any other piece of plastic) and make 5
cuts on the piece of plastic.

2. Stick the piece of plastic on the stick as shown in the diagram below.

stick

plastic

3. Submerge the model in water and allow it to float to the top.
4. Grasp the model by the stick and pull gently through the water.
5. Remove the model and place it on the table.

Discussion:
1. Is there any difference between the gill model in the water and the wet model out of the

water?
2. Explain why a fish dies very fast when taken out of water.

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Primary 5: Rocket Science

Activity 2 – MCQs

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Primary 5: Rocket Science

1. Look at the diagram below.

A
B

Which of the following correctly identifies parts A and B and the system in which they
are in?

System A B
(1) Respiratory Windpipe Lungs
(2) Digestive Lungs
(3) Circulatory Gullet Heart
(4) Respiratory Windpipe Heart

Gullet ()

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Primary 5: Rocket Science

2. Janet prepared two set-ups consisting of two identical potted plants, Plant X and Plant Y.
Janet applied oil on both surfaces of all the leaves of Plant X. She placed both the
plants under the sun and watered them regularly.

Both
surfaces
of leaves
covered
with oil

Plant X Plant Y

After a few days, Janet realised that the leaves of Plant X started to wilt whereas Plant Y
remained healthy.

What could be the possible reason to her observation?

(1) The oil on the leaves of Plant X blocked the stomata and prevented gaseous
exchange.

(2) The oil on the leaves of Plant X prevented transport of food and water throughout
the plant.

(3) The leaves of Plant X cannot make food because the oil prevented the stomata
from trapping sunlight.

(4) The leaves of Plant X did not receive sufficient water from the roots because the
oil prevented absorption of water.

()

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Primary 5: Rocket Science

3. A plant was placed in an air-tight and opaque box as shown below.
Air-tight and opaque box

Which of the following graphs correctly describes the amount of oxygen and carbon
dioxide in the box when it is left in an open field for 3 hours?

Amount carbon Amount oxygen
of gas dioxide of gas
(cm³) (cm³)

(1) (2)

oxygen carbon
dioxide
Time (hour)
Time (hour)
carbon
Amount dioxide Amount
of gas of gas
(cm³) (cm³) oxygen

(3) (4)

carbon
dioxide

oxygen Time (hour)
Time (hour) (

)

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Primary 5: Rocket Science

4. A group of people was taking a lift when the lift broke down. The fan had also stopped
working.

What would happen to the air in the lift after awhile? ()

A: The air became warmer.
B: The air became cooler.
C: The amount of water vapour decreased.
D: The amount of carbon dioxide increased.

(1) A and C only
(2) A and D only
(3) B and C only
(4) B and D only

5. The diagram below shows the respiratory system of a man. He breathes in air through
his nose at N and breathes out air through his mouth at M.

N
M

Which one of the following statements about the air that enters the respiratory system
at N and the air that leaves at M is true?

(1) The air at N has more oxygen than the air at M.
(2) The air at N has more nitrogen than the air at M.
(3) The air at N has more water vapour than the air at M.
(4) The air at N has more carbon dioxide than the air at M.

()

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Primary 5: Rocket Science

6. A group of children were discussing about the functions of the human systems they have
studied.

Ben: The muscular system gives the body its shape.
Carl: The respiratory system allows for the exchanges of gases.
Dolly: The circulatory system carries oxygen to all parts of the body.
Ellen: The skeletal system protects the major organs in the body and helps the

body to move.

Who made the correct statements? ()

(1) Carl and Dolly
(2) Dolly and Ellen
(3) Ben, Carl and Dolly
(4) Ben, Dolly and Ellen

7. The diagram below shows a magnified part of a plant.

Tiny openings

Leaf cells

Which of the following statement(s) is/are true about the tiny openings?

A: To trap sunlight to make food. ( )
B: To allow water vapour to be released.
C: To allow only carbon dioxide to enter the leaf. 12

(1) B only
(2) C only
(3) A and B only
(4) B and C only

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Primary 5: Rocket Science

8. Which organ(s) of the human respiratory system is/are protected by the ribcage?
Ribcage

lungs heart windpipe gullet ()
(1)
(2)
(3)
(4)

9. Which one of the following statements describe a function of the human respiratory
system?

(1) It takes air into the body. ( )
(2) It enables different parts of the body to move.
(3) It supports the body and gives the body shape.
(4) It carries oxygen in the blood to all parts of the body.

10. The diagram below shows the respiratory systems of a fish and a human.

C

B Y
A Z

X

In which parts are oxygen absorbed by the blood?

(1) A and X only
(2) C And Z only
(3) B and Y only
(4) A, B, X and Y only

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Primary 5: Rocket Science

Activity 3 – Open-ended Questions

1. Tim conducted an experiment to measure the amount of oxygen present in the water in
his fish tank at different temperatures. He recorded the results in the graph shown below.

Amount of oxygen
(units)

Y

X

10 20 30 40 Temperature (oC)

(a) What is the relationship between the amount of oxygen present in the water and

the temperature of water in the tank? [1]

(b) Tim observed that the gills of the fish were moving faster at Point X as compared

to Point Y. Explain why. [2]

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Primary 5: Rocket Science

2. Kate placed a leaf from plant A in a container of hot water as shown in the diagram below.

Hot water Container
Leaf

(a) Kate noticed that there were more bubbles on the lower surface of the leaf than [1]
on the upper surface. Give a reason for your answer.

(b) Kate prepared three identical plants P, Q and R. She coated some surfaces of the
leaves of plants, P, Q and R, with oil as shown in the table below.

Plant Coated with oil

P Upper surface Lower surface
Q
R no yes

yes no

no no

She then placed plants P, Q and R, in identical containers of water as shown below.
The plant gives out water vapour through their stomata on the leaves.

plant

oil
container
water

116 5

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Primary 5: Rocket Science

The set-ups were placed under bright sunlight for two hours. Kate measured the volume of
water left in the beaker at regular intervals and recorded the results in the graph below.

Volume of water left P
in the beaker (cm³)
Q

R
Time (minutes)

Based on the information in (a) and (b), which plant lost the least amount of water?

Explain your answer. [2]

117 6

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Primary 5: Rocket Science
Activity 4 – Fun Facts: Healthy lung vs Smoker’s lungs

https://www.youtube.com/watch?v=BSFclbDmoB0

Discussion Questions:
1. What are the numerous spaces in the lungs called?
2. What is the name of the muscle in between the chest cavity and abdominal

cavity that helps with inhalation and exhalation?
3. Why does the smoker’s lungs appear “black”?

118 7

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