Sci WB 5th Grade 2023 Term I-1 OK

5th Grade SCIENCE WORKBOOK
5th
grade
L Science Workbook
L Term 1
Name: _________________________________ Class: _________
2023 Version Todos los Derechos Reservados www.almondale.cl
2023 Version Page 1 of 64

Unit 0
Welcome Back!

Unit 0: Welcome back!

Hour: 1- 2
Learning Outcome: Understand the subject and general guidelines for the year.
Contents: Welcome back to school and to science.
Welcome back to Science 2023

Activity 1: What is science? Watch this video and discuss with the class.
https://www.youtube.com/watch?v=VaqdcJT7eMc
Activity 2: Explain in easy words what science is.

__________________________________________________________________________________
__________________________________________________________________________________
Activity 3: Complete the sentences. Use the words in the box.
investigate experiments senses classify
a. Scientists do __________________________________ to learn.
b. Scientists use their ________________________________ to observe.
c. Scientists ________________________________ elements by size, shape, and colour.
d. Scientists ________________________________ to look for answers.

Activity 4: Read the text and answer.
Scientists learn about the world around them. They use their senses. Scientists do
experiments to learn. They carry out experiments again and again to make sure
they get the same results.
Scientists learn from each other. They ask each other, “How do you know?” and
share what they learn. They give answers. They tell how they know.
a. Why do scientists do experiments?

______________________________________________________________________
b. How do scientists communicate among each other?
______________________________________________________________________
c. Define the word “results”.
______________________________________________________________________
Activity 5: Read and match the questions with their answers.
1. Why do scientists repeat To help answer each

their experiments? other’s questions.
2. Why do scientists use their To make sure the results

senses? are the same.
3. Why do scientists share To learn about the world

what they learn? around them.


Hour: 3 - 4
Learning Outcome: Show how prepared students feel about the subject.
Contents: SEL activities within the subject
Activity 1: Look at the pictures below. Draw an emoji showing how you feel and explain why.
Picture Emoji Why?

Activity 2: Complete the following diagram with your own information. Then, share it with the class.
Activity 3: Look at the word cloud and write 10 words that most represent science for you.
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________


Hour: 5 - 6
Learning Outcome: Talk about what science is and the way it contributes to knowledge and medicine.
Contents: Science and its contributions.
Activity 1: Look at the information below. It shows some scientists and their contributions. What
would be your contribution?
Nikola Tesla , a Serbian-American engineer and

scientist, made many inventions geared Alfred Nobel is well known for inventing
towards the application of electric power. He dynamite, which revolutionized the usage of
pioneered AC generation and transmission high explosives in the contemporary era. He was
technologies and invented the first alternating also the one who established the Nobel Prizes.
current (AC) motor.
In the 1970s and 1980s, Carl Sagan was perhaps

James Dewey Watson was an American
one of the most well-known scientists. He
geneticist and biophysicist who discovered the
investigated alien intelligence, campaigned for
molecular structure of deoxyribonucleic acid
nuclear disarmament, and co-wrote and
(DNA), the substance that is the very basis of
produced the television show “Cosmos: A
heredity.
Personal Voyage.”

YOU
Your contribution will be…

Unit 1
Nutrition and Health
Learning goals:
Ø (OA 5) Analyze daily food intake (variety, serving size, and frequency)
recognizing food good for growth and development, tissue repair, and
body movement.

Unit 1: Nutrition and health

Hours: 7 - 8
Learning Outcome: Identify previous knowledge.
Contents: Diagnostic assessment
Diagnostic Test
1. Name a daily menu for a balanced diet. Include 3 elements on each case.
Breakfast: _______________________________________________________
Lunch: __________________________________________________________
Snack: __________________________________________________________
Dinner: _________________________________________________________
2. Write the names of the correct nutrients on food.
_______________ _______________
_______________ _______________
_______________
3. Can you get sick because of a bad or unhealthy diet? Why?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


Hours: 9 - 10
Learning Outcome: Identify nutrients in different kinds of food and their functions in the body.
Contents: Nutrients and their role in the body.
A balanced and healthy diet?
Activity 1: What did you eat and drink yesterday? Draw your answers.
for breakfast?
for lunch?
Activity 2: Answer the following questions.
1. Do you know the nutrients in the food you ate?
__________________________________________________________________________
2. Did you eat a balanced diet? Why?
__________________________________________________________________________
3. Is it important to eat different kinds of food? Why?
__________________________________________________________________________
4. What does your partner eat? Are there any differences?
_____________________________________________________________________________
____________________________________________________________________________

Let’s watch the following video: https://bit.ly/2cAqnMQ.

Activity 3: Mention the part of the video that most called your attention. Why?
_____________________________________________________________________________________
_____________________________________________________________________________________
Activity 4: Complete the sentences with the words in the box.
proteins - carbohydrates - minerals and vitamins - fats
Ø Bread supplies _____________________________________.
Ø Butter supplies _____________________________________.
Ø Eggs and milk supply _______________________________.
Ø Fruits and vegetables supply __________________________.
Nutrients in food
Nutrients are essential substances that our body
needs to produce energy, grow, repair and
maintain a healthy body.
Nutrients are found in the foods we eat. They
include carbohydrates, proteins, vitamins,
minerals, fats, and water.
Foods have a combination of nutrients but they are
classified according to the one they have in greater
amounts.

Activity 5: Read and look at the pictures. Write examples of food that contains those nutrients
Nutrients Food
Carbohydrates give the body energy, help with brain
function, muscle movement, beating of the heart and breathing.
Examples: ___________________________________________
Proteins are the blocks of body tissues. They help the body
build muscles, bones, nerves, skin and blood. They also build and
repair injured tissues. Proteins can also supply energy.
Examples: ___________________________________________
Fats supply a lot of energy. They also help the body absorb
nutrients like vitamins. We need a small amount of fat to keep
the body healthy!
Examples: ___________________________________________
Vitamins help the body stay healthy. They fight against

diseases. They also help give us healthy skin, eyes, and hair.
Examples: ___________________________________________
Minerals help the body to build bones and teeth, supporting

blood clotting, and helping muscles to work properly.
Examples: ___________________________________________
Water is an essential nutrient. Water enables nutrients to be

transported to all the cells in the body. Water also regulates body
temperature.
Examples: ___________________________________________

The body uses the nutrients in food to perform one or more of these functions:
v to supply energy.
v for growth and repair of body tissues.
v for regulation of body processes.
v for protection against diseases.
Activity 6: Create a Concept Map about the information in activity 5.


Hours: 11 -12
Learning Outcome: Explain the importance of food as a source of energy, for growth, for tissue renewal and repair,
for protection and regulation.
Contents: Nutrients and their role in the body.
Food and its benefits
Our human body needs energy. We get the energy for our body from the food that we eat. As
long as we eat food, we can get all the energy we need for all our activities during the day.
Activity 1: Why do we need energy? Write 5 activities that you do every day.
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
In order to keep your body healthy, growing every day, and full of energy to run, play, and have
fun with your friends, you need to eat a “balanced diet”
A balanced diet means getting

the right amount of nutrients
by eating the right food in the
right portions.

As you know, food is composed by “nutrients”. These are chemical substances that give energy
to our organism to perform different functions in our body. These functions are:
Nutrients on food
(carbohydrates, proteins,
fats, vitamins, minerals,
water) have different
functions…
Energetic: (rice, pasta, bread, potatoes)

They give and store energy to our body. They
help us to do all our favourite activities.
Constructors: (meat, fish,

chicken, eggs, legumes) Regulators: (fruits,
vegetables)
They help to build and repair
tissues, as well as organs. They allow our body to work in a
balanced way.

Activity 2: Match each food with its principal nutrient. Then, match each nutrient with its function.
Vitamins and Build and repair body structures.

Milk and eggs
minerals
Mayonnaise and Store energy in the form of body

Carbohydrates
butter fat.
Pasta and rice Lipids Regulate body functions.
Fruits and Supply the body with inmediate

Proteins
vegetables energy..
Activity 3: Draw and label different types of food that make a “balanced diet”.


Hours: 13 -14
Learning Outcome: Create daily and weekly balanced food plans to help keep a healthy body.
Contents: Food plans.
A week meal plan
Take a look at the following Nutritional Plan. A nutritional plan tells you the different types of
food (and nutrients) you should eat a day, as well as their servings per day. For each type of food,
you can see some options that represent a serving.
Nutritional Plan
Servings
Food & Nutrients per day 1 serving equals one of the options per food group
Dairy products
• a cup of low fat milk
They are a source of proteins, calcium,
3 • a low-fat yoghurt
vitamins A & B.
• 1 slice of cheese
• One small piece of farmer’s cheese
Fish, meat and eggs

• a small piece of fish
They are a source of proteins and • a small piece of skinless chicken or turkey, a small
1
minerals. beefsteak or a small piece of roasted meat
• 1 cup of legumes
Vegetables
• ½ cup of lettuce, cabbage, cauliflower, celery or
They are a source of vitamins and fibre. broccoli
3 • 1 medium-sized tomato
• ½ cup of chard, spinach, carrots, beetroots or
pumpkin
Fruits
• One orange, apple, pear or quince
They are a source of vitamins and fibre. • 2 peaches, kiwis or tunas
3 • 2 apricots or plums
• 1 melon slice
• 1 cup of grapes or cherries
Bread, cereals and potatoes
• ½ piece of a bread roll
They are a source of carbohydrates, • 1 slice of whole meal bread
fiber and proteins. 3 • 2 slices of sliced bread
• ¾ cup of rice, pasta or boiled potatoes
• ½ cup of corn, broad beans or fresh peas
Eat little oil, preferably olive oil added to salads. Have small amounts of sugar and salt.

Activity 1: Watch a video and divide the circle into all the groups of food, include all their names.
https://www.youtube.com/watch?v=L9ymkJK2QCU
Activity 2: Look at the nutritional plan on the previous page. Take it as an example to create your
own nutritional plan. Choose the correct servings per day based on each type of food you need.
“My daily nutritional plan”
“Food and nutrients” “Examples of food”

Dairy products
______________
Vegetables
_______________
Bread, cereals, and potatoes


Hours: 15 - 16
Learning Outcome: Identify information provided by food labels.
Contents: Food labels.
Can you read food labels?
Activity 1: Think and discuss. When you go to the supermarket to buy different foods…
1. How do you decide which food to buy?

2. Do you check its main ingredients and components?
3. Do you care if it’s safe for your body? Why? / Why not?
Most of the packages of the food you eat show a chart

called “nutrition fact”.
In a nutrition fact, you can read the nutrients and the

amount of energy the food provides to your body.
A “portion”
represents one
of many parts in
which the food is
divided.
This is what “Energy” shows

you can find how many calories
when you buy the food provides
milk… (cal or kcal)
Some nutrition facts

also show the
nutrients, and minerals
the food provides.
The content of the

food is expressed in
mg, g, or ml.

Activity 2: Read the following Nutrition Fact Label. Then, answer the questions below.
1. How many calories are there in the package? __________________

2. How many calories are from fat? ___________________
3. How many grams of protein does the food or snack have? _______________
4. Does this food have any calcium? _______ If so, what is the percent? _________
5. Does this food have any vitamin C? ______ If so, what is the percent? _________
6. Is this a good choice for a snack? _________ Why or why not?
Activity 3: In your copybook, draw the “nutrition fact” chart of one of the food items you brought for
snack. Then, answer the question… Is it a healthy snack? Why?


Hours: 17
Learning Outcome: Identify diseases related to nutrition.
Contents: Diseases related to nutrition.
Diseases related to nutrition
Activity 1: Look at the pictures and discuss the questions with your classmates.
1. What differences can you see in the pictures?
2. Do the people you see in the pictures look healthy? Why?
Read about some diseases caused by nutrition aspects:
The most common causes of obesity are lack of physical activity,

Obesity unhealthy food habits, or a combination of these factors. Obesity
can lead to serious diseases like diabetes, asthma, high-blood
pressure, joint problems, among others.
An emotional disorder in which a person eats too much and then

Bulimia
forces him or herself to vomit.
An emotional disorder, especially affecting young women, in which

Anorexia
there is an abnormal fear of being fat, causing the person to stop
eating, leading to dangerous weight loss.

Activity 1: In pairs, research about two more diseases related to nutrition. Complete the chart below.
Disease Symptoms
-
-
-
-
-
-
-
-
Activity 2: Elaborate a poster motivating people to eat in a healthy and safe way, avoiding food
disorder. Use the space below.

Unit 2
Levels of organization of living
things
Learning goals:
Ø (OA 1) Recognize and explain that living things are made up of one or
more cells that organize themselves into tissues, organs, and systems.

Unit 2: Levels of Organization of Living Things

Hours: 20 - 21
Contents: Diagnostic assessment.
Diagnostic Test
1. Match each concept with the correct picture.
“Cells”
“Organ”
“Organ system”
“Organism”
“Tissue”
2. What is the difference between unicellular and multicellular organisms?

___________________________________________________________________
___________________________________________________________________
3. Draw a cell and label its main parts (3). 4. Write the correct order of “Levels of
Organization” Use the words.
Organ system
Cell
Organism
Organ
Tissue


Hours: 22
Learning Outcome: Recognize and explain that all living things are composed of units called cells. Recognize the cell
as the basic unit of an organism.
Contents: Cells structure
We are all living things
Activity 1: Look around you. What living things can you see? Write three examples.
a) _____________________________
b) _____________________________
c) _____________________________
Planet earth is full of life. Plants, birds, insects, animals, and of course humans.
Marvelous organisms inhabit our planet. They are all considered as “living things”.
All living things, including humans, are complex organisms with many parts. All of
them created from a small single unit called “Cell”. Remember or imagine the cell.
Consider size, shape, function and things you have heard about it to answer: What
do you think a cell is?
I think a cell is ___________________________________________________________________.
Activity 2: Let’s watch the video Introduction to Cells at https://goo.gl/UeXsn

Draw how a cell looks like.

All living things are composed of very tiny units called “cells”. They are the smallest units of life.
A brick is to a house what a cell is to an

organism.
Activity 3: Draw many cells together (one next to the other), colour them using the colours you like.
Then, answer the following questions:
1. Why do you think cells must be together?

______________________________________
______________________________________
2. Are all cells similar? Which differences can

you see?
______________________________________
______________________________________
3. Do all the cells have the same function?

______________________________________
______________________________________
4. Is it possible to see living things with “just one

cell”?
______________________________________
______________________________________


Hours: 23
Learning Outcome: Identify that living things are composed by one single cell (unicellular) or by many cells
(multicellular), and classify living things according to its number of cells.
Do I have one… or many cells?
Some living things have got millions of cells. These organisms are big in size and shape. But there are
other living things made of only one single cell, like “Protozoa”, “bacteria”, and “yeast”.
“Multicellular” organisms have got millions of cells.
“Unicellular” organisms have got only one cell.

Activity 1: Complete.
I am a(n) ________________________ organism. My teacher

is a(n) _____________________ organism.
What do you think a unicellular organism looks like? Draw it!

Activity 2: Look at the different living things below and match each one of them according to the
number of cells they are composed of.
Unicellular
organism
Multicellular
organism


Hours: 24
Learning Outcome: Represent an animal cell and a plant cell through a drawing and label its main parts.
Types of cells
All living things have got cells, but not all cells are from the same type. We can find two big types of
cells: “Plant cells” and “Animal cells”.
As you may think, living things that are part of the “Animal kingdom”, for example dogs, lions, mice,
and humans are made of animal cells.
Living things that belong to the “Plant kingdom”, for example plants, trees, or fruits are made of
plant cells.
Can we see these types of cells?
We know that cells are so small that it’s not possible to see them only with your naked eye, you need
to use a wonderful tool called “Microscope”.
Plant cell
Animal cell

Activity 1. Look at the following pictures. Analyze very carefully the components for each type of
cell.
Activity 2: Write the similarities and differences you can see. Complete the chart.
Animal cell vs Plan cell
Similarities Differences


Hour: 25
Learning Outcome: Identify cells as the most basic element in levels of organization of living things.
Contents: Levels of organization: Cells
one cell + one cell = What does it create?

As we know, the smallest unit of life is called “a cell”. Billions of these cells form every organism.
How do cells form entire organisms?
Let’s think about a wall...
Each one of the bricks represents a “cell”. If we combine many bricks, we create a wall. In the same
way, “if many cells group together, they create a living thing”
Activity 1: Let’s compare a living thing to an apartment building. Which term in column A relates
better to the one in column B? Match.
Could you compare the human body with another type of object? Maybe a country, a
neighborhood, etc.
Activity 2. In your copybook, create a similar comparison.

How are cells organized?
Your body has got billions of cells. Cells can be different in shape and size. Cells group themselves by
type in our organism to perform different functions.
Activity 3: Read the questions and answer:
a. Choose 2 different cells from the image above and describe their similarities and
differences.
______________________________________________________________
b. Why do we have different types of cells in our body?

______________________________________________________________
c. Which of the following has got a greater number of cells in its organism: an elephant or a
cat? Why?
______________________________________________________________


Hour: 26 - 27
Learning Outcome: Identify characteristics of tissues. Explain simple relationships between cells and tissues.
Contents: Levels of organization: Tissues
Tissues
In order to form multicellular organisms, cells form groups to form tissues. As we mentioned before,
there are different groups of cells that have different functions.
Each part of the body is made up of the same type of cells that have the same function.
Examples:
Skin tissue Fat tissue
Oral mucosa Bone tissue

tissue

How is a tissue formed?
Activity 1. Look at these groups of cells. Complete and draw.
Activity 2. What other types of tissue do you think we have in our body? Draw and label two.


Hours: 28 - 29
Learning Outcome: Identify characteristics of organs.
Contents: Levels of organization: Organs
How are organs created?
Our human body is composed by many organs, for example…
Eyes, nose, ears, hands

and arms are organs made
up of “muscle”, “skin”, and
“bone” tissue
An organ is created when a group of tissues work together for the same function.
Activity 1. Classify the structures below as “tissue” or “organ”.
Tissues Organs

What types of tissue form an organ?
We have different components inside our body. They are different in size, shape, and functions.
The smallest component in our

body is the cell. It has a nucleus,
membrane, and cytoplasm inside.
There are different types of cells.

All of them in charge of different
tasks.
When the same group of cells get

together, they create a “Tissue”.
In the same way as cells, we can

identify different types of tissues.
They are very important since they
will form “organs”.

Organs are a combination of different groups of

tissue working together for the same specific
function.
Activity 2: Draw an organ of your choice. Explain how that organ is formed remembering the levels
of biological organization we have seen so far.
Name of your organ: _____________________________________________________
The organ is formed by... _________________________________________________


Hours: 30 - 31
Learning Outcome: Identify characteristics of systems. Explain simple relationships between cells, tissues, organs,
and systems.
Contents: Levels of organization: Systems
How are organ systems formed?
Take a look at this image. What do you see?
She is a girl
You can see her organs inside
You can recognize some of these organs
You know some functions of these organs
These organs are very important for life
All these organs group together to complete the same function and
build “Organ systems” in our body.
Group of tissues
Group of organs
Basic unit Group of cells that work
Cell Tissue Organ working together to
that have the together to System
of life perform the same
same function complete a
function
function
An organ system is a group of organs with similar characteristics working together.

These organs work as a team and allow the body to perform a specific action.
Organ systems. Match:

v Skeletal system
v Muscular system
v Nervous system
v Digestive system
v Circulatory system

Activity 1: Drawing organ systems. Click on the link here and watch the video:
https://www.youtube.com/watch?v=8fG5Pxr9ZQ0
In your copybook or workbook draw and name two organ systems present in our body and describe
their function.
Name of the organ system: Name of the organ system:
____________________________ ___________________________
Function: Function:

How is the human body organized?
Our “organism” is composed by “cells”, “tissues”, “organs”, and “organ systems”. Each component of
our body, from the smallest structure to the biggest structure, has an important function that allows
humans to exist.
Activity 2: Complete the table with examples for each level.
Cell Tissue Organ Organ system Organism
______________ _____________ _____________ _____________ ______________
Activity 3: Match each picture with its name and definition.

Unit 3
Body systems
Learning goals:
Ø (OA 2) Identify and describe, using models, organs of the digestive

system and their functions in food digestion, absorption, and waste
elimination.
Ø (OA 4) Explain the function of transport of the circulatory system of
nutrients and gases (oxygen and carbon dioxide), identifying its basic
structures.
Ø (OA 3) Explain through models the respiration process, identifying the
basic structures of the respiratory system.

Unit 3: Body systems

Hours: 34 - 35
Contents: Diagnostic assessment
Diagnostic Test
1. Look at the picture and label the human organs.
2. Complete the chart:
System Function
Digestive system
Circulatory system
Respiratory system
3. Fill in the blanks
1. Respiration is __________ and automatic.

2. Breathing allows _______________ to enter the lungs and _______________ to exit.
3. Oxygen is transported through blood to your _______________.
4. When we breathe in, our _______________ expands allowing air to enter the lungs.


Hours: 36 - 37
Learning Outcome: Identify the main parts of the digestive system (mouth, esophagus, stomach, small and large
intestine) and their functions.
Contents: Digestive system
The Digestive system
Activity 1: Complete the missing spaces in the paragraph.
As you discovered in the last unit, our _______ is a perfect machine with many specific functions to
perform in every moment. Each one of these functions is performed by a group of ________ working
in specific tasks. These group of organs are called “Organ ____________”
Activity 2: Look at the following picture and answer the questions below.
1. What is the girl doing?

_____________________________
_____________________________
2. Why is this a very important action?

_____________________________
_____________________________
3. What will happen to the apple once it goes inside our body?
___________________________________________________________________________
4. Which organs work together in this process? Write 4 organs

______________________________________________________________________________
__________________________________________________________________________

How does the Digestive system work?
Our digestive system allows the body to extract and absorb nutrients from the food we eat. These
nutrients travel through the blood reaching to every organ, tissue, and cell of our body giving us the
energy we need to live.
The organs which work in the digestive process are:
Front view
Back view
Salivary glands: They

produce the saliva.
Mouth: it decomposes
the food with the help of
saliva and teeth.
Esophagus: It
connects the mouth
and the stomach. It
expands and contracts Pancreas: A digestive
to push the food down gland that produces
to the stomach. “pancreatic juice”, which
also helps with digestion.
Liver: A digestive gland Small intestine: a 6-

that produces “bile”, a meter-long muscle
substance that helps with tunnel. It helps with the
digestion. digestion and
absorption of nutrients.
Stomach: A muscular
organ that produces
gastric acid. It transforms Large intestine:
the food into nutrients. Last part of the
digestive system.
Here the waste is
Anus: It eliminates stored to be
human waste outside our eliminated by the
body. “Rectus”

Activity 3: Check the previous page again, and complete the following summary chart:
Organ Function
“Mouth”
“____________________”
“____________________”
“Liver”
“Stomach”
“Small intestine”
“____________________”
Activity 4: Look at the picture below, and label the names of the organs (10) from the digestive system.


Hours: 38
Learning Outcome: Observe 3D models of the digestive system, and discuss about digestion, absorption, and waste
elimination processes.
What are the main stages in the digestive process?
The digestive system is the organ system in charge of the transformation of food into energy for our
body. It consists of many organs which work in four (4) main stages.
Activity 1: Let’s talk each other, but first, watch the following video:
https://www.youtube.com/watch?v=Og5xAdC8EUI
1. Try to describe the digestive process to a classmate.

2. Explain the digestive process using your own words and write it below.
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
The digestive system acts in stages in order to digest the food. Each stage is important and prepares
the food for the next one. The stages are:
• (1) Ingestion: The food enters to the mouth.
• (2) Digestion: Food transforms into nutrients.
• (3) Absorption: Nutrients enter to the blood.
• (4) Egestion: Waste is eliminated from the body.
Let’s understand this process better watching the following story:

https://www.youtube.com/watch?v=VwrsL-lCZYo

Activity 2: Which organs participate at each stage of the digestive process?
Ingestion
Digestion
Absorption
Elimination or
egestion
Activity 3: Look at the digestive system 3D replica and work on the activities below.
1. Read the description and write the name of the stage.
- Food is transformed into nutrients =

- Waste is eliminated from the anus =
- Saliva decomposes the food =
- Nutrients enter the blood =
-
2. What could happen if one stage doesn’t work properly?

______________________________________________
______________________________________________


Hours: 39 - 40
Learning Outcome: Create a digestive system replica, and describe how the digestive process work.
Project: ‘Model of the digestive system’
Task: Make a model to show the main parts of the digestive system
Materials
• White drawing paper or white cardboard
• Plasticine, clay, or play dough, different colours.
• Markers or felt tips.
Instructions
1. Observe pictures of the digestive system organs.
2. Using plasticine, model each organ in a different colour.
3. Label the organs.
4. Use the information on previous pages to talk about the different parts of the digestive system.
5. Share your work with your classmates.


Hours: 41
Learning Outcome: Identify the main parts of the Circulatory system (heart, blood, blood vessels).
Contents: Circulatory system
The Circulatory System
Activity 1: Look at the following pictures. Are they similar in some way? Why?
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.
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.
Activity 2: Complete the table below.
Road system Circulatory system

Highways
Veins
City Streets
Blood cells

Basic structure of the Circulatory system
The Circulatory system is a huge path in which blood moves all through the body providing all the
necessary water, nutrients, oxygen, and carbon dioxide that our body needs to work properly.
The circulatory system works properly thanks to these three main components:
Blood: It’s a liquid tissue

Heart: A muscular that transport blood, and
organ that contracts all its important
and relax to pump blood components, as well as
through the organism. waste, through our body.
Blood vessels: Tubes which

transport blood through all
our body. They conform a
closed network.
Activity 3: Answer.
Why does all our body need blood? Is it important for our body?
_________________________________________________________________________________
_________________________________________________________________________________


Hours: 42 - 43
Learning Outcome: Identify blood components and characteristics.
Blood in our organism

Blood is a component of the circulatory system that has an important function.
Activity 1:
How do you imagine blood? Draw and colour
Based on your drawing, let’s talk!
• Can you see your blood in your body right now?

• 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?
Components of blood
“Plasma”
It’s the liquid part of the blood. It’s sticky and it has a yellow colour. It
Plasma carries all the other elements in blood.
They are the most abundant. They carry oxygen and nutrients to tissues
Red blood cells and organs. They give blood its colour.
They are less abundant. They help your body and defend it against
White blood cells infections and illnesses.
They are groups of cells that form “clots”, helping the body to stop
Platelets bleeding when you get a cut or wound causing “coagulation”.

Activity 2: Write the names of the components of blood. Then, draw one of their functions.
_______________ _______________
_______________ _______________
Activity 3: Read the definitions below and complete the crossword puzzle.
1. Blood cells that transport oxygen.

2. The liquid part of blood.
3. The part of our circulatory system that is composed of plasma and a group of cells.
4. The plug that blocks blood vessels when they break
5. Cells that defend our body against illnesses.


Hours: 44 - 45
Learning Outcome: Explain how blood components travel through the body by the circulatory system.
The journey of blood through the body
Imagine that your body is like a big house. In your house, you have many devices, all of them
connected by many pipes which connect to the water, as well as the sewage.
Activity 1: In pairs, check the images and answer the questions in your copybook:
1. Which similarities can you see in the picture?

Share y
2. What do the “devices” represent? ou
answers r
3. What do the “pipes” represent? with
the clas
s!
4. On each case, what do the tubes carry?
5. What happens if a tube breaks down in both cases?
6. Which element allows “water” and “blood” travel through the tubes?
Activity 2: Complete the missing spaces on the paragraph.
The circulatory system is composed by three main components: H_________,

B_______, and B______ V_______. Each of them has an important function to provide
o_________, energy, and n__________ to all our body.

Blood vessels
Blood vessels allow blood to travel in your body. The three types of blood vessels are arteries, veins
and capillaries. Arteries and veins are attached to the heart.
Heart pumps the blood through the blood vessels, this

movement is called “heartbeat”, it repeats over and
over again.
Blood flows from the heart through arteries and into

capillaries. It then returns to the heart through veins.
Veins transport blood with oxygen from the lungs to

the heart.
Arteries transport blood with carbon dioxide from the

heart to the different tissues and organs.
Activity 3: Complete the chart with the function or component.

Component Function
Heart
Move the blood from the heart to tissues.

Vein
They help substances reach the cells and eliminate waste.
Activity 4: Look at the words below and complete the paragraph.
Blood Heart Red blood Blood vessels platelets White blood

cells cells
Julio and Camila ask a doctor to take a _______________ sample to analyze its
formed elements. The blood is extracted from the _______________, where it
circulates with the help of the _______________ They count Julio’s
_______________, that transport oxygen through the blood. Camila has been ill a
lot lately, so they analyze her _______________. At the end of the test, Julio and
Camila’s blood coagulates into a clot with the help of _______________

Activity 5: Create a Concept map summarizing the circulatory system.


Hours: 46
Learning Outcome: Identify the main parts of the respiratory system (nose, trachea, bronchi, alveoli, lungs)
Contents: Respiratory system
The respiratory system
Activity 1: In pairs, stand up, and look at your classmate. Analyze his/her movements, especially on
the chest, and answer orally…
- What is happening?
- Which organs is he/she using right now?
- Is he/she doing it on purpose? Why?
- What happens if this action doesn’t occur anymore?
Activity 2: Watch the following video and work on the activities below:
https://www.youtube.com/watch?v=mOKmjYwfDGU
Why is the respiratory system important? Draw two organs that are part of breathing
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
The respiratory system is a group of organs that work together in

order to move air in and out of our bodies. This movement, called
“breathing” allows our body to receive oxygen, as well as eliminate all
gas waste that our body produces.

Some of the most important organs that participate in the breathing process are:
Nose: The air goes in and out.

Tiny objects, particles, and
even insects are filtered here.
Bronchi: They are two tubes
that distribute air through the
lungs.
Trachea: Air goes from the
nose to the trachea. Here, air
goes to the bronchi.
Lungs: There are two lungs in

our body. They receive the air Alveoli: These are very small
and send it to the bronchioles sacks full or blood vessels.
and alveoli. They send the oxygen to all
the tissues and organs of our
body.
Activity 3: Write the name of each part of the respiratory system based on the descriptions. Then,
draw it.
“The tubes that “The organ where “The small sacs “A large tube that “The organs that
enter the lungs.” air enters the where gas directs air to the fills with air during
body”. exchange occurs”. bronchi”. inhalation”.
_______________ _______________ _______________ _______________ _______________


Hours: 47 - 48
Learning Outcome: Explain inspiration and expiration processes and the organs involved.
How do we breathe?
Take yourself a minute and breathe deeply for 10 seconds. Now answer orally the following
questions:
- What happens when you breathe?
- Are you conscious that you breathe in every moment?
- Is breathing the same all the time?
The process in which air goes into the body, and then goes out with all the waste produced by different
processes our body does, is called “respiration”. Respiration is an automatic and involuntary process,
that means, it’s out of our control.
“Inhaling” “Exhaling”
We inhale (breath We exhale (breath

in) to obtain the out) to expel the
oxygen our body carbon dioxide our
needs. body produces.
Respiration process occurs due to two important movements: “inhaling”

and “exhaling” They allow the air gets in and out.

Activity 1: Complete.
The respiration process is

____________ and _____________.
There are two important movements in

respiration: _____________ and
_______________.
When we inhale, we get ____________

for our body to work properly. When
we exhale, we expel _______________
from our body, which contains cells
waste.
Activity 2: Labelling
Respiration occurs because of “team work” made by some organs. Look at the picture and write the
names of the organs involved in this task.
_______________ _____________
_
_______________
______________ _____________
_


Hours: 49 - 50
Learning Outcome: Research and present how respiration occurs in different events in our daily life, like running, playing
sports, sleeping, etc.
Respiration in our daily life
This class, we will research how respiration occurs in different moments of our day. For this
activity, you will work in pairs.
Follow the steps:

1. Define 5 activities of your daily life in which, you think, the respiration process could be
different, that means faster or slower. Example: Daily activities
Running, reading, etc. 1.
2.
3.
4.
5.
2. Go to the yard and perform each activity with your classmate for 1 minute. After each activity,
complete the following chart (in your copybook) including:
- Respiration rate (fast, slow). Ex. The respiration is fast / slow.
- Movement of the chest. Ex. His/her chest moves very fast / slow.
- Fatigue sensation. Ex. My classmate looks tired / stressed / normal.
Activity Observations

3. Present your observations to the rest of the class, performing each activity and explaining the
respiration process that occurred when you were performing these activities.
You can create a poster in case you want to explain it better.

Self-assessment
How do you feel after this unit?
1. Which was the easiest part for you?

______________________________________________
2. Which was the most difficult part for you?

______________________________________________
3. What else would you like to learn about nutrition and body systems?
______________________________________________
4. What did you like the most about the unit? Draw it
5. Do you feel ready to talk about nutrition and body systems?


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5th Grade SCIENCE WORKBOOK

Name: _________________________________ Class: _________

2023 Version Todos los Derechos Reservados www.almondale.cl

2023 Version Page 1 of 64

2023 Version Page 2 of 64

Unit 0: Welcome back!

Welcome back to Science 2023

Activity 2: Explain in easy words what science is.

Activity 3: Complete the sentences. Use the words in the box.

investigate experiments senses classify

a. Scientists do __________________________________ to learn.

b. Scientists use their ________________________________ to observe.

c. Scientists ________________________________ elements by size, shape, and colour.

d. Scientists ________________________________ to look for answers.

2023 Version Page 3 of 64

Activity 4: Read the text and answer.

a. Why do scientists do experiments?

1. Why do scientists repeat To help answer each

2. Why do scientists use their To make sure the results

3. Why do scientists share To learn about the world

2023 Version Page 4 of 64

Unit 0: Welcome back!

2023 Version Page 5 of 64

2023 Version Page 6 of 64

Unit 0: Welcome back!

Nikola Tesla , a Serbian-American engineer and

In the 1970s and 1980s, Carl Sagan was perhaps

2023 Version Page 7 of 64

Your contribution will be…

2023 Version Page 8 of 64

2023 Version Page 9 of 64

Unit 1: Nutrition and health

2. Write the names of the correct nutrients on food.

3. Can you get sick because of a bad or unhealthy diet? Why?

2023 Version Page 10 of 64

Unit 1: Nutrition and health

A balanced and healthy diet?

Activity 2: Answer the following questions.

1. Do you know the nutrients in the food you ate?

3. Is it important to eat different kinds of food? Why?

4. What does your partner eat? Are there any differences?

2023 Version Page 11 of 64

Let’s watch the following video: https://bit.ly/2cAqnMQ.

Activity 4: Complete the sentences with the words in the box.

proteins - carbohydrates - minerals and vitamins - fats

Ø Bread supplies _____________________________________.

Ø Butter supplies _____________________________________.

Ø Eggs and milk supply _______________________________.

Ø Fruits and vegetables supply __________________________.

Nutrients are essential substances that our body

needs to produce energy, grow, repair and

maintain a healthy body.

Nutrients are found in the foods we eat. They

include carbohydrates, proteins, vitamins,

minerals, fats, and water.

Foods have a combination of nutrients but they are

classified according to the one they have in greater

2023 Version Page 12 of 64

Vitamins help the body stay healthy. They fight against

Name: _________________________ Class: _