> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM Name Date Worksheet 4.2A Investigate tooth decay We need our teeth to chew food. If we have too many sugary foods or drinks, our teeth can get holes in them. There are tiny living things called bacteria in our mouths. When the bacteria feed on the sugars, they make acids. The acids make holes in the teeth. This is called tooth decay. Our teeth contain the mineral calcium. Calcium is also found in the shells of eggs. ‘We can use eggs to investigate the effect of different liquids on teeth. 1 Aska scientific question that you can investigate about tooth decay based on the information above. 2 What will you need? 3° What will you do?> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4; THE DIGESTIVE SYSTEM 4a What will you measure? b What will you keep the same? © What will you change? 5 Write a prediction: | predict that because6 Results: My prediction was correct/incarrect | found out that 7 Conclusion: From my results | conclude that > CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM Help sheet When you ask your question to investigate, think about what you want to find out. Think about whether you can test your question. For example, you can test a question such as ‘How long does it take for an ‘egg to become hard boiled?” You cannot test a question such as ‘Are hard boiled eggs better than soft bolled eggs?” test we change one factor or variable and keep all the others the same in order Remember that in a to try to answera scientific question. ‘Ask yourself these questions: '* What factor will| change? ‘+ What factors will keep the same? ‘* What change willl measure or observe? Learners can observe the softness of the shell as a result for the investigation. They do not have to measure mass.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM Stretch sheet When Class § investigated the effect of different liquids on teeth, they recorded the mass of their eggs every day for three days. These are their results. Liquid ‘Mass of egg (in grams) Start Day 1 Day2 Day3 Water 60 60 60 60 Orange juice | 58 56 54 53 Soda él 58 56 54 Dietsoda | 60 59 57 55 milk 59 58 57 56 8 Drawa line graph of the results obtained with each liquid, Label them clearly. & 9 Why did the mass of the eggs change for some of the liquids?> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM 10 a Which egg’s mass changed the most? » Which ege’s mass changed the least? 1 Explain what the results show about the effect of different liquids on teeth,> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM Name Date Worksheet 4.2B Make a balanced diet board game You will need: a large sheet of card (A3 size], pictures or drawings of foods from the different food groups, glue, scissors, glue, 6 small cards, 6 different coloured buttons or counters 1 Design and make a board game with pictures or drawings of foods from the different food groups in a balanced diet on different squares on the game board. Not every square should have a picture The food pyramid picture here will remind of you of which foods you should eat more of and which foods you should eat less of. Fats, oils and sugar store energy but too much can be harmful a 42 Proteins buld our U bodles and make us arow “ Carbohydrates five us enerey & Fruit and vegetables contain , 4 == A @ that keep us healthy SB 3B @ & A eS The picture squares should have instructions about moving forward (for healthy foods) or back (for unhealthy foods) a few spaces, e.g. ‘Move forward three spaces’ 3 Number the small cards from 1 to 6.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM To start the game, pick a number card to see how many spaces forward you will move. Ifyou land on a square witha healthy food, the square’s instructions should tell you to move forward. If you land on an unhealthy food, you should move back a few spaces. 5 After your turn, mark your place on the board with a coloured button or counter. When everyone in the group has had a turn, the first person should pick another card and move forward again. © The first person to reach the last square on the game board is the winner.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM, Help sheet Here is an idea to help you design your game board.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM. Stretch sheet Add information to the picture squares on your game board to tell players why we need to eat each of the foods or why we should not eat alot of those foods.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM Name Date End-of-unit 4 test The End-of-unit test has been written by the authors. This may not fully reflect the approach of Cambridge Assessment International Education. 20 marks 1 Label the parts numbered a-e of the human digestive system.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM 2 Write the following processes that happen inthe digestive system in the correct order, froma to f. Food swallowed and pushed down the oesophagus. Food broken into very small particles Food chewed into small pieces. Undigested food removed. Food mixed with digestive juices. Food particles absorbed into the blood.> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM 3. Sofia drew a graph to show the quantity of the different food groups in 100 g of tinned peas. Food groups in 100 g of tinned peas, fy 2 10 zs a6 24 : | oO protaia fat carbohydrate fibre salt nolecan Which food group do the peas contain most of? Why do we need the food group you named in question a? Which food group do the peas contain least of? How much protein do the peas contain? Why do we need protein?> CAMBRIDGE PRIMARY SCIENCE 5 UNIT 4: THE DIGESTIVE SYSTEM ‘What is in the peas that we need for a healthy digestive system? How much salt is in the tinned peas? Name a mineral found in salt. The total quantity of the different food groups in Sofia’s graph does not add up to 100 g. ‘What other substance do you think makes up the rest of the 100 g of peas?