3 Respiration, Circulation and Excretion

Transcription

1 Respiration, Circulation and Excretion Notes LOOK AND COMPARE 1. Compare the picture and photograph above. What are the people doing? What differences do you notice? THINK AND EXPLAIN What does the astronaut need to be able to breathe on the moon? 2. Describe the scuba diver s equipment. What are the fins for? Why does he have tanks on his back?. Which of the two divers will be able to stay underwater longer? Explain your answer. 29 Look and Compare In pairs, have students look at the photograph and picture and answer the questions. Have some pairs report their answers to the class. Ask students how long most people can hold their breaths (about one minute). Think and Explain In pairs, have students look at the picture and say what equipment the astronaut is using and why. Answer Key Look and Compare: Sample answers: 1. The people are swimming underwater. One of them has breathing equipment and a suit to keep warm. 2. The scuba diver is wearing a wet suit and tanks. There is a tube leading from each tank to the mouthpiece. The fins help him or her swim faster. The tanks provide him or her with oxygen for breathing.. The scuba diver will be able to stay underwater longer because he or she is breathing oxygen from the tank. The other diver has to hold his breath. Think and Explain: Sample answer: A special suit with a helmet, gloves and air tanks. 9

2 1. Respiration Concept Respiration and respiratory organs. Vocabulary Exhalation, exhale, expel, helmet, inhalation, inhale, lung, nostril, respiration, respiratory system, rib, tank, trachea. 1. Respiration Questions 1. What is respiration? 2. Which organs make up the respiratory system?. How do we breathe? Expressing Concepts This lesson may be used to review the following language: Comparatives The air that you breathe through your nose is cleaner when it reaches your lungs than the air that you breathe through your mouth. Focus on Science Oxygen in the Air Materials: 2 glass jars and 2 small candles (per pair); matches. Preparation: Mark half of the jars A and the other half B. Divide the class into pairs and distribute the candles and jars one jar A and one jar B per pair. Have students (one from each pair) exhale through their mouths into jar A for a minute, inhaling through their noses. Light the candles during this minute. Have the other student of each pair make sure they are burning evenly. Have each pair place jar A and jar B over the candles at the same time. Tell students to record what happens (the candle under jar A should extinguish more quickly). Ask students if the air that we inhale is the same as the air that we exhale (no, there is less oxygen in exhaled air). Explain that a flame requires oxygen to burn. Jar B contained the same proportion of oxygen as there is in the air. Jar A contained less oxygen because their lungs had absorbed some of it. 0 nostrils nose right lung (external view) ribs lungs The Respiratory System trachea left lung (internal view) It is impossible to breathe on the moon because there is no air. Space suits have a special helmet and air tanks that allow the astronauts to breathe. The Respiratory System People need to breathe. We use the organs of the respiratory system to breathe. The nostrils are in the head. The nose links the nostrils to the exterior of the body. The trachea is a tube inside the neck. Each of the lungs is shaped like a bag. The lungs are in the chest and are protected by the rib cage. The heart is between the lungs, a little closer to the left lung. As a result, the left lung is a little smaller than the right lung. The Respiratory System Ask students to put their hands in front of their noses and breathe out. Then ask Where does the air that you can feel on your hand come from? Is it warm or cold? Is it dry or humid? Ask What places don t have air? (E.g., under water, on the moon.) Have students look at the astronaut s space suit. Point out that it is sealed and covers the whole body. Ask students to look at The Respiratory System diagram and locate the different parts in their own bodies. Have students read the text and answer Questions 1 and 2. Explain that the word respiration refers to the exchange of carbon dioxide and oxygen that occurs in the lungs: oxygen enters the bloodstream and carbon dioxide is released from the blood into the air. How We Breathe Ask students to study the diagrams of inhalation and exhalation. Have them place their hands on their chests and notice how the ribs rise as the lungs fill with air during inhalation and fall as air leaves the lungs during exhalation. 0

3 How We Breathe Your body makes two movements to breathe, inhalation and exhalation. Inhalation occurs when air enters the lungs. When you inhale, air enters through the nose and mouth, travels down the trachea and fills the lungs. The lungs expand and swell. Exhalation occurs when air exits the lungs. The lungs contract and expel the air through the nose and mouth. Humans can breathe through their noses and mouths. The air that you breathe through your nose is cleaner, warmer and more humid when it reaches your lungs than the air that you breathe through your mouth. The nostrils have little hairs that catch dust in the air you breathe. KEY WORDS 1 2 Complete the sentences with the key words. Air enters the lungs during. Air exits the lungs during. Copy the picture of the respiratory system. Label the parts. EXPLAIN inhalation Explain the following: The left lung is slightly smaller than the right. The chest swells during inhalation. Why is it better to breathe through the nose than through the mouth? Have students read the text and answer Question out loud. In pairs, have them do the. Check answers with the class. exhalation The lungs fill with air when you inhale. The lungs expel air when you exhale. Explore Breathing Rate Do you breathe faster when you are reading or when you are running? Make a list of situations in which you breathe very fast. Why do we sometimes breathe very fast? Answer Key: 1 inhalation. exhalation. 2 See diagram on page 0 of the Student s Book. As the heart is located left of center of the chest, the left lung has less space and so is slightly smaller. The chest swells as the lungs fill with air. Because the air is cleaner (hairs in the nose catch dust in the air), warmer and more humid. Explore: Breathing Rate Explain that when we exercise, are frightened or have received a sudden shock, we breathe faster. In these situations, we need more oxygen in order to prepare our muscles for a possible response. In small groups, have students discuss and answer the questions. Have groups report their answers to the class. Answer Key: You breathe faster when you are running. Sample answers: You breathe very fast when you are running, when you are playing sports and when you are frightened. We sometimes breathe very fast because our bodies need extra oxygen to carry out activities. 1 Language Skills: Speaking We re the Respiratory System In groups of five, have students act out how we breathe. Assign students the roles of nostrils (two), trachea and lungs (two). Have each group introduce themselves and describe what roles they play: Whole group: We re the respiratory system. Nostrils: We re the nostrils. During inhalation and exhalation, air passes through us. We have hairs that catch dust. We make the air warm and humid. Trachea: I m the trachea. I m a tube inside the neck. Air travels through me as it passes in and out of the lungs. Lungs: We re the lungs. During inhalation, air enters us through the trachea and we expand and swell Cross-Curricular Connection Environmental Education: Pollution Materials: Construction paper (1 large sheet), colored pencils. Explain that we need to breathe clean, fresh air to be healthy. Discuss air pollution, its sources and how it can be reduced. Mention: conserving electrical energy carpooling riding a bike, walking or taking the bus instead of driving not making unnecessary trips using solar panels regulating industry Ask students how their families contribute to pollution and what they could do to change. Give students the construction paper and have them make a class list of things they can do to lower air pollution. Have them illustrate each point with a drawing. Display the poster in the classroom. 1

4 2. Circulation 2. Circulation Questions Concept Circulation and circulatory organs. Vocabulary Artery, blood, blood vessel, circulation, circulatory system, oxygen, pulse, vein. 1. What is the purpose of blood circulation? 2. Which organs make up the circulatory system?. What does the heart do? direction of blood flow Lungs Heart The Whole Body Heart Expressing Concepts Diagram of Blood Circulation This lesson may be used to review the following language: Relative pronoun that Blood vessels are tubes that transport your blood. The heart is the organ that pumps blood throughout the body. Focus on Science Exercise and the Heart Materials: Stopwatches (1 per group), jump ropes. Set up a fitness circuit with five or six stations in the schoolyard. could include jumping rope, sprints, push-ups, sit-ups, jumping jacks, leapfrog and bench steps. Divide the class into groups and assign a station to each. Ask students to take and record their pulse rates prior to and after each activity. Have them carry out each activity for one minute, take a one-minute rest and then change stations. Ask How did your pulse change after doing an activity? Which activity changed your pulse the most? Why does the pulse increase? (Our muscles need more oxygen and nutrients in order to function when we exercise. The blood carries the oxygen and nutrients our muscles need. The heart pumps blood faster to get more oxygen and nutrients to our muscles.) 2 arteries Some Veins and Arteries in the Human Body heart veins Blood and Circulation Our blood takes the substances we need to all parts of the body so that they function properly. Blood also collects waste products along the way. The movement of blood through our bodies is called circulation. The Circulatory System The circulatory system is responsible for circulation. This system is made up of the heart and blood vessels. Blood vessels are tubes that transport your blood throughout your body. There are two types of blood vessels: veins and arteries. Veins carry blood to the heart from the rest of the body. Arteries carry blood from the heart to the rest of the body. The heart is the organ that pumps blood throughout the body. Every time the heart beats, it pumps blood. Then the blood flows through the arteries to the rest of the body. The heart never gets tired. It beats more than 100,000 times a day. Blood and Circulation Ask Does your heart ever stop beating? What does the heart do when we sleep? What does the heart do when we exercise? Have students look at the diagram of the human body. Ask them where the heart is (on the left-hand side of the chest). Tell students that the size of a person s heart is approximately the size of his or her closed fist. Explain that in anatomical diagrams, arteries are usually shown in red and veins in blue. Point out that this diagram is simplified: there are arteries and veins throughout the body, since all the organs need blood. Ask students to read the text and answer Question 1 out loud. The Circulatory System Ask students to look at the Diagram of Blood Circulation. Ask What happens to the blood when it passes through the blood vessels of the lungs? (It exchanges carbon dioxide for oxygen.) Where does it go next? (Back to the heart.) What does the heart do then? (It pumps the oxygen-rich blood to the whole body.) Explain that the heart is a muscle. When the heart contracts, the blood inside it is pumped out; when the heart relaxes, it fills up with blood. 2

5 Explore vein External View of the Heart artery muscle Your Pulse You can take your pulse to find out how fast your heart beats. Look at the picture. To take your pulse, place two fingers on the inside of your wrist, under your thumb. Each time the heart beats, you feel a movement in these veins. Language Skills: Writing Circulation Text In pairs, have students draw sketches of blood circulation. Ask them to model them on the Diagram of Blood Circulation in their books, but to use organs, a body and blood vessels in place of the boxes. Ask each student to write a paragraph underneath his or her sketch detailing how and why blood circulates around the body. Take your pulse and observe. KEY WORDS 1 Complete the sentences with the words in the box. heart blood vessels blood The carry blood. The are tubes that takes oxygen and nourishment to all parts of the body. The EXPLAIN 2 Which sentences are true? Why? pumps the blood. Blood circulation is continuous. Blood circulation stops when we sleep. Blood circulation stops when we eat. How many times a minute does your heart beat? Run a little. Take your pulse again. How many times does your heart beat now? When does your heart beat faster? Cross-Curricular Connection Art: Taking Care of Our Hearts In small groups, have students make posters titled Taking Care of Our Hearts. Tell them to illustrate the following ideas and others with drawings: exercise regularly follow a healthy diet, eating sweet or fatty foods in moderation use little salt do not smoke or drink alcohol see the doctor when necessary Display posters around the school. Clarify that when blood passes through the blood vessels of the lungs, it collects oxygen, and when it passes through blood vessels of the intestines, it collects nutrients. Both are then transported all over the body and used in the cells for energy and other needs such as growth. Have students read the text and answer Questions 2 and. Have some students report their answers to the class. In small groups, have students do the. Answer Key: 1 blood vessels. blood. heart. 2 The first sentence is true. The heart never stops pumping blood, and blood continuously circulates. If the heart stopped, our bodies would not receive the substances they need or be able to eliminate waste products. Worksheet 5 Fitness Preparation: Photocopy page 10 (1 per student). Answer Key: Sample answers: 1. 0 per minute per minute.. 0 per minute.. 25 per minute per minute per minute. Explore: Your Pulse Have students answer the questions and compare their results in pairs. Explain that an adult s heart beats times a minute. When we exercise, the pulse rate increases and can reach up to 200 beats a minute. Answer key: Sample answers: It beats 70 times a minute. It now beats 10 times a minute. It beats faster after exercise.

6 . Excretion. Excretion Questions Concepts Excretion and excretory organs. Urine and sweat. Vocabulary Accumulate, bladder, eliminate, excretion, excretory system, gland, kidney, perspire, skin, sweat, ureter, urine. 1. What is excretion? 2. Which organs make up the excretory system?. What is urine?. What is sweat? internal view of a kidney ureters carry urine from the kidneys to the bladder external view of a kidney blood vessels bladder Expressing Concepts This lesson may be used to review the following language: Superlatives The kidneys are the most important organs in this system. Which of the following produces the most sweat? Focus on Science Kidney Function Materials: Glass or plastic jars (1 per student), water, red food coloring, sand, filter paper. Tell students that they are going to see how kidneys function in the excretory system. In pairs, have students mix a small amount of water with the food coloring and sand in a jar. Ask them to pour the mixture through the filter paper into the other jar and record what happens. Explain that the mixture represents the blood and the filter paper the kidneys. Ask them what they think the water in the jar and the sand in the filter represent (the water that passes through the filter paper represents clean blood, and the sand in the filter paper represents the waste products filtered from the blood). kidney Location of the Excretory System bladder kidney The Excretory System urine outlet How We Eliminate Waste Products from Our Blood The blood collects all the waste products in your body. There are organs that constantly clean the blood so waste products do not accumulate. The elimination of waste is called excretion. The excretory system and the skin are responsible for excretion. The Excretory System The excretory system is in the abdominal area. Some parts of it are behind the intestines and other parts are below the intestines. The kidneys are the most important organs in this system. Their job is to clean the blood. Urine is the liquid formed by the kidneys after cleaning the blood. Urine is stored in the bladder and then eliminated from the body. How We Eliminate Waste Products from Our Blood Have students look at the Location of the Excretory System diagram and locate the different organs in their own bodies. Explain that the intestines are in front of the kidneys, and are excluded from the diagram. Have students read the text and answer Question 1. Explain that all our blood passes through and is cleaned by the kidneys. These organs never stop working, even while we are sleeping. The Excretory System In pairs, have students read the text and answer Questions 2 and. Have individual students read out their answers. Sweat Helps Purify the Blood Have students describe the sweat glands in the diagram on page 6 (they are in the deepest part of the skin; they are globular in shape with a duct that ends in a pore on the surface of the skin). Then have students read the text and answer Question. Ask them to check their answers in pairs.

7 FOTO Language Skills: Reading When we exercise, we sweat more. Sweat Helps Purify the Blood The skin is also very important for excretion. There are glands beneath the skin that help clean the blood. The waste products are eliminated as sweat. Some parts of your body produce more sweat than others. For example, your head and your armpits sweat more than your back or your legs. KEY WORDS 1 Make a sentence with each pair of words. excretory system, skin kidneys, blood urine, sweat EXPLAIN 2 Could we live without kidneys? When it is very hot, we sweat more. Explore Perspiration Do all parts of the body produce the same amount of sweat? Which of the following produces the most sweat: the palms of the hands, thighs, feet, head, armpits, abdomen, ears? Do we perspire more when it is very hot or when it is very cold? Can sweat keep us cool when it is hot? Explain that urine and sweat carry waste products out of our bodies. Both are mostly made up of water. The amount of urine and the amount of sweat are related: if we sweat a lot, we urinate less, and if we do not sweat much, we urinate more. When sweat evaporates, it cools the body. This is why we sweat more on hot days and while exercising. In groups, have students do the. Check answers with the class. Answer Key: Sample answers: 1 The excretory system and the skin are responsible for excretion. The kidneys eliminate waste products from the blood. Urine and sweat carry waste products. 2 No. Without kidneys, waste products would accumulate in our bodies and eventually cause death. 5 Nouns and Verbs Draw the following chart on the board and have students copy it in their notebooks: Noun Verb perspiration sweat excrete urinate exercise elimination Have students read the text again and complete the chart. Ask them to make sentences with some of the words. Invite some students to write their sentences on the board. Cross-Curricular Connection Health Education: Kidney Transplants Explain that kidneys are essential to life. Sometimes, because of health problems such as diabetes or high blood pressure, kidneys have to be replaced. Kidney transplants are common transplant operations that have saved the lives of many people. Since humans can get by with only one kidney, one family member sometimes donates a kidney to another whose kidneys are impaired. The transplanted organ may also come from a corpse. Many people register as organ donors so their organs can be used for transplants after their deaths. Ask students if anyone they know is a registered organ donor and whether they think it is a good idea or not. Explore: Perspiration In small groups, have students answer the questions. Explain that more sweat is produced in the palms, thighs, feet, head and armpits. In the muscles, ears and abdomen, only a small quantity of sweat is produced. Answer Key: No, some parts of the body sweat more. The armpits produce the most sweat. We perspire more when it is very hot. Yes, it can. 5

8 Skin Concepts Structure and function of skin. Skin care. Vocabulary Internal layer, pigment, pore, sunscreen, surface layer, sweat gland, tactile nerve, touch. Materials Sponge, string, pencil, rock, cellophane, shoe (per six students). Skin HEALTH EDUCATION The Parts of the Skin Your entire body is covered by skin. All areas of the human body have skin. The skin has an internal layer, which you cannot see. It also has a surface layer in contact with the air. You shed this surface skin constantly and new skin replaces it. There are various elements on the surface of the skin, such as hair and pores. You eliminate sweat through your pores. There are small blood vessels in the internal layer of the skin. Sweat glands and tactile nerves are also there. Sweat glands produce sweat and tactile nerves give you a sense of touch. hair pores surface layer internal layer Expressing Concepts This lesson may be used to review the following language: Can The skin can be many different shades and colors. It can be pale, ruddy, brown, black, dark, sallow, etc. Focus on Science Touch Sensitivity Materials: Sandpaper (10 different grades), blindfolds. Preparation: Cut sandpaper into 5-cm squares and number the squares 1 10, from the smoothest to the roughest. Make one set per group. Divide the class into small groups and give each group a set of sandpaper squares. Have groups mix up their squares and place them rough side up. Tell them to blindfold one of their members and have that student line up the squares of sandpaper in order from the smoothest to the roughest, using his or her fingertips. Have groups record the results. Have each member of the groups try the experiment. Ask groups to report their results to the class. Ask if the results would have been the same if they had sorted the pieces using the sense of touch in their elbows (no, the fingertips have more nerve endings than other parts of the skin). 6 The sense of touch is well developed in babies. They use their hands to explore objects and to relate to adults. blood vessels What Skin Does sweat gland Internal and Surface Layers of the Skin The skin has several functions, all very important. Some of these functions are: It protects us from the sun s rays. The skin filters sunlight and prevents it from harming the body. It prevents us from losing water. Thanks to the skin, the body does not dry out. Our sense of touch is in the skin. Because there are tactile nerves in the skin, we can feel the things that are around us. Our sense of touch tells us if an object is rough or smooth, hot or cold, sharp or blunt, etc. The skin plays a role in excretion by producing sweat. The Parts of the Skin Have students look at the diagram and read the text. Then ask them to do 1 and 2. Check answers with the class. What Skin Does Explain that the skin is the largest organ of the body. It is a crucial organ, since it carries out various vital functions. Write this question on the board: What functions does the skin have? Have students read the text, underline the answers and check their answers in pairs. Have them write the function of each part of the skin on their pictures from Activity 1. Add that the skin is also a good indicator of the general state of health of the body. In small groups, have students discuss and complete Activity. Skin Care Have students say what can damage the skin and write their ideas on the board. Have them read the text and check their answers. Explain that in many countries the incidence of skin cancer has risen in recent decades and caution that a single bad sunburn can increase the risk dramatically. 6

9 Discover Skin Care You should bathe regularly to keep your skin healthy. A shower washes away sweat. If sweat accumulates, it smells bad and can irritate your skin. You should protect your skin with sunscreen when you are in the sun. Sunscreen contains substances that filter the sun s rays. Your skin may burn if you are in the sun for too long, or if you do not use sunscreen. If you get burned by the sun often over the years, you can do serious damage to your skin. 1 2 Copy the picture of the skin in your notebook. Label the parts. Copy and complete the chart below. The Skin has Skin Color The skin can be many different shades and colors. It can be pale, ruddy, brown, black, dark, sallow, etc. The reason for this wide variety of color is very simple. There are dark substances, or pigments, in the superficial layer of the skin. If there is a lot of pigment, the skin will be dark. If there is only a little pigment, the skin will be light. 1 2 Language Skills: Speaking Avoiding Sunburn Materials: Paper (1 sheet per group). In groups, have students discuss and make lists of what they should do to protect their skin from the harmful rays of the sun (UVA and UVB rays): Don t expose your skin to the sun for long periods of time. Avoid sunbathing from 11:00 A.M. to :00 P.M. Use sunscreen. Know your skin type. Wear clothing: caps and T-shirts. Have groups exchange lists and add things not mentioned on the lists they receive. Repeat until all the groups have seen all the lists. Discuss answers with the class. layer where there are layer where there are What sensations can we feel through our skin? Make a list. Imagine that you are blindfolded. What can you tell about the following objects by touching them? sponge rock string cellophane pencil shoe Look at the photographs. Describe the children using a table. Write these headings along the top of the table: skin color, hair color and eye color. Have students do Activity in groups of six. Distribute materials. Have one member of each group feel and describe one of the objects while the other members jot down his or her responses. Have groups report their answers to the class. Make a class list of the adjectives used. Answer Key: 1 See diagram on page 6 of the Student s Book. 2 a surface; hairs and pores. an internal; blood vessels, sweat glands and tactile nerves. Sample answer: pain, temperature, texture, humidity, pressure. Sample answers: sponge: dry/wet, soft, porous, rough, light. string: long, flexible, thin, light. pencil: long, thin, hard, smooth, sharp end. rock: heavy, hard, smooth/rough, cold. cellophane: smooth, thin, flexible. shoe: flexible, smooth/rough, soft/hard. Discover: Skin Color In pairs, have students read the text and do the activity. Explain that the pigment in the skin is called melanin. Answer Key: Sample answer: Skin color: 1. Ruddy. 2. Dark.. Pale.. Pale. Hair color: 1. Red. 2. Dark brown.. Blond.. Black. Eye color: 1. Blue. 2. Dark brown.. Blue.. Light brown. 7 Cross-Curricular Connection Social Studies: Skin Color and Climate Materials: Map of the world. Attach map to the board. Have students look at the photographs of the children in their books. Then ask individual students to come to the board and indicate where the people might be from. Relate the climate of those places to the children s skin color. Discuss how more pigmentation in the skin (melanin) helps to protect the skin from sunburn in hot places. Worksheet 6 Where are they? Preparation: Photocopy page 11 (1 per student). Answer Key: 1. 1 black; 2 brown; green; red; 5 yellow; 6 red; 7 green; 8 yellow; 9 blue; 10 red Esophagus. 2. Liver.. Stomach.. Small intestine. 5. Large intestine. 6. Kidneys. 7. Bladder. 8. Trachea. 9. Lungs. 10. Heart. 7

10 REMEMBER 1 Label the drawings. Reinforcement 1 Pulse Rates Have students take their pulses for a minute and record the results. Repeat the procedure several times throughout the day and week. Compare the results and point out that pulse rates are not always the same, but vary throughout the day and also depend on what we do. No Smoking Area Discuss places where you must not smoke and the rights of nonsmokers. Fill in the Gaps Write the following sentences on the board. Have students copy them and fill in the gaps with these words: inhalation exhalation arteries veins blood excretion sweat The skin is an organ of because it produces. Blood circulates through the and. The heart pumps the throughout the body. During, the lungs fill with air. During, air leaves the lungs. Answer Key: excretion; sweat. arteries; veins. blood. inhalation. exhalation. Assessment Organs of the Human Body Preparation: Photocopy page 9 (1 per student). Answer Key: 1 Heart; 2 Blood vessels; Blood vessels; Mouth; 5 Esophagus; 6 Stomach; 7 Liver; 8 Pancreas; 9 Large intestine; 10 Small intestine; 11 Anus; 12 Nostrils; 1 Nose; 1 Trachea; 15 Lung; 16 Kidney; 17 Bladder; 18 Urine outlet; 19 Ureter; 20 Blood vessels. 8 2 Explain the differences between: kidneys and bladder. nostrils and trachea. heart and blood vessels. Complete the chart. SYNTHESIZE APPLY 5 Types system 2 Blood Vessels Function Which of these processes do we carry out continuously, even while we sleep? digestion respiration blood circulation excretion What is a blood transfusion? Why is a blood transfusion sometimes necessary? Have students do the individually. Encourage them to look back in the unit for information they do not remember. Help them with research for Activity 5. When students have finished, have them check their answers with a partner. Then check answers with the class. Answer Key: 1 1 nostrils; 2 trachea; lung; respiratory. kidney; 5 bladder; 6 blood vessel; 7 ureter; excretory. 2 The kidneys filter the blood and the bladder collects urine. The nostrils are in the head. The trachea is a tube in the neck. The heart pumps blood throughout the body. The blood vessels carry the blood. Types: Arteries; Veins. Function: Carry the blood from the heart; Carry the blood to the heart. Respiration, blood circulation and excretion. Digestion is carried out after we eat or drink something. 5 A blood transfusion is an injection of blood into a person s veins. A transfusion is necessary when someone loses a lot of blood, because of an accident or a surgical operation, or because of certain diseases system 8

11 Assessment Name: Date: Organs of the Human Body 1 5 Look at the diagrams. Match the numbers of the organs with their names. (10 points) Heart Ureter 7 6 Nostrils Bladder 8 Small intestine Stomach Blood vessels Lung 11 Esophagus Blood vessels Trachea Circulatory System Digestive System Mouth Pancreas 12 1 Kidney Liver Large intestine Anus Blood vessels Nose Urine outlet Respiratory System Excretory System PHOTOCOPIABLE Science 200 Santillana Educación, S. L./Richmond Publishing 9