CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Worksheet 1.1
Compare heartbeats
Some animals have faster heartbeats than others. The table shows some of them.

Heartbeat (beats
Animal
per minute)
Human 70

Elephant 30

Mouse 500

Blue whale 10

Cat 150

Hummingbird 1300

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

1 a Which animal has the fastest heartbeat? _______________

b Which animal has the slowest heartbeat? _______________

b Which animal is the smallest? _______________

b What pattern do you notice in the results?

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4 Write a conclusion about animal heartbeats from these results.

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Help sheet
To find a pattern in results, you should look for the way one variable or factor changes,
(increases or decreases) as another factor or variable changes. For example:
• your heart beats faster when you exercise.
In other investigations, patterns you might find are:
• plants grow faster in a sunny place than in a shady place
• lamps shine more brightly when you add more cells to a circuit.

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Stretch questions
5 a Predict the heartbeat of a:

horse _______________

shrew _______________
b Do some research to find out if your prediction is true or not.
Does the evidence support your prediction?

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6 When the average bat hibernates, its heart rate drops to about 20 beats per minute.
Why is this so?

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Worksheet 1.2
The respiratory system
1 Draw and label the parts of the respiratory system on the outline below.

2 a Complete the following table to compare breathing in and breathing out:

What happens to . . . Breathing in Breathing out

the diaphragm?

the ribs?

the size of the chest?

the movement of air?

b Explain why we need to breathe.

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Help sheet
Cut out the drawings of the parts of the respiratory system and paste them in
the right position on the body outline.

Use these words to label the parts:

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Stretch questions
3 a The windpipe branches into smaller air tubes that enter the lungs.
Find out the name of name of these air tubes and label them on the diagram in question 1.
b The lungs are made of spongy air sacs. Find out the name of these air sacs
and draw and label them on the diagram in question 1.

4 There is less oxygen in the air in very high places, such as in the Andes and
Himalaya mountains. How do people who live in those places get enough oxygen?

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Worksheet 1.4
Model the spread of a disease
This model is a simulation of how diseases spread if there are no measures to prevent them.

You will need: sets of two different coloured stickers, a timer or stopwatch

Round 1: Choose a ‘spreader’ to stick a sticker of one colour on as many people as possible in
30 seconds. A person with a sticker is ‘infected’ with a disease. The other players should run
around the room to avoid being ‘infected’.
After 30 seconds, count the number of ‘infected’ people with stickers, including the ‘spreader’.
Round 2: All the people with stickers now become new ‘spreaders’. They must ‘infect’ as many
people as possible in 30 seconds. The other players should run around the room to avoid being
‘infected’.
At the end of the round, count the number of ‘infected’ people, including the ‘spreaders’.
Round 3: Give five of the ‘spreaders’ from Round 2 one of the other coloured stickers to stick on
their arms. These players must now sit out of the game. Other players ‘infected’ in Round 2 should
take off their stickers. Repeat Round 2, with players who still have stickers trying to infect as many
people as possible in 30 seconds (except those learners who are now sitting out of the game).
Count the number of people with stickers, including the ‘spreaders’.
Record the results in a table.

Round Number of ‘infected’ people

Start

1 a What do you notice about the results for Round 1 and Round 2?
Explain this observation.

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b How many people were ‘infected’ at the end of Round 3? Say why this is so.

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2 Imagine the first ‘spreader’ has the flu.
a How is flu caused?

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b How is the disease spread in real life?

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c What do you think the other colour sticker in the game represents?

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Help sheet
Flu is a very common disease. Flu is spread mainly by tiny droplets made when people
with flu cough, sneeze or talk. You can breathe in the infected droplets. Flu germs can live for two
to eight hours on hard surfaces. That’s why it’s so easy to pick up flu germs without knowing it.
You can get infected if you touch an infected door handle or light switch and then do something
like rub your eyes or bite your nails.
People who have flu can help stop the disease spreading by staying home from school or work,
coughing or sneezing into a tissue or wearing face masks.

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 CAMBRIDGE PRIMARY SCIENCE 6 UNIT 1: THE HUMAN BODY

Name ___________________________________ Date _____________

Stretch questions
3 Suggest another way to prevent the spread of flu.

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4 Plan how to use the game to show how this method can prevent the spread of flu.

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