Science for the Next Generation
Science G ra d e F ou r
Activity Book
A
Next Generation Science Next Generation Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6. Next Generation Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books. The Next Generation Science activity books include the follow features:
AB Activity
3. Use the skipping
Activity 4.4
Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.
Observations Record the times take Activity
taken in the table below. Breathing Rate (Breaths/min)
Pulse Rate (Beats/min)
Resting
Make a Prediction
Skipping 15 s
your breathing rate?
Skipping 30 s affect 2. How will exercise
your pulse rate? Rest 5 min
Procedure
on your chest. Use 1. Place your hand how many the stopwatch to time 30 seconds. breaths you take in r of breaths by Multiply the numbe ng rate. two to get your breathi by gently placing 2. Locate your pulse side of your neck. two fingers on the to count how Use the stopwatch beats in 30 many times your pulse number of the Multiply seconds. your pulse rate. beats by two to get
Engineer It!
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Engineer 92It!
Model Animal Structures
Design, draw and label your solution.
A train engineer from Japan had a problem. The high-speed train he designed made too much noise when traveling at high speeds. As a keen bird-watcher, he used inspiration from the shape of a kingfisher’s beak to design and build a solution for the nose of the high-speed train. It was a success!
Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.
Now it’s your turn. Identify a problem people face. Use your knowledge of the external and internal structures of animals to design and build a solution to the problem.
The Problem Define a problem affecting people.
The Solution Analyze and Interpret
Explain your solution to the problem.
Present your model to other groups. Evaluate the effectivene ss of your model. How could it be improved?
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table. 2. Complete the
Review
Review
2.
5. Rest for five minutes
• skipping rope
affect 1. How will exercise
2.
s. Repeat Steps 1 and
to skip for 30 second
2. . Repeat Steps 1 and
Materials • stopwatch
s. Repeat Steps 1 and
rope to skip for 15 second
rope 4. Use the skipping
s
Your Heart and Lung
ns es and Functio Animal Structur
an eagle. e. al structures of the eagle surviv structure helps 1. Label the extern describe how each Use the table to
Functions
Structure
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lungs
skeleton Pull on bones to
Topical questions at the end of each chapter for formative assessment.
l to move enable the anima its parts.
gills
intestines l’s body. hout the anima
Pumps blood throug
Structure
Function
res internal structu l’s external and le of how an anima animal survive. 3. Provide an examp part of a system that helps an er as function togeth
ry function of the
4. What is the prima
brain?
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84
ii
Contents Unit 1 - Classification of Organisms
2
Unit 2 - Plant Structures and Functions
24
Unit 3 - Animal Structures and Functions
58
Unit 4 - Human Body Systems
86
Unit 5 - Ecosystems
104
iii
Activity 1.1
Organisms in the Schoolyard Materials • hand lens
• camera
Procedure 1. In small groups, go into your schoolyard and choose a place where you are likely to find organisms. 2. Look for organisms around you. Use the hand lens to observe the smaller organisms you spot. For each organism, discuss its characteristics and needs that let you know it is a living thing. 3. Take a photograph or draw three living things. 4. In the classroom, print and paste the photographs of the living things you spotted. Explain how you know they are living things.
2
Observations Record your observations in the spaces below
Organism: How you know it’s an organism:
Needs of the organism:
Organism: How you know it’s an organism:
Needs of the organism:
3
Organism: How you know it’s an organism:
Needs of the organism:
Analyze and Interpret
than spotted a plant in his schoolyard. It has dried, withered leaves. E He thinks it may no longer be alive. What could he do to find out?
4
Activity 1.2
Characteristics of Life – Comprehension Use your textbook to help you fill in the blanks. 1. A living thing is called an
. We can tell if something
is a living thing by looking at its needs and 2. Animals need
.
, food,
and a
place to live. They also need the gas
.
3. Plants are organisms that make their own food through a process called and a gas called 4. All organisms
. To do this, they need . as they get older. When they do,
they usually get taller and they look more like their 5. All organisms can produce 6. Organisms also
. As organisms get older, . . This means they are able to of the same kind. to changes around them.
5
Activity 1.3
Observing Leaf Cells Materials • elodea plant
• dropper
• hand lens
• microscope slides
Procedure Conduct this activity as a class. 1. Use the forceps to remove a leaf from the elodea plant. 2. Use the hand lens to observe the leaf. Draw what you see. 3. Carefully place the leaf on a microscope slide. Use the dropper to add one drop of water on the leaf. 4. Observe the leaf under the low power setting. Draw and label what you see. 5. Observe the leaf under the high power setting. Draw and label what you see. 6
• forceps
• cover slips
• microscope
Observations Record your observations in the spaces below.
Elodea leaf under hand lens:
Elodea leaf under microscope using low power setting:
7
Elodea leaf under microscope using high power setting:
Analyze and Interpret
1. Were you able to see the cells in the leaf using the hand lens? Explain why or why not.
2. Under which power were you able to see the cells in more detail?
3. What is the function of the chloroplasts?
8
Activity 1.4
Observing Animal Cells Materials • 3 prepared animal cell slides
• microscope
Procedure 1. In small groups, use the microscope to observe each of the prepared human cell slides. 2. Draw and describe the cells you observe.
Observations Record your observations in the spaces below.
Type of cells:
9
Type of cells:
Type of cells:
Analyze and Interpret
Why do animal cells come in a variety of shapes and sizes?
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Activity 1.5
Observing Microorganisms Materials • beaker
• dropper
• dish
• microscope
Procedure 1. Visit a pond or small body of fresh water in your area. 2. Use the beaker to collect some of the pond water. 3. Back in the classroom, use the dropper to cover the bottom of the dish with pond water. 4. Place the dish on the microscope stage and observe the water under low power and high power. Draw your observations. 5. Use the ‘Pond Microorganisms Identification Chart’ to see if you can identify the organisms you observe. 6. Repeat Steps 2 and 3 again to try to spot different microorganisms.
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Pond Microorganisms Identification Chart
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paramecium
amoeba
hydra
volvox
mosquito larva
mosquito pupa
daphnia
algae
water mite
copepod
euglena
diatoms
Observations Record your observations in the spaces below.
Observation 1:
Low Power
High Power
Observation 2:
Low Power
High Power 13
Analyze and Interpret
1. List the unicellular pond organisms you were able to identify.
2. List the multicellular pond organisms you were able to identify.
3. In what ways were the organisms you observed similar?
4. In what ways were the organisms you observed different?
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Activity 1.6
Unicellular and Multicellular Organisms Complete the chart to compare unicellular and multicellular organisms. Organisms
Description:
Unicellular
Multicellular
Description:
Description:
Examples:
Examples:
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Activity 1.7
Cell Organization – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Humans and many of the animals you are familiar with are made up of more than one cell. They are called (b)
.
that are of the same kind and have the same
function are often grouped together as
.
(c) Two or more types of tissue that are grouped together make up an
.
(d) A group of organs that perform a central task is called an
.
(e) All of the organ systems work together to make up an
.
2. Draw a labeled diagram to provide an example of cell organization in the human body.
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Activity 1.8
Classifying Plants 1. In small groups, discuss the ways in which the plants in your school can be classified into groups. List some ways they can be classified.
2. Visit a location in your schoolyard where you can find a variety of different plants. Classify the plants into two groups. Write how the plants have been classified into groups.
Location:
How have the plants been classified?
3. What characteristics do scientists use to classify organisms into groups?
4. How is classifying organisms into groups useful?
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Activity 1.9
Bacteria and Protists 1. Circle. Which is true about all bacteria? (a) They are very similar to plants. (b) They are unicellular organisms. (c)
They are multicellular organisms.
(d) They are classified as animals. 2. Describe one way that bacteria can be harmful to people.
3. Describe one way that bacteria can be helpful to people.
4. Circle. Which is true about protists? (a) They can be unicellular or multicellular. (b) Some can photosynthesize. (c)
Some reproduce by dividing.
(d) All of the above. 5. List two kinds of protists. 18
Activity 1.10
Comparing Plants and Fungi Watch the video ‘All About Fungi’ to help you complete the table. Use your textbook or books in the library if you are unable to watch the video. Characteristic
Plants
Fungi
Can move about
Have roots, a stem and leaves
How they get food
How they reproduce
Are edible
Examples
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Activity 1.11
Classifying Organisms Use the chart on the next page to classify the organisms into five groups. Each organism appears in your textbook.
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Sally Lightfoot crab
moss
mold
puffballs
jellyfish
euglenas
salmonella
sequoias
amoeba
mushrooms
E. coli
anemone fish
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Review
Classification of Organisms 1. Use the Venn diagram to compare the needs of plants and animals.
Needs of Plants and Animals Plants
Animals
2. Circle. Which is true about all organisms? (a) They move from place to place. (b) They are made of more than one cell. (c)
They photosynthesize.
(d) They reproduce. 3. What are unicellular organisms?
4. List three unicellular organisms.
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5. Why do many multicellular organisms have different types of cells?
6. Complete the diagram.
Kingdoms of Life
7. List one way fungi can be helpful to people.
8. How can fungi be harmful to people?
9. What is the main difference between vertebrates and invertebrates?
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Activity 2.1
External Structures of Weeds Warning: Soil contains microorganisms that can be harmful if they get inside your body. Weeds may also contain sharp spines. Be sure to wear gloves when removing weeds and wash your hands after your observations.
Materials • garden gloves
• hand lens
• plastic container
Procedure 1. In small groups, go into your schoolyard and search for a weed. 2. Put on the gloves and carefully remove the weed from the soil. Try not to break off any plant parts. 3. Shake away any soil and place the weed in the container. 4. Back in the classroom, observe the external structures of the weed. Use the hand lens to observe the structures closely. 5. Discuss how its external structures help the weed to grow and survive in the place you found it. 24
Observations Draw and describe the function of the weed’s external structures
Analyze and Interpret Do you think the weed would survive in environments other than your schoolyard? Explain your answer.
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Activity 2.2
Do Plants Need Roots? In small groups, plan and conduct an investigation to find out if plants can survive without roots.
Materials List the materials you will use.
Make a Prediction Predict what you think will happen in the investigation.
Procedure List the steps and draw a diagram to show the steps you will take to carry out the investigation.
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Observations Record your observations.
Analyze and Interpret 1. Was your prediction correct? What can you infer about plant roots from this investigation?
2. How do plant roots help the plant to survive?
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Activity 2.3
Stem Diversity he stem of a plant is an external structure that can help the plant in T different ways. Observe each stem and describe how it helps the plant to survive.
Thistle
Sequoia
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Water lily
Ivy
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Activity 2.4
Comparing Leaf Cuticles Materials • 3 different leaves
• hand lens
Procedure 1. In small groups, use your senses of sight and touch to observe the cuticle of each leaf. Use the hand lens to observe each cuticle closely. 2. Using the dropper, place a few drops of water on each leaf. Observe what happens to the leaf and water.
Observations Draw and describe your observations.
Leaf 1:
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• dropper
Leaf 2:
Leaf 3:
Analyze and Interpret Based on your observations, which leaf is best suited to survive in a hot and dry environment? Which is least suited? Explain your answer.
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Activity 2.5
Flowers, Fruits and Seeds – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Flowering plants have external parts called
.
Their primary function is to help the plants (b) At the base of a flower are to protect the flower as it develops. (c)
. . Their function is
is the transfer of pollen from the male part of
the flower, the
, to the female part of the
flower, the
.
(d) Animals that help pollinate flowers are called They are often attracted to a flower by its brightly-colored
.
(e) Flowers develop into
which help to protect the from which flowering plants reproduce.
Fruits can also help plants to reproduce by seeds to new places.
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.
Activity 2.6
Seed Dispersal 1. Observe the fruits and seeds. Infer how you think the seeds are dispersed. Explain your answer. (a)
ragwort
(b)
oak tree
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(c)
blackberry
(d)
milkweed 2. How does seed dispersal improve the chances of the seed to germinate and grow into a new plant?
34
Activity 2.7
How Seed Dispersal Helps Plants Reproduce Materials • fast-growing seeds
• masking tape
• plastic cups
• small beaker
• potting soil
• marker
Procedure 1. In small groups, use the masking tape and marker to label one cup ‘A’ and the other cup ‘B’. 2. Fill both cups with the same amount of potting soil. 3. Place three seeds into Cup A. Place 20 seeds into Cup B. 4. Place both cups in the same sunny location. 5. Use the beaker to sprinkle 30 ml of water into each cup. Predict whether the seedlings will grow better in Cup A or Cup B. 6. Add 30 ml of water to each cup every two days. Observe and draw the seedlings in the cups each time you add water. 35
Make a Prediction In which cup do you think the seedlings will grow better? Why?
Observations Draw your observations on day 1, day 7 and day 14.
Day 1: Cup A
Cup B
Cup A
Cup B
Day 7:
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Day 14: Cup A
Cup B
Analyze and Interpret 1. Was your prediction correct? In which cup did the seedlings grow better? Explain why you think this occurred.
2. From you observations, explain how seed dispersal helps plants to reproduce, grow and survive.
3. How could the results of this investigation be useful to crop farmers?
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Engineer It!
Modeling External Plant Structures Plants have a variety of different external structures that function to support survival, growth and reproduction. Now it’s your turn. Identify a problem that may affect a plant’s survival in its environment. Design and build a model of an external plant structure that will help it to survive.
The Problem Define the problem affecting the survival of plants.
The Solution Explain your solution to the problem.
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Design, draw and label your solution.
Analyze and Interpret Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
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Activity 2.8
Function of Xylem In small groups, plan and conduct an investigation to observe the function of xylem in the stem of plants.
Suggested Materials • celery stalks with leaves
• food coloring
• white carnation with stem
• knife
• beakers
• hand lens
Procedure List the steps and draw a diagram to show the steps you will take to carry out the investigation.
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Observations Record your observations.
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Analyze and Interpret 1. From your observations, where is the xylem in the stem of a plant? How could you tell?
2. Draw and label a diagram to show the function of xylem as demonstrated during this investigation.
3. How does xylem support the survival and growth of plants?
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Activity 2.9
Function of Leaves Materials • 2 potted plants of the same size and kind
• aluminum foil
• masking tape
• paperclips
• marker
Make a Prediction What do you think will happen to a plant when its leaves are covered with aluminum foil?
Procedure 1. Use the masking tape and marker to label the plants ‘A’ and ‘B’. 2. Use the aluminum foil to cover the leaves of Plant A. Use paperclips to hold the foil in place. 43
3. Place both plants in a sunny place. Water the plants every day with the same amount of water. 4. After two days, carefully remove the foil from the leaves of Plant A. Observe the leaves of both plants. Replace the aluminum foil on Plant A after your observation. 5. Repeat Step 4 two more times.
Observations Draw the leaves of Plant A and Plant B.
Day: Plant A
Plant B
Plant A
Plant B
Day:
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Day: Plant A
Plant B
Analyze and Interpret 1. Was your prediction correct? Describe your observations of the leaves of Plant A and Plant B.
2. Why did the leaves of Plant A look different from the leaves of Plant B at the end of the investigation?
3. What is the primary function of the leaves?
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Activity 2.10
Do Leaves Need Carbon Dioxide? Leaves take in air through small openings called stomata. Chloroplasts in leaf cells use the carbon dioxide in the air to carry out photosynthesis. In small groups, plan and conduct an investigation to find out the effect of blocking air from entering the leaves of a plant.
Suggested Materials • small potted plant
• petroleum jelly
Make a Prediction What do you think will happen to a plant when its leaves cannot take in air?
Procedure List the steps you will take to carry out the investigation.
46
Observations Draw a labeled diagram and describe your observations.
Analyze and Interpret Was your prediction correct? What happened when the leaves were not able to take in air? Why did this occur?
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Activity 2.11
Internal and External Flower Parts 1. Use your textbook to help you label the different parts of a flower.
2. Which are the male parts of a flower?
3. Which are the female parts of a flower?
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4. Where does fertilization take place?
5. What happens to ovules when they are fertilized?
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Activity 2.12
Dissect a Flower Materials • cut flower
• scissors
• sheet of paper
• tray
Procedure 1. In small groups, use the hand lens and take turns to observe the external structures of the flower. Draw and describe your observations. 2. Use the scissors and forceps to carefully remove the external flower parts (sepals and petals). Place the parts on the sheet of paper. 3. Use the scissors and forceps to carefully remove the stamen. Gently tap the anther to transfer some pollen grains to the sheet of paper. 4. Separate the anther and filament. Place each part on the sheet of paper. 50
• forceps
• glue
• hand lens
5. Use the scissors and forceps to carefully remove the pistil. Separate the stigma, style and ovary. Cut the ovary and use the hand lens to observe inside. 6. Use the glue to hold each flower part in place. Label the parts.
Observations Draw and label the parts you observed.
Petals and sepals:
Stamen (include pollen grains):
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Pistil:
Analyze and Interpret 1. What are the functions of the sepals and petals?
2. What are the functions of the filament and anther?
3. What characteristic of the pollen grains makes them suitable for pollination to occur?
4. In which part of the flower does fertilization take place?
52
Activity 2.13
Parts of a Flower – Comprehension Use your textbook to help you fill in the blanks. 1. Pollination occurs when move from the
, which are male sex cells, to the
.
2. The pollen grains move down a
to the
which holds the 3.
female sex cell.
.
occurs when the male sex cell joins with the
4. A fertilized egg develops into a
.
5. The petals and reproductive parts of the flower fall away and the develops into a
.
6. Once developed and under the right conditions, the seeds will be and grow to become new plants.
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Activity 2.14
External and Internal Plant Structures Construct an argument that plants have internal and external structures that function to support survival, growth and reproduction. 1. Draw or paste a photograph of the plant you will use to construct your argument.
Plant:
2. Use the table to provide evidence of three external structures that help the plant survive.
External Structure
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Function to Support Survival
3. Use the table to provide evidence of three internal structures that help the plant survive.
Internal Structure
Function to Support Survival
4. D escribe how the plant’s external and internal structures work together to support survival, growth and reproduction.
55
Review
Plant Structures and Functions 1. What are the primary functions of roots?
2. What are the primary functions of the stem?
3. Why are woody plants able to grow taller than herbaceous plants?
4. Where would you find stomata on a plant? What is their primary function?
5. Name the gas needed by plants for photosynthesis.
6. What is the primary function of the spines on a cactus?
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7. Which part of a flower is often brightly colored? How does this help the plant?
8. Use the Venn diagram to compare and contrast xylem and phloem.
Vascular Tissue in Plants Xylem
Phloem
9. What are the male parts of a flower?
10. What are the female parts of a flower?
11. Describe how a plant’s external and internal structures function together as part of a system.
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Activity 3.1
External Structures for Movement 1. Label the external structures for movement. Describe how the structures help the animal to survive. (a)
(b)
58
(c)
(d)
2. Describe how external structures for movement help animals to reproduce.
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Activity 3.2
Animal Body Coverings 1. List the body coverings. Describe how the body covering helps the animal survive. (a)
(b)
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(c)
(d)
2. How can an animal’s body covering help it survive?
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Engineer It!
Design and Build an Exoskeleton Many invertebrate animals have a hard outer covering called an exoskeleton. The exoskeleton provides their soft bodies with support. It also helps to protect them against predators. Now it’s your turn to use the concept of an exoskeleton to design and build a solution to a human problem. Define the human problem and demonstrate how your design provides a solution.
The Problem Define the problem.
The Solution Explain how your design provides a solution to the problem.
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Design, draw and label your solution.
Analyze and Interpret Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
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Activity 3.3
External Structures of Predators and Prey 1. List and describe the external structures each animal uses to catch, kill and eat its prey. (a)
(b)
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2. List and describe the external structures each animal uses as defense against predators.
(a)
(b)
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Activity 3.4
Camouflaged for Survival Materials • 2 table tennis balls
• art and craft supplies
• leaves, sticks and grass
• stopwatch
Make a Prediction Will it take longer to spot an object that is camouflaged or an object that is not camouflaged? Explain your answer.
Procedure 1. In small groups, decide on a place in your schoolyard where an animal would be camouflaged. 2. Use the art and craft supplies, leaves, sticks and grass to camouflage one of the table tennis balls in your schoolyard garden. 3. Go into your schoolyard and hide both table tennis balls in an open area. Use the stopwatch to time how long it takes other groups to spot each ball. Repeat two more times. 66
Observations Record the time taken to spot the table tennis balls in the table below. Time to Spot (s) Table Tennis Ball
Attempt 1 Attempt 2 Attempt 3
Average
Not Camouflaged Camouflaged
Analyze and Interpret 1. Was your prediction correct? Did it take longer to spot an object when it was camouflaged or when it was not camouflaged?
2. How does a camouflaged body covering help an animal survive?
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Activity 3.5
The Peregrine Falcon Watch the video ‘The Peregrine Falcon’ to help you complete this activity. Use your textbook or books in the library if you are unable to watch the video. 1. Describe how each structure helps the peregrine falcon survive.
Eyes:
Beak:
Talons:
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Wings:
Feathers:
2. Where do peregrine falcons live?
3. List three interesting facts about peregrine falcons.
4. How fast can a peregrine falcon move when in a dive?
5. What do peregrine falcons eat?
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Activity 3.6
Internal Animal Structures Describe how each structure helps the animal survive. 1.
lung
heart
70
stomach
bones
71
2.
brain
heart
72
backbone
intestines
73
3.
brain
heart
74
stomach
leg bone
75
Engineer It!
Model Animal Structures A train engineer from Japan had a problem. The high-speed train he designed made too much noise when traveling at high speeds. As a keen bird-watcher, he used inspiration from the shape of a kingfisher’s beak to design and build a solution for the nose of the high-speed train. It was a success! Now it’s your turn. Identify a problem people face. Use your knowledge of the external and internal structures of animals to design and build a solution to the problem.
The Problem Define a problem affecting people.
The Solution Explain your solution to the problem.
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Design, draw and label your solution.
Analyze and Interpret Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
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Activity 3.7
External and Internal Animal Structures Construct an argument that animals have internal and external structures that function to support survival, growth, behavior and reproduction. 1. Draw or paste a photograph of the animal you will use to construct your argument. Label the internal and external structures.
Animal:
2. Use the table to provide evidence of three external structures that help the animal survive.
External Structure
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Function to Support Survival
3. Use the table to provide evidence of three internal structures that help the animal survive.
Internal Structure
Function to Support Survival
4. L ist the sense organs the animal has to collect information about its surroundings. Describe how the animal responds when the information is processed by the brain.
Sense Organ
Response
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Activity 3.8
Animal Senses and Behaviors Use the examples provided to describe how animals receive different types of information through their senses, process the information in their brain and respond to the information in different ways. 1. A gazelle spots a lion in a field.
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Information received:
Sense organ:
Information processed:
Animal response:
2. A frog hears the mating call of another frog..
Information received:
Sense organ:
Information processed:
Animal response:
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3. A male elephant warns its herd that danger is approaching.
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Information received:
Sense organ:
Information processed:
Animal response:
4. A snake smells a rodent nearby.
Information received:
Sense organ:
Information processed:
Animal response:
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Review
Animal Structures and Functions 1. Label the external structures of an eagle. Use the table to describe how each structure helps the eagle survive.
Structure
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Function
2. Complete the table. Structure
Functions
lungs
skeleton Pull on bones to enable the animal to move its parts. gills
intestines
Pumps blood throughout the animal’s body.
3. Provide an example of how an animal’s external and internal structures function together as part of a system that helps an animal survive.
4. What is the primary function of the brain?
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Activity 4.1
Human Body Organs 1. Name and describe the function of each organ.
Organ: Function:
Organ: Function:
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Organ: Function:
Organ: Function:
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Activity 4.2
The Skeletal System 1. What is the skeletal system?
2. List two functions of the skeletal system. (a) (b) 3. What are joints?
4. Describe how the skeletal system helps you to move.
5. Use your textbook to help you label the bones and joints that make up your skeletal system.
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Activity 4.3
The Muscular System 1. What is the muscular system?
2. List two functions of the muscular system. (a) (b) 3. What are involuntary muscles?
4. List two places in your body where involuntary muscles can be found.
5. What are voluntary muscles?
6. Provide an example of a voluntary muscle.
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7. List two ways you use the muscles in your arms.
8. List two ways you use the muscles in your legs.
9. Use the words ‘contract’ and ‘relax’ to describe how your muscles work to bend and straighten your arm.
biceps
triceps
Arm Position
Biceps
Triceps
Bent Straight
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Activity 4.4
Your Heart and Lungs Materials • stopwatch
• skipping rope
Make a Prediction 1. How will exercise affect your breathing rate?
2. How will exercise affect your pulse rate?
Procedure 1. Place your hand on your chest. Use the stopwatch to time how many breaths you take in 30 seconds. Multiply the number of breaths by two to get your breathing rate. 2. Locate your pulse by gently placing two fingers on the side of your neck. Use the stopwatch to count how many times your pulse beats in 30 seconds. Multiply the number of beats by two to get your pulse rate. 92
3. Use the skipping rope to skip for 15 seconds. Repeat Steps 1 and 2. 4. Use the skipping rope to skip for 30 seconds. Repeat Steps 1 and 2. 5. Rest for five minutes. Repeat Steps 1 and 2.
Observations Record your measurements in the table below. Activity
Breathing Rate (Breaths/min)
Pulse Rate (Beats/min)
Resting Skipping 15 s Skipping 30 s Rest 5 min
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Analyze and Interpret
1. Was your prediction correct? How did exercise affect your breathing rate?
2. Was your prediction correct? How did exercise affect your pulse rate?
3. Why did your breathing rate change after exercise?
4. Why did your pulse rate change after exercise?
5. How did your breathing and pulse rates change after you rested for five minutes? Why did this occur?
94
Activity 4.5
The Circulatory System 1. List the three main parts of the circulatory system.
2. What is the main function of the circulatory system?
3. Use your textbook to help you fill in the blanks. (a) Your the body.
is a organ made mostly of . It pumps
throughout
(b) Blood vessels that carry blood away from the are called carries the (c)
. Blood in needed by cells.
Blood vessels that carry blood back to your
are called
. Blood in
low in oxygen, but high in the waste gas
is .
95
4. Label the parts of the circulatory system.
96
Activity 4.6
The Respiratory System 1. What is the main function of the respiratory system?
2. Use your textbook to help you fill in the blanks. (a) Label the parts of the respiratory system.
(b) When you
, your diaphragm
and pulls downward. The space in the lungs increases, drawing air in. (c)
When you
, the diaphragm
and pushes upwards. The space in the lungs decreases and air is forced out. 97
Activity 4.7
The Digestive System Explain what happens to food as it makes its journey through the digestive system.
Mouth, teeth and tongue:
Esophagus:
Stomach:
98
Small intestine:
Large intestine:
Rectum and anus:
99
Activity 4.8
The Excretory System 1. Label the parts of the excretory system.
2. What is the function of the excretory system?
100
Activity 4.9
The Nervous System 1. Label the parts of the nervous system.
2. What is the primary function of the nervous system?
101
Review
Human Body Systems 1. Name the body system. Draw lines to match each body system to its function.
provides support and structure
pumps blood through the body
breaks down and absorbs food
works with the skeleton to help you move
takes in oxygen and removes carbon dioxide
102
2. Describe how the skeletal system and muscular system work together to help you move.
3. Describe how the respiratory system and the circulatory system work together. What is their function?
4. List two functions of the immune system.
5. Describe how your sense organs and nervous system function together.
103
Activity 5.1
Our Local Ecosystems Visit two different ecosystems in your area. Record your observations below.
Ecosystem name: Location: Description:
Drawing or photograph:
104
Living Things
Non-living Things
Ecosystem Organization:
Individual
Population
Community
Ecosystem 105
Ecosystem name: Location: Description:
Drawing or photograph:
106
Living Things
Non-living Things
Ecosystem Organization:
Individual
Population
Community
Ecosystem 107
Activity 5.2
Ecosystems and Habitats Fill in the blanks for each ecosystem.
Tropical Rainforest Characteristics of the ecosystem
Example organism: Describe the organism’s habitat within the ecosystem.
Desert Characteristics of the ecosystem
Example organism: Describe the organism’s habitat within the ecosystem.
108
Coral Reef Characteristics of the ecosystem
Example organism: Describe the organism’s habitat within the ecosystem.
Wetland Characteristics of the ecosystem
Example organism: Describe the organism’s habitat within the ecosystem.
109
Activity 5.3
Wetland Ecosystems Use your textbook and conduct your own research to describe wetland ecosystems and the interactions that take place within them.
Description:
Living Things
1 10
Non-living Things
Individual
Population
Community
Ecosystem
Ecosystem interactions:
111
Activity 5.4
Tropical Rainforest Ecosystems Use your textbook and conduct your own research to describe tropical rainforest ecosystems and the interactions that take place within them.
Description:
Living Things
1 12
Non-living Things
Individual
Population
Community
Ecosystem
Ecosystem interactions:
1 13
Activity 5.5
Temperate Forest Ecosystems Use your textbook and conduct your own research to describe temperate forest ecosystems and the interactions that take place within them.
Description:
Living Things
1 14
Non-living Things
Individual
Population
Community
Ecosystem
Ecosystem interactions:
1 15
Activity 5.6
Coral Reef Ecosystems Use your textbook and conduct your own research to describe coral reef ecosystems and the interactions that take place within them.
Description:
Living Things
1 16
Non-living Things
Individual
Population
Community
Ecosystem
Ecosystem interactions:
1 17
Activity 5.7
Producers, Consumers and Decomposers abel each organism according to its role within an ecosystem. L Label the producers ‘P’, the consumers ‘C’ and the decomposers ‘D’.
1 18
Activity 5.8
Types of Consumers Give an example of each kind of consumer. List some foods it eats.
Carnivore:
Herbivore:
Omnivore:
1 19
Activity 5.9
Energy in Ecosystems – Comprehension Use your textbook to help you fill in the blanks. 1. All of the organisms in an ecosystem need 2. A
is an organism that makes food through the
process of 3. A
. is an organism that gets energy by eating
other organisms. All 4. A
.
are consumers. is an organism that breaks down the remains
of dead plants and animals and feeds on the broken down material. Examples include bacteria and
.
5. Animals that eat only plants or the products of plants are called
.
6. Animals that eat other animals are called
.
7. An omnivore is an animal that eats both plants and other animals. Some omnivores eat algae and
12 0
too.
Activity 5.10
Food Chains 1. Cut out the pictures on page 133 and paste them below to show an African savanna food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
African Savanna Food Chain
121
2. Cut out the pictures on page 133 and paste them below to show an ocean food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
Ocean Food Chain
122
3. Cut out the pictures on page 135 and paste them below to show a pond food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
Pond Food Chain
123
4. Use the food chain below to answer the questions.
Sun gazelle
grass cheetah (a) Disease wiped out the cheetah population. How will this affect the other populations?
(b) One year, the grass could not grow due to a drought. How will this affect the other populations?
12 4
5. Use the food chain below to answer the questions.
rabbit
grass
owl snake
(a) During winter, the snake population decreased. How will this affect the other populations?
(b) During summer, the snake population increased. How will this affect the other populations?
125
Activity 5.11
Food Webs 1. Cut out the pictures on page 137 and paste them below to show a tropical rainforest food web. Use arrows to show how energy flows.
126
127
2. Cut out the pictures on page 139 and paste them below to show a North American grassland food web. Use arrows to show how energy flows.
128
129
3. Use the Arctic food web in your textbook to answer the questions. (a) Which organism in the food web is a producer? (b) How does the producer get the energy it needs? (c) Is a baleen whale a herbivore, carnivore or omnivore? Explain your answer. (d) Which organisms provide the leopard seal with the energy it needs? (e) Which organisms prey on leopard seals? (f) Describe how the Arctic ecosystem would be affected if the krill population decreased. (g) Describe how the Arctic ecosystem would be affected if the orca population increased. 130
Review
Review 1. Provide an example of community interactions in a desert ecosystem.
2. What is the difference between a community and an ecosystem?
3. List three populations you would find in a wetland ecosystem.
4. Use the Venn diagram to compare a tropical rainforest and a temperate forest.
Tropical Rainforest
Temperate Forest
5. What role do producers play in an ecosystem?
131
6. What role do decomposers play in an ecosystem?
7. Use the words in the box to label the organisms. Draw arrows to create a food chain. decomposer producer herbivore carnivore
8. Which more accurately shows how energy flows through an ecosystem – a food chain or a food web? Explain your answer.
132
Cut-outs for food chains on pages 121 and 122.
133
13 4
Cut-outs for food chain on page 123.
135
13 6
Cut-outs for food web on pages 126 and 127.
137
13 8
Cut-outs for food web on pages 128 and 129.
139
14 0
© Blue Ring Media Pty Ltd ACN 161 590 496 2013 - 2021. This publication would not have been possible without the tireless effort of our production team. Special thanks to: Matthew Cole, Daniel Cole, Wang Hui Guan Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Natchanuch Nakapat, Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Illustrations: Natchanuch Nakapat, GraphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock