DEMO
DIGITAL PROJECT M
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Science
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What are we going to learn? PAGE
LEARNING EXPERIENCE TARGET IN ACTION
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Science time
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2
Living beings
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Make a poster about an endangered plant to help people understand why plants are important.
3
We are all animals!
40
Investigate the ‘superpowers’ of animals that allow them to live in different environments.
4
Looking after nature!
54
Create a wall display and about a real ecosystem to how its elements are interrelated and how to protect the ecosystem.
5
Matter and energy!
72
Investigate a toy to find out what it’s made from and how it works.
6
We do projects!
88
Create our own projects out of recycled materials and show them at a fair.
7
How you can find a place
106
Make a map to to locate local health centres.
8
Landscape guardians
124
Prepare proposals to enjoy landscapes in a sustainable way, without damaging them.
9
Can we redesign a city?
148
Prepare proposals to defend and support the creation of safer and more sustainable cities.
10
Do we want to change our life?
168
Draf regulations or laws that protect everyone that is a part of our society.
11
Looking at history
182
Present environmentally friendly alternatives to reduce the consumption of natural resources, replacing the materials we use.
12
History has got eras!
196
Act against poverty by carrying out small actions in our daily lives that improve the lives of the most disadvantaged people.
Ask ourselves questions to design our own scientific investigation
ARY ISCIPLIN INTERD
SDG
Quality education
Life on land
Life below water
Life on land
Sustainable cities
Quality education
Good health and well-being
Life on land
Sustainable cities
Reduce inequalities
Quality education
End of poverty
KNOWLEDGE TO LEARN, APPLY AND INVESTIGATE • The scientific method • Scientific questions • Information
• Hypothesis • Conclusions • Computational thinking
Competence-based activities
• Features of living beings • Types of living beings • Features of plants
• Plant nutrition • Plant interaction and reproduction • Plant classification
Competence-based activities Term 1 review: units 1 and 2. STEAM: Stephanie Kwolekl
• General characteristics of animals • Describing and classifying invertebrates • Describing and classifying vertebrates
• Characteristics and vital functions of human beings
Competence-based activities
• Ecosystems • Using ecosystems
• Changing ecosystems • Protecting ecosystems
Competence-based activities Term 1 review: units 3 and 4.
STEAM: Maria Sibylla Merian INTERDISCIPLINARY PROJECT · Do you waste food?: Store well, eat well
• Matter • Physical and chemical changes • Materials
• Energy • Machines • Using machines
Competence-based activities
• Inventions • Projects • Thinking, designing and planning
• Creating, evaluating and disseminating • Doing a project step by step • Making a video game
Competence-based activities Term 2 review: units 5 and 6. STEAM: Beulah Louise Henry
• Planet Earth • The globe
• Maps • Plans
• Other types of orientations Competence-based activities
• Landscapes • Inland and coastal landscapes • Inland Spain
• Coastal Spain • Our community • Taking care of landscapes
Competence-based activities Term 2 review: units 7 and 8
INTERDISCIPLINARY PROJECT · Protecting marine life: A journey under the sea
• Localities • Neighbourhoods and streets • Citizen norms
• Organisation of a locality • Organisation of a territory • The autonomous community
Competence-based activities
• The population • Population changes
• The population of Spain • The community’s population
Competence-based activities Term 3 review: units 9 and 10
• History and the passage of time. Historical time • The historical eras
• Historical sources • Museums and monuments
Competence-based activities
• Prehistory • Ancient History • The Middle Ages
• The Modern Age • The Contemporary Age • The history of our community
Competence-based activities Term 3 review: units 11 and 12
PROYECTO INTERDISCIPLINAR - Aprender deLet’s lo natural INTERDISCIPLINARY PROJECT · Historical remains: go on a visit!
1
Science time
My family thinks I’m really annoying. I ask questions about lots of different things. Sometimes they don’t answer me – I really hate it! It’s not my fault that everything is interesting. My cat, my parents cooking... even the plants on the balcony! I’ve got so many questions...
What do you think? Do you ever feel the same as Elisa? Can you answer your own questions? Does learning about the world help us to look after it?
Context There are millions of scientists all around the world. In this unit...
Targ et in actio n Design a science project!
The scienti fic method
Follow the thread! 8
1 How does science work?
Scienti fic questio ns
2 Asking scientific questions
4
Conclusions Information
Hypothesis
3
4
Looking for scientific information
Suggesting answers and checking them
5 Analysing data, making conclusions and sharing them
Computational thinking
6 Solving problems
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1 How does science work? Our world is full of mysteries. Scientists use a special method to help us understand them. You can learn this method too.
The scientific method: steps
1
Looking for answers
Ask a question
Our world is full of things that we don’t understand. That’s why we ask questions, like why does it get dark? Which is bigger: the Moon or the Sun? Does my dog see like I do? Why do I get thirsty?
2 Look for information
Scientists use the scientific method to look for answers to our questions. 3
A way to look for answers In the scientific method, we follow steps to find answers to our questions. Study the picture on the right. It shows the steps that scientists follow.
Suggest answers
4 Observe or experiment
5
1 Guess what: scientists use it to help us understand the world around us. What is it? 2 Say the name of a scientist you know. Tell the class about them and about their scientific work. 3
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Draw a picture of a scientist (don’t let anyone see it). Then show your drawing to the class. Which parts of your classmates’ drawings are similar? Which parts are different?
Analyse data and make conclusions
6 Share your conclusions
Take note!
Following the scientific method. Is it cientists make many discoveries that help you every day!
2
U1
Asking scientific questions Elisa asks lots of questions. She’s curious about everything. Are you like Elisa? Curiosity lets us discover new things.
Language Bank Writing. Think of a problem and use the steps of the scientific method to show how you can solve it.
What questions can you ask? You can use the scientific method to answer some questions about the world around you.
Speaking. Explain the steps of the scientific method to your classmates and share your conclusions.
But you can’t use this method to answer every question. Science can’t answer questions about what people like. For example, why do you like chocolate more than soup? And science can’t explain why we think something is good or bad, beautiful or ugly, interesting or boring...
Take note! You can’t use the scientific method to answer every question. Use it in the right situations.
Questions, questions and more questions Read these two situations. Then answer the questions in your notebook.
It’s the final of the ‘Be st Singer’ contest! Th e public votes for the winner.
There’s a huge dead animal on a beach. It’s soft and long. It has two really long tentacles and giant eyes. Lots of people want to see it.
What is it?
Where is it from?
Who is the best singer?
It is an alien?
1 Which questions can you answer with the scientific method? Which questions can’t you answer with this method?
Who is the public’s favourite?
2 Which questions are about people’s preferences? 3
Suggest another two questions for the beach situation that you can answer with the scientific method. Question
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3 Looking for scientific information Science sounds so exciting! Before you start your research, check if other people already know something about your topic.
Why do we look for information? One of the first steps in the scientific method is looking for information. Looking for scientific information means finding out what people already know about our topic. For example, imagine you want to know why fish don’t drown in water. First, you need to look for existing information about this topic. Then you can make your own observations.
1 Where can you find printed information? Where can you find digital information? 2 Find a printed scientific book. Write its title, the author and the topic. 3 Find a science documentary. Say the title and what it is about.
Where to find information Always use scientific sources. Look at the picture. It shows the main sources of scientific information. Sources can be printed, such as books, or digital, such as websites. Sources of scientific information
Scientific journals
Podcasts Guides
Fascinating Plants!
Documentaries
Science books
Encyclopaedias
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U1
All about whales Imagine you are part of a blue whale research team. You want to know how they live. This is the information you have from books and the internet:
Blue whale facts...
S TRACKING BLUE WHALEG FOLLOWING THEIR SON were recorded nt blue whale songs Up to 26,545 differe hale Project, the Antarctic Blue W in a recent study by world. tists from across the which involves scien deep sound of ssible to record the po is it , ter wa r de Un ay. reds of kilometres aw the blue whale hund The conclusions of the study can help scientists protect the Antarctic blue whales and help the population recover.
ENCYCLOPAE
DIA OF MARIN
BLUE WHALE
E ANIMALS
Balaenoptera m
usculus
2 3 1 6
1. Baleen 2. Blowhole
5
3. Dorsal fin
4. Tail
1 What type of scientific sources does the above information come from? For example, an encyclopaedia, an animal website, a podcast, etc.
4
5. Pectoral fin
6. Throat groo ves
See Sheets 1 and 3 in the e-Learning-ICT Plan on anayaeducacion.es. for help on finding information.
2 Read the information and answer these questions about whales. Which source is the information from? a) How many different blue whale songs do we know? b) How big can a blue whale tongue be? c) What is a blowhole? What are throat grooves? d) How many litres of milk does a baby blue whale need? 3 Find out when World Whale Day is. Why do we celebrate this day? Say which sources you use to find the answers.
Take note! You can find scientific information in lots of different sources. Are you familiar with all of them? 13
4 Suggesting answers and checking them When we research something that we don’t understand, we usually have some ideas to explain what is happening. Let’s start there!
Language Bank Speaking. Follow the steps at home and share what happened in groups. 1. Fill a plate with water.
After we look for information, we suggest answers to our scientific question, or explanations for what is happening. These explanations are called hypotheses.
What is a hypothesis?
2. Sprinkle pepper across the surface of the water. 3. Make a hypothesis about what you think is going to happen. 4. Put your finger in detergent and dip it into the water.
A hypothesis is a possible answer to a scientific question. When we make a hypothesis, we don’t know if it is correct. We have to do experiments or make observations to check our hypothesis. The results of our experiments and observations tell us if our hypothesis is correct. If the results don’t match our hypothesis, we need to make another one!
5. What happens? What can you see? Writing. Answer the question in your notebook: What can you do to check a hypothesis?
Hypotheses are really important!
Paula’s dad put a bottle of water in the freezer and forgot about it. Now it’s broken!
It’s Manuel’s birthday today, and it’s really hot. Manuel is decorating the garden with balloons. At midday, almost all the balloons are burst! Scientific question: Why are the balloons burst?
Scientific question: Why is the bottle broken?
1
14
Suggest a hypothesis for each scientific question. Prediction
2 In your notebook, write the steps for checking each hypothesis.
U1 Hi! I’m Teo and I’m a chemist. I love to do experiments!
Checking hypotheses Sometimes we do laboratory experiments, and sometimes we make field observations.
My job: chemist and zoologist out if a hypothesis is correct. An experiment is a test to find trol certain things, such as the When I do an experiment, I con stances I use. This means I can temperature or how many sub experiments. compare the results with other tory. It has lots of scientific I do my experiments in a labora equipment. eriments in a laboratory I write everything about my exp notebook.
Hi! I’m Ana and I’m a zoologist. I observe animals outside in their natural environment.
Sometimes it rains, sometimes it’s cold, and sometimes it’s really hot. I can ’t control the field conditions when I make my obs ervations. I write everything in my field notebo ok. I use my binoculars to observ e things that are far away, and a magnifying gla ss to study small animals in detail. Sometimes I take photos of the things that I see. And I always take a compass and a map so that I know where I am.
1 Who can answer these scientific questions – Elisa or Teo? a) How many vultures live in this area? b) How much sugar does packaged juice contain? c) What do ladybirds eat? d) Which freezes first: sugar water or salt water?
Take note! It’s easy to experiment and make observations. You can even do it at home!
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5 Analysing data, making conclusions and sharing them When we experiment, we collect lots of data. How can you use the data to check your hypothesis? 1 Use your own words to explain why we gather data.
Collecting data Data is the information that you get when you observe or experiment. There are three main types of data: • Numerical data. This data is made up of numbers. For example, the number of flowers on a plant, the temperature of a liquid, the weight of a dolphin… We use measuring devices to get this data (thermometers, scales, etc.). • Observations. We use our sight, hearing and other senses to gather this data. You can use special equipment like binoculars (for far away things), a magnifying glass (for small things), or a microscope (for really small things). • Audiovisual records. This type of data includes photos, videos and audio files. For example, a recording of dolphin calls or whale songs.
Ladybirds Plant 1 Plant 2
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Plant 3
18 20 25
Earwigs 15 20 5
2 Study the picture of a field notebook and answer the questions: a) How many black spots can you see on the ladybird? b) How many legs does it have? c) Can it fly? 3 Put the date below into the correct categories: a) Numerical numerical
or
non-
b) Observations or audiovisual records.
U1
Analysing and making conclusions
Analysing data and making conclusions
Look at the data in these tables. Analyse the data and make your own conclusions.
After you write down all the data from your research, it’s time to analyse it and make conclusions.
Kilograms of tomatoes picked:
Analyse means to compare the data to make conclusions. Use drawings and graphs to show your data in different ways. A conclusion is an explanation about the data.
Conclusions let you check your hypothesis. If your hypothesis is correct, you can share your results. If it is not correct, make another one. Do more experiments and make more observations to check your new hypothesis.
Weight Fertilised tomatoes
250 kilograms
Unfertilised tomatoes
65 kilograms
Most popular party snacks:
Sharing your research Scientists share their results with the world. We share scientific research in different ways. • A report is a document that tells people about your materials, steps, results and conclusions. • A talk is a verbal presentation of your research. • You can also use other methods, such as an article for a journal, a video or a TV report.
Language Bank Speaking. Ask your classmates about their interests, like favourite food or subject. When you get the results, talk about your conclusions with your group. Writing. Imagine you are going on a trip and write a report about the things you need.
Number at the start of the party
Number at the end of the party
Savoury snacks
30
12
Sweet snacks
30
22
Cake slices
20
10
4 A scientist wants to share their findings about zebras. How can they share the information with these groups of people? a) Primary school children. b) Other scientists. c) The general public.
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5 Analysing data, making conclusions and sharing them
Home research: biscuit tower Elisa and her brother Javier want to use the scientific method to research something fun. Read their notes and help them to complete their research.
SC IE NT IFI C QU ES TI ON S be without falling? How high can a biscuit tower cuits to build towers Is it possible to use different bis that are all the same height?
EX IS T IN G IN FO RM AT IO N
There is no inform ation on how man y biscuits we can use before the tower fal ls.
S) HYPOTHESE ( S N IO T A N PLA P O S S IB L E E X ur: we can
use e flavo th n o s d n e dep of biscuits d biscuits. 1 The numberlate biscuits than cream-fille more e: we can use p a more choco sh e th n epends o of biscuits d 2 The number than uneven biscuits. ey are: we flat biscuits big or fat th w o h n o s d epen its. of biscuits d 3 The numberre thin biscuits than fat biscu can use mo
AN ALY MA KI N
Help us ch
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U1
DATA
Biscuits
YS IN G DATA AN D NG CO NC LU SIO NS
heck our hypotheses!
Number of biscuits
IIIII IIIII IIIII IIIII
the
20 sandwich biscuits
IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIII IIIIIIII
Total number before tower falls
Elisa and Javier don’t know how to analyse their data. Answer these questions to help them. 50 plain biscuits
8 chocolate chip biscuits
1 Study Elisa and Javier’s hypotheses and the data from their experiment. Make your own con-clusions. Which hypotheses do you think are correct? Explain your answer. 2 Help Elisa and Javier to share their results. Write a report that includes all the data from their experiment.
SHARING
THE RESE ARCH
Help us w ith our rep ort! Don’t forg et to inclu de: 1 An intro duction to explain o hypothese ur s. 2 The mate rials and s teps from experimen our t. 3 The data from the e xperiment. 4 S o m e co nclusions.
Take note! When you analyse your data, you might discover that your hypothesis is not correct. Don’t worry! Mistakes are useful too. They let you decrease the number of possibilities. 19
6 Solving problems We use technology and computers every day. Learn to ‘think like a computer’!
1 What is an invention? Give an example of an invention that you know. 2
Technology helps us to solve day-to-day problems. All technology products start in the same way. First, we identify a problem that we want to solve. For example, how to travel quickly to faraway places. Then, we look for a solution. For example, building planes. Some problems are easy to solve. For more difficult problems, we need to use computational thinking.
Computational thinking
Brainstorming
Say:
a) Something that you need instructions for. b) Something that you need symbols for. c) Something that you need a diagram for. 3 Which computational thinking techniques do you need for the above examples?
Computational thinking is a type of logical thinking. It uses computing techniques to solve problems. These are the most common computational thinking techniques: Pattern recognition Looking for repetitions.
Codification
Decomposition Dividing something complex into simpler parts.
Abstraction Focusing on the most important information.
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Representing ideas and information with simple symbols.
Algorithms Suggesting step-by-step instructions to solve a problem or complete an activity.
Checking Checking that your solution works or if you need to improve it.
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k Let’s thin
Solving natural science problems We use lots of computational thinking techniques in natural sciences. Which techniques does the scientist need to solve these problems? m but it’s really man digestive syste hu e th dy stu to nt I wa each part. Do separate drawings of do to ed ne I d. ate complic dy parts? s of these internal bo you know the name
I need to label these jars. Which symbol matches each jar?
I can’t see the parts of the plant properly in this photo. Can you help me? Draw the plant and label the main parts.
To dissolve a substance in a liquid, I need to follow these steps. Can you put them in order? • Stir. • Fill a container with water.
Flammable
Radiactive
Toxic
• Take the substance out of its container. • Get a spoon. • Put the substance in the water.
I need to put these trees in order to match the seasons. Can you help me?
Take note! You can use computational thinking to solve science problems. The techniques are really useful!
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P O R T F O L I O
What have I learned? 1 Study the pictures of children doing research. Which step of the scientific method are they using? Explain your answer.
3 Use your own words to describe these scientific terms: a) Hypothesis. b) Science. c) Experiment.
A
d) Laboratory. e) Data. f) Conclusion. g) Scientific method. h) Information sources. i) Computational thinking. 4
B
Find information to answer one of these questions. What sources are you using? a) What is the distance between the Earth and the Moon? b) What is a pandemic? c) How tall is a giraffe?
5 Today is Zulema’s birthday. It’s sunny and the birds are singing. Zulema’s parents are setting up a table in the garden. There are cakes, sandwiches and nuts. Hang on… The nuts aren’t there anymore! What is happening? a) Make a hypothesis for this scientific question. C
b) How can you check your hypothesis? 6 Identify a problem and suggest a possible solution. Don’t forget to complete your photo album for this unit on anayaeducacion.es.
Traffic lights. Apply the following colour code next to each activity in your notebook: 2 Write two scientific questions and two non-scientific questions. Explain why your questions are scientific or not.
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if you knew the answer, if you needed help, if you couldn't answer the question.
U1 T TARGE N IO IN ACT Design your own scientific research 1
Copy and complete this chart (I see, I think, I ask myself). Use the environment around you to help you. Share your ideas with the class!
I see Observe what is around you at home, in class... What can you see? What is happening?
I think
I ask myself
Is there something that you can’t explain?
Write the questions that you can’t answer by yourself.
2 Choose some of the questions from the class that you can answer with the scientific method. 3 For each question: a) Make a hypothesis to explain what’s happening. How can you check your hypothesis? b) Design a simple experiment. c) Make a poster that includes your question, your hypothesis and your experiment. Decorate your poster. Can you do your experiment in real life?
How have I learned? 1 Copy these sentences in your notebook. Think about how you feel in class. Answer the questions honestly.
I feel good when... I like it when...
My favourite activity from this unit is... My least favourite part of this unit is... The hardest part of this unit is...
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2
Living beings
I love animals! Frogs, iguanas, elephants, sharks... and especially tigers! They’re so orange and furry. I worry because they’re endangered. But plants… Plants are boring. They don’t move or do anything!
What do you think? Do you agree with Jorge? Are plants boring? What animals are endangered? What plants are endangered? Does Jorge need to learn more about plants? Why?
Context More than 38 000 different living beings are endangered. They are disappearing. In this unit...
Targ et in actio n Make a poster about an endangered plant. Help people understand why plants are important.
Featur es of living beings
Follow the thread!
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Types of living beings
1
2
What does ‘living’ mean?
Living beings are everywhere!
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FUN! BORING!
Features of plants
Plant nutrition
3
4
What are plants like?
How do plants eat?
Plant interaction and reproduction
5 How do plants interact and reproduce?
Plant classification
6 Plants are everywhere!
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1 What does ‘living’ mean? Living beings are fascinating. How do you know if something is living?
What is a living being? Plants and animals are living beings. A stone is not a living being. How do you know if something is living? Living beings need food, water and air to live and grow. They react to things that happen. They come from other living beings. Living beings perform the vital functions. All living beings perform the vital functions. They make us different from non-living things. The vital functions are nutrition, interaction and reproduction. Non-living things don’t perform the vital functions.
The ‘building blocks’ of life shrooms, ants, humans, All living beings – plants, mu are made of cells. A elephants, and all others – need a microscope cell is a tiny structure that you to see. bricks. Cells are Think of a house: it’s made of like ‘bricks’ for living beings.
1 Look at the pictures. Say if the living beings are made of one cell or many cells. 2 Put the living beings in order from most cells to least cells.
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1 Say the vital functions. 2 Match each of the vital functions to a sentence: • We come from other living beings. • We react to things that happen. • We need food to live.
U2
The vital functions
They make their own food.
Plants
Living beings perform these vital functions:
Nutrition The nutrition function has three processes: 1) getting substances from the environment; 2) using the substances to grow, repair the body and get energy; 3) excreting waste substances.
Interaction Living beings detect changes (temperature, light, sounds, etc.) in the environment. They re-act (they move, produce a substance, etc.).
Reproduction
ings that They react to th int their happen. They po sun. e th flowers to
Animals
It uses its senses to detect the grasshoppe r. It reacts with its long tongue.
Living beings make other living beings that are similar (their babies).
Robotic insects
other living Animals eat beings.
Read my observations. Say which beetles are living beings and which are robots. Explain.
nt etles eat pla e b n w ro b • The waste. at! eetles don’t e b r e lv si e h T • hen etles stop w e b r e lv si e • Th energy. they have no gs. beetles lay eg • The brown ggs. es don’t lay e tl e e b r e lv si e • Th
I study brown beetles and silver beetles. Some of them are not living – they’re robots!
Take note! All living beings perform the three vital functions. 27
2 Living beings are everywhere! Lots of plants, animals and other living beings share our planet.
We need to classify There are millions of different living beings on our planet. Scientists classify them to help us study them. Classifying living beings means grouping similar ones together.
We choose specific features to help us classify: • Some features are helpful for classifying living beings. For example, do they have an internal skeleton or not? Do they perform photosynthesis or not? • Some features are not helpful because lots of living beings have them. For example, their colour: a rose, a mushroom and a butterfly can all be red, but they are not similar, or wings: an eagle and a fly have wings, but they are not similar.
1 What things do you classify in your house? Give an example. Explain how classifying helps you. 2 Mark the features that are helpful for classifying living beings: a) Pretty or ugly; b) Aquatic or land; c) One cell or many cells; d) Good smell or bad smell; e) Feathers or scales.
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Living beings
U2
Language Bank
Classifying living beings The two main groups of living beings are plants and animals. There are other groups too.
Writing. In groups, someone chooses four living beings and the others classify them into land or aquatic, and one cell or many cells. Speaking. Choose an animal. Your partner asks yes or no questions to guess the animal.
Living beings Animals
Plants
Other living beings
3 What things do you use to classify birds? Circle them. binoculars, microscope, bird guide, bird drawings, recording device, map, plant guide, thermometer.
4 Classify the following into plants, animals and other jellyfish, pine tree, leopard, daisy, bee, mushroom, algae, wheat, bacteria. 5 You are in the countryside and see a wild plant. What do you do to classify it?
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3 What are plants like? Jorge thinks plants are boring. Do you agree? Let’s learn more about plants.
What plants are like
1 Look at the picture. It shows the parts of a plant. Make word families:
All plants have common features: • They are usually green. • They are usually fixed to the ground.. • They use water, air and mineral salts to make food. They use sunlight to perform photosynthesis. • Their body usually has roots, a stem and leaves.
photosynthesis, stem, root, leaf, absorption, water, flexible, supports the leaves.
Plant parts
Leaves They perform photosynthesis. They have lots of different shapes.
Stem It supports the leaves and keeps the plant upright.
Fat, hard stem (trunk)
Thin, flexible stem
Roots They fix the plant to the ground and absorb water and mineral salts.
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Take note! A plant body is very different from a human body.
4
U2
How do plants eat? Plants need to eat. But they don’t get food like we do...
Plants make their own food. They use sunlight, water, minerals and carbon dioxide.
Oxygen
Solar energy
Respiration
Plant nutrition • The roots absorb water and minerals from the ground. These substances travel up the stem to the leaves.
Carbon dioxide
Carbon dioxide Photosynthesis Food
• The leaves absorb carbon dioxide. • The leaves use sunlight to turn the substances into food. This process is called photosynthesis.
Oxygen
• When plants perform photosynthesis, they produce oxygen and release it to the air. • Plants also breathe (or respire) to help with their nutrition. They get oxygen from the air, they use their food and they release carbon dioxide. k Let’s thin
Plant, make your food!
Mineral substances Water
This plant can’t remember how to make its own food. Put the instructions in order to help it.
ts water and STEM: transpor leaves. minerals to the
LEAVES: release carbon dioxide that comes from photosynthesis.
LEAVES: absorb carbon dioxide from the air.
ROOTS: absorb water and min erals from the ground.
LEAVES: use sunlight to turn everything into food.
Take note! Thank you plants! We can’t live without your photosynthesis. 31
5 How do plants interact and reproduce? Plants can’t see or hear, but they do detect things around them. They can make new plants too.
Plant interaction 20 ºC
3 ºC
Plant interaction Plants are fixed to the ground. They can’t move. They don’t have sense organs like animals. They can’t see, hear or smell like we can. But plants detect what happens around them. They react to changes.
Use the scientific method Study the picture.
Plants detect temperature changes. They know when winter ends. They know when to grow leaves and when to flower.
I got you!
Carnivorous plants notice when an insect lands on them. They close their leaves to trap the insect. It happens quickly!
Yuck! tes disgusting. tas p This sa Let’s go!
1 Choose a hypothesis: a) The plants stems are growing towards the sunlight. b) The plant stems are always like this. 2 Suggest an experiment to demonstrate your hypothesis.
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Some plants react to stop an insect attack. This plant releases a bitter substance to stop the aphids eating it.
U2
Plant reproduction Most plants reproduce using flowers. They produce fruit and seeds.
Anatomy of a flower Corolla is made of petals.
Stamens make pollen.
A flower Flowers let plants reproduce. Most flowers have these parts: • The pistil is the female part of the flower. It is the shape of a bottle. • The stamens are the male parts of the flower. They produce pollen.
Calyx is made of sepals.
Pistil
• The corolla has colourful leaves called petals. • The calyx has tiny green leaves called sepals. The sepals protect the flower.
From flower to fruit to seed
Fruit and seeds Plants need pollen from another flower to reproduce. When the pistil gets pollen, two things happen: • The pistil changes into a fruit. • Seeds form inside the fruit
2 1
The pistil changes shape.
The pistil receives pollen.
Language Bank Writing. Write sentences about the parts of the flower: ‘The corolla has colourful leaves’. Speaking. Turn your sentences into questions and ask your partner: ‘What does the corolla have?’
The pistil changes into a fruit. Seeds form inside.
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1 Correct the sentences. a) Fruit form inside the seeds. b) Parts of a flower: roller, stamps, calcium, pestle. 2 Build a model flower. Reuse waste paper and cardboard, empty containers and other materials.
Seeds fall to the ground. Each seed turns into a new plant.
Take note!
Plants perform the vital functions, but not like we do. Plants look like they don’t do anything, but it’s not true. 33
6 Language Bank
Plants are everywhere!
Writing. Print or draw plants and divide them into plants with flowers and seeds, and plants without flowers or seeds.
There are lots of different plants in nature. We need to classify them.
Speaking. Say what the plants have and haven’t got.
Classifying plants
1 Say five plants that you know. Classify them. Use the diagram below to help you.
We usually classify plants by how they reproduce. There are two main groups:
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• Plants with flowers and seeds. • Plants without flowers or seeds.
Find out about pine reproduction. Draw a pine 'flower' in your notebook.
Plant classification
Plants WITHOUT flowers or seeds
Plants WITH flowers and seeds
Some plants have simple, dull flowers. They produce seeds that aren’t inside a fruit.
Some plants have complex flowers. They produce seeds inside a fruit.
Moss Dandelion
Pine
Fir
Broom
Cypress
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Oak
Ferns
U2
Plants are really important!
T he y giv e u s ox y ge n . Plants perform photosynthesis to produce oxygen. Living beings need ox yg en to breathe.
They provide fo od Lots of animals eat plants, including us!
r er the ai T h e y f i lt athe. air we bre e th n a Plants cle s. ubstance harmful s
ove They rem
Lots of medicines are made from plant substances.
They provi de lots of mater ials We get wood, resin, cork and other fibres from plants. We use these materials to make things.
1 Choose one reason why plants are important. Explain it in your own words. 2
The What If...?
Imagine a world with no plants. What things wouldn’t you have? Write a text about a world with no plants. Follow these steps to help you reflect:
They provide medicines
Th ey im pr ov e th e en vi ro nm en t Plants are beautiful. They help us feel good! That’s why we have parks in cities.
y Think of three or four plants that we eat. Write them in your notebook.
y Look around you: choose thre e or four things made from plants. Write them.
y Find out about a medicine or hygiene product that we get from plants.
y Are there plants in your hou se, school or on the street? Why are they there?
y Plants produce oxygen and clean the air. Describe the air in a world wit h no plants.
Take note! Plants are really important. We need to protect them! 35
P O R T F O L I O
What have I learned? 1 Every year, scientists find new living beings. How do they classify them? Choose one answer. Explain.
6 What do plants use sunlight for? 7 Look at the pictures. Put the living beings in the correct group:
a) They compare them with other living beings. They group them with similar living beings. b) They put them into groups that are small.
Bacteria
Protozons Algae C
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Fungi
c) They make a new group. E
d) They do a raffle to decide which groups they go in. 2 Say how these things are similar or different:
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a) A plant and algae.
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b) Bacteria and a protozoan. 3 Find four words about plant nutrition:
8 Imagine a flower with a pistil, four stamens and eight petals.
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a) If a plant has 13 flowers, how many petals are there?
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b) How many stamens are there?
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c) If all the flowers turn into fruit except one, how many fruits are there?
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4 Complete the sentence in your notebook: a) Apple trees produce tasty and attractive ... with ... inside. b) ... and ... don’t produce ... or .... . c) Some plants, like pine trees, don’t produce real flowers. They produce ... with seeds inside. Their ... are shaped like needles. 5 Make sentences: a) Senses, react, fixed, movement. b) Oxygen, breathe, living beings, photosynthesis, life
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9 Draw two examples of plants reacting to changes in the environment. Explain. 10 Investigate three types of fruit. Find out what their seeds are like. Draw them in your notebook. Don’t forget to complete your photo album for this unit on anayaeducacion.es.
Traffic lights. Apply the following colour code next to each activity in your notebook: if you knew the answer, if you needed help, if you couldn't answer the question.
U2 T TARGE N IO IN ACT
Design a poster to show why plants are important. 1 Think of an endangered plant that you think is interesting. Find information, photos and videos about its life. Use these questions to guide you:
SOME IDEAS Baobab, Venus flytrap, lady’s slipper, titan arum, jade vine, Canary Islands dragon tree.
a) Where does it live? b) What does it look like? c) How does it reproduce? d) Why is it interesting? e) Why is it endangered?
2
You learnt about your chosen plant, and about plants in general. Is your opinion about plants different now? Use the Before I thought…, now I think technique. Copy and complete this table:
Before I thought Before your investigation, what did you think about plants?
3 Make a poster about your chosen plant. Show what it is like. Explain why it is endangered. Use pictures and bright colours. This will help people understand why your plant is interesting and important!
Now I think
Reasons
What do you think now?
Why did your opinion change? What did you learn?
How have I learned? 1 Some things in this unit are easy to learn and some things are hard. Write three things that were difficult to learn and why. 2 You know more about living beings now. In your opinion, what living beings from the unit are really interesting or funny? Explain. Say what else you want to learn about them.
Difficult to learn ... ... ...
?
Why ... ... ...
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