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It all begins with a question! FT? O S R O D R A H S ARE BONE
ARE ALL VEGETABLE S GREEN?
S R A E B R A L O P O D Y WH NEED TO BE FAT?
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CAMBRIDGE
skills course ic m a n y d a is nce Skills lish, Cambridge Scie dents can practise their Eng stu eir through which and improve th , ry la u b a c o v ce. broaden their ontext of scien c e th in ll a , ls language skil • An enquiry-based approach to learning aids in the development of thinking skills. • Student-centred learning ensures an active classroom experience and allows the children to work alone or collaboratively on projects, investigations and experiments. • Engaging characters, fun stories, catchy songs, creative design and vibrant photographs and illustrations ensure the content is as accessible as possible for young learners.
It is ideal supplementary material to be used alongside Cambridge ELT textbooks.
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2
STAY STRONG, LI VE LONG!
food? y n a e e s u Can yo What is y our favour ite snack?
Min dful Contract and relax your body parts.
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time
↑ Pupil’s Book | Level 1 | Unit 2
I like healthy food!
I always bring healthy snacks to school. IÂ like fruit, carrots and sandwiches.
D CUMENTARY In the supermarket
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Find out
ARE ALL VEGETABLES GREEN? Circle your favourite food in each group.
fruit and vegetables
rates
carbohyd
proteins
dairy
fats
FUN FACT
Strawberries are the only fruit that have their seeds on the outside.
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↑ Pupil’s Book | Level 1 | Unit 2
Try it out
Step 1 What’s in the box?
MY DICTIONARY
1 Food! Classify it into groups.
dairy
2 Make a food diary. Draw what you had for breakfast this morning. Which food groups does it belong to?
fats
fruit and vegetables There are five food groups: 1 dairy 2 fats 3 fruit and vegetables 4 carbohydrates 5 proteins
carbohydrates
proteins 21
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OU? Y R O F D O O G R TE A W IS Y H W
Find out
Draw another healthy snack.
unhealthy snacks
healthy snacks
Tip Eat five times a day and don’t forget to drink water!
breakfast
snack
lunch
FUN FACT 10 sugar cubes = 1 can of cola
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↑ Pupil’s Book | Level 1 | Unit 2
snack
Eat five portions of fruit and vegetables every day!
dinner
Try it out
Step 2 Add more information to your food diary. 1 Add your snack, lunch and dinner to your diary. Draw.
MY DICTIONARY
breakfast
2 Tell your partner.
3 Circle the healthy food in your diary.
snack
lunch
dinner It is very healthy to eat five times a day: 4 snack 1 breakfast 5 dinner 2 snack 3 lunch
How much food in your diary is healthy?
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Find out
U? IS WALKING GOOD FOR YO Tell a classmate your favourite sport. Sport keeps you fit and healthy. Your heart and muscles grow strong.
3 Golden Rules
1
3
30 minutes
1 hour
of sport every day.
2 Sleep
of TV or video games a day, only.
10 hours a day.
SUPER-HUMAN FACT
Find the basketball hidden in the
unit!
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↑ Pupil’s Book | Level 1 | Unit 2
The world record for the 100 metre sprint is 9.58 seconds!
Try it out
MY DICTIONARY
1 Play Steal the ball.
keep fit
1 Get into two groups and line up. Give everyone in each group a number.
sport 2 The teacher places a ball between the teams and calls a number.
3 The first player to take the ball to their team without being tagged is the winner!
heart
2 How do you feel after playing? Tick (✓).
muscles happy
calm
angry
sad
Sport is good for my heart and muscles. It helps me keep fit. 25
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FOR? TH E TE R U YO H S U R B U YO O D HOW LONG
Brush your teeth after you eat.
Wash your hands.
Who is doing the right thing? Tick (✓).
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↑ Pupil’s Book | Level 1 | Unit 2
Find out
Have a shower every day.
Try it out Find out what cola, vinegar and water do to eggs.
1 Put an egg in cola. Observe it for a day.
2 Put another egg in vinegar. Observe it for two days.
3 Put a third egg in water. Observe it for three days.
What happens to egg number 1? What happens to egg number 2? What happens to egg number 3? Conclusion
Which egg changed first?
1
2
3
Which egg stayed healthy?
1
2
3
What happens if you do not brush your teeth? 27
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Attitude is everything 1 When do you feel ...?
angry
sad happy 2
calm
How does Lucy feel? Listen and tick (✓).
3 How do you feel today? Draw and colour.
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↑ Pupil’s Book | Level 1 | Unit 2
worried
Now I know 1 Draw one more item in each
Go to page 80 for more activities.
section of the food wheel. Colour.
2 Circle the healthy habits.
3 Look at the pictures. Look at the letters. Write the words.
ruift
tspor
I am Louis Pasteur. Be healthy
I developed the first vaccinations, to stop people from getting sick. 29
15
4
HOW DO PLANTS GE T THEIR FOOD?
asons by Can you identify the se looking at these trees? How many of these plants can you name?
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↑ Pupil’s Book | Level 3 | Unit 4
nts does la p e s e h t f o Which of water t lo a d e e n t o n to survive?
Parts of a plant
D CUMENTARY
The plant kingdom
In this unit, you will investigate the plants in your neighbourhood and make a field journal. To do this, you will: • take photos or draw pictures of plants in your local area and identify their parts. • classify these plants as flowering or non-flowering. • describe the reproduction of flowering plants. • gather all the information together in your field journal. 43
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CAN YOU MAKE CELERY TASTE SWEET? Plants are the largest group of living things on Earth. They can grow almost anywhere, for example in hot deserts or in dark forests. Plants can be tall, like trees, or tiny, like mosses. Most plants have three parts: roots, a stem and leaves.
A The leaves are where the plant makes its food, with the help of sunlight.
B The stem gives the plant support. Water and minerals are transported through the stem to the rest of the plant.
A Do you know what this process is called?
B C
Try this … Check out this easy experiment! Eat a small piece of celery. Do you like its bitter taste? Put a celery stem in a glass of water mixed with sugar. Wait for a few hours and taste the celery again. Explain what has happened. 44
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↑ Pupil’s Book | Level 3 | Unit 4
By the end of this lesson, you will know how to change the taste of celery from bitter to sweet!
C The roots hold the plant in the ground. They also absorb the water and minerals that the plant needs.
HOW DO YOU KNOW HOW OLD A TREE IS? We classify plants in different ways. One way we classify them is by their stems.
By the end of this lesson, you will understand the differences between trees, bushes and grass.
Trees are the tallest plants. They have high branches and a hard, thick stem called a trunk.
Did you know that you can find out how old a tree is by counting the rings inside its trunk? They have one rin g for each year of their life.
Grasses a re also kno wn as herbace ous plants. Bushes are shorter than trees. They have low branches. Many bushes have more than one hard stem.
Grasses usually have a short, thin stem. The stems are usually flexible and bend in the wind!
STAGE 1 • Find plants in your local area. Take photos of them. You can also draw pictures of them. a… This plant is • Label the parts of the plants. • In pairs, classify your plants as trees, bushes or grasses. You can see its … 45
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HOW DO PLANTS REPRODUCE? We can also classify plants by how they reproduce. There are two groups: flowering plants and non-flowering plants.
By the end of this lesson, you will know how some plants reproduce without seeds.
FLOWERING PLANTS Angiosperms Produce flowers and fruit. Seeds develop inside the fruit. Examples include apple trees and roses.
Use the internet to find more examples of angiosperms and gymnosperms.
Gymnosperms Do not produce fruit. Seeds develop inside cones. Most gymnosperms are evergreen trees. 46
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↑ Pupil’s Book | Level 3 | Unit 4
Focus on the correc t pronunciation of angi osperm and gymnosperm. H ow many syllables does each word have?
NON-FLOWERING PLANTS Do not reproduce with seeds. Reproduce with spores. Plants release1 spores into the air. Examples include mosses and ferns.
Did you know that you can grow a plant without using seeds or spores? Cut the top off a carrot and place it on a plate with a little water. Observe what happens. spores
Spores are very sm all but very resistan t. After a forest fire, ferns and mosses ar e the first plants to gr ow again. Find the cone hidden in the unit.
STAGE 2
Which of the plants on pages 42–43 are non-flowering?
This is a flowering plant. It is an angiosperm becaus e…
• Look at the images of your plants from Stage 1. • In groups, classify them as flowering or non-flowering. Include extra interesting information. you. * If you are not sure how to classify your plants, use the internet to help
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1
to release: to allow something to move freely and independently
WHY ARE PETALS SUCH BEAUTIFUL COLOURS? Did you know that the reproductive organs of a flowering plant are inside its flowers? These reproductive organs make seeds that later grow into new plants.
The stamens produce pollen. Insects carry the pollen to other flowers.
e in lots Petals com colours, of different ct insects. ra tt a h ic h w
The carpel is where the seeds grow. It has two parts: the stigma and the ovary.
all leaves. m s re a ls a Sep t the flower They protec ens. before it op
plant, n the stigma of a o s d n la n lle o p to When he ovary grows in T . ry va o e th to it travels de the fruit. si in p o el ev d s ed a fruit. The se STAGE 3 • Look for an example of an angiosperm in your neighbourhood. Bring a sample into school. • Dissect and examine it using a magnifying glass. • Separate the different parts. Use transparent sticky tape to stick the reproductive organs onto small pieces of paper and label them. 48
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By the end of this lesson, you will know the role petals play in the reproduction of flowering plants.
↑ Pupil’s Book | Level 3 | Unit 4
Pollen is also transported by the wind.
TIME TO WAKE UP!
Before you start Germination is when a seed begins to grow into a plant. A seed will only grow into a plant if the conditions are correct. Materials four small cups, four seeds (beans, lentils, chickpeas, etc.), soil, stickers, water Method 1 Put a seed into each cup. Put soil into three of the four cups. 2 Label the cups: no water, no light, no soil and control. 3 Place the no light cup in a cupboard. Place the other cups in a sunny part of the room. 4 Add a little water to each cup, except the one marked no water, every day.
Archaeologists in Israel found some seeds when they were excavating ancient ruins. They planted the seeds and a few weeks later, a plant began to grow. The plant was a palm tree and the seeds were about 2,000 years old.
5 Check the results after a week. Conclusions Which beans have germinated? Which have grown the best? Did any seeds die? What do seeds need to germinate?
ows This experiment sh … us that seeds need
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WHAT IS PHOTOSYNTHESIS? How do plants get the food they need to grow? Animals eat plants and other animals. But what do plants eat?
Recipe for plant fo od In
gredients Light energy from th e sun Water and minerals from the soil Carbon dioxide from the air
Plants make their own food. This process is called photosynthesis. For photosynthesis to take place, plants need: water, minerals, light energy from the sun, and carbon dioxide. 50
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↑ Pupil’s Book | Level 3 | Unit 4
they need s g in h t e h t t e nts g Where do pla ich parts of a h W ? d o o f ir to make the Look at ? s g in h t e s e h get t plant help to to help you. e g a p is h t n the recipe o
By the end of this lesson, you will know what ingredients a plant needs to make its food.
Let’s look at how photosynthesis works.
1 Water and minerals are absorbed from the soil by the roots.
3
5 4
2 They are then transported through the stem to the leaves. 3 The plant takes in1 light energy from the sun and carbon dioxide through the leaves. 4 The light energy helps the water, minerals and carbon dioxide react to make the food.
2
5 The food is then transported to all parts of the plant.
1
6 Photosynthesis also produces oxygen. The plant releases the oxygen into the air.
Why is the oxygen produced by plants important for the planet? STAGE 4 • Bring in an angiosperm from your neighbourhood. Try to include the roots. • Examine the leaves, stem and roots with a magnifying glass. • In your notebook, write a paragraph explaining how these parts help the plant make its own food.
Photosynth esis is ma de up of two wor ds. Photo mea light and s ynthesis m ns eans to put toge ther.
1 to take in something: to absorb something
3
3
6
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Language skills 1
2
Rewrite the questions in your notebook and answer them. a Is a rose pretty than a cactus? b Is a tree short than a bush? c Are grasses thin than trees? d Are trees tall than daisies? e Are grasses strong than trees?
Is a rose prettier than a cactus? Yes , it is. Remember the rules short – shorter big – bigger pretty – prettier
What is it made of? Look at the photos and write sentences in your notebook.
It is made of …
a
b
3
Read the conversation and choose the best answer. a 1 Sarah: Oh no! My plant is dying! Chris: ..... b 2 Sarah: I don’t understand. It’s been next to the window and had plenty of light. Chris: ..... c 3 Sarah: Of course. It’s had plenty of air too. d Chris: ..... 4 Sarah: I did forget! I’m so silly. e Chris: .....
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↑ Pupil’s Book | Level 3 | Unit 4
Did you leave the window open? I’ll buy you another one! But don't forget to water it. That’s a pity. That’s strange. Maybe you forgot to water it. Great!
Review 1
Complete the mind map in your notebook using the words in the box. seeds bushes
ferns
gymnosperm
grasses
Plants can be classified by …
How they reproduce
Stems
Trees
.....
.....
.....
..... 2
Angiosperm
Spores
.....
Mosses
Choose the correct word and write the sentences in your notebook. a Plants make food in their leaves / stems. b Angiosperms / Gymnosperms produce seeds inside cones. c Ferns reproduce using spores / seeds. d Trees / Bushes have a thick stem called a trunk. e Plants produce carbon dioxide / oxygen during photosynthesis. FINALE
Go to page 84 for more activities.
• Organise all your information in your field journal. • Separate your work into sections: parts of a plant, classification, nutrition and reproduction. . • Include your photos, drawings, paragraphs and labelled plant parts • Exchange journals with a partner, read their information and ask them questions.
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2
ECOSYSTEMS 2
Can you name these ecosystems?
Ecosystem s are made up of living and non-living things. as the An ecosystem can be as big le! ocean or as small as a pudd
1
3
I think this ecosystem is a ...
I’m not sure. It looks more like a ...
4
1 grassland; 2 desert; 3 freshwater; 4 forest; 5 marine; 6 urban; 7 tundra
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↑ Pupil’s Book | Level 5 | Unit 2
5
Ecosystems on Earth
6
ms similar? How are the ecosyste t? How are they differen
7
D CUMENTARY
Amazing adaptations
n. You will: Explore an ecosystem from a different continent and do a presentatio • discover the characteristics of an ecosystem. • learn about different types of ecosystems. • find out how animals adapt to their surroundings.
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Discover...
WHAT MAKES UP AN ECOSYSTEM?
the difference between a population and a community.
sunlight
air quality
climate
temperature
rocks
water
soil
An ecosystem is made up of a community of living things and the physical environment that surrounds them. The living things that make up the community can be from any of the five kingdoms.
The non-living components of an ecosystem are called the abiotic factors.
Can you remember the names of the five kingdoms? 20
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↑ Pupil’s Book | Level 5 | Unit 2
What are the living components of an ecosystem known as?
A habitat is the home of a living thing. The habitat of the endangered Iberian lynx is the grassland in the south of Spain.
individual
A group of the same individual is called a population. Different populations that interact with each other are called a community.
Photo of a group of the same species of organism
population
Living things in an ecosystem are divided into two main groups: flora (plants) and fauna (animals).
community
STAGE 1 Great Barrier • Choose one of the following ecosystems: the Atacama Deser t, the Park. Reef, the Amazon Rainforest, New York City or the Serengeti National stem. • Research the living and non-living components of your chosen ecosy 21
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WHAT IS A SAVANNAH?
Discover... the different types of grassland.
Grasslands are large areas of grass, found in places with very little rain. Trees need a lot of rain to grow which means that grass and small plants tend to grow instead.
Savannahs are found in tropical areas where there is more rain. For this reason, you may see some trees, but not many! Elephants, giraffes and zebras live here.
Temperate grasslands are found in cool climates, normally where it is dry and windy. The grass is often shorter. Bison, deer, wolves and rabbits live here.
Do you know what the word temperate means? Find out!
eat one A male lynx needs to rvive. rabbit per day to su ly one thing If you had to eat on be? a day, what would it Listen to Hannah. What type of ecosystem did she visit? What animals did she see? 22
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↑ Pupil’s Book | Level 5 | Unit 2
The Iberian lynx lives in the grasslands of Spain. The thick grass provides shelter and the open land makes it easy to hunt rabbits.
WHERE DO BROWN BEARS LIVE?
Discover... the different types of forest.
Rainy places allow trees to grow in large groups known as forests.
Coniferous forests are located in the colder zones of the northern hemisphere. Brown bears, reindeer, moose, wolves and weasels live among evergreen trees.
We can find over half the plant and animal species on Earth in tropical rainforests. Located near the equator, the temperature is high, but there is lots of rain.
STAGE 2 • Find out about the climate and location of your chosen ecosystem. • Make a spider diagram showing the information you have found out so far.
Deciduous forests are dominated by trees whose leaves change colour and fall off each autumn. You can find deer, squirrels, beavers, foxes and wild boar here.
Like their name suggests, Mediterranean forests are found near the Mediterranean Sea. Typical flora includes oak trees, rosemary and thyme.
gs non-living th living thin ings Amazon Rainforest climate location
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HOW DO CAMELS SURVIVE IN THE DESERT?
Discover... how organisms have adapted to high temperatures and little water.
Deserts are the hottest and driest places on Earth. During the day, temperatures can reach up to 50 °C, but can drop to 0 °C at night. Living things have adapted to the changes in temperature and the lack of water.
What is the largest desert in the world? Where is it found?
Camels store nutrients in their humps and lose hardly any water through sweating or urination. This means they can go for a long time without having a drink or a snack!
When it is scorching hot outside, what better way to beat the heat than to sleep all day? Many desert animals are nocturnal. They are only active at night when it is cooler.
A cactus can store water for long periods of time. They have got a thick waxy layer and spines instead of leaves, which reduces water loss. The spines also protect the cactus from animals that might want to eat it!
les Find examp of nocturnal animals.
STAGE 3 • Research the flora and fauna of your ecosystem. What are the adaptations needed to live in this ecosystem? Think about food, water, predators, prey and climate. t… I found out tha • Add the information to your diagram from Stage 2. • Tell a partner what you discovered. 24
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↑ Pupil’s Book | Level 5 | Unit 2
I discovered that …
WHY DO POLAR BEARS NEED TO BE FAT?
Discover... how some animals can survive in very cold temperatures.
in very cold Background: Some animals that live of fat, called temperatures have got a thick layer blubber. your body, Hypothesis: If you had more fat on Why? / Why not? would you notice the cold as much? es, butter Materials: large bowl, water, ice cub
Step 1: Get a bowl large enough to fit both hands in. Fill it with water and ice cubes. Leave it for five minutes. Step 2: Put both hands in the bowl and count to ten. Take your hands out and warm them for a few minutes. This is the control. Step 3: Now, rub butter over one hand. Put both hands back in the water and count to ten. Step 4: Wash your hands with warm water and soap.
1
el in How does each hand fe s the water? Do both hand feel the same?
2
How does each hand feel this time? Do both hands feel the same?
In conclusion, … Conclusion: What did you find out? Do you think extra fat on your body would keep you warmer? Why?
Animals in colder climates need … 25
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WHAT LIVES IN A POND?
Discover... the difference between a marine and a freshwater ecosystem.
Aquatic ecosystems can be ...
MARINE Water type: salt water Examples: oceans and seas Flora: giant kelp, seagrass, sea grapes and plankton Fauna: sharks, turtles, dolphins, crabs, jellyfish and sponges Fact: It is the largest ecosystem on Earth!
FRESHWATER Water type: fresh water Examples: lakes, rivers, streams and ponds Flora: bulrushes, reeds and waterlilies Fauna: fish, crocodiles, turtles and frogs Fact: Water is constantly recycled.
Coral reefs are one of the most diverse ecosystems on Earth. They are home to about 25% of all marine life. Many animals, such as clownfish, sponges and sea anemones make coral reefs their home because of the safety they provide.
Find a marine reptile hidden in the unit. The shoreline is where the sea meets the land. Organisms that live here, such as starfish, molluscs and sea urchins, have adapted to strong tides and waves. Most can stick to the surface of rocks. 26
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↑ Pupil’s Book | Level 5 | Unit 2
Despite their small size, ponds are home to a variety of aquatic life, like snails, frogs, fish and large birds, such as herons.
XxProtists dominate aquatic ecosystems. Are protists unicellular or multicellular?
WHICH BIRD OF PREY LIVES IN NEW YORK CITY?
Discover...
Instead of adapting to ecosystems, humans have adapted ecosystems to suit them. These are known as urban ecosystems. They have got many artificial elements, but also contain natural elements.
the natural and artificial elements of an urban ecosystem.
Artificial elements include buildings, airports, parks and bridges.
What are the natural elements of an urban ecosystem? Discuss. The natural elements include …
Animals can surviv e here because …
New York City has got a higher peregrine falcon population than most places on Earth. All the skyscrapers make a great habitat for these birds of prey. They provide an ideal look-out point, in the same way cliffs do, for prey such as pigeons and blackbirds.
STAGE 4 • Now that you have studied the different types of ecosystem, you can add this information to your diagram. What characteristics define your chosen ecosystem? • Does your ecosystem contain any artificial elements? Find out and make a list of the consequences of human interference. 27
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1
Complete the sentences in your notebook with the correct form of the adjective or adverb. a The spines on a cactus make it ..... (good) at reducing water loss than a plant with broad leaves. b Tropical rainforests are home to a ..... (diverse) range of species than anywhere else in the world. c Temperatures in temperate grasslands are ..... (extreme) than in deserts. d The Iberian lynx can hunt ..... (effective) in a habitat with thick grass and open land than in a city. e Thanks to their blubber, polar bears and seals can tolerate cold temperatures ..... (easy) than most other animals.
2
Look at the photos. Talk with a partner about urban ecosystems. Mention the things in the box. natural elements artificial elements habitats habitat destruction pollution air quality
Also, … What’s more, …
3
On the other hand, …
Do you prefer urban or rural environments? Discuss with a partner.
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However, …
↑ Pupil’s Book | Level 5 | Unit 2
1
Unscramble the letters to make words. Use some of the words to complete the sentences. paat eceosstmy svaahnsna d
For more Unit 2 activities go to page 80. oulpoatipn htbaiat sderte
a ..... are a type of grassland found in tropical areas. b A ..... is the home of a living thing. c An ..... is made up of a community of organisms and the abiotic factors in an area. d Living things ..... to their natural surroundings. 2
Look at the photos and identify the ecosystems. Write down two characteristics of each ecosystem.
b
a
FINALE • Prepare and carry out a presentation on your ecosystem. You can find others who have chosen the same ecosystem and work in pairs or small groups. • Use the information you have collected and include some pictures or videos.
ns will • Think about the structure of your presentation. How many sectio it have? What are you going to say? What is your partner going to say?
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4
HOW DO PLANTS GET THEIR FOOD?
1 Use the words in the box to label the plant. stem
leaves
roots
flower
a b
c
d
2 Read the definitions and write the words from Activity 1. a These are usually green. They help the plant make its food. b These absorb water and minerals from the soil. c This contains the plant’s reproductive organs. d This gives the plant support. Water and nutrients are transported through this. 20
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↑ Activity Book | Level 3 | Unit 4
3 Classify the plants in the photos as a tree, bush or grass.
a
b
c
e
f
grass
d
4 Match to make true sentences.
a
Trees have high branches and a hard,
short, thin stem.
b
Bushes have low
branches.
c
Grasses usually have a
than one hard stem.
d
Many bushes have more
thick stem called a trunk. 21
41
5 Classify the plants as flowering or non-flowering.
a
b
c
d
6 Decide if the sentences describe angiosperms, gymnosperms or both. a They reproduce.
both
b Their seeds grow inside fruit. c They have roots, a stem and leaves. d The seeds grow inside cones. 7 Read the text about mosses and answer the questions.
Mosses are very interesting plants. The y do not have any flowers or seeds. They reproduce with tiny spores. They release the spo res into the air and the wind carries them to places where they can begin to grow.
a Are mosses flowering or non-flowering plants? b What do they have that help them reproduce? c How does the wind help their reproduction?
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↑ Activity Book | Level 3 | Unit 4
8 Find the words about plant classification in the wordsearch. G Y M N O S P E R M R R S T U U W F A Z A N G
I
O S P E R M
S A F
I
T W D G M Q
S
E
E D S T N S O R
E T R Q P
I
R U S H
S B N G O D Q E Q V S
J
S U
R H G T E A
bushes mosses gymnosperm seeds ferns angiosperm grasses trees spores
U D H Q E R Y U S S C H B U S H E
S A H
9 Complete the sentences using the words in the box. photosynthesis stem oxygen water and minerals light energy food carbon dioxide leaves a The roots absorb water and minerals from the soil. b The water and minerals are transported to the leaves. up the c The plant takes in carbon dioxide through the
and .
d The energy from the sun combines the water, minerals and to make food. This process is called . is then transported to all e The parts of the plant. f When the plant makes its food, it also . produces 23
43
10 Draw the arrows on the diagram to show the process of photosynthesis.
Key light energy water and minerals oxygen carbon dioxide
11 Label the diagram of a ower. sepal
carpel
stigma
stamen petal
a e b c
d
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↑ Activity Book | Level 3 | Unit 4
f
ovary
12 Circle true (T) or false (F). Correct the false sentences. a All plants have flowers.
T/F
b The petals protect the flower before it opens.
T/F
c In flowering plants, the stamens produce pollen.
T/F
d In flowering plants, the seeds grow inside the stem.
T/F
13 Read the text. Choose the right words and write them on the lines.
Animal pollination
a This picture shows animal pollination. , such b Birds and as bees, carry out this type of pollination. attract c Colourful these animals to the ower. d Pollen from the stamens to the animal’s body. e The animal moves to another plant and the falls into the ower. will f Now, a begin to grow.
a wind
animal
human
b arachnids
crustaceans
insects
c petals
sepals
stems
d fly
jump
sticks
e pollen
stamens
fruit
f stem
root
seed 25
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4
HOW DO PLANTS GET THEIR FOOD? Learning objectives By the end of this unit, your pupils will have achieved a greater understanding of the following concepts: • the parts of a plant and how to classify plants by stems and reproduction • how plants make their own food through the process of photosynthesis • how flowering and non-flowering plants reproduce • the life cycle of a plant, through a controlled observation • how to carry out a practical investigation into plant structure.
Competences This unit covers the following competences: • Linguistic competence
• Digital competence
• Mathematical competence and basic competences in science and technology
• Learning to learn • Social and civic competences
Key vocabulary Plants: leaves, minerals, moss, roots, season, stem, sunlight, survive, transport, tree, water Trees, bushes and grasses: bend, branch, herbaceous, ring, stem, trunk Plant reproduction: angiosperm, cone, evergreen, fern, flowering plant, germinate, gymnosperm, moss, non-flowering plant, reproduce, seed, spore Flowers: carpel, fruit, ovary, petal, pollen, pollination, sepal, stamen, stigma Photosynthesis: absorb, air, carbon dioxide, energy, ingredient, light, mineral, oxygen, react, recipe, release, soil, sun, transport
Cambridge English Qualifications practice You will find A2 Flyers activity types in the following exercises: Pupil’s Book, Page 52, Activity 3 – Reading and Writing Part 2 Activity Book, Page 25, Activity 13 – Reading and Writing Part 4 Throughout this unit, you will find the following A2 Flyers vocabulary: air, begin, card, cut, dark, desert, each, end, explain, a few, forget, glass, glue, group, happen, hard, high, important, information, insect, keep, language, large, low, next, other, planet, project, ring, strange, study, sugar, taste, way 54
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↑ Teacher’s Book | Level 3 | Unit 4
Materials needed for Hands on • four seeds (beans, lentils, chickpeas, etc.) • four small cups
• soil
• water
• stickers
Materials needed for other activities • carrots
• tall glass
• celery
• time-lapse videos of ferns and mosses releasing spores
• cloth
• two glasses of water
• plate
• two green leaves
• sugar
• water
Investigate The Investigate project that runs through this unit encourages pupils to prepare a field journal about plants in their neighbourhood. The different Investigate stages practise the following skills: • giving descriptions through writing and speaking • autonomous research • observing plants with a magnifying glass • drawing diagrams • preparing a field journal • giving a presentation
Other Resources • Interactive activities • Flashcards: Plants • Song: Parts of a plant • Video documentary: The kingdom of plants
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Š Cambridge University Press 2019