Let's Do Science 3 – Activity Book A

n ca t

Prr i ma P mary 3

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Activity A Ac ct Book

A

Let’s Do Science

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Let’s Do Science is based on the United States Next Generation n Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Let’s Do Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks books and places an emphasis on applying scientific knowledge dge e using stigations. ations.

NGSS practices through numerous scientific investigations. tial element of Let’s Do Science sees engineering as an essential science education and as such is tightly integrated grated into both the textbooks and activity books. ude the follow fe The Let’s Do Science activity books include features:

AB Activity

a ionss vati bserrvatio Obse O

Activity 1.1

gs at School g and Non-living Thin iving Livin

Use the table to classify

alss ials ials teria te ter ateri ater at a Mate M Ma

Activities and investigations related to concepts and topics covered in the Let’s Do Science Textbook.

tring string • st

l r ter ruler • meter or measuring tape

ors s • scissors

len nd lens hand • ha

du e dure edur Prrroce Pro Proc P

of choose a suitable area cho your schoolyard and mall groups, go into 1. In small obser living things. round to observe the ground a square and string to mark an or measuring tape 2. Use the meter ruler meter. of one m sides with area on the ground the square. rve the things inside to closely observe 3. Use the hand lens 4. Record the things

d. the things you observe

lyard Things in Our Schoo Non-living Things

Living Things

he table you see in the

et rprrre erpre erp Interpr In and Int e an ze yze y ly naly An Anal Ana A

to tell which 1. How were you able living things?

were living things and

which were non-

on the next page.

they in their square. Should found a snail shell .

2. Jordan and Blake ng? Explain your answer it as living or non-livi

classify

3

Engineer It!

Goes beyond inquiry uiry by udentss to encouraging students d build design, modell and tions to to engineer solutions defined problems. roblems. ms.

Engineer It!

Springfield National Park

Th The he Soluti Solut Soluti o ut on olution

In Springfield National Park, grizzly bears gather at the rapids of the Springfield Rive er to catch salmon as they make their way upstream to complete their life ups cycle. To meet et th the demand for electricity and drinking wa water, Springfield’s mayor has decided d to construct a dam and hydroelectric p power plant in the National Park. Identify y the problem this will cause for the orga ganisms when the environmen t changes. s. Design D a solution to the problem and eva aluate its effectiveness.

Design, ign, draw and describe descri your solution. soluti

Proposed dam site

Th The T he Proble roblem ro ob m

Define the problem.

1 16 6

3. Circle. Which

Review

Review

All

en differences betwe the similarities and diagram to show of animals.

1. Use the Venn and the needs the needs of plants

Needs of Plants and

Plants

Animals

the make their

(c)

birds?

feathers (b) they have to (d) they give birth

own food

things are 4. Circle. Which

true about most

ing changes as an eagle hatchl

bes the life cycle

6. Which best descri

table.

2. Complete the Animal

Mammals Birds

Reptiles

Body Covering

Reproduction

(a) egg

(b) egg (c)

egg

(d) egg

7. Why

run

gills (d) they have

they give birth

5. Describe how

live young

mammals?

or (b) they can walk

(a) they lay eggs

Animals

(c)

Topical opical questions at th the chapter for end of each ch chapte formative mative assessment. assessm

is true about all

(a) they can fly

About Animals

it gets older.

of a frog?

pupa

larva

adult

larva

froglet

adult

froglet

larva

adult

larva

pupa

adult

reproduce? all organisms to is it important for

Amphibians Fish

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ii

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Contents Unit 1 - Living Things Around Us

2

Unit 2 - All About Plants

24

Unit 3 - All About Animals

54

Unit 4 - Inheritance and Traits raits

74

Unit 5 - Adaptationss for Survival Surv

96

Unit U nit 6 --Organisms Organisms mss of of the Past

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Activity 1.1

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Living and Non-living Things at School Materials M a

• meter ruler l or measuring tape

• st string

• scissors sorrs

• hand d lens le

Procedure

1. In small groups, go into your schoolyard choose a suitable area of oolyard and c the ground to observe living things. gs.

2. Use the meter ruler or measuring and string to mark a square uring tape a area on the ground with sides es of one meter.

3. Use the hand lens to o closely observe the things inside the square.

4. Record the things you ou see in the table on the next page.

2

Observations

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Use the table to classify the things you observed.

Things in Our Schoolyard

Living Things

Non-living ing Things

Analyze and Interpret rprre et

1. How were you able to tell which hich were livin living things and which were nonliving things?

2. Jordan and Blake found a snail shell in their square. Should they classify it as living or non-living? Explain your answer.

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Activity 1.2

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Living Things Grow 1. Describe how the organism will change as it gets older. (a)

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(b)

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on

(c)

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2. Look at the plant Halle and Sophie grew w from a seed. se s They cared for the plant by making sure it had enough ugh gh water and got g plenty of sunlight.

They noticed that after a month stopped growing. What could h the he plant stop be the reason?

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Activity 1.3

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Plants Grow and Respond to Changes Plan and conduct an investigation to demonstrate how plants nts respond spond to changes in the position of light.

n Make a Prediction

How do you think a plant will respond espond to changes ch in the position of light?

Make ke e a Plan Plan

Describe how ow you will demonstrate dem how plants respond to changes in the position off light.

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Materials

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List the materials you will need to carry out this investigation.

Procedure

List the steps you will take to carry out this investigation. in

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Observations

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Draw and describe your observations.

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Analyze and Interpret

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1. Describe your observations. Was your prediction supported?

2. How does a plant’s response to light help it to live e and grow?

3. Draw and describe another way in which plants plan respond to changes in their environment.

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Activity 1.4

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Animals Respond to Changes Materials • snail

• container

• lettuce leaves

• cotton swab

Make a Prediction

How do you think the animal will respond when tou touched?

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Procedure durre e 1. Use the hand lens to closely observe the animal. nimal. Draw and label its different rent parts.

2. Gently touch ouch the animal anima with the cotton on swab. Use the hand observe how the and lens to obs responds. animal respo 3. Place a piece of wet lettuce in the container. Observe how e co the animal responds.

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• han hand lens an nd n le

Observations

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1. Draw and label the parts of the snail.

2. Describe how the snail responded touched with the cotton swab. ed when touche

3. Describe how the snail responded onded when w the lettuce leaf was placed in the container.

Analyze ally yze ze and and Interpret Int In

How do the e snail’s responses r help it to survive?

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Activity 1.5

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Observing Cells Materials

• 4 prepared slides of different cells

croscope • microscope

Procedure

1. Your teacher will help you to observe erve a slide slid using a microscope on the low power setting. Draw what you u see. se s 2. Repeat Step 1 using the high power setting.

Draw what you see.

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3. Repeat epeat Steps 1 and 2 for for the other her three slides.

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Observations

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Draw and describe your observations..

Type of cells: Low Power:

High Power:

Type of cells: Low Power:

High Power:

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Type of cells: Low Power:

High Power:

Type of cells: Low Power:

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High Power:

Analyze and Interpret

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1. Under which power setting were you able to observe the cells in n more detail?

2. Why do we need to use a microscope to closely observe serve cells?

3. In what ways were the cells you observed ed different? different

4. Why do cells come in such a diverse range of shapes and sizes?

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Activity 1.6

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A Place to Live 1. Draw the place each organism lives. Briefly describe how w the place provides the organism with the things it needs to live and nd grow. row.

(a)

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(b)

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(d)

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(c)

2. Describe ribe two things that may happen to an animal if it cannot get the things ngs gs it needs from fro the th place it lives.

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Activity 1.7

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Needs of Living Things – Comprehension 1. Use your textbook to help you fill in the blanks.

,

(a) Organisms get the and

they need from their heir eir environment. environmen

alled (b) The food-making process in plants is called

(c)

Plants take in

and d minerals minera from the soil

through their

.

.

(d) When plants photosynthesize, release a gas called esize, e, they rele relea .

mals ta (e) People and animals take in a ga gas called the air or water. er.

(f)

from

nd animals nimals and peo Most land people breathe in air using .

o he aquatic aqu (g) Fish and other animals use

to take in

from water.

o r (h) Allllll organ organisms need a all the e tthings they need to live and grow.

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that provides them with

2. Use arrows and the words in the box to label the diagram.

gills

lungs

carbon dioxide

carbon dioxide

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(b)

oxygen

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(a)

(c)

sunlight

oxygen

oxygen gen

carbon dioxide

water

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Activity 1.8

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Classifying Living Things 1. Classify the organisms below by writing their names in the e boxes xes on the next page.

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bracken fern

bacteria

bracket fungi b

puffballs

leaf eaf insec insect ins

moss

koala

bamboo

parameciums

leafy sea a dragon d

oyster mushrooms

euglenas

Fungi

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Microorganisms

Plants

Animals Anima

2. List the characteristics that at allll of the o or organisms in the boxes above share.

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Review

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Living Things Around Us 1. Which best describes how organisms change as they get older? er? (a) they reproduce (c)

they eat food

(b) they grow

o changes (d) they respond to

2. A meerkat detects a change in its environment when hen it spots a predator.

Describe how the meerkat might respond to the change.

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3. Look at the diagram below. How does the plant’s response help it to survive?

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4. Complete the diagram.

Needs of Organisms

a place to liv live

5. Circle. Which is true about all living things? (a) they reproduce (b) they grow (c)

re cells c they are made of one or more

(d) all of the above

6. What are microorganisms? anis

7. Ethan thinks fire re could be a living thing as it appears to grow and move as it burns. Explain why fire is not a living thing. n to Ethan w

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Activity 2.1

on

What Do Plants Need to Survive?

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Plan and conduct an investigation to find out if plants need water er and an sunlightt to survive.

Form a Hypothesiss

What do you think will happen iff plants do not n get water, sunlight or both?

Make ke e a Plan Plan

Describe how ow you will determine dete if plants need water and sunlight to survive.

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Materials

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List the materials you will need to carry out this investigation.

Procedure

List the steps you will take to carry out this investigation. in

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Observations

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Draw and describe your observations over the next three pages.

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27

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Analyze and Interpret

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1. Was your hypothesis supported?

What did you find out in this investigation?

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2. Jordan bought a pot plant from a nursery. ery. He placed place it outside and watered the plant regularly. Tell why you think the th plant is dying. What can Jordan do to save his plant? p ?

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Activity 2.2

Plant Parts and Functions

R

g

d

Label and describe the functions of the parts of a flowering plant.

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ed u ti

Activity 2.3

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Comparing the Characteristics of Plants

Materials

• hand lenss

• 2 different pot plants

Procedure

1. Gently pull each plant from the soil.

2. Use your senses of touch and sight observe the parts of each plant. ght to obse Use the hand lens to observe each closely. ch part cl

3. With your classmates, discuss ways the parts of each plant are uss the wa similar and the ways they are re different. differe

Observations atttiions onss

1. Draw the roots ts of each plant. pl Use the table to compare the roots.

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Comparing Plant Roots Similar

Different

2. Draw the stems of each plant. Use the table to compare com the stems.

Comparing Plant Stems Comp

Similar

Different

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3. Draw the leaves of each plant. Use the table to compare the leaves.

Comparing Plant Leaves

Similar

Different Di

Analyze e and an nd d Interpret Interp

How are the roots ots of the plants p you observed suited to their function?

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Activity 2.4

Materials ter • hand lens

Procedure

ati on

Observing Leaf Diversity at School

Re ga le du

1. In small groups, go into your schoolyard and collect three different leaves that have fallen to the ground.

2. Use the hand lens to observe each ch leaf. Observe the top, bottom and edges of each leaf. Record your observations below.

Observations tions onss

Leaf 1:

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Leaf 2:

Leaf 3:

Analyze and nd n d Interpret Inte

How are the leaves of the plants you observed suited to their function?

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Activity 2.5

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Photosynthesis – Comprehension Use your textbook to help you fill in the blanks.

they need to survive, e,

1. To get the

make their own food through gh the process of .

.

2. Photosynthesis usually takes place in the

lows them em to ab 3. The large surface area of leaves allows absorb lots of .

from the air.

4. Leaves take in

which is transported through the

5. The roots take in

to the le leaves. leav

rgy from sunligh sun 6. Using the energy sunlight, the plant converts the water and carbon dioxide into

.

uring ur ing photosynt photosynthes 7. During photosynthesis, plants produce the leaves. given off throu through th

which is

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Activity 2.6

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Observing Fruits and Seeds

Materials • 4 types of o fruit

• knife

• hand lens le

Procedure

1. Use your senses of sight and touch uch to observe and compare each fruit. Use the hand lens to closely observe the outside of each fruit.

2. With the help of your teacher, carefully arefully cut c open the fruits to expose the seeds.

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3. Use the hand lens to closely observe and compare the inside of the fruits.

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Observations

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1. Draw and describe the outside of each fruit.

Fruit:

Fruit:

Fruit:

Fruit:

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2. Draw and describe the inside of each fruit. Label the seeds.

Fruit:

Fruit:

Fruit:

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Fruit:

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Analyze and Interpret

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1. List some ways the fruits were similar.

2. List some ways the fruits were different.

3. From your observations, how do you think fru fruits help a plant reproduce?

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Activity 2.7

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Classifying Plants Complete the chart to show how plants are classified.

Plants

Non-flowering

Flowering F

Description:

Descriptio Description: riptio

Examples:

Examples:

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Activity 2.8

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Seed Germination

Materials

• bean seeds

• spray bottle e with water

• potting soil

• clear plastic astic cup

• ice cream sticks cr

Procedure

1. Fill the cup with potting soil.

ean seed 2. Use your finger to push a bean he side of o the under the soil and against the ates do the container. Have yourr classmates same on different sides. ides.

c 3. Write your name on the ice cream stick. ntainer to mark the Push it into the container location of your ur seed. y bottle to water w 4. Use the spray the seeds evenly.

5. Place container in a warm place, such lace the contain as near a window. wind

6. Water Wate and observe the seeds regularly for two o weeks. wee

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Observations

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Draw and describe your observations.

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Date:

Time:

Date:

Time:

Date:

Time:

Time:

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Date:

Date:

Time:

Date:

Time:

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Analyze and Interpret

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1. Which part of the seed protected it before it germinated?

2. Based on your observations, describe the different stages tages in the germination of a bean seed.

3. Compare your seedling with the other seedlings seedling in your container.

In what ways are they similar? In what ways are a they different?

4. Imagine planting your seedling in a garden. Draw how you think the plant will look in one ne week, two tw weeks and one month.

1 week:

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2 weeks:

1 month:

Activity 2.9

Materials • 4 different types of seeds in packets

• 4 small plant pots

• spray bottle with water ottle w

• marker arker rker

• potting soil otting g soi

• tape

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• hand lens

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Identifying Plants by Their Life Cycle

Procedure Pr roc ce edu ure rre e

1. Fill the four our plant pots with w soil.

2. Your teacher w will open the packets of seeds and place them in a Y Keep the seed packets aside. container. Ke

3. Identify seeds of the same kind and place them in a pot. ntify five f Push the seeds under the soil.

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4. Repeat Step 3 for the other three kinds of seeds.

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5. Use the tape to label the pots A to D.

6. Place the pots in a warm place, such as near a window.

7. Water the seeds regularly. As the seeds grow, use the packets to he seed packe identify each type of plant that is growing.

Observations

Draw and name the plants once you can identify ntify them.

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Plant Pot A:

Plantt Pot B:

Plant Pot C:

Plant Pot D:

Analyze and Interpret

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1. In what ways were the seedlings similar as they germinated and nd started star to grow?

2. In what ways were the seedlings different?

3. How will each type of seedling grow row and develop d as they get older?

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Activity 2.10

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Flowering Plant Life Cycles Use the words in the box to label each stage in the life cycle.

Draw arrows to show the order of each stage. seeds

1.

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seedling

young plant

Life Cycle of a Sunflower Plant

adu adult

Life Cycle of an Apple Tree

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2.

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Review

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All About Plants 1. List the things a plant needs to survive.

2. Describe two functions of the roots.

3. How is the shape of leaves suited to their eir function? functio

4. Label the parts of the seed.

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5. Which gas do plants use to make food during photosynthesis?

6. List the stages in the life cycle of a flowering plant.

7. Use the Venn diagram to compare and contrast trast the young you tomato plant to the adult tomato plant.

8. Describe escribe how the life cycles of flowering plants are the same.

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Activity 3.1

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How Do Animals Meet Their Needs?

Describe how each animal meets its needs in its environment. nt.

1.

Animal name:

How it meets its needs: eeds:

2.

Animal name:

How it meets its needs:

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3.

Animal name:

How it meets its needs: eeds:

4.

Animal name:

How it meets its needs:

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Activity 3.2

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Vertebrates and Invertebrates Use the animals in the photographs below to help you complete plete the table on the next page.

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mosquito

goldfish

earthworms e

sea anemone

tige tiger

scorpion

salamander mander der

dung beetle

hummingbirds

tigerr sna snake

pelican

rock lobster

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Animals

Invertebrates

Vertebrates Verteb

Description:

Description: rip ript

Examples:

Examples:

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Activity 3.3

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Characteristics and Life Cycles of Mammals 1. Complete the chart.

Mammals

Characteristics

2. Chelsea thinks that hat an ostrich is a mammal because ause it walks on land and has a body covered ered in fur.

Do you think correct? nk Chelsea is correc co Explain your answer. ns

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Exampl Examples

3. The diagram shows the stages in the life cycle of a cat. Use the words in the box to label the stages. Add arrows to show the order of the he life cycle.

2 months 1 week

1 month 2 weeks

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adult cat newborn

4. Describe mammal changes from a newborn to an adult.

Describe how a ma

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Activity 3.4

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Characteristics and Life Cycles of Birds 1. Complete the chart.

Birds

Characteristics

2. Ethan thinks that at a penguin is a fish because itt can swim and gets get its food from m the e ocean. Do you think Ethan n is correct?

Explain your answer. nsw

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Exampl Examples

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3. The diagram shows the stages in the life cycle of a finch. Use the words in the box to label the stages. Add arrows to show the order of the he life cycle. eggs

hatchling

adultt b bird

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fledging (young adult)

4. Describe Describe how a bird changes from a hatchling to an adult.

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Activity 3.5

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Characteristics and Life Cycles of Reptiles 1. Complete the chart.

Reptiles

Characteristics

2. Even though it can an fly from tree to tree, Halle still thinkss a flying lizard li is a reptile and nd not a bird.

Do you agree ree with Halle?

Explain your answer. ns

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Examp Examples

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3. The diagram shows the stages in the life cycle of a crocodile. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. adult crocodile

hatchling

young adult

eggs gg

4.. Ho How is the life cycle cycl of a reptile similar to that of a bird?

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Activity 3.6

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Characteristics and Life Cycles of Amphibians 1. Complete the chart.

Amphibians

Characteristics

2. Michelle spotted and d some me tadpole tadpoles an some fish in a pond. are d. In what ways w the tadpoless similar milar to the ffish?

In what ways ays are they different? differen diff

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Exampl Examples

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3. The diagram shows the stages in the life cycle of a frog. Use the words in the box to label the stages. Add arrows to show the order of the he life cycle. tadpole froglet

tadpole with 2 legs adult frog

eggs

4. How ow does a tadpole tadpo change c as it gets older?

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Activity 3.7

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Characteristics and Life Cycles of Fish 1. Complete the chart.

Fish

Characteristics

2. Snorkeling at the e beach, each, Blake spots spo a bottlenose dolphin. in. He is unsure un if it’s a fish orr a mammal. W What behavior could d Blake look for to help him decide? de?

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Examp Examples

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3. The diagram shows the stages in the life cycle of a salmon. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. eggs

fry

alevin

adult salmon

parr

4. List st some similarities similarit in i the life cycles of fish, reptiles and birds.

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Activity 3.8

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Characteristics and Life Cycles of Insects 1. Complete the chart.

Insects

Characteristics

2. Keira is in her garden arden en classifying classifyin the th animals she spots not insects. pots as insects or no She spots a spider. der. How sho should she classify the characteristics e spider? pider? What cha of the spider decide? pider can help her he d

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Exampl Examples

3. Use the words in the box to label the parts of an insect. thorax

antenna

leg

abdomen

wing wi

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head

4. Use the Venn diagram and contrast the insects. ram m to compare co com

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5. The diagram shows the stages in the life cycle of a dragonfly. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. nymph

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eggs

adult dult dragonfly

moulting nymph mph

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6. The diagram shows the stages in the life cycle of a ladybug. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. adult ladybug g

eggs

pupa

larva l

7. Look at the he life cycle of a grasshopper in your textbook. List some similarities arities es and differences differenc between the life cycle of dragonflies and nd d grasshoppers. grasshoppers

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Review

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All About Animals 1. Use the Venn diagram to show the similarities and differencess between the needs of plants and the needs of animals.

Needs of Plants and Animals

Plants

Animals mals

2. Complete the table.

Animal

Mammals Birdss

Reptiles eptiles

Amphibians Amphibian Fish

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Body Covering

Reproduction

3. Circle. Which is true about all birds? (b) they have feathers

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(a) they can fly (c)

the make their own food

(d) they give birth to live young

4. Circle. Which things are true about most mammals? (a) they lay eggs

n walk or run (b) they can

(c)

(d) they have gills

they give birth

5. Describe how an eagle hatchling changes ass it gets olde older.

6. Which best describes the life cycle of a fro frog? (a) egg

pupa

rva larva

adult

(b) egg

larva

froglet

adult

(c)

gle froglet

larv larva

adult

larva

pupa

adult

egg

(d) egg

rtant for all organisms to reproduce?

7. Why is it important

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Activity 4.1

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Inherited Traits in Animals 1. List some traits the young animals inherited from their parents. rents. s. (a) a)

(b)

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(d)

uc

(c)

2. Use Use the word ‘tra ‘traits’ to explain why offspring look similar to their parents.

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Activity 4.2

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Inherited Traits in Plants 1. List some traits the young plants inherited from their parents. nts. (a)

(b)

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2. (a) Circle the seedling that belongs to the parent plant.

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parent nt plantt

(b) How Ho could you yo tell te which seedling came from the parent plant?

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Activity 4.3

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Inheritance and Variation 1. Use the chart to list ways in which the offspring are similarr and d how they are different. (a)

Similarities

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(b)

Similarities Similaritie

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Differences ffere

Differences

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(c)

Similarities

Differences

(d) Explain young organisms do not look identical to each other. ain why why the youn

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2. (a) Draw a picture of what the offspring of the parent cats might look like. Give the offspring traits from both parents.

mother

father ffathe th

(b) List the traits inherited from each parent. aits the he offsprin offspring inh Inherited Traits

Mother ther

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Father

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3. Observe the characteristics of the alien parents.

Draw three of the aliens’ offspring. spring. g. Show how ho they have inherited traits from their parents. Show some ome e variation in traits among the siblings.

Offspring 1:

Offspring fspring 2:

Offspring 3:

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Activity 4.4

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What Are Your Inherited Traits?

1. Use the chart to list some of your inherited traits. Indicate which ch parent you inherited the trait from. Add some other inherited traits aits at the bottom bot of the chart.

My Inherited Traits

Trait

Hair color

Eye color

Height

Nose shape

Mouth shape

Ear shape pe

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Trait Description

Inherited From (Mom/Dad/Both) (Mom/D

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2. (a) Paste a photograph or draw a picture of yourself and your siblings.

Use the chart to list some similarities and differences in your our traits. tra

Similarities

Differences

(b) Explain don’t have identical traits as your siblings. ain wh why yy you do

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Activity 4.5

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Physical Traits for Survival 1. List and describe the physical traits of the organisms that help them the to survive in their environment. (a)

(b)

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(c)

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2. The grasshoppers below are from m the same par parents. Describe how their variation in traits could help survive. p one e off the grasshoppers g grasshopp

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Activity 4.6

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Identifying Types of Traits 1. Indicate if the trait is physical or behavioral.

Trait

Chelsea has blonde hair.

A kangaroo seeks shade when it’ss hot.

ight.

A cat can see well at night.

n the spring.

A bear eats berries in

Bears have sharp clawss and large teeth.

A meerkat seeks sshelter when it senses danger.

Polarr bears hav have tthick fur.

A duck has we webbed feet.

follow their mother.

Ducklings fo

Antarctic wha whales migrate north during winter.

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Physical o or Behavi Behavioral

2. Indicate if the trait is inherited or learned. Remember that instincts are inherited behavioral traits. herited or Inherited earne Learned

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Halle can play the piano.

Riley has red hair.

A spider spins a web.

heels. s.

Sophie can do cartwheels.

ld a nest.

A bird can build

od at hunting prey. pr A tiger is good

gs a song so to o attract attr A bird sings a mate.

A gazelle can run fast.

azelle flees when whe it senses danger.

A gazelle

A pet cat comes to its food bowl for dinner.

Chimpanzee use us sticks to get termites from mounds.

Chimpanzees

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Activity 4.7

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Environmental Traits 1. Use the photographs as evidence to support an explanation ion that hat traits can be influenced by the environment. (a)

(b)

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(c)

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Activity 4.8

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Inheritance, Variation and Survival Watch the video ‘Inheritance and Traits’ to use evidence to construct onstruct truc an explanation about each claim.

Claim: Inherited traits are passed from parents to offspring, ng, resulting esulting in the tth offspring sharing characteristics with its parents.

Evidence and Explanation:

Claim: Organisms inherit traits raits aitss that can help he h them survive in their environment.

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Evidence and Explanation: xplanation: planation: tion:

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Claim: Plants have traits inherited from parents and that variation of these se traits exists in a group of similar plants.

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Evidence and Explanation:

Claim: om parents parent and that variation of these Animals have traits inherited from traits exists in a group of o similar s animals. animal animals

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Evidence and Explanation: nation: ation: on: n:

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Claim: Variations in the characteristics among individuals of the same kind may ma provide advantages for survival by hiding from predators.

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Evidence and Explanation:

Claim: Variations in the characteristics icss among individuals ind in of the same kind may provide advantages for finding fi find fin findi a mate. mate ate ate.

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Evidence and Explanation: nation: on: n:

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Activity 4.9

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Inheritance and Traits – Comprehension Use your textbook to help you fill in the blanks.

are passed sed from parents parent

1. The process by which to offspring is called

.

ed 2. Differences in traits between offspring is called

.

3. Variation of traits of the same organism individuals m can n result in some s having a better chance of

4.

tthan others.

are behavioral ehavioral ioral traits o offspring inherit from

their parents.

5. Newly-acquired skills that are re e inherited inherite are called traits.

6.

traits are a in influenced by the surroundings of

an organism. m.

7. The process best suited organisms survive and pass on their ocess ss by which the b traits ts is called alled

.

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Review

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Inheritance and Traits 1. Look at the photograph of the parent cat and its offspring.

ited from fr (a) List three traits the offspring have inherited their parents.

(b) Why is there variation ation between the offspring?

2. Provide an example where whe variation within a group of organisms of the same an individual survive. me kind may help h

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3. Complete the table by providing examples of different traits.

Examples

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Type of Trait Physical Inherited Trait

Instinct

Learned Trait

Environmental Trait

4. List two environmental influence the height of trees tal factors that that could c growing in a forest.

5. Halle fed her pet cat Kimba Kimb too many snacks. Kimba became overweight.

Will Kimba’s also be overweight? Explain your answer. a’s offspring als

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Activity 5.1

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Desert Adaptations 1. Describe and draw a desert habitat.

Desert Habitat:

2. What adaptations help these organisms in a desert habitat? eo rga anisms smss to to survive s

Rattlesnake:

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Barrel Cactus:

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Arizona Bark Scorpion:

Kangaroo g Rat:

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Activity 5.2

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Surviving in the Sonoran Desert 1. Go on a virtual field trip by watching the ‘Surviving in the Sonoran Desert’ video.

Complete the information on the plants and animals found in the Sonoran Desert, their needs and adaptations for survival.

Characteristics of the Sonoran Desert:

What adaptations tions ionss do plants p have ha h e tto help them survive in the Sonoran Desert?

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What adaptations do animals have to help them survive in the Sonoran noran orann Desert?

Dese Deser

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charac chara Draw a picture of a saguaro cactus. Label the characteristics that help it survive in the Sonoran Desert.

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Draw or paste a picture of two animals found in the Sonoran Desert. ert.

Label the characteristics that help them survive in the Sonoran Desert. sert ert

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List some organisms that would not be able to survive in the Sonoran oran ran Desert.

Deser Desert Explain why you think they would not survive.

2. Use the Sonoran Desert and the organisms anisms ms that live there t to support a claim that in a particular habitat some me organisms ganisms can c survive well, some survive less well, and some cannot ot survive at all.

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Activity 5.3

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Tropical Rainforest Adaptations 1. Describe and draw a tropical rainforest habitat.

Rainforest Habitat:

2. What adaptations help these organisms in a eo rga anisms smss to to survive s rainforest habitat?

Sloth:

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Figg Tree:

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Spider Monkey Monkey:

Toucan:

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Activity 5.4

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Savanna Adaptations 1. Describe and draw an African savanna habitat.

African Savanna Habitat:

2. What adaptations help these organisms in an African eo rga anisms smss to to survive s savanna habitat?

Gazelle:

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Zebra:

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Lion:

Acacia Tree:

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Activity 5.5

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Tundra Adaptations 1. Describe and draw a tundra habitat.

Tundra Habitat:

2. What adaptations help these organisms in a tundra habitat? eo rga anisms smss to to survive s

Arctic Dryad:

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Arctic Fox:

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Polar Bear:

Reindeer:

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Activity 5.6

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Evidence and Explanations – Animal Groups 1. Watch the video ‘Living in Groups’. Use evidence to construct uct an explanation about each claim.

Claim: Forming groups helps the individual members survive by keeping warm in cold habitats.

Evidence and Explanation:

Claim: Forming groups helps pss thee individual individua dividu members m survive by making them more successful at obtaining ainingg food.

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Evidence and Explanation: lanation: anation:

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Claim: Forming groups helps the individual members survive by making them m more m successful at defending themselves.

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Evidence and Explanation:

Claim: vidual ual members membe memb member survive by making them more Forming groups helps the individual successful at coping with thh ch cchange.

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Evidence and Explanation: nation: ation: on: n:

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Claim: When an animal loses its group status, it may result in the animal mal al obtaining btaining less food, not being able to defend itself and not being able to cope pee with th change change. hang

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Evidence and Explanation:

2. List other advantages ages of animals anim anima living in groups.

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Activity 5.7

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Adaptations – Comprehension Use your textbook to help you fill in the blanks.

vironment is i 1. A trait or behavior that helps an organism survive in itss environment .

called an

animals sleep or rest during ng the day and a are active

2.

at night.

is an adaptation on that hat helps animals an blend into their

3.

surroundings. This can help them m to hide from sneak up on

or

.

anism look loo 4. An adaptation where an organism looks or acts like another organism is called

.

5.

plants lose their leaves for part of the year.

6.

is like a deep sleep that allows the animals to save

energy gy during uring the

months of the year.

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Activity 5.8

on

Changes to the Environment Describe how the environment has changed and the response nse of the th organisms that live there.

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1.

How the environment meent has change men chan changed: hang hange nge

Response esponse sponse onse see of organisms: organis organism

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2.

How the environment meent has change men chan changed: hang hange nge

Response esponse sponse onse see of organisms: organis organism

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Activity 5.9

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Seasonal Changes to Environments Watch the video ‘Adaptations for Seasonal Changes’.

Describe the adaptations of the organisms to the changess in seasons.

1. Monarch Butterfly:

2. Black Spruce:

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3. Black Bear:

4. Maple Tree:

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Engineer It!

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Springfield National Park In Springfield National Park, grizzly bears gather at the rapids of the Springfield River er to catch salmon as they make their way upstream to complete their life cycle. To meet the demand for electricity and drinking water, Springfield’s mayor has decided to construct a dam and hydroelectric power plant in the National Park. Identify the problem this will cause for the organisms when the environment changes. Design a solution to the problem m and evaluate its effectiveness.

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Proposed dam m site

Problem The Problem

Define the problem. roblem. m.

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The Solution

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Design, draw and describe your solution.

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Analyze and Interpret

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1. How does your solution reduce the impact of the problem?

2. Evaluate the effectiveness of your solution.

3. Compare your solution with your classmates. classm How could your solution be improved?

4. Suggest another solution solutio to the problem.

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Activity 5.10

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Changes to the Environment In this activity, you will provide a solution to a problem whereby eby changes in an environment might cause changes in the types of plants nts and animals that live there.

1. Describe and draw a natural environment and the e system of plants plan and animals that live there.

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2. Describe one way the environment can change.

3. Describe how the change in the environment causes uses es a problem for the existing plants and animals living in that area.

4. Provide a solution n to the problem. problem proble Explain the effect of the solution on the plants and animals environment. mals in the envir environm

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5. Describe and draw a model to show how the plants and animals in the environment changed after the solution was implemented.

6. Evaluate effectiveness of your solution. How could your solution be ate the effectivenes improved? proved? d?

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Review

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Adaptations for Survival 1. What is an adaptation?

2. Complete the table.

Habitat

Desert

Tropical Rainforest

African Savanna a

Tundra

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Description

Organism anism Ad Adaptations

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3. Provide an example where, in a given habitat, some organisms can survive well, some less well, and some cannot survive at all

4. List three possible advantages of animals forming groups.

5. Provide one example of a plant adaptation daptation to seasonal s changes in its habitat.

6. Provide one example of an animal adaptation to seasonal changes in its habitat.

7. What can n happen to animals anim when their habitat is changed by people? (a)) (b) (c) (d) d)

The animals can adapt to the change. he animals an The may not survive. anim The animals may move to a new habitat.

All Al of the above.

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Activity 6.1

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Discovering the Ice Age Watch the video ‘The Ice Age’ to complete this activity.

You may also conduct your own research and use your textbook. exxtbook ook.

Describe the Ice Age.

Label the Ice Age g animals.

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How do scientists know about the kinds of organisms that lived during the Ice Age?

List three animals that roamed the Earth duringg the Ice Age Ag that are now extinct.

What caused many of the Ice I Age animals to become extinct?

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Activity 6.2

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Making Fossils

Materials

• quick-setting uick setting plaster

• paper plate

• styrofoam cup

• modeling clay

• plastic toys

• scissors s ors

Procedure

1. Cut the styrofoam cup about ut one-third from the top. Place e the cut portion of the he cup c on the he paper plate to form a base. base 2. Pack the base with h modeling clay to about half alf way to the top.

3. Choose a plastic stic toy and press it into the modeling clay to make an imprint.

Remove the toy. int. Remo

4. Us Use the he bottom botto portion of the prepare about 150 ml of cup to prepa plaster. Pour the plaster into the plaster base cover the imprint. Allow e to c the plaster to set overnight.

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5. Exchange your ‘fossilized’ imprint with a classmate.

6. Carefully break away the base and remove the modeling clay to reveal a ‘fossil’. Identify and describe what you observe.

Observations

Name and draw your ‘fossil’.

My

fossil:

Analyze ally yze ze and and Interpret Int

How was your ‘fossil’ ‘foss similar to a real fossil? How was it different?

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Activity 6.3

1. What is a fossil?

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All About Fossils

2. What is a trace fossil?

3. What things can scientists learn from m fossils sils and trace tra fossils?

4. Describe what occurs rs d du during each ach step ach s in the process of fossilization.

R

Step 1:

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Step 3:

R

Step tep 4:

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Step 2:

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Activity 6.4

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Learning From Fossils

Procedure

1. Choose four fossil exhibits to examine.

2. Analyze and interpret data from the fossils to provide evidence of the ide evidenc organisms and the environment in which they lived ago. ved long ago 3. Draw the organism you think made the fossil and in nd the environment env which it lived.

Exhibit B

Exhibit A

Exhibit C

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Re ga le du ca Exhibit D

Exhibit E

Exhibit F

Exhibit G

Exhibit H 1 31

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Analyze and Interpret Exhibit

Description of fossil:

Description of environment: ronment: onment:

Drawing of organism and its environment:

What hat at evidence did you use to decide what the organism and its environment nvironment were wer like:

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Exhibit Description of fossil:

Description of environment: ent: nt:

Drawing of organism and its environment:

What hat at evidence did you use to decide what the organism and its environment nvironment were wer like:

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Exhibit Description of fossil:

Description of environment: ent: nt:

Drawing of organism and its environment:

What hat at evidence did you use to decide what the organism and its environment nvironment were wer like:

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Exhibit Description of fossil:

Description of environment: ent: nt:

Drawing of organism and its environment:

What hat at evidence did you use to decide what the organism and its environment nvironment were wer like:

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Activity 6.5

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Discovering Fossils 1. (a) Paleontologists discover a fish fossil and a marine snail ail fossil ssil in the same layer of sedimentary rock. What can they infer fer about the fossils and the environment in which they lived?

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(b) The paleontologists discover a plant fossil in a much deeper rock layer. What can they infer about bout the fossil and a the environment in which it lived?

2. The fossils of tropical ropical plant plants are discovered in the Antarctic region.

What does es thiss tell us ab about tthe region long ago?

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3. Observe each trace fossil. What does it tell you about the organism that made the trace fossil and environment where the organism lived? ved?

Fossil A

Fossil B

4. Turtles are animals Earth today. What does the discovery of a mals that live on E turtle shell fossil turtles? sil tell you about ab

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Activity 6.6

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Fossils – Comprehension Use your textbook to help you fill in the blanks.

when all of its kind a are no

1. An organism becomes longer

.

lop from existin existing organisms 2. New kinds of organisms can gradually develop through a process called

.

limate iss slowly slow c 3. The process by which the Earth’s climate changing is called

.

iss the e preserved remains or trace of an 4. A organism that lived on Earth arth long ago. ago

hich the remains rem re 5. The process by which or trace of an organism becomes alled preserved is called

.

6. A is such as a footprint, burrow indicates the presence of life. w or nest that indica indicat

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Review

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Organisms of the Past 1. What are fossils?

2. What can we learn by studying fossils?

3. True or false.

(a) Some extinct animals are alive e today.

(b) All organisms form fossil when en they die. die (c)

Most fossils are found in sedimentary rock. sedimen

4. Paleontologists discover over a fossil that h has features similar to a fish.

What can they infer about bout the th organism that made the fossil and its environment?

fo 5. Fossils of trilobites are found several rock layers below dinosaur fossils. at can you infe What infer about the trilobites that formed the fossils?

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Re ga le du ca tio n

Re ga le du ca tio n © Blue Ring ng Media Pty Ltd ACN 161 590 59 496 2013 - 2021.

This publication been possible without the tireless effort of our production team. ublication tion would not have bee Special pecial thanks to: Wang Hui Guan Matthew Cole, Daniel C Cole, W Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Joseph Anderson, Ha Halle Tay Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Natchanuch Nakapa Nakapat, Vara

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