Let's Do Science 4 – Activity Book A

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Prr i ma P mary 4

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Activity Book Ac Act

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

3. Use the skipping

s Your Heart and Lung

rope 4. Use the skipping

. Repeat Steps 1 and 5. Rest for five minutes

ls als als iia errials e tter atte a ater ate Ma Mate Mat M

Record the times take Activity

taken in the table below.

Breathing Rate (Breaths/min)

Pulse Rate (Beats/min)

Resting

on tiion cti c diicti redicti Pred ke a Pre ake a Mak M Ma Make

ow will exercise affect 1. How

2.

ns ions atio vati rvatio erva bser Obse O

• skipping rope

• stopwatch

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

Skipping 15 s

your breathing rate?

Skipping 30 s

2. How will

pulse rate? exercise affect your

Rest 5 min

u e ure dure ced ce ced oce roce Proc Proc

chest. Use o your ch ur hand on 1. Place your how many tch to titime ho atch the stopwa 0 seconds. u take in 30 breaths you by numberr of breaths e numbe Multiply the ng rate. breathi b bre your et get two to

pulse by gently placing 2. Locate your pu neck. on the side of your two fingerss o tch to count how sst Use the stopwa in 30 times your pulse beats many tim r of onds. Multiply the numbe rate. secon your pulse eats by two to gett bea

Engineer It!

3 93 9

Engineer It!

Model Animal Structures

Design, draw and label your solution.

A train engineer from Japan had a problem.

The high-speed train he designed made too much noise when traveling at high speeds.

As a keen bird-watcher, he used inspiration from m the th shape of a kingfisher’s beak to design and build a solution for the nose of the high-speed eed train. It was a success!

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

Now it’s yourr turn. t Identify a problem people face e e.

Use your knowledge kn of the external and internall structures es of animals to design and build a solutitiion to the pr problem.

Th The T he P Proble roblem robl roble oble ble em

Define fine a problem affecting affecti people.

The he Soluti olution olut olution l on n

Explain your solution to the problem.

Anal An A Analy Analyz naly lyze e an and In In Int nttte errpret e erpr erpre prret pre

Present your model to other groups. Evaluate the effectivene ss of your model. How could it be improved?

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table.

2. Complete the

Review

Review

2. s. Repeat Steps 1 and rope to skip for 15 second 2. s. Repeat Steps 1 and to skip for 30 second

Activity 4.4

an eagle. al structures of the eagle structure helps 1. Label the extern describe how each Use the table to

Functions

Structure

ns es and Functio Animal Structur

e.. survive surviv

lungs

skeleton

Pull on bones to

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

l to move enable the anima its parts.

gills

intestines

Pumps blood throug

Function

Structure

l’s body. hout the anima

res internal structu l’s external and le of how an anima animal survive.

3. Provide an examp part of a system that helps an er as function togeth

brain? ry function of the

4. What is the prima

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Contents

Unit 1 - Classification of Organisms sms

2

Unit 2 - Plant Structures and Functions Functio

24

Unit 3 - Animal Structuress and Functions Fu

58

Unit 4 - Human Body Systems System

86

Unit 5 - Ecosystem Ecosystems ems ms

104

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Activity 1.1

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Organisms in the Schoolyard Materials nd lens • hand

• camera

Procedure

1. In small groups, go into your schoolyard and choos choose a place where you are likely to find organisms.

2. Look for organisms around you. Use the hand han lens to observe the smaller organisms you spot. For each o organism, discuss its characteristics and needs that at let you know kno it is a living thing.

3. Take a photograph or draw three living livi things.

4. In the classroom, print and paste the photographs of the living things rint an you spotted. Explain how you know they are living things.

2

Observations

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Record your observations in the spaces below

Organism:

How you know it’s an organism: rganism:

Needs of the he org organism:

Organism:

How you know it’s an organism:

Needs of the organism:

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Organism:

How you know it’s an organism: m:

Needs of thee organism:

Analyze and Interpret nterpret

Ethan spotted a plant in his schoolyard. hoolyard It has dried, withered leaves.

He thinks it may no longer nger be alive. What could he do to find out?

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Activity 1.2

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Characteristics of Life – Comprehension Use your textbook to help you fill in the blanks.

. We can tell ell if something somet someth

1. A living thing is called an

is a living thing by looking at its needs and

.

, food,

2. Animals need

and a

place to live. They also need the gas

.

heir own n food thr 3. Plants are organisms that make their through a process called

and a gas called

4. All organisms

. To do this, they n need .

as a they get older. When they do,

aller and they usually get taller they look more e like their

nisms can ca 5. All organisms produce uce

Or nisms als also 6. Organisms

. As organisms get older,

.

. This means they are able to

of the same kind.

to changes around them.

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Activity 1.3

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Observing Leaf Cells Materials

• elode elodea p plant

opper • dropper

nd le • hand lens

• microscope sslides

Procedure

Conduct this activity as a class.

1. Use the forceps to remove a leaf from the elodea plant.

2. Use the hand lens to observe obse the leaf. Draw whatt you see.

3. Carefully place the leaf on a microscope slide. Use th the dropper to add dd one drop dro of water on the leaf. leaf

4. Observe e the leaf under und the he low setting. Draw and ow power settin you see. label what yo

5. Obse Observe the leaf under the he high pow power setting. Draw w and label what you see.

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eps • forceps

over slips p • cov cover ips

• microsc microscope

Observations

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Record your observations in the spaces below.

Elodea leaf under hand lens:

Elodea leaf under microscope using low power setting:

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Elodea leaf under microscope using high power setting:

Analyze and Interpret nte errpret

1. Were you able to see ee the cellss in the leaf using the hand lens?

Explain why or why not.

2. Under which power were wer you able to see the cells in more detail?

3. What is the ffunction of the chloroplasts?

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Activity 1.4

Materials

pe • microscope

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• 3 prepared animal cell slides

tio n

Observing Animal Cells

Procedure

1. In small groups, use the microscope to observe each of the prepared human cell slides.

2. Draw and describe the cells you observe.

Observations

Record your observations ons in the spaces below.

Type of cells:

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Type of cells:

Type of cells:

Analyze aly a lyze and and Interpret Int

Why do animal cel cells come in a variety of shapes and sizes?

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Activity 1.5

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Observing Microorganisms Materials

• beaker

• dropper

• dish

• microscope microsc

Procedure

1. Visit a pond or small body of fresh water ater in you your area.

2. Use the beaker to collect some off the pond water. w

3. Back in the classroom, use the dropper ropper to cover the bottom of the dish with pond water.

4. Place the dish on the microscope stage and observe the water under cope sta low power and high h power. pow Draw your observations.

5. Use the ‘Pond Microorganisms oorganisms Identification Chart’ to see if you can identify the organisms isms you observe. o 6. Repeat Steps 2 and 3 again aga to try to spot different microorganisms.

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Pond Microorganisms Identification Chart

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cium paramecium

aamoeba moeb

hyd ydddrra ra hydra

volvox

mosquito quito to larva laarrrvva la

mosquito pupa

daphnia

aalgae l

water mite

copepod pod

euglena

diatoms

Observations

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Record your observations in the spaces below.

Observation 1:

Low Power

High Power

Observation 2:

Low Power

High Power

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Analyze and Interpret

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1. List the unicellular pond organisms you were able to identify.

2. List the multicellular pond organisms you were able to identify. ident

3. In what ways were the organismss you observed observ similar?

4. In what ways were the organisms or you observed different?

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Activity 1.6

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Unicellular and Multicellular Organisms Complete the chart to compare unicellular and multicellularr organisms. anism Organisms

Description:

Unicellular

Multicellular Mu

Description:

Description: escription: scription:

Examples:

Examples:

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Activity 1.7

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Cell Organization – Comprehension 1. Use your textbook to help you fill in the blanks.

ar with th are mad (a) Humans and many of the animals you are familiar made up of more than one cell. They are called

that are of the same ame kind and have ha the same

(b)

function are often grouped togetherr as

(c)

.

.

at are grouped group together make up Two or more types of tissue that

an

.

at perform a central ce (d) A group of organs that task is called an

.

gan systems w work together to make up (e) All of the organ an

.

2. Draw a labeled eled diagram to provide an example of cell organization in the human an body.

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Activity 1.8

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Classifying Plants 1. In small groups, discuss the ways in which the plants in your our school chool can be classified into groups. List some ways they can be classified. assified. fied.

2. Visit a location in your schoolyard where you u can n find a variety va varie of different plants. Classify the plants into two groups. ps Write how the plants have been classified d into to groups.

Location:

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How have the plants ts been ccl cla classified?

3. What characteristics scientists use to classify organisms into groups? racteristics eristics do scien

4.. Ho How is classifying classify organisms into groups useful?

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Activity 1.9

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Bacteria and Protists 1. Circle. Which is true about all bacteria? (a) They are very similar to plants.

(b) They are unicellular organisms. (c)

They are multicellular organisms.

(d) They are classified as animals.

2. Describe one way that bacteria can be e harmful mful to people. peo pe

3. Describe one way that bacteria teria can an be helpful help to people.

4. Circle. Which is true rue about protists? protists prot

n be e unicellular or multicellular. m (a) They can (b) Some me can n photosynthes photosyn photosynthesize. (c)

Some e reproduce by dividing.

d) All of o the above. abo (d)

5. Lis Listt two kinds of protists. p

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Activity 1.10

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Comparing Plants and Fungi Watch the video ‘All About Fungi’ to help you complete the table.. Use your textbook or books in the library if you are unable to watch h the e video.

Characteristic

Plants

Fungi

Can move about

Have roots, a stem and leaves

How they get food

How they reproduce

Are edible

Examples xamples

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Activity 1.11

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Classifying Organisms Use the chart on the next page to classify the organisms into o five e groups.

Each organism appears in your textbook.

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Sally Lightfoot crab

moss

mold

puffballs

jellyfish jellyfi

euglenas

salmonella monella la

sequoias

amoeba

mushrooms ro

E. coli

anemone fish

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Review

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Classification of Organisms 1. Use the Venn diagram to compare the needs of plants and animals. nima

Needs of Plants and Animals

Plants

2. Circle. Which is true about all organisms? anisms? (a) They move from place to o place.

(b) They are made of more than one on cell. (c)

They photosynthesize. hesize.

(d) They reproduce. ce.

3. What are unicellular cellular organisms? org

4.. Lis List three hree unicellular unic organisms.

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Animalsl

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5. Why do many multicellular organisms have different types of cells?

6. Complete the diagram.

Kingdoms mss of Life

7. List one way fungi can be helpful to people. he

8. How can fungi ungi be harmful harmfu to people?

9. What is the m main difference between vertebrates and invertebrates?

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Activity 2.1

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External Structures of Weeds Warning: Soil contains microorganisms that can be harmful if they ey get ge inside your body. Weeds may also contain sharp spines. Be sure ure to wear gloves when removing weeds and wash your hands after your observations.

Materials

• garden gloves

• hand an lens

• plastic container ontaine

Procedure

1. In small groups, go into yourr schooly schoolyard and search for a weed.

2. Put on the gloves and remove d carefully care the weed from the soil. Try not no to break off any plant parts. s.

3. Shake away any soil and p place the weed in the container. ne 4. Back in the the he classroom, observe o externall structures of the weed. Use the res he hand lens to observe the structures closely.

5. Discus Discuss how its external structures help elp the weed wee to grow and survive in the place you found it.

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Observations

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Draw and describe the function of the weed’s external structures

yze and and Interpret Inte Analyze

Do you think nk the weed wo would survive in environments other than your schoolyard? d? Explain your you answer.

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Activity 2.2

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Do Plants Need Roots?

In small groups, plan and conduct an investigation to find out ut if plants can survive without roots.

Materials

List the materials you will use.

Make a Prediction n

Predict what you think will happen en in the investigation. inv

Procedure ce c edurre e

List the steps and nd draw a diagram to show the steps you will take to carry out the investigation. ation.

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Observations

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Record your observations.

Analyze and and Interpret Interp

1. Was your prediction on correct? correct What can you infer about plant roots from this investigation? on?

2. How Ho do plant roots help the plant to survive?

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Activity 2.3

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Stem Diversity The stem of a plant is an external structure that can help the e plant nt in different ways. Observe each stem and describe how it helps elps the plant to survive.

Thistle

Sequoia

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Ivy

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on

Water lilyy

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Activity 2.4

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Comparing Leaf Cuticles Materials

• 3 different leaves

• hand and lens

Procedure

1. In small groups, use your senses of sightt and d touch to observe the cuticle of each leaf. Use e the hand lens to observe each cuticle closely. closely y.

2. Using the dropper, place a few drops rops of water on each leaf. Observe what happens happe to the leaf and water.

Observations onss

Draw and describe your observations. obser

Leaf 1:

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• dropper

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Leaf 2:

Leaf 3:

Analyze and an nd d Interpret Interpr

Based on your observations, observations which leaf is best suited to survive in a hot and dry environment? is least suited? Explain your answer. nment? Which Wh

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Activity 2.5

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Flowers, Fruits and Seeds – Comprehension Use your textbook to help you fill in the blanks.

.

1. Flowering plants have external parts called

Their primary function is to help the plants

.

. Their fun function is to

2. At the base of a flower are protect the flower as it develops.

is the transfer of pollen from the t male part of

3.

the flower, the

, to the female fem part of the

.

flower, the

4. Animals that help pollinate te flowers owers are called c They are often attracted to a flower b by its brightly-colored

.

.

elop into 5. Flowers develop

which help to protect the

fr from which flowering plants reproduce.

n also help plant Fruits can plants to reproduce by to new places. laces.

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seeds

Activity 2.6

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Seed Dispersal 1. Observe the fruits and seeds. Infer how you think the seeds ds are e dispersed. dispersed Explain your answer. (a)

ragwort wo wor

(b)

oak tree

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on

(c)

blackberry

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(d)

milkweed

2. How ow does seed dispersal dispe d improve the chances of the seed to germinate new plant? and grow into a ne

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Activity 2.7

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How Seed Dispersal Helps Plants Reproduce Materials

• fast-growing seeds

• masking g tape

• plastic cups

• small beaker er

• potting soil

• mar marker

Procedure

1. In small groups, use the masking g tape and marker to label one cup p ‘A’ and the other cup ‘B’.

2. Fill both cups with the same e amount of potting soil.

3. Place three seeds into Cup A. to Cu Place 20 seeds into Cup B. 4. Place both cups in n the same sunny location.

5. Use the beaker sprinkle 30 ml ker to sprink of waterr into each cup. P Predict whetherr the seedlings will grow or Cup B. better in Cup A o

Add 6. A d 30 ml of water to each cup every two days. Observe and draw w the seedlings in the cups each time you add water.

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Make a Prediction

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In which cup do you think the seedlings will grow better? Why?

Observations

Draw your observations on day 1, day 7 and da day 14.

Day 1:

Cup A

Cup B

Cup A

Cup B

Day 7:

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Day 14: Cup B

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Cup A

Analyze and Interpret ett e

1. Was your prediction correct? In which cup did the seedlings grow better? Explain why you think nk this occurred. occ

2. From you observations, ations, explain exp how seed dispersal helps plants to reproduce, grow w and survive. surv

3. How could the results r of this investigation be useful to crop farmers?

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Engineer It!

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Plants have a variety of different external structures that function to support survival, growth and reproduction. Now it’s your turn. Identify fy a problem that may affect a plant’s survival in its environment. Design and build a model of an external plant structure that will help it to survive.

n

Modeling External Plant nt Structures

The Problem

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Define the problem affecting the survival of plants. lants

The Solution olutio on n

Explain your solution tion to the pr problem. p

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Design, draw and label your solution.

Analyze yze and and nd Interpret Inte

Present your our model to oth other groups. Evaluate the effectiveness of your model. How ow could it be improved? i

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Activity 2.8

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Function of Xylem In small groups, plan and conduct an investigation to observe ve the e function of xylem in the stem of plants.

Suggested Materials y stalks with leaves • celery

• knife

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ood colori • food coloring

w stem • white carnation with

• beakers b

and lens le • hand

Procedure ce c edurre e

List the steps and nd draw a diagram to show the steps you will take to carry out the investigation. ation.

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Re ga le du ca tio n Observations

Record your observations.

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Analyze and Interpret

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1. From your observations, where is the xylem in the stem of a plant? ant?

How could you tell?

2. Draw and label a diagram to show the function of xylem as demonstrated during this investigation.

3. How does xylem support suppor the survival and growth of plants?

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Activity 2.9

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Function of Leaves Materials

• 2 potted plants of the same size and kind

• aluminum foil

• masking tape

• paperclip paperclips

•m marker

Make a Prediction n

What do you think will happen to o a plant when wh its leaves are covered with aluminum foil?

P roce cedurre e Procedure

1. Use e the masking tape and markerr plants ‘A’ and ‘B’. to label the plan

2 th aluminum foil to cover the 2. Use the leaves eaves of Plant A. Use paperclips to o hold the foil in place.

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3. Place both plants in a sunny place. Water the plants every day with the same amount of water.

4. After two days, carefully remove the foil from the leaves of Plant A. Observe the leaves of both plants. Replace the aluminum foil on Plant A after your observation.

5. Repeat Step 4 two more times.

Observations

Draw the leaves of Plant A and Plant B.

Day:

Plant A

Plant B

Plant A

Plant B

Day:

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Day: Plant A

Plant B

Analyze and Interpret et

1. Was your prediction correct? Describe escribe your ob observations of the leaves of Plant A and Plant B.

2. Why did the leaves es of Plant A look different from the leaves of Plant B at the end of the investigation? nvestigati

3. What is the prim primary function of the leaves?

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Activity 2.10

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Do Leaves Need Carbon Dioxide?

Leaves take in air through small openings called stomata. Chloroplasts hloroplasts oplasts in leaf cells use the carbon dioxide in the air to carry out photosynthesis. otosynthesis. ynthesis. In small groups, plan and conduct an investigation to find out the he effect of blocking air from entering the leaves of a plant.

Suggested Materials

• small potted plant

• petroleum jelly

ion Make a Prediction

What do you think will happen n to a plant plan when its leaves cannot take in air?

Procedure P roce cedu ure rre e

List the steps eps you will tak take to carry out the investigation.

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Observations

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Draw a labeled diagram and describe your observations.

Analyze yzze and y and Interpret Inte

Was your prediction correct? corre What happened when the leaves were not able to take ke in air? Why did this occur?

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Activity 2.11

n

Internal and External Flower Parts

Re ga le du c

1. Use your textbook to help you label the different parts of a flower. wer wer.

2. Which of a flower? hich are are the male ma parts p

3. Which ich are ar the female parts of a flower?

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tio n uc ga le R

4. Where Where does doe fertilization fer take place?

5. What 5 Wh happens ha to ovules when they are fertilized?

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Activity 2.12

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Dissect a Flower Materials

• cut flower

• scissors

• sheet of paper

• tray

Procedure

1. In small groups, use the hand lens and take turns to observe the external structures of the flower. Draw and describe your observations.

2. Use the scissors and d forceps force to carefully remove the e external externa flower parts (sepals als and petals). petal Place the parts on sheet n the shee of paper.

3. Use the scissors to ors and forceps forc carefully stamen. y remove the sta Gently tap ap the anther to transfer some grains to the sheet ome pollen gra paper. of pape

4. Separate the anther and Separ filament. ment Place each part on the sheet of paper.

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• forceps orceps

• glue

• hand d lens len l

5. Use the scissors and forceps to carefully remove the pistil. Separate the stigma, style and ovary. Cut the ovary and use the hand lens to observe inside.

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6. Use the glue to hold each flower partt in place. Label the parts.

Observations

Draw and label the parts you observed.

Petals and sepals:

Stamen (include pollen grains): grains

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Pistil:

Analyze and Interpret ett e

1. What are the functions of the sepals pals and petals? pet

2. What are the functions ions of the filament and anther?

3. What characteristic eristic of the pollen grains makes them suitable for pollination to occur?

4. In n which part of the t flower does fertilization take place?

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Activity 2.13

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Parts of a Flower – Comprehension Use your textbook to help you fill in the blanks.

1. Pollination occurs when move from the

, which are male sex c ce cells,

to the

.

2. The pollen grains move down a

to the

which holds the

3.

.

occurs when n the male sex c cell joins with the

female sex cell.

4. A fertilized egg develops into oa

.

e parts of tthe flower fall away and the 5. The petals and reproductive develops into a deve develo

.

g

oped d and under unde the right conditions, the seeds will be 6. Once developed and grow an g to become new plants.

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Activity 2.14

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External and Internal Plant Structures Construct an argument that plants have internal and external al structures sttructures that function to support survival, growth and reproduction. n.

1. Draw or paste a photograph of the plant you will use construct e to to c cons onstruct your argument.

Plant:

2. Use the table to provide evidence of three external structures that help vide ev vide v eo the plant survive.

External Structure tructure ructure

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Function to Support Survival

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3. Use the table to provide evidence of three internal structures that help the plant survive.

Internal Structure

Function to Support Survival vivall

al and and internal internal structures work together to 4. Describe how the plant’s external support survival, growth and reproduction. reproduction. n.

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Review

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Plant Structures and Functions 1. What are the primary functions of roots?

2. What are the primary functions of the stem?

3. Why are woody plants able to grow taller than herbaceous h plants?

4. Where would you find stomata ata on a plant? p What is their primary function? n?

5. Name the gas needed by plants for photosynthesis.

6. What at is the primary prima function of the spines on a cactus?

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7. Which part of a flower is often brightly colored?

How does this help the plant?

8. Use the Venn diagram to compare and contrast xylem ylem and phloem. phloe

Vascular Tissue in Plants

Xylem

Phloem

9. What are the male parts of a flower?

10. What are the female emale parts of a flower?

11. Describe e how a plant’s external e and internal structures function together as part of a syste system.

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Activity 3.1

on

External Structures for Movement 1. Label the external structures for movement.

Describe how the structures help the animal to survive.

R

(b)

58

ed

(a)

Re g

(d)

uc a

(c)

2. D Describe escribe how external extern structures for movement help animals ex to reproduce.

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Activity 3.2

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Animal Body Coverings 1. List the body coverings. Describe how the body covering helpss the animal survive. (a)

(b)

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(d)

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on

(c)

2. How ow can an animal’s anim body covering help it survive?

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Engineer It!

Design and Build an Exoskeleton oskeleton

ed uc a

Many invertebrate animals have a hard outer covering called an exoskeleton.

The exoskeleton provides their soft bodies with support. It also helps to protect them against predators. Now it’s your turn to use the concept of an exoskeleton to design and build a solution to a human problem. Define the he human problem and demonstrate how w your design provides a solution.

The Problem

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Define the problem.

The Solution olutio on n

Explain how your design esign provid prov provides provi a solution to the problem.

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Design, draw and label your solution.

Analyze yze and and nd Interpret Inte

Present your our model to oth other groups. Evaluate the effectiveness of your model. How ow could it be improved? i

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Activity 3.3

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External Structures of Predators and Prey y 1. List and describe the external structures each animal usess to catch, kill and eat its prey. (a)

(b)

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(a)

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(b)

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2. List and describe the external structures each animal uses as defense against predators.

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Activity 3.4

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Camouflaged for Survival Materials

• 2 table tennis ba balls

• art and craft sup supplies ppl pplie pp

• leaves, sticks and grass

p • stopwatch

Make a Prediction

Will it take longer to spot an object that is camouflaged cam or an object that is not camouflaged? Explain your ur answer.

Procedure oc ce edurre e

1. In small groups, ps, decide o on a place in your schoolyard where an animal would be e camouflaged.

2. Use supplies, leaves, sticks and grass to camouflage se the art and craft c table tennis balls in your schoolyard garden. one of the tab

3. Go into int your schoolyard and hide both table tennis balls in an open area. a. Use the stopwatch to time how long it takes other groups to spot each ball. Repeat two more times.

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Re ga le du ca tio Observations

Record the time taken to spot the table tennis balls ls in the ta table below.

Time e to Spot (s) (s

Table Tennis Ball

Attempt 1 Attempt 3 mpt 2 Attempt Atte

Average

Not Camouflaged Camouflaged

Analyze and d Interpret In p prre

1. Was your prediction n correct? Did it take longer to spot an object when it was camouflaged d or when it was not camouflaged?

2. How does es a camouflaged cam body covering help an animal survive?

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Activity 3.5

The Peregrine Falcon Watch the video ‘The Peregrine Falcon’ to help you complete plete e thiss activity.

Use your textbook or books in the library if you are unable ble to watch the video. vi

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con surviv survive.

1. Describe how each structure helps the peregrine falc falcon

Eyes:

Beak:

Talons:s:

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Wings:

Feathers:s:

2. Where do peregrine falcons falc live? ive?

3. List three interesti interesting ng facts acts abo ab about peregrine falcons.

4. How w fast st can a peregrine pe peregri falcon move when in a dive?

5. Wh h What hat do peregrine pereg falcons eat?

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Activity 3.6

Internal Animal nimal Structures Describe how each h structure helps the animal survive.

1.

lung

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heart

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stomach

uc ati on

R

bbones ones

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n

2.

c

brain

Re ga

heart

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on backbone

Re g

intestines

73

n

3.

u

brain

Re ga

heart

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ati on e

stomach

a

leg bone

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Engineer It!

Model Animal Structures A train engineer from Japan had a problem.

The high-speed train he designed made too much noise when traveling at high speeds.

As a keen bird-watcher, he used inspiration from the shape of a kingfisher’s beak to design and build a solution for the nose of the high-speed train. It was a success!

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Now it’s your turn. Identify a problem people face. face e e.

Use your knowledge of the external and internal ternal all structures of animals to design and build a solut solution i ution to the problem.

The Problem

Define a problem affecting people.

The eS So Solution oluttio io on n

Explain your solution tion to the problem. p

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Design, draw and label your solution.

Analyze yze and and nd Interpret Inte

Present your our model to oth other groups. Evaluate the effectiveness of your model. How ow could it be improved? i

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Activity 3.7

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External and Internal Animal Structures Construct an argument that animals have internal and external rnal sstructures tructures that function to support survival, growth, behavior and reproduction. produc duction. n.

1. Draw or paste a photograph of the animal you will use construct usse to to co onstruct your argument. Label the internal and external structures. uctures. ure es.

Animal:

2. Use the table to provide evidence of three external structures that help vide ev vide v eo the animal survive. e.

External Structure tructure ructure

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Function to Support Survival

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3. Use the table to provide evidence of three internal structures that help the animal survive.

Internal Structure

Function to Support Survival vivall

al h as tto oc ollect information about its 4. List the sense organs the animal has collect surroundings. Describe how the when the information is he animal animal responds respo processed by the brain.

Sense Organ

Response

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Activity 3.8

du ca tio n

Animal Senses and Behaviors Use the examples provided to describe how animals receive e different ferent types of information through their senses, process the information on in n their brain brai and respond to the information in different ways.

1. A gazelle spots a lion in a field.

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Information received:

Information processed: rocessed:

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Sense organ::

Animal response:

2. A frog hears the mating call of another frog..

Sense organ:

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Information received:

Information processed: rocessed rocessed:

Animal response:

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3. A male elephant warns its herd that danger is approaching.

Sense organ:

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ati on

Information received:

Information processed: rocessed rocessed:

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Animal response:

4. A snake smells a rodent nearby.

Sense organ:

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Information received:

Information processed: rocessed rocessed:

Animal response:

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Review

on

Animal Structures and Functions

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1. Label the external structures of an eagle. e le survive.

Use the table to describe how each structure helps the eagle rvive

Structure

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Function

2. Complete the table.

Functions

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Structure lungs

skeleton

ble the animal an Pull on bones to enable to move its parts.

gills

intestines

Pumps umps blood blo throughout the animal’s body.

3. Provide an example of how an a animal’s external and internal structures function together ass part of a system that helps an animal survive. s

4. What is the prim primary function of the brain?

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Activity 4.1

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Human Body Organs 1. Name and describe the function of each organ.

Organ:

Function:

Organ: an an:

Function: unction:

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tio n

Organ:

eg

Function:

Organ: Function:

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Activity 4.2

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The Skeletal System 1. What is the skeletal system?

2. List two functions of the skeletal system. (a)

(b)

3. What are joints?

4. Describe how ow the skeletal system syste s helps you to move.

5. Us Use e your textbook textboo to help you label the bones and joints that make up text your system. our ske skeletal sy

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Activity 4.3

ed uc ati on

The Muscular System 1. What is the muscular system?

2. List two functions of the muscular system. (a)

(b)

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uscles? es?

3. What are involuntary muscles?

4. List two placess in your our body where w involuntary muscles can be found.

5. Whatt are e voluntary muscles? mus

6. Provide ovide an exam example of a voluntary muscle.

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uc ati on

7. List two ways you use the muscles in your arms.

8. List two ways you use the muscles in your legs.

9. Use the words ‘contract’ and ‘relax’ to o describe scribe how your y muscles work to bend and straighten your arm.

biceps

Re g

triceps

Arm m Position Positio

Biceps

Triceps

Bent

Straig Straight

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Activity 4.4

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Your Heart and Lungs Materials

p • stopwatch

• skipping rope

Make a Prediction

1. How will exercise affect your breathing g rate?

2. How will exercise affect your pulse ulse rate?

Procedure dure

1. Place your hand on your chest. ch Use the stopwatch h to time how many breaths you take in 30 seconds.

Multiply the number of breaths by b two to get breathing rate. et your breathin

2. Locate ocate your pulse puls by gently placing two fingers on the side of your neck. stopwatch to count how Use the stopw many times your pulse beats in 30 seconds. onds Multiply the number of beats by two to get your pulse rate.

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3. Use the skipping rope to skip for 15 seconds. Repeat Steps 1 and 2.

le du ca tio n

4. Use the skipping rope to skip for 30 seconds. Repeat Steps 1 and nd 2.

5. Rest for five minutes. Repeat Steps 1 and 2.

Observations

Record your measurements in the table below.

Activity Resting Skipping 15 s Skipping 30 s Rest 5 min

Breathing Rate (Breaths/min)

Pulse Rate Puls (Beats/min) (Be

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Analyze and Interpret

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1. Was your prediction correct? How did exercise affect your breathing rate?

2. Was your prediction correct? How did exercise affect ect your pulse rate?

3. Why did your breathing rate change nge after exercise? exerc

4. Why did your pulse rate change ange after afte exercise?

5. How did your breathing an and pulse rates change after you rested for five minutes? Why hy did this occur?

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Activity 4.5

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The Circulatory System 1. List the three main parts of the circulatory system.

2. What is the main function of the circulatory system? em? m?

3. Use your textbook to help you fill in the blanks. ks (a) Your

is a organ n made mostly m of

. It pumps mps

throughout

the body.

(b) Blood vessels that carry arry blood awa aw away from the are called

carries the

(c)

. Blood in

needed by cells.

Blood vessels blood back to your sels that car carry b

e called are

. Blood in

low in n oxygen, oxygen but high in the waste gas

is

.

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Label the parts of the circulatory system.

Re

al ed

tio n

4.

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Activity 4.6

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The Respiratory System 1. What is the main function of the respiratory system?

2. Use your textbook to help you fill in the blanks.

Re ga l

(a) Label the parts of the respiratory system. m.

(b) When you u

, your diaphragm

and pulls downward. The space in the lungs increases, air in. ncreases, eases, drawing a

(c)

When you When

, the diaphragm

and pushes upwards. The space in the lungs decreases and air is forced out. ecrease cr

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Activity 4.7

The Digestive System Explain what happens to food as it makes its journey through the digestive system.

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Mouth, teeth and tongue:

Esophagus:

Stomach: h:

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ed uc ati on

Small intestine:

eg

Large ge intestine: stine

Rectum and an anus:

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Activity 4.8

ed uc ati on

The Excretory System 1. Label the parts of the excretory system. em.

is the function of the excretory system?

2. What W

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Activity 4.9

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1. Label the parts of the nervous system.

n

The Nervous System

unction of the unctio 2. What is the primary function mary fu nervous system? ystem? m?

1 01

Review

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Human Body Systems 1. Name the body system.

Draw lines to match each body system to its function.

provides support and structure

pumps blood through h the body

breaks eaks down dow and absorbs food orbs fo

works with the w skeleton to help you move

takes in oxygen and removes carbon dioxide

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2. Describe how the skeletal system and muscular system work together to help you move.

3. Describe how the respiratory system and the circulatory atory system w work together. What is their function?

4. List two functions of the immune system.

5. Describe how your sense organs gans and nervous system function together.

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Activity 5.1

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Our Local Ecosystems Visit two different ecosystems in your area. Record your observations ervat ations b below. elow

Ecosystem name: Location:

Description:

Drawing or photograph:

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Non-living Things

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Living Things

Ecosystem Organization:

Individual Individ

Population

Community

Ecosystem

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Ecosystem name:

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Location:

Description:

Drawing or photograph:

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Non-living Things

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Living Things

Ecosystem Organization:

Individual Individ

Population

Community

Ecosystem

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Activity 5.2

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Ecosystems and Habitats Fill in the blanks for each ecosystem.

Tropical Rainforest

Characteristics of the ecosystem

Example organism:

Describe the organism’s habitat within the ecosystem. ecosystem osys

Desert

Characteristics of the he ecosystem

Example organism: organism

Describe escribe the orga organism’s org habitat within the ecosystem.

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Coral Reef

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Characteristics of the ecosystem

Example organism:

Describe the organism’s habitat within the ecosystem. em

Wetland We

Characteristics of the ecosystem tem

Example organism:

Describe the organism’s rganism’s gani ganis hha habitat within the ecosystem.

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Activity 5.3

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Wetland Ecosystems Use your textbook and conduct your own research to describe cribe wetland wetla land ecosystems and the interactions that take place within them. hem. m.

Description:

Living Things

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Non-living Things

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Individual

Population

Communityy

Ecosystem system

Ecosystem interactions:

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Activity 5.4

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Tropical Rainforest Ecosystems Use your textbook and conduct your own research to describe cribe tropical tropical rainforest ecosystems and the interactions that take place within ce with w ithin in tthem. hem em

Description:

Living Things

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Non-living Things

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Individual

Population

Communityy

Ecosystem system

Ecosystem interactions:

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Activity 5.5

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Temperate Forest Ecosystems Use your textbook and conduct your own research to describe cribe temperate temperate forest ecosystems and the interactions that take place w within itthin th tthem. hem.

Description:

Living Things

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Non-living Things

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Individual

Population

Communityy

Ecosystem system

Ecosystem interactions:

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Activity 5.6

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Coral Reef Ecosystems Use your textbook and conduct your own research to describe cribe coral coral reef reef ecosystems and the interactions that take place within them. hem. m.

Description:

Living Things

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Non-living Things

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Individual

Population

Communityy

Ecosystem system

Ecosystem interactions:

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Activity 5.7

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Producers, Consumers and Decomposers Label each organism according to its role within an ecosystem. em.

Label the producers ‘P’, the consumers ‘C’ and the decomposers mposers sers ‘D’.

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Activity 5.8

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Types of Consumers Give an example of each kind of consumer. List some foodss it eats. ats.

Carnivore:

Herbivore:

Omnivore:

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Activity 5.9

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

1. All of the organisms in an ecosystem need

2. A

is an organism that makes akess food through throu throug the

process of

3. A

.

is an organism m thatt gets energy ener en by eating

other organisms. All

4. A

.

are con consumers.

is an n organism anism that tha breaks down the remains

of dead plants and animals als and feeds on the broken down material. nd Examples include bacteria and

.

y plants or the products of plants are 5. Animals that eatt only called

.

an 6. Animalss that eat other anim animals are called

.

7. An animal that eats both plants and other animals. n omnivore omnivore is a an an Some omnivo Some omnivores eat algae and

120

too.

Activity 5.10

tio n

Food Chains 1. Cut out the pictures on page 133 and paste them below to o show ow an a African savanna food chain. Use arrows to show how energy nergy gy flows.

Label each organism as a producer, herbivore or carnivore. nivore. e.

R

African Savanna Food Chain

121

R

Ocean Food Chain

122

on

2. Cut out the pictures on page 133 and paste them below to show an ocean food chain. Use arrows to show how energy flows. Label el each eac organism as a producer, herbivore or carnivore.

R

Pond Food Chain

on

3. Cut out the pictures on page 135 and paste them below to show a pond food chain. Use arrows to show how energy flows. Label each h organism orga as a producer, herbivore or carnivore.

123

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4. Use the food chain below to answer the questions.

Sun

gazelle

grass

cheetah

(a) Disease wiped out the How will this affect the e cheetah eetah population. popul other populations?

(b) One e year,, the grass could cou not grow due to a drought. How will this affect fect the other populations? popul popu

124

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5. Use the food chain below to answer the questions.

owl

rabbit

grass

sn snake

(a) During winter, the snake population How will this affect pulation ulation decreased. decreas the other populations?

(b) During summer, mmer, er, the snake population po increased. How will this affect the other populations? ulations?

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Activity 5.11

n

Food Webs 1. Cut out the pictures on page 137 and paste them below to o show ow a tropical rainforest food web. Use arrows to show how energy nergy gy flows.

126

127

2. Cut out the pictures on page 139 and paste them below to show a North American grassland food web. Use arrows to show how energy gy flows. flo

128

1 29

3. Use the Arctic food web in your textbook to answer the questions.

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(a) Which organism in the food web is a producer?

(b) How does the producer get the energy it needs??

(c)

Is a baleen whale a herbivore, carnivore or omnivore?

Explain your answer.

(d) Which organisms provide the he e leopard sea seal with the energy it needs?

(e) Which organisms prey y on leopard leopar seals?

(f)

Describe how the Arctic ecosy e ecosystem would be affected if the krill population on decreased.

(g)) Describe Describe how the Arctic ecosystem would be affected if the orca population opulatio increased. incr

130

Review

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Review 1. Provide an example of community interactions in a desert ecosystem. osyste

2. What is the difference between a community and an ecosystem?

3. List three populations you would find in a wetland etland ecosystem. ec

4. Use the Venn diagram to compare e a tropical ra rainforest and a temperate forest.

Tropical Rainforest nforest forest

Temperate Forest

5. What role do producers play in an ecosystem? p

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ati on

6. What role do decomposers play in an ecosystem?

7. Use the words in the box to label the organisms.

Draw arrows to create a food chain. producer

Re ga

decomposer

herbivore re

carnivore c

8. Which more accurately shows how energy flows through an ecosystem s – a food chain or a food web?

Explain your answer. w

132

eg a

ed uc ati on

Cut-outs t-outs for f food chains on pages 121 an and 122.

1 33

134

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Cut-outs for food chain on page 123.

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136

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Cut-outs for food web on pages 126 and 127.

137

138

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Cut-outs for food web on pages 128 and 129.

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140

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Re ga le du ca tio n

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

This publication would not have been possible without the tireless effort of our production team.

Special thank thanks to: Daniel Cole, Wang Hui Guan Matthew tthew Cole, C Da Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Joseph A Anderso Nakapat, Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Natchanuch N Natcha

Original Illustrations: Natchanuch Nakapat, GraphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock R Royalty