Let's Do Science 5 – Activity Book A

n ca t

Prr i ma P mary 5

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Activity Book Ac Act

Name

C la s s

A

n ca t

Prr i ma P mary 5

R

Activity Book Ac Act

A

Let’s Do Science

Re ga le du ca tio n

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

Activity 5.1

move are touching. Gently on the frosting so they sliding Place two crackers another. Repeat by rse they slide past one is modeling transve the crackers so that ns. This movement them in opposite directio observations. plates Record your boundaries of tectonic

4.

nics Modeling Plate Tecto llss ials ia ials ial tterrrials te ateri ate Mater Mate

g d sugar powd ed p • powder

• crackers

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

• paper plate

d e dur edure edur Prroce Proc Pro

er sugar with watter Mixx the powdered willl eate frosting. The frosting to create . represent Earth’s magma

1.

5.

the plate to a Spread the icing on 2 cm. thickness of about

2.

3.

are touching. Place on the frosting so they together. This Place two crackers and gently push them ries of tectonic a finger on each cracker g convergent bounda movement is modelin tions. observa your plates Record

s touching. The cracker rosting so they are cracker and crac s on the fro Place two cracker Place a finger on each divergent p Earth’s tectonic plates. nt Earth’ ent represe ent is modeling apart. This movem sa cr observations. gently pull the cracker nic plates. Record your tectonic boundaries of te

125

Engineer It!

Engineer It!

Storing Water

Draw Dr D rraw aw a Mod Mode Model o el el

The amount of precipitation in a region changes throughout the year.

This results in changes to the amount of fre water available for people fresh to use.

To help make water available all year round, peo people often store water in reservoirs. s

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

Draw a labeled diagram of your

Imagine the e town t you live in has a shortage of water due to a drought.

The weather fo forecast has predicted heavy rains to o fall f over the coming weeks.

Work k in i groups to design, test and build a model mo of a water storage structure for or your town to ensure it has a steady supply of water after the rains su pass.

Materials Mate Materi Materia Mater ials ls

List the materials you will use

to build your structure.

136

4.

Review

Review

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

design.

ems Energy in Ecosyst

e in an abiotic factor le where a chang stem.

Provide an examp factors in an ecosy can affect the biotic

1.

2.

le of Provide an examp

a population in

that all of the model to show energy from , draw a simple back to the light In the space below stem can be traced energy in an ecosy the Sun.

in an ecosystem

stem. a coral reef ecosy

5.

3.

Complete the table.

Role

Description

food chain and

Example

6.

Producer

nce between a What is the differe

mers in more primary consu Why are there are top predators?

a food web?

an ecosystem than

there

Primary Consumer

Secondary Consumer

Tertiary Consumer 123 Top Predator

122

ii

ed uc ati on

Contents

Unit 1 - Diversity of Life Unit 2 - Plants

2

34

Unit 3 - Animal Classification tion

68

Unit 4 - Energy in Ecosystems systems

102

Unit 5 - Earth’s Land nd and Water W

124

iii

Activity 1.1

1.

Explain how you know each thing is an organism.

Spider

R

Spotted Owls

2

ed uc ati on

What Are Organisms?

Re g

Parameciums

uc ati on

Candida Fungus

2.

A car ar uses ener energy to move from place to place.

Why is a car not no a living organism?

3

Activity 1.2

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A Closer Look at Cells Materials

• prepared plant and animal cell slides

• mi microscope cop p

Make a Prediction

In what ways do you think plant and nd animals cel cells will be different?

Procedure durre e

1.

Place a prepared ed pla plant ant ce cell slid slide de under a microscope oscope and view ew it pow under low and high power. p er. Draw what you observe.

2.

Repeat at Step 1 with a p prepared animal cell slide. de.

4

Observations

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Record your observations in the spaces below.

Plant Cells (Low Power)

Plant Cells (High Power)

Animal Cells (Low Power)

Animal Cells (High Power)

5

Analyze and Interpret What kind of plant cells did you observe?

2.

What kind of animal cells did you observe?

3.

Was your prediction correct? Use the Venn diagram agram to compare co and contrast the plant and animal cells you observed. rved.

al ed uc ati on

1.

Plant Cells

6

Animal CCells

Activity 1.3

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Cells – Comprehension 1.

Use your textbook to help you fill in the blanks.

es, all organisms organism (a) From microscopic amoebas to giant blue whales, .

are made of

nism that c ca (b) Cells are the smallest units within an organism can carry out

(c)

.

uilding blocks blo Cells are often referred to ass the ‘building of ‘.

e made ade of only o (d) Organisms that are one cell are called organisms. organis organism

ms that hat are made mad of more than one cell are called (e) Organisms organisms. or

2.

List three that are made of many cells. hree e organisms tha th

3.

List List two org organis organisms that are made of one cell.

7

Activity 1.4

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Cells and Energy Materials

• 2 plastic bottles

• teaspoon

• dry yeast

• beaker

• sugar

• measuring tape • masking tape p

• thermometer thermomet hermomet eter

Procedure

1.

Use the masking tape to label abel the bottles A and B.

2.

Add one flat teaspoon of yeast to each bottle.. poon o

3.

Use the beaker to pour 100 ml of hot tap water into each bottle. Use Us the thermometer to check that of the water in at the temperature tempe both bottles es is the same. sa

4.

Add one ne flat teaspoon of sugar to Bottle B.

5.

Stretch a balloon ballo over the top of each bottle as shown.

6.

Start Star the stopwatch. Use the measuring tape to measure and record the circumference of o me each balloon every 10 minutes for 40 minutes..

8

• 2 balloons balloon

• stopwatch

Observations

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Record your observations in the table.

Distance Around Balloon

Bottle

10 min

20 min

30 min

40 0 min m

A B

Analyze and Interpret

1.

On which bottle did the balloon inflate e the most? Why did this occur?

2.

Why was no sugar ar added to Bottle Bott A?

3.

Sophie wants nts to kno know if water temperature affects the rate at which yeast grow. w. What could cou she do to find out?

9

Activity 1.5

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Reproduction – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) All organisms are able to

. This his means they t .

are able to make more of their own

(b) In

each parent produces duces a special spe sp

her to form a sin reproductive cell which join together single cell. This .

process is called

(c)

opss from a fertilized fertil The offspring that develops cell will have from m both pa parents.

involves only one parent. The offspring are

(d)

genetically

to the parent.

2.

ganisms isms that reproduce re reprod List two organisms sexually.

3.

List istt two organisms organis that th reproduce asexually.

10

Activity 1.6

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Organism Growth and Response All organisms grow and respond to changes in their environment. nment. nt. As a class, plan and conduct an investigation to demonstrate e how w radish seedlings grow and respond to changes in the location of a light source. source

Materials

List the materials you will use.

Procedure

List the steps you will take.

11

Observations

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Record your observations in the space below.

12

Analyze and Interpret What did the radish seedlings need to grow?

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1.

2.

Describe how the radish seedlings responded to changes in the location of the light source.

3.

How does the radish seedlings’ s’ response to the change in the location of light source help them survive? ve?

13

Activity 1.7

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Classifying Organisms – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) Scientists classify organisms into

based on

ming and classif the features they share. The process of naming classifying .

organisms is called

roup p of organisms organis (b) The broadest and most general group are called . There are

kingdoms

hey are: recognized by scientists. They •

• • • • •

2.

14

Scientists world use the same system for classifying entists sts around the w organisms. rganisms. What Wha are some advantages of this?

Activity 1.8

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Classifying Pond Organisms Materials

• beaker of pond water

• concave slides

oppe • dropper

• cover slips

• microscope microscop

• metric ruler ule

Procedure

1.

Place the ruler on the microscope ope stage and observe it under low power. er. Measure tthe field of view in millimeters.

2.

Use the dropper to p place a few d drops of pond water on the slide and c cover it with a cover slip.

3.

Place the slide on the micr microscope stage and view it under low power power.

4.

Estimate the the organisms you observe he size of th using your measurement of the field of view. our measurem

5.

Classify organisms into two groups based ify the or on their size.

6.

illustrations on the next page to help Use the illu you identify the organisms you observe.

7.

Repeat Steps 2 to 5 three more times.

15

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Pond Microorganisms Identification Chart

16

paramecium cium ium

amoeba amoeb

hydra hyd ddra

volvox

mosquito m o qu osq qquito quit uittoo larva larv larva arva

mosquito pupa

daphnia

algae

water mite

copepod pod odd

euglena

diatoms

Observations

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Classify the organisms by drawing them in the spaces below. Label bel any organisms you are able to identify.

17

Analyze and Interpret What was the field of view of the microscope under low power? wer?

2.

What size were the organisms in Group 1?

3.

What size were the organisms in Group 2?

4.

What are some other ways the organisms ms could be classified?

5.

Wyatt viewed some pond d water u under a microscope and noticed most of the microorganisms ms were green in color. What can he infer ation? from this observation?

Re g

le du ca tio n

1.

18

Activity 1.9

1.

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Bacteria, Protists and Fungi – Comprehension Use your textbook to help you fill in the blanks. (a) Bacteria are amongst the organisms on Earth.

and nd oldest

(b) Bacteria are divided into two kingdomss – .

and

(c)

Bacteria reproduce

whereby an individual wh

cal divides to form two identical

bacteria.

(d) Diatoms and euglenas as are plant-like plant-lik

.

ke diatoms, oms, ms, eug (e) Most protists, like euglenas and vorticellas are

organisms. Some protists, such as giant o

d slime me molds, are kelp and

(f)

organisms.

include organisms such as mushrooms,

puffballs fballs and molds. molds mold

(g) Most fung fungi are multicellular and microscopic microscop

by releasing into the air.

19

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(h) Fungi are – they get the energy they need by breaking down the remains of other organisms and d the organic matter.

play an important role in ecosystems by

(i)

returning

2.

to the soil.l.

ast plants a Use the Venn diagram to compare and contrast and fungi in terms of their parts, how they get their energy and how they reproduce.

Plants

20

Fungi

Activity 1.10

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What Are Viruses?

1.

What is a virus?

2.

Why are viruses not classified as living organisms? ganisms? sms?

3.

List two types of viruses that are harmfu harmful to people.

4.

What thingss can people do to prevent p getting sick from a virus?

21

Activity 1.11

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Classification in the Animal Kingdom Watch the video ‘Animal Classification’ to help you complete e this activity.

1.

Describe what the organisms in each classification group roup p have in common. Provide examples of organisms that belong group. ong to each g grou Kingdom – Animalia

Description:

Organisms in this group:

Phylum m – Chordata

Description:

Organisms in this group:

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Class – Mammalia

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Description:

Organisms in this group:

Order – Carnivora

Description:

Organisms in this group: p

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Family – Felidae

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Description:

Organisms in this group:

Genus – Panthera

Description:

Organisms in this group: p

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Species – Panthera Tigris

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Description:

Organisms in this group:

2.

Why are there no plants in the phylum Chordata?

Chordat Chorda

3.

Why are there no insects ts in n the order orde ord Carnivora?

4.

Would a kitten en belong to the genus Panthera? Explain you answer.

25

Activity 1.12

1.

ati on

Animal and Plant Cells Use your textbook to help you label the different parts of an animal ce cel cell. a

b

c

Re ga

d

26

h

g

a

b

c

d

e

f

g

h

e

f

2.

Use your textbook to help you label the different parts of a plant cell. d

c

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b

e f

g

a

j

3.

i

a

b

c

d

e

f

g

h

i

j

h

Why Why are chloroplasts chloropla not found in animal cells? chlor

27

Activity 1.13

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Animal and Plant Cells – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) Most plant and animal cells have the same internal called ernal parts, ca calle .

(b) The outermost part of an animal cell is the e It controls the

(c)

that hat go in and out of the cell.

The iss a watery su subs substance that holds the cell organelles except for the nucleus.

(d) The

controls all of the internal cell activities

ch ass growth a and processes such and

(e) At the center nucleus is the er of the nuc n where ribosomes osomes omes are made. m mad

(f)

.

which is

are often referred to as the powerhouses

of the he cell. They rele re release the

(g) The

transports proteins.

28

.

from food.

is the organelle that packages and

(h) The

, which are organelles organel

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The protein is made in on the surface of the ER.

produces proteins for the rest of the cell.

(i)

are storage spaces for water, wastes and a other cellular material.

2.

List two cell organelles that are found in plant ant cells, but not animal cells.

Describe their function.

3.

List two cell organelles that att are found foun in animal cells, but not plant cells.

Describe their function. ctio ction

29

Activity 1.14

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Cell Organization 1.

Complete the table.

Picture/Drawing

Term

Cell

Tissue ssue

Organ Orga

Organ Org System

Organism

30

Description escription

2.

Use your textbook to help you fill in the blanks. organisms smss are

ed uc ati on

(a) The cells that make up

in a way that allows them to work togethe toget together .

to perform specific

(b) A group of similar

that at work toge together tog to .

perform the same function form

(c)

A group of tissues that work together a specific ogether her to perform perfo function form an

.

(d) Organs working together ether to o perform a specific function form an

.

an

.

ee organ rgan systems system th List three that work together to help a cat move about ut life proces proce and carry out processes.

Re

3.

a

gan n system syste (e) All of the organ systems working together make up

31

Review

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Diversity of Life 1.

List five characteristics of an organism.

2.

Why are cells called the ‘building blocks of life’? ’?

3.

Provide an example of a stimulus lus and response respons for a plant and an animal.

Organism

Stimulus ulu

Plant

Animal

4.

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List the six kingdoms of life.

Response

5.

Use the Venn diagram to compare and contrast bacteria and viruses.

Viruses

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Bacteria

6.

A chimpanzee belongs to the class Mammalia. ammalia. List Lis three other animals in the class Mammalia.

7.

What is the function of the nucleus eus in a cell? c

8.

What is the function on of the chloroplasts c in a plant cell?

9.

Describe be how cells are organized in multicellular organisms.

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Activity 2.1

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Classifying Plants in the Schoolyard 1.

As a class, discuss some ways the plants in your schoolyard yard can be classified into groups. List them below.

2.

In small groups, decide on a way that the he plants in your schoolyard can be classified into three groups. ups. Walk around aroun your schoolyard and discuss the characteristics of the Draw or write the e plants you spot. s h group. oup. names of the plants in each

Characteristics in common:

34

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Characteristics in common:

Characteristics in common::

35

Activity 2.2

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Plant Classification 1.

Approximately how many different kinds of plants have e been en discovered, named and classified?

2.

Why do scientists classify plants?

3.

List two different ways scientistss classify plants. plants

4.

Use the Venn diagram gram ram to t compare mpa and contrast mosses and ferns. mpar

Mosses

36

Ferns

Use your textbook to help you complete the chart below.

Plant Kingdom

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5.

37

Activity 2.3

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Non-vascular Plants – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) Plants that do not have vascular

are e call called c

plants.

(b) Non-vascular plants

the

and nutrients nts they need from fr

their environment.

(c)

structures called

Non-vascular plants have

thatt anchor the them th in place.

eaf-like -like parts c (d) Mosses have tiny leaf-like called which are just stt one

thick.

scular ar plants do not produce (e) Non-vascular They microscopic ey reproduce eproduce micros mi

.

.

2.

hy are re non-vascular plants often much smaller than vascular plants?

Why

3.

List List tthree kinds of non-vascular plants.

38

Use your textbook to help you label the different parts of a moss plant.

ed uc ati on

4.

39

Activity 2.4

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Vascular Plants – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a)

have tube-like vascular tissue e to transport tran transp substances throughout the plant.

transports waterr and nd nutrients, usually from

(b)

the

(c)

to the upper pper regions egions of the t plant.

transports orts food from the t leaves to all parts

of the plant.

vascular tissue are (d) In vascular plants, the cells in vascula

antss with suppo and provide the plants support, allowing them to grow than no non-vascular plants.

g plants ants reprodu (e) Flowering reproduce from are held eld in n

which

.

2.

vascul List two kinds of vascula vascular plants that do not produce seeds.

3.

List List ttwo kinds of o vascular plants that produce seeds.

40

List two kinds of gymnosperms.

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4.

5.

List two kinds of angiosperms.

6.

Use the Venn diagram to compare and contrast ontrast ast gymnosp gymnosperms and angiosperms.

Gymnosperms

Angiosperms Angiospe

41

Activity 2.5

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Observing Vascular Tissue in Roots As a class, plan and conduct an investigation to observe the e vascular cular tissue in roots. Your investigation should provide evidence that water aterr is transported transpo transport through the vascular tissue in the roots to the upper parts ts of a plant.

Materials

List the materials you will use.

Procedure

Write the steps you will take.

42

Observations

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Use the space below to record your observations.

Include a labeled drawing of the vascular tissue in the roots.

43

Analyze and Interpret Describe the vascular tissue you observed during the investigation. gation.

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1.

2.

How was the shape and position of the vascularr tissue suited to its function?

3.

Based on your observations, what evidence dence can you provide that showed that water is transported through hrough the vascular tissue in the roots to the upper parts of a plant?

44

Activity 2.6

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The Parts and Function of Roots 1.

Describe the main functions of roots.

2.

How is the shape of roots suited to their functions? ctions? ns?

3.

Describe and draw a diagram to o show how water wate w enters the roots and moves to the shoot system.

45

Label the different parts of the root section.

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4.

5.

Use the Venn diagram to compare fibrous roots ompare are and contrast con and taproots. Draw a simple each root type. ple diagram agram of e

Fibrous Roots tss

6.

46

What are are aerial roots? r

Taproots

Activity 2.7

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All About Mangroves Watch the video ‘Mangroves’ to help you complete this activity. vity. Use your textbook or books in the library if you are unable to watch the e video.

1.

Describe the environment where mangroves are commonly fou found. foun

2.

What makes the environment where ere mangroves are a found too harsh for most other types of plants?

3.

How are mangroves able ble to survive in their harsh environment?

4.

What are stilt roots? How do they th help mangroves survive?

5.

What makes makes th the so soil in which mangroves grow different from the soil in a forest?

47

What are pneumatophores? How do they help mangroves survive?

7.

What is unique about the life cycles of many mangroves? groves? How does do d this help them to reproduce?

8.

How are mangrove seedlings dispersed sed to o new places? pla place

9.

Use the words in the box to label abel el the diagram. diagram pneumatophore

Re

stilt root

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6.

48

seedling

attached seedling

Activity 2.8

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Observing Vascular Tissue in the Stem Materials

• light g colored flowers

• concave slides oncave sl

• 3 beakers (500 ml)

• cover slips

• forceps orcep ps

• hand lens len

• microscope micro

• food dye

Procedure

Complete this activity as a class. s.

1.

Add 250 ml of water to each beaker. Add 4-5 drops of food coloring ach beak to each beaker off water. Use color for each beaker. se a different di

2.

Your teacher will help you to t cut a small section off the base of each flower stem. Place ce each flower flow into a beaker.

3.

Place the he e beakers eakers akers in a sunny ssunn nny place and leave overnight.

49

5.

6.

The next day, observe any changes in the flowers and leaves.

Record your observations.

eg al ed uc ati on

4.

Your teacher will help you to cut a thin cross-section of the stem of each flower. Use the forceps to carefully place each cross-section oss-section on a slide. Add a few drops of water and cover with a cover slip.

Observe the cross-section of each stem under the low and h high power settings of the microscope. Record your observations. bservation

Observations 1.

50

Draw the flowers in each beaker afterr they were left overnight.

Draw the cross-sections of the stems you observed under the low and high power settings. Label any vascular tissue you see.

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2.

Analyze e and an nd d Interpret Interp

How did the flowers wers and leaves le change during the investigation?

Use your knowledge tissue to infer why this occurred. edge of vascular vas

51

Activity 2.9

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Stems – Comprehension 1.

Use your textbook to help you fill in the blanks.

is usually the part off the e plant that tha

(a) The

connects the the plant.

to the upper pper portions o of

(b) The stem provides

for the pl plant and holds pla

up the

. This allows lows the them to spread out and .

take in more

(c)

Some plants have green are en stems ems that ar a emss are called can bend. These stems

They get their g green color olor from of the stem.

(d)

and

.

in the cells

are plants with thick, strong stems covered

rotective ctive in protective

. They do not bend easily.

These stems tems are called c ca

. They are often

in color. The cells in woody stems do not

contain

52

.

(e) Stems contain

that transport substances

ca tio n

vessels throughout the plant. transport water and minerals from the root system m to the he leaves. vessels transport food from om the leaves to t all parts of the plant.

Label the parts of the stem section.

Re ga

2.

3.

List a plant to store food. ant that hat uses its stem s

4.

List List a plant that use uses its stem to store water.

53

Activity 2.10

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Observing Leaf Stomata Materials

• four freshly picked leaves

p • transparent tape

• transparent nail polish ish

p slides es • microscope

Procedure

1.

Use the nail polish brush to apply ply clear nail polish about the size of yo your ourr de of one le eaf. thumbnail to the underside leaf.

2.

ail polis Set the leaf aside fo for the nail polish to dry and repeat Steps and 2 for the eps 1 a e other leaves.

emaining ssteps for each ach Carry out the remaining of the leaves. s.

3.

er Once the nail polish ha has dried, cover it with transparent tap tape as shown. Slowly peel the he tape off the leaf and stick it sticky-side-down on a microscope slide. sticky-side-do

4.

lace the sslide on the microscope stage Place and observe it under the low an and high power settings. nd h

54

• microscope microsc p

Observations

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Draw the clearest leaf impression in the space below.

Low power

High power

Analyze and Interpret terpret

Name and describe the e function func of the structures your observed.

55

Activity 2.11

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Leaves – Comprehension 1.

Use your textbook to help you fill in the blanks.

system o of

(a) The leaves and stem form the a plant.

(b) Leaves are highly specialized to carry out They are often

.

, broad oad and

in all directions. ctions. s. This en enab enables them to as p a possible.

absorb as much

(c)

Running through the center enterr of the leaf lea is a

containing

(d) On the

and a

.

of a leaf are many tiny openings

called . The needed for photosynthesis the leaf through the openings. tosynthesis nthesis ent enters th produced during photosynthesis is The released the openings. leased ed into the air a through th

(e) e) Man Many any y leaf cells c contain c photosynthesis takes place. photosynth photosynthesi

56

which is where

2.

Label the parts of the leaf.

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c

b a

d

g

f

a

b

c

d

e

f

e

g

57

Activity 2.12

eg al ed uc ati on

Photosynthesiss

1.

Describe what takes place at each stage during photosynthesis.

a

a

b

b

c

c

58

ion

d

d

What Wha at happens happ to the food prod duce during photosynthesis? produced

ga le

2.

59

Activity 2.13

Re ga le du ca tio n

Angiosperm Life Cycle – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) Flowering plants are called by

reproduction.

(b) Male sex cells are called in pollen grains on the

(c)

. They repro reproduce

. They The are located

of a flower.

Female sex cells, called

, are stored in the

off a flower.

occurs whe when

(d)

are

transferred from the anther to the

.

en grain lan lands on the stigma, it produces a (e) When a pollen

which grows from the stigma, through the wh to the ovary.

f) (f)

Inside side the ovary o are egg cell.

, each containing an

(g) A moves from the pollen grain through the pollen tube to an ovule. pollen o

60

(h) The sperm cell fuses with the egg cell. This joining of the sex cells is .

Re ga le du ca tio n

called

(i)

The flower petals fall away and the ovule beginss to develop

into a

.

(j)

Once the seeds are developed they are re new places.

(k)

In its new location and under the he right ight conditions, conditio the seed will

to

and d start to grow.

2.

In the space below, draw the stages ages in the life cycle of an angiosperm.

Use the words in the boxx to label the stages. sta adult plant

young plant

seedling

seed

fruit

61

Activity 2.14

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Fern and Moss Life Cycles 1.

Use the Venn diagram to compare and contrast the life e cycles les of o angiosperms with that of mosses and ferns.

Angiosperm Life Cycle

Moss andd Fern F Life Cycle

2.

Where would you on a fern? u likely find fin the e spores s

3.

Where would ould you likely find f the t spores on a moss plant?

4.

How ow are re the spores produced p by ferns and mosses dispersed to new places?

62

Activity 2.15

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Vegetative Reproduction In small groups, plan and conduct an investigation to demonstrate nstrate te that angiosperms are able to reproduce asexually through h vegetative reproduction.

Make a Prediction

1.

What plant will you attempt to reproduce vegetatively? etatively?

2.

From which part of the plant do you think hink a new plant p will grow?

Materials aterials

List the materials als you will use.

63

Procedure

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List the steps you will take.

Observations

Draw the plant or plant nt part pa before and after you attempted to reproduce it vegetatively. Label its parts.

Before:

64

Re ga le du ca tio n

After:

Analyze and Interpret ret

1.

Was your prediction correct? Were you able to successfully reproduce the plant from the plant part you predicted?

2.

What are some ways you c could increase the growth rate of the offspring?

3.

Wyattt buried an apple ap in his garden. After some time, a young apple plant emerged from the soil. Explain why this is not an example of vegetative getative reproduction.

65

Review

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Plants 1.

What is the main difference between vascular plants and non-vascular plants?

2.

How do non-vascular plants get the water and d nutrients they need?

3.

What are root hairs? What is their eir main function? func

4.

Sophie observed a prepared pr slide slide of cells under a microscope. She noticed the cells contained ntaine chloroplasts. What can she infer about the cells?

5.

How are re herbaceous sstems different from woody stems?

66

What do plants need in order to photosynthesize?

7.

What gas is produced and released into the air during uring photosynthesis? photosynt

8.

Label each leaf structure.

How are they similar in terms of their function??

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ca tio n

6.

9.

List three types pes of plan plants that do not produce flowers.

10. What is vegetative vegeta reproduction?

67

Activity 3.1

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Classifying Animals in the Schoolyard 1.

As a class, discuss some ways the animals in your schoolyard olyard rd can be classified into groups. List them below.

2.

In small groups, decide on a way that the he animals anima in your schoolyard can be classified into three groups. ups. Walk around aroun your schoolyard and discuss the characteristics of the e animals you spot. Draw or write the ach group. names of the animals in each

Characteristics in common:

68

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Characteristics in common:

Characteristics in common::

69

Compare your group’s classifications to that of other groups in your class. Record your findings in the table below.

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3.

How they were classified

Group

Group

Group

70

Activity 3.2

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Invertebrates 1.

What are invertebrates and how are they different from m vertebrates? rtebrates?

2.

Invertebrates that live on land are usually smaller than ller in size th vertebrates. Why?

3.

Label the different types of invertebrates. vertebrates. ertebrates.

Invertebrates

71

Activity 3.3

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Sponges Fact Sheet 1.

Identify and check the sponges.

2.

How do you you checked are sponges? u know the animals an a

72

Use your textbook to help you complete the following.

Habitat: Where are sponges found?

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3.

Diet: What do sponges eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere A interesting intteerreesstititing fact facctt aabout fa b sponges is ...

73

Activity 3.4

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Cnidarians Fact Sheet 1.

Identify and check the cnidarians.

2.

How do you you checked are cnidarians? u know the animals an a

74

Use your textbook to help you complete the following.

Habitat: Where are cnidarians found?

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3.

Diet: What do cnidarians eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere A interesting intteerreesstititing fact facctt aabout fa b cnidarians is ...

75

Activity 3.5

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Worms Fact Sheet 1.

Identify and check the worms.

2.

How do you you checked are worms? u know the animals an a

76

Use your textbook to help you complete the following.

Habitat: Where are worms found?

Re ga le du ca tio n

3.

Diet: What do worms eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere A interesting intteerreesstititing fact facctt aabout fa b worms is ...

77

Activity 3.6

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Echinoderms Fact Sheet 1.

Identify and check the echinoderms.

2.

How do you you checked are echinoderms? u know the animals an a

78

Use your textbook to help you complete the following.

Habitat: Where are echinoderms found?

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3.

Diet: What do echinoderms eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b echinoderms is ...

79

Activity 3.7

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Mollusks Fact Sheet 1.

Identify and check the mollusks.

2.

How do you you checked are mollusks? u know the animals an a

80

Use your textbook to help you complete the following.

Habitat: Where are mollusks found?

Re ga le du ca tio n

3.

Diet: What do mollusks eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b mollusks is ...

81

Activity 3.8

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Arthropods Fact Sheet 1.

Identify and check the arthropods.

2.

How do you you checked are arthropods? u know the animals an a

82

Use your textbook to help you complete the following.

Habitat: Where are arthropods found?

Re ga le du ca tio n

3.

Diet: What do arthropods eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere A interesting intteerreesstititing fact facctt aabout fa b arthropods is ...

83

Activity 3.9

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My Invertebrate Research Project Conduct research about your favorite invertebrate animal.. Y You ou ca c can an u use se db y your your teacher. teach tea ch your textbook, books in the library or websites suggested by

Invertebrate name:

Which group does the invertebrate belong to?

Paste a photograph or draw a picture of the invertebrate. invertebrate Label its parts.

Descriptionn of the invertebrate inverteb (include its size, body parts and symmetry):

84

Movement:

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Habitat:

Diet:

Reproduction: ction:

Fun facts:

Why is this hisis your favorite invertebrate?

85

Activity 3.10

du ca tio n

Vertebrates 1.

What are vertebrates?

2.

Why are vertebrates able to grow much larger ger than invertebrates? inverte

3.

The diagram below shows the skeleton keleton ton of a leopard. leop le (a) Circle the backbone.

skull

Re g

ribcage

(b) of the ribcage? b) What hat is the ffunction un

(c) c)

86

What is the function of the skull?

W

What does bilateral symmetry mean?

Re ga le du ca tio n

4.

5.

Label the different types of vertebrates.

Vertebrates Vertebra

87

Activity 3.11

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Fish Fact Sheet 1.

Identify and check the fish.

2.

How do you you checked are fish? u know the animals an a

88

Use your textbook to help you complete the following.

Habitat: Where are fish found?

Re ga le du ca tio n

3.

Diet: What do fish eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere A interesting intteerreesstititing fact facctt aabout fa b fish is ...

89

Activity 3.12

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Amphibians Fact Sheet 1.

Identify and check the amphibians.

2.

How do you you checked are amphibians? u know the animals an a

90

Use your textbook to help you complete the following.

Habitat: Where are amphibians found?

Re ga le du ca tio n

3.

Diet: What do amphibians eat?

Body: What are some characteristics ristics iistics sticcss of stics of their th tthe heiirr bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b amphibians is ...

91

Activity 3.13

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Reptiles Fact Sheet 1.

Identify and check the reptiles.

2.

How do you you checked are reptiles? u know the animals an a

92

Use your textbook to help you complete the following.

Habitat: Where are reptiles found?

Re ga le du ca tio n

3.

Diet: What do reptiles eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b reptiles is ...

93

Activity 3.14

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Birds Fact Sheet 1.

Identify and check the birds.

2.

How do you you checked are birds? u know the animals an a

94

Use your textbook to help you complete the following.

Habitat: Where are birds found?

Re ga le du ca tio n

3.

Diet: What do birds eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b birds is ...

95

Activity 3.15

Re ga le du ca tio n

Mammals Fact Sheet 1.

Identify and check the mammals.

2.

How do you you checked are mammals? u know the animals an a

96

Use your textbook to help you complete the following.

Habitat: Where are mammals found?

Re ga le du ca tio n

3.

Diet: What do mammals eat?

Body: What are some characteristics ristics iistics sticcss of of their th their bodies? b

Reproduction: n: How Hoow w do do they tthhey reproduce? repro repro sexually

asexually

sexually and asexually

Ann intere interesting i t rresstii fact f ct aabout b mammals is ...

97

Activity 3.16

Re ga le du ca tio n

My Vertebrate Research Project Conduct research about your favorite vertebrate animal. Y You ou c can an u an use se db y your your teacher. teach tea ch your textbook, books in the library or websites suggested by

Vertebrate name:

Which group does the vertebrate belong to?

Paste a photograph or draw a picture of the vertebrate. vertebrate Label its parts.

Descriptionn of the vertebrate vertebra vertebr (include its size, body parts and symmetry):

98

Movement:

Re ga le du ca tio n

Habitat:

Diet:

Reproduction: ction:

Fun facts:

Why is this hisis your favorite vertebrate?

99

Review

Re ga le du ca tio n

Animal Classification 1.

Use the Venn diagram to compare and contrast invertebrates tes and vertebrates.

Invertebrates

Vertebrates bra

2.

List two kinds of cnidarians.

3.

List the three main kinds off worms.

4.

To which invertebrate brate group grou do sea cucumbers and sea stars belong?

5.

Which is the most diverse dive group of animals?

6.

What are the th characteristics of arthropods?

100

7.

Use the Venn diagram to compare and contrast sharks and dolphins.

Dolphins

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Sharks

8.

List the vertebrate groups that are cold-blooded. d-blooded.

9.

List the vertebrate groups that are warm warm-blooded.

10. List the three main groups of reptiles. reptile

11.

Sophie and Halle e are on a fie field trip classifying animals at the local zoo.

Sophie spots an n animal with wi a body covered in feathers. Halle spots an animal with a body cove covered in fur. Into which groups should Sophie and Halle classify animals. y the anim Explain yourr answer. answer

1 01

Activity 4.1

Name the ecosystem shown in the photograph.

Re ga le du

1.

on

Identifying Biotic and Abiotic Factors

(a) List some of the biotic factors expect to find in ors you would wou wo the ecosystem.

(b) List some e of the abiotic fact factors you would expect to find in the ecosystem. osystem. em

(c) c)

102

Part art of the ecosystem ecos was cleared of trees to make way for the effects on the biotic and abiotic factors in farmland. Describe Des ecosystem. the eco ecosyste

Name the ecosystem shown in the photograph.

Re ga le d

2.

(a) List some of the biotic expect to find in ic factors ors you would w the ecosystem.

(b) List some me off the abiotic abioti fac factors you would expect to find in the ecosystem. cosystem. ystem.

(c)

A nearby nearby fact factory is releasing pollutants into the water. Describe the the biotic and abiotic factors in the ecosystem. effects on th

103

Name the ecosystem shown in the photograph.

Re ga le du ca tio n

3.

(a) List some of the biotic factors expect to find in ors you would wou wo the ecosystem.

(b) List some e of the abiotic fact factors you would expect to find in the ecosystem. osystem. em

(c) c)

104

Rising sing ocean ocea tem temperatures is causing some of the corals to die.

Describe on the biotic and abiotic factors in Describe cribe the t effects e ecosystem. the ecosyste eco

Name the ecosystem shown in the photograph.

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4.

(a) List some of the biotic factors expect to find in ors you would wou wo the ecosystem.

(b) List some e of the abiotic fact factors you would expect to find in the ecosystem. osystem. em

(c) c)

Dur During uring ing winter, wint the th air temperature drops by 30oC. Describe the effects on the biotic and abiotic factors in the ecosystem.

105

Activity 4.2

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Ecosystem Organization – Comprehension 1.

Use your textbook to help you fill in the blanks.

(a) To better understand the interactions between and into different levels.

factors, scientists tss organize ecos ecosystems

(b) A single organism is called an

(c)

.

me kind that interact inte All of the organisms of the same and within hin an ecosyste ecosystem make up

a

.

(d) The interacting populations an ecosystem form opulations ations within wit a

(e) An

ng with the along

2.

106

.

is the interacting

factors that affect it.

gle and an owl are a both birds in a forest ecosystem.

An eagle Why are re they not n pa part of the same population?

Write ‘I’ for individual, ‘P’ for population and ‘C’ for community.

Re ga le du ca tio n

3.

4.

List three ee things ings that can c af affect the size of a population in an ecosystem. osystem. em.

107

Activity 4.3

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Producers to Decomposers 1.

Write ‘P’ for producers, ‘H’ for herbivores, ‘C’ for carnivores res and nd ‘D’ for the decomposers. Write ‘S’ for the energy source for the producers.

2.

What play in an ecosystem? hat role role do decomposers decomp

108

Activity 4.4

Re ga le du ca tio n

Food Chains Order the organisms to show the energy pathway in their ecosystem. cosystem. stem 1.

grass

cheetah

2.

zebra

Sun

SSun u

m se mouse

owl

3.

wheat

Suuunn SSun

seagrass g

parrotfish rotfish otfish ot sh

shark

109

4.

Draw arrows to create a grassland food chain.

Use the words in the box to label the organisms. producer secondary consumer top predator

primary consumer tertiary consumer decomposer

Re ga le du ca t

snake

frog

caterpillar terpillar terpillar illaarr

mushrooms

grass

1 10

owl

Draw arrows to create an Arctic Ocean food chain.

Use the words in the box to label the organisms. producer secondary consumer top predator

primary consumer tertiary rtiary consumer co decomposer ecomposer

Re ga le du ca tio n

5.

orc orca

dolphin

cod

krillll

bacteria bbacter t

plankton

111

Activity 4.5

1.

al ed uc ati on

Food Webs Draw arrows to create an African Savanna food web.

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

herbivore

carnivore

cheetah

zebra

R

wildebeest

acacia tree 1 12

Re ga le du ca tio n lion

gazelle

giraffe

star grass grrass ass

113

Draw arrows to create an Arctic Ocean food web.

Use the words in the box to label the organisms. producer secondary consumer top predator

primary consumer tertiary consumer decomposer

du ca tio n

2.

krill krill

baleen whale

R

dolphin

1 14

bacteria

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plankton

penguin pe ppen e

silverfish

cod

orca

leopard seal

1 15

Draw, paste photographs or write the names of organisms to show a food web of an ecosystem. The model should show that the e energy ener in animals’ food was once energy from the Sun.

Re ga le du ca tio n

3.

Ecosystem:

1 16

117

ed uc ati on

Activity 4.6

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Energy Pyramids 1.

1 18

Create an energy pyramid for a grassland ecosystem by drawing awing the organisms below in the pyramid. Label the different levels. evels. s.

Create an energy pyramid for a desert ecosystem by drawing the s organisms below in the pyramid. Label the different levels.

Re ga le du ca tio n

2.

1 19

Activity 4.7

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Energy in Ecosystems – Comprehension 1.

How do animals use the energy they obtain from food??

2.

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

at shows hows how (a) A food chain is a simple model that and

flow through

an ecosystem.

y path th in a food foo chain, we can see that all of (b) By following the energy the

in an

can be

ht energy from the traced back to the light

(c)

A

interconnected onnected ected

is a model used to show the

in an ecosystem.

ut of the energy at each level in an (d) About ecosystem cosystem is used to carry out life processes.

120

.

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(e) An is a model that shows how much energy is available at each level in an ecosystem and the he number nu each level can support.

of

(f)

is available at each level as you yo go

As less

up a food chain, the number of

survive at each level

tthat can tha

.

o determine ermine if an ecosystem is (g) Energy pyramids can be used to . If the e model el does no not resemble a

shape, hape, pe, it may ind indi indicate the ecosystem is or

3.

.

wer er organisms organis Explain why there are fewer the higher up you go in an energy pyramid.

121

Review

Re ga le du ca tio n

Energy in Ecosystems 1.

Provide an example where a change in an abiotic factor in an ecosystem ecosyste can affect the biotic factors in an ecosystem.

2.

Provide an example of a population in a coral oral reef ecosystem. eco

3.

Complete the table.

Role

Producer

Primary Consumer

Secondary ary Consumer umer Tertiary Consumer Consume

Top Predator pP

122

Description scription

Example

In the space below, draw a simple model to show that all of the energy in an ecosystem can be traced back to the light energy from the Sun.

Re ga le du ca tio n

4.

5.

What is the difference between a food chain and a food web?

6.

Why are there more ore primary p consumers in an ecosystem than there are top predators?

123

Activity 5.1

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Modeling Plate Tectonics Materials

• crackers

• powdered p sugar g

• paper plate

Procedure

1.

Mix the powdered sugar with wat water ter to create frosting. The frosting will wl represent Earth’s magma.

2.

ate to a Spread the icing on the plate thickness of about 2 cm.

3.

Place two crackers rs on the ffrosting so they are touching. The crackers represent Earth’ss tectonic plates.

Place a finger on each cracker and pl gently pull the crackers This movement is modeling divergent rackers apart. ap boundaries of tectonic plates. Record your observations.

124

Place two crackers on the frosting so they are touching. Gently move the crackers so that they slide past one another. Repeat by sliding iding them in opposite directions. This movement is modeling transverse ansverse boundaries of tectonic plates Record your observations.

5.

Place two crackers on the frosting rosting so they th are touching. Place a finger on each cracker and gently gent push them together. This movement is modeling convergent onvergen boundaries of tectonic plates Record your observations. ations.

g

ed uc ati on

4.

1 25

Dip the sides of two crackers in water for 10 seconds to make them a little soggy. Repeat Step 5.

Re ga le du ca tio n

6.

Observations

Divergent boundary

126

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Transverse boundary

Convergent boundary 1

Convergent boundary ndary 2

127

Analyze and Interpret Describe what you observed when modeling the divergent boundary bounda of tectonic plates.

2.

Name a feature of the Earth’s surface that is the result of diverging di tectonic plates.

3.

Describe what you observed when modeling odeling the transverse boundary of tectonic plates.

4.

Name an event that occurs urs as a result re of tectonic plates sliding past one another.

5.

Describe what you observe observed when modeling the convergent boundary of tectonic plates. ctonic plat

Re g

le du ca tio n

1.

6.

128

Name ame a fe feature f of the Earth’s surface that is the result of converging tectonic plates. tec

Activity 5.2

Re ga le du ca tio n

Earth’s Landforms – Comprehension 1.

Use your textbook to help you fill in the blanks.

is a landform that risess above ove the (a) A surrounding land. It is taller than a hill and usually ually ally has steep

and a sharp or rounded unded ed peak. There The Th are three main types of mountains that differ fer in n how they are a

formed –

mountains, ountains ns,

mountains and

mountains. mount mountain

med when hen (b) Volcanic mountains are formed pushes up from beneath the surface. he Earth’s surfa surfac

mountains untains are ar created where two or more

(c)

of Earth’s

plates are pressed together. pl

The force pushes a series of bends and folds. nds a ds.

(d)

rock upwards into

mountains m mou are formed by the movement

e Earth’s rth’s crust along a of the cracks called

.

129

(e) At the base of many mountains are

and are wide, flat

Re ga le du ca tio n

.

expanses of land with little change in are generally in low-lying areas, but can also form rm on

.P Plains Pla

. Plains that extend from om land to the

ocean are called

(f)

.

are low-lying areas ar often Like plains, between mountains or hills. Water er may ay flow ass

through a

or

.

, also called gorges, are deep, narrow

(g)

channels that run between steep etween ween stee ste

or

.

(h) A

, also called a high plain or tableland,

errain that sharply from is flat terrain the surrounding he surr rounding la land on at least one edge.

2.

130

Which processes processe rocesses can turn uplifted sedimentary rock into a canyon?

Activity 5.3

Materials • baking tray

• modeling clay

Procedure

• wooden ooden rod ro od

• popcorn popco popc corn

Place the modeling clay into the baking aking tray. Change the shape of the clay so that it models an ocean floor. Refer Re to pages 130 and 131 features to model. in your textbook to help you u choose hoose what w featu f

Re ga

1.

du ca tio n

Modeling the Ocean Floor

2.

ur ocean he space provided on the opposite page.

Draw you your cean floor in i th the

3.

e tray y with popco rn so that you cannot see the model el beneath. b Fill the popcorn

1 31

Swap your model with a classmate. Use the stick to measure the depth of the ocean floor by pushing it through the popcorn. Start in one corner and measure the depth at regular points as you u move across and down. Record your observations.

Re ga

ca tio n

4.

5.

132

Empty the popcorn opcorn from the tray and compare your observations actual model. ns to the act

Draw a Model

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Draw your ocean floor model from a bird’s-eye view. Label its features. atures.

Observations

Draw the ocean floor m model you with the rod. Label its features. ou observed obse

1 33

Analyze and Interpret Describe the similarities and differences between the map you ou made ma of the ocean floor and the actual model.

Re ga le du ca tio n

1.

2.

What features of the ocean floor model were e easy to id identify and map?

3.

What features of the ocean floor oor model w were difficult to identify and map?

4.

In what ways is mapping apping the th ocean floor in the real world similar to your method of mapping in this activity?

5.

Why iss it important to t map the ocean the floor?

134

Activity 5.4

Oceans

al ed uc ati on

Water Around the World

Description

Type of Water ater salt

fresh fre

both salt and fresh

n be fo They can found...

Glaciers and Icee Caps CCa

Description

Type of Water salt

fresh

both salt and fresh

R

They can be found...

1 35

ed uc ati on

Lakes, Rivers and Streams Description

Type of Water salt

fresh h

both ssalt and fresh

e found...

They can be

Groundwater

Description Des

Type of Water salt

fresh

both salt and fresh

Re

They can be found...

136

Engineer It!

Re ga le du ca tio n

Storing Water The amount of precipitation in a region changes throughout the year. This results in changes to the amount of fresh water available for people to use.

To help make water available all year round, people often store water in reservoirs.

Imagine the town you live in has a shortage of water due to a drought. The weather forecast has predicted heavy rains to fall over the coming weeks.

Work in groups to design, test and build ild a model of a water storage structure re for your town to ensure it has a steady eady ady supply of water after the rains pass.

Materials

List the materials you w will use to o build your structure.

1 37

Draw a Model

Re ga le du ca tio n

Draw a labeled diagram of your design.

138

Procedure

Re ga le du ca tio n

Decide on a way to test the effectiveness of your group’s design. Write tthe steps you will take.

Analyze and Interpret

1.

What properties of the materials you used make them suitable for their purpose?

2.

Describe how your structure ure will store st water.

3.

Evaluate the effectivenes effectiveness of your group’s design. How did it compare with the designs signs made by other groups?

4..

How w could your group’s design be improved?

1 39

Activity 5.5

du ca tio n

How We Use Water

Re ga l

Create a poster that shows the different ways people use water. You can draw pictures, diagrams or write short descriptions for each ch use.

140

Review

Re ga le du ca tio n

Earth’s Land and Water 1.

Provide an example of a slow change to the Earth’s surface.

Over what period of time does it occur?

2.

Give an example of a landform caused by a slow low change to the Earth’s surface.

3.

Provide two examples of rapid changes to the th Earth’s surface.

4.

What makes up the Earth’ss hydrosphere? hydrosp

5.

Give an example of fresh wa water that is found as solid ice on Earth.

6.

Give an example ample of sa salt water that is found in liquid form on Earth.

7.

List the places w where fresh water in liquid form can be found on Earth.

141

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

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

Special ecial thanks to: Wang Hui Guan Matthew Cole, Daniel C Cole, W Joseph Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur ph Ande Anderson, Halle Tayl Natchanuch Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk uch Nak Nakapat, Vara

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