Pri ma ry 4 Activity Book
Name
Class
A
n tio
du ca
Pri ma ry 4
R eg
al E
Activity Book
A
Let’s Do Science
n
Let’s Do Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.
du ca
tio
Let’s Do Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations. Let’s Do Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books. The Let’s Do Science activity books include the follow features:
AB Activity
3. Use the skipping
Activity 4.4
Activities and investigations related to concepts and topics covered in the Let’s Do Science Textbook.
Observations
Record the times take Activity
Pulse Rate (Beats/min)
Skipping 15 s
your breathing rate?
Skipping 30 s
affect 2. How will exercise
your pulse rate?
Rest 5 min
al E
Procedure
on your chest. Use 1. Place your hand how many the stopwatch to time 30 seconds. breaths you take in r of breaths by Multiply the numbe ng rate. two to get your breathi by gently placing 2. Locate your pulse side of your neck. two fingers on the to count how Use the stopwatch beats in 30 many times your pulse number of the Multiply seconds. your pulse rate. beats by two to get
93
Engineer 92It!
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 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!
Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.
R eg
taken in the table below. Breathing Rate (Breaths/min)
Resting
Make a Prediction
Engineer It!
Review
2.
5. Rest for five minutes
• skipping rope
affect 1. How will exercise
2.
s. Repeat Steps 1 and
to skip for 30 second
2. . Repeat Steps 1 and
Materials
• stopwatch
s. Repeat Steps 1 and
rope to skip for 15 second
rope 4. Use the skipping
s
Your Heart and Lung
Now it’s your turn. Identify a problem people face. Use your knowledge of the external and internal structures of animals to design and build a solution to the problem.
The Problem
Define a problem affecting people.
The Solution Analyze and Interpret
Explain your solution to the problem.
Present your model to other groups. Evaluate the effectivene ss of your model. How could it be improved?
76
table. 2. Complete the
Review
ns es and Functio Animal Structur
an eagle. e. al structures of the eagle surviv structure helps 1. Label the extern describe how each Use the table to
Functions
Structure
77
lungs
skeleton Pull on bones to
Topical questions at the end of each chapter for formative assessment.
l to move enable the anima its parts.
gills
intestines l’s body. hout the anima
Pumps blood throug
Structure
Function
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
ry function of the
4. What is the prima
brain?
85
84
ii
2
tio
Unit 1 - Classification of Organisms
n
Contents
24
Unit 3 - Animal Structures and Functions
58
Unit 4 - Human Body Systems
86
du ca
Unit 2 - Plant Structures and Functions
104
R eg
al E
Unit 5 - Ecosystems
iii
Activity 1.1
Organisms in the Schoolyard
• camera
du ca
Procedure
tio
• hand lens
n
Materials
1. In small groups, go into your schoolyard and choose a place where you are likely to find organisms.
al E
2. Look for organisms around you. Use the hand lens to observe the smaller organisms you spot. For each organism, discuss its characteristics and needs that let you know it is a living thing. 3. Take a photograph or draw three living things.
R eg
4. In the classroom, print and paste the photographs of the living things you spotted. Explain how you know they are living things.
2
Observations Record your observations in the spaces below
n
Organism:
du ca
tio
How you know it’s an organism:
al E
Needs of the organism:
R eg
Organism:
How you know it’s an organism:
Needs of the organism:
3
Organism:
du ca
tio
n
How you know it’s an organism:
Needs of the organism:
Analyze and Interpret
al E
than spotted a plant in his schoolyard. It has dried, withered leaves. E He thinks it may no longer be alive. What could he do to find out?
R eg
4
Activity 1.2
Characteristics of Life – Comprehension Use your textbook to help you fill in the blanks.
2. Animals need
, food,
n .
and a
.
du ca
place to live. They also need the gas
. We can tell if something
tio
1. A living thing is called an is a living thing by looking at its needs and
3. Plants are organisms that make their own food through a process called
.
al E
and a gas called
. To do this, they need
4. All organisms
as they get older. When they do,
they usually get taller and
R eg
they look more like their 5. All organisms can produce
6. Organisms also
. As organisms get older, . . This means they are able to
of the same kind. to changes around them.
5
Activity 1.3
Observing Leaf Cells
• microscope slides
• forceps
• microscope
• cover slips
du ca
• dropper
• hand lens
tio
• elodea plant
n
Materials
Procedure
Conduct this activity as a class.
al E
1. Use the forceps to remove a leaf from the elodea plant.
2. Use the hand lens to observe the leaf. Draw what you see.
R eg
3. Carefully place the leaf on a microscope slide. Use the dropper to add one drop of water on the leaf.
4. Observe the leaf under the low power setting. Draw and label what you see. 5. Observe the leaf under the high power setting. Draw and label what you see.
6
Observations Record your observations in the spaces below.
al E
du ca
tio
n
Elodea under hand lens:
R eg
Elodea under microscope using low power setting:
7
du ca
tio
n
Elodea under microscope using high power setting:
al E
Analyze and Interpret
1 . Were you able to see the cells in the leaf using the hand lens? Explain why or why not.
R eg
2. Under which power were you able to see the cells in more detail?
3. What is the function of the chloroplasts?
8
Activity 1.4
Observing Animal Cells
• microscope
du ca
tio
• 3 prepared animal cell slides
n
Materials
Procedure
1. In small groups, use the microscope to observe each of the prepared human cell slides..
al E
2. Draw and describe the cells you observe.
Observations
Record your observations in the spaces below.
R eg
Type of cells:
9
R eg
al E
Type of cells:
du ca
tio
n
Type of cells:
Analyze and Interpret
Why do animal cells come in a variety of shapes and sizes?
10
Activity 1.5
Observing Microorganisms
• dropper
• dish
• microscope
du ca
tio
• beaker
n
Materials
Procedure
1. Visit a pond or small body of fresh water in your area. 2. Use the beaker to collect some of the pond water.
al E
3. Back in the classroom, use the dropper to cover the bottom of the dish with pond water. 4. Place the dish on the microscope stage and observe the water under low power and high power. Draw your observations. 5. Use the ‘Pond Microorganisms Identification Chart’ to see if you can identify the organisms you observe.
R eg
6. Repeat Steps 2 and 3 again to try to spot different microorganisms.
11
mosquito larva
al E
volvox
amoeba
mosquito pupa
algae
water mite
euglena
diatoms
R eg
daphnia
hydra
du ca
paramecium
tio
n
Pond Microorganisms Identification Chart
copepod 12
Observations Record your observations in the spaces below.
High Power
al E
Low Power
du ca
tio
n
Observation 1:
R eg
Observation 2:
Low Power
High Power 13
Analyze and Interpret
1. List the unicellular pond organisms you were able to identify.
n
tio
2. List any multicellular pond organisms you were able to identify.
du ca
3. In what ways were the organisms you observed similar?
al E
4. In what ways were the organisms you observed different?
R eg
14
Activity 1.6
Unicellular and Multicellular Organisms Complete the chart to compare unicellular and multicellular organisms.
n
Organisms
Unicellular
al E
Description:
du ca
tio
Description:
Description:
Examples:
R eg
Examples:
Multicellular
15
Activity 1.7
Cell Organization – Comprehension 1. Use your textbook to help you fill in the blanks.
(b)
that are of the same kind and have the same
du ca
function are often grouped together as
.
tio
of more than one cell. They are called
n
(a) Humans and many of the animals you are familiar with are made up
.
(c) Two or more types of tissue that are grouped together make up an
.
al E
(d) A group of organs that perform a central task is called an
.
(e) All of the organ systems work together to make up
R eg
an
.
2. Draw a labeled diagram to provide an example of cell organization in the human body.
16
Activity 1.8
Classifying Plants
n
1. In small groups, discuss the ways in which the plants in your school can be classified into groups. List some ways they can be classified.
tio
al E
Location:
du ca
2. Visit a location in your schoolyard where you can find a variety of different plants. Classify the plants into two groups. Write how the plants have been classified into groups.
R eg
How have the plants been classified?
3. What characteristics do scientists use to classify organisms into groups?
4. How is classifying organisms into groups useful? 17
Activity 1.9
(c) They are multicellular organisms.
du ca
(d) They are classified as animals.
tio
1. Circle. Which is true about all bacteria? (a) They very similar to plants. (b) They unicellular organisms.
n
Bacteria and Protists
2. Describe one way that bacteria can be harmful to people.
al E
3. Describe one way that bacteria can be helpful to people.
R eg
4. Circle. Which is true about protists? (a) They can be unicellular or multicellular. (b) Some can photosynthesize. (c) Some reproduce by dividing. (d) All of the above. 5. List two kinds of protists.
18
Activity 1.10
Comparing Plants and Fungi
Plants
al E
How they get food
du ca
Can move about
Have roots, a stem and leaves
Fungi
tio
Characteristic
n
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 the video.
How they reproduce
R eg
Are edible
Examples
19
Activity 1.11
Classifying Organisms
euglenas
salmonella
sequoias
ameoba
mushrooms
E. coli
anemone fish
R eg 20
mold
jellyfish
al E
puffballs
moss
du ca
Sally Lightfoot crab
tio
n
Use the chart on the next page to classify the organisms into five groups. Each organism appears in your textbook.
21
R eg
n
tio
du ca
al E
Review
Classification of Organisms Needs of Plants and Animals Animals
du ca
tio
Plants
n
1. Use the Venn diagram to compare the needs of plants and animals.
al E
2. Circle. Which is true about all organisms? (a) They move from place to place.
(b) They are made of more than one cell. (c) They photosynthesize.
R eg
(d) They reproduce.
3. What are unicellular organisms?
4. List three unicellular organisms.
22
5. Why do many multicellular organisms have different types of cells?
n
du ca
tio
6. Complete the diagram.
al E
Kingdoms of Life
7. List one way fungi can be helpful to people.
R eg
8. How can fungi be harmful to people?
9. What is the main difference between vertebrates and invertebrates? 23
Activity 2.1
External Structures of Weeds
Materials • hand lens
• plastic container
du ca
• garden gloves
Procedure
al E
1. In small groups, go into your schoolyard and search for a weed. 2. Put on the gloves and carefully remove the weed from the soil. Try not to break off any plant parts.
R eg
3. Shake away any soil and place the weed in the container. 4. Back in the classroom, observe the external structures of the weed. Use the hand lens to observe the structures closely. 5. Discuss how its external structures help the weed to grow and survive in the place you found it.
24
tio
n
Warning: Soil contains microorganisms that can be harmful if they get inside your body. Weeds may also contain sharp spines. Be sure to wear gloves when removing weeds and wash your hands after your observations.
Observations
R eg
al E
du ca
tio
n
Draw and describe the function of the weed’s external structures
Analyze and Interpret
Do you think the weed would survive in environments other than your schoolyard? Explain your answer.
25
Activity 2.2
Do Plants Need Roots?
du ca
List the materials you will use.
tio
Materials
n
In small groups, plan and conduct an investigation to find out if plants can survive without roots.
Make a Prediction
al E
Predict what you think will happen in the investigation.
R eg
Procedure
List the steps and draw a diagram to show the steps you will take to carry out the investigation.
26
Observations
Analyze and Interpret 1. Was your prediction correct? What can you infer about plant roots from this investigation?
R eg
al E
du ca
tio
n
Record your observations.
2. How do plant roots help the plant to survive? 27
Activity 2.3
Stem Diversity
tio
n
he stem of a plant is an external structure that can help the plant in T different ways. Observe each stem and describe how it helps the plant to survive.
al E
du ca
Thistle
R eg
Sequoia
28
R eg
al E
Ivy
du ca
tio
n
Water lily
29
Activity 2.4
• 3 different leaves
• hand lens
du ca
Procedure
• dropper
tio
Materials
n
Comparing Leaf Cuticles
1. In small groups, use your senses of sight and touch to observe the cuticle of each leaf. Use the hand lens to observe each cuticle closely.
al E
2. Using the dropper, place a few drops of water on each leaf. Observe what happens to the leaf and water.
Observations
Draw and describe your observations.
R eg
Leaf 1:
30
Analyze and Interpret Based on your observations, which leaf is best suited to survive in a hot and dry environment? Which is least suited? Explain your answer.
R eg
al E
Leaf 3:
du ca
tio
n
Leaf 2:
31
Activity 2.5
Flowers, Fruits and Seeds – Comprehension 1. Use your textbook to help you fill in the blanks.
(c) the flower, the flower, the
. Their function is
du ca
(b) At the base of a flower are to protect the flower as it develops.
.
tio
Their primary function is to help the plants
.
n
(a) Flowering plants have external parts called
is the transfer of pollen from the male part of , to the female part of the
.
al E
(d) Animals that help pollinate flowers are called They are often attracted to a flower by its brightly-colored
.
R eg
(e) Flowers develop into
which help to protect the
from which flowering plants reproduce.
Fruits can also help plants to reproduce by seeds to new places.
32
.
Activity 2.6
Seed Dispersal
n
1. Observe the fruits and seeds. Infer how you think the seeds are dispersed. Explain your answer.
du ca
tio
(a)
al E
ragwort
R eg
(b)
oak tree
33
du ca
tio
n
(c)
blackberry
R eg
al E
(d)
milkweed
2. How does seed dispersal improve the chances of the seed to germinate and grow into a new plant?
34
Activity 2.7
How Seed Dispersal Helps Plants Reproduce
• plastic cups
• marker
• potting soil
du ca
• masking tape
• small beaker
tio
• fast-growing seeds
n
Materials
Procedure
1. In small groups, use the masking tape and marker to label one cup ‘A’ and the other cup ‘B’.
al E
2. Fill both cups with the same amount of potting soil.
3. Place three seeds into Cup A. Place 20 seeds into Cup B.
R eg
4. Place both cups in the same sunny location.
5. Use the beaker to sprinkle 30 ml of water into each cup. Predict whether the seedlings will grow better in Cup A or Cup B. 6. Add 30 ml of water to each cup every two days. Observe and draw the seedlings in the cups each time you add water. 35
Make a Prediction
du ca
Observations
tio
n
In which cup do you think the seedlings will grow better? Why?
Draw your observations on day 1, day 7 and day 14.
Day 1:
Cup B
al E
Cup A
R eg
Day 7:
Cup A
36
Cup B
Day 14: Cup B
du ca
tio
n
Cup A
Analyze and Interpret
1. Was your prediction correct? In which cup did the seedlings grow better? Explain why you think this occurred.
al E
R eg
2. From you observations, explain how seed dispersal helps plants to reproduce, grow and survive.
3. How could the results of this investigation be useful to crop farmers? 37
Engineer It!
tio
du ca
Plants have a variety of different external structures that function to support survival, growth and reproduction. Now it’s your turn. Identify 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 Structures
The Problem
al E
Define the problem affecting the survival of plants.
The Solution
R eg
Explain your solution to the problem.
38
R eg
al E
du ca
tio
n
Design, draw and label your solution.
Analyze and Interpret
Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
39
Activity 2.8
Function of Xylem
• beakers
• knife
• hand lens
al E
• food coloring
• white carnation with stem
du ca
• celery stalks with leaves
tio
Suggested Materials
n
In small groups, plan and conduct an investigation to observe the function of xylem in the stem of plants.
R eg
Procedure
List the steps and draw a diagram to show the steps you will take to carry out the investigation.
40
n tio du ca
Observations
R eg
al E
Record your observations.
41
Analyze and Interpret 1. From your observations, where is the xylem in the stem of a plant? How could you tell?
n
tio
R eg
al E
du ca
2. Draw and label a diagram to show the function of xylem as demonstrated during this investigation.
3. How does xylem support the survival and growth of plants?
42
Activity 2.9
Function of Leaves
• aluminum foil
• marker
du ca
• masking tape
• paperclips
tio
• 2 potted plants of the same size and kind
n
Materials
Make a Prediction
R eg
al E
What do you think will happen to a plant when its leaves are covered with aluminum foil?
Procedure
1. Use the masking tape and marker to label the plants ‘A’ and ‘B’. 2. Use the aluminum foil to cover the leaves of Plant A. Use paperclips to hold the foil in place. 43
3. Place both plants in a sunny place. Water the plants every day with the same amount of water.
du ca
Observations
tio
5. Repeat Step 4 two more times.
n
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.
Draw the leaves of Plant A and Plant B.
Day:
Plant B
R eg
al E
Plant A
Day:
Plant A
44
Plant B
Day: Plant B
du ca
tio
n
Plant A
Analyze and Interpret
1. Was your prediction correct? Describe your observations of the leaves of Plant A and Plant B.
al E
R eg
2. Why did the leaves of Plant A look different from the leaves of Plant B at the end of the investigation?
3. What is the primary function of the leaves?
45
Activity 2.10
Do Leaves Need Carbon Dioxide?
Suggested Materials • petroleum jelly
du ca
• small potted plant
tio
n
Leaves take in air through small openings called stomata. Chloroplasts in leaf cells use the carbon dioxide in the air to carry out photosynthesis. In small groups, plan and conduct an investigation to find out the effect of blocking air from entering the leaves of a plant.
al E
Make a Prediction
R eg
What do you think will happen to a plant when its leaves cannot take in air?
Procedure
List the steps you will take to carry out the investigation.
46
Observations
al E
du ca
tio
n
Draw a labeled diagram and describe your observations.
R eg
Analyze and Interpret
Was your prediction correct? What happened when the leaves were not able to take in air? Why did this occur?
47
Activity 2.11
Internal and External Flower Parts
R eg
al E
du ca
tio
n
1. Use your textbook to help you label the different parts of a flower.
2. Which are the male parts of a flower?
3. Which are the female parts of a flower? 48
n tio du ca al E
R eg
4. Where does fertilization take place?
5. What happens to ovules when they are fertilized? 49
Activity 2.12
Dissect a Flower
• scissors
• tray
• hand lens
• glue
du ca
• sheet of paper
• forceps
tio
• cut flower
n
Materials
Procedure
al E
1. In small groups, use the hand lens and take turns to observe the external structures of the flower. Draw and describe your observations.
R eg
2. Use the scissors and forceps to carefully remove the external flower parts (sepals and petals). Place the parts on the sheet of paper.
3. Use the scissors and forceps to carefully remove the stamen. Gently tap the anther to transfer some pollen grains to the sheet of paper. 4. Separate the anther and filament. Place each part on the sheet of paper.
50
du ca
Observations
tio
6. Use the glue to hold each flower part in place. Label the parts.
n
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.
Draw and label the parts you observed.
al E
Petals and sepals:
R eg
Stamen (include pollen grains):
51
du ca
tio
n
Pistil:
Analyze and Interpret
1. What are the functions of the sepals and petals?
al E
2. What are the functions of the filament and anther?
R eg
3. What characteristic of the pollen grains makes them suitable for pollination to occur?
4. In which part of the flower does fertilization take place?
52
Activity 2.13
Parts of a Flower – Comprehension 1. Use your textbook to help you fill in the blanks.
(c) the flower, the flower, the
. Their function is
du ca
(b) At the base of a flower are to protect the flower as it develops.
.
tio
Their primary function is to help the plants
.
n
(a) Flowering plants have external parts called
is the transfer of pollen from the male part of , to the female part of the
.
al E
(d) Animals that help pollinate flowers are called They are often attracted to a flower by its brightly-colored
.
R eg
(e) Flowers develop into
.
which help to protect the
from which flowering plants reproduce.
Fruits can also help plants to reproduce by seeds to new places.
53
Activity 2.14
External and Internal Plant Structures
n
Construct an argument that plants have internal and external structures that function to support survival, growth and reproduction.
tio
1. Draw or paste a photograph of the plant you will use to construct your argument.
al E
du ca
Plant:
2. Use the table to provide evidence of three external structures that help the plant survive.
R eg
External Structure
54
Function to Support Survival
3. Use the table to provide evidence of three internal structures that help the plant survive.
Function to Support Survival
du ca
tio
n
Internal Structure
4. D escribe how the plant’s external and internal structures work together to support survival, growth and reproduction.
R eg
al E
55
Review
Plant Structures and Functions 1. What are the primary functions of roots?
2. What are the primary functions of the stem?
du ca
tio
n
3. Why are woody plants able to grow taller than herbaceous plants?
al E
4. Where would you find stomata on a plant? What is their primary function?
R eg
5. Name the gas needed by plants for photosynthesis.
6. What is the primary function of the spines on a cactus?
56
7. Which part of a flower is often brightly colored? How does this help the plant?
n
tio
8. Use the Venn diagram to compare and contrast xylem and phloem.
Vascular Tissue in Plants
Phloem
al E
du ca
Xylem
9. What are the male parts of a flower.?
R eg
10. What are the female parts of a flower.?
11. Describe how a plant’s external and internal structures function together as part of a system. 57
Activity 3.1
External Structures for Movement
n
1. Label the external structures for movement. Describe how the structures help the animal to survive.
al E
du ca
tio
(a)
R eg
(b)
58
R eg
al E
(d)
du ca
tio
n
(c)
2. Describe how external structures for movement help animals to reproduce.
59
Activity 3.2
Animal Body Coverings
n
1. List the body coverings. Describe how the body covering helps the animal survive.
al E
du ca
tio
(a)
R eg
(b)
60
R eg
al E
(d)
du ca
tio
n
(c)
2. How can an animal’s body covering help it survive?
61
Engineer It!
tio
du ca
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 human problem and demonstrate how your design provides a solution.
n
Design and Build an Exoskeleton
The Problem
al E
Define the problem.
The Solution
R eg
Explain how your design provides a solution to the problem.
62
R eg
al E
du ca
tio
n
Design, draw and label your solution.
Analyze and Interpret
Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
63
Activity 3.3
External Structures of Predators and Prey
n
1. List and describe the external structures each animal uses to catch, kill and eat its prey.
al E
du ca
tio
(a)
R eg
(b)
64
2. List and describe the external structures each animal uses as defense against predators.
R eg
al E
(b)
du ca
tio
n
(a)
65
Activity 3.4
Camouflaged for Survival
• art and craft supplies
• leaves, sticks and grass
• stopwatch
du ca
tio
• 2 table tennis balls
n
Materials
Make a Prediction
al E
Will it take longer to spot an object that is camouflaged or an object that is not camouflaged? Explain your answer.
R eg
Procedure
1. In small groups, decide on a place in your schoolyard where an animal would be camouflaged. 2. Use the art and craft supplies, leaves, sticks and grass to camouflage one of the table tennis balls in your schoolyard garden. 3. Go into your schoolyard and hide both table tennis balls in an open area. Use the stopwatch to time how long it takes other groups to spot each ball. Repeat two more times.
66
n tio
Observations
du ca
Record the times taken to spot the table tennis balls in the table below. Time to Spot (s)
Table Tennis Ball Not Camouflaged
Average
al E
Camouflaged
Attempt 1 Attempt 2 Attempt 3
Analyze and Interpret
1. Was your prediction correct? Did it take longer to spot an object when it was camouflaged or when it was not camouflaged?
R eg
2. How does a camouflaged body covering help an animal survive? 67
Activity 3.5
The Peregrine Falcon
n
Watch the video ‘The Peregrine Falcon’ to help you complete this activity. Use your textbook or books in the library if you are unable to watch the video.
tio
1. Describe how each structure helps the peregrine falcon survive.
R eg
al E
Beak:
du ca
Eyes:
Talons:
68
tio
n
Wings:
du ca
Feathers:
2. Where do peregrine falcons live?
al E
3. List three interesting facts about peregrine falcons.
R eg
4. How fast can a peregrine falcon move when in a dive?
5. What do peregrine falcons eat? 69
Activity 3.6
Internal Animal Structures Describe how each structure helps the animal survive.
R eg
al E
du ca
tio
n
1.
70
lung
heart
stomach
R eg
n
tio
du ca
al E bones
71
R eg
al E
du ca
brain
tio
n
2.
72
heart
n tio
R eg
al E
intestines
du ca
backbone
73
du ca
tio
n
3.
R eg
al E
brain
74
heart
n tio du ca
al E
stomach
R eg
leg bone
75
Engineer It!
tio
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!
n
Model Animal Structures
du ca
Now it’s your turn. Identify a problem people face. Use your knowledge of the external and internal structures of animals to design and build a solution to the problem.
The Problem
al E
Define a problem affecting people.
R eg
The Solution
Explain your solution to the problem.
76
R eg
al E
du ca
tio
n
Design, draw and label your solution.
Analyze and Interpret
Present your model to other groups. Evaluate the effectiveness of your model. How could it be improved?
77
Activity 3.7
External and Internal Animal Structures
n
Construct an argument that animals have internal and external structures that function to support survival, growth, behavior and reproduction.
tio
1. Draw or paste a photograph of the animal you will use to construct your argument. Label the internal and external structures.
al E
du ca
Animal:
2. Use the table to provide evidence of three external structures that help the animal survive.
R eg
External Structure
78
Function to Support Survival
3. Use the table to provide evidence of three internal structures that help the animal survive.
Function to Support Survival
du ca
tio
n
Internal Structure
al E
4. L ist the sense organs the animal has to collect information about its surroundings. Describe how the animal responds when the information is processed by the brain.
Response
R eg
Sense Organ
79
Activity 3.8
Animal Senses and Behaviors
tio
1. A gazelle spots a lion in a field.
n
Use the examples provided to describe how animals receive different types of information through their senses, process the information in their brain and respond to the information in different ways.
Sense organ:
R eg
al E
du ca
Information received:
Information processed:
80
Animal response:
2. A frog hears the mating call of another frog..
Sense organ:
R eg
al E
du ca
tio
n
Information received:
Information processed:
Animal response:
81
3. A male elephant warns its herd that danger is approaching.
Sense organ:
R eg
al E
du ca
tio
n
Information received:
Information processed:
82
Animal response:
4. A snake smells a rodent nearby.
Sense organ:
R eg
al E
du ca
tio
n
Information received:
Information processed:
Animal response:
83
Review
Animal Structures and Functions
al E
du ca
tio
n
1. Label the external structures of an eagle. Use the table to describe how each structure helps the eagle survive.
R eg
Structure
84
Function
2. Complete the table. Structure
Functions
n
lungs
tio
skeleton
gills
intestines
du ca
Pull on bones to enable the animal to move its parts.
al E
Pumps blood throughout the animal’s body.
3. Provide an example of how an animal’s external and internal structures function together as part of a system that helps an animal survive.
R eg
4. What is the primary function of the brain? 85
Activity 4.1
Human Body Organs
n
1. Name and describe the function of each organ.
tio
Organ:
R eg
al E
du ca
Function:
Organ:
Function:
86
Organ:
R eg
al E
du ca
tio
n
Function:
Organ: Function:
87
Activity 4.2
The Skeletal System 1. What is the skeletal system?
(b)
al E
3. What are joints?
du ca
2. List two functions of the skeletal system. (a)
tio
n
R eg
4. Describe how the skeletal system helps you to move.
5. Use your textbook to help you label the bones and joints that make up your skeletal system.
88
89
R eg
n
tio
du ca
al E
Activity 4.3
The Muscular System 1. What is the muscular system?
(b)
du ca
2. List two functions of the muscular system. (a)
tio
n
al E
3. What are involuntary muscles?
4. List two places in your body where involuntary muscles can be found.
R eg
5. What are voluntary muscles? 6. Provide an example of a voluntary muscle.
90
7. List two ways you use the muscles in your arms.
tio
8. List two ways you use the muscles in your legs.
n
du ca
9. Use the words ‘contract’ and ‘relax’ to describe how your muscles work to bend and straighten your arm.
al E
biceps
R eg
triceps
Arm Position
Biceps
Triceps
Bent
Straight
91
Activity 4.4
Materials • skipping rope
du ca
tio
• stopwatch
n
Your Heart and Lungs
Make a Prediction
1. How will exercise affect your breathing rate?
al E
2. How will exercise affect your pulse rate?
Procedure
R eg
1. Place your hand on your chest. Use the stopwatch to time how many breaths you take in 30 seconds. Multiply the number of breaths by two to get your breathing rate. 2. Locate your pulse by gently placing two fingers on the side of your neck. Use the stopwatch to count how many times your pulse beats in 30 seconds. Multiply the number of beats by two to get your pulse rate.
92
3. Use the skipping rope to skip for 15 seconds. Repeat Steps 1 and 2. 4. Use the skipping rope to skip for 30 seconds. Repeat Steps 1 and 2.
Observations Record the times take taken in the table below.
Resting Skipping 15 s
Pulse Rate (Beats/min)
al E
Skipping 30 s
Breathing Rate (Breaths/min)
du ca
Activity
tio
n
5. Rest for five minutes. Repeat Steps 1 and 2.
R eg
Rest 5 min
93
Analyze and Interpret
1. Was your prediction correct? How did exercise affect your breathing rate?
n
tio
2. Was your prediction correct? How did exercise affect your pulse rate?
du ca
3. Why did your breathing rate change after exercise?
al E
4. Why did your pulse rate change after exercise?
R eg
5. How did your breathing and pulse rates change after you rested for five minutes? Why did this occur?
94
Activity 4.5
The Circulatory System 1. List the three main parts of the circulatory system.
tio
n
2. What is the main function of the circulatory system?
du ca
3. Use your textbook to help you fill in the blanks.
(a) Your the body.
is a organ made mostly of
. It pumps
throughout
al E
(b) Blood vessels that carry blood away from the are called
carries the
. Blood in needed by cells.
R eg
(c) Blood vessels that carry blood back to your
are called
. Blood in
low in oxygen, but high in the waste gas
is .
95
R eg
al E
du ca
tio
n
4. Label the parts of the circulatory system.
96
Activity 4.6
The Respiratory System 1. What is the main function of the respiratory system?
2. Use your textbook to help you fill in the blanks.
(b) When you
R eg
al E
du ca
(a) Label the parts of the respiratory system.
tio
n
, your diaphragm
and pulls downward. The space in the lungs increases, drawing air in. (c) When you
, the diaphragm
and pushes upwards. The space in the lungs decreases and air is forced out. 97
Activity 4.7
The Digestive System
R eg
al E
Esophagus:
du ca
tio
Mouth, teeth and tongue:
n
Explain what happens to food as it makes its journey through the digestive system.
Stomach:
98
du ca
tio
n
Small intestine:
R eg
al E
Large intestine:
Rectum and anus:
99
Activity 4.8
The Excretory System
R eg
al E
du ca
tio
n
1. Label the parts of the excretory system.
2. What is the function of the excretory system?
100
Activity 4.9
The Nervous System
al E
du ca
tio
n
1. Label the parts of the nervous system.
R eg
2. What is the primary function of the nervous system?
101
Review
Human Body Systems
du ca
provides support and structure
tio
n
1. Name the body system. Draw lines to match each body system to its function.
al E
pumps blood through the body
R eg
breaks down and absorbs food
102
works with the skeleton to help you move
takes in oxygen and removes carbon dioxide
2. Describe how the skeletal system and muscular system work together to help you move.
n
tio
3. Describe how the respiratory system and the circulatory system work together. What is their function?
du ca
4. List two functions of the immune system.
al E
5v. Describe how your sense organs and nervous system function together.
R eg
103
Activity 5.1
Our Local Ecosystems
n
Visit two different ecosystems in your area. Record your observations below.
tio
Ecosystem name: Location:
du ca
Description:
R eg
al E
Drawing or photograph:
104
Non-living Things
Individual
R eg
al E
Ecosystem Organization:
du ca
tio
n
Living Things
Population
Community
Ecosystem 105
Ecosystem name: Location:
du ca
tio
n
Description:
R eg
al E
Drawing or photograph:
106
Non-living Things
Individual
R eg
al E
Ecosystem Organization:
du ca
tio
n
Living Things
Population
Community
Ecosystem 107
Activity 5.2
Ecosystems and Habitats Fill in the blanks for each ecosystem.
du ca
Example organism:
tio
Characteristics of the ecosystem
n
Tropical Rainforest
al E
Describe the organism’s habitat within the ecosystem.
Desert
R eg
Characteristics of the ecosystem
Example organism:
Describe the organism’s habitat within the ecosystem.
108
Coral Reef
tio
n
Characteristics of the ecosystem
Example organism:
du ca
Describe the organism’s habitat within the ecosystem.
Wetland
al E
Characteristics of the ecosystem
Example organism:
R eg
Describe the organism’s habitat within the ecosystem.
109
Activity 5.3
Wetland Ecosystems
tio
n
Use your textbook and conduct your own research to describe wetland ecosystems and the interactions that take place within them.
du ca
Description:
R eg
al E
Living Things
1 10
Non-living Things
du ca
Population
tio
n
Individual
Community
al E
Ecosystem
R eg
Ecosystem interactions:
111
Activity 5.4
Tropical Rainforest Ecosystems
tio
n
Use your textbook and conduct your own research to describe tropical rainforest ecosystems and the interactions that take place within them.
du ca
Description:
R eg
al E
Living Things
1 12
Non-living Things
du ca
Population
tio
n
Individual
Community
al E
Ecosystem
R eg
Ecosystem interactions:
1 13
Activity 5.5
Temperate Forest Ecosystems
tio
n
Use your textbook and conduct your own research to describe temperate forest ecosystems and the interactions that take place within them.
du ca
Description:
R eg
al E
Living Things
1 14
Non-living Things
du ca
Population
tio
n
Individual
Community
al E
Ecosystem
R eg
Ecosystem interactions:
1 15
Activity 5.6
Coral Reef Ecosystems
tio
n
Use your textbook and conduct your own research to describe coral reef ecosystems and the interactions that take place within them.
du ca
Description:
R eg
al E
Living Things
1 16
Non-living Things
du ca
Population
tio
n
Individual
Community
al E
Ecosystem
R eg
Ecosystem interactions:
1 17
Activity 5.7
Producers, Consumers and Decomposers
R eg
al E
du ca
tio
n
abel each organism according to its role within an ecosystem. L Label the producers ‘P’, the consumers ‘C’ and the decomposers ‘D’.
1 18
Activity 5.8
Types of Consumers Give an example of each kind of consumer. List some foods it eats.
al E
Herbivore:
du ca
tio
n
Carnivore:
R eg
Omnivore:
1 19
Activity 5.9
Energy in Ecosystems – Comprehension Use your textbook to help you fill in the blanks.
tio
2. A
.
n
1. All of the organisms in an ecosystem need
is an organism that makes food through the
3. A
.
du ca
process of
is an organism that gets energy by eating
other organisms. All 4. A
are consumers.
is an organism that breaks down the remains
al E
of dead plants and animals and feeds on the broken down material. Examples include bacteria and
.
5. Animals that eat only plants or the products of plants are
R eg
called
.
6. Animals that eat other animals are called
.
7. An omnivore is an animal that eats both plants and other animals. Some omnivores eat algae and
12 0
too.
Activity 5.10
Food Chains
R eg
al E
du ca
African Savanna Food Chain
tio
n
1. Cut out the pictures on page ## and paste them below to show an African savanna food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
121
2. Cut out the pictures on page ## and paste them below to show an ocean food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
R eg
al E
du ca
tio
n
Ocean Food Chain
122
3. Cut out the pictures on page ## and paste them below to show a pond food chain. Use arrows to show how energy flows. Label each organism as a producer, herbivore or carnivore.
R eg
al E
du ca
tio
n
Pond Food Chain
123
Sun
grass
du ca
gazelle
tio
n
4. Use the food chain below to answer the questions.
cheetah
al E
(a) Disease wiped out the cheetah population. How will this affect the other populations?
R eg
(b) One year, the grass could not grow due to a drought. How will this affect the other populations?
12 4
grass
owl
du ca
rabbit
tio
n
5. Use the food chain below to answer the questions.
snake
(a) During winter, the snake population decreased. How will this affect the other populations?
al E
R eg
(b) During summer, the snake population increased. How will this affect the other populations?
125
Activity 5.11
Food Webs
R eg
al E
du ca
tio
n
1. Cut out the pictures on page ## and paste them below to show a tropical rainforest food web. Use arrows to show how energy flows.
126
127
R eg
n
tio
du ca
al E
R eg
al E
du ca
tio
n
2. Cut out the pictures on page ## and paste them below to show a North American grassland food web. Use arrows to show how energy flows.
128
129
R eg
n
tio
du ca
al E
3. Use the Arctic food web in your textbook to answer the questions. (a) Which organism in the food web is a producer?
(b) How does the producer get the energy it needs?
tio
n
du ca
(c) Is a baleen whale a herbivore, carnivore or omnivore? Explain your answer.
(d) Which organisms provide the leopard seal with the energy it needs?
al E
(e) Which organisms prey on leopard seals?
R eg
(f) Describe how the Arctic ecosystem would be affected if the krill population decreased.
(g) Describe how the Arctic ecosystem would be affected if the orca population increased.
130
Review
Review 1. Provide an example of community interactions in a desert ecosystem.
n
tio
2. What is the difference between a community and an ecosystem?
du ca
3. List three populations you would find in a wetland ecosystem.
4. Use the Venn diagram to compare a tropical rainforest and a temperate forest.
Temperate Forest
R eg
al E
Tropical Rainforest
5. What role do producers play in an ecosystem? 131
6. What role do decomposers play in an ecosystem?
tio
7. Use the words in the box to label the organisms. Draw arrows to create a food chain.
n
R eg
al E
du ca
decomposer producer herbivore carnivore
8. Which more accurately shows how energy flows through an ecosystem – a food chain or a food web? Explain your answer.
132
R eg
al E
du ca
tio
n
Cut-outs for food chains on pages 119 and 120.
133
13 4
R eg
n
tio
du ca
al E
R eg
al E
du ca
tio
n
Cut-outs for food chain on page 121.
135
13 6
R eg
n
tio
du ca
al E
R eg
al E
du ca
tio
n
Cut-outs for food web on pages 124 and 125.
137
13 8
R eg
n
tio
du ca
al E
R eg
al E
du ca
tio
n
Cut-outs for food web on pages 127 and 128.
139
14 0
R eg
n
tio
du ca
al E