Let's Do Science 5 – Activity Book A by Regal Education

Pri ma ry 5 Activity Book

Name

Class

n io

Pri ma ry 5

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Activity Book

Let’s Do Science 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.

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.

AB Activity

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The Let’s Do Science activity books include the follow features: Activity 5.1

Materials

• crackers

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

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

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 observations. plates Record your

s are touching. The cracker on the frosting so they on each cracker and Place two crackers plates. Place a finger nt represent Earth’s tectonic ent is modeling diverge s apart. This movem tions. gently pull the cracker Record your observa plates. tectonic of boundaries

125

Engineer 124It!

• paper plate

Procedure

Goes beyond inquiry by encouraging students to design, model and build to engineer solutions to defined problems.

Topical questions at the end of each chapter for formative assessment.

• powdered sugar

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

Engineer It!

Review

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

nics Modeling Plate Tecto

Storing Water

Draw a Model

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.

Draw a labeled diagram of your

design.

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 a model of a water storage structure for your town to ensure it has a steady supply of water after the rains pass.

Materials List the materials you will use

to build your structure.

136

Review

ems Energy in Ecosyst

in e in an abiotic factor le where a chang stem. Provide an examp factors in an ecosy can affect the biotic

le of a population

Provide an examp

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. 137

an ecosystem

stem. in a coral reef ecosy

Complete the table. Role Producer

Description

nce between a What is the differe

food chain and

Example

a food web?

stem than there mers in an ecosy

more primary consu Why are there are top predators?

Primary Consumer Secondary Consumer Tertiary Consumer 123 Top Predator 122

Contents Unit 1 - Diversity of Life

Unit 2 - Plants

Unit 3 - Animal Classification

Unit 4 - Energy in Ecosystems

102

Unit 5 - Earth’s Land and Water

124

iii

Activity 1.1

What Are Organisms? 1. Explain how you know each thing is an organism.

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Spider

Spotted Owls

Parameciums

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Candida Fungus

2. A car uses energy to move from place to place. Why is a car not a living organism? 3

Activity 1.2

A Closer Look at Cells Materials

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Make a Prediction

• microscope

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

Procedure

1. Place a prepared plant cell slide under a microscope and view it under low and high power. Draw what you observe.

2. Repeat Step 1 with a prepared animal cell slide.

Observations Record your observations in the spaces below.

Plant Cells (High Power)

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Plant Cells (Low Power)

Animal Cells (High Power)

Animal Cells (Low Power)

Analyze and Interpret

1. What kind of plant cells did you observe?

2. What kind of animal cells did you observe?

Animal Cells

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Plant Cells

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

Activity 1.3

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

are made of

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

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

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‘.

(d) Organisms that are made of only one cell are called organisms.

(e) Organisms that are made of more than one cell are called

organisms.

2. List three organisms that are made of many cells.

3. List two organisms that are made of one cell. 7

Activity 1.4

Cells and Energy Materials

• thermometer

Procedure

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

2. Add one flat teaspoon of yeast to each bottle.

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

4. Add one flat teaspoon of sugar to Bottle B. 5. Stretch a balloon over the top of each bottle as shown. 6. Start the stopwatch. Use the measuring tape to measure and record the circumference of each balloon every 10 minutes for 40 minutes.

• stopwatch

• measuring tape • masking tape

• 2 balloons

• beaker

• sugar

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• teaspoon

• dry yeast

• 2 plastic bottles

Observations Record your observations in the table. Distance Around Balloon 10 min

20 min

30 min

Analyze and Interpret

40 min

Bottle

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

2. Why was no sugar added to Bottle A?

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

Activity 1.5

Reproduction – Comprehension 1. Use your textbook to help you fill in the blanks. . This means they

All organisms are able to

are able to make more of their own

each parent produces a special

(b) In

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

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process is called

from both parents.

(d)

genetically

involves only one parent. The offspring are to the parent.

2. List two organisms that reproduce sexually.

3. List two organisms that reproduce asexually.

Activity 1.6

Organism Growth and Response

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

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List the materials you will use.

Materials

Procedure

List the steps you will take.

Observations

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Record your observations in the space below.

Analyze and Interpret 1. What did the radish seedlings need to grow?

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

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

Activity 1.7

Classifying Organisms – Comprehension 1. Use your textbook to help you fill in the blanks.

the features they share. The process of naming and classifying

based on

(a) Scientists classify organisms into

organisms is called

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

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kingdoms

recognized by scientists. They are: • • •

•

• •

2. Scientists around the world use the same system for classifying organisms. What are some advantages of this?

Activity 1.8

Classifying Pond Organisms

• cover slips

• microscope

• metric ruler

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• concave slides

• dropper

• beaker of pond water

Procedure

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

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

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

4. Estimate the size of the organisms you observe using your measurement of the field of view. 5. Classify the organisms into two groups based on their size. 6. Use the illustrations on the next page to help you identify the organisms you observe. 7. Repeat Steps 2 to 5 three more times. 15

amoeba

hydra

volvox

paramecium

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Pond Microorganisms Identification Chart

mosquito larva

algae

water mite

euglena

diatoms

daphnia

mosquito pupa

copepod 16

Observations

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

Analyze and Interpret

1. What was the field of view of the microscope under low power?

2. What size were the organisms in Group 1?

3. What size were the organisms in Group 2?

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4. What are some other ways the organisms could be classified?

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

Activity 1.9

Bacteria, Protists and Fungi – Comprehension 1. Use your textbook to help you fill in the blanks. and oldest

and

whereby an individual

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(b) Bacteria are divided into two kingdoms –

(a) Bacteria are amongst the organisms on Earth.

divides to form two identical

(d) Diatoms and euglenas are plant-like

kelp and slime molds, are

organisms.

include organisms such as mushrooms,

(f) puffballs and molds.

(g) Most fungi are multicellular and microscopic

organisms. Some protists, such as giant

bacteria.

by releasing into the air.

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

(i)

play an important role in ecosystems by to the soil.

returning

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

Plants

Fungi

Activity 1.10

What Are Viruses? 1. What is a virus?

2. Why are viruses not classified as living organisms?

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

4. What things can people do to prevent getting sick from a virus?

Activity 1.11

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

1. Describe what the organisms in each classification group have in common. Provide examples of organisms that belong to each group. Kingdom – Animalia

Description:

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Organisms in this group:

Phylum – Chordata

Description:

Organisms in this group:

Class – Mammalia

Description:

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Organisms in this group:

Order – Carnivora

Description:

Organisms in this group:

Family – Felidae

Description:

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Organisms in this group:

Genus – Panthera

Description:

Organisms in this group:

Species – Panthera Tigris

Description:

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Organisms in this group:

2. Why are there no plants in the phylum Chordata?

3. Why are there no insects in the order Carnivora?

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

Activity 1.12

Animal and Plant Cells 1. Use your textbook to help you label the different parts of an animal cell. b

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f b

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

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d f h

3. Why are chloroplasts not found in animal cells? 27

Activity 1.13

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 parts, called

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(b) The outermost part of an animal cell is the . It controls the that go in and out of the cell. (c) The is a watery substance that holds the cell organelles except for the nucleus. (d) The

controls all of the internal cell activities

and processes such as growth and

(e) At the center of the nucleus is the where ribosomes are made. (f)

transports proteins.

which is

are often referred to as the powerhouses

of the cell. They release the

(g) The

from food.

is the organelle that packages and

(h) The

produces proteins for the rest of the cell.

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

, which are organelles

(i) are storage spaces for water, wastes and other cellular material.

2. List two cell organelles that are found in plant cells, but not animal cells. Describe their function.

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3. List two cell organelles that are found in animal cells, but not plant cells. Describe their function.

Activity 1.14

Cell Organization 1. Complete the table. Term

Description

Picture/Drawing

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Tissue

Cell

Organ

Organ System

Organism

2. Use your textbook to help you fill in the blanks. (a) The cells that make up

organisms are in a way that allows them to work together .

to perform specific

that work together to

(b) A group of similar

perform the same function form

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

(e) All of the organ systems working together make up .

3. List three organ systems that work together to help a cat move about and carry out life processes.

Review

Diversity of Life

1. List five characteristics of an organism.

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

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3. Provide an example of a stimulus and response for a plant and an animal. Organism

Plant

Stimulus

Animal

4. List the six kingdoms of life.

Response

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

Viruses

Bacteria

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

7. What is the function of the nucleus in a cell?

8. What is the function of the chloroplasts in a plant cell?

9. Describe how cells are organized in multicellular organisms. 33

Activity 2.1

Classifying Plants in the Schoolyard 1. As a class, discuss some ways the plants in your schoolyard can be classified into groups. List them below.

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

Characteristics in common:

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Characteristics in common:

Activity 2.2

Plant Classification 1. Approximately how many different kinds of plants have been discovered, named and classified?

2. Why do scientists classify plants?

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3. List two different ways scientists classify plants.

4. Use the Venn diagram to compare and contrast mosses and ferns.

Mosses

Ferns

5. Use your textbook to help you complete the chart below.

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Plant Kingdom

Activity 2.3

Non-vascular Plants – Comprehension 1. Use your textbook to help you fill in the blanks.

plants.

are called

(a) Plants that do not have vascular

and nutrients they need from

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their environment.

the

(b) Non-vascular plants

structures called

that anchor them in place.

(d) Mosses have tiny leaf-like parts called

thick.

which are just one

(e) Non-vascular plants do not produce They reproduce microscopic

2. Why are non-vascular plants often much smaller than vascular plants?

3. List three kinds of non-vascular plants. 38

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

Activity 2.4

Vascular Plants – Comprehension 1. Use your textbook to help you fill in the blanks.

(a) have tube-like vascular tissue to transport substances throughout the plant. (b)

transports water and nutrients, usually from to the upper regions of the plant.

the

transports food from the leaves to all parts

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(d) In vascular plants, the cells in vascular tissue are and provide the plants with support, allowing them to grow than non-vascular plants.

(e) Flowering plants reproduce from

are held in

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

3. List two kinds of vascular plants that produce seeds. 40

which

4. List two kinds of gymnosperms. 5. List two kinds of angiosperms.

Angiosperms

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Gymnosperms

6. Use the Venn diagram to compare and contrast gymnosperms

Activity 2.5

Observing Vascular Tissue in Roots

As a class, plan and conduct an investigation to observe the vascular tissue in roots. Your investigation should provide evidence that water is transported through the vascular tissue in the roots to the upper parts of a plant.

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List the materials you will use.

Materials

Procedure

Write the steps you will take.

Observations

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Use the space below to record your observations. Include a labeled drawing of the vascular tissue in the roots.

Analyze and Interpret

1. Describe the vascular tissue you observed during the investigation. 2. How was the shape and position of the vascular tissue suited to its function? 3. Based on your observations, what evidence can you provide that showed that water is transported through the vascular tissue in the roots to the upper parts of a plant?

Activity 2.6

The Parts and Function of Roots 1. Describe the main functions of roots.

2. How is the shape of roots suited to their functions?

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

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4. Label the different parts of the root section.

5. Use the Venn diagram to compare and contrast fibrous roots and taproots. Draw a simple diagram of each root type.

Fibrous Roots

6. What are aerial roots?

Taproots

Activity 2.7

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

1. Describe the environment where mangroves are commonly found.

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

3. How are mangroves able to survive in their harsh environment?

4. What are stilt roots? How do they help mangroves survive?

5. What makes the soil in which mangroves grow different from the soil in a forest? 47

6. What are pneumatophores? How do they help mangroves survive?

7. What is unique about the life cycles of many mangroves? How does this help them to reproduce?

8. How are mangrove seedlings dispersed to new places?

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9. Use the words in the box to label the diagram.

stilt root pneumatophore seedling attached seedling

Activity 2.8

Observing Vascular Tissue in the Stem Materials

• forceps

• cover slips

• hand lens

• food dye

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• concave slides

• 3 beakers (500 ml)

• light colored flowers

Procedure

Complete this activity as a class.

1. Add 250 ml of water to each beaker. Add 4-5 drops of food coloring to each beaker of water. Use a different color for each beaker.

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

3. Place the beakers in a sunny place and leave overnight.

4. The next day, observe any changes in the flowers and leaves. Record your observations.

5. 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 on a slide. Add a few drops of water and cover with a cover slip.

Observations

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

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1. Draw the flowers in each beaker after they were left overnight.

Analyze and Interpret

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

ow did the flowers and leaves change during the investigation? H Use your knowledge of vascular tissue to infer why this occurred.

Activity 2.9

Stems – Comprehension 1. Use your textbook to help you fill in the blanks. is usually the part of the plant that

(a) The

to the upper portions of

connects the the plant.

for the plant and holds

(b) The stem provides up the

. This allows them to spread out and .

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take in more

in protective

. They do not bend easily.

These stems are called

contain

in the cells

are plants with thick, strong stems covered

(d)

They get their green color from of the stem.

and

. They are often

in color. The cells in woody stems do not .

(e) Stems contain

that transport substances

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

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2. Label the parts of the stem section.

3. List a plant that uses its stem to store food.

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

Activity 2.10

Observing Leaf Stomata Materials • transparent nail polish

• microscope

• microscope slides

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• transparent tape

• four freshly picked leaves

Procedure

1. Use the nail polish brush to apply clear nail polish about the size of your thumbnail to the underside of one leaf.

2. Set the leaf aside for the nail polish to dry and repeat Steps 1 and 2 for the other leaves.

Carry out the remaining steps for each of the leaves.

3. Once the nail polish has dried, cover it with transparent tape as shown. Slowly peel the tape off the leaf and stick it sticky-side-down on a microscope slide. 4. Place the slide on the microscope stage and observe it under the low and high power settings.

Observations Draw the clearest leaf impression in the space below.

High power

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Low power

Analyze and Interpret

Name and describe the function of the structures your observed.

Activity 2.11

Leaves – Comprehension 1. Use your textbook to help you fill in the blanks. system of

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

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

in all directions. This enables them to as possible.

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absorb as much

of a leaf are many tiny openings

(d) On the

and

. The needed enters the leaf through the openings.

called

The produced during photosynthesis is released into the air through the openings. (e) Many leaf cells contain photosynthesis takes place.

which is where

2. Label the parts of the leaf. c

b a

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Activity 2.12

Photosynthesis

1. Describe what takes place at each stage during photosynthesis.

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2. What happens to the food produced during photosynthesis?

Activity 2.13

Angiosperm Life Cycle – Comprehension 1. Use your textbook to help you fill in the blanks.

reproduction.

. They reproduce

(a) Flowering plants are called

in pollen grains on the

. They are located

(b) Male sex cells are called

of a flower.

, are stored in the

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of a flower.

(d)

occurs when

transferred from the anther to the

are

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

(f) Inside the ovary are egg cell.

which grows from the stigma, through the to the ovary. , each containing an

(g) A moves from the pollen grain through the pollen tube to an ovule. 60

(h) The sperm cell fuses with the egg cell. This joining of the sex cells is called . (i) The flower petals fall away and the ovule begins to develop into a

(j) Once the seeds are developed they are new places.

(k) In its new location and under the right conditions, the seed will

and start to grow.

2. In the space below, draw the stages in the life cycle of an angiosperm. Use the words in the box to label the stages. adult plant young plant seedling seed fruit

Activity 2.14

Fern and Moss Life Cycles 1. Use the Venn diagram to compare and contrast the life cycles of angiosperms with that of mosses and ferns.

Moss and Fern Life Cycle

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Angiosperm Life Cycle

2. Where would you likely find the spores on a fern?

3. Where would you likely find the spores on a moss plant?

4. How are the spores produced by ferns and mosses dispersed to new places?

Activity 2.15

Vegetative Reproduction

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

Make a Prediction

1. What plant will you attempt to reproduce vegetatively?

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2. From which part of the plant do you think a new plant will grow?

Materials

List the materials you will use.

Procedure

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List the steps you will take.

Observations

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

Before:

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After:

Analyze and Interpret

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 could increase the growth rate of the offspring?

3. Wyatt buried an apple in his garden. After some time, a young apple plant emerged from the soil. Explain why this is not an example of vegetative reproduction. 65

Review

Plants 1. What is the main difference between vascular plants and non-vascular plants?

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

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3. What are root hairs? What is their main function?

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

5. How are herbaceous stems different from woody stems?

6. What do plants need in order to photosynthesize?

7. What gas is produced and released into the air during photosynthesis?

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8. Label each leaf structure. How are they similar in terms of their function?

9. List three types of plants that do not produce flowers.

Activity 3.1

Classifying Animals in the Schoolyard 1. As a class, discuss some ways the animals in your schoolyard can be classified into groups. List them below.

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

Characteristics in common:

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Characteristics in common:

3. Compare your group’s classifications to that of other groups in your class. Record your findings in the table below. How they were classified

Group

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Group

Activity 3.2

Invertebrates 1. What are invertebrates and how are they different from vertebrates?

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

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Invertebrates

3. Label the different types of invertebrates.

Activity 3.3

Sponges Fact Sheet

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1. Identify and check the sponges.

2. How do you know the animals you checked are sponges?

3. Use your textbook to help you complete the following.

Habitat: Where are sponges found?

Diet: What do sponges eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about sponges is ...

Activity 3.4

Cnidarians Fact Sheet

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1. Identify and check the cnidarians.

2. How do you know the animals you checked are cnidarians?

3. Use your textbook to help you complete the following.

Habitat: Where are cnidarians found?

Diet: What do cnidarians eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about cnidarians is ...

Activity 3.5

Worms Fact Sheet

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1. Identify and check the worms.

2. How do you know the animals you checked are worms?

3. Use your textbook to help you complete the following.

Habitat: Where are worms found?

Diet: What do worms eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about worms is ...

Activity 3.6

Echinoderms Fact Sheet 1. Identify and check the echinoderms.

2. How do you know the animals you checked are echinoderms?

3. Use your textbook to help you complete the following.

Habitat: Where are echinoderms found?

Diet: What do echinoderms eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about echinoderms is ...

Activity 3.7

Mollusks Fact Sheet 1. Identify and check the mollusks.

2. How do you know the animals you checked are mollusks?

3. Use your textbook to help you complete the following.

Habitat: Where are mollusks found?

Diet: What do mollusks eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about mollusks is ...

Activity 3.8

Arthropods Fact Sheet

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1. Identify and check the arthropods.

2. How do you know the animals you checked are arthropods?

3. Use your textbook to help you complete the following.

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Diet: What do arthropods eat?

Habitat: Where are arthropods found?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? asexually

sexually and asexually

sexually

An interesting fact about arthropods is ...

Activity 3.9

My Invertebrate Research Project Conduct research about your favorite invertebrate animal. You can use your textbook, books in the library or websites suggested by your teacher.

Invertebrate name: Which group does the invertebrate belong to? Paste a photograph or draw a picture of the invertebrate. Label its parts.

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

Movement:

Diet:

Reproduction:

Fun facts:

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Habitat:

Why is this your favorite invertebrate?

Activity 3.10

Vertebrates 1. What are vertebrates?

2. Why are vertebrates able to grow much larger than invertebrates?

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3. The diagram below shows the skeleton of a leopard.

ribcage

(a) Circle the backbone.

(b) What is the function of the ribcage?

skull

4. What does bilateral symmetry mean?

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5. Label the different types of vertebrates.

Vertebrates

Activity 3.11

Fish Fact Sheet 1. Identify and check the fish.

2. How do you know the animals you checked are fish?

3. Use your textbook to help you complete the following.

Habitat: Where are fish found?

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Diet: What do fish eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? asexually

sexually and asexually

sexually

An interesting fact about fish is ...

Activity 3.12

Amphibians Fact Sheet 1. Identify and check the amphibians.

2. How do you know the animals you checked are amphibians?

3. Use your textbook to help you complete the following.

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Diet: What do amphibians eat?

Habitat: Where are amphibians found?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce?

sexually

asexually

An interesting fact about amphibians is ...

sexually and asexually

Activity 3.13

Reptiles Fact Sheet 1. Identify and check the reptiles.

2. How do you know the animals you checked are reptiles?

3. Use your textbook to help you complete the following.

Habitat: Where are reptiles found?

Diet: What do reptiles eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about reptiles is ...

Activity 3.14

Birds Fact Sheet 1. Identify and check the birds.

2. How do you know the animals you checked are birds?

3. Use your textbook to help you complete the following.

Habitat: Where are birds found?

Diet: What do birds eat?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? sexually

asexually

sexually and asexually

An interesting fact about birds is ...

Activity 3.15

Mammals Fact Sheet

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1. Identify and check the mammals.

2. How do you know the animals you checked are mammals?

3. Use your textbook to help you complete the following.

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Diet: What do mammals eat?

Habitat: Where are mammals found?

Body: What are some characteristics of their bodies?

Reproduction: How do they reproduce? asexually

sexually and asexually

sexually

An interesting fact about mammals is ...

Activity 3.16

My Vertebrate Research Project

Conduct research about your favorite vertebrate animal. You can use your textbook, books in the library or websites suggested by your teacher.

Which group does the vertebrate belong to?

Vertebrate name:

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

Description of the vertebrate (include its size, body parts and symmetry):

Movement:

Diet:

Reproduction:

Fun facts:

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Habitat:

Why is this your favorite vertebrate?

Review

Animal Classification 1. Use the Venn diagram to compare and contrast invertebrates and vertebrates.

Vertebrates

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Invertebrates

2. List two kinds of cnidarians.

3. List the three main kinds of worms.

4. To which invertebrate group do sea cucumbers and sea stars belong?

5. Which is the most diverse group of animals?

6. What are the characteristics of arthropods?

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

Dolphins

Sharks

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

9. List the vertebrate groups that are warm-blooded.

10. List the three main groups of reptiles.

11. Sophie and Halle are on a field trip classifying animals at the local zoo. Sophie spots an animal with a body covered in feathers. Halle spots an animal with a body covered in fur. Into which groups should Sophie and Halle classify the animals. Explain your answer.

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Activity 4.1

Identifying Biotic and Abiotic Factors

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1. Name the ecosystem shown in the photograph.

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

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

farmland. Describe the effects on the biotic and abiotic factors in the ecosystem.

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2. Name the ecosystem shown in the photograph.

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

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

(c) A nearby factory is releasing pollutants into the water. Describe the effects on the biotic and abiotic factors in the ecosystem. 103

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3. Name the ecosystem shown in the photograph.

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

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

(c) Rising ocean temperatures is causing some of the corals to die. Describe the effects on the biotic and abiotic factors in the ecosystem.

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4. Name the ecosystem shown in the photograph.

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

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

(c) During winter, the air temperature drops by 30oC. Describe the effects on the biotic and abiotic factors in the ecosystem. 105

Activity 4.2

Ecosystem Organization – Comprehension 1. Use your textbook to help you fill in the blanks. (a) To better understand the interactions between factors, scientists organize ecosystems

(b) A single organism is called an

and into different levels.

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(d) The interacting populations within an ecosystem form a .

(e) An

along with the

is the interacting factors that affect it.

2. An eagle and an owl are both birds in a forest ecosystem. Why are they not part of the same population?

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

4. List three things that can affect the size of a population in an ecosystem.

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Activity 4.3

Producers to Decomposers

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

2. What role do decomposers play in an ecosystem?

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Activity 4.4

Food Chains 1.

grass

zebra

Sun

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cheetah

Order the organisms to show the energy pathway in their ecosystem.

Sun

mouse

wheat

owl

Sun

seagrass

parrotfish

shark

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4. Draw arrows to create a grassland food chain. Use the words in the box to label the organisms.

io owl

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snake

producer primary consumer secondary consumer tertiary consumer top predator decomposer

frog

caterpillar

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grass

mushrooms

5. Draw arrows to create an Arctic Ocean food chain. Use the words in the box to label the organisms.

producer primary consumer secondary consumer tertiary consumer top predator decomposer

orca

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dolphin

cod

krill

bacteria

plankton

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Activity 4.5

Food Webs 1. Draw arrows to create an African Savanna food web. Use the words in the box to label the organisms.

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cheetah

producer herbivore carnivore

zebra

wildebeest

acacia tree 1 12

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lion

gazelle

star grass

giraffe

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2. Draw arrows to create an Arctic Ocean food web. Use the words in the box to label the organisms.

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krill

producer primary consumer secondary consumer tertiary consumer top predator decomposer

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baleen whale

dolphin

bacteria

plankton

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silverfish

penguin

cod

orca

leopard seal

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

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Ecosystem:

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Activity 4.6

Energy Pyramids

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

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

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Activity 4.7

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.

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

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an ecosystem.

flow through

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

in an

can be

traced back to the light energy from the (c) A

interconnected

is a model used to show the in an ecosystem.

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

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(e) An is a model that shows how much energy is available at each level in an ecosystem and the number of

each level can support. is available at each level as you go

(f) As less

that can

up a food chain, the number of .

survive at each level

(g) Energy pyramids can be used to determine if an ecosystem is If the model does not resemble a

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shape, it may indicate the ecosystem is

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

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Review

Energy in Ecosystems 1. Provide an example where a change in an abiotic factor in an ecosystem can affect the biotic factors in an ecosystem.

2. Provide an example of a population in a coral reef ecosystem.

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3. Complete the table. Role

Producer

Description

Primary Consumer

Secondary Consumer Tertiary Consumer

Top Predator 122

Example

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4. 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.

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

6. Why are there more primary consumers in an ecosystem than there are top predators?

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Activity 5.1

Modeling Plate Tectonics Materials • paper plate

• powdered sugar

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Procedure

• crackers

1. Mix the powdered sugar with water to create frosting. The frosting will

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

3. Place two crackers on the frosting so they are touching. The crackers represent Earth’s tectonic plates. Place a finger on each cracker and gently pull the crackers apart. This movement is modeling divergent boundaries of tectonic plates. Record your observations.

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

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

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

Observations

Divergent boundary

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Convergent boundary 1

Transverse boundary

Convergent boundary 2

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Analyze and Interpret

1. Describe what you observed when modeling the divergent boundary of tectonic plates.

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

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

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

5. Describe what you observed when modeling the convergent boundary of tectonic plates.

6. Name a feature of the Earth’s surface that is the result of converging tectonic plates. 128

Activity 5.2

Earth’s Landforms – Comprehension 1. Use your textbook to help you fill in the blanks.

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

and a sharp or rounded peak. There are three main types of mountains that differ in how they are mountains,

formed – mountains and

mountains.

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(b) Volcanic mountains are formed when pushes up from beneath the Earth’s surface. (c)

mountains are created where two or more plates are pressed together.

(d)

The force pushes a series of bends and folds.

mountains are formed by the movement

of the Earth’s crust along cracks called

rock upwards into

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(e) At the base of many mountains are

and

are wide, flat

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

ocean are called

. Plains that extend from land to the

. Plains

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through a

(f) Like plains, are low-lying areas often between mountains or hills. Water may flow

(g)

, also called gorges, are deep, narrow

channels that run between steep

(h) A

, also called a high plain or tableland,

is flat terrain that sharply from the surrounding land on at least one edge. 2. Which processes can turn uplifted sedimentary rock into a canyon?

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Activity 5.3

Modeling the Ocean Floor Materials • wooden rod

• popcorn

• modeling clay

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Procedure

• baking tray

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

2. Draw your ocean floor in the space provided on the opposite page.

3. Fill the tray with popcorn so that you cannot see the model beneath.

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4. 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 move across and down. Record your observations.

5. Empty the popcorn from the tray and compare your observations to the actual model.

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Draw a Model

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

Observations

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

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Analyze and Interpret

1. Describe the similarities and differences between the map you made of the ocean floor and the actual model.

2. What features of the ocean floor model were easy to identify and map?

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3. What features of the ocean floor model were difficult to identify and map?

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

5. Why is it important to map the ocean the floor?

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Activity 5.4

Water Around the World

Oceans

Description

Type of Water

both salt and fresh

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fresh

They can be found...

Glaciers and Ice Caps

Description

Type of Water salt

fresh

both salt and fresh

They can be found...

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Lakes, Rivers and Streams

fresh

both salt and fresh

salt

Type of Water

Description

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They can be found...

Groundwater

Description

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Type of Water salt

fresh

both salt and fresh

They can be found...

Engineer It!

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Storing Water

Materials

List the materials you will use to build your structure.

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Draw a Model

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Draw a labeled diagram of your design.

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Procedure

Analyze and Interpret

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

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

2. Describe how your structure will store water.

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

4. How could your group’s design be improved? 139

Activity 5.5

How We Use Water

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

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Review

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?

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

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

4. What makes up the Earth’s hydrosphere?

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

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

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

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© Blue Ring Media Pty Ltd ACN 161 590 496 2013 - 2021. This publication would not have been possible without the tireless effort of our production team. Special thanks to: Matthew Cole, Daniel Cole, Wang Hui Guan Joseph Anderson, Halle Taylor-Pritchard, Sophie Taylor-Pritchard, Tejal Thakur Natchanuch Nakapat, Varasinun Mathanattapat, Kanungnit Pookwanmuang, Saijit Lueangsrisuk Original Illustrations: Natchanuch Nakapat, GraphicsRF, Blue Ring Media and Interact Images Royalty-free images: Shutterstock, Adobe Stock