Practical Science Series: Life and Living, 10-12 year olds by Ready-Ed Publications

Ready-Ed

PHOTOCOPY MASTERS

Publications

Life and Practical Science

Living

for 10-12 year olds ! Practical hands-on science activities ! Contains comprehensive teachersâ&#x20AC;&#x2122; notes and lesson ideas

By Kevin Rigg

This is a Ready-Ed Publications' book preview.

Photo Acknowledgements While every attempt has been made to correctly acknowledge the ownership of photos and artwork used herein, in some instances this has not been possible. If you know of the photographers for any of these images, please contact the publisher so that proper acknowledgement can be given. Image credits for page 15 Auroch - ©2006, Porlock Tourist Association, Source: www.porlock.co.uk/about/aurochs.php Passenger Pigeon - Unknown, Source: www2.baynet.or.jp/~anplan/animal/20html/20-pigeone0.html Giant Moa - © Encarta MSN, Source: uk.encarta.msn.com/media_461530505_761555687_-1_1/Giant_Moa.html

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Tasmanian Tiger - Unknown, Source: www.zoodoo.com.au/images/tiger_large.gif

Wild Dog - © Defenders of Wildlife, Source: www.kidsplanet.org/factsheets/african_wild_dog.html

Clipart images obtained from Microsoft Design Gallery Live and are used under the terms of the End User Licence Agreement for Microsoft Word 2000. Please refer to www.microsoft.com/permission.

Contents

Life and Living

This is a Ready-Ed Publications' book preview. Teachers’ Notes

........... page 4

Presentation Ideas

........... page 5

Curriculum Links

........... page 6

Lesson 1: Plant Comparisons Teachers’ Notes

........... page 8

Activity

........... page 9

Lesson 2: Flower Close Up Teachers’ Notes

......... page 10

Activity

......... page 11

Lesson 3: Plant Kingdom Research Teachers’ Notes

......... page 12

Activity

......... page 13

Lesson 4: The Extinction of Animals Teachers’ Notes

......... page 14

Activity 4a

......... page 15

Activity 4b

......... page 16

Lesson 5: Extinct or Endangered Teachers’ Notes

......... page 17

Activity 5a - Extinct Animals

......... page 18

Activity 5b - Endangered Animals

......... page 19

Lesson 6: The Skeletal System Teachers’ Notes

......... page 20

Activity

......... page 21

Lesson 7: The Eye Teachers’ Notes

......... page 22

Activity

......... page 23

Lesson 8: Ecosystem Research Teachers’ Notes

......... page 24

Activity

......... page 25

Go to www.readyed.net Answers

......... page 26

Teachers’ Notes This book contains a package of photocopiable worksheets designed to be used to cover the Science learning area of “Life and Living” with 10-12 year old students. At this level the students should be able to understand the relationships that exist between living things in an ecosystem, looking closely at the structure of living things including their own body systems. Activities incorporate skills such as researching and presenting information in written and diagrammatic form. Specific tasks involve plant comparisons and closeup studies of flowering plants. Research activities explore endangered and extinct animals, human systems and animal ecosystems.

Life and Living

Lesson Sheets Layout

This is a Ready-Ed Publications' book preview.

STUDENT LESSON SHEET Lesson title Student learning activities

Each lesson has the potential to: • extend into more than one lesson by having separate parts to the lesson sheet. Some sections of a lesson may need planning on other paper before final copies are transferred to the lesson sheet. Some lessons may be too long for one lesson and could be completed at another time. • expand into other curriculum areas using a similar theme. There are ideas for crosscurricular integration with other learning areas. Sometimes a whole day’s work could be planned around one lesson sheet.

Science Materials and Equipment The equipment needed has been kept to a minimum to facilitate ease of planning. It is readily available in schools or is easily acquired. All lesson sheets are outcome linked to the various curriculum documents (see page 6). Answers are provided where necessary (see page 26).

Outcome links; Required materials; Lesson plan ideas including extension ideas and teaching tips;

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Other books in the Practical Science series:

• • • •

TEACHERS’ NOTES INCLUDE: (FOR EACH LESSON)

Earth and Beyond Energy and Change Natural and Processed Materials Working Scientifically

Cross-curricular/integration ideas.

Presentation Ideas

Life and Living

This is a Ready-Ed Publications' book preview. • Make a display using items used in the lesson and worksheets. Children could make labels for the items. • Make a frieze of drawings, cut outs and worksheets used in the lesson. Have different children label the pictures. • Take digital photos of the activity and print them for a language activity.

• Children could produce labels for the photos which can be used in a class book or display in the library. • Take photos in the classroom or the playground during the activity. Children create labels to put under the photos. • Display record pages alongside the data collection pages in a class display. • Collect photos from the children of activities, pets, homes, etc. • Cut the worksheets up into parts and display together with the children’s drawings. • Use art pieces as a backdrop to a display of the children’s worksheets. • Children could give talks to another class using the worksheets as a guide. • Hang models used to demonstrate from wire in the room and have children provide labels. • Hang posters and projects together / use posters, models and worksheets in a display. • Present the whole activity as a class talk at assembly using posters, graphs and data collected. • Display posters around the school, library or community.

Internet Use All websites listed in the Practical Science books are linked from the Ready-Ed website listed below. This saves the teacher and/or student from typing in the addresses each time. External websites referred to in this book will be updated through the Ready-Ed site below should they disappear or modify their address after publication.

Go to www.readyed.net www.readyed.com.au/urls/science

Bookmark this site for ease of use:

Curriculum Links

Life and Living

This is a Ready-Ed Publications' book preview. The activities in Practical Science: Life and Living can be linked to the following Science strands and learning outcomes for each state/territory.

State/Territory

Subject Area

Strands

NT, ACT and Tas. (National Curriculum)

Science

New South Wales

Science and Technology

· Living Things

Victoria (VELS)

Science

· Science, Knowledge

Outcomes

· Life and Living

- Living Together 3.7 - Structure and Function 3.8 - Biodiversity, Change 3.9 and Continuity

and Understanding · Science at Work Biological Science: Living Together Structure and Function

LT S2.3 LT S3.3

3.1 (CSF) 3.2 (CSF)

Queensland

Science

· Life and Living

2.1, 2.2, 2.3, D2.5, 3.1, 3.2, 3.3 D3.4

South Australia

Science

· Life Systems

2.5, 2.6, 3.5

Western Australia

Science

· Life and Living

LL 2, LL 3

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Life and Living

This is aLesson Ready-Ed Publications' plans and activities for: book preview. •Plant Comparisons •Flower Close Up •Plant Kingdom Research •The Extinction of Animals •Extinct or Endangered •The Skeletal System •The Eye •Ecosystem Research

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Lesson 1

Teachers’ Notes

Life and Living

Plant Comparisons

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Maps relationships between living things in a habitat. • Identifies external and internal features of living things that work together to form systems with particular functions.

Materials: (Each group/pair will need) • 2 plants for study (weeds) • magnifying glass

Lesson Ideas: • Children will need to have two different types of small plants including roots (weeds would be best) for their comparative study. • Students should select the weeds from somewhere within the school grounds, taking care to note the soil type and the environment in which they are living. These notes can be written on spare paper. • Ensure the students shake the extra soil from the roots before bringing them into the classroom. • Names for the plant could be scientific or common. The school gardener might be able to help here. Also check this website: www.weeds.org.au/weedident.htm - Click on your region and then click on the type of weed. Students can check the images and attempt to identify their weed specimens.

• When drawing their weeds, students should use a sharp lead pencil. The drawings need to be as accurate as possible. • Children can use the notes they took at the collection sites to describe the plants’ habitat. • The comparative study can be done with the magnifying glass. In the “special features” section children could do further drawings. • Press the weeds in a plant press (or place between two sheets of paper under heavy books) and leave until dried out. Tape the dried plants onto a large piece of brown paper along with the worksheets.

Integration Ideas: The Arts: Students can make leaf rubbings of collected leaves from around the school ground to create an interesting collage. Science: Conduct some other plant activities using the weed samples (e.g. tests for light or orientation). English (Speaking and Listening): Children prepare and present an oral report on the weeds they collected using the worksheet as a guide. English (Writing): Children compose weed poems (e.g. acrostics, limericks, haiku and so on).

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Lesson 1

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Plant Comparisons

Life and Living

Draw an accurate pencil sketch of each of your plants. Include labels and try to identify your plant.

This is a Ready-Ed Publications' book preview. Plant A:

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Plant B:

Habitat: Describe the conditions where each plant was found. Note things like soil type, amount of sunlight, moisture, etc.

Plant A: _______________________

Plant B: _______________________

______________________________

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Comparison: What was similiar and what was different about each of the plant parts. Note colour, feel, smell, size, shape, and so on.

ROOTS:

Similarities ________________________________________________________ Differences ________________________________________________________

LEAVES:

Similarities ________________________________________________________ Differences ________________________________________________________

STEMS:

Similarities ________________________________________________________ Differences ________________________________________________________

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Special Features: What special features do your plants have? (E.g. leaf shape and texture, flowers/seeds, insects.)

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Plant A: _______________________

Plant B: _______________________

______________________________

Teachers’ Notes

Lesson 2

Life and Living

Flower Close-Up

This is a Ready-Ed Publications' book preview. Learning Outcome:

• Identifies external and internal features of living things that work together to form systems with particular functions.

Materials: Each pair/group will need: • a flower specimen – one which clearly shows the parts on the worksheet • magnifying glass • access to research materials (library resources or Internet)

Lesson Ideas: • Children can use references to label the flower or this section could be done as a whole class exercise. • Students can consult the many websites to learn about the parts of a flower. Check out: www.enchantedlearning.com/subjects/plants/printouts/floweranatomy.shtml www.naturegrid.org.uk/qca/flowerparts.html • Students can find information to answer the research part of the worksheet by studying the flower (using the magnifying glass), and also by looking at reference books and websites. • Flowers can be pressed and used for display when they are dry. Children could make labels or information cards for a class display.

Integration Ideas: The Arts: Create a flower print using rollers or splatter paint. The Arts/Technology: Students could design and make their own plant press. Visit www.uen.org/utahlink/pond/buildpress.htm for ideas. English (Writing): Children write poems exploring the type of flower they have dissected. English (Spelling): Brainstorm a list of associated words for a spelling activity.

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Lesson 2

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Flower Close-Up

Life and Living

Add these labels to the cross-section of the flower below. Use ruled arrows to show the correct part.

This is a Ready-Ed Publications' book preview. stamen petal

sepal

ovary nectar stem style ovule 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Closely study your flower with a magnifying glass. Write in the information about these parts of the flower.

Petals

How many petals are there?

_______________________

About how long are they?

_______________________

What is the function of the petals? __________________________ __________________________________________________________ Draw and colour

Pollen

__________________________________________________________ What does pollen feel like? ________________________________ Describe its smell. ________________________________________ ________________________________________________________ What is the function of pollen? _____________________________

Draw a magnified view

Stamen

________________________________________________________ How many stamens are there?

_______________________

About how long are they?

_______________________

What is the function of the stamen? _________________________ __________________________________________________________ Draw a magnified view

Pistil

__________________________________________________________ Describe the tip of the pistil. _______________________________

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________________________________________________________

What does it feel like? _____________________________________ What is the function of the pistil? ___________________________

Draw a magnified view

________________________________________________________ 11

Teachers’ Notes

Lesson 3

Life and Living

Plant Kingdom Research This is a Ready-Ed Publications'

book preview.

Learning Outcome:

• Explains the functioning of systems within living things.

Materials: • research materials (library books and/or Internet access) • project presentation material (art paper, writing paper, card) • samples of plant families (posters, pictures or actual plants)

Lesson Ideas: Children will choose one of the listed plant types for further research. Their topic could be presented on a piece of art paper or on sheets of paper. • As a whole class, introduce the different plant families. Discuss their features using the plant samples or pictures. • Children can read and discuss what is required of the worksheet. The worksheet is for the children to use as a planning tool and a guide to their final presentation. • Students can carry out their research and writing during class time and complete the rest of the task as a homework activity. • Children can present the final copy of their work as an oral presentation or in written format. • Keep the plant samples to display with the final projects.

Integration Ideas: English (Speaking and Listening): Children present talks on the plant families to other classes. The Arts: Students design a cover for their projects in an art lesson. Maths: Students survey the school grounds and make a tally of how many examples of each plant family they found. Results can be graphed.

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Lesson 3

Plant Kingdom Research

Life and Living

Choose one of the plant families below for further research

This is a Ready-Ed Publications' book preview. flowering ferns plants 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 • Design a cover/title for your project. 12345678901 12345678901 12345678901 12345678901 Include the title, your name, the date and your class. 12345678901 conifers mosses

fungi

algae

• Draw or cut out pictures of different types of your plant.

Make sure you have at least four pictures. 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Describe and Draw:

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Extra Information: Add some more information of your own.

Structure of your plant: Show all the parts of the plant and explain how they work together to keep the plant alive. __________________________________________________________________________ __________________________________________________________________________ The plant's environment: What environment is ideal for your plant? ______________________________________ __________________________________________________________________________ __________________________________________________________________________ Nourishment: How does your plant feed? __________________________________________________ __________________________________________________________________________ __________________________________________________________________________ Reproduction: How does your plant reproduce? Include a description of the whole process. __________________________________________________________________________ __________________________________________________________________________ Uses: to humans? ________________________________________________________________ __________________________________________________________________________ to other plants? _____________________________________________________________ __________________________________________________________________________

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Remember to include a Contents page and a list of your information sources.

_______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ 13

Lesson 4

Teachers' Notes

Life and Living

of Publications' Animals ThisThe is aExtinction Ready-Ed book preview. Learning Outcome:

• Explains why some living things have become extinct and identifies current endangered species.

Materials: • • • •

posters/pictures of extinct and endangered species research materials (library/Internet) if possible, a video or film about animal extinction (optional) a map of the world

Lesson Ideas: This activity could be done with the whole class where the children fill in the answers on the worksheet as the lesson progresses. It could also be used as an independent research or homework activity, or for small group work. • There are many useful websites available for students to use as starting points: eelink.net/EndSpp/specieshighlights-mainpage.html www.readyed.com.au/urls/kids/world.htm www.tesri.gov.tw/english/E_species.asp eelink.net/EndSpp/ • The worksheet could also be presented as an oral report.

Integration Ideas: English (Spelling): Compile a list of associated words for a spelling activity. English (Writing): Children write acrostic poems about extinct/endangered animals. The Arts: Paint or draw some ideal habitats for endangered animals. Society and Environment / SOSE / HSIE: Students research the countries that particular endangered species come from (see section D on the worksheet).

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Lesson 4a

The Extinction of Animals

Life and Living

Over the past few hundred years, hundreds of known species of animals have become extinct.

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Write definitions for these terms as they are used in wild animal description:

Extinct: _____________________________________________________________________ ____________________________________________________________________

Endangered: ________________________________________________________________

___________________________________________________________________________ Endemic: ___________________________________________________________________ ___________________________________________________________________________

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Why do you think we should care about other species of animals?

_______________________________________________________________________________ _______________________________________________________________________________

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Explain what it means when an animal is listed as “endangered”.

_______________________________________________________________________________ _______________________________________________________________________________

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List the countries from which these extinct or endangered animals came/come from. Extinct Animal Passenger Pigeon Tasmanian Tiger Dodo

Giant Moa

Auroch

Endangered Animal

Bengal Tiger

Go to www.readyed.net Grizzly Bear

Mountain Gorilla

Wild Dog

Bilby

Lesson 4b

The Extinction of Animals

Life and Living

Research, Discuss, Answer: Explain the ways that species can become endangered or extinct by human activity. Name and draw examples where possible.

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Over harvesting (including hunting) by humans:

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Pollution of their environments:

_____________________________________

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Destruction of their habitats:

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Introducing species which are not naturally found in the habitat:

_____________________________________

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Lesson 5

Teachers' Notes

Life and Living

Extinct or Endangered This is a Ready-Ed Publications'

book preview.

Learning Outcome:

• Explains why some living things have become extinct and identifies current endangered species.

Materials: • • • •

posters/pictures of extinct and endangered species research materials (library/Internet) video or film about animal extinction (optional) class map of the world

Lesson Ideas: Students will be involved in researching information about endangered and extinct animals of their choice. • Brainstorm a list of endangered and extinct animals on the board. • There are many student-friendly websites available. Some good starting points include: eelink.net/EndSpp/specieshighlights-mainpage.html www.bagheera.com www.worldwildlife.org • Children can draw their animals, find a picture in a magazine or download a picture from the Internet, print and glue. • These worksheets can also be presented as an oral report.

Integration Ideas: Society and Environment / HSIE / SOSE: Collate all the animals chosen onto a large world map. A good idea is to ensure a wide mix of animals (from a range of countries) are selected by students in an initial class brainstorming session so that there are minimal double-ups. English (Writing): Children write up a report on the extinct and endangered animals chosen using the worksheet as a guide.

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Extinct Animals

Lesson 5a

A This 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Life and Living

Choose 2 extinct animals to research and report on.

is a Ready-Ed Publications' B book preview.

Extinct

COMMON NAME:

Picture:

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Extinct

COMMON NAME:

Picture:

Scientific name: _______________________

Country/regions: ______________________

______________________________________

Approximate date of extinction:

______________________________________

Details of last known sighting: __________

______________________________________

Reason/s for extinction: ________________

______________________________________

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______________________________________

Lesson 5b

Endangered Animals

Life and Living

Choose 2 endangered animals to research and report on.

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Endangered

COMMON NAME:

Picture:

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Endangered

COMMON NAME:

Picture:

Scientific name: _______________________

Country/regions: ______________________

______________________________________

Reason/s this animal is endangered:

______________________________________

Rescue Plan: __________________________

______________________________________

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______________________________________

______________________________________ 19

Lesson 6

Teachers' Notes

Life and Living

The Skeletal System

This is a Ready-Ed Publications' book preview. Materials: Learning Outcome:

• Explains the functioning of systems within living things.

• a model of a skeleton (optional) • posters/pictures or Internet picture of a skeleton www.bbc.co.uk/science/humanbody/body/interactives/3djigsaw_02/ www.enchantedlearning.com/subjects/anatomy/skeleton/Skelprintout.shtml • resources for research (library loan, Internet)

Lesson Ideas: • Discuss and list what the children already know about skeletons. Check out the interactive website above and allow selected students to have a turn at completing the skeleton “jigsaw”. • Using available resources, the children label the skeleton and complete parts A and B. • Discuss the uses of our skeleton and conduct a brainstorm in groups or with the whole class. This website could be useful: www.ivy-rose.co.uk/Topics/Skeletal_System.htm#1 • When the children come to write about the skeleton parts in section D they should mention the organs which are protected by the skull and rib cage. • Using diagrams and an explanation the children can describe how bones and muscles work together. Have children hold their biceps and move their arms to feel their muscles working. View this interactive website to see how muscles actually work: www.bbc.co.uk/science/humanbody/body/factfiles/workinpairs/ biceps_animation.shtml www.bbc.co.uk/science/humanbody/body/index_interactivebody.shtml Click on the Muscles Game • Children could research the names of the main muscles and draw them on the skeleton. Research the types of breaks you can have in a bone. • If you have an actual model of a skeleton the children could make labels of the bones to hang from the skeleton.

Integration Ideas:

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English (Spelling): Compile a list of skeleton words for a word search activity. Art/Craft: In groups, students construct skeletons out of paper tape with students making different parts of a skeleton to hang together. Health: Follow up with lessons on bone and muscle care. 20

Lesson 6

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The Skeletal System

Write the labels on the diagram.

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Life and Living

Find the proper name for these bones:

This is a Ready-Ed Publications' book preview. •mandible •patella •sternum •pelvis Thigh bone: •spinal column •humerus •scapula •skull •collar bone •tibia •fibula •femur ____________________________________ Collar bone:

____________________________________ Knee cap: ____________________________________ Back bone: ____________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

List three functions of our skeleton.

____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ ____________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

What are the uses of the following parts of our skeleton?

skull: ________________________________________________________________________ rib cage: ____________________________________________________________________ leg bones: ___________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Explain how our muscles and our skeleton work together to help us move. Use diagrams to help explain.

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Lesson 7

Teachers' Notes

Life and Living

The Eye ThisLearning is aOutcome: Ready-Ed Publications'

book preview.

• Explains the functioning of systems within living things.

Materials:

• model of an eye (if available) or chart of the eye with parts labelled • tin can with small hole at base (use a screwdriver to pierce the tin) • cellophane paper • elastic band • research materials (library books, encyclopaedia, Internet access)

Lesson Ideas: • Discuss and list on the board what the children already know about the eye. • If possible have a chart/poster of the eye on display that has the parts labelled. These parts could be covered with card when it comes to students labelling the diagram on the worksheet, to test students’ memory. • Children can use available resources, prior knowledge or class discussions to label the diagrams. This website shows the anatomy of the eye: www.stlukeseye.com/Anatomy.asp • Demonstrate how the parts work using the pinhole camera to show the upside down image. Children can write the descriptions in groups or do individual research. • When explaining how the eye works the children should use diagrams as well as written notes.

Integration Ideas: Health: Children create posters highlighting an aspect of “eye safety”. Posters can focus on using devices to protect eyes while working with machinery, wearing sunglasses to protect from the sunlight, and so on. Eye Safety Quiz: www.optima-hyper.com/eyetests/kidsquiz/KIDSAFE.htm Science: Make a pinhole “camera” (using the tin with a hole and cellophane and elastic band) to show how the image is inverted onto our retina. Technology: Make a real pinhole camera and take photos. Check out this website:

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www.kodak.com/global/en/consumer/education/lessonPlans/ pinholeCamera/pinholeCanBox.shtml

The Eye the labels on the A Write B external eye diagram. Lesson 7

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Life and Living

Write the labels on the crosssection diagram of an eye. •retina •iris •optic nerve •vitreous •lens •cornea •pupil

This is a Ready-Ed Publications' book preview.

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•pupil •iris •tear duct •eyelids •eye lashes

Explain the role of each of these eye parts:

tear ducts: ____________________________________________________________________ _____________________________________________________________________________ eye lashes: ___________________________________________________________________ _____________________________________________________________________________ eye lids: ______________________________________________________________________ _____________________________________________________________________________ optic nerve: ___________________________________________________________________ _____________________________________________________________________________ retina: ________________________________________________________________________ _____________________________________________________________________________ 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

Draw diagrams to explain how the eye works.

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Lesson 8

Teachers' Notes

Life and Living

Ecosystem Research

This is a Ready-Ed Publications' book preview. Learning Outcomes:

• Identifies events that affect balance in an ecosystem. • Explains how living things have changed over geological time, using evidence from various sources.

Materials: Each group/pair will need: • notebooks or clipboard • magnifying glass • 4 corner stakes • containers for collecting samples • resources for the identification of plants and insects (see websites below) • large piece of art paper or card • paper for written notes • digital camera and printing facility (optional)

Lesson Ideas: • As a class walk around the school grounds and show students examples of ecosystems. Explain the parts of the ecosystem and how the parts function together. Start by talking about how the sun provides energy and build on to include the cycles of photosynthesis and respiration. • Working in groups of approximately four, students are to select an area of natural bush that is around 4m2 in size and mark their site using the stakes. • Children can work in their groups and plan their project using the worksheet. • Groups can collect data using paper and clipboards and this information will need to be transferred to the project sheet later. • Children research the data collected using library resources or the Internet. Use the websites below as starting points. www.fi.edu/tfi/units/life/habitat/habitat.html – Introduction to ecosystems library.thinkquest.org/11353/ecosystems.htm – Student website www.mbgnet.net/ – Different types of ecosystems explained www.weeds.org.au/weedident.htm – Weed identification www.ento.csiro.au/insect_id/index.html – Insect identification • Children use the planning worksheet to design their project report on the art paper. • Projects can be presented as talks to the whole class or another class. The group must organise the various sections between themselves. They can choose to take on a section each or they can collaborate on all sections.

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Integration Ideas:

Science: Set up a class aquarium to show how a marine ecosystem can work. The Arts: Children create a detailed drawing/painting of their areas.

Lesson 8

Ecosystem Research

Life and Living

Select an area of the school ground for an ecological survey. Your area should be about 4m². Try to select an area that has natural bush. Your report will be presented on a large piece of art paper. Plan your report using this worksheet. Also plan exactly how your group will carry out the research.

This is a Ready-Ed Publications' A E book preview. 12345678901 12345678901 12345678901 12345678901TITLE: Design a clever title for your 12345678901 12345678901 12345678901 12345678901 12345678901research sheet. Include group member 12345678901 12345678901names, resources used and where your

12345678901 12345678901 12345678901 12345678901ANIMALS: Drawings or photos. 12345678901 12345678901 12345678901 12345678901 12345678901Tally the main species/types. Use a 12345678901 12345678901scale similar to plants. Include those

you can view with your magnifying glass.

area is located.

12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 Write 12345678901 12345678901 12345678901 12345678901

definitions for these terms:

•species: __________________________________

12345678901 12345678901 12345678901 12345678901 NON LIVING FEATURES: Samples/ 12345678901 12345678901 12345678901 12345678901drawings and descriptions of those non 12345678901 12345678901 12345678901living items found in your area.

E.g. rocks, soil.

•populations: ______________________________ •communities: _____________________________ •ecosystem: _______________________________ •food chain: _______________________________ •adaptation: _______________________________

12345678901 12345678901 12345678901 12345678901 12345678901 Describe your area in detail. 12345678901 12345678901 12345678901 Include photos or drawings. 12345678901 12345678901

12345678901 12345678901 12345678901 12345678901 12345678901 PLANTS: Drawings or photos. 12345678901 12345678901 12345678901 12345678901 Tally the main species. Use a scale 12345678901 12345678901

several, some, few, one only).

12345678901 12345678901 12345678901 12345678901FOOD CHAINS: Give examples of food 12345678901 12345678901 12345678901 12345678901 12345678901chains in your area. Include relationships 12345678901

12345678901 12345678901 12345678901 12345678901 HUMAN ACTIVITY: Report on human 12345678901 12345678901 12345678901 12345678901 activities that take place in the area (e.g. 12345678901 12345678901

(e.g.

that exist between plants and animals.

litter, introduced weeds/animals). Explain what effect these things have on the habitat.

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Answers Lesson 2 – Flower Close Up:

Life and Living

and originated there. For example, the kiwi is endemic to New Zealand and the koala is endemic to Australia.

This is a Ready-Ed Publications' book preview. A)

D) Extinct Animal

Mauritius; Australia; New Zealand; U.S.A; Europe.

Endangered Animal Africa; North America; Africa; India; Australia.

Petals: To attract insects, to protect the flower.

Lesson 6 – The Skeletal System: A)

Pollen: The male reproductive cells; they fertilise the ovule. Stamen: The male reproductive part of the flower which makes the pollen. Pistil: The female reproductive part of the flower which contains the ovary.

Lesson 4a – The Extinction of Animals: A) Extinct: No longer exists, died out leaving no living representatives. Endangered: Any species

which is in danger of extinction throughout all or a significant portion of its range.

Thigh bone=femur Collar bone=clavicle

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Endemic: A plant or animal

that is native to a certain area

Knee cap=patella

Back bone=spine

Answers C)

•Support;

Life and Living

Eye lashes protect the eye by

This is a Ready-Ed Publications' book preview. •protection;

•movement;

•blood cells.

D) Protects our brain, gives our face support.

Protects our vital organs, gives

us shape. Give us support to stand up,

enables us to walk. E)

The muscles are attached to the bone. When the muscle expands or contracts it moves the bone.

keeping out dirt and dust. They also help to dull bright lights.

Eye lids spread a layer of mucus

and oil over our cornea and act as a “cleaner” for the eyeball. They also close automatically when something comes towards our eye.

The optic nerve carries the

signal from our retina to our brain where the image is assessed and understood. The retina receives the image

from our lens. The light travels to the retina which converts it to colours and form.

Lesson 7 – The Eye A)

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C) Tear ducts keep the eye moist and flush out the eye when a foreign body enters.

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