Next Generation Science Level 6 - Activity Book A

Science for the Next Generation

Science Gra d e Si x

Activity Book

A

Next Generation Science Next Generation 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.

Next Generation 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. Next Generation Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

The Next Generation Science activity books include the follow features:

AB Activity

(c)

Activity 5.8

s

e st ecosystem. Describ found in a rainfore List two decomposers energy. how they obtain their

ystem Energy Flow in Ecos

em. Use all of the words flows through an ecosyst Describe how energy tion. in the box in your descrip decomposer energy sun consumer producer

1.

Activities and investigations related to concepts and topics covered in the Next Generation Science Textbook.

2.

m and Consider the organis

ms and Consider the organis

3.

st ecosystem. their roles in a rainfore

their roles in an arctic

ocean ecosystem.

Describe ocean ecosystem. ers found in an arctic le. (a) List two produc energy with an examp how they obtain their

Describe ocean ecosystem. ers found in an arctic le. (b) List two consum energy with an examp how they obtain their

e how st ecosystem. Describ ers found in a rainfore (a) List two produc with an example. they obtain their energy

(c)

e how st ecosystem. Describ ers found in a rainfore (b) List two consum with an example. they obtain their energy

found in an arctic ocean List two decomposers obtain their energy.

Describe how they

ecosystem.

135

Engineer It!

Engineer 134It!

Design Your Own Spin-off!

The Solution

A spin-off is a technology or object that was initially developed for space exploration, but has resulted in new objects and products for use by people in everyday life. Spin-offs have lead advances in area such as health and medicine, transportation, clean energy, safety and computer technology .

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

Explain your solution to the problem.

Identify the space technology that will be used

Now it’s your turn to design your own spin-off! In small groups, identify a problem on Earth that could be solved with space technology.

Draw a Model Draw a labeled model of your

The Problem

Matter 1.

to show of matter. Draw Label the states state. particles in each

ss that take place Label the proce

4.

Review

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

design.

Define the problem.

24

Review

to solve the problem.

25 t of the arrangemen

of chemical e two examples

Provid

6.

e when it begins es in solid ice chang occur?

How do the particl begin to rature does this At what tempe

to melt.

e.

les of physical chang

Provide two examp

5.

2.

es state.

as matter chang

mean 7. What does it

change.

if a change made

sible? to matter is irrever

st mixtures.

Use the Venn

8.

are and contra diagram to comp

Homogeneous Mixture

Heterogeneous Mixture

e when it boils? es in water chang How do the particl begin to occur? rature does this At what tempe

3.

9.

tion separate a

How does distilla

water. solution of salt and

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54

Contents Unit 1 - Life on Earth

2

Unit 2 - Plants

26

Unit 3 - Animals

60

Unit 4 - Plant and Animal Adaptations

100

Unit 5 - Ecosystem Interactions

120

Activity 1.1

The Six Kingdoms of Life Use your textbook to help you complete the fact cards about each kingdom of life. Search online for a photograph or illustration of each kingdom.

Print them out and paste them in the space provided.

Archaea

unicellular producer

multicellular consumer

decomposer

Characteristics:

Eubacteria

unicellular producer Characteristics:

2

multicellular consumer

decomposer

Protists

unicellular producer

multicellular consumer

decomposer

Characteristics:

Fungi

unicellular producer

multicellular consumer

decomposer

Characteristics:

3

Plants

unicellular producer

multicellular consumer

decomposer

Characteristics:

Animals

unicellular producer Characteristics:

4

multicellular consumer

decomposer

Activity 1.2

Bacteria, Protists and Fungi – Comprehension 1. Use your textbook to help you fill in the blanks. (a) All bacteria are

organisms. They can be

divided into two kingdoms – and

.

(b)

live in extreme environments such as the

hot

ocean floor,

vents,

and the

of

animals. (c)

are called true bacteria and can be found in

all natural

.

(d) Bacteria reproduce

whereby an individual

bacterium divides to form two identical bacteria. Reproducing in this way allows bacteria to reproduce

.

(e) Bacteria are often classified by the shapes of their unicellular bodies such as

,

and

.

5

(f)

are organisms that belong to the kingdom

Protista. They come in a diverse range of shapes and sizes and can be unicellular or

.

(g) Examples of

protists include slime molds

and giant

.

(h)

include organisms such as

, puffballs and

(i) Most fungi are

. and

by releasing

spores into the air.

(j) Fungi are

– they get the energy they

need by breaking down the remains of other

and

matter. You can see this when

the organic forms on

spoiled food. (k) Fungi can be helpful to people. Many important food sources. preparation of bread and cheese.

6

are is used in the

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

Bacteria

Protists

Fungi

7

Activity 1.3

Growing Bread Mold In this activity you will investigate the effect of temperature on growing bread mold.

Materials • 3 slices of bread

• tape

• 3 sealable sandwich bags

• marker pen

• spray bottle of water

• hand lens

Make a Prediction How will temperature affect the growth of mold on a slice of bread?

Explain your reasoning.

8

Procedure 1. Spray each slice of bread with an equal amount of water.

2. Place each slice of bread into a sandwich bag and seal it.

3. Attach a sticky label to each bag and label them, ‘Room Temperature’, ‘Cool’ and ‘Cold’.

4. Place the bag labeled ‘Room Temperature’ in a drawer or cabinet in your classroom.

5. Have your teacher place the bag labeled ‘Cool’ in a refrigerator and the bag labeled ‘Cold’ in the freezer section of a refrigerator.

6. Observe each slice of bread every day over a period of 10 days. Record your observations.

9

Observations Draw and label a diagram to show how the mold grew in each bag over the 10-day period.

Room Temperature

10

Day:

Day:

Day:

Day:

Cool

Day:

Day:

Day:

Day:

11

Cold

12

Day:

Day:

Day:

Day:

Analyze and Interpret 1. Which environment resulted in the most mold growth?

2. Which environment resulted in the least mold growth?

3. What conclusion can you draw from this experiment about temperature and mold growth? How is this knowledge useful to people?

4. Suggest another external factor that may affect mold growth. Design an experiment and make a prediction of how your chosen external factor affects mold growth.

13

Activity 1.4

Comparing Plants and Fungi 1. Use your textbook or go online to research the differences and similarities between plants and fungi.

vs

Food Plants:

Fungi:

14

Reproduction Plants:

Fungi:

Anatomy Plants:

Fungi:

15

Examples Plants:

Fungi:

2. Use the Venn diagram to summarize the key similarities and differences between plants and fungi.

Plants

16

Fungi

Activity 1.5

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

.

(b) Surrounding an animal cell is the .

Its main function is to regulate the interactions between the cell and its

.

(c) The is a watery substance that holds the cell organelles except for the nucleus. (d) Often referred to as the control center of the cell is the

. It is a large, round that controls internal cell activities. (e) At the center of the nucleus is the where ribosomes are made.

which is

(f) are responsible for providing the cell with the energy it needs to function. (g) The transports proteins.

is the organelle that packages and

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(h) The

making the proteins.

produces proteins for the rest of the cell. on the surface of the ER are responsible for

(i) Water, wastes and other cell material are stored in

.

(j) Plant cells share many of the organelles that can be found in animal cells. A key difference is plant cells have a which provides support and protection for the cell. (k) The organelles in both plant and animal cells float in the

.

(l) Many plant cells also contain – the organelle in which photosynthesis takes place. Chloroplasts contain

from sunlight.

– a green pigment that captures energy

2. Describe some similarities and differences between plant and animals cells.

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Activity 1.6

Cellular Respiration During the process of cellular respiration, glucose interacts with oxygen to release energy. Water and carbon dioxide gas are given off as waste products during the process. In this activity, we will observe these waste products in plant and fungi cell respiration.

Materials • a healthy indoor plant

• beaker

• plastic bottle

• funnel

• dry yeast

• sugar

• balloon

• cling wrap

• stirring rod

• tablespoon

Procedure Part 1 – Cell respiration in plants 1. Choose a single leaf on the indoor plant and wrap it with cling wrap.

2. Place the plant in direct sunlight by the window or outside.

3. After 2-3 hours, observe the wrapped leaf. Record your observations.

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Part 2 – Cell respiration in yeast 1. Add 2 tablespoons of dry yeast, 2 tablespoons of sugar and a quarter cup of warm water to the beaker.

2. Stir the mixture thoroughly.

3. Place the funnel in the plastic bottle and pour in the yeast mixture.

4. Place the balloon over the neck of the bottle. Ensure that it is secured tightly so that no air can escape.

5. Put the bottle in a warm place by the window or outside.

6. Observe the contents of the bottle and the balloon every 10 minutes for 1 hour.

Record your observations.

20

Observations Part 1 Draw and label a diagram of the wrapped leaf after it was left in sunlight.

Part 2 Draw and label a diagram of the bottle and balloon at three stages of the activity.

Time:

Time:

Time: 21

Analyze and Interpret

1. The waste products of cellular respiration are carbon dioxide and water. Were you able to observe any of these waste products in the wrapped plant leaf?

2. What can you infer about plant cells from this activity?

3. Describe the changes you observed in the bottle and the balloon of the yeast mixture.

4. Was there evidence of gas production inside the bottle? If so, what can you infer about fungi cells from this activity?

5. Suggest a way to test that the gas collected in the bottle was carbon dioxide.

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Activity 1.7

Cell Organization Show the cell organization of a sunflower plant by naming and writing a brief description of each level. Order the levels from the most basic (1) to the most complex (4).

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Review

Life on Earth 1. Why is it useful to classify organisms into groups?

2. Describe the similarities of the animals in each classification level. (a) Class Mammalia

(b) Family Felidae

(c)

Species Panthera leo

3. Where can archaea bacteria be found?

4. Why are protists classified into the same kingdom?

5. What role do fungi play in the functioning of a healthy ecosystem?

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6. Describe two different ways plants can be classified.

7. Briefly describe the two main groups of animals.

8. What are multicellular organisms? Provide two examples.

9. What is the function of the cell membrane?

10. What is the function of chloroplasts?

11. Which plant cell organelle provides the plant cell with support and protection?

12. Using the human body as an example, provide an example of the following: (a) tissue (b) organ (c)

organ system 25

Activity 2.1

Plant Classification – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Approximately named and classified by scientists.

species of plants have been

(b) One way scientists classify the large diversity of plant species is as

and plants. (c)

plants have

– internal,

tissue

structures to transport water,

and food throughout the plant.

(d)

plants do not have vascular tissue and

do not produce

They reproduce from (e)

. .

, such as

and

firs, are cone-bearing plants. They reproduce from seeds held in

.

(f)

are flowering plants. They reproduce from

seeds that develop in 26

and are held in fruits.

2. List two different ways scientists classify plants.

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

Mosses

Ferns

4. Use the Venn diagram to compare and contrast angiosperms and gymnosperms.

Angiosperms

Gymnosperms

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

Plant Kingdom

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Activity 2.2

Plant Fact Sheets Choose one vascular plant and one non-vascular plant. Then use your textbook or conduct research online to complete a fact sheet on each plant.

Plant name and classification vascular

non-vascular

Describe its appearance.

Where can they be found?

How do they reproduce?

An interesting fact!

29

Plant name and classification vascular Describe its appearance.

Where can they be found?

How do they reproduce?

An interesting fact!

30

non-vascular

Activity 2.3

Roots – Comprehension 1. Use your textbook to help you fill in the blanks. (a) In most system is underground.

plants, the

(b) The root system has a number of different functions, such as taking in water and

from the , storing

the plant in the (c)

and holding .

The outer layer of a root is called the

.

Attached to the epidermis are tiny

. They

water and minerals which are transported from the root to the upper parts of the plant. (d) Vascular bundles within roots contain

and

. Xylem transports water and

minerals through the roots to the upper parts of the plant, called the system to the roots in

. Food is transported from the shoot vessels.

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(e) Some plants have roots that are shallow and branch out to cover a large area. These roots, called roots, help the plant to take up lots of water when it rains. Other plants have one main root, called a into the soil.

, which grows deep

(f) Some plants have roots that grow above ground, called

roots. An is a plant that grows on another plant, often on the trunks of trees. Many ferns and

are epiphytes.

2. Draw a diagram that shows a root section of a vascular plant.

Label the key parts of the root section and briefly describe the function of each part.

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Activity 2.4

Roots and Soil Erosion In small groups, plan and conduct an investigation to observe the effectiveness of plant roots in preventing soil erosion.

Materials List the materials you will use.

Procedure Write the steps you will take.

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Observations Use the space below to record your observations.

Include a labeled diagram of your experiment.

34

Analyze and Interpret 1. List the strengths and weaknesses of your investigation.

How can the investigation be improved?

. Compare your investigation with that of other groups.

2 Did other groups have similar results?

3. Based on your observations, what evidence can you provide to show that plant roots are effective at preventing soil erosion?

35

Activity 2.5

Plant Stems 1. What are the main functions of the stem in a plant?

2. Your younger brother understands that plants take in water through their roots and that leaves make food for the plant. He doesn’t understand how the water gets from the roots to the leaves and how the food in the leaves gets to other parts of the plant. Draw a diagram and write a brief description to explain to your brother how food and water is transported throughout a plant.

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3. What is a herbaceous plant? Give two examples.

4. What is a woody plant? Give two examples.

5. Use the Venn diagram to compare and contrast herbaceous plants and woody plants.

Herbaceous plant

Woody plant

37

Activity 2.6

Leaf Parts and Photosynthesis Crossword Use the diagrams of leaf parts and the process of photosynthesis to complete the crossword on the opposite page.

6

7

Across

3

Across

Across

2

layer

12 11

5

Across

8

Across

Down

Across

10 Down

9

38

Down

4 1

Down

Across

Down

1

2

3

4

5

6

7

8

9

10 11

12

39

Activity 2.7

Movement of Water in Plants Plan and conduct an investigation to provide evidence for the argument that water moves from the roots, through the stem to the leaves of a plant.

Materials List the materials you will use.

Procedure Write the steps you will take.

40

Observations Use the space below to record your observations.

Include a labeled diagram of your experiment.

41

Analyze and Interpret

1. What evidence can you provide from your experiment that shows water is taken in by the roots of a plant?

2. What evidence can you provide from your experiment that shows water moves from the roots through the stem of a plant?

3. What evidence can you provide from your experiment that shows water moves through the stem to the leaves of a plant?

42

Activity 2.8

Non-vascular Plant Life Cycle 1. Non-vascular plants such as mosses are seedless.

How do they reproduce?

2. Describe the asexual stage of reproduction in the moss life cycle.

3. Describe the sexual stage of reproduction in the moss life cycle.

4. In the space below, draw the stages in the life cycle of a moss. Use the words in the box to label the stages. spores released germinating spore moss plant gametophyte sporophyte fertilization

43

Activity 2.9

Moss Life Cycle Cut out the stages of a moss life cycle on page 151.

Paste and label them in the correct order on these pages.

44

45

Activity 2.10

Fern Life Cycle – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Ferns are

plants that reproduce from . The life cycle of ferns involves two distinct

phases – an

phase and a sexual phase.

(b) In the asexual phase, spores form in

on the

underside of mature fern

. The spores are

held in cases called (c)

.

Once the

are developed, the sporangia

breaks open and the spores are and moving water.

by wind

(d) A spore that will grow into a heart-shaped

plant called a .

anchor the gametophyte to the ground. (e)

cells make their way from the male part

to the female part and fuse with female cells. The fertilized egg cell develops into an It eventually grows larger than the gametophyte and becomes a

46

.

.

2. What are some ways fern spores can move to new places?

3. Why is it important that fern spores move to new places?

4. List some similarities and differences between the life cycles of ferns and mosses.

47

Activity 2.11

Fern Life Cycle Cut out the stages of a fern life cycle on page 153.

Paste and label them in the correct order on these pages.

48

49

Activity 2.12

Gymnosperm Life Cycle Cut out the stages of a gymnosperm life cycle on page 155.

Paste and label them in the correct order on these pages.

50

51

Activity 2.13

Dissecting a Flower Materials • flowers with clearly defined parts such as tulips or daffodils

• scalpel

• forceps

• hand lens

• microscope

• microscope slides

Procedure Complete this activity as a class.

1. Use the hand lens to observe the whole flower. Record your observations with a diagram and label any parts you recognize.

2. Your teacher will help to dissect the flower into its different parts.

3. Observe each part with the hand lens and record your observations.

4. Use the forceps to gently place each flower part onto a slide and observe it under low magnification with the microscope. Record your observations.

52

Observations 1. Draw and label the whole flower your observed.

2. Complete the table. Draw and label a diagram of each flower part you observed.

Flower part

Hand lens

Microscope

53

Flower part

54

Hand lens

Microscope

Analyze and Interpret 1. What are the reproductive parts of a flower?

2. Identify the male and female parts of the flower.

3. Describe how fertilization takes place in a flower.

4. A key stage in fertilization is pollination. What are some ways in which pollination can occur?

5. How is reproduction in flowering plants different to that in non-flowering plants? Provide an example.

55

Activity 2.14

Angiosperm Life Cycle Cut out the stages of an angiosperm life cycle on page 157.

Paste and label them in the correct order on these pages.

56

57

Review

Plants 1. List the three main types of non-vascular plants.

2. List the three main types of vascular plants.

3. What is the key difference between angiosperm and gymnosperm seeds?

4. Why are non-vascular plants small and found mostly in moist environments?

5. List two examples of seedless vascular plants. How do they reproduce?

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6. In the space below, draw a simple labeled diagram of a plant with a fibrous root system and a plant with a taproot system.

7. Complete the table.

Parts and Functions of a Leaf Part

Function

cuticle stoma xylem phloem palisade layer 8. What is pollination?

9. Describe what happens to a flower following fertilization.

59

Activity 3.1

Animal Classification – Fish Number of species

Examples

General characteristics

1. List the three main groups of fish.

2. How is the skeleton of a shark different from the skeleton of bony fish?

60

3. Write ‘B’ for bony fish, ‘C’ for cartilaginous fish and ‘N’ if the animal is not a fish.

4. Fish are ectothermic. What does this mean?

61

5. Describe how each characteristic of fish is suited to the place fish live.

Streamline body:

Scales:

Gills:

6. Use a Venn diagram to compare and contrast a whale shark and a fur seal.

Whale shark

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Fur seal

Activity 3.2

Internal and External Structures of Fish Materials • a whole fish

• scalpel

• forceps

• hand lens

• rubber gloves

Procedure Complete this activity in small groups.

1. Use the hand lens to observe the fish. Record your observations with a diagram and label any parts you recognize.

2. Your teacher will help to dissect the fish and prepare two observation stations – one for the external structures of the fish and another for the internal structures.

3. At each station, use the forceps and hand lens to observe the structures. Ensure you wear rubber gloves should you handle any of the fish parts.

4. Record your observations at each station.

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Observations 1. Draw and label the whole fish before dissection.

2. Choose two external structures of the fish you observed.

Name, label and sketch them on these pages.

External structure 1:

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External structure 2:

3. Choose two internal structures of the fish you observed.

Name, label and sketch them on these pages.

Internal structure 1:

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Internal structure 2:

Analyze and Interpret

1. Name the organ used by fish to take in oxygen.

2. What external structure do fish have to protect their bodies?

3. Compare and contrast the internal structures of mammals and fish.

66

Activity 3.3

Animal Classification – Amphibians Number of species

Examples

General characteristics

1. List the three main groups of amphibians.

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2. The word amphibian comes from the Greek word ‘amphibios’ – which means to live a double life. Consider the life cycle of an amphibian.

In what way do they live a double life?

3. Use a Venn diagram to compare and contrast a salamander and a lizard.

Salamander

68

Lizard

4. Label and write a brief description of the stages of a frog life cycle.

Draw arrows to show the progression from one stage to the next.

69

Activity 3.4

Animal Classification – Reptiles Number of species

Examples

General characteristics

1. List the three main groups of reptiles.

2. How do reptiles reproduce?

70

3. Why are reptiles usually found in warm and sunny parts of the world?

4. Use a Venn diagram to compare and contrast a snake and an eel.

Snake

Eel

71

Activity 3.5

Animal Classification – Birds Number of species

Examples

General characteristics

1. Birds are endothermic. What does this mean?

2. How do birds reproduce?

72

Activity 3.6

Animal Classification – Mammals Number of species

Examples

General characteristics

1. Most mammals reproduce by giving birth to live young. Which mammals do not give birth to live young? How do they reproduce?

2. Mammals can be found in many cold environments around the world.

What characteristics of mammals make them suited to such environments?

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3. Your friend thinks that dolphins are fish because they live in water.

Describe a characteristic of dolphins that indicates they are not fish, but mammals.

4. Use a Venn diagram to compare and contrast bats and birds.

Bat

74

Bird

Activity 3.7

Invertebrates 1. What are invertebrates? How are they different from vertebrates?

2. Why are larger invertebrates found in water rather than on land?

3. Label the different types of invertebrates.

Invertebrates

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Activity 3.8

Sponges and Cnidarians – Comprehension 1. Use your textbook to help you fill in the blanks. (a) About

species of sponges have been named

and classified. While most sponges live in the there are

species that live in fresh water.

(b) Sponges are

multicellular organisms. They do

not have body parts,

or

(c) Sponges are

. They pick up

and tiny particles that pass through their pores.

(d) Adult sponges are and are

– they do not move about in one place.

(e) There are about

different species of

cnidarians. Most cnidarians are however, there are a few species that live in

76

.

– they pump water through

holes in their bodies called

,

organisms, .

(f) Most cnidarians reproduce

, whereby sex cells

are released and

in water. Some

are also able to reproduce asexually by

.

(g) Unlike sponges, cnidarians have

symmetry.

This means their bodies are arranged around a

point with more than one line of symmetry.

(h) A unique characteristic of cnidarians are called

capture prey.

cells

. These cells contain a and are used to

and

2. Use a Venn diagram to compare and contrast sponges and cnidarians.

Sponge

Cnidarian

77

Activity 3.9

Animal Classification – Worms Number of species

Examples

General characteristics

1. List the three main groups of worms.

2. Flatworms do not have a respiratory system. How do they get the oxygen they need?

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3. What does parasitic mean? Which two groups of worms are typically parasitic?

4. Which group of worms has organ systems including circulatory, digestive and nervous systems?

5. Use a Venn diagram to compare and contrast worms and snakes.

Worm

Snake

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Activity 3.10

Animal Classification – Echinoderms Number of species

Examples

General characteristics

1. Echinoderms get their name from ancient Greek words that translate to ‘hedgehog skin’. Why do you think they were given this name?

2. Where do echinoderms live?

3. Describe the symmetry of echinoderms.

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Activity 3.11

Animal Classification – Mollusks Number of species

Examples

General characteristics

1. List the three main groups of mollusks.

2. Name two kinds of mollusks that have a hard outer shell.

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3. Name two mollusks that produce venom.

4. Name the specialized structures that some mollusks have for eating and moving about.

5. Describe the symmetry shared by all mollusks.

6. Use a Venn diagram to compare and contrast slugs and worms.

Slug

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Worm

Activity 3.12

Animal Classification – Arthropods Number of species

Examples

General characteristics

1. List the four main groups of arthropods.

2. What are the exoskeletons of arthropods made of?

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3. Arthropods’ bodies have many joints. How does this help them?

4. Why are aquatic arthropods usually larger in size than land arthropods?

5. Use a Venn diagram to compare and contrast wasps and spiders.

Wasp

84

Spider

Engineer It!

Design and Build an Arthropod Arthropods are a very diverse group of organisms.

They make up over 80 percent of all known animal species and can be found in all corners of the Earth.

As such, they have a wide range of adaptations that aid their survival in their given environments and habitats. These may include the ability to fly, production of venom, stingers and pincers and protective structures such as spikes or hard plates.

Work in small groups to identify a human problem that can be solved by the development of a new object that mimics two or more arthropod adaptations.

Materials List the materials you will use to build your structure.

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Draw a Model Draw a labeled diagram of your design.

86

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

Observations 1. Draw a diagram and write a brief description of how your object performs the task it was designed to do.

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2. Draw a diagram and write a brief description of how another group’s object performs the task it was designed to do.

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

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2. What adaptations found in arthropods did you try to mimic in the design of your object?

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

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

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Activity 3.13

Animal Groups Crossword Read the clues given by each animal group and complete the crossword on the opposite page.

Across 3. I am ectothermic and my body is covered in scales or plates.

4. Part of my reproduction involves laying hard-shelled eggs that are usually laid in a nest.

6. I live in water and have stinging cells called cnidocytes.

8. I live in water and take in oxygen through gills.

10. I am an invertebrate with an endoskeleton and radial symmetry.

Down 1. I am asymmetrical and don’t have any body parts.

2. My kind makes up about 80 percent of all animal species.

5. Some of my kind have segmented bodies and live underground in soil.

7. I am a vertebrate that usually starts my life in water before moving on to land as an adult.

9. I am an invertebrate with a soft body. Some of my species have hard shells for protection.

11. My body is usually covered in fur or hair and I give birth to live young.

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1

2

3

4

5

6

7

8

9 10

11

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Activity 3.14

Structure and Support – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Most animals have internal and external support and

.

(b) Arthropods have an

– a hard outer coating

that is made of

for

. Muscles at pull on the exoskeleton which enables them

to move. Exoskeletons also help to reduce

.

(c) Animals without exoskeletons can also use to move about. An earthworm moves by its muscles in waves. Squid and octopuses use muscles to push

out of their bodies which propels them

in the

direction.

(d)

animals have an internal

of connected

, called an

.

Collections of bones, such as provide protection for vital

92

and skulls .

(e) Muscles are attached to muscles the animal to

. When these , they pull on the bones. This enables .

2. Choose an invertebrate and briefly describe some of its systems and structures used for structure and support.

3. Choose a vertebrate and briefly describe some of its systems and structures used for structure and support.

4. Some invertebrates, such as octopuses, have soft bodies.

What systems and structures do they use for protection?

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Activity 3.15

Gas Exchange 1. Animals such as flatworms do not have a circulatory system. How do they take in oxygen?

2. Fish do not have lungs. How do they take in oxygen and remove carbon dioxide from their bodies?

3. What are spiracles and which animal group has them?

4. Why do whales and dolphins come to the water surface to breathe?

5. Label the parts of the bird’s respiratory system.

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Activity 3.16

Blood Circulation Identify the type of circulatory system. Then label its parts and give an example of an animal that has such a circulatory system.

Type of circulatory system:

Animal with this circulatory system: Type of circulatory system:

Animal with this circulatory system: 95

Type of circulatory system:

Animal with this circulatory system: Type of circulatory system:

Animal with this circulatory system: 96

Activity 3.17

Digestion – Comprehension 1. Use your textbook to help you fill in the blanks. (a) To get the from food, the food first needs to be broken down into simple substances that can be

into the

to cells. This process is called (b) In some animals, such as enters and same opening. (c)

and distributed . and flatworms, food leaves the animal through the

Vertebrates have a complete

of

tract – a series

with two openings – a mouth to take in

food and an anus to remove

.

2. Name two organs of the digestive system that are responsible for breaking down food into simpler substances.

3. How are the stomachs of grazing animals such as deer different from those of humans?

97

Review

Animals 1. What are ectothermic animals? Provide two examples.

2. What are endothermic animals? Provide two examples.

3. Reproduction in fish and most amphibians involves external fertilization.

What does this mean?

4. Use the Venn diagram to compare and contrast amphibians and reptiles.

Amphibians

98

Reptiles

5. What are the main characteristics of birds?

6. How are mammals different from most other animals in terms of reproduction?

7. List three echinoderms.

8. List the three main types of mollusks.

9. Why are arthropods able to live and reproduce in a great variety of environments?

10. What is an exoskeleton?

11. List three arthropods that are not insects.

12. What internal structures help vertebrate animals move from place to place?

13.

What are the main functions of the circulatory system in animals?

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Activity 4.1

Animal Adaptations Research Project Conduct research about your favorite animal and its unique adaptations that help it to survive in its environment. You can use your textbook, books in the library or websites suggested by your teacher.

Animal name: Which group does the animal belong to?

Paste a photograph or draw a picture of the animal.

Label its parts and adaptations.

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

100

Habitat:

Diet:

Adaptation 1:

Reproduction:

Adaptation 2:

Fun facts:

Why is this your favorite animal?

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Activity 4.2

Desert Adaptations ist and describe the adaptations each organism has which help it to L survive in a desert. (a)

(b)

102

(c)

(d)

103

Engineer It!

Design and Build a Cabbage Protector The desert is a dry environment with little rainfall and extremes in temperatures. As such, plants that live in the desert usually have a range of adaptations to protect them from the harsh environment and animals that may wish to eat them.

Your neighbor has a problem with rabbits entering her vegetable garden and eating her cabbages. In small groups, design and build an object that mimics desert plant adaptations to solve her problem.

The Problem Define the problem.

The Solution Explain how your design provides a solution to the problem.

104

Materials List the materials you will use to build your object.

Draw a Model Draw a labeled diagram of your design.

105

Procedure Decide on a way to test the effectiveness of your group’s design.

Write the steps you will take.

Observations Draw and label the object you built.

106

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

2. What desert plant adaptations did you draw inspiration from in designing your object?

3. Describe how your object protected the cabbages from being eaten by rabbits.

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

5. How could your group’s design be improved?

107

Activity 4.3

Tropical Rainforest Adaptations ist and describe the adaptations each organism has which help it to L survive in a tropical rainforest. (a)

(b)

108

(c)

(d)

109

Activity 4.4

Tundra Adaptations ist and describe the adaptations each organism has which help it to L survive in a tundra. (a)

(b)

1 10

(c)

(d)

111

Activity 4.5

Animal Migration Use your textbook or go online to find an animal that migrates as an adaptation for survival.

1. Draw or paste a picture of your chosen animal below.

2. What animal did you choose?

3. Why does this animal migrate?

4. At what time of the year does the migration occur?

1 12

5. Use the map below to show the migration pattern. Include labels and arrows to show the direction of migration and the time of year.

6. How does migration help the animal to survive?

1 13

Activity 4.6

Animal Hibernation Use your textbook or go online to find an animal that hibernates as an adaptation for survival.

1. Draw or paste a picture of your chosen animal below.

2. What animal did you choose?

3. Why does this animal hibernate?

4. At what time of the year does the animal hibernate?

1 14

5. How does hibernation help the animal to survive?

6. Name another animal that lives in the same environment as your chosen animal that does not hibernate. Compare and contrast this animal with your hibernating animal. What adaptations does this animal have to survive in the environment?

1 15

Activity 4.7

Living in Groups Provide an example whereby animals live in groups as an adaptation for survival for each situation.

Keeping warm

Escape danger

Obtain food

Raising young

1 16

Activity 4.8

Adapting to Changes 1. What are some human activities that cause changes to ecosystems?

What effect do these activities have on the ecosystem and the organisms living in them?

2. Provide an example of how an animal may adapt to a permanent change to its environment.

3. What is habitat destruction? What ways can it affect the organisms living in the habitat?

1 17

Review

Plant and Animal Adaptations 1. Why are certain organisms found only in specific habitats?

2. Why can only a few species of plants and animals survive in deserts?

3. Provide two examples of plant adaptations to living in a desert.

4. Provide two examples of animal adaptations to living in a desert.

5. What is an epiphyte? How does this adaptation help a plant to survive?

6. How can animals reduce competition for resources in a tropical rainforest?

7. Describe one way tundra plants are adapted to living in soil with permafrost.

1 18

8. Provide two reasons animals may migrate.

9. What is hibernation?

10. List three ways living in groups help animals to survive and reproduce.

11. What are two possible impacts that can occur when an animal’s habitat is destroyed?

12. What is an endangered species?

1 19

Activity 5.1

Biotic and Abiotic Factors 1. Draw or paste a picture of a small ecosystem such as a pond or fallen tree log.

(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) Give an example of a human activity that would have an adverse effect on the ecosystem. Describe the effects on the biotic and abiotic factors in the ecosystem.

12 0

2. Draw or paste a picture of a large ecosystem such as a desert or coral reef.

(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) Give an example of a rapid change in the environment that would have an adverse effect on the ecosystem. Describe the effects on the biotic and abiotic factors in the ecosystem.

121

3. Identify a small ecosystem in your school. Draw a picture or paste a photograph of the ecosystem below. Label its key features.

(a) List some of the biotic factors you found in the ecosystem.

(b) List some of the abiotic factors you found in the ecosystem.

(c) Give an example of a human activity that would have an adverse effect on the ecosystem. Describe the effects on the biotic and abiotic factors in the ecosystem.

122

4. Is soil a biotic or abiotic factor of an ecosystem? Explain your reasoning.

5. A rabbit dies in a grassland ecosystem and begins to decompose.

Is the decomposing rabbit a biotic or abiotic factor in the grassland ecosystem? Explain your reasoning.

6. Write down the interactions between biotic and abiotic factors that occur when a decomposer breaks down a fallen log in a rainforest.

123

Activity 5.2

Sunlight – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Sunlight is an important abiotic factor that affects all ecosystems as it provides the energy needed by plants for As the Earth is

.

in shape, the amount of

sunlight striking the Earth differs with distance from the

.

(b) At the

, sunlight strikes the surface of the Earth

the most directly. Ecosystems in areas near the equator often contain the greatest and other organisms. (c)

At the

over a

of plants and animals of the Earth, sunlight is spread area. Ecosystems in these

areas receive

direct sunlight and there is less of organisms.

2. How do changes in the hours of daylight through the seasons affect the plants and animals in an ecosystem?

12 4

Activity 5.3

Temperature – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Most organisms require a

temperature. In

ecosystems around the , the temperature does not change much from day to night or throughout the

. The diversity of plants and animals in

these areas is often (b) In ecosystems further from the

. , there

can be large differences in temperature from day to night and as the change. Fewer plants and animals in these

areas can survive in the temperatures.

2. Ecosystems close to the equator usually have more plants and animals than those closer to the Poles. The Somali desert is located close to the equator but has a low diversity of plants and animals. What other abiotic factors are responsible for this low biodiversity?

125

Activity 5.4

Soil and Minerals – Comprehension 1. Use your textbook to help you fill in the blanks. (a) Soil is a combination of weathered and

, minerals

– an organic material formed by

the breaking down of dead plants and animals by

. Soil also contains

may contain animals such as

and and insects.

(b) Soil is an important abiotic factor for plants.

Plant

grow into the soil which hold them in

place. Plants also take in water and soil. Some organisms, such as earthworms, live in soil. (c)

from the

The soil in different ecosystems can be different in the amount

of humus, , minerals,

air it contains. Soil can also be different in

and .

2. How can the composition and characteristics of soil affect the biotic factors in an ecosystem?

126

Activity 5.5

Abiotic Factors and Climate Change Climate change causes a number of abiotic factors to change in ecosystems across the world. Complete the table to show how abiotic factors may change and the effect of these changes on ecosystems.

Abiotic factor

How it may change

Effect on ecosystems

Temperature

Climate change

Rainfall

Wind

127

Activity 5.6

Changes to Biotic and Abiotic Factors In small groups, design and build a model of an ecosystem to demonstrate how changes to the biotic and abiotic factors affect the rest of the ecosystem.

Materials List the materials you will use.

Write the name of your chosen ecosystem and list the biotic and abiotic factors .

Ecosystem: Biotic Factors

128

Abiotic Factors

Procedure List the steps you will take.

Draw a Model Draw and label your ecosystem model.

129

Observations Record your observations below.

Changes to biotic factors

Changes to abiotic factors

130

Analyze and Interpret 1. Changes to which biotic factor had the greatest impact on your ecosystem? Describe how this impacted the ecosystem.

2. Changes to which abiotic factor had the greatest impact on your ecosystem? Describe how this impacted the ecosystem.

3. How do changes to abiotic factors affect the biotic factors in the ecosystem?

4. How do changes to biotic factors affect the other biotic factors in the ecosystem?

5. How effective was your ecosystem model? How could it be improved?

131

Activity 5.7

Ecosystem Organization Use your textbook and conduct your own research to describe an ecosystem of your choice and the interactions that take place within it.

Ecosystem: Description:

Biotic Factors

132

Abiotic Factors

Individual

Population

Community

Ecosystem Ecosystem interactions:

133

Activity 5.8

Energy Flow in Ecosystems 1. Describe how energy flows through an ecosystem. Use all of the words in the box in your description. producer consumer Sun energy decomposer

2. Consider the organisms and their roles in a rainforest ecosystem.

(a) List two producers found in a rainforest ecosystem. Describe how they obtain their energy and provide an example.

(b) List two consumers found in a rainforest ecosystem. Describe how they obtain their energy and provide an example.

13 4

(c) List two decomposers found in a rainforest ecosystem. Describe how they obtain their energy.

3. Consider the organisms and their roles in an Arctic Ocean ecosystem.

(a) List two producers found in an Arctic Ocean ecosystem.

Describe how they obtain their energy and provide an example.

(b) List two consumers found in an Arctic Ocean ecosystem.

Describe how they obtain their energy and provide an example.

(c) List a decomposer found in an Arctic Ocean ecosystem. Describe how it obtains energy.

135

Activity 5.9

Producers, Consumers and Decomposers Label the organisms in the forest ecosystem as producers, consumers or decomposers.

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137

Activity 5.10

Food Chains 1. Order the organisms to show the energy pathway in their ecosystem. (a)

grass lion

(b)

Sun

gazelle

Sun

hawk mouse

wheat

(c)

Sun

dugong

13 8

seagrass

killer whale

2. Draw a model to provide evidence to support the claim that almost all of the energy in an ecosystem can be traced back to the light energy from the Sun.

139

Activity 5.11

Food Webs 1. Draw arrows to create a desert food web.

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

Rattlesnake

Collared lizard Grasshopper

Brittlebush

14 0

Red-tailed hawk

Wood rat

Antelope squirrel

Prickly pear cactus

141

2. Draw arrows to create a grassland food web.

Use some of the words in the box to label the organisms. producer primary consumer secondary consumer tertiary consumer top predator decomposer

Cheetah

Zebra Wildebeest

Acacia tree

Bacteria

14 2

Lion

Hare

Gazelle

Termite

Grass

Fungi

14 3

Activity 5.12

Energy Pyramids 1. Create an energy pyramid for a rainforest ecosystem by drawing and labeling the organisms in the pyramid.

14 4

2. Create an energy pyramid for a coral reef ecosystem by drawing and labeling the organisms in the pyramid.

14 5

Activity 5.13

Ecosystem Interactions Crossword

Read the clues and complete the crossword on the opposite page.

Across 2. This type of organism takes in food by eating plants or other animals within an ecosystem.

3. This type of organism makes food using the energy from the sunlight.

5. The group of animals that eat both plants and animals.

8. This type of organism breaks down dead organisms.

9. All of the populations living and interacting in an ecosystem form this.

12. Another name for a living thing.

13. The name given to animals such as earthworms that help to breakdown organic matter in ecosystems.

Down 1. Producers get their energy from this.

2. The group of animals that eat other animals.

4. The name given to the interconnected food chains in an ecosystem.

6. The group of animals that eat plants.

7. A group of individual organisms in an ecosystem.

10. The name given to the non-living factors that affect an ecosystem.

11. A system in nature where all of the living and non-living parts interact with each other for the environment to function as a whole.

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1

2

3 4

5 6 7 8

9

10

11

12

13

14 7

Review

Ecosystem Interactions 1. Why is water an important abiotic factor in all ecosystems?

2. During a drought, the stream that normally runs through a rainforest dries up. How could this affect the biotic factors in the rainforest?

3. During a flood, sediment has washed into a pond and is blocking sunlight from reaching the pond floor. How could this impact the ecosystem?

4. Provide an example of the following in a forest ecosystem: (a) organisms

(b) population

(c) community

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5. What is a producer?

6. What are the main producers in a marine ecosystem?

7. What role do fungi and bacteria play in a forest ecosystem?

8. What is a top predator? Provide an example of a top predator in an ocean ecosystem.

9. In an energy pyramid, what percentage of energy is passed from primary consumers to secondary consumers? What happens to the rest of the energy?

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Moss Life Cycle Cut-outs

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Fern Life Cycle Cut-outs

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Gymnosperm Life Cycle Cut-outs

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Angiosperm Life Cycle Cut-outs

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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