this is
your book
ch unit
f ea The opening pages o
1
Reading We read about the contributions of women in the development of the sciences, and discover some of the difficulties they had to overcome.
We speak about the different issues that will be learnt about throughout the unit.
Speaking ons. Follow the instructi game in small groups. – but don’t 3 Play a guessing of a living being in turns to think Step 1: Take it it is! discover tell anyone what it is questions to person whose turn of. Step 2: Ask the they’re thinking to think which living being turn your it’s Now guess what it is? Step 3: Can you of a living being.
Living beings Reading and listening
Lynn Margulis.
An exceptional
No Is it a protozoa?
biologist
what do you think word ‘microorganism’, and If you hear the them with danger only associate They’re of? Lots of people more than that. me they’re much illness, but for for life itself! They have existed as an example. have they and Let’s take bacteria ly varied they are incredib a very long time, bet you won’t believe environments. I purse, colonized all possible bacteria in my I carry photos of me if I tell you that of my children! , next to the photos 1938, in Chicago in born was I Margulis. y. I was My name is Lynn started universit I was only 16 I to study Biology. in the USA. When beings and wanted and help fascinated by living become a teacher ed, I decided to When I graduat that scientists do. about the work learn to of others d a great part researcher, I dedicate author As a scientific s. I was even the study of microbe my life to the of endosymbiosis. theory: the theory z, I of a revolutionary e Karlene V. Schwart with my colleagu ation of living Also, together tion to the classific protozoa proposed a modifica s. Thanks to us, kingdom five as the known beings into algae became and multicellular and unicellular sta. Kingdom Protocti woman a short, restless described me as a very My friends have and I think that’s about everything, who is curious good summary!
The audios of each unit’s content are available at www.anayaeducacion.es
Speaking
the 1 Find words in
by take over the world said ‘Life did not means? do you think she networking.’ What
once 4 Lynn Margulis combat, but by
Writing A newspaper article the work a short article about asked to write er. Do research 5 You have been school newspap logists for your of microbio information below. and include the logists do? ➜ What do microbio tions do they have? ➜ What qualifica work? ➜ Where do they logist? day like for a microbio ➜ What is a typical
text that mean…
risk a) A situation of b) Diverse c) Take control for money d) A small bag or relax e) Not able to rest her as short, restless friends describe her 2 Lynn says that describe you? three words best and curious. What
GE BANK GE BANK LANGUA LANGUA BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA BANK 27 GE BANK GE NK GE BANK GE BA LANGUA LANGUA LANGUA LANGUA BANK NK BA GE NK GE UAGE BA LANGUA LANGUA
LANG
26
Writing We write a variety of different styles and types of text about a subject matter in the unit. By practising different styles of writing, we will improve the writing skills we need to do well in our studies. Focus on English Do you think Biology and Geology and English have anything in common? Discover how language, biology and geology are linked so you can learn them together.
CONTENT DEVELOPMENT 9
Create
Unit 3
THE CONSERVATION OF ECOSYSTEMS
9.1 We use ecosystems As consumers, we humans use resources from ecosystems to meet our needs: we breath air and drink water, we mine rocks, we cultivate and live off the land, and we generate energy from the environment. Above all we take advantage of the planet’s biodiversity.
Biodiversity as a resource Biodiversity, or biological diversity, is the variety or richness of living beings on our planet. Biodiversity is the Earth’s most valuable resource. It is essential for life to develop on the planet and for ecosystems to maintain their balance. But it also provides us with useful resources. For example:
➜ Food. We eat living beings and their produce. Today, we grow the plants and rear the animals we need, but we still catch food, particularly in marine ecosystems, through fishing.
5.2 Alternation of generations in seedless plants
Seedless plants, like mosses and ferns, have a life cycle in which two generations alternate:
➜ The sporophyte generation, which contains the sporangia, where spores form for asexual reproduction;
➜ The gametophyte generation, which contains the gametangia, where gametes form for sexual reproduction. In mosses, the part of the plant you can see is the gametophyte. After fertilisation, the sporophyte develops as a filament that ends in a capsule, the sporangium, which contains spores. In ferns, the part of the plant you can see is the sporophyte. This contains the sporangia (clustered together into sori), where spores form.
Visual arts
C
virtual herbarium. REATE A Herbaria are collections of dried plants that botanists use for study and research. You are going to prepare a herbarium without picking plants from their environment.
The life cycle of a moss 2 The male gamete reaches
the female gamete due to rainfall, and fertilises it to form the zygote.
➜ Medicines. Many organisms contain or produce
3 The zygote develops into
the sporophyte. This grows a capsule inside which spores form.
substances that we use to make medicines, like antibiotics.
➜ Raw materials. We get materials like wood and fibres from plants. We get leather and wool from animals.
Zygote
➜ Energy. In some places, firewood is still the primary
Male reproductive organ
fuel and animals are the main source of power for transport or physical labour.
➜ Well-being. Biodiversity has aesthetic, cultural and
Female reproductive organ
Young sporophyte
educational value. Because of all this, biodiversity is considered to be an indicator of a country’s wealth.
F
ocus on English Over can be used with the meaning of higher than or above in position, number or authority. Therefore, overexploitation refers to exploiting a renewable resource to the point of using it up completely. There are many words that begin with the prefix over- such as overbooking, overcrowded, overdone or overpriced. What do they mean?
Working with pictures Develop your abilities to observe and interpret pictures.
Understand, think, search... 1 Why is biodiversity considered to be an indicator of
Working with pictures 1
a country’s wealth?
Look at the photos and compare how resources from biodiversity are being used in each scene. What similarities and differences can you see?
2
Pencils in the middle. In groups, write a list of everything you see around you that comes from living beings. Could you live without these items?
Spores
Gametophyte
4 The capsule on the sporophyte
1 Male and female reproductive organs form in the gametophyte, and produce male and female gametes respectively.
releases spores, which fall to the ground and germinate to form a gametophyte.
Young gametophyte
Mature sporophyte
Understand, think, search... 4 Why are mosses and ferns said to have a life cycle
6
Write a short explanation of how alternation of generations occurs in ferns.
involving alternation of generations?
5 What is the gametophyte of seedless plants? And the sporophyte? What is the structure that produces spores?
7
Do some research to answer the following question: in mosses, how are male gametes dispersed to the female reproductive organ?
156
The icons included with some activities indicate the keys to the project.
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Understand, think, search...
In this section we create a crosscurricular project that joins Biology and Geology with other subjects. Have you ever thought that Biology and Geology could be joined with visual arts to improve your creative skills? Visual aids to support your understanding of the contents.
Activities that expand on the contents and inspire curiosity about scientific investigation.
KEY
PROJECT
SDG
2
SDG Commitment Discover the Sustainable Development Goals and be an active part of our commitment to make a more equal and liveable world.
Developing thinking Work on strategies for thinking: reflect on the content you are learning, generate ideas, organise them, debate them, explain them…
Cooperative learning Get involved in your learning and participate in the group’s learning; you will find that cooperating improves performance and harmony in the class.
Emotional education Get to know yourself; identify the situations that bring up complicated emotions and manage them with constructive, self-affirming experiences.
