Global action: Natural Science 5 Primary (demo)

DEMO

DIGITAL PROJECT M

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INCLUDED ON

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NC

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PRIMARY

Natural ld cou n t c je di sub grate s i l Th es, inte ona be cienc regi rk S wo new he frame t d l u o. ry sho ulato lish s reg estab

Science

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a ol b

n o G cti a

What are you going to learn?

AR

ISCIPLIN

LEARNING CONTEXT TARGET IN ACTION

INTERD

SDG

PAGE

1

Let’s do science!

8

• Learning context: Based on an observable fact: how cocoa powder dissolves helps explain daily life.

• Target in action: Use scientific tools to solve the mystery of the cocoa powder.

Quality education

2

Classify and protect

26

• Learning context: A trip out in the school grounds helps reflect on the need to classify and organise living beings to protect them.

• Target in action: Suggest a classification system to help preserve the species photographed on the trip.

Life on land

REVIEW TERM 1 STEAM: Dian Fossey

3 4

Understanding your body

Looking after your health

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70

• Learning context: A group of children finds some interesting ways of looking after their bodies on the internet.

• Target in action: Explore the human body to learn how it works and decide if the tricks the group finds on the internet are reliable or not.

• Learning context: Sandra, a young girl, is scared of getting ill. She decides not to leave her room.

• Target in action: Prepare arguments and write a letter to convince Sandra to leave her room.

Good health and well-being

Good health and well-being

REVIEW TERM 2 STEAM: Tu Youyou.

5

Let’s experiment with matter and energy

6

92

Creating 112 projects... and finding solutions

• Learning context: Eli, a young girl, analyses the resources she used at her birthday party last year to see what she can improve in the next one.

• Target in action: Analyse how you use material resources and energy to find ways to be more sustainable.

• Learning context: A young girl is angry because the world has many problems. She lists the problems she sees.

• Target in action: Prepare a science fair to display the projects you designed to resolve the problems in our world.

REVIEW TERM 3 STEAM: Marie Curie and Ada Lovelace

Responsible production and consumption

Sustainable cities

KNOWLEDGE TO: LEARN, APPLY AND INVESTIGATE

• • • • • •

Looking for answers to questions Finding information Designing experiments Interpreting data from an experiment Sharing the results of their research Looking for solutions to problems

• How do you know something is a human being?

• Are living beings equally complex?

• Using your knowledge to create groups of living beings • Classifying living beings into monerans, protists and fungi • Creating subgroups of plants • Creating subgroups of animals

Key-competence activities • Answers for everything?

• Looking for information. What is cocoa?

• My job: laboratory technician • My job: ecologist • Talking about the science • Let’s think: Put an algorithm in your life!

Key-competence activities • Let’s organise this!

• Whose cell is this?

• Levels of living beings • My job: botanist • Classifying animals • Let’s think: Using conditional statements

INTERDISCIPLINARY PROJECT · Research team

• • • • • • •

Nutrition, food and nutrients Levels of organisation Digestion, respiration, circulation and excretion The interaction function The senses The nervous system The locomotor system The reproductive systems

Key-competence activities • My job: nutritionist • The magnificent journey of the breeze from Bodhi to Lululung • School alarm!

• What is happening out there?

• Super connected • So many changes!

• Let’s think: Creating a model: a digestive highway

• • • • •

What does it mean to be healthy?

What can affect our health?

What happens when you are ill?

How can you stay healthy?

How does the healthcare system work?

Key-competence activities • Does the environment affect your health?

• Is it contagious?

• My job: paediatrician • My job: nurse • Let’s think: The disease code

INTERDISCIPLINARY PROJECT · Watch where you walk

• • • • • • •

Matter and its properties Specific properties Pure substances and mixtures Chemical and physical changes Aerodynamics Energy Characteristics and production of electrical energy

Key-competence activities • Scientific drinks and dressings • A chemical change and a physical change to inflate balloons • Force and materials?

• Making paper planes • My job: Energy advisor • Let’s think: The sustainable cookie algorithm

• • • • • •

How do you start a project?

Thinking about problems... and solutions Designing, drawing...

Planning Building Evaluating and presenting

Key-competence activities • My job: engineer • Let’s think: Diagrams: how a control system works • Let’s think: Doing projects step by step • Let’s think: Making a video game step by step

PROYECTO INTERDISCIPLINAR - Aprenderplayground de lo natural INTERDISCIPLINARY PROJECT · A nature-friendly

1

Let’s do science!

I love chocolate! I try not to eat too much, but I like to make a nice glass of chocolate milk. Can you see the strange thing that sometimes happens when I make my chocolate milk? Look at my notes:

Summer

What do you think?

Every day, millions of people study our world to understand it.

Why do you think they do this?

How can they help us take care of our world?

Are there things in your environment that you can’t explain?

Look at Manuel’s notes, can you solve the mystery?

k for a snac e. the fridg ilk from M co a o n s o f co Two spo powder. powder tir it, the s I n e h

W and rs slowly disappea t it stays a a part of ery v is It . om the bott wn. light bro

W in te r

fo r br ea kf as t Warm milk from the microwave.

Two spoons of coco a powder. hen I stir it, the po W wder disappears quickly.

It is dark brown.

Context Science is all of the knowledge we get when we observe the world that surrounds us and try to understand it.

In this unit...

Targ et in actio n Use scientific tools to design little experiments to solve the mystery of the cocoa powder.

The scienti fic method

Follow the thread!

8

1 Looking for answers to questions

The search for inform ation

2 Finding information

4

The mystery of the cocoa powder

Designing experiments in the laboratory and in the natural environment

3 Designing experiments

Analysing and interpreting data

Sharing results from research

4

5

6

Interpreting data from an experiment

Why do scientists share the results of their research?

Looking for solutions to problems

Computational thinking

9

1 Looking for answers to questions Do you ever have questions when you look at the world you live in? Congratulations, you are very similar to a scientist!

When we imagine a scientist, we almost always think of a person in a white coat who works in a laboratory full of strange equipment.

However, any person who tries to find answers to the questions about the world can be a scientist.

What makes really makes a person a scientist is the way they look for the answers to their questions.

A method to look for answers To look for answers to questions about the world around us, the scientific community uses something called the scientific method.

The scientific method is a series of steps that help us find a reliable scientific explanation for a problem.

Why does an aeroplane fly?

Is there life on other planets?

Answers for everything?

Science helps us to get explanations from scientific evidence, but it cannot give us answers to questions about personal preferences, opinions, or values.

Who is going to be a good class delegate?

What does a polar bear eat?

How does a cold move from person to person?

Why is chocolate nicer than broccoli?

Do four-leaf clovers bring luck?

Ideas Pool

Think about this statement about science. Read the questions the girl asks and answer these questions as a group: a) Which questions can science answer and which can science not answer? Explain your answer. b) Look at the questions that science can answer.

Do they all have an answer? c) Now write three questions that we can answer using the scientific method.

10

What is a bat?

Which sculpture in the exhibition is the most beautiful?

U1

1

2

I observe and ask a question

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I make observations to test the hypothesis

I look for information about the subject

I analyse the results and make conclusions

3

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I think of a hypothesis or answer to the question

I tell other people about my research

BLAH BLAH BLAH

BLAH BLAH BLAH BLAH BLAH BLAH BLAH

If the results don’t agree with my hypothesis… I return to step 3.

1

2

These images match the steps of the scientific method in an investigation in the natural environment. Put the images in the correct order and write what each character says.

A

Science does not happen only in laboratories or in the natural environment. You can use science in many ways in your daily life. Draw an example of how you can use the scientific method in your daily life. You can get some ideas from the video ‘The scientific method in daily life’ on anayaeducacion.es.

D

F B

Take note!

Scientific people look for answers in different ways: the scientific method…

C E

11

2 Finding information

There are many people in the world who ask questions and investigate mysteries.

We can find information about their discoveries!

Before we start to investigate, we need to look for information about the subject that interests us.

The information that we find is from other scientists who are interested in the same subject. For this reason, we say that science is cumulative.

Where do I look for scientific information?

The first step is to look in science books, encyclopaedias, guides, or popular science articles. Here you can find general information about the subject that interests you.

Next, look for detailed, specialised information. You can find this in scientific journals. There are thousands of magazines of this type about different subjects. This information is usually published in English.

How do I get information?

There are many ways to get information. You can find information in your school or library. There are also specialist libraries for the subject you are interested in.

Also, today you can find scientific information very quickly on the internet. But be careful! You need to learn how to know which information you can trust and which information you can’t trust.

1

What does ‘science is cumulative’ mean?

2 Where can you find specialised scientific information and where can you find general scientific information?

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Science books.

They collect in formation abou ta specific scientifi c subject.

Encyclopaedias.

A large group of specialists write these scientific documents. They are about different areas of science: medicine, zoology, health sciences.

Guides.

These are books with images and descriptions of living beings, minerals, fossils or rocks. They help us to identify a species, a type of rock, etc.

Popular science articles.

These are publications that collect scientific information in a simple way for everyone to understand.

Look at the sheet ‘Looking for information’ in the e-Learning-ICT plan on anayaeducacion.es to learn how to look for information and how to know if we can trust that information or not.

U1

Looking for information. What is cocoa?

You look for the effects of cocoa and chocolate on your health and you find these four news stories. Read them carefully and answer the questions.

2 1

e careful, love it. But b I . l! te la co o this very wel We all like ch acne. I know es us ca te ce la fa n my eating choco ots appear o chocolate, sp t ts… ea o I n sp t he W on’t wan . So, if you d ly te ia ed m im

Don’t eat chocolate!

Most of the information that says there is a connection between headaches and eating chocolate is not true, says Dr Latorre, from the Spanish Neurology Association. ‘Eating chocolate does not cause a headache. It is the headache that makes you want to eat chocolate’.

4 The study ‘Cocoa: 3 a tasty source of vitamin D’ from the University of Halle Wittenberg and the Max Rubner Institute, says that cocoa and chocolate contain vitamin D. However, the nutritionist Gabriel Stangl says ‘don’t eat a lot of chocolate for vitamin D because it is very unhealthy’. This is because chocolate has a lot of sugar and fat.

1

Which of the news articles do you think you can trust and which can’t you trust? Explain your answer.

Everyone knows that chocolate is very healthy and it is not true that it makes you fat. Last week I ate half a bar of chocolate every day and I really feel great. I also stopped eating potatoes and bread and I did not gain weight but I lost weight! Chocolate makes you lose weight!

4 Imagine that you are going to write about ‘cocoa and health’. Where are you going to look for information?

2 What should you write in the search engine to check the information in article 3?

a) Spanish Paediatrics Association website

3 Do you think you can trust a news story about the benefits of cocoa that uses the opinion of a person? Can you trust a news article from a scientific journal? Explain your answer.

b) The online magazine The Conversation c) The ‘I LOVE chocolate!’ blog d) The website of a famous person. e) A newspaper

¡Toma nota!

You can’t trust all information. It is very useful to learn how to know what information you can trust!

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3 Designing experiments To discover new things it is important to observe things in an organised and controlled way. This means… experimenting!!

You can do research in natural sciences in two ways: • With an experiment, which usually happens in a laboratory.

• Making observations in the natural environment.

Experiments in a laboratory A laboratory is a place where you can do experiments in controlled conditions.

There are different types of laboratories for different types of experiments. A biology laboratory is different from a physics or a chemistry laboratory.

Designing experiments Laboratory experiments have two important characteristics: • They follow very detailed instructions called procedures that other people can copy or repeat.

• You do them in controlled conditions. For example, if you want to test how temperature affects how a plant grows. You do different experiments in which everything is the same but you only change the temperature each time. You control all the conditions except the condition you want to observe.

The laboratory notebook The laboratory notebook is the notebook in which scientists write about all their experiments.

It is important to have a good laboratory notebook and to perform good experiments.

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1

Explain what ‘controlled conditions’ are.

2

Look at ‘The laboratory notebook’ on anayaeducacion. es and describe the laboratory notebook.

3

Imagine that you want to study how temperature affects plant growth. Describe three experiments you can do.

Ideas pool

Language Bank Speaking. Make a list of the instruments you see in the laboratory and talk with your partner about what each one is for.

Writing. Create a poster on what you should and shouldn’t do with the laboratory instruments.

U1

My job: laboratory technician In the laboratory we have many containers.

The ones I use for liquids are:

Flask Conical flask

ratory technician.

My name is Celia and I’m a labo a lot of fun!

I love doing experiments. It is es and protective In my job, I wear a lab coat, glov ratory equipment. glasses. I also use a lot of labo I’m going to show you some and say why I use each piece.

When I measure volumes, I use these:

A dropper

Tubes

Measuring cylinder

Flask

Sometimes I make different measurements.

For example, to measure mass, I use scales; to measure temperature, I use a thermometer; to measure time, I use a stopwatch.

. For example, There is other equipment too separate to nel fun ory I use the separat clamp, the and d stan rt reto liquids; the ent; erim to hold things when I do an exp dishes ri Pet ; ting hea the Bunsen burner for to study cells, etc.

A beaker

When I observe something very small or microscopic, I use a:

Separatory funnel Stopwatch

Retort stand and clamp

Scales

Bunsen burner

Thermometer Microscope Petri dish

Look at the laboratory equipment Celia is showing us. If you want to see how salt affects the time water takes to freeze, what laboratory equipment do you need? Here are some clues.

To do the experiment you need:

To measure the vo

lume of water you us e.

To weigh salt.

To dissolve salt in water.

To measure time.

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3 Designing experiments

Observations in the natural environment In the natural environment, it is not possible to control all the conditions for an experiment.

You do research in the natural environment in real conditions.

Field study design You need to plan research in the natural environment very well and remember: • Choose the time of year for your experiment correctly. There are some experiments you can only do at certain times of year.

• Find the area where you are going to do your experiment, study the ground conditions there.

• Decide how to make observations or collect samples: number, frequency, duration, etc. A sample is something from living beings (feathers, droppings, flowers, etc.) or a part of a system (a rock fragment, etc.), which you analyse in the laboratory.

• Decide how many observations you are going to make and for how much time, etc.

Language Bank Writing. Write down a list of animals and other living beings you saw the last time you were in nature.

Speaking. With a partner, use ‘There was’ and ‘There were’ to describe what you saw.

Field notebook Scientists who work in the natural environment collect all the information from their experiments in a field notebook.

The field notebook is the notebook in which scientists write their observations in the natural environment.

Scientists use the field notebook to write everything they see or collect and the conditions of the natural environment they are in.

They include figures, photos, drawings, etc.

Scientists also use their notebooks to write everything they need to analyse and to draw conclusions about their research.

4 Explain why it is important to think about the season of the year when you design an experiment in the natural environment.

5

16

Imagine that you are in a research group that is going to study an animal in its natural environment (choose the animal you want). Decide how you will study the Ideas pool

animal: what equipment you need, how many observations you are going to make, etc.

6

Look at ‘The field notebook’ on anayaeducacion.es and explain how to use notebooks to do an experiment in the natural environment.

U1

My job: ecologist

Hello, my name is Fran and I’m an ecologist. I study ecosystems, which means I need a lot of patience to do hours of observation.

ld is difficult Observation in the fie often change. ns because the conditio my observations of Also, I need to plan s e they are not alway living beings becaus present. clothes and my field I need comfortable experiments well. notebook to do my

To see things that are far away (animals or trees) I use binoculars or a telescope.

To see things in detail (small insects or parts of plants) I use a magnifying glass.

Maps of the area, a compass and a GPS device help me to find my way in the area I am studying and to locate things like rivers, mountains and lakes.

camera I always carry a os ot ph to take e, of the landscap traces vegetation, and otprints. fo g. e. of animals

Today I am counting the number of European scops owls in the Cepeda region.

Help me to plan my research by completing the table (choose one of the options). You can look for information about this beautiful bird on the Ornithology Society of Spain’s website (www.seo.org).

Field guides help me to identify the living beings or rocks and minerals that I observe. There are field guides for almost everything: plants, fungi, birds, mammals, insects, etc. You can find them as books or also as apps for mobile phones.

Winter.

Time of year

Spring / Summer / Autumn /

Time of day

Dawn / during the day / dusk

Observation equipment Habitat

Take Note!

/ night.

terfly net Binoculars / microscope / but

/ microphone and recorder.

e forest / urban areas.

Lagoons / farmland / riversid

We can control almost everything in a laboratory, and in the natural environment we can study nature without changing it. Each type of research helps the other!

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4 Interpreting data from an experiment When you do research, you collect a lot of data about the mystery that you are trying to solve. But how can you draw conclusions without getting confused?

What type of data do you have?

Data is the name for the observations and measurements you make during the experiment.

During experiments and observations, you record the data and analyse it later.

You can get two types of data: numerical and non-numerical.

Numerical data Numerical or quantitative data refers to numbers. Some examples are: time, the mass of an object, the number of individuals, the size of a living being, the quantity of a substance, and so on.

Non-numerical data Non-numerical data can be:

Language Bank Speaking. Ask five classmates, “What time do you wake up?”. Draw conclusions about if they live close or far to school.

Writing. Imagine you are a scientist, and you go to the forest to observe the behavior of the ants when they are collecting food. What type of data are you recording? Explain your answer.

• Observations. For example, the description of behaviour, the characteristics of a living being or of a landscape, the types of beings that we observe with a microscope or a magnifying glass, etc.

• Audiovisual records. These are photographs, videos or sound recordings from the natural environment and from the laboratory that give information.

Analysing the data and drawing conclusions When you have your data, you need to process and analyse it. This step of the scientific method is very important because it helps you draw conclusions.

A common way to analyse numerical data is to write it in tables or graphs. Scientists do this for two reasons: to compare data in different experiments and to find common patterns or trends in the data.

The conclusions you draw from non-numerical data can be very diverse. For example, with audiovisual information, you can draw conclusions directly. However, when you use a computer, it can provide more information by comparing millions of similar pieces of data.

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1

Give two examples of numerical data from a laboratory and two examples from the field.

2 You can get audiovisual information from the natural environment and in the laboratory.

Give two examples of each.

3 Explain what you use to analyse numerical data.

U1

3

Look at the data!

A group of scientists do different experiments.

Look at the data from their experiments and help them to organise and analyse the results to draw conclusions.

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1

5 x 100

4

Day 1

Day 2

Day 3

Day 4

Urban area

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3

2

3

Riverside forest

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7

7

6

Repopulated pine forest

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4

3

4

Cropland

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0

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Environment

1

Separate the data from the laboratory and the data from the natural environment. Say which experiments are from controlled conditions and which are not.

Explain your answer

Temperature oC

Plant A

Plant B

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20

10

100

30

100

60

40

30

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45

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A

en because of The water in this sample is gre algae. opic rosc mic of ce the presen

B Plant A is from a cold climate. Plant B is from a warm climate.

2 Say what type of data each is.

3 Match the data to the correct conclusion. Be careful, there is one wrong conclusion. Find the wrong conclusion and explain why it is wrong.

Number of germinated seeds

7

Number of owls observed

6

E

C There are wolves present in the area we are studying.

These birds fly in cir cles when they see their prey.

F

D

Take note!

We can organise our data in tables, graphs and maps… this way it is easier to analyse them and draw conclusions.

These birds prefer forests to breeding areas.

This mammal communicates this way with others of the same species.

These bones are from a Tyrannosaurus rex.

G

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5 Why do scientists share the results of their research?

Every day, scientists from all over the world share the results of their research so that other people can benefit from it.

Why it is important to share results

To share your results in a scientific article, speaking or on a poster, you need to follow this structure:

Communication is an important part of research.

It helps: • The scientific community to know the results. In this way, other scientists can continue the research based on your results.

• The scientific community to analyse the results.

In this way, other people can check your research is correct.

Title Define the subject of the research.

Author

• The scientific community to know your contribution to scientific knowledge.

Give the names of the scientists who did the research.

Introduction

How scientists share their results Scientists usually share scientific results through:

Explain the objectives of the research.

• Scientific articles, which are scientific documents published in specialist magazines.

Equipment and procedures

• Giving presentations at scientific conferences, with posters or speaking to people about their research.

Results

It is very important to share scientific advances with society. This is called popular science and there are many ways to do it: with articles in newspapers or magazines, on news reports on television or online on scientific blogs.

Say what equipment and method you used for the observations or experiments.

Explain the results.

Analysis of the results and conclusions

Use the data to explain your conclusions.

Bibliography This is a list of other scientist’s research that you used.

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U1 Title Author Equipment and procedures

Talking about the science Help a scientist to talk about their results on a poster.

Look at the template, the images and texts for your poster. Match the texts to the sections. Put the images where you think they should go. And give a good title that summarises the objective of the research.

On anayaeducacion.es there are some other texts and images you can use to make a poster on paper or in digital format.

?

Results

Analysis of the results

Conclusions

Bibliography Seeds A and B, cotton, water, Petri dishes, heater and incubator

• There are 100 seeds of Plant A wrapped in cotton wool with a little water in a Petri dish.

• You put each Petri dish in an incubator at different temperatures (10°, 20°, 30°, 40° and 50°),

high Plant A prefers is so it a plant temperatures, imate. from a warm cl

• After 7 days you count how many seeds are germinated in each Petri dish at each temperature.

At 20 °C you can see that the majority of Plant B seeds are germinated.

Number of germinated seeds Temperature oC

Plant A

Plant B

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0

10

20

10

100

30

100

60

40

30

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45

0

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Plant B likes low temperatures so it is a plant from a cold climate.

R. Smith. Influence of temperature on seed germination.

Seed Sci Technol.

2020; 28(1): 80–88.

majority At 30 °C you can see that the . ated of Plant B seeds germin

Don’t forget to look at ‘Let’s create digital content’ in the e-Learning-ICT plan on anayaeducacion.es to learn how to make your own digital resources.

Take note!

Thanks to scientists publishing their research continuously, humanity keeps advancing and finding answers to our questions.

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6 Looking for solutions to problems We can use technology to help us solve our problems.

Examples of computational thinking in your daily life When you solve abstraction:

Science is present when you turn on a light, take the bus, write, use a mobile phone, etc.

Science is responsible for all the technology you use daily.

Technology is the combination of knowledge and scientific techniques that solve a problem.

A method for solving problems Analysis of a problem and trying to find a solution for that problem are a very important part of making technology.

If the problem is complicated, scientists divide it into small, simple parts. They analyse the problem in simple steps. This process is called computational thinking.

Computational thinking is a way to think that helps find a solution to problems in the same way computers find solutions to problems.

This type of thinking has many applications. Some examples are: • Making a computer programme.

• Doing a project (we are going to do this in the last unit of this book): • Finding the solution to mathematics problems.

• You use computational thinking to solve simple problems in your daily life too (see the examples on this page).

1

Explain what computational thinking is.

2 Give examples of how you use computational thinking in your daily life.

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riddles

you

do

and What has a face t bu s, nd ha two ? gs le d an s no arm I am a fruit. Take away my first letter and I’m a body part. Take away my last letter and I’m a vegetable.

When we use emoticons we express emotions without using words. This is called coding.

When you brush your teeth or pack your bag you use algorithmic thinking, which means that you solve a big problem in small, simple steps.

U1

Computational thinking techniques These are the main principles of computational thinking that help us solve problems: Computational thinking

Decomposition

Pattern recognition

Decompose a complicated problem down into small, simple steps that are easy to solve.

Look for similar problems with solutions that can help.

Abstraction

Algorithms

See the important elements of the problem and ignore the details.

Give solutions with instructions to follow step by step.

Coding

Test

Transform the information (images, concepts, ideas, data) into a system (words, texts) that helps to communicate the information with other people or computers (programming).

Check if your solution works or if you can improve it or find other solutions.

How to ma ke hot cho cola te Let’s think

Put an algorithm in your life!

We are going to practice computational thinking. We are going to create an algorithm to make a cup of hot chocolate!

1

2

Read the instructions (the algorithm) to make a cup of hot chocolate. Do you think each step is correct?

The steps of the algorithm are actually correct, but they are not in the correct order.

Think of another task that you do in your daily life and write the steps or algorithm that you follow to do the task. Imagine that you are giving instructions to another person.

• Put two spoons of cocoa in the

• Open the milk.

cup.

• Drink and enjoy a cup of hot chocolate.

• Put the milk in the cup.

• Take a spoon from the draw er.

• Stir the cocoa and the milk until the cocoa dissolves.

• Put the cup of milk in the mic

• Warm the cup of milk for two

rowave.

minutes.

• Take the cup from the microw ave.

Take note!

Computational thinking helps us find solutions to many different problems and to design new technology.

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P O R T F O L I O

What do I know?

1

4 Divide the equipment in question 3 into these categories:

Look at the pictures and answer: A

a) Equipment you use for research in the field and equipment you use in a laboratory.

B

B

b) Equipment you use to observe, equipment you use to measure and other equipment. c) Equipment that measures numerical data and equipment that measures non-numerical data.

a) Which step of the scientific method does each one represent? Explain your answer. b) What other steps are there? Draw them in your notebook and explain them.

2 Give two differences between research in a laboratory and research in the natural environment.

3 Connect the images with the correct name.

5 Name: a) Three documents where you can find scientific information you can trust. b) Three ways to share the results of research. c) Three techniques of computational thinking.

6 This is data from a field experiment. Say which is numerical and which is non-numerical data.

a) Beaker.

a) The presence of the footprints of a boar.

b) Magnifying glass.

b) A stream with very clean water.

c) Measuring cylinder.

c) Four bird’s nests in the area of study (200 m2).

B

d) Scales. e) Microscope. f) GPS.

d) The temperature at different times of day. e) A squirrel eating a pine nut.

A

g) Binoculars.

C

h) Bunsen burner.

7 Look up the meaning of ‘logbook’. Do you agree with this statement: ‘the laboratory notebook is like a sailor’s logbook’?

8 Look at a newspaper every day for five days and collect the titles of popular science articles that appear.

D E

Don’t forget to complete your photo album for this unit on anayaeducacion.es.

H

F G

Traffic Light. Colour in next to the activity: I know how to do it I need help I don’t know how to do it

24

U1 T TARGE N IO IN ACT Use scientific tools to solve the mystery of the cocoa powder 1

Read Manuel’s notes again. What things are the same in winter and summer? What things are different?

2 Manuel has two possible hypotheses to explain the different behaviour of the cocoa powder in the milk.

Design an experiment that Manuel can do at home to check which hypothesis is correct.

Write what equipment he needs and what steps he needs to follow. Can you do it at home?

3

When we look at the world around us, we can find many mysteries. Complete the graphic organiser with questions that you have about the world and share it with the class:

I see

HYPOTHESIS 1 The temperature of the milk affects the quantity of cocoa that can dissolve. More cocoa can dissolve in hot milk.

HYPOTHESIS 2 quantity of The time of day affects the e cocoa can cocoa that can dissolve. Mor because the dissolve in milk in the morning afternoon. milk is not ‘tired’ like it is in the

I think

Look around you. What interesting things can you see happening?

Can you explain why they are happening?

I ask myself What questions can you ask for the things you can’t explain?

How can you answer those questions?

Let’s reflect 1

Write how you feel. Use the words: good, OK or bad.

During the study of this unit.

class.

During the explanations in In your work with your classmates.

2 Ask a classmate to evaluate you from 1 to 10 on these aspects: a) Attention in class. b) Participation in class. c) Wanting to learn. d) Liking the unit. e) Do you agree with the evaluation? Which was your top score? Explain your answer

?

25

2

Classify… and protect

Today is a great day! Our class is exploring the school grounds to take photos of all the living beings we can find. Our teacher says we have to look after the environment around our school.

The first step is to classify the living beings in the photos…

Lad ybir d

What do you think?

What do you and your family classify at home? Why is it important?

Thistle Criteria are rules we use to classify things by their characteristics. Look at the photos.

What criteria can you think of to classify these living beings?

We put similar living beings in groups.

Context How does this help us preserve them?

Scientists know of approximately 1.2 million species of living beings, but they think there are almost 9 million species on Earth.

Classifying them is the first step towards learning about them and By the end of the unit… protecting them!

Targ et in actio n Look at the classification criteria scientists use. Help Diego and his class classify the living beings in the photos to preserve them.

Follow the thread!

26

it Rabb

Po pp y

Vital functio ns and cells

Levels of organis ation

1

2

How do you know something is a living being?

Are all living beings equally complex?

15

Spar row The five kingdoms of living beings

3 Using your knowledge to create groups of living beings

Spider Monerans, Protists and Fungi

4 Classifying living beings into monerans, protists and fungi

Plant kingdom

Animal kingdom

5

6

Creating subgroups of plants

Creating subgroups of animals

27

1 How do you know something is a living being?

Wordsearch with names of parts of the plant.

Pictures with different living beings to differentiate between autotrophs and heterotrophs.

Diego and his class took photos of different living beings. But, how did they know the difference between living beings and non-living things?

Autotrophic nutrition Energy from the sun Carbon dioxide

There are two ways living beings are different from nonliving things: • They perform the three vital functions (nutrition, interaction and reproduction).

• They are made up of structures called cells.

The vital functions The nutrition function Nutrition is when living beings take substances from the environment, and use them to obtain energy, grow or repair damaged parts, and eliminate waste.

There are two ways of obtaining nutrients, so we divide living beings into two groups: autotrophs and heterotrophs.

Autotrophs make their own nutrients

Water and minerals

Heterotrophic nutrition

• Autotrophs, like plants and algae, take substances from the air. They use energy from the sun to transform the substances into nutrients.

• Heterotrophs, like animals, cannot make their own nutrients. They get them by eating other living beings.

The interaction function The interaction function lets living beings perceive things happening inside and outside the body and react to them.

1

Plants generally stay in one place all their life.

They don’t need to move to get their nutrients.

Why is this?

2 Look at the living beings in the picture on the right. a) Write their names. Are they autotrophs or heterotrophs? Explain your answers. b) Which vital function makes the gazelle run away from the lion? Explain your answer.

28

Heterotrophs get nutrients from other living beings

U2 The reproduction function

Asexual reproduction

Reproduction is the capacity that living beings have to produce offspring with the same or similar characteristics.

Offspring identical to the parent

A single parent

There are two types of reproduction: sexual and asexual.

Some living beings only perform one type of reproduction, but others use both.

Bud

• In asexual reproduction, a single living being produces one or more offspring that are identical to it.

• In sexual reproduction, two individuals, one male and one female, produce reproductive cells, or gametes.

Two gametes join together to create offspring that is similar to the parents, but not identical.

Sexual reproduction Two parents

Language Bank Speaking. Explain to your partner the two processes of reproduction.

Writing. Write three names of autotrophs and another three names of heterotroph.

Offspring similar to parents, but not identical

Let’s organise this!

You want to use these photos and posters to create a display about the vital functions. The problem is they are totally jumbled up! Match the photos to the descriptions and the photo captions.

Heterotroph

I don’t need to eat food, a little sunshine and I’m happy!

My favourite food is bacteria, I die without them.

Autotroph

Living being with asexual reproduction

My offspring and I are identical.

We are like two peas in a pod.

My children don’t look much like me, but they do have their father’s ears.

Living being with sexual reproduction

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1 How do you know something is a living being?

We are made up of cells All living beings perform the vital functions and they are all made up of cells.

Cells are the smallest part of a living organism capable of carrying out the three vital functions.

Prokaryotic cell Cytoplasm Genetic material free in the cytoplasm

The composition of cells Cells are generally very tiny. We can only see them under a microscope.

All cells have a common structure with three main parts:

Cell membrane

• The cell membrane. This is a thin covering that surrounds the cell.

• The cytoplasm. This is a thick liquid inside of the cell.

It contains other structures and cell substances.

Eukaryotic cell

• The genetic material. This substance contains instructions for the cells.

Genetic material in a nucleus

Cell membrane

Types of cells There are two main groups of cells: prokaryotic cells and eukaryotic cells: • Prokaryotic cells are very small and very simple. Their genetic material is free in the cytoplasm. For example, bacteria are prokaryotic cells.

• Eukaryotic cells are big and complex. They have structures called organelles in their cytoplasm. Different organelles have different functions. The nucleus is an organelle that protects the genetic material. For example, animals and plants are made up of eukaryotic cells.

Language Bank Speaking. Compare Prokaryotic and Eukaryotic cells using the comparative.

– … cells are smaller than … cells.

– … cells are more simple than … cells.

Writing. Complete the sentences: – The genetic material is protected by an organelle called … in the … cells.

– The three main parts of our cells are ….

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Organelles

Cytoplasm

3 What is the difference between prokaryotic cells and eukaryotic cells?

4 What is the name of the part of a eukaryotic cell that contains the genetic material?

Label a picture of a cell.

Using plasticine, make a cell with all the relevant parts.

U2

Whose cell is this?

Look at the cells in the photographs. They show cells under a microscope. The microscope lets us observe cell structures in great detail.

1

A

Which structures do all three cells have in common? Find them.

2 Draw the three cells in your notebook. Show the common structures and label them. Do the cells have a nucleus, or is the genetic material free in the cytoplasm? Write the information next to your drawings.

3 Look at the numbered structures in photo C. Describe them and add them to your drawing.

Are they present in the other two cells?

B

4 Now, read these descriptions. Match them to the numbered structures in photo C. Write the name of the structure and its number in your notebook.

, long, Chloroplasts are big ey perform green organelles. Th are photosynthesis and found in plant cells.

The cell wall is a rigid structure that covers the membrane and gives plant cells a polygonal shape.

C 3 2

Vacuoles are or ganelles full of water and other substanc es. They help pl ant cells maintain their sh ape.

1

Take note!

5 Complete these in your notebook: Photo ... is a prokaryotic cell, Photo ... is a plant eukaryotic cell, Photo ... is an animal eukaryotic cell.

We can classify living beings by how they perform their vital functions and the type of cells.

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2 Are all living beings equally complex?

Tissues, organs and systems

Different living beings have different numbers of cells. The groups of cells are also different. In other words, living beings have different levels of complexity and different levels of organisation.

form

Levels of organisation

Cells

Unicellular organisms

rm fo

Unicellular organisms only have one cell that performs all the vital functions. The cell can be a prokaryotic or a eukaryotic cell.

Tissues

Multicellular organisms

fo

rm

Multicellular organisms are made up of many eukaryotic cells. Sometimes the cells group together to form tissues.

In complex living beings, cells group together to form:

Organs

• Tissues. These are groups of cells that specialise in the same function.

• Organs. These are associations of different tissues.

They join together to perform a specific function.

• Systems. These are sets of organs that group together to carry out a complex process.

Body systems

Levels of living beings Not all multicellular living beings have the same levels of organisation. Read the examples and answer the questions:

1

Copy and complete this table in your notebook:

Multicellular

In multicellular algae and fungi, the cells grouped together, but do not form tissues.

In some simple plants, such as mosses, the cells form tissues, but the tissues don’t form organs.

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algae Fungi Mosses Cow

Multicellular

Tissues

Organs

Systems

Yes

...

...

No

Yes

...

...

...

...

...

...

...

Yes

...

...

...

2 Which living being has four levels of organisation? Which have only two levels?

Take note!

We can also use tissues and organs to classify living beings.

3

U2

Using your knowledge to create groups of living beings We can classify living beings into five large groups by type of cell, number of cells, the presence – or not – of tissues and the type of nutrition. These five groups are called kingdoms.

1

In which two kingdoms can we find unicellular organisms and multicellular organisms that do not form tissues? What is the difference between these two kingdoms?

There is an enormous variety of living beings on the planet. We call this variety biodiversity.

2 Look at the description of the kingdom of protists. Use the model to write the description of the other four kingdoms in your notebook:

To study biodiversity, we need to classify living beings. In other words, we make groups with common characteristics, such as the type of cells and the type of nutrition.

Protist kingdom

The five kingdoms

These are living beings with are There cells. eukaryotic unicellular protists (protozoans, microscopic algae, etc.) and multicellular protists that do not form tissues (large algae).

Protozoans are heterotrophs; algae

The big groups are called kingdoms.

There are five kingdoms of living beings: monerans, protists, fungi, plants and animals.

are autotrophs.

Kingdom of Monerans

Kingdom of Protists

Kingdom of Fungi

Kingdom of Plants

Kingdom of Animals

Type of cell

Prokaryotic

Eukaryotic

Eukaryotic

Eukaryotic

Eukaryotic

Number of cells

Unicellular

Unicellular or multicellular

Unicellular or multicellular

Multicellular

Multicellular

Tissues

No

No

No

Yes

Yes

Heterotrophic

Autotrophic

Heterotrophic

Type of nutrition

Autotrophic and Autotrophic and heterotrophic heterotrophic

Protozoa

Invertebrates

Yeasts Mosses

Microscopic algae

Example

Moulds

Bacteria

Multicellular algae

Setas

Ferns

Other plants

Amphibians

Birds

Fish Peces

Take note!

We have to use several classification criteria at the same time to define the five kingdoms.

33

4 Classifying living beings into monerans, protists and fungi All the living beings in the groups of monerans, protists and fungi have some common characteristics, but each group also has some different characteristics. We can use these different characteristics to categorise them.

The Kingdom of Monerans

Classification of bacteria

Cocci Bacilli

Vibrios

Monerans are prokaryotic, unicellular organisms.

They can be autotrophs or heterotrophs.

Spirilla

There are a lot of bacteria in this group. Bacteria are microscopic living beings that can live in any environment.

We can classify them by shape into: cocci (spherical), bacilli (rod-shaped), vibrios (comma-shaped) and spirilla (long spiral).

The Kingdom of Protists Protists are protozoans and algae.

Classifying protists

Protozoans

With flagella

Algae

Unicellular

Protozoans They are eukaryotic, unicellular and heterotrophic.

They live in aquatic environments, in damp places or inside other living beings.

We classify protozoans by the structures they use to move. There are protozoans with flagella, with cilia and with pseudopods.

With cilia

Multicellular Green

With pseudopods Red

Algae Algae are eukaryotic, unicellular or multicellular organisms that do not form tissues. They are autotrophs and they live in aquatic environments.

We classify algae by the complexity of their cells.

There are unicellular and multicellular algae. We then classify multicellular algae by their colour into green, brown and red.

34

Brown

U2 The Kingdom of Fungi Fungi are unicellular or multicellular living beings that do not form tissues. They are heterotrophs. They produce a substance called chitin.

They live in damp places with mild temperatures. suaves.

Different images pop-up and students have to label them.

We classify fungi by their level of organisation. There are three types: unicellular fungi, moulds, and mushroom-forming fungi.

Classifying fungi

Moulds

Unicellular fungi Like yeasts, which live in the ground, on fruit, in the nectar of flowers…

Mushroom-forming fungi

They are multicellular and look like cotton. They generally grow on fruit, bread or in damp soil.

Like mushrooms and saffron milk caps, they are multicellular. They grow in the ground, and only their mushrooms are visible.

k Let’s thin

Using conditional statements The word microorganism means ‘small organism’. It is a confusing word because it covers many very different living beings, such as protozoans, yeasts, algae and viruses.

To help you classify microorganisms, you can use a dichotomous identification key. It gives you two options to choose from at each step.

Look at this dichotomous identification key for classifying microorganisms. Using computational thinking, you can form conditional statements to work your way through it. Look at the sample sentences above, then write your own conditional statements for the other microorganisms in the key.

Microorganisms

1

IF it is a prokaryote, THEN it is a type of bacteria. IF it is NOT a prokaryote, THEN it is a protist or a fun gus.

IF it is a eukaryote TH EN it is a protist or a fungus. IF it is NO T a eukaryote, THEN it is a type of bacteria.

IF it is a heterotrophic eukaryote and has chitin, THEN it is a fun gus.

IF it is a eukaryote an d can be autotrophic or heterotrophic, TH EN it is a protist.

Prokaryote Eukaryote

TYPE OF BACTERIA

TYPE OF ALGAE

Only heterotrophic and has chitin

FUNGUS Autotrophic

Autotrophic or heterotrophic

PROTIST

Heterotrophic

PROTOZOAN

Take note!

Language Bank Speaking. In groups, talk about similarities and differences between the three living beings (moneras, protists and fungi).

Writing. Draw five different pictures of cells with their names and the name of the kingdom below.

To create subgroups in these three kingdoms, you used several criteria: the shape, the type of pigment, etc.

35

5 Creating subgroups of plants All plants have some common characteristics, but they also have some different structures and they perform some vital functions in different ways. This means we can create criteria to classify them.

Adaxial surface

Leaf

Blade

Vessels Abaxial surface

The kingdom of plants Plants generally live in land environments, but there are some that live in aquatic environments.

Plants are multicellular, eukaryotic organisms with tissues. Their tissues generally form organs such as roots, stems and leaves.

Plants are autotrophs and perform a process called photosynthesis. They exhibit both sexual and asexual reproduction.

Stem

Plant organs • Leaves. These are the organs that perform photosynthesis.

• Stems. These organs hold the plant upright above ground. Some stems have branches and some do not. They can be thin, green and flexible, or thick and woody. Thick, woody stems are called trunks.

Vessels

• Roots. These are the organs that attach the plant to the ground. They absorb water and mineral salts from the ground.

• Vessels. Plants generally have tubes running through their roots, stems, branches and leaves.

They are called vessels. Water and other substances flow through the vessels. However, not all plants have these organs.

36

Wrte around

1

Write at least three differences between plants from other living beings.

2

Choose a plant you really like and draw it in your notebook. Label the organs you can see.

Absorbent hairs

Roots

U2

Classifying plants To classify plants, we generally use these two criteria: • They have or do not have vessels.

• They produce or do not produce seeds.

k My name is Violet Oa . ist tan bo a I’m d an My job consists of classifying plants.

Look at this nt pla classification chart.

My job: botanist Plants WITH vessels

Plants WITHOUT vessels Plants WITHOUT seeds Mosses They have tissues, but they do not have vessels, roots, leaves or flowers.

They do not produce seeds or flowers.

1

Plants WITH seeds

Ferns

Gymnosperms

They have roots, stems, leaves and vessels.

They have vessels, roots, stems and leaves. They have simple flowers grouped into structures called cones. They produce seeds that are not inside a fruit.

They don’t have flowers.

They don’t seeds.

produce

Angiosperms They have vessels, stems and leaves.

roots,

Their flowers are complex and attractive.

They produce seeds inside a fruit.

Help me classify these plants. Use the plant classification chart and name the plants: a) A plant that produces seeds but not fruit. b) A plant that does not have vessels and does not produce seeds. c) A plant that produces seeds inside fruit. d) A plant that has vessels but does not produce seeds.

2 For each type of plant, find information about three examples.

Stick pictures of your examples in your notebook and write their names.

Take note!

To make subgroups of plants you used several criteria: the presence – or not – of vessels, the production of seeds, and the formation – or not – of fruit.

37

6 Creating subgroups of animals All animals have some common characteristics, but they also have certain structures that are different. We can use these differences as criteria for classifying them.

The characteristics of animals

1

The living beings in the animal kingdom are multicellular eukaryotes with tissues. The tissues generally form organs, and the organs form very complex systems. Animals can be oviparous or viviparous.

They live in both land and aquatic environments. Some live inside other living beings.

Most animals are invertebrates, in other words, they do not have a skeleton with a vertebral column. They are all oviparous.

Characteristics

Poriferans

• Aquatic animals.

• Jelly-like or fibrous bodies, with many pores.

• They are attached to the sea floor.

Cnidarians

• Aquatic animals.

• Simple jelly-like bodies.

• Poisonous tentacles around their mouths.

Annelids

• Land or aquatic animals.

• Very long bodies that can be flat, rope-like or divided into rings

Molluscs

• Land or aquatic animals.

• They have a muscly organ called a foot, and internal organs inside a cover called a mantle.

• Many have a hard shell.

Echinoderms

38

a) They are heterotrophic. b) They all have complex systems. c) They all have structures to move.

Invertebrate animals

Arthropods

Do you agree with these sentences about animals?

Explain your answers:

• Land or aquatic animals.

• They have a shell with mobile articulated pieces.

• Different types have a different number of legs.

• Marine animals.

• Star-shaped or ball-shaped.

• Shells made up of very hard plates with protrusions or spikes.

d) They are all oviparous.

Examples

U2

Vertebrate animals There are not as many vertebrates as invertebrates, but they are more complex. Vertebrates have an internal skeleton with a vertebral column, and their bodies have a head and a trunk, which may or may not have a tail, but almost always has four limbs. They can be oviparous or viviparous.

Characteristics

Fish

Amphibians

Reptiles

Birds

Mammals

Examples

• Aquatic animals.

• Bodies covered in scales.

• Limbs in the form of fins.

• They take oxygen from the water.

• Oviparous.

• They are land animals, but they live near water.

• They take oxygen from the water and the air.

• Very thick skin.

• Oviparous.

• Land or aquatic animals.

• They take oxygen from the air.

• A body covered in scales and, sometimes, a shell.

• Four legs, except snakes.

• Oviparous.

• Land animals.

• They take oxygen from the air.

• Bodies covered in feathers.

• Their front limbs are wings, and almost all of them fly.

Their back limbs are legs covered in scales • Oviparous.

• Land or aquatic animals.

• They take oxygen from the air.

• Bodies often covered in fur • Different types of limbs depending on type of movement (legs, wings or fins).

• Almost all are viviparous.

• The mothers feed their young with the milk they produce in their mammary glands.

Classifying animals Read the information on vertebrates and invertebrates in the tables carefully. Classify the following animals and list their characteristics.

Millipede

Salmon

Sea urchin

Hen

Manatee

Gecko

39

6 Creating subgroups of animals

We are mammals Human beings are animals. We have the following characteristics: • We have a bone skeleton with a vertebral column. We are vertebrates.

• We have hair on our skin and we are viviparous. Mothers have mammary glands that produce milk for their babies.

We are mammals.

• In the group of mammals, humans are similar to lemurs, orangutans, gorillas, chimpanzees, etc. Together we form the group of primates. Like these animals, we have a face with forward-facing eyes, hands on the ends of our upper limbs, flat nails, a large brain, etc.

How are we different to other animals?

Human beings have characteristics that make us different from the other primates: • We have less hair on our skin than the other primates.

Outside

Very welldeveloped brain

Opposable thumbs

• We always walk upright on our legs.

• Only we have hands with opposable thumbs at the end of our arms.

Little hair on the skin

• We have feet on the ends of our legs. The other primates have four hands.

• Our hands are much more agile, sensitive and accurate than those of other primates.

• Our brain is very well developed. We use a complex and rich language to communicate. We think, study, learn, understand the world, create works of art, invent, imagine… even make jokes!

1

The mirror

Look at the picture on this page.

Compare the human being to the chimpanzee and list the similarities and differences between them.

2 Name three characteristics that human beings share with dolphins and three characteristics that make us different from them.

40

Bipedal position

U2

What humans are like Inside

Our organism is made up of systems.

Respiratory system

Digestive system

Circulatory system

Locomotor system

Liver

Kidneys The systems are made up of organs.

Encephalon

Bone tissue

The organs are made up of different types of tissues.

Epithelial tissue

Muscle tissue

Take note!

Neuron The tissues are made up of different types of cells. All of them are animal eukaryotic cells.

Muscle cell

Ovum

Red blood cells

We can use many characteristics to classify animals, but the first question to ask is ‘Does the animal have an internal skeleton or not?’

41

P O R T F O L I O

What do I know?

1

Explain what all living beings have in common.

2 Do these concepts refer to a type of cell, a tissue, an organ or a system?

7 Write the names of the numbered structures and say what type of cell is shown.

a) Ovum.

2

1

b) Skin. c) Digestive. d) Neuron. e) Liver.

3

f) Circulatory.

4 8 Explain the difference between: a) Cocci and bacilli.

3 Look at the pictures of these living beings and create a table to answer the questions: 2 3

1

b) Green algae and red algae. c) Wild mushrooms and moulds.

9 Which criteria do we use to classify a moss and a daisy?

10 Which criteria do we use to classify a fly and a gazelle?

5

11 Find the odd one out in each of these groups: 4

6

a) Cocci, Spirochaeta, yeasts, vibrios. b) Moulds, mushrooms, bacteria, yeasts.

a) Do they have tissues?

c) Poppies, clover, green algae, mosses.

b) Do they have organs?

d) Worms, trout, gorillas, bats.

c) What type of nutrition do they exhibit? d) What type of reproduction do they exhibit? e) What kingdoms do they belong to?

12 What are the similarities between plant vessels and the circulatory system in animals? What are their parts? What products do they transport?

4 Name: a) The kingdoms with prokaryotic cells and kingdoms with eukaryotic cells. b) The kingdoms with organisms that have tissues and kingdoms without tissues. c) The kingdoms with only autotrophs, the kingdoms with only heterotrophs, the kingdoms with autotrophs and heterotrophs.

5 Describe the structures that allow some protozoans to move around.

6 Name the main characteristics of plants.

42

Don’t forget to complete your photo album for this unit on anayaeducacion.es.

Traffic light. Colour in next to the activity.

I know how to do it I need help I don’t know how to do it

U2 T TARGE N IO IN ACT Create your own criteria for classifying living beings 1

This is how Diego and his friend Nuria classified their photos from the trip. Look at their suggestions and compare them using the mirror technique:

Nuria’s list Diego’s list Red

Diego’s list Differences

?

Similarities

?

Nuria’s list

Poppy

Differences

Ladybird

?

Think about this!

the photos ification divide all a) Does each class into groups? teristics of of the main charac b) Do they use any it? rnt about in this un living beings you lea the real teristics they use c) Are the charac ey their ing beings, or are th characteristics of liv opinions?

Harmful Thistle Spider Pretty Sparrow Rabbit

Perfrom photosynthesis Poppy Thistle With internal skeleton and feathers Sparrow With internal skeleton Spider With internal skeletonand hair Rabbit

2 Diego has a new photo! According to Diego’s classification criteria, where does it belong? What about Nuria’s classification criteria? Does your class agree in both cases?

3 Now it’s your turn! Classify Diego’s photos using the scientific criteria you learnt in this unit. Now think about measures you can use to help protect the living beings. Write one for each group.

What do I know?

1

There are probably some things in this unit that are easy to learn and some things that are difficult. Write three things in your portfolio that you think are difficult and say why.

I think it is difficult to learn Because...

2 Now you know all about living things, how do you think you can protect them? Do you do anything different now when you see a plant or an animal? Explain your new habits.

43

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