Let's Do Science 3 – Activity Book A

Aligned to the Next Generation Science Standards

Pri ma ry 3 Activity Book

Name

Class

A

Pri ma ry 3 Activity Book

A

Let’s Do Science Let’s Do Science is based on the United States Next Generation Science Standards (NGSS). The series consists of full-color textbooks and full-color activity books for Grades K to 6.

Let’s Do Science engages students with a highly visual presentation of the disciplinary core ideas in the textbooks and places an emphasis on applying scientific knowledge using NGSS practices through numerous scientific investigations.

Let’s Do Science sees engineering as an essential element of science education and as such is tightly integrated into both the textbooks and activity books.

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

AB Activity

Observations

Activity 1.1

Living and Non-living

Things at School

d. the things you observe

Use the table to classify

lyard Things in Our Schoo Non-living Things Living Things

Materials

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

• string

• meter ruler or measuring tape

• scissors

• hand lens

Procedure

suitable area of ard and choose a go into your schooly 1. In small groups, living things. the ground to observe a square and string to mark or measuring tape ruler meter the 2. Use with sides of one meter. area on the ground square. the things inside the observe closely to 3. Use the hand lens on the next page. you see in the table 4. Record the things

pret

Analyze and Inter

to tell which were living

1. How were you able living things?

things and which were

they in their square. Should found a snail shell .

2. Jordan and Blake ng? Explain your answer it as living or non-livi

non-

classify

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

Engineer2 It!

Springfield National Park

The Solution

In Springfield National Park, grizzly bears gather at the rapids of the Springfield River to catch salmon as they make their way upstream to complete their life cycle. To meet the demand for electricity and drinking water, Springfield’s mayor has decided to construct a dam and hydroelectric power plant in the National Park. Identify the problem this will cause for the organisms when the environment changes. Design a solution to the problem and evaluate its effectiveness.

Design, draw and describe your solution.

Proposed dam site

The Problem Define the problem.

1 16

3. Circle. Which

Review

Review

the similarities and diagram to show of animals.

1. Use the Venn and the needs the needs of plants

Needs of Plants and

Plants

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

is true about all

birds? feathers (b) they have 17 young to1 live (d) they give birth

(a) they can fly

als

All About Anim

en differences betwe

own the make their

(c)

are true about

things 4. Circle. Which

Animals

food

most mammals?

(a) they lay eggs

Animals

(c)

5. Describe how

ing changes as

an eagle hatchl

bes the life cycle

6. Which best descri table.

2. Complete the Animal Mammals Birds Reptiles

Body Covering

Reproduction

or (b) they can walk

it gets older.

of a frog?

(a) egg

pupa

larva

adult

(b) egg

larva

froglet

adult

froglet

larva

adult

larva

pupa

adult

(c)

egg

run

gills (d) they have

they give birth

(d) egg 7. Why is it impor

tant

to reproduce? for all organisms

Amphibians Fish

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ii

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Contents Unit 1 - Living Things Around Us

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Unit 2 - All About Plants

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Unit 3 - All About Animals

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Unit 4 - Inheritance and Traits

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Unit 5 - Adaptations for Survival

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Unit 6 - Organisms of the Past

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Activity 1.1

Living and Non-living Things at School Materials

• meter ruler or measuring tape

• string

• scissors

• hand lens

Procedure 1. In small groups, go into your schoolyard and choose a suitable area of the ground to observe living things.

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2. Use the meter ruler or measuring tape and string to mark a square area on the ground with sides of one meter.

3. Use the hand lens to closely observe the things inside the square.

4. Record the things you see in the table on the next page.

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Observations Use the table to classify the things you observed.

Things in Our Schoolyard Living Things

Non-living Things

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Analyze and Interpret

1. How were you able to tell which were living things and which were nonliving things?

2. Jordan and Blake found a snail shell in their square. Should they classify it as living or non-living? Explain your answer.

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Activity 1.2

Living Things Grow 1. Describe how the organism will change as it gets older. (a)

Regal Education Inc (b)

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(c)

2. Look at the plant Halle and Sophie grew from a seed. They cared for the plant by making sure it had enough water and got plenty of sunlight.

They noticed that after a month the plant stopped growing. What could be the reason?

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Activity 1.3

Plants Grow and Respond to Changes Plan and conduct an investigation to demonstrate how plants respond to changes in the position of light.

Make a Prediction

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How do you think a plant will respond to changes in the position of light?

Make a Plan Describe how you will demonstrate how plants respond to changes in the position of light.

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Materials List the materials you will need to carry out this investigation.

Procedure

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List the steps you will take to carry out this investigation.

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Observations Draw and describe your observations.

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Analyze and Interpret

1. Describe your observations. Was your prediction supported?

2. How does a plant’s response to light help it to live and grow?

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3. Draw and describe another way in which plants respond to changes in their environment.

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Activity 1.4

Animals Respond to Changes Materials • snail

• container

• lettuce leaves

• cotton swab

• hand lens

Make a Prediction How do you think the animal will respond when touched?

Regal Education Inc Procedure 1. Use the hand lens to closely observe the animal. Draw and label its different parts.

2. Gently touch the animal with the cotton swab. Use the hand lens to observe how the animal responds.

3. Place a piece of wet lettuce in the container. Observe how the animal responds.

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Observations 1. Draw and label the parts of the snail.

2. Describe how the snail responded when touched with the cotton swab.

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3. Describe how the snail responded when the lettuce leaf was placed in the container.

Analyze and Interpret How do the snail’s responses help it to survive?

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Activity 1.5

Observing Cells Materials • 4 prepared slides of different cells

• microscope

Procedure

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1. Your teacher will help you to observe a slide using a microscope on the low power setting. Draw what you see.

2. Repeat Step 1 using the high power setting. Draw what you see.

3. Repeat Steps 1 and 2 for the other three slides.

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Observations Draw and describe your observations..

Type of cells: Low Power:

High Power:

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High Power:

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Type of cells: Low Power:

High Power:

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High Power:

Analyze and Interpret

1. Under which power setting were you able to observe the cells in more detail?

2. Why do we need to use a microscope to closely observe cells?

3. In what ways were the cells you observed different?

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4. Why do cells come in such a diverse range of shapes and sizes?

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Activity 1.6

A Place to Live 1. Draw the place each organism lives. Briefly describe how the place provides the organism with the things it needs to live and grow. (a)

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(c)

(d)

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2. Describe two things that may happen to an animal if it cannot get the things it needs from the place it lives.

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Activity 1.7

Needs of Living Things – Comprehension 1. Use your textbook to help you fill in the blanks. ,

(a) Organisms get the and

they need from their environment.

(b) The food-making process in plants is called

.

(c) Plants take in

and minerals from the soil

through their

.

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(d) When plants photosynthesize, they release a gas called

.

(e) People and animals take in a gas called the air or water.

from

(f) Most land animals and people breathe in air using

.

(g) Fish and other aquatic animals use

from water.

(h) All organisms need a all the things they need to live and grow.

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to take in

that provides them with

2. Use arrows and the words in the box to label the diagram. (a)

(b)

oxygen lungs carbon dioxide

gills carbon dioxide oxygen

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sunlight oxygen carbon dioxide water

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Activity 1.8

Classifying Living Things 1. Classify the organisms below by writing their names in the boxes on the next page.

bracken fern

bacteria

bracket fungi

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puffballs

leaf insect

moss

koala

bamboo

parameciums

leafy sea dragon

oyster mushrooms

euglenas

Microorganisms

Fungi

Plants

Animals

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Review

Living Things Around Us 1. Which best describes how organisms change as they get older?

(a) they reproduce (b) they grow (c) they eat food (d) they respond to changes 2. A meerkat detects a change in its environment when it spots a predator.

Describe how the meerkat might respond to the change.

3. Look at the diagram below. How does the plant’s response help it to survive?

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4. Complete the diagram.

Needs of Organisms a place to live 5. Circle. Which is true about all living things?

(a) they reproduce

(b) they grow

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(c) they are made of one or more cells (d) all of the above

6. What are microorganisms?

7. Ethan thinks fire could be a living thing as it appears to grow and move as it burns. Explain to Ethan why fire is not a living thing.

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Activity 2.1

What Do Plants Need to Survive?

Plan and conduct an investigation to find out if plants need water and sunlight to survive.

Form a Hypothesis

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What do you think will happen if plants do not get water, sunlight or both?

Make a Plan Describe how you will determine if plants need water and sunlight to survive.

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Materials List the materials you will need to carry out this investigation.

Procedure

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List the steps you will take to carry out this investigation.

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Observations Draw and describe your observations over the next three pages.

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Analyze and Interpret

1. Was your hypothesis supported?

What did you find out in this investigation?

2. Jordan bought a pot plant from a nursery. He placed it outside and watered the plant regularly. Tell why you think the plant is dying. What can Jordan do to save his plant?

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Activity 2.2

Plant Parts and Functions Label and describe the functions of the parts of a flowering plant.

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Activity 2.3

Comparing the Characteristics of Plants

Materials • hand lens

• 2 different pot plants

Procedure 1. Gently pull each plant from the soil.

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2. Use your senses of touch and sight to observe the parts of each plant.

Use the hand lens to observe each part closely.

3. With your classmates, discuss the ways the parts of each plant are similar and the ways they are different.

Observations 1. Draw the roots of each plant. Use the table to compare the roots.

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Comparing Plant Roots Similar

Different

2. Draw the stems of each plant. Use the table to compare the stems.

Regal Education Inc Comparing Plant Stems Similar

Different

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3. Draw the leaves of each plant. Use the table to compare the leaves.

Comparing Plant Leaves Similar

Different

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How are the roots of the plants you observed suited to their function?

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Activity 2.4

Observing Leaf Diversity at School

Materials • hand lens

Procedure 1. In small groups, go into your schoolyard and collect three different leaves that have fallen to the ground.

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2. Use the hand lens to observe each leaf. Observe the top, bottom and edges of each leaf. Record your observations below.

Observations Leaf 1:

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Leaf 2:

Leaf 3:

Regal Education Inc Analyze and Interpret

How are the leaves of the plants you observed suited to their function?

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Activity 2.5

Photosynthesis – Comprehension Use your textbook to help you fill in the blanks. they need to survive,

1.

To get the

make their own food through the process of

.

2. Photosynthesis usually takes place in the

.

3. The large surface area of leaves allows them to absorb lots of

.

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4. Leaves take in

from the air.

5. The roots take in

which is transported through the to the leaves.

6. Using the energy from sunlight, the plant converts the water and carbon

dioxide into .

7. During photosynthesis, plants produce given off through the leaves.

which is

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Activity 2.6

Observing Fruits and Seeds

Materials • 4 types of fruit

• knife

• hand lens

Procedure 1. Use your senses of sight and touch to observe and compare each fruit. Use the hand lens to closely observe the outside of each fruit.

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2. With the help of your teacher, carefully cut open the fruits to expose the seeds.

3. Use the hand lens to closely observe and compare the inside of the fruits.

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Observations 1. Draw and describe the outside of each fruit.

Fruit:

Fruit:

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Fruit:

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2. Draw and describe the inside of each fruit. Label the seeds.

Fruit:

Fruit:

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Fruit:

Analyze and Interpret

1. List some ways the fruits were similar.

2. List some ways the fruits were different.

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3. From your observations, how do you think fruits help a plant reproduce?

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Activity 2.7

Classifying Plants Complete the chart to show how plants are classified.

Plants

Non-flowering

Description:

Flowering

Description:

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Examples:

Activity 2.8

Seed Germination

Materials • bean seeds

• spray bottle with water

• potting soil

• clear plastic cup

• ice cream sticks

Procedure

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1. Fill the cup with potting soil.

2. Use your finger to push a bean seed under the soil and against the side of the container. Have your classmates do the same on different sides.

3. Write your name on the ice cream stick.

Push it into the container to mark the location of your seed.

4. Use the spray bottle to water the seeds evenly.

5. Place the container in a warm place, such as near a window.

6. Water and observe the seeds regularly for two weeks.

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Observations Draw and describe your observations.

Date:

Time:

Date:

Time:

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Time:

Date:

Time:

Date:

Time:

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Time:

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Analyze and Interpret

1. Which part of the seed protected it before it germinated?

2. Based on your observations, describe the different stages in the germination of a bean seed.

3. Compare your seedling with the other seedlings in your container.

In what ways are they similar? In what ways are they different?

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4. Imagine planting your seedling in a garden. Draw how you think the plant will look in one week, two weeks and one month.

1 week:

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2 weeks:

1 month:

Activity 2.9

Identifying Plants by Their Life Cycle

Materials • 4 different types of seeds in packets

• hand lens

• 4 small plant pots

• spray bottle with water

• marker

• potting soil

• tape

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Procedure 1. Fill the four plant pots with soil.

2. Your teacher will open the packets of seeds and place them in a container. Keep the seed packets aside.

3. Identify five seeds of the same kind and place them in a pot.

Push the seeds under the soil.

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4. Repeat Step 3 for the other three kinds of seeds.

5. Use the tape to label the pots A to D. 6. Place the pots in a warm place, such as near a window.

7. Water the seeds regularly. As the seeds grow, use the seed packets to identify each type of plant that is growing.

Observations Draw and name the plants once you can identify them.

Plant Pot A:

Plant Pot B:

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Plant Pot D:

Analyze and Interpret

1. In what ways were the seedlings similar as they germinated and started to grow?

2. In what ways were the seedlings different?

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3. How will each type of seedling grow and develop as they get older?

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Activity 2.10

Flowering Plant Life Cycles Use the words in the box to label each stage in the life cycle.

Draw arrows to show the order of each stage. seeds seedling young plant adult 1.

Life Cycle of a Sunflower Plant

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2.

Life Cycle of an Apple Tree

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Review

All About Plants 1. List the things a plant needs to survive.

2. Describe two functions of the roots.

3. How is the shape of leaves suited to their function?

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4. Label the parts of the seed.

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5. Which gas do plants use to make food during photosynthesis?

6. List the stages in the life cycle of a flowering plant.

7. Use the Venn diagram to compare and contrast the young tomato plant to the adult tomato plant.

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8. Describe how the life cycles of flowering plants are the same.

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Activity 3.1

How Do Animals Meet Their Needs?

Describe how each animal meets its needs in its environment.

1.

Animal name: How it meets its needs:

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Animal name: How it meets its needs:

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3.

Animal name: How it meets its needs:

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Animal name: How it meets its needs:

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Activity 3.2

Vertebrates and Invertebrates Use the animals in the photographs below to help you complete the table on the next page.

mosquito

goldfish

earthworms

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sea anemone

tiger

scorpion

salamander

dung beetle

hummingbirds

tiger snake

pelican

rock lobster

Animals

Invertebrates

Description:

Vertebrates

Description:

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Examples:

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Activity 3.3

Characteristics and Life Cycles of Mammals 1. Complete the chart.

Mammals Characteristics

Examples

Regal Education Inc 2. Chelsea thinks that an ostrich is a mammal because it walks on land and has a body covered in fur.

Do you think Chelsea is correct?

Explain your answer.

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3. The diagram shows the stages in the life cycle of a cat. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. adult cat 2 months 1 month newborn 1 week 2 weeks

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4. Describe how a mammal changes from a newborn to an adult.

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Activity 3.4

Characteristics and Life Cycles of Birds 1. Complete the chart.

Birds Characteristics

Examples

Regal Education Inc 2. Ethan thinks that a penguin is a fish because it can swim and gets its food from the ocean. Do you think Ethan is correct?

Explain your answer.

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3. The diagram shows the stages in the life cycle of a finch. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. fledging (young adult) eggs hatchling adult bird

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4. Describe how a bird changes from a hatchling to an adult.

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Activity 3.5

Characteristics and Life Cycles of Reptiles 1. Complete the chart.

Reptiles Characteristics

Examples

Regal Education Inc 2. Even though it can fly from tree to tree, Halle still thinks a flying lizard is a reptile and not a bird.

Do you agree with Halle?

Explain your answer.

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3. The diagram shows the stages in the life cycle of a crocodile. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. adult crocodile hatchling young adult eggs

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4. How is the life cycle of a reptile similar to that of a bird?

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Activity 3.6

Characteristics and Life Cycles of Amphibians 1. Complete the chart.

Amphibians Characteristics

Examples

Regal Education Inc 2. Michelle spotted some tadpoles and some fish in a pond. In what ways are the tadpoles similar to the fish?

In what ways are they different?

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3. The diagram shows the stages in the life cycle of a frog. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. tadpole tadpole with 2 legs eggs froglet adult frog

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4. How does a tadpole change as it gets older?

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Activity 3.7

Characteristics and Life Cycles of Fish 1. Complete the chart.

Fish Characteristics

Examples

Regal Education Inc 2. Snorkeling at the beach, Blake spots a bottlenose dolphin. He is unsure if it’s a fish or a mammal. What behavior could Blake look for to help him decide?

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3. The diagram shows the stages in the life cycle of a salmon. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. eggs fry alevin adult salmon parr

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4. List some similarities in the life cycles of fish, reptiles and birds.

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Activity 3.8

Characteristics and Life Cycles of Insects 1. Complete the chart.

Insects Characteristics

Examples

Regal Education Inc 2. Keira is in her garden classifying the animals she spots as insects or not insects.

She spots a spider. How should she classify the spider? What characteristics of the spider can help her decide?

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3. Use the words in the box to label the parts of an insect. head thorax antenna leg abdomen wing

Regal Education Inc 4. Use the Venn diagram to compare and contrast the insects.

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5. The diagram shows the stages in the life cycle of a dragonfly. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. nymph eggs adult dragonfly moulting nymph

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6. The diagram shows the stages in the life cycle of a ladybug. Use the words in the box to label the stages. Add arrows to show the order of the life cycle. adult ladybug eggs pupa larva

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7. Look at the life cycle of a grasshopper in your textbook. List some similarities and differences between the life cycle of dragonflies and grasshoppers.

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Review

All About Animals 1. Use the Venn diagram to show the similarities and differences between the needs of plants and the needs of animals.

Needs of Plants and Animals Plants

Animals

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Animal Mammals Birds Reptiles Amphibians Fish

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Body Covering

Reproduction

3. Circle. Which is true about all birds?

(a) they can fly (b) they have feathers (c) the make their own food (d) they give birth to live young 4. Circle. Which things are true about most mammals?

(a) they lay eggs (b) they can walk or run (c) they give birth (d) they have gills 5. Describe how an eagle hatchling changes as it gets older.

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6. Which best describes the life cycle of a frog? (a) egg pupa larva adult (b) egg larva froglet adult (c) egg froglet larva adult (d) egg larva pupa adult

7. Why is it important for all organisms to reproduce?

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Activity 4.1

Inherited Traits in Animals 1. List some traits the young animals inherited from their parents. (a)

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(c)

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2. Use the word ‘traits’ to explain why offspring look similar to their parents.

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Activity 4.2

Inherited Traits in Plants 1. List some traits the young plants inherited from their parents. (a)

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2. (a) Circle the seedling that belongs to the parent plant.

parent plant

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(b) How could you tell which seedling came from the parent plant?

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Activity 4.3

Inheritance and Variation 1. Use the chart to list ways in which the offspring are similar and how they are different. (a)

Similarities

Differences

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Similarities

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Differences

(c)

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Differences

(d) Explain why the young organisms do not look identical to each other.

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2. (a) Draw a picture of what the offspring of the parent cats might look like. Give the offspring traits from both parents.

mother

father

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Inherited Traits Mother

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Father

3. Observe the characteristics of the alien parents.

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Draw three of the aliens’ offspring. Show how they have inherited traits from their parents. Show some variation in traits among the siblings.

Offspring 1:

Offspring 2:

Offspring 3:

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Activity 4.4

What Are Your Inherited Traits?

1. Use the chart to list some of your inherited traits. Indicate which parent you inherited the trait from. Add some other inherited traits at the bottom of the chart.

My Inherited Traits Trait

Trait Description

Inherited From (Mom/Dad/Both)

Hair color Eye color Height

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Mouth shape Ear shape

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2. (a) Paste a photograph or draw a picture of yourself and your siblings.

Use the chart to list some similarities and differences in your traits.

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Differences

(b) Explain why you don’t have identical traits as your siblings.

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Activity 4.5

Physical Traits for Survival 1. List and describe the physical traits of the organisms that help them to survive in their environment. (a)

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(c)

2. The grasshoppers below are from the same parents. Describe how their variation in traits could help one of the grasshoppers survive.

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Activity 4.6

Identifying Types of Traits 1. Indicate if the trait is physical or behavioral.

Trait

Physical or Behavioral

Chelsea has blonde hair.

A kangaroo seeks shade when it’s hot.

A cat can see well at night.

A bear eats berries in the spring.

Regal Education Inc Bears have sharp claws and large teeth.

A meerkat seeks shelter when it senses danger.

Polar bears have thick fur.

A duck has webbed feet.

Ducklings follow their mother.

Antarctic whales migrate north during winter.

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2. Indicate if the trait is inherited or learned. Remember that instincts are inherited behavioral traits.

Trait

Inherited or Learned

Halle can play the piano.

Riley has red hair.

A spider spins a web.

Sophie can do cartwheels.

A bird can build a nest.

Regal Education Inc A tiger is good at hunting prey.

A bird sings a song to attract a mate.

A gazelle can run fast.

A gazelle flees when it senses danger.

A pet cat comes to its food bowl for dinner.

Chimpanzees use sticks to get termites from mounds.

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Activity 4.7

Environmental Traits 1. Use the photographs as evidence to support an explanation that traits can be influenced by the environment. (a)

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(c)

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Activity 4.8

Inheritance, Variation and Survival Watch the video ‘Inheritance and Traits’ to use evidence to construct an explanation about each claim.

Claim: Inherited traits are passed from parents to offspring, resulting in the offspring sharing characteristics with its parents.

Evidence and Explanation:

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Evidence and Explanation:

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Claim: Plants have traits inherited from parents and that variation of these traits exists in a group of similar plants.

Evidence and Explanation:

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Claim: Animals have traits inherited from parents and that variation of these traits exists in a group of similar animals.

Evidence and Explanation:

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Claim: Variations in the characteristics among individuals of the same kind may provide advantages for survival by hiding from predators.

Evidence and Explanation:

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Claim: Variations in the characteristics among individuals of the same kind may provide advantages for finding a mate.

Evidence and Explanation:

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Activity 4.9

Inheritance and Traits – Comprehension Use your textbook to help you fill in the blanks. are passed from parents

1. The process by which to offspring is called

.

2. Differences in traits between offspring is called

.

3. Variation of traits of the same organism can result in some individuals having a better chance of

than others.

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4. their parents.

are behavioral traits offspring inherit from

5. Newly-acquired skills that are inherited are called traits.

6. an organism.

traits are influenced by the surroundings of

7. The process by which the best suited organisms survive and pass on their traits is called

.

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Review

Inheritance and Traits 1. Look at the photograph of the parent cat and its offspring.

(a) List three traits the offspring have inherited from their parents.

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(b) Why is there variation between the offspring?

2. Provide an example where variation within a group of organisms of the same kind may help an individual survive.

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3. Complete the table by providing examples of different traits.

Type of Trait

Examples

Physical Inherited Trait

Instinct

Learned Trait

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Environmental Trait

4. List two environmental factors that could influence the height of trees growing in a forest.

5. Halle fed her pet cat Kimba too many snacks. Kimba became overweight.

Will Kimba’s offspring also be overweight? Explain your answer.

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Activity 5.1

Desert Adaptations 1. Describe and draw a desert habitat.

Desert Habitat:

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2. What adaptations help these organisms to survive in a desert habitat?

Rattlesnake:

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Arizona Bark Scorpion:

Barrel Cactus:

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Activity 5.2

Surviving in the Sonoran Desert 1. Go on a virtual field trip by watching the ‘Surviving in the Sonoran Desert’ video.

Complete the information on the plants and animals found in the Sonoran Desert, their needs and adaptations for survival.

Characteristics of the Sonoran Desert:

Regal Education Inc What adaptations do plants have to help them survive in the Sonoran Desert?

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What adaptations do animals have to help them survive in the Sonoran Desert?

Draw a picture of a saguaro cactus. Label the characteristics that help it survive in the Sonoran Desert.

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Draw or paste a picture of two animals found in the Sonoran Desert.

Label the characteristics that help them survive in the Sonoran Desert.

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List some organisms that would not be able to survive in the Sonoran Desert.

Explain why you think they would not survive.

2. Use the Sonoran Desert and the organisms that live there to support a claim that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.

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Activity 5.3

Tropical Rainforest Adaptations 1. Describe and draw a tropical rainforest habitat.

Rainforest Habitat:

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2. What adaptations help these organisms to survive in a rainforest habitat?

Sloth:

102

Spider Monkey:

Fig Tree:

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Activity 5.4

Savanna Adaptations 1. Describe and draw an African savanna habitat.

African Savanna Habitat:

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2. What adaptations help these organisms to survive in an African savanna habitat?

Gazelle:

104

Lion:

Zebra:

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Activity 5.5

Tundra Adaptations 1. Describe and draw a tundra habitat.

Tundra Habitat:

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2. What adaptations help these organisms to survive in a tundra habitat?

Arctic Dryad:

106

Polar Bear:

Arctic Fox:

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Activity 5.6

Evidence and Explanations – Animal Groups 1. Watch the video ‘Living in Groups’. Use evidence to construct an explanation about each claim.

Claim: Forming groups helps the individual members survive by keeping warm in cold habitats.

Evidence and Explanation:

Regal Education Inc Claim: Forming groups helps the individual members survive by making them more successful at obtaining food.

Evidence and Explanation:

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Claim: Forming groups helps the individual members survive by making them more successful at defending themselves.

Evidence and Explanation:

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Claim: Forming groups helps the individual members survive by making them more successful at coping with change.

Evidence and Explanation:

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Claim: When an animal loses its group status, it may result in the animal obtaining less food, not being able to defend itself and not being able to cope with change.

Evidence and Explanation:

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Activity 5.7

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

1. A trait or behavior that helps an organism survive in its environment is called an

.

2. at night.

animals sleep or rest during the day and are active

3.

is an adaptation that helps animals blend into their

surroundings. This can help them to hide from

or

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sneak up on

4. An adaptation where an organism looks or acts like another organism is called

.

5.

plants lose their leaves for part of the year.

6.

is like a deep sleep that allows the animals to save

energy during the

months of the year.

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Activity 5.8

Changes to the Environment Describe how the environment has changed and the response of the organisms that live there.

1.

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Response of organisms:

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2.

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Response of organisms:

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Activity 5.9

Seasonal Changes to Environments Watch the video ‘Adaptations for Seasonal Changes’.

Describe the adaptations of the organisms to the changes in seasons.

1. Monarch Butterfly:

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3. Black Bear:

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4. Maple Tree:

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Engineer It!

Springfield National Park In Springfield National Park, grizzly bears gather at the rapids of the Springfield River to catch salmon as they make their way upstream to complete their life cycle. To meet the demand for electricity and drinking water, Springfield’s mayor has decided to construct a dam and hydroelectric power plant in the National Park. Identify the problem this will cause for the organisms when the environment changes. Design a solution to the problem and evaluate its effectiveness.

Regal Education Inc Proposed dam site

The Problem Define the problem.

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The Solution Design, draw and describe your solution.

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Analyze and Interpret

1. How does your solution reduce the impact of the problem?

2. Evaluate the effectiveness of your solution.

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3. Compare your solution with your classmates. How could your solution be improved?

4. Suggest another solution to the problem.

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Activity 5.10

Changes to the Environment In this activity, you will provide a solution to a problem whereby changes in an environment might cause changes in the types of plants and animals that live there.

1. Describe and draw a natural environment and the system of plants and animals that live there.

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2. Describe one way the environment can change.

3. Describe how the change in the environment causes a problem for the existing plants and animals living in that area.

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4. Provide a solution to the problem. Explain the effect of the solution on the plants and animals in the environment.

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5. Describe and draw a model to show how the plants and animals in the environment changed after the solution was implemented.

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6. Evaluate the effectiveness of your solution. How could your solution be improved?

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Review

Adaptations for Survival 1. What is an adaptation?

2. Complete the table.

Habitat

Description

Organism Adaptations

Desert

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African Savanna

Tundra

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3. Provide an example where, in a given habitat, some organisms can survive well, some less well, and some cannot survive at all

4. List three possible advantages of animals forming groups.

5. Provide one example of a plant adaptation to seasonal changes in its habitat.

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6. Provide one example of an animal adaptation to seasonal changes in its habitat.

7. What can happen to animals when their habitat is changed by people?

(a) The animals can adapt to the change. (b) The animals may not survive. (c) The animals may move to a new habitat. (d) All of the above.

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Activity 6.1

Discovering the Ice Age Watch the video ‘The Ice Age’ to complete this activity.

You may also conduct your own research and use your textbook.

Describe the Ice Age.

Label the Ice Age animals.

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How do scientists know about the kinds of organisms that lived during the Ice Age?

List three animals that roamed the Earth during the Ice Age that are now extinct.

Regal Education Inc What caused many of the Ice Age animals to become extinct?

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Activity 6.2

Making Fossils

Materials • quick-setting plaster

• paper plate

• styrofoam cup

• modeling clay

• plastic toys

• scissors

ProcedureEducation Inc Regal

1. Cut the styrofoam cup about one-third from the top. Place the cut portion of the cup on the paper plate to form a base.

2. Pack the base with modeling clay to about half way to the top.

3. Choose a plastic toy and press it into the modeling clay to make an imprint. Remove the toy.

4. Use the bottom portion of the cup to prepare about 150 ml of plaster. Pour the plaster into the base to cover the imprint. Allow the plaster to set overnight.

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5. Exchange your ‘fossilized’ imprint with a classmate.

6. Carefully break away the base and remove the modeling clay to reveal a ‘fossil’. Identify and describe what you observe.

Observations Name and draw your ‘fossil’.

My

fossil:

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Analyze and Interpret How was your ‘fossil’ similar to a real fossil? How was it different?

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Activity 6.3

All About Fossils 1. What is a fossil?

2. What is a trace fossil?

3. What things can scientists learn from fossils and trace fossils?

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4. Describe what occurs during each step in the process of fossilization.

Step 1:

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Step 2:

Step 3:

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Activity 6.4

Learning From Fossils

Procedure 1. Choose four fossil exhibits to examine.

2. Analyze and interpret data from the fossils to provide evidence of the organisms and the environment in which they lived long ago.

3. Draw the organism you think made the fossil and the environment in which it lived.

Regal Education Inc Exhibit B

Exhibit A

Exhibit C 130

Exhibit D Exhibit E

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Exhibit G

Exhibit H 131

Analyze and Interpret

Exhibit Description of fossil:

Description of environment:

Drawing of organism and its environment:

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What evidence did you use to decide what the organism and its environment were like:

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Exhibit Description of fossil:

Description of environment:

Drawing of organism and its environment:

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What evidence did you use to decide what the organism and its environment were like:

133

Exhibit Description of fossil:

Description of environment:

Drawing of organism and its environment:

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What evidence did you use to decide what the organism and its environment were like:

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Exhibit Description of fossil:

Description of environment:

Drawing of organism and its environment:

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What evidence did you use to decide what the organism and its environment were like:

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Activity 6.5

Discovering Fossils 1. (a) Paleontologists discover a fish fossil and a marine snail fossil in the same layer of sedimentary rock. What can they infer about the fossils and the environment in which they lived?

(b) The paleontologists discover a plant fossil in a much deeper rock layer. What can they infer about the fossil and the environment in which it lived?

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2. The fossils of tropical plants are discovered in the Antarctic region.

What does this tell us about the region long ago?

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3. Observe each trace fossil. What does it tell you about the organism that made the trace fossil and environment where the organism lived?

Fossil A

Fossil B

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4. Turtles are animals that live on Earth today. What does the discovery of a turtle shell fossil tell you about turtles?

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Activity 6.6

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

1. An organism becomes

when all of its kind are no

longer

.

2. New kinds of organisms can gradually develop from existing organisms through a process called

.

3. The process by which the Earth’s climate is slowly changing is called

.

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4. A is the preserved remains or trace of an organism that lived on Earth long ago.

5. The process by which the remains or trace of an organism becomes preserved is called

.

6. A is such as a footprint, burrow or nest that indicates the presence of life.

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Review

Organisms of the Past 1. What are fossils?

2. What can we learn by studying fossils?

3. True or false.

(a) Some extinct animals are alive today.

(b) All organisms form fossil when they die.

(c) Most fossils are found in sedimentary rock.

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4. Paleontologists discover a fossil that has features similar to a fish.

What can they infer about the organism that made the fossil and its environment?

5. Fossils of trilobites are found several rock layers below dinosaur fossils.

What can you infer about the trilobites that formed the fossils?

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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