sciences natural primary sciences

5

PRIMARY

5

naturalsciences

naturalsciences sciences

PRIMARY

Living things

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical thinking skills and helps children understand and learn in a more stimulating way. Level 5 includes extensive audio activities, an activity book, and a complete digital

resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations.

11

22

33

9 788467 384161

Class Book

TDL_NS_CUB_LA_5_M1_01.indd 1 04/06/14 15:20

natural sciences 5

Module 1 Living things

Bloque I.indd 1 06/06/14 15:18

1Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence

in research, scholarship, and education by publishing worldwide. Oxford and Oxford Educación are registered trade marks of Oxford University Press.

Published in Spain by Oxford University Press España S. A.

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© of this adaptation, Amanda Jane McLoughlin, 2014

© of the previous adaptation, Robert Quinn, 2010

© of this edition: Oxford University Press España S. A., 2014

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ISBN: 978-84-673-8416-1 D.L.: M-17775-2014

Printed in Spain

AUTHOR OF THE ADAPTED TEXT Amanda Jane McLoughlin Robert Quinn

COVER DESIGN Leire Mayendía

ILLUSTRATIONS Cover: Carlos Navarro Interior: Azul y amarillo, Javier Fernández Martin, Myriam García Marquet, Esteban Gómez Saéz, David Ouro Rodríguez and Angel Ovejero Sánchez

PHOTOGRAPHS ACI, AGE Fotostock, AISA, Alamy Images, Archivo Oxford, Cordon Press, Denis Rammig, Iñaki Preysler, Jcamilobernal, Jesús González Reyes, Jorge Montoro, Kalium, Lucía Gallo, Panther Media, Pedro Carrión, Photaki (Miguel López Morales), Science Photo Library, Shutterstock (p5: Anneka. Arvind Balaraman. p6: Vasilius. p7: Oksana Kuzmina. Trevor Kelly. p13: Filipe B Varela. p14: David Evison. PHB.cz (Richard Semik). p15: schankz. p20: Dennis Sabo. p21: EcoPrint. fotoedu. Kletr. Panu Ruangjan. vvvita. p24: Hintau Aliaksei. Vasyl Helevachuk. bajinda. p25: Graeme Knox. p26: DJ Mattaar. Efired. Krom1975. sydeen. Vilainecrevette. p27: Vitalii Hulai. skynetphoto. p30: grafvision. p31: yize. p32: Malgorzata Kistryn. p33: Regien Paassen. p34: Marina Jay. MBoe. Vinicius Tupinamba. p36: azure. dario zanesco. Matt9122. Maksim Zaytsev. Phoebe. p37: Arvind Balaraman. Jool-yan. Ryan M. Bolton. tab62. val lawless. p38: Steven Ward. p39: Karel Gallas. p40: PHOTO FUN. p42: 907Shots. spirit of America. Tulen. p43: T photography. Tom Biegalski. p44: Arvind Balaraman. Jool-yan. Volodymyr Burdiak. N. F. Photography. p45: tae208. holbox. Ryan M. Bolton. p46: Mrs_ya. Norm Diver. vvoe. p47: Zorandim. p50: Cristina Muraca. Pawel Kazmierczak.).

CREDITOS NATURAL SCIENCE5 1Mod.indd 1 06/06/14 14:12

MODULE 1: Living things

Unit Contents Page

1 The organisation of living things 4

What do living things do? 6

What are living things made up of? 8

How are animals organised? 10

How are plants organised? 12

What systems do living things have? 14

Let’s work together! 16

Experiment time! 17

Let’s revise! 18

2 The classification of living things 20

How do we classify vertebrate animals? 22

What other groups of vertebrates are there? 24

How do we classify invertebrate animals? 26

How can we classify plants? 28

What are the Monera, Fungi and Protista kingdoms like? 30


Experiment time! 33

Let’s revise! 34

3 Ecosystems 36

What’s an ecosystem? 38

What are trophic relationships? 40

How do we classify ecosystems? 42

What’s the biosphere? 44

Why do ecosystems change? 46


Experiment time! 49

Let’s revise! 50

Glossary 52

Table of contents

Natural Sciences 5

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4

1UNIT

Living things

The organisation of living things

1 Read the text and write sentences in your notebook.

a) Biodiversity is … 1. vary in size.

b) Our planet has … 2. two million species on Earth.

c) Living things …

d) There are more than …

2 2 Listen and answer the question.

Where do we fi nd microscopic living things? Name three places.

3 Find out about how we use living things. Answer the questions.

a) What objects are made from living things?

b) What living things are used to make them?

4 Thin k! Think about this unit.

a) What terms for living things do you already know? Make a mind map.

b) What do you want to learn about the organisation of living things? Write three questions.

c) How does a microscope help us to fi nd out about living things? Complete the sentence.

When we use a microscope, we can …

G E T T I N G S T A R T E D

3. the variety of living things on our planet.

4. unique qualities that living things need.

Scientists think thatthe � rst living things

appeared on our planetfour billion years ago!

SCI-FACT

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What is biodiversity?

We don’t know exactly how many species, or living things with similar characteristics, there are on our planet. Up to now, scientists have discovered more than two million di� erent species, but there are still many more to discover.

This enormous variety of living things is called biodiversity.For example, some living things, such as bacteria, are microsopic: we need a microscope to see them. Others, such as whales and trees, are huge.

Our planet has unique qualities that are essential for life as we know it. First of all, it has lots of water in its oceans, seas, lakes and rivers. Second, its atmosphere contains gases, such as oxygen and carbon dioxide, that living things breathe. The Sun is important too, because it provides the light and heat that living things need.

55

The Earth is ideal for life because it has light,

water and air.

b

c

a

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6

What do living things do?

Living things

All living things carry out the basic life processes of interaction, nutrition and reproduction.

1 Test your partner on living and non–living things. Give examples.

Student 1: Name a living thing.

Student 2: A bear. Name a non–living thing.


Interaction

All living things detect information in their environment. Then they react to this information in diff erent ways. For example, interaction can help animals defend their territory, and help plants get the most sunlight.

Nutrition

All living things take in essential nutrients from their environment. These nutrients give them energy and enable them to grow and develop. For example, this kingfi sher is eating a fi sh.

Reproduction

Living things can create new members of their own species. Diff erent organisms reproduce in a specifi c way. For example, some plants reproduce from seeds, but birds and snakes hatch from eggs.

The largest living organism on Earth is a

fungus called Armillaria ostoya. It measures nearly

ten square kilometres in size. It grows mainly

underground, so we don’t see much of it.

SCI-FACT

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77

Interaction

We interact with the world around us. For example, we use our senses to detect information about the world. We communicate with each other. We move around and do many things.

Nutrition

We carry out nutrition by drinking water and eating food. The oxygen we take in is also part of the process. Finally, we eliminate waste products.

Reproduction

We reproduce to make new members of our species. We are born. Women have children and produce milk for their babies.

2 In your notebook, write a defi nition of each life process and give an example.

a) interaction

b) nutrition

c) reproduction

Interaction is how living things..., ...is an example of interaction

3 3 Listen to the description and say picture a, b or c.

a) b) c)

4 Thin k! In what ways do human beings interact with each other?

Human beings interact by speaking...

5 Draw a picture to show your ideas in activity 4.

6 4

QUIZ Check your learning.

A C T I V I T I E S

Human beings are living organisms. They carry out the basic life processes of interaction, nutrition and reproduction.

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8

What are living things made up of?

Living things

All living things are made up of cells. Cells are the basic units of life. They are living things. Cells are very small, so we need a microscope to see them.

Cells carry out the basic life processes of interaction, nutrition and reproduction. Most cells reproduce by dividing to form two new cells.

1 Describe the shape of each group of cells: spherical, tubular, spiral or star–shaped.

a) b) c) d)


Animal cell

The membrane surrounds and protects the cell. The nucleus and cytoplasm are found inside the membrane.

The cytoplasm is a thick, clear liquid protected by the membrane.

In the cytoplasm, we � nd special organelles that carry out di� erent life processes. For example, they carry out nutrition by transforming nutrients into energy.

The nucleus controls everything that happens inside the cell.

004_019_0P5CNLA_BIL 9788467384161.indd 8 04/02/16 16:16

99

Nucleus MembranePlant cell

2 Copy and complete the sentences in your notebook.

a) All living organisms are made up of . c) Plant and animal cells contain .

b) Plant cells have , and d) Living things can be , such as yeast and

that animal cells do not have. bacteria, or such as and .

3 5 Listen. Then choose the correct answer.

a) her hands – her hair c) make you ill – make you strong

b) bacteria – soap d) in the fridge – in the bin

4 Find out about bacteria. Answer the questions.

a) What three shapes are typical of bacteria? c) How does pasteurisation aff ect the bacteria in milk?

b) How do bacteria help cows digest their food? d) How do bacteria help change milk into yogurt?

5 Make two models: an animal cell and a plant cell.

a) Use plasticine to make the models. b) Label the parts of each cell.

6 6


A C T I V I T I E S

Plant cells have a rigid cell wall around the membrane. This helps support the plant.

In the cytoplasm of plant cells, there are special organelles called chloroplasts. They contain a green liquid called chlorophyll. This liquid carries out photosynthesis by transforming sunlight and nutrients into energy.

Plant cells have a vacuole, which is like a bag. Food and water are stored in the vacuole. When a plant doesn’t have enough water, the vacuole empties, the plant loses its rigid structure and begins to wilt. A few minutes aft er giving the plant some water, the vacuole fi lls with water and the plant becomes rigid again.

Unicellular and multicellular organisms

Some living things, such as bacteria or yeast, are made up of only one cell. They’re unicellular organisms.

Other living things, such as trees or butterfl ies, have many cells. They’re multicellular organisms.

004_019_0P5CNLA_BIL 9788467384161.indd 9 04/02/16 16:16

10

How are animals organised?

Living things

In multicellular organisms, such as animals, groups of cells work together to carry out a variety of functions. Each type of cell has a specifi c function within the organism.

1 Make sentences to describe the function of these three parts of the body.

heart absorb oxygen from the air.

The function of the lungs is to break down food.

stomach pump blood around the body.


Systems

Systems are groups of organs that work together to perform a function. For example, our body has a circulatory system that is made up of the heart, blood, blood vessels and lymph.

Cells

Multicellular organisms have many types of cells. The cells are diff erent shapes according to their function. This is a muscle cell. The shape of the cell helps it combine with other cells to form strong, fl exible muscles.

Organs

Organs are made up of diff erent tissues. The heart is an organ formed from muscle tissue that pumps blood and fi brous tissue that makes up the valves.

Tissue

Cells join together to form tissue. Each type of tissue has a specifi c function. This picture shows long, thin muscle cells forming muscle tissue.

004_019_0P5CNLA_BIL 9788467384161.indd 10 04/02/16 16:16

1111

There are many types of cells in multicellular organisms. Each type has a specifi c function and a unique appearance. Here are three examples.

Red blood cells

They are � at and circular. They carry oxygen from the lungs to the muscles and organs.

Nerve cells

They are star–shaped. They transmit nerve impulses from di� erent parts of the body to the brain.

Reproductive cells

They enable us to reproduce. Female reproductive cells are spherical. Male reproductive cells are oval with a long tail for swimming.

2 Copy and complete the sentences in your notebook.

a) Tissues are made up of… c) Systems are…

b) Organs are… d) Cells can have diff erent…

3 7 What organs do we use for interaction? Listen and write the organs.

4 Find out more about human organs. Choose an organ and answer the questions.

liver stomach brain skin heart bladder

a) What is the function of this organ?

b) What system does this organ belong to?

5 Make a poster about the organ you chose in activity 4. Include the following:

a) a description of its function

b) its location in a human being

c) a picture of the system that the organ belongs to

d) examples of other living things that have this organ: include pictures.

6 8


A C T I V I T I E S

004_019_0P5CNLA_BIL 9788467384161.indd 11 04/02/16 16:16

12

How are plants organised?

Living things

Plants are organised in a similar way to animals and other multicellular organisms. They have cells, tissues, organs and systems.

1 How do plants carry out nutrition? Use the words below to describe the process.

sunlight carbon dioxide sap oxygen leaves


Systems

Systems are groups of organs and tissue that work together to carry out a function. For example, fl owers and pollen are part of the reproductive system of fl owering plants. They enable the plant to reproduce.

Cells

Plant cells have a rigid cell wall, so they are usually rectangular or polygonal. Photosynthesis takes place in leaf cells. Those cells contain a green liquid called chlorophyll and a liquid called sap that is used to make food for the plant.

Organs

Organs are made up of tissue. A leaf is an organ. Its function is to absorb sunlight and carbon dioxide. It needs both in order to produce food for the plant by photosynthesis.

Tissue

Plant tissue, like animal tissue, is made up of many cells joined together. This is leaf tissue.

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1313

2 Copy and correct the false sentences in your notebook.

a) Plant cells are usually circular. c) Leaves, roots and the stem are the organs of a plant.

b) Plant cells have a rigid cell wall. d) The function of the leaves is to absorb water and minerals.

3 9 Listen. Which answer is NOT correct?

a) They turn their stems. c) Their roots grow towards water.

b) They move from place to place. d) They open and close their leaves.

4 Thin k! Make a Venn diagram to answer these questions.

a) How are plant cells diff erent from animal cells?

b) How are they similar?

5 Observe onion cells. Draw pictures and label them to show what you have observed.

a) Cut open an onion and remove some of the thin membrane from between the layers.

b) Put the membrane on a slide and add a drop of iodine solution. Put another slide carefully on top.

c) Use a microscope to look at the onion. Experiment with diff erent lenses.

6 10


A C T I V I T I E S

Roots

The function of the roots is to absorb water and nutrients from the soil. To do this, root cells have root hairs. These hairs increase the area of the root that is in contact with the soil. As a result, the roots can absorb more water and minerals.

Stems

The function of the stem is to support the plant and transport water, minerals and sap throughout the plant. Stem tissue forms rigid tubes that liquids can pass through easily.

Roots

Stem

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14

What systems do living things have?

Living things

Animal bodies are made up of several systems, for example, the digestive system and the respiratory system. Animals and human beings carry out the basic life processes of interaction, nutrition and reproduction with these systems.

Nutrition

Some of our systems take in, use and transform the substances that we need to live and grow. Our digestive system uses the food and drink we eat or drink to provide energy for our muscles. The respiratory system absorbs oxygen and the circulatory system transports it to our muscles so we can move and grow.

Interaction

Some of our systems detect information about the world and enable us to react to that information. The sense organs, the nerves and the brain form the nervous system: it detects information. The muscular and skeletal systems enable us to react to that information.

1 What basic life process does each picture show?

a) b)


Respiratory systemDigesti ve system Circulatory system Skeletal systemMuscular system Nervous system

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1515

Some animals, like tortoises, have

an external skeleton. Others, like worms, have no skeletal system at all!

Reproduction

Our reproductive system enables us to reproduce by having children. To reproduce, male and female cells combine and slowly develop into an embryo, and then a foetus. The foetus grows into a baby in its mother’s uterus.

2 In your notebook, match each activity to a system.

a) eating 1. muscular system

b) giving birth 2. respiratory system

c) breathing 3. reproductive system

d) running 4. nervous system

e) smelling 5. digestive system

3 11 Listen and say true or false.

4 Choose an animal. Then draw a picture to show how it interacts with its environment.

5 Find out about respiration in fi sh, dolphins and frogs. Answer the questions about each one.

a) Does it absorb oxygen from the air or the water?

b) What organs does it use?

6 12


A C T I V I T I E S

SCI-FACT

Male reproductive systemFemale reproductive system

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16

Let’s work

together!

The respiratory system in human beings

Instructions:1. Work in groups of three.

2. Find out about the respiratory system.

a) Each group member will complete one section of the template.

b) Write sentences and draw pictures in the information section.

3. Find out about respiratory epithelium cells. Answer these questions:

a) Student 1: What part of the respiratory system do they make up? What functions do respiratory epithelium cells have? What do they look like?

b) Student 2: What organs make up this system? What is the function of each organ? What does each organ look like?

c) Student 3: What is the function of the respiratory system? What basic life processes does it carry out?

4. Discuss your � ndings in your group. Show them your pictures.

The function of this cell/organ is to ...

The respiratory system has/carries out/receives/changes/sends ...

5. Prepare a slide show presentation or make a poster to present your group’s information and pictures to the class.

Materials:

• internet or reference books

• Template 1.1

• card and marker pens

• slide show programme

Living things

TEMPLATE 1.1

The organisation of living things

© O

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d U

nive

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Pre

ss E

spañ

a, S

. A.

InformationRespiratory epithelium cellsName:

————————————————

Organs

Name: ————————————————

The respiratory systemName:

————————————————

Names of group members: —————————————————————————Class: ——————————————— Date: ————————————————

004_019_0P5CNLA_BIL 9788467384161.indd 16 04/02/16 16:16

Experiment

time!

1717

Materials:• fresh yeast (about 15 grammes)• 200 ml warm water

• 2 spoonfuls of sugar• 3 plastic 1–litre water bottles • 3 balloons

Unicellular organisms

Experiment

time!

Aim: Find out how yeast carries out the process of nutrition.

Hypothesis: Answer this question in your notebook before you do the experiment.

What do you think yeast needs to carry out nutrition?

Method: 1. Label the plastic bottles: A – water, sugar and yeast,

B – water and yeast, C – sugar and yeast.

2. Add the following materials to each bottle:

• Bottle A: 100 ml warm water, 1 spoonful of sugar and 5 grammes of yeast

• Bottle B: 100 ml warm water and 5 g of yeast

• Bottle C: 1 spoonful of sugar and 5 g of yeast

3. Put a balloon over the neck of each bottle. Then leave the bottles in a warm place for 20 minutes.

Results:1. A� er 20 minutes, describe the three balloons. Which

balloon has in� ated the most? Which balloon has in� ated the least? The balloon on bottle A inflated the most/least.

2. Yeast produces carbon dioxide as it carries out nutrition. Which combination produced carbon dioxide? How do you know?

The combination of … produced carbon dioxide. I know this because…

3. What does yeast need to carry out nutrition? Yeast needs … to carry out nutrition.

a b

c

004_019_0P5CNLA_BIL 9788467384161.indd 17 04/02/16 16:16

1 Look at the pictures and answer the questions in your notebook.

a) b)

2 In your notebook, copy and label the diagram of this cell.

a) Describe each part. Write sentences.

b) What kind of cell is it? Write a title.

cell wall membrane nucleus cytoplasm vacuole chloroplasts

The ... is located ... are found...

It controls/supports... They contain/carry out...

3 Find out about algae. Answer the questions.

a) Are algae living things? Why/Why not?

b) How do algae carry out the basic life processes of reproduction and nutrition?

Algae carry out … by …

18

Let’s revise!

Living things

a

b

c

d

f

e

a) What systems do these pictures show?

b) What basic life process does each system carry out?

c) Which other system helps us to carry out this basic life process?

d) Which organ does picture b) show?

004_019_0P5CNLA_BIL 9788467384161.indd 18 04/02/16 16:16

1919

4 Copy and complete the mind map to describe the organisation of living things.

5 Copy and complete the mind map to describe life processes. Add four more systems.

nervous system muscular system skeletal system

6 13 QUIZ Check your learning.

7 Thin k! What have I learnt?

a) Look at the mind map and the questions you wrote at the beginning of the unit.

b) What questions can you answer now?

c) How can you find answers for the other questions?

Thin k! Copy the sentences in your notebook. Then draw a smiley next to each one.

a) I can define these terms: plant cells, animal cells, tissues and organs.

b) I can name the three basic life processes of plants and animals.

c) I can give five examples of animal systems.

d) I can describe the cells, tissues and organs of the respiratory system.

e) I can do an experiment to show nutrition in yeast.

No, not yet.

Yes, I can.

Yes, very well.

My progress

Organisation of living things

Plants Animals

Life processes

nutritioninteraction reproduction

004_019_0P5CNLA_BIL 9788467384161.indd 19 04/02/16 16:16

Glossary

Living things52

1 The organisation of living things

cell: the basic unit that all living things are made of.

chlorophyll: a green substance in plants and algae that transforms sunlight, carbon dioxide, water and minerals into food.

foetus: a human being before it is born. Its organs are beginning to develop.

interaction: a basic life process. It involves an action or movement made in reaction to another object or living thing.

nutrition: a basic life process. The action of absorbing nutrients or gases to obtain energy to live and grow.

nucleus: the part of a cell that contains DNA and chromosomes.

reproduction: a basic life process. It enables living things to produce one or more new members of the species.

root hairs: very small extensions that grow from root cells in plants.

species: a group of living things that share the same characteristics and can reproduce to create new members of the group.

tissue: a part of a living thing. It is made up of many cells. Each of the cells that make up tissue has a similar function.

2 The classi� cation of living things

coelenterate: a classi� cation of invertebrates with so� bodies and tentacles. It includes jelly� sh.

exoskeleton: the protective structure that covers the bodies of many invertebrates.

fungus: a classi� cation of living things that includes mushrooms and mould.

gill: an organ used by aquatic animals to absorb oxygen.

monera: a classi� cation of living things that includes bacteria.

oviparous: an animal that reproduces by producing eggs.

photosynthesis: the process by which plants transform water, nutrients and carbon dioxide into food. For photosynthesis to take place, the plant needs sunlight.

pore: a small opening in the skin or outer surface of an animal.

protista: a classi� cation of living things that includes algae.

rhizoid: a long, thin structure in mosses that absorbs nutrients and anchors the plant to the ground.

viviparous: an animal that reproduces by fertilisation. Viviparous animals give birth to live young.

3 Ecosystems

biocoenosis: all of the living things that make up an ecosystem.

biome: a large ecosystem with several types of habitat.

biotope: all of the non-living things that make up an ecosystem.

deforestation: the action of cutting down trees in forests so that the land can be used for farming or building towns and cities.

extinct: used to describe a plant or animal species that no longer exists.

habitat: the place where a particular organism lives.

interspeci� c relationship: the relationship between animals that are of di� erent species.

intraspeci� c relationship: the relationship between animals that are the same species.

over� shing: the practice of taking too many � sh from the seas and oceans.

pollution: harmful substances, o� en caused by human activity, that are released into the air, water or soil.

GLOSSARY NATURAL SCIENCE 5 1P.indd 52 06/06/14 15:33

5

PRIMARY

5

naturalsciences

naturalsciences sciences

PRIMARY

Living things

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical thinking skills and helps children understand and learn in a more stimulating way. Level 5 includes extensive audio activities, an activity book, and a complete digital

resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations.

11

22

33

9 788467 384161

Class Book

TDL_NS_CUB_LA_5_M1_01.indd 1 04/06/14 15:20

sciences natural primary sciences

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