Science Topic - Living Things (Animals and Plants) PDF
Science Topic - Living Things (Animals and Plants) PDF
Science Topic - Living Things (Animals and Plants) PDF
SCIENCE
Living Things (Animals and Plants)
It is not necessary to carry out all the activities contained in this
unit.
Please see Teachers Notes for explanations, additional activities,
and tips and suggestions.
Theme
Levels
A1 B1
Language focus
Learning focus
Activity types
Acknowledgement Extracts from Science Revision for Junior Certificate. Shea Mullally.
Gill & Macmillan.
We gratefully acknowledge Gill & Macmillan for the right to reproduce
text in some of these activities.
Learning Record
At the beginning of the class, make sure that students understand what they
are doing and why. We are doing the exercise on page (12) to help you to
remember key words / to help your writing skills / to help with grammar etc.
You can create your personal teaching resource by printing these units in full
and filing them by subject in a large ring binder.
Dont forget that many of the activities in these units are suitable as
homework tasks, for self-study, or for use in the subject classroom with the
agreement of the subject teacher.
Keywords
The list of keywords for this unit is as follows:
Nouns
animals
backbone
biology
cells
cell membrane
characteristics
chlorophyll
chloroplasts
cytoplasm
energy
excretion
features
fluid
food
gravity
groups
growth
humans
invertebrates
key
legs
light
living things
movement
nucleus
organisms
pairs
plants
reproduction
respiration
sensitivity
skin
stimulus/stimuli
things
vertebrates
water
Verbs
to bend
to divide
to enter
to feed
to grow
to identify
to leave
to make
to respond
Adjectives
absent
certain
own
present
simple
Adverbs
slowly
Vocabulary file 1
This activity may be done in language support class or in the mainstream subject
classroom.
Word
Meaning
Word in my
language
biology
cell
membrane
characteristics
chlorophyll
energy
excretion
Get your teacher to check this, then file it in your folder so you can use
it in the future.
Vocabulary file 2
This activity may be done in language support class or in the mainstream subject
classroom.
Word
Meaning
Word in my
language
growth
invertebrates
living things
nucleus
reproduction
respiration
stimulus
Get your teacher to check this, then file it in your folder so you can use
it in the future.
Vocabulary file 3
This activity may be done in language support class or in the mainstream subject
classroom.
Word
Meaning
Word in my
language
to divide
to identify
to leave
to respond
certain
present
slowly
Get your teacher to check this, then file it in your folder so you can use
it in the future.
Level: A1
Type of activity: pairs or
individual
a) crayon
b) lunch box
c) animal cell
d) apple
a) cell fusion
b) food
c) backbone
d) chalk
Page in
Explanation
textbook
In my language
biology
vertebrates
organisms
stimulus
Picture Sentences
1. Tick the correct answer
a) This is a skin.
b) This is a web.
c) This is the bicycle.
a) This is a pair.
b) This is a book.
c) This is a blackboard.
a) This is a brush.
b) These are vertebrates.
c) These are insects.
1. Circle the word which does not fit with the other words in each line.
Example:
chair
desk
book
train
window
door
animal
house
plants
car
wood
metal
organism
animal
vertebrate
cold
invertebrate
warm
shop
hot
2. Find these words in your textbook. Then put them in short sentences in your
own words. Use a dictionary if necessary.
to bend _____________________________________________
to divide _____________________________________________
to feed
_____________________________________________
to identify _____________________________________________
to respond _____________________________________________
10
Hidden Keywords
1. Fill in the missing letters of the keywords listed below.
On the line beside each word, write whether the word is a noun, an adjective or
a verb.
bi_l_gy
_______________
pl_n_
_______________
hu_a_
_______________
f_o_
_______________
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ANMILA
Answer __________________
2.
BILOGOY
Answer __________________
3.
FDOO
Answer __________________
4.
BAKCBOEN
Answer __________________
Look at each
word as you
write the
answer.
Is your
spelling
correct?
Can you
pronounce the
word?
Do you know
what the word
means?
Have you got
this word in
your personal
dictionary?
E
F
A I N G O S T U
G Q R O L E A W
LXOGRQEB =
12
Completing text
1. Fill in the blanks in these sentences.
below.
excretion
plants
respiration
animals
living
2. Examine the following list of words. Divide them into two groups nouns
and verbs.
excrete
respiration
reproduction
respire
excretion
reproduce
13
Level: A2 / B1
Type of activity: pairs or
individual
Multiple choice
1. Read the text below and choose the best answers.
Plant and animal cells have certain features in common with each other as well as
features that are different. Cell membrane is a thin skin that controls what enters and
leaves the cell. Nucleus controls the cell's activities. Cytoplasm is a jelly-like fluid in
which food, minerals and salts are dissolved. Chloroplasts contain chlorophyll which
plants use to make food
1. What do plant and animals have?
a)
cells
c)
books
b)
d).
pencils
sweets
2. What is a thin skin that controls what enters and leaves the cell called?
a)
Maths
b)
cell membrane
c)
English
d)
brain
3. What does the nucleus control?
a)
cells activities
c)
paint
4. Cytoplasm is a jelly like food?
a)
true
b)
d)
b)
false
false
talk
movement
nucleus
cytoplasm
14
Level: B1
Type of activity: pairs / small
groups
Planning a text
Use this chart to plan a short text on the topic, Differences between
humans and plants.
Introduction
General introduction to topic of humans and
plants
First paragraph
Characteristics of humans
Second paragraph
Characteristics of plants
Concluding points
Summary of differences, conclusions
15
When your teacher has checked this, file it in your folder so you can use it in the future.
16
Level: A2/B1
Type of activity: individual and
pairs
Grammar Points
Nouns
1. There are two types of nouns - abstract nouns and concrete nouns.
Look at the two definitions, and decide which is which.
2. Look at the list of nouns and decide if they are concrete or abstract:
animal food
beauty
human
explanation organism
human
water
happiness
skin
comparison difference
3. Many abstract nouns are made from verbs, using the endings tion, sion, -ance, -ence, -ure, or ment. Change the following verbs into
abstract nouns. You can use your dictionary to check you answers!
17
Levels: A1 / A2
Alphaboxes
Using your textbook, find one word beginning with each of the letters of the
alphabet. Write the word in the relevant box. You could also write the word in
your own language.
xyz
Do you
understand
all these
words?
Get your
teacher to
check this,
then file it in
your folder
so you can
use it in the
future.
18
Word search
Level: All levels
Find the words in the box below.
When you have found all the words, write each word in your own language.
C
T
A
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F
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CHLOROPLASTS
COVER
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PLANT
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STAIN
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VACUOLE
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Play Snap
Make Snap cards with 2 sets of the same keywords. See Notes for teachers for
ideas about how to use the cards.
organism
organism
characteristics
characteristics
respiration
respiration
20
excretion
excretion
pairs
pairs
groups
groups
21
biology
biology
vertebrate
vertebrate
invertebrate
invertebrate
22
Answer key
Working with words, page 8
1. c,c
Picture Sentences, page 9
1. a,a,b
2. Living things need food.
Animals and plants release energy from food.
Animals can move from place to place.
Odd one out, page 10
Animal, plants, shop, vertebrate
Key words, page 11
Biology (noun), plant (noun), human (noun) food (noun)
Unscramble the letters, page 12
animal, biology, food, backbone
Secret code: organism
Completing text, page 13
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