Grade Science Workbook Term 1: Name: - Class
Grade Science Workbook Term 1: Name: - Class
Grade Science Workbook Term 1: Name: - Class
grade
L Science Workbook
L Term 1
Unit o
Welcome back!
Learning goals:
Name:
Selfie
I am years old.
Things I love
1.
2.
3.
Class rules
Activity 1. Write five rules that you consider important for the Science class:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
2. If I have Science class today… _____I work in silence and I don’t interrupt
my classmates.
5. When I have to work in class… _____ I put alcohol gel in my hands when
entering to the classroom.
e c o s y s t e m s k u q r t
p p t u e c o l o g y b g e l
r i z b m a t e r i a l s c m
s n v r s t w e h n d b v y p
v n x y q c q x p v e i s c g
l o j m o o h p r e d o p l c
h v p w r n x l e s i t a i c
t a o r i c p o d t s u c n a
m t j a s l j r i i c r e g y
c e m a k u j a c g o b z z n
o w m q w s j t t a v i r p f
o y e e r i f i i t e n x o w
x a t b n o f o o e r e c q c
d g u f k n w n n a y s h h l
i z e t q k a g q z q f p l y
discovery exploration investigate
materials conclusion prediction
turbines innovate
recycling space ecology
My class routine
I don’t touch my face and I don’t share my materials I don’t share my food
friends
__________________________________________________________________________
Activity 2. Complete the Venn diagram. Compare and contrast living and non-living things.
Your name
Your class
Your cycle
Your school
Source: eschooltoday.com
Interactions in ecosystems
The components of an ecosystem are living and non-living things. Living things interact with living
and non-living elements of the environment. Living things need to breathe air (which is a non-living
element). They need to drink water (also a non-living element of the ecosystem). Living things need
energy from the sun (non-living element). They need to get energy from food in order to grow and
reproduce (they eat plants or/and animals which are living things).
The way living things relate to the surrounding and interact with the environment is called an
ecosystem.
Activity 4. Write 4 interactions that you can observe in the image below.
a. ________________________________________________________________________
b. ________________________________________________________________________
c. ________________________________________________________________________
d. ________________________________________________________________________
Activity 1. Label the bones using the words from the box.
Activity 3. Read and answer. What would happen if we didn’t have bones inside the legs?
Explain three possible problems that person would face and draw the way the body would look.
Possible problems Drawing
1
Unit 1
Levels of organization
of living things
Learning goals:
K
How are living things organized?
Size: Shape:
How big or small an object The basic form of an object or
or living thing is. living thing.
ESIZ
______________
ERLYA
______________
LVNIIG HTINSG
_________ __________
ESAHP
______________
L
We are all living things
Activity 2. Look around you. What living things can you see? Write three.
a) _____________________________
b) _____________________________
c) _____________________________
Planet earth is full of life. Plants, birds, insects, animals, and of course humans. Marvelous
organisms inhabit our planet. They are all considered as “living things”.
All living things, including humans, are complex organisms with many parts. All of them created
from a small single unit called “Cell”. Remember or imagine the cell. Consider size, shape, function
and things you have heard about it to answer: What do you think a cell is?
Activity 4. Look closely and carefully at your hand. What do you see…
a. …when you look at your hands with your eyes? ___________________________________
b. ...if you look at your hands with a microscope? ___________________________________
A B
Activity 5. Choose two of the types of cells and draw them in your notebook as detailed as you
can. Answer in your notebook:
All living things are composed of very tiny units called “cells”. They are the smallest units of life.
Each one of the bricks represents a “cell”. If we combine many bricks, we create a wall. In the
same way, “if many cells group together, they create a living thing”
Activity 1. Let’s compare a living thing to an apartment building. Which term in column A
relates better to the one in column B? Match.
Could
Unit you compare
1: Levels the human body
of Organization with
of Living
Thingstype of object? Maybe a country,
another
a neighborhood, etc.
Hours: 21-22
Learning Outcome: Identify that living things are composed by one single cell (unicellular) or by many
cells (multicellular).
Contents: Levels of organization: Cells
Some living things have got millions of cells. These organisms are big in size and shape. But there
are other living things made of only one single cell, like “Protozoa”, “bacteria”, and “yeast”.
Activity 1. Complete.
Unicellular or multicellular?
Remember that organisms can be unicellular or multicellular. Look at the picture and describe
what you see.
Activity 1. Look at the different living things below and match each one of them according to
the number of cells they are composed by.
Unicellular
organism
Multicellular
organism
Source: https://www.blendspace.com/lessons/Z_j9B4Vp4CsrGA/plants-breathe-too
Source: https://mrssmithsbiology.wordpress.com/national-5-biology/unit-2-multicellular-organisms/ka2-1-producing-new-cells/ka2-1c-levels-of-
organisation/
Types of cells
All living things have got cells, but not all cells are from the same type. We can find two big types
of cells: “Plant cells” and “Animal cells”.
As you may think, living things that are part of the “Animal kingdom”, for example dogs, lions,
mice, and humans are made of animal cells.
Living things that belong to the “Plant kingdom”, for example plants, trees, or fruits are made of
plant cells.
We know that cells are so small that it’s not possible to see them only with your naked eye, you
need to use a wonderful tool called “Microscope”.
Draw each type of cell in your notebook (as big and detailed as you can) and label all the parts.
What similarities and differences can you see? Complete the chart.
Similarities Differences
Now that you know animal and plant cells and have described some of their similarities and
differences, it’s PROJECT TIME!
Activity 1. Make a model of each type of cell using the plasticine (use your own drawings to
guide you).
Materials:
- 2 sheets of white paper
- Colour pencils
- Plasticine (different colours)
Your body has got billions of cells. Cells can be different in shape and size. Cells group by type in
our organism to perform different functions.
a. Choose 2 different cells form the image above and describe their similarities and
differences.
______________________________________________________________
______________________________________________________________
c. Which of the following has got a greater number of cells in its organism: an elephant or
a cat? Why?
______________________________________________________________
Tissues
In order to form multicellular organisms, cells form groups and make tissue. As we talked before,
there are different groups of cells that have different functions.
Each part of the body is made up of the same type of cells that have the same function.
Some examples:
Activity 3. What other types of tissue do you think we have in our body? Draw and label two.
We compared the structure of our body to the structure of a building. Do you remember?
Each one of the building components help to keep the structure safe.
The composition of our body is exactly the same. You may think that a simple cell is not
important because we have millions of them, but their “teamwork” makes the difference and
helps our body to work properly.
Activity 1. Create a poster where you represent how cells are related to tissues.
Explain how we can compare that relationship using the building as an example.
An organ is created when a group of tissues work together for the same function.
Tissues Organs
Some organs are inside your body, other are in the external part. Can you identify them?
Activity 2. Draw and label three internal organs and three external organs.
Activity 1. In your notebook, make a model (drawings) of the first 3 levels of biological
organization: cell, tissue and organ. You can choose the type of cell you will illustrate, and the
corresponding tissue and organ.
We have different components inside our body. They are different in size, shape, and functions.
Activity 1. Draw an organ of your choice. Explain how that organ is formed remembering the
levels of biological organization we have seen so far.
She is a girl
You can see her organs inside
You can recognize some of these organs
You know some functions of these organs
These organs are very important for life
Group of tissues
Group of organs
Basic unit Group of cells that work
Cell Tissue Organ working together to
that have the together to System
of life perform the same
same function complete a
function
function
____________________________ ___________________________
Function: Function:
Our “organism” is composed by “cells”, “tissues”, “organs”, and “organ systems”. Each
component of our body, from the smallest structure to the biggest structure, has an important
function that allows humans to exist.
Activity 2. Complete the table with examples for each level.
Activity 1. Based on the organ systems observed in class, you are going to model an organ
system of your choice using plasticine.
Then, in a cardboard (carton Piedra), you are going to model a human figure with the main organ
systems (including the organs that are part of them).
Finally, you are going to label the organs systems and present your work to the class.