sciences natural sciences

5

PRIMARY

5

naturalsciences

naturalsciences sciences

PRIMARY

8435157410327

Living things Sample materialSample materialSample material

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

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NAT_SCIENCE_LA_5EP_05.indd 1 01/04/14 12:08

GLOSSARY NATURAL SCIENCE 5 demo.indd 20 06/03/14 13:32

Living things

Unit 1

Unit 2

Unit 3

Matter and energy

Unit 4

Unit 5

Unit 6

Objects and machines

Unit 7

1

2

3

natural sciences 5

2M Contents 5º.indd 1 02/04/14 17:31

2

3UNIT

Living things

Plants

1 Look at the pictures, and read the text. What do we use plants for? Tell your partner. ... is used for ... / They are used for ...

2 1 Listen and answer the questions below. Write 1, 2 or 3 in your notebook.

a) How can plants clean polluted soil?

They absorb …

1. water and minerals from the soil.

2. heat from the soil.

3. uranium from the soil.

b) Why is it good to keep plants in your house?

They absorb …

1. harmful gases.

2. sunlight.

3. uranium.

3 Find pictures of plants in magazines. Make a collage.

4 Thin k! Think about this unit.

a) What do you already know about plants? Make a mind map.

b) What do you want to learn about plants? Write three questions.

c) What plants can we eat? Make a list in your notebook.

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

The octopus stinkhorn looks like an octopus,

but it is really a fungus. It grows in Australia.

When it’s young, it looks like a mushroom. Then it

grows red tentacles like an octopus.

SCI-FACT

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Plants are very important. They produce oxygen and food for other forms of life, including human beings. Plants are also used to make medicines to keep us healthy.

Today we use aloe vera, a cactus-like plant, in many di� erent ways. We can use it for skin problems like cuts or rashes. Aloe vera is also good for burns. It helps skin to heal.

Other plants give us medicines too. We get quinine from the bark of the cinchona tree. Quinine helps reduce pain and in� ammation. We use it to treat malaria. The chamomile � ower is used to make a tea. It sometimes helps when we have stomach pain.

In summary, plants give us many useful substances.

33

Some herbs are used as teas.

d

b

c

a

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Plants form one of the fi ve kingdoms of living things. As members of the same kingdom, all plants have certain characteristics in common. Do you know what they are?

1 Do all plants have the same parts? Compare answers with your partner. Do you agree?


4

What do all plants have in common?

Living things

We can classify plants into groups depending on other characteristics. For example, some plants reproduce by growing seeds, but others produce spores. Look at the chart and read about seed plants and non-seed plants to fi nd out more.

Seed plantsSeed plants reproduce by growing

seeds. There are two main types of seed plant: angiosperms and gymnosperms.

Angiosperms grow fl owers. That is why they are also called fl owering

plants. Fruit grows from the fl owers and the seeds grow inside the fruit.

Gymnosperms grow cones. That is why they are also called conifers. The seeds grow inside the cones.

Some conifer seeds are called nuts.

Apple trees are angiosperms. The fl owers on an apple tree develop into apples.

The seeds can be seen inside the apples.

This conifer produces pine cones. Inside the pine cones we can see the seeds.

These seeds are called pine nuts.

Seed

FruitApple tree

Pine tree

Pine cone Pine nuts

The world’s tallest tree is a conifer, the Coast

Redwood. It can be more than 100 metres tall!

SCI-FACT

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How do plants interact with their environment?

55

Non-seed plantsSome plants, such as ferns and mosses, don’t have seeds. They produce special cells called spores. The spores grow inside spore capsules. When

spores fall to the ground, they grow and develop into new plants.

Ferns have special leaves called fronds. Spore capsules grow on the fronds. Ferns are anchored

to the ground by their roots. The roots also absorb water and nutrients from the soil.

Mosses produce capsules. Mosses don’t have roots. They are anchored to the ground by

rhizoids. Mosses absorb water and nutrients through the rhizoids, stem and leaves.

Frond Spore capsules

Roots Rhizoids

2 2 Look, listen and say a, b, c or d.

a) b) c) d)

3 Make a poster on plants in your area.

a) Draw pictures or take photos of plants. c) Include the table on your poster.

b) Classify the plants in a table: d) Describe your poster to the class.

This is a seed plant. It’s an angiosperm. It has flowers and seeds.

4 Test your partner. Write and ask questions about seed and non-seed plants.

5 3

Quiz Check your learning.

A C T i V i T i E S

angiosperms geosperms ferns mosses

03_0P5CNLA_BIL.indd 5 06/03/14 13:30

Most plants have three main parts: a stem, roots and leaves. Water moves from the roots, through the stem and up to the leaves. Mosses don’t have roots. Can you remember what they have instead of roots?

6

The stem

The stem brings water and minerals up from the roots and takes them to the leaves. The stem also supports the leaves, fl owers and fruit.

We can divide plants into two groups according to their stems.

Herbaceous plants, such as ferns, have soft , green stems.

Woody plants, such as shrubs and trees, have hard stems.

Shrubs are smaller than trees, with branches that are near the ground. Trees are larger than shrubs, with a thick stem called a trunk. The branches of a tree usually grow higher up on its trunk. Does this picture show a shrub or a tree? Why? Roots

Roots usually grow underground. They have two functions. They anchor the plant to keep it standing. They absorb water and minerals from the soil.

Many plants have one large primary root and several smaller secondary roots. The secondary roots have very tiny root hairs. These tiny hairs help the roots to absorb water and minerals more quickly. What kinds of roots can you see on this plant?

What are the parts of plants?

Living things

Primary root

Roots

Stem

Leaves

Secondary root

Root hairs

1 What vital functions can plants carry out?


03_0P5CNLA_BIL.indd 6 06/03/14 13:30


Leaves

Leaves are the part of a plant where photosynthesis takes place. Plants make their food in the leaves. The wide, fl at part of a leaf is called the blade. It is connected to the stem by the petiole.

Simple leaves have one blade.

Compound leaves are divided into smaller parts called leafl ets.

77

A simple leaf from an oak tree. A compound leaf from an ash tree.

2 Copy and complete these sentences in your notebook.

a) ... plants have hard ... d) Trees have a thick stem called a ...

b) ... plants have soft , ... stems. e) The stem supports the ... and the ...

c) The ... connects a leaf to the stem. f) A simple leaf has one ...

3 4 What parts of plants can we eat? Copy these words in two columns.

Then listen and match the parts of the plant to the food.

Plant part: stemseedsroots

leavesfl owersfruit

Food: carrotleeklettuce

caulifl owersunfl owerasparagus

broccoli tomato lentils

4 What is the function of the stem, the roots and the leaves? Test your partner.

What is the function of the ...? The ... is the part of the plant that ...

5 Find out about leaves. Work in a group.

a) Draw a picture of each leaf. b) Classify the leaves: simple or compound.

6 How do roots and stems work? Do this experiment.

a) Put a white fl ower into a jug of water. c) Observe the fl ower for several hours.

b) Add blue food colouring to the water. d) What happens? Why?

7 5 Quiz Check your learning.

A C T i V i T i E S

Petiole

Petiole

Blade Leafl ets

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1 Look at the diagram and do these activities with a partner.

a) Describe the diagram. Name the parts of the plant:

This is the ...

b) What do you think the red and blue arrows show?

I think the ... arrow shows ...


8

1. The roots absorb water and minerals from the soil to make a special liquid called raw sap.

4. Photosynthesis takes place in the leaves. They use sunlight and carbon dioxide to convert raw saw into elaborated sap. The elaborated sap contains nutrients.

5. The elaborated sap, represented here by the red lines, travels down the stem to other parts of the plant. It is the food the plant needs to grow.

3. The leaves have very small holes, called stomata. During photosynthesis, carbon dioxide enters the leaf through

the stomata and oxygen is expelled. Small quantities of water are also expelled this way. This process is called transpiration.

2. The raw sap, represented here by the blue lines, travels up the stem to the leaves.

How do plants make their food?

Living things

We call organisms that make their own food autotrophs. Plants make their own food, so plants are autotrophs. Do you know how plants make their own food?

OxygenCarbon dioxide

Sunlight

Carbon dioxide

ÏÊ

Oxygen

One mature tree can produce more than

90 kg of oxygen in a year, enough for several

people.

SCI-FACT

03_0P5CNLA_BIL.indd 8 06/03/14 13:30


Plants cannot move around from place to place. However, they can make small movements. How do these plants interact with their environment?

99


Sensitivity to light

As the Earth rotates, the position of the Sun in the sky changes. Sunfl owers turn their stems so the fl ower points towards the Sun.

Sensitivity to contact

Venus fl ytraps close their leaves when insects touch them.

Sensitivity to water

Roots grow towards water that is underground.

2 How do plants make food? Complete the sentences in your notebook.

a) To make raw sap, plants need ... d) To make elaborated sap, plants need ...

b) The raw sap travels ... e) Elaborated sap travels ...

c) In the leaves, the raw sap is converted into ... f) Plants need elaborated sap to ...

3 6 Listen and write true or false.

a) Plants increase the amount of oxygen in the air around them.

b) Plants do not aff ect the amount of water vapour in the air around them.

c) Plants make the temperature of the air around them lower.

4 Find out about transpiration.

a) Put a small plant in a transparent container.Make sure the plant has some water.

b) Cover the plant and the container.with transparent plastic.

c) Put the plant near a window so it has sunlight.

d) Observe the plant for several days.

5 Thin k! How do plants interact with their environment? Discuss with your partner.

Do plants move their ... ? Yes, they do./No, they don’t because ...

6 7


A C T i V i T i E S

e) What do you see? Why do you think this happens? Write sentences in your notebook.

We can see ...

This happens because the leaves ...

This process is called ...

03_0P5CNLA_BIL.indd 9 06/03/14 13:30

10

How do plants reproduce?

Living things

Flowers are the sexual organs of a plant. Each fl ower has many diff erent parts, and each part has a function. Working together, the diff erent parts of the fl ower produce more plants.

Petal

Petals look like brightly-coloured leaves. They protect the inner parts of the fl ower. Together the petals form the corolla.

Sepal

Sepals are the small green leaves that grow at the base of the fl ower. Together the sepals form the calyx. The calyx helps to protect the fl ower.

Pistil

The female reproductive organ is the pistil. It has three main parts: the stigma, the style and the ovary. The ovary contains many ovules. How many ovules can you see in this pistil?

Stamen

The male reproductive organs are the stamens. Each stamen has a tube called a fi lament and a sac called an anther. Each anther contains many grains of pollen.

Pollen

In order for a fl owering plant to reproduce, the stigma must receive pollen from the anther of another plant.

The movement of pollen grains from the anther to the stigma is called pollination.

Stigma

Style

Ovary

Filament

Anther

1 Why do you think that petals are usually bright colours?


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1111

Pollination

Bees help with pollination. When a bee lands on a fl ower, some pollen sticks to its body. The bee carries this pollen to other fl owers and pollinates them. This exchange of pollen between diff erent fl owers is called cross-pollination.

2 Match each part of a fl ower with the correct description in your notebook.

a) pistil 1. the male part of a fl ower

b) sepal 2. a sac containing pollen

c) stamen 3. the female part of a fl ower

d) petal 4. green leaves at the base of a fl ower

e) anther 5. a special leaf with bright colours

3 8 Listen and write male or female.

4 Thin k! Work with a partner. Describe the reproductive organs of a fl ower.

a) Describe the female reproductive organ.

The female reproductive organ is the ...

It contains ...

During pollination, the pollen ...

5 Find out about fl owers. Work in a group. Bring a fl ower to class.

a) Look at the fl ower. Can you see the pistle? Can you see the stamens? Which other parts can you identify?

b) Make a drawing or take a photo of the fl ower. Label the parts.

6 9


A C T i V i T i E S

b) Describe the male reproductive organs.

The male reproductive organs are the ...

They have ... and ...

During pollination, the pollen ...

According to Albert Einstein, world-famous

physicist, if bees become extinct, humans

will become extinct within 40 years.

Can you explain this?

SCI-FACT

03_0P5CNLA_BIL.indd 11 06/03/14 13:30

Once a fl ower has been pollinated, it begins to change. Slowly, it becomes a fruit.

12

Aft er fertilisation, the fl ower loses its petals. Then the fertilsed ovules become seeds and the ovary grows until it gradually becomes a fruit.

When the fruit is ripe, and the seeds are developed, it falls from the plant.

Germination takes place when a seed begins to grow into a new plant.

When grains of pollen reach the stigma, they travel down the style until they reach the ovary. In the ovary, the pollen unites with an ovule. We call this process fertilisation.

How do fl owers turn into fruit and seeds?

Living things

1 How many diff erent fruits and seeds can you describe? Describe the size, shape and colour.

Apple seeds are small and oval. They’re black.


A strawberry has about 200 seeds. Unlike other fruits, its seeds are on

the outside!.

SCI-FACT

03_0P5CNLA_BIL.indd 12 06/03/14 13:30

There are several ways that animals help plants to reproduce. Bees help plants to reproduce because they fl y from fl ower to fl ower and pollinate them.

When fruit falls from the tree and lands in a place with lots of light, water and good soil, it grows into a new plant. However, not all the fruit falls in a good place to grow. Some fruit falls in shady areas, where there is little sunlight, and others fall on rocks. However, animals help these fruits to grow too.

Fruits taste good, so animals such as birds eat them. The seeds of the fruit survive inside the animal and are eventually expelled, far away from the parent tree. Sometimes the new place has more favourable conditions than the previous one.

1313

How do animals help plants reproduce?

2 What process of plant reproduction do you see in each picture?

a) b) c)

3 Describe how fl owers become fruit.

a) Copy and complete the sentences in your notebook. Use these words:

pollinated fruit germinate petals ovary

1. Finally the ... falls from the tree.

2. Then the ... grows into a fruit

3. A fl ower that has been ... begins to change into a fruit.

b) Give each sentence a letter, a-e, to show the sequence.

4 10 How does a seed grow into a plant? Listen and number the pictures in order.

a) b) c)

5 11


A C T i V i T i E S

4. If the conditions are good, the seedwill ... and grow into a new plant.

5. The ... of the fl ower fall off .

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14

Exploring germination

Instructions:1. Work in groups of four. Each group member is

responsible for one type of seed.

2. Number and label each cup: Lentils, Beans, etc.

3. Fill about ¾ of each plastic cup with cotton wool.

4. Put the seeds into the correct cup. Make sure you can see them. [Picture a]

5. Add a large spoonful of water to each cup. Make sure the seeds are wet.

6. Place all four cups in a sunny place. [Picture b]

7. Days 1-5: complete Template 3.1. Add water as needed. [Picture c]

8. Day 6: compare the germination of all the seeds. Discuss the following questions in your group.

a) Did all the seeds germinate at the same time?

b) Which seed grew the fastest?

The ... seeds grew fastest.

c) Which seed took the longest to grow?

The ... seeds took longest to grow.

d) What other di� erences did you notice?

We saw that the ... seeds were/had/grew ...

9. Present your template and results to the class.

The seeds have a small root. They don’t have stem.

Living things

Materials:

• 4 transparent plastic cups

• cotton wool

• 4-5 seeds of each type: lentils,

grass, beans and apple

• Template 3.1

Let’s work

together!

a

b

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

TEMPLATE 3.1Plant record sheet

Living things

© O

xfor

d U

nive

rsity

Pre

ss E

spañ

a, S

. A.

Fill in the table. Write your name under the seeds that you are responsible for. Then draw pictures and write a sentence every day.

LentilsName:

——————

Grass seedsName:

——————

BeansName:

——————

Apple seedsName:

——————Day 1

Draw a picture.

Describe the seeds.

Day 2

Draw a picture.

Describe the seeds.

Day 3

Draw a picture.

Describe the seeds.

Day 4

Draw a picture.

Describe the seeds.

Day 5

Draw a picture.

Describe the seeds.

c

03_0P5CNLA_BIL.indd 14 06/03/14 13:30

1515

Experiment

time!

Sunlight and plant growth

Aim: Discover how sunlight aff ects plant growth.

Hypothesis: Answer these questions in your notebook before you do the experiment.

a) How do you think sunlight a� ects plant growth?

b) Why?

Method: 1. Label each plant, for example: window or cupboard.

2. Put the plants around your classroom. Make sure that at least one plant is in a very sunny place and another in dark place with no sunlight at all. See picture a.

3. Water all the plants. See picture b.

Results:1. A� er one week, collect the plants and answer these questions.

a) What di� erences can you see between the three plants? For example, examine the height, and the appearance of the leaves.

The plant in the ... did/didn’t grow.

2. Compare your hypothesis with the answers to these questions.

a) Are they similar or di� erent?

b) What have you learned? Plants need ... to ...

Materials:• 3 plants of the same type• your classroom!

b) Has sunlight a� ected plant growth? How do you know?

Sunlight has/hasn’t affected growth.

The plant ... is bigger/greener/healthier than ...

a

b

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1 Match the words with the pictures. Which of these plants are seed plants? Write sentences.

gymnosperm fern moss angiosperm

a) b) c) d)

Plant ... is a ... It’s a seed/non-seed plant.

2 Name the parts of this fl ower.

16

3 Put the four stages of plant reproduction in the correct order. Draw a picture and write a sentence for each one.

fruit formation pollination germination fertilisation

Stage 1 is ... .

Let’s revise!

Living things

a

b

c

d

e

a) b) c) d)

03_0P5CNLA_BIL.indd 16 06/03/14 13:30

6 Thin k! What have I learnt?

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

b) How many questions can you answer?

c) How will you find the answers to the other questions?

d) Add four more plants to your list of plants that we can eat.

7 12 Quiz Check your learning.

1717

4 Find out about deciduous plants. Answer the questions.

Then make a collage of autumn leaves.

a) What deciduous plants are typical where you live?

b) What happens to their leaves in the autumn?

In autumn their leaves change ... from green to ...

c) Why does this happen?

This happens because in autumn there isn’t ... sunlight.

They do not carry out ... in their leaves.

As a result, in autumn their leaves change colour from green to ...

Finally, the leaves ...

5 Copy and complete the mind map into your notebook.

Plants

Main groupsParts

Basic life processes

Copy the sentences in your notebook, then evaluate your progress.

a) I can define and give examples of seed plants and non-seed plants.

b) I can name the parts of a flower.

c) I can give examples of plants that we can eat.

d) I can describe plant reproduction.

e) I can do research on what plants need to grow.

My progress

No, not yet.

Yes, I can.

Yes, very well.

03_0P5CNLA_BIL.indd 17 06/03/14 13:30

Glossary

1919

Unit 3 Plants

angiosperm: a plant that reproduces with seeds.

autotroph: a living thing, like a plant that makes its own food.

fern: a gymnosperm with roots and fronds.

fertilisation: a process in which pollen combines with an ovule.

frond: a long, thin, part of a fern, similar to a leaf.

germination: a process that begins when a seed begins to grow into a new plant.

gymnosperm: a plant that reproduces with spores.

moss: a gymnosperm with rhizoids and tiny leaves.

photosynthesis: in this process, a plant uses sunlight, carbon dioxide and raw sap to produce oxygen and elaborated sap.

rhizoid: the part of a moss that anchors the plant to the ground.

root: the part of a plant that anchors it to the ground, and absorbs nutrients and water.

sap: a liquid produced by plants. It can be raw or elaborated.

seed: the part of an angiosperm that grows into a new plant.

spore: the part of a gymnosperm that grows into a new plant.

stem: the part of a plant that supports it and carries nutrients.

stomata: very small holes in the surface of a leaf. Water vapor and gases can pass through it.


5

PRIMARY

5

naturalsciences

naturalsciences sciences

PRIMARY

8435157410327

Living things Sample materialSample materialSample material

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

NAT_SCIENCE_LA_5EP_05.indd 1 01/04/14 12:08

sciences natural sciences

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