Grade Science Workbook Term 1: Name: - Class

5th
grade
L Science Workbook
L Term 1
Name: _________________________________ Class: _________
2022 Version Todos los Derechos Reservados www.almondale.cl

5th Grade SCIENCE WORKBOOK
Unit o
Welcome back!
Learning goals:
Ø Understand the way the subject will work this year.
Ø Understand daily routine.
Ø Understand established routines related to COVID-19.
2022 Version Page 2 of 39

Unit 0: Welcome back!

Hours: 1 -2 -3 -4
Learning Outcome: Introduce to the teacher and classmates. Review the rules for the class.
Contents: Welcome to 5th grade. SEL activities within the subject.
All About Me Selfie Writing
Name:
Selfie
I am years old.
Things I love
Three words that

describe me:
1.
2.
3.


Class rules
Activity 1. Write five rules that you consider important for the Science class:
1. _________________________________________________________________________
2. _________________________________________________________________________
3. _________________________________________________________________________
4. _________________________________________________________________________
5. _________________________________________________________________________
Activity 2. Read and match each situation.
1. When I do an experiment… _____ I bring my Science materials.
2. If I have Science class today… _____I work in silence and I don’t interrupt
my classmates.
3. After a break… _____ I raise my hand and ask the teacher

for help.
4. If I have questions … _____ I listen to my teacher’s instructions.
5. When I have to work in class… _____ I put alcohol gel in my hands when
entering to the classroom.


Hours: 5 -6 -7 - 8
Learning Outcome: Understand what science is. Understand established routines related to COVID-19.
Contents: Introduction to the subject. SEL activities within the subject.
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
Activity 1: Read with your teacher the COVID-19 class routines.
I use alcohol gel I wash my hands

I Wear and change my
face mask
I don’t touch my face and I don’t share my materials I don’t share my food
friends
Why is important to follow these rules?
It’s is important because _____________________________________________________
__________________________________________________________________________

How did you feel last year during the pandemic?

Think about last year.
Ø Who helped you feel better?
Ø What was the most difficult part?

Write or draw your ideas in the petals of this lovely flower. When you are ready, colour in the
flower!


Hours: 11 -12
Learning Outcome: Remember and review levels of organization in an ecosystem and interactions
between living and non-living things.
Contents: Review
Living and non-living things

Activity 1: Think about a place like the beach, the forest, your house, etc. and fill in the table
with information about living and nonliving things
Living things Nonliving things
Activity 2. Complete the Venn diagram. Compare and contrast living and non-living things.
Living things Non-living things

Both

Activity 3. Complete the table with the information requested.
How is our school organized?
Your name
Your class
Your cycle
Your school
The school is an example of organization per levels.

First, you are an individual student. You form part of a class with more individuals like you, who are
your classmates. Together, you and your classmates form part of a class (5th grade). Your 5th grade
class forms part of the Junior cycle. All cycles together (Infant, Junior, Middle and High) form the
school.
In the example above, the school would represent an ecosystem. Ecosystems are organized per
levels. Look at a real example below and compare with the levels mentioned about 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. ________________________________________________________________________


Hours: 13 -14 -15 -16
Learning Outcome: Review the skeletal system as one of many body systems in the human body.
Contents: Review
The skeletal system
Activity 1. Label the bones using the words from the box.
Rib cage - spinal column - femur - skull

radius - shoulder blade - hipbone - tibia

The skeletal system is one of other body systems from

which the human body is composed of. All body
systems work in harmony to keep our body in great and
balanced condition. The skeletal system along with the
muscular system allow us to move. The adult human
skeletal system consists of 206 bones. The skeletal
system includes the bones of the skeleton, the
cartilages ligaments, and other connective tissues that
stabilize or connect the bones. Most importantly, the
skeletal system is in charge of protecting important
organs.
Activity 2. Complete the table below.

Bone Organ protected
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:
Ø Recognize and explain that living things are made up of one or

more cells that organize themselves into tissues, organs, and
systems. (OA 1)

Unit 1: Levels of Organization of Living Things

Hours: 17-18
Learning Outcome: Recognize and explain that all living things are composed of units called cells.
Contents: Levels of organization: Cells
K
How are living things organized?
Living things: Cell: Layer:

Any form of life in our Smallest unit of life. It is part of all Different substances that
planet. living things. create a cover.
Ex. Birds, insects,
animals, etc.
Size: Shape:
How big or small an object The basic form of an object or
or living thing is. living thing.

We are all living things

L
Activity 1. Look at the pictures, unscramble the words and match with a line concept to
image.
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?
I think a cell is ___________________________________________________________________.
Activity 3. Let’s watch the video Introduction to Cells at https://goo.gl/UeXsn

Was your answer right?
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 4. Look at these three organisms
and some of the structures that form them:
Animal Fungi on a decomposing

Plant
piece of bread
Activity 5. Choose two of the types of cells and draw them in your notebook as detailed as you
can. Answer in your notebook:
a) Name two characteristics of each organism’s cells.

b) What do these cells have in common?
All living things are composed of very tiny units called “cells”. They are the smallest units of life.
What is there inside a cell?

What do you think the following statement
means? Discuss with your teacher.


Hours: 19-20
Learning Outcome: Discover similarities between a building and an organism.
What is the relationship between a cell and a brick?

As we know, the smallest unit of life is called “a cell”. Billions of these cells form every organism.
How do cells form entire organisms?
Let’s think about a wall...
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.
Activity 2. In your copybook, please create

a similar comparison.

Hours: 21-22
Learning Outcome: Identify that living things are composed by one single cell (unicellular) or by many
cells (multicellular).
Do I have one… or many 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”.
“Multicellular” organisms have got millions of cells.
“Unicellular” organisms have got only one cell.
Activity 1. Complete.
I am a(n) ________________________ organism. My teacher

is a(n) _____________________ organism.
What do you think a unicellular organism looks like? Draw it!


Hours:_23-24
Learning Outcome: Classify living things according to the amount of cells they are composed by.
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


Hour: 26
Learning Outcome: Represent an animal cell and a plant through a drawing and label its main parts.
Contents: Cells structure
Organization of multicellular organisms
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.
Can we see these types of 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”.

Activity 1. Look at the following pictures.
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.
Animal cell vs Plan cell
Similarities Differences


Hours: 27-28
Learning Outcome: Represent an animal cell and a plant cell using plasticine. Describe the models and
mention the differences.
Contents: Cells structure
How are animal and plant cells different?
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)
1. Label the parts of each cell.

2. Present the model to your class and mention the differences between them.


Hours: 29-30
Learning Outcome: Identify characteristics of tissues understanding that there are several types.
Contents: Levels of organization: Tissues
How are cells organized?
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.
Activity 1. Read the questions and answer:
a. Choose 2 different cells form the image above and describe their similarities and
differences.
______________________________________________________________
b. Why do we have different types of cells in our body?
______________________________________________________________
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:
Skin tissue Fat tissue
Oral mucosa Bone tissue

tissue

How is a tissue formed?
Activity 2. Look at these groups of cells. Complete and draw.
Activity 3. What other types of tissue do you think we have in our body? Draw and label two.


Hours: 31-32
Learning Outcome: Explain simple relationships between cells and tissues. Exemplify how cells form
tissues.
Contents: Levels of organization: Tissues
How are cells related to tissues?
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.


Hours: 35-36
Learning Outcome: Identify characteristics of organs.
Contents: Levels of organization: Organs
How are organs formed?
Our human body is composed by many organs, for example…
Eyes, nose, ears, hands and

arms are organs made up of
“muscle”, “skin”, and “bone”
tissue
An organ is created when a group of tissues work together for the same function.
Activity 1. Classify the structures below as “tissue” or “organ”.
Tissues Organs

Are all organs inside your body?
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.
Internal organs External organs


Hours: 37-38
Learning Outcome: Explain simple relationships between cells, tissues, and organs.
How are these structures related?
Group of cells that Group of tissues that

Cell Basic unit of life Tissue have the same Organ work together to
function complete a function
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.
How are these 3 levels related to each other?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________


Hours: 39-40
Learning Outcomes: Identify the type of tissues an organ is composed of.
What types of tissue form an organ?
We have different components inside our body. They are different in size, shape, and functions.
The smallest component in our

body is the cell. It has a nucleus,
membrane, and cytoplasm inside.
There are different types of cells.

All of them in charge of different
tasks.
When the same group of cells get

together, they create a “Tissue”.
In the same way as cells, we can

identify different types of tissues.
They are very important since they
will form “organs”.

When we talked about organs, we mentioned

that they are a combination of different groups
of tissue working together for the same
specific function.
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.
Name of your organ: _____________________________________________________
The organ is formed _____________________________________________________


Hours: 43-44
Learning Outcome: Identify characteristics of systems and the simple relationships between cells, tissues,
organs, and systems.
Contents: Levels of organization: Systems
How are organ systems formed?
Take a look at this image. What do you see?
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
All these organs group together to complete the same function

and build “Organ systems” in our body.
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
An organ system is a group of organs with similar characteristics working together.

These organs work as a team and allow the body to perform a specific action.
Organ systems. Match:

v Skeletal system
v Muscular system
v Nervous system
v Digestive system
v Circulatory system

Activity 1. Drawing organ systems.

Click on the link here and watch the video:
https://www.youtube.com/watch?v=8fG5Pxr9ZQ0
In your copybook or workbook draw and name two organ systems present in our body
and describe their function.
Name of the organ system: Name of the organ system:
____________________________ ___________________________
Function: Function:

How is the human body organized?
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.
Cell Tissue Organ Organ system Organism
______________ _____________ _____________ _____________ ______________
Activity 3. Match each picture with its name and definition.


Hours: 45-46
Learning Outcome: Represent a human body using plasticine. Include the main organ systems of our
body and explain them. (Science and Art)
Contents: Levels of organization: Systems
Activity 1. Based on the organ systems observed in class, you are going to model an organ
system of your choice using plasticine.
First, look at the

picture and choose
one of the organ
systems there.
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.


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5th

Name: _________________________________ Class: _________

2022 Version Todos los Derechos Reservados www.almondale.cl

Ø Understand the way the subject will work this year.

Ø Understand daily routine.

Ø Understand established routines related to COVID-19.

2022 Version Page 2 of 39

Unit 0: Welcome back!

All About Me Selfie Writing

Three words that

2022 Version Page 3 of 39

2022 Version Page 4 of 39

Activity 2. Read and match each situation.

1. When I do an experiment… _____ I bring my Science materials.

3. After a break… _____ I raise my hand and ask the teacher

4. If I have questions … _____ I listen to my teacher’s instructions.

2022 Version Page 5 of 39

Unit 0: Welcome back!

2022 Version Page 6 of 39

Activity 1: Read with your teacher the COVID-19 class routines.

I use alcohol gel I wash my hands

Why is important to follow these rules?

It’s is important because _____________________________________________________

2022 Version Page 7 of 39

How did you feel last year during the pandemic?

Ø Who helped you feel better?

Ø What was the most difficult part?

2022 Version Page 8 of 39

Unit 0: Welcome back!

Living and non-living things

Living things Nonliving things

Living things Non-living things

2022 Version Page 9 of 39

Activity 3. Complete the table with the information requested.

How is our school organized?

The school is an example of organization per levels.

2022 Version Page 10 of 39

2022 Version Page 11 of 39

Unit 0: Welcome back!

The skeletal system

Rib cage - spinal column - femur - skull

2022 Version Page 12 of 39

The skeletal system is one of other body systems from

Activity 2. Complete the table below.

2022 Version Page 13 of 39

Ø Recognize and explain that living things are made up of one or

2022 Version Page 14 of 39

Unit 1: Levels of Organization of Living Things

Living things: Cell: Layer:

2022 Version Page 15 of 39

We are all living things

2022 Version Page 16 of 39

I think a cell is ___________________________________________________________________.

Activity 3. Let’s watch the video Introduction to Cells at https://goo.gl/UeXsn

2022 Version Page 17 of 39

Animal Fungi on a decomposing

a) Name two characteristics of each organism’s cells.

What is there inside a cell?

2022 Version Page 18 of 39

Unit 1: Levels of Organization of Living Things

What is the relationship between a cell and a brick?

Activity 2. In your copybook, please create

Name: _________________________ Class: _