NPATHWAY Teachers Guide 4

4
Teacher’s Guide
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58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Science Teacher’s Guide Level 4
First Edition
Edition:in2014
Ecuador: 2019
ISBN: 978-9942-31-234-1
978-607-06-0967-1
Pathway to Science 4 is a collaborative work, created and designed by

the Department of Educational Research of Santillana.
© Richmond Publishing, S.A. de C.V. 2014
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, D.F.
Publisher: Justine Piekarowicz

Editor: Dominic
Dominic Wright,
Wright María del Carmen García
Art and Design Coordinator: Marisela Pérez
Pre-Press Coordinator: Daniel Santillán
Cover Design: Erika Martínez

Cover Photograph: iStockphoto, Kalapana Ferns
All rights reserved. No part of this work may be reproduced, stored in

a retrieval system or transmitted in any form or by any means without
prior written permission from the Publisher.
Richmond publications may contain links to third party websites or

apps. We have no control over the content of these websites or apps,
which may change frequently, and we are not responsible for the
content or the way it may be used with our materials. Teachers and
students are advised to exercise discretion when accessing the links.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission at
the earliest opportunity.
Printed in: Imprenta

First published Mariscaldel Pacífico S.A. de Ediciones
by Santillana
Printed in Mexico by

Table of Contents
Components of Pathway to Science for the Teacher .................. 4

Teacher’s Guide Organization ....................................................... 5
Student’s Book Organization ......................................................... 6
Digital Book ...................................................................................... 9
Student’s Book Table of Contents ................................................ 10
• Unit 1 ........................................................................................ 12
• Unit 2........................................................................................ 44
• Unit 3........................................................................................ 84
• Unit 4...................................................................................... 118
• Unit 5...................................................................................... 152
Glossary ........................................................................................ 176

Cutouts .......................................................................................... 185
Activity Cards............................................................................... 190
Scientific Research Skills ............................................................ 199
Notes ............................................................................................. 200

Components of Pathway to Science
for the Teacher
1. Teacher’s Guide: The Teacher’s Guide contains the Student’s Book presented in
a smaller format with an annotated answer key. Other features include key language,
language extension activities, common mistakes and possible difficulties, explanations
of science concepts and suggestions for related apps.
2. Books with Printable Worksheets and Evaluations
• A book with two reinforcement and two extension worksheets per unit.
Unit 1 Pathway to Science 4 Unit 1 Unit 1 Pathway to Science 4 Pathway to Science 4 Unit 1 Pathway to Science 4
Reinforcement Worksheet 1 Extension Worksheet 1

2. Match the images with the types of interactions. 2. Look at the food chain and answer the questions.
Name: Class: Date: Name: Class: Date:
1. Look at the ecosystem and complete the activities. 1. Read the information and answer the questions.
The Relationship between Aphids and Ladybugs
Competition
Ladybug Aphid
Scientific name: Scientific name: roses aphids ladybug lizard
Harmonia axyridis Aphis nerii
a. What organism starts the chain? How does it obtain food?
Aphids arePredation
insects that live and feed on plants, especially their leaves. The aphid is a very small b. What do aphids eat? According to their diet, how would you classify them?
green animal with a soft body shaped like a pear. These insects are considered a pest to farms and
a. Identify three biotic factors and three abiotic factors. farmers because they destroy the plants they feed on. Aphids are the prey of larger insects, such
Biotic factors Abiotic factors as ladybugs, which is one of their natural predators.
c. What organisms are missing from this chain?
Aphids also have a relationship with another type of insect, which provides them with protection:
ants. Aphids produce a sweet liquid that ants eat, and in return, ants offer the aphids protection
from their Mutualism
natural enemies by attacking whatever predator comes near their powerful mandibles.
3. Look at the food chain, read the descriptions and write the correct letter in each space.
A B C D
b. Write an example of each level of organization in the image.
a. What type of ecosystem components are aphids, ladybugs, ants and plants?
Population Community Ecosystem fuchsia (flower) deer puma bacteria
b. What kind of interaction do plants and aphids have?

3. Write the type of adaptation that each animal has developed.
a. It is a producer.
c. What type of ecosystem is it? Mark with a . leopard hoverfly freshwater turtle
c. What sort of interaction exists between aphids and ladybugs? b. It eats plants.
aquatic terrestrial mixed c. It feeds on the remains of other living things.
d. It is a primary consumer.
d. What types of interactions can you identify in the image? d. What relationship exists between ants and aphids?
e. It is a secondary consumer.
f. It eats other animals.
g. It makes its own food.
D.R. © Richmond Publishing, S.A. de C.V., 2014 D.R. © Richmond Publishing, S.A.D.R.
de C.V.,
© Richmond
2014 Publishing, S.A. de C.V., 2014 D.R. © Richmond Publishing, S.A. de C.V., 2014
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• A book with a choice of two evaluations per unit. Each item is based on a learning
objective, a specific skill and content from the Student’s Book so that the validity
of the evaluations is guaranteed.
Pathway to Science 4 Unit 1toTest

Pathway A
Science 4 Unit 1 Test A Pathway to Science 4 Pathway to Science 4
Test A Test A
Unit 1 Evaluation Unit 1 Evaluation Look at the image and answer questions
Look at5the
and 6. and answer questions 5 and 6.
image
Name: Name: Class: Date: Class: Date:
Mark the correct answers with a Mark

. the correct answers with a .
1 What level of organization of living

1 things corresponds
What level to the following
of organization definition?
of living things Living things
corresponds to theoffollowing
the definition? Living things of the
same species in the same territory same
at thespecies
same time.
in the same territory at the same time.
A. An individual. A. An individual.
B. A population. B. A population.
C. An ecosystem. C. An ecosystem.
D. A community. D. A community. 5 What are the biotic components5 in What
the image?
are the biotic components in the image?
2 A Siberian husky and a German2 shepherd have

A Siberian puppies.
husky and aWhat doesshepherd
German this show?
have puppies. What does this show? A. Air, rocks and water. A. Air, rocks and water.
B. Water, dolphins, sea lions and fish.
B. Water, dolphins, sea lions and fish.
A. All dogs are from the same ecosystem.
A. All dogs are from the same ecosystem.
C. Sea lions, dolphins, penguins and
C. rocks.
Sea lions, dolphins, penguins and rocks.
B. All dogs are from the same population.
B. All dogs are from the same population.
D. Penguins, fish, dolphins and sea
D.lions.
Penguins, fish, dolphins and sea lions.
C. All dogs are from the same community.
C. All dogs are from the same community.
D. All dogs are from the same species.
D. All dogs are from the same species. 6 What organizations of living things
6 are there
What in the image?
organizations of living things are there in the image?
3 What are the levels of organization of living

3 What arethings in order
the levels from the least
of organization complex
of living to the
things I. A population of penguins.
mostfrom the least complex to the most
in order I. A population of penguins.
complex? complex? II. A population of starfish. II. A population of starfish.
A. species – population – community – ecosystem
A. species – population – community – ecosystem III. A community of fish, dolphins, sea
III. Alions and penguins.
community of fish, dolphins, sea lions and penguins.
B. ecosystem – community – population – species
B. ecosystem – community – population – species A. Only I. A. Only I.
C. population – species – community – ecosystem
C. population – species – community – ecosystem B. I and II. B. I and II.
D. species – community – population – ecosystem
D. species – community – population – ecosystem C. I and III.
C. I and III.
4 What is the name of a group of4populations inhabiting D. Only II. D. Only II.
What is the name ofthe same of
a group area and interacting
populations with the
inhabiting each other
same area and interacting with each other
and the environment? and the environment?
7 Which statement is true? 7 Which statement is true?
A. A population. A. A population.
A. An ecosystem is formed by onlyA.abiotic factors. is formed by only abiotic factors.
An ecosystem
B. A community. B. A community.
B. Biotic factors interact with eachB.other andfactors
Biotic abioticinteract
factors with
in aneach
ecosystem.
other and abiotic factors in an ecosystem.
C. An ecosystem. C. An ecosystem.
C. Living things depend only on the C.biotic factors
Living thingsindepend
an ecosystem
only on to
thesurvive.
biotic factors in an ecosystem to survive.
D. A species. D. A species.
D. Biotic factors make up all the nonliving
D. Bioticcomponents
factors make of up
an all
ecosystem.
the nonliving components of an ecosystem.
D.R. © Richmond Publishing, S.A. de C.V.,
D.R.2014
© Richmond Publishing, S.A. de C.V., 2014 D.R. © Richmond Publishing, S.A. de C.V.,
D.R.2014
© Richmond Publishing, S.A. de C.V., 2014
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U1 Evaluaciones PS 4.indd 4 10/21/13 1:21 PM U1 Evaluaciones PS 4.indd 5 10/21/13 1:21 PM
• Books with Printable Worksheets and Evaluations at www.santillanadigital.com

Teacher’s Guide Organization
Answer Key and Teaching Notes
• Section Organization Answer Key and Teaching Notes Pathway to Science 4
Unit Vocabulary
Unit 2 Initial Evaluation
• Clarifying Concepts
nouns: alcohol, biceps, blood, In this activity, students use their
Coordination and What Do You Know?

bone, brain, circulation, Initial Evaluation
previous knowledge to relate the
coordination, drug, exercise, heart, functions of the skeleton and
heart attack, joint, ligament, limb, 1. Go to Cutout 4 on page 163. Glue the bones on the girl and the muscles on the boy. muscles to the importance of
liver, lung, muscle, nerve, nervous
system, pancreas, skeletal system,
skin, stomach, tendon, triceps,
Body Movement 2. Mark the activities that help muscles develop with a
3. Write the functions of muscles and bones.
. physical activity.
X-ray Key Words Functions of To contract and expand to make movements. Possible Difficulties
• Common Mistakes
verbs: beat, bend, block, contract, Muscles
voluntary
expand, hurt, increase, injure,
lift, lower, protect, pull, raise, Before starting the evaluation,
involuntary
strengthen, support find out what students already
expand Functions of To give shape and support to the body and to protect internal organs. know about the topic and evaluate
adjectives: flat, harmful, Bones their ability to make predictions by
inflammation, internal, contract asking them questions beginning
involuntary, irregular, long,
exercise with What would happen if…? For
movable, resistant, short, unborn, 4. Which organs are protected by bones? Name at least three. example: What would happen if
voluntary
protect The cranium protects the brain, the ribs protect the lungs and heart, and the spinal column there were no bones in our bodies?
• Possible Difficulties
support protects the spinal cord.
Setting Off Initial Evaluation:
Scientific Skill: Formulate predictions
Scientific Skill
Materials: a poster or large 5. Mark the lungs and liver of the person who you think has smoked and consumed alcohol their whole
picture of the human body life with a . Since the scientific skill being
showing the internal organs evaluated in this activity is
making predictions, all predictions
Display the poster. Elicit the
are considered correct. However,
names of the organs. Divide the
• In 5 minutes
it is important that students
class into groups of three or four
In this unit you will learn to: explains their predictions, using
and have them come up with a
their previous knowledge about
function for each of the organs. • identify and describe the structures of the skeletal system and their functions.
alcohol and tobacco and their
Make sure to include the heart, • explain body movement and describe the benefits of physical activity for the musculoskeletal system.
effects on the body.
the lungs, the liver, the kidneys • identify the structures of the nervous system and describe their functions.
and the brain. Help students • discuss the unhealthy effects of alcohol.
and revisit the poster and their • formulate predictions about how muscles work when the arm bends.
definitions as each organ is
mentioned in the unit.
36 Unit 2 Life Science 37
A Healthy Lifestyle
U2 PSst4.indd 36 7/10/13 9:12 AM U2 PSst4.indd 37 7/10/13 9:12 AM
Notes
While observing the first page of Recommended Apps
the unit, make sure to emphasize
the importance of doing activities This Is My Body (www.urbn-pockets.com/anatomyforkids/index.html): Students will learn the
Pathway to Science 4 outside and having a balanced principles of human anatomy in a playful and engaging way. The app includes interactive
diet. This helps people stay information, games and creative tasks. Text information is also recorded so students can listen
healthy and also creates stronger and read along.
bonds with family and friends.
Muscle System Pro III (applications.3d4medical.com/muscle_pro.php): This app gives users an
in-depth look at the muscular system, allowing them to view, zoom & rotate parts of the system
as well as watch animations, reveal layers, create notes, share screenshots and more.
g lizard
assify them?
• Initial Evaluation
Evaluation Part 1
ct letter in each space. Consider activity 1 successfully

completed if students are able to Let’s Check!
identify at least five structures.
C D 1. Write the names of the indicated bones. points
Extra Support 7
If students cannot complete this cranium
uma bacteria activity successfully, have them
• A Healthy Lifestyle
review the skeleton they put
together with Activity Card 3 on
page 45 of the Student’s Book.
humerus ribs (rib cage)
Evaluation Part 2 spinal column

(vertebrae)
Language Focus Consider activity 2 successfully pelvis
Science Lab completed if students obtain at
• Being Safe
Vocabulary nouns: limb, metal least four points, achieved by
fastener, string How Do Your Muscles Work When You Bend Your Arm? listing at least two functions of
verbs: flex, pull, relax the skeleton. femur
Skill Students can recreate the Basic framework

Extra Support
contraction and expansion of Muscles coordinate in order to move our limbs, or extremities. While some muscles contract, others expand.
muscles as their legs bend and If students cannot answer, ask
When you flex or bend your arm, the muscles you use the most are the biceps brachii and triceps brachii.
straighten them to think what would happen
Observation to the body if it did not have a tibia
skeleton.
• Taking Care of the

Look at the following picture.
Answer Key and Teaching Notes Pathway to Science 4 Discuss their answers and then try
Scientific Skill 1 biceps brachii
2 to answer activity 2 again.
Richmond Publishing, S.A. de C.V., 2014 In this Science Lab, the scientific
skill of making predictions is 2. What are the functions of the skeletal system? Explain. points
Identify and describe the structures of the skeletal
system and their functions
In 5 Minutes developed. It protects organs like the brain and heart, it serves as support for the body, 6
Planet
triceps it gives it shape, and it allows it to move.
Discuss the importance of calcium brachii
10/21/13 5:21 PM
Understanding the Skeletal System in forming bone tissue.Scientific
Calcium Research
Have you ever wondered why doctors recommend that children drink can be obtained from foods
Skills likeFoldout
dairy products, spinach and What happens to the arm when it lifts up the object?
a lot of milk? It is because milk strengthens our skeletal system, which
56 Unit 2
consists of bones and joints. makes stronger
salmon. When bones lackWhenthisstarting the Science Lab, Different muscles contract and expand (relax).
mineral, they become fragile,
tell students to open up the
which makes them more prone toResearch Skills Foldout
Scientific U2 PSst4.indd 56 7/10/13 9:13 AM
Bones are rigid structures break.
that give support and strength
to review the processes and skills Research Question
involved in scientific research.
• Recommended Apps
to the body and protection How do the biceps brachii and triceps brachii work when bending the arm?
to the organs. Remind them that the foldout i
Predictions are
includes an example of each
Possible Difficulties Hypothesis possible answers
process to help them understand about what might
When the arm bends, some muscles relax and others expand. happen based on
it more clearly. previous knowledge.
Joints are areas where bones Some students may not Prediction In this case, they
meet, and the majority of joints understand how joints help indicate the results
permit a little movement. When the arm bends, what will happen to the biceps brachii and triceps brachii?
the body to move. To help them you could expect
Joints include other structures, Think about the hypothesis and mark the correct prediction. if the hypothesis is
understand, explain to Possible
them that Difficulties correct.
like ligaments, which connect
joints are similar to the hinges on If the biceps brachii contracts, the triceps brachii will expand.
the bones to each other.
doors. Hinges are placed so that
Since the content of the lab has
doors are able to open been
and close,
If the biceps brachii contracts, the triceps brachii will also contract. 64 Unit 2
covered previously, students
while joints help do themight
samealready know the functions
thing in the skeletal system. 54 Unit 2
of the biceps and triceps but still
have trouble making a prediction.
Give the class other examples U2 PSst4.indd 54 7/10/13 9:13 AM
of movements in which the arm
Tip Clarifying Concepts
bends, like shooting a basketball
Joints are also called
toward a hoop.
Ligaments are part of this system,
articulations.
What do you think would but since they form part of joints,
happen if we did not have
joints? Could you bend
they are not directly included
your arm? in the support structures of the
Staying Healthy
skeletal system.
Section
To take good care of
1 The Skeletal System
flex
your skeletal system,
eat at least four dairy
products each day. Language Extension
Section Organization Connecting
62 Unit 2
The Skeleton 39 Elicit from students how they can
UNIT 2: COORDINATION AND BODY Life Science
MOVEMENT take care of their skeletal system.
Write their ideas on the board.
Section 1: The Skeletal System U2 PSst4.indd 39 7/10/13 9:12 AM Form groups and have students
• The Skeleton Notes share anecdotes of times they
• Understanding the Skeletal System have hurt themselves.
• The Functions of the Skeletal System
• The Bones in Our Bodies
• The Classification of Bones
• How Bones Stay Together
Language Focus
Life Science 47
Grammar past simple: He hurt his
leg playing soccer. The boy in the image injured his leg playing soccer. It hurt so much that
Vocabulary nouns: bone, joint, he decided to go to the doctor. The doctor took an X-ray because he
ligament, skeletal system, thought the boy might have hurt an internal part of his body.
support, X-ray 1. What body parts can the doctor see in the X-ray? Identify
• Some pages include the skills required by the

verbs: bend, diagnose, hurt, The boy’s leg bones can be seen in the X-ray.
injure, protection, strengthen
adjectives: dairy, internal, rigid
2. What is the function of these parts? Describe
Skill Students can recognize the
skeletal system and its proper care They give the boy’s legs and body support and allow movement. Word Focus
An X-ray is a picture of
Ecuadorian Ministry of Education. The skills are found

the inside of the body,
Bones are the hard parts found inside the body. X-rays allow us to see usually of the bones.
Clarifying Concepts them, but you can also feel them if you touch your body. For example, It is used by doctors to
you can feel them in your arm. diagnose injuries and
It is important to share with Bones are part of the skeletal system. diseases.
students the idea that even
at the bottom of the page with their corresponding code.

though bones are hard and 38 Unit 2
resistant, they are also inflexible.
This means that when they are
struck hard or bent the wrong U2 PSst4.indd 38 7/10/13 9:12 AM
way in an accident, they can be

hurt or broken. This is especially
In 5 Minutes
important for students of this age
group to know, since their bones A fracture is a break in a bone. There are different types of
are still developing. fractures: a complete fracture is when the bone breaks and
separates into two or more parts; an incomplete fracture
is when the bone fragments are still joined but there is a
crack in the bone; and a greenstick fracture is when the bone
bends and partially breaks, which is common in children
because their bones are softer.
46 Unit 2
Digital Lessons
The digital lessons correspond to topics from the Ecuadorian
curriculum that are not found in the book. Lessons with
answers are found in the Santillana Teacher’s Platform.

Student’s Book Organization
Pathway to Science 4 is organized into five units. In each unit you will find:
Initial Pages of the Unit
Unit 1
Living Things and What Do You Know? Initial Evaluation
Number and title

1. In the picture, mark the living things with a and the nonliving things with an .
Key Words the Environment 2. Circle the living things that are not in their natural habitat.
Initial Evaluation
3. What do owls eat? mice fruit
classify
4. What do mice eat? grass fruit
of unit
organism nest
owl
5. Write the name of the habitat that is represented in each image.

component
habitat waterfall
measures
adapt
prohibited
seal
rat
Scientific Skill: Formulate questions
fox
6. The fox in the picture was found by a group of scientists, who then took it to a rehabilitation center
because of its hurt paw. Thinking about this situation, which of the following questions would you
suggest investigating? Mark with a .
an animal’s foot
How will the fox be affected by being taken out of its environment?
In this unit you will learn to:
• recognize that an ecosystem consists of interacting biotic and abiotic components. What happened to the fox’s paw?
• observe and compare the adaptations that plants and animals have made to survive in their ecosystems.
What is the relationship between a fox and an owl?
• give examples of food chains in ecosystems, and identify the function of each organism.
Sections organized by
• suggest research questions related to the adaptations of birds.
What will happen if contaminants are added to the river water?
Learning Objectives U1 PSst4.indd 8 7/10/13 9:10 AM U1 PSst4.indd 9 7/10/13 9:10 AM
Sections Organized by Learning Objectives

Section Recognize that an ecosystem consists of interacting biotic and
1 Ecosystems
abiotic components
Connecting The Organization of Living Things

In nature, it is possible to see different levels of organization:
Living Things in Nature
Maybe you have visited some natural environments on vacation, like a forest, a beach or even a desert. These
areas are different from each other, but it is very likely that you have encountered common characteristics,
Population: This is a set
of living things of the same Learning
Title and subtitle of section
too. What are some of their common characteristics? To answer this question, look at the following images. species that live in the same
area at the same time. The
probable
Objectives
penguins in the picture are
an example of this.
beach
Community: These are

populations that live in the
Section Organized by
same area at the same time.
For example, penguins live
together with fish, sea lions
and other organisms.
Learning Objectives
in combination
forest desert Ecosystem: This refers to a

community of living things
algae and their environment, and
all the interactions that occur
Observing the images, you can see that there are many types of plants in a forest and many types of birds
between them.
and seaweed at the beach. As a result of the extreme temperatures, low precipitation and poor soil in the Word Focus
desert, there are fewer plants and animals. As you can see, in these three cases there is one characteristic
in common: the presence of living things. It is possible to find living things in the majority of natural A species is a group of living things with similar characteristics
• Connecting environments. However, you can also find them in artificial environments. Practicing that have fertile offspring when they reproduce.
babies
2. Give an example for each level of organization of living things. Exemplify
1. Look at the following image and answer.
Population Community Ecosystem
a. What living things can you see?
b. Is the environment natural or man-made?
c. How many groups or sets of living things do
• Exploring you see?

d. To classify the components of this area, what
criteria would you use?
Summarizing
artificial
In nature, living things interact with each other, and it is possible to organize things as populations, communities
and ecosystems.
Essential Basics Skills: To identify types of ecosystems and their characteristics. To interpret the relationships between living beings in
10 their ecosystems. Unit 1 Life Science 11
PSEC_4_SB_U1_P008-035.indd 10 1/8/19 5:25 PM
U1 PSst4.indd 11 7/10/13 9:10 AM
• Practicing
Recognize that an ecosystem consists of interacting biotic and
Section 1 / Ecosystems abiotic components
Quiz Yourself
Practicing
1. Look at the ecosystem, and then complete the table with three biotic and three abiotic factors.
1. Write the type of interaction below each picture. Identify
• Summarizing
• Quiz Yourself
2. Look at the following images of ecosystems and mark the correct type. Identify
Biotic Factors Abiotic Factors
2. Write the type of interaction shown in each picture.

praying mantis bee bear
aquatic aquatic aquatic
terrestrial terrestrial terrestrial
mixed mixed mixed
Summarizing
In ecosystems, the biotic factors always interact—for example, through predation, competition and mutualism.
There are also interactions between biotic and abiotic factors, like birds building nests. There are three main
types of ecosystems: aquatic, terrestrial and mixed.
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Pathway to Science 4
Features of Each Unit

• Education through
Section 2 / The Muscular System
Values
Section 1 / The Skeletal System
Connecting
Connecting
The Importance of Physical Activity
It is very important to take care of our bones and muscles, but how can The Bones in Our Bodies
• Staying Healthy
What type of
we do this? Physical activity and exercise help us strengthen and develop exercise do you As we have already seen in this unit, the skeletal system fulfills various functions and consists of bones and
our musculoskeletal system by making our bones and muscles more joints. Look at the image and study the names of the principal bones and joints in the human body.
Sectionlike
1 /toThe
do? Skeletal System
flexible and resistant as well as stronger.
Section 4 / The Effects of Alcohol Consumption
cranium
neck bones (vertebrae)
Riding a bicycl The Functions of the Skeletal System
e Swimming mandible clavicle Preventing Alcohol Consumption
• Did You Know…?

helps you streng Thethens all system fulfills very important functions in the body.
skeletal
then streng
the bones and but
your muscles, scapula shoulder Since alcohol is a harmful substance, we should avoid consuming it. Here
muscles in your in executes
legs. especially those They protect. Some bones are some ways to do so:
the arms, back protect important organs like
humerus
rib cage (ribs)
and chest. the brain, heart and lungs
from injury. spinal column elbow
(vertebrae)
• Word Focus
damage radius
ulna pelvis
wrist
The cranium phalanges

Running or jogging They support. Bones are the is not only one hip
Dancing pillars of our bodies. They bone but a
is one of the most femur
helps strengthen group of bones,
• Fun Fact!
complete exercises you support the weight of the rest
bones and muscles. of the body and give it shape. just like the
can do. It strengthens
It also improves your pelvis. knee patella
various muscles,
flexibility. What would your
especially in your legs.
body be like if cation
fibula
Promote open communi Play sports and do exercise
you did not have
makes
better a skeleton? tibia within the family. in our free time.
• Challenge
They allow us to move. Bones ankle
Exercise and physical work with muscles to allow the
activity also help our heart body to move.
Staying Healthy because the heart is a
muscle, too! Did You Know...? Staying Healthy
To avoid injuries, you should warm up before doing any physical
activity. This helps prepare your bones, muscles and joints The longest bone in the body is the To keep our bones healthy, we should
for exercise. femur. An adult’s femur can be up to eat foods that are rich in calcium,
• Skills included
50 cm long. phosphorus and vitamins.
Essential Basics Skills: To recognize the importance of physical activity in puberty.
52 Unit 2
42 Unit 2
PSEC_4_SB_U2_P036-071.indd 52 1/8/19 5:24 PM
Word Focus U2 PSst4.indd 42 7/10/13 9:12 AM
Muscles are elastic parts of the body that can contract or expand, which allows us
to move. Get together with friends to eat Learn about the harmful
and drink healthy products. effects of alcohol.
40 Unit 2
68 Unit 2
U2 PSst4.indd 40 7/10/13 9:12 AM
U2 PSst4.indd 68 7/10/13 9:13 AM
Evaluation Pages
• What Do You Know?
Unit 3
Initial Evaluation
Matter What Do You Know?
1. Complete the boxes in the picture with the names of the physical states of water.
Initial Evaluation
2. What will happen to the glass of water if it is put into the freezer?
The water will turn into vapor.
The water will turn into ice.
Nothing will change.

• Let’s Check!
Intermediate Evaluation
Scientific Skill: Experiment
3. What will happen to an ice cube if it is put in sunlight?

kettle a. In which state do you think the ice cube will be at the end of the experiment?
solid liquid gas
• What Did You Learn?

Key Words b. To answer this question, do the following experiment.
• Get an ice cube, a plate and a watch.
magnitude • Put the ice cube on the plate.
Unit 3
mass • Put it in the sun for 30 minutes.
• Observe and record what happens every 10 minutes.
volume
fixed
pipette
Let’s Check!
1. Write the letter of each concept next to the corresponding definition. points experiment
3. Go to Cutout 7 on page 167. Glue
The best time of
day for this
is inin order according to the characteristics
the images
the afternoon.
points
Final Evaluation
of the particles.
test tube 8 9
faucet A Mass Space that a body uses. a. The force of attraction between the particles from the strongest to the weakest.
B Gas Everything that has mass and occupies space.
In this unit you will learn to: C Matter The amount of matter that a body has.
c. What happened to the ice cube after 30 minutes?
• demonstrate that matter has mass and occupies space.
D Flow The ability to decrease its volume when force is applied.
• compare the physical states of matter. It stayed the same. It became liquid. It became solid.
• measure the mass, volume and temperature of matterEusing appropriate
Volume The ability to move continuously from one place to another.
d. Which factors do you think caused these changes?
instruments and units of measurement. b. The distance between the particles from the greatest to the least.
• experiment with changing the state of water. F Liquid Its particles are tightly packed together and in fixed positions.
time temperature light
G Compression Its particles are packed together firmly but not rigidly.
72 H Solid Its particles are completely

Unit 3 separated andPhysics
can move freely.
and Chemistry 73
Unit 3
U3 PSst4.indd 72
2. Go to Cutout 6 on page 165. Glue the image that7/10/13
best9:14
represents
AM
the particles of the
U3 PSst4.indd 73
points 7/10/13 9:14 AM
notebook. Think about what state of matter it is in. c. The movement between the particles from the most to the least.
What Did You Learn? 2
Final Evaluation
1. How would you explain to somebody that a ball is matter? Explain. points 4. Describe the procedure that you would use to measure the mass and volume of a clay points
sphere.
2 4
a. Procedure to measure mass:
2. Complete the table. points

4. What change in state occurs in each of the following situations? points
Solid Liquid Gas 24 b. Procedure to measure volume:
a. The drops of water that form on a cool window. 4
b. A melting ice cube.

Draw the particles.
c. Clothes drying in sunlight.
d. Water in an ice tray transforming into ice.
Does it maintain its shape? Scientific Skill: Experiment
Does it have constant volume?

92 Unit 3 Physics and Chemistry 5. Does the mass of a body change when its 93
state changes? points
Can it easily adapt to the
container it is in? • Add 150 ml of warm water to a beaker and add some ice cubes. 6
U3 PSst4.indd 92 Can it flow? 7/10/13 9:14 AM U3 PSst4.indd 93

• Cover the beaker with plastic wrap so that it is7/10/13
completely
9:14 AM
sealed.
• Immediately measure the beaker’s mass and write it in the table under initial mass.
Can it be compressed?
• Wait a few minutes until the ice melts, and then measure the mass again. Write
Can it expand? the results in the table under final mass.
How separated are the particles? Initial Mass Final Mass
3. In what state are an ice cube and the air inside a balloon, respectively? Mark the point
correct answer with a . a. Did the mass vary when the ice changed state? Explain.
1
A. Gas – gas.
B. Liquid – gas. b. Would we get the same result if we did not cover the beaker? Explain.
C. Solid – gas. Find Tes
t3
D. Solid – solid. Study
Page
100 Unit 3 Physics and Chemistry 101

Special Pages
• Science Lab
Test 4 Study Page • Summary Name: Grade:
Motion is defined as the change in position of a body—in other words, when a body
changes its location in relation to a point of reference.
The application of force can cause different effects. For example: An experiment for students to put
Change in Shape Change in Direction Change in Speed
Some concepts that characterize movement are:
Trajectory Displacement Speed

their science research skills into
Types of Force
practice and gain practical knowledge

This is the path a body This corresponds to the This relates the distance
travels along when it is in straight line connecting a body has traveled to Frictional Force is the force that opposes Gravitational Force, or weight, is the force
motion. the initial position of a the time it takes to do so. a body’s motion. It depends on the mass with which the earth or another celestial
body with its final position Speed is calculated using and characteristics of the bodies in contact. body attracts objects to its surface. Use diagrams to communicate ideas, explanations
Science Lab
after movement. this equation:
of the unit concepts.
and observations
Scientific Skill: Communicate
What Are the Effects distance

of a Volcanic Eruption? 2. Place the cardboard around the cup, and use the 3. Then build the city at the foot of the volcano.
speed =
time clay to build a volcano, as shown in the picture.
Basic Framework
Volcanic eruptions can cause serious damage because of the large amount of lava they expel. Many cities
are located at the foot of a volcano, and therefore can be exposed to the damage caused by an eruption.
• Test Study Page
Observation
A Summary and review of each

Force is an interaction between two bodies. One body exerts force and another receives Magnetic Force is the interaction of attraction Electric Force is the interaction of attraction
force. Forces can be classified as: or repulsion between magnets. or repulsion between two electrically charged
If a volcanic eruption occurred, what changes could
bodies.
Contact Forces take place in the city near thisNoncontact
volcano? Forces
4. Put two tablespoons of baking soda in the cup.

5. Carefully add a quarter cup of vinegar to the baking soda and observe what happens.
unit that students glue into their
Results
1. How did the materials move out of the model volcano? notebooks.
Research Question
What effects does a volcanic eruption have on nearby cities?
Interpreting and Analyzing Results
Hypothesis 1. What does the overflowing of the baking soda and vinegar mixture from the volcano model represent?
Digital Lessons
Pathway to Science D.R. © Richmond The
Publishing,
volcanoS.A. de C.V.,
expels 2014materials that reach the city, causing damage.
volcanic
Prediction
Test 4 PSst4.indd 1 If you make a model of a city at the foot of a volcano, what would you observe when the volcano erupts? Conclusion 9/3/13 4:02 PM
1. Make a diagram explaining how the city was

affected by the volcanic eruption.
Experimental Procedure
1. Form groups of three, and then find these materials: a 20 x 20 cm piece of cardboard, clay, a plastic cup,
i
When communicating , you are
transmitting verbal or written information.
This information can be shown through
Students can download the
baking soda and white vinegar. tables, diagrams, drawings and even
material from the Santillana

through explanatory text.
148 149
Digital Platform.
Unit 5 Earth and the Universe
Support Pages
• Cutouts
Images and texts to remove and glue in activities
throughout the book.
Activity Card 3
• Activity Cards The Skeletal System
Separate cards in a handy envelope with

Cutouts
complementary experiments, activities and Cutout 7
Use on page 93 (Unit 3).
materials. For question a.
stones milk air inside a balloon
For question b.
For question c.
Pathway to Science.ec
Activity Card PS 4.indd 5 8/29/13 3:28 PM
167
PSEC_4_SB_U7_P161-172.indd 167 16/1/19 15:56

Scientific Research Skills Procedures

Student’s Book
4
Scientific Research Skills
58 St Aldates
The Scientific Research Skills Procedures develops

Oxford
Process Why are thereExample OX1 1ST 58 St Aldates
United Kingdom
Observation earthquakes?
Two children need to move a box.
Pathway to Science Student’s Book Level 4 Process Example Oxford
They can move it over a carpet or OX1 1ST
You can obtain information about
over a wooden floor. First Edition in Ecuador: 2018 United Kingdom
an object or a situation by using
ISBN: 978-9942-31-167-2Observation Two children need to move a box. They can move it over
your five senses.
a carpet or over a wooden floor. Pathway to Science Student’s Book Level 4
students’ knowledge of the scientific method and helps

You can obtain information about an object or a
Pathway to Science 4 is a collaborative work, created
Research Questions The children asked: Which surface and designed by the Department of Educational
situation by using your five senses. First Edition: 2014
Observe and Question

will allow the box to move more Research of Santillana.
These come from observing a © Richmond Publishing, S.A. de C.V. 2014 ISBN: 978-607-06-0907-7
One way to answer
phenomenon athat
or situation question
can be easily? this is to
like Av. Río Mixcoac No. 274, Col. Acacias,
Research Questions The children asked: Which surface will allow the box to

explained by asking questions. Pathway to Science 4 is a collaborative work, created and designed by
use our: Del. Benito Juárez, C.P. 03240, México, D.F.
The children answered: Over the These come from observing a phenomenon or situation
Publisher: Justine Piekarowicz move more easily? the Department of Educational Research of Santillana.
Hypothesis
them apply specific research skills in the classroom.

Editor: Dominic Wright, María del Carmen García © Richmond Publishing, S.A. de C.V. 2014
ThisScientifi c Research
is an anticipated answer to Skills
wooden floor because the friction that can be explained by asking questions.
Art and Design Coordinator: Marisela Pérez
your research question. It can be of the wood is less than that of the Pre-Press Coordinator: Daniel Santillán Av. Río Mixcoac No. 272, Col. Acacias,
proved through experimentation. carpet. Del. Benito Juárez, C.P. 03240, México, D.F.
Hypothesis
Illustrations: Marcelo Cáceres Ávila, Juan Esteban del The children answered:
Pino Briceño, Antonio Ahumada Mora, Digital Stuff
Publisher: Justine Piekarowicz
Predictions The children plan to prove their This is an anticipated answer to your research
Photographs: Jorge Quito Soto, César Vargas Ulloa
Over the wooden floor because the friction of the wood
They help us explain phenomena mena Editor: Dominic Wright
These are the results that you answer with the following prediction: ©REPOSITORIO: Grupo Santillana; ©THINKSTOCK:
question. It can be proved through experimentation. is less than that of the carpet. Art and Design Coordinator: Marisela Pérez
It also appears in the back of the Teacher’s Guide and

that occur in nature.
expect to obtain when researching – The wood has less friction than the Digital Vision p. 28 (Anup Shah); Hemera p. 25 (Jeff
the phenomenon or new situation. carpet. Gynane); iStock pp. 10 (mdmworks), 16 (Michael Pre-Press Coordinator: Daniel Santillán
Predictions
Fitzsimmons), 17 (stuckreed), 21 (Dennis Donohue), The children plan to prove their answer with the
22 (gashimo), 24 (mtreasure), 25 (Foto-Kunst-RD), Illustrations: Marcelo Cáceres Ávila, Juan Esteban del Pino Briceño,
Experimental Procedure In order to do the experiment, the following prediction:
children need a small box, a piece of These are the results that you expect to obtain when
28 (bpperry), 34 (zanskar), 111 (Andrii Kornev), 143
Antonio Ahumada Mora, Digital Stuff
This allows you to check or (Justin Long, Kristoffer Hamilton), 155 (legna69), 158
prove your hypothesis and carpet and a flat piece of wood. researching the phenomenon or new situation.
(DykyoStudio), 160 (estivillml), 161 (john henderson), – The wood has less friction than the carpet.
Photographs: Jorge Quito Soto, César Vargas Ulloa
predictions through exploration Using a spring scale, they pull the 167 (emarto)o, (Donvanstaden); moodboard p.
includes the following information:

box first over the wood and then over © THINKSTOCK: pp. 10, 24, 111, 143, 161 (iStockphoto);
Plan and Conduct an

and experimentation. In this stage, 153 (moodboard); Photodisc p. 25 (Digital Vision);
you gather supplies and follow the carpet. Experimental Procedure
PhotoObjects.net p. 167 (Hemera Technologies); In order to do the experiment, the children need a small Comstock p. 13 (Comstock)
Investigation
Polka Dot p. 52 (Polka Dot Images); Stockbyte.
a procedure to complete the This allows you to check or prove your hypothesis
pp. 13 (Comstock), 17 (Stockbyte); Zoonar p. 154
box, a piece of carpet and a flat piece of wood. 2008 www.birdphotos.com p. 21, Nine-banded armadillo
experiment correctly. 2007 Arjan Haverkamp p. 163, Octodon degus
(Zoonar/S.Heap)
and predictions through exploration and Using a spring scale, they pull the box first over the
Develo
Developing skills does not always 2008 www.birdphotos.com p. 21, Nine-banded 2008 MirandaAdramin p. 163, Geranoaetus melanoleucus
Plan and Conduct an

Results These are the results: armadillo experimentation. In this stage, you gather supplies wood and then over the carpet.
require you to follow a step-by-step 2007 Arjan Haverkamp p. 163, Octodon degus
2006 Sandilya Theuerkauf p. 161, Leaf insect
This is the data or information you Material What happened?
Investigation
method, but instead it can be adapted and follow a procedure to complete the experiment
2008 MirandaAdramin p. 163, Geranoaetus 2007 Piero Sagnibene p. 171, Leaf insect
obtain from experimenting and It wasto
more difficult to melanoleucus
exploring. You can record and Carpet correctly. REPOSITORIO © Grupo Santillana
• Research process
the research you want to do! move the box.
represent the results in various 2006 Sandilya Theuerkauf p. 161, Leaf insect
2007 Piero Sagnibene p. 171, Leaf insect
Cover Design: Erika Martínez
ways. For example, with drawings, It was easier to move
Wood Cover Design: Erika Martínez Cover Photograph: iStockphoto, Kalapana Ferns
diagrams, tables or graphs. the box. Results
Cover Photograph: iStock (Sherrye Nozaki), Kalapana
These are the results:
We welcome you toand
explore and understand the skills
Ferns
This is the data or information you obtain from Material What happened? All rights reserved. No part of this work may be reproduced, stored in
Interpreting Analyzing After reviewing the results, the a retrieval system or transmitted in any form or by any means without
All rights reserved. No part of this work may be
you willtheuse
Results
throughout the book. They children relatedyou
will help the types of material experimenting and exploring. You can record and
reproduced, stored in a retrieval system or transmitted Carpet It was more difficult to move the box. prior written permission from the Publisher.
In this stage you should explain the with the ease with which the box was
answer many represent the results in various ways. For example,
in any form or by any means without prior written
andquestions about the mysteries
able to move ofover
thethem. Wood It was easier to move the box.
Analyze Evidence and

results establish relationships permission from the Publisher. Richmond publications may contain links to third party websites or
between them world
in orderaround
to explainyou. with drawings, diagrams, tables or graphs.
• Application through an example related to the

Richmond publications may contain links to third apps. We have no control over the content of these websites or apps,
Communicate
the research question. party websites or apps. We have no control over the which may change frequently, and we are not responsible for the
Conclusions They interpreted their data and
Interpreting and Analyzing the Results
content of these websites or apps, which may change After reviewing the results, the children related the types content or the way it may be used with our materials. Teachers and
frequently, and we are not responsible for the content
These are the central ideas that you concluded that wood has less friction In this stage you should explain the results and
or the way it may be used with our materials. Teachers of material with the ease with which the box was able to students are advised to exercise discretion when accessing the links.
than carpet. and students are advised to exercise discretion when
will find from analyzing the results. move over them.

You will compare and contrast establish relationships between them in order to
accessing the links. The Publisher has made every effort to trace the owner of copyright
What other research questions can
them with your hypothesis to verify explain
has madethe
everyresearch question. material; however, the Publisher will correct any involuntary omission at
Communicate
The Publisher effort to trace the
theme and grade level

it. Conclusions often allow you to you think of? owner of copyright material; however, the Publisher
Glue your formulate new research questions. will correct any involuntary omission at the earliest
the earliest opportunity.
Conclusions They interpreted their data and concluded that wood
picture here. opportunity. First published by Santillana del Pacífico S.A. de Ediciones
These are the central ideas that you will find from
Printed in: Imprenta Mariscal has less friction than carpet. Printed in Mexico by
analyzing the results. You will compare and contrast
them with your hypothesis to verify it. Conclusions What other research questions can you think of?
Name often allow you to formulate new research
• Stages of scientific research

Come with us to discover a fun way to questions.
learn science!
portadilla PSst4.indd 1 9/9/13 4:13 PM portadilla PSst4.indd 2 9/10/13 10:23 AM
Relationship between the Scientific Research

Skills Procedures and the Science Lab
Each stage of the experiment in the Science Lab Experiment with changing the state of water
2. Place a piece of clean paper on the scale. On top of this, add the
Does Making Ice Pops Produce a Change in State? juice powder. Measure its mass and record it.
Don’t forget to
3. Use the cylinder to pour 1 liter of water into the pitcher. measure the water
Science Lab is shown in the same color as Basic Framework at the meniscus.
4. Pour the juice powder into the pitcher of water. Stir.
There are many ways to demonstrate that a body consists of matter, has mass and changes its state. To prove 5. Pour 100 ml of juice into each cup. Use the cylinder to do this.
this, we will make ice pops.
6. Put an ice cream stick into each cup, and then put the cups in a
freezer for one hour.
it appears in the Scientific Research Skills

Observation Experimenting i
i is
Which of these ingredients can change their physical states? Circle them. Results a practical way
of testing and
1. Record the data. examining an object
a. Mass of the juice powder. or a phenomenon.
Procedures. The specific scientific skill that

b. Volume of the water.
c. Physical state of the water and juice mix at the beginning of the activity.
d. Physical state of the water and juice mix at the end of the activity.
oil salt water juice powder butter
Science Lab
Build objects that show the effects of force
students work on in each Science Lab is Research Question

Building
When you make iceapops,
Spring Scale
is there a change in physical state?
Scientific Skill: Compare and contrast
paper clip so it has a hook at the bottom.

Interpreting and Analyzing the Results
1. Which instrument allowed you to measure the juice powder’s mass?
5. On the other end of the spring, connect the paper clip. Bend the
Hypothesis
explained during the experiment. Students

Basic Framework 6. Mark the length of the spring on the graph paper and label it 0.
2. Which instrument allowed you to measure the water’s volume?
The water will transform into ice if you put it in a freezer. 7. Hang a 50 gram weight on the end of the paper clip, and mark
In order to measure force, an instrument called a spring scale is used. It is made from a metal spring and a
measuring scale that shows the amount of force being applied to the spring. the length of the spring. Label this point according to the table
Prediction on Activity Card 8, which shows the amount of force applied by
each of the weights. 3. Which factor produced the change in state?
Mark your prediction.
can also work with the Procedures to learn

Observation 8. Remove the 50 gram weight and hang the 100 gram weight. Mark
The water will change into ice when you put it in a freezer. the new length of the spring and label the applied force.
Observe the image.
The water will evaporate when you put it in a freezer.
Why are the springs different lengths? 9. Follow the same steps with
Conclusions
the 150, 200, 250, 300, 350, 400,
450 and 500 gram weights.
1. Is there a change in state when you make an ice pop? Explain.
Experimental Procedure 10. You just built a spring scale that allows you to measure force from
more about the stages involved in scientific 1. Form groups of five and collect the following materials:
•
•
water
1 liter graduated cylinder
•
•
juice powder
a pitcher
Results
0 to 5 Newtons.
A Newton (N) is the unit of
measurement used to measure force.
• a scale • 5 plastic cups
research as they follow them

• 5 ice cream sticks • a mixing rod or a spoon 1. What happened to the spring as the weight increased?
Research Question
What is the function of the metal spring in a spring scale?
Hypothesis
in the experiment.
A spring scale uses the deformation of a spring to measure force.
1. What determines the length of the spring?
Prediction
Mark the prediction you think is correct.
The deformation of the spring in the spring scale increases when more force is applied.
2. Was your prediction the same as your results?
The deformation of the spring in the spring scale increases when less force is applied. To compare and contrastt means to find
case,
similarities and differences. In this
Experimental Procedure we looked at similarities and differences
1. Collect the following supplies: a metal spring, a set of 10 weights from 50–500 grams, a piece of wood between your predictions and the actual
to
that is 30 centimeters long and 5 centimeters wide, a nail, a hammer, a paper clip and Activity Card 8. Conclusion results. This comparison allows you
test or prove your research question.
2. Glue the graph paper from the activity card on the piece of wood. 1. What is the function of the spring in the spring scale?
3. Hammer the nail into one end of the wood.
4. Attach the spring to the nail.
Digital Book
The Digital Book is a digital version of the Student’s Book and it includes
audio recordings and extra resources. It is ready to be downloaded from
the Santillana Digital Platform.

Student’s Book Table of Contents
UnitUnit Section 1Section 1 Section 2 Section 2 Section 3 Section
Section 43
8–35
Ecosystems AdaptationsAdaptations
of Living Food Chains
pages8–35
Ecosystems of Living Things Food Chains
11
Things
Education through Values:Values:
pages
Education through
Respecting the environment
Living Things
Living Things and
and the
the Environment
Environment pg. 10 pg. 10 pg. 18 pg. 18 pg. 30 pg. 30
pages 36–71
The Skeletal System The Muscular System The Nervous System
2 Education through Values:

pages 36–71
The Skeletal System The Muscular System The Nervous System The Effects of Alcohol
2
Consumption
Education through Values:
Coordination and
Body Movement
Coordination pg. 38 pg. 46 pg. 58
and Body
pages 72–101
Properties of Matter Physical States of Matter Measuring Matter
3
Movement pg. 38 pg. 46 pg. 58 pg. 64
pages 72–101
Properties of Matter Physical States of Measuring Matter

3
Matter

Matter
Matter pg. 74 pg. 82 pg. 94

pages 102–131
Motion The Effects of Force Different Forces
4
pg. 74 pg. 82 pg. 94
pages 102–131
Motion The Effects of Force Different Forces

Taking care of yourself
4
Force and Motion
Taking care of yourself
Force and pg. 104 pg. 110 pg. 122

Motion
pages 132–151
The Structure of the Earth The Earth Changes
5
pg. 104 pg. 110 pg. 122
pages 132–151
The Structure The Earth Changes
5
of the Earth
The Earth
Moves
The Earth
pg. 134 pg. 140
Moves pg. 134 pg. 140
Glossary Cutouts
Glossary pages 152–160 Cutouts pages 161–169
pages 152–160 pages 161–169
10

Science Lab
Section 4 EvaluationsScience Lab Summary and Review Evaluations DigitalSummary
Section and Review
Why Do the Beaks What Do You

WhyKnow?
Do the Beaks ofTest 1 Study
Birds Page
What Time to teach: After
Do You Know? Testpage 10
1 Study Page
of Birds Have Initial Evaluation
Have Different Shapes? Initial Evaluation Digital Lesson 1. Characteristics of invertebrates
Different Shapes? pg. 9 Digital Lesson
pg.2.9 Reproduction of invertebrates
Let’s Check! Let’s Check! Digital Lesson 3. Types of reproduction
Intermediate Evaluation Intermediate Evaluation
Time to teach: After page 25
pg. 28 pg. 28
Digital Lesson 4. Classification of seedless plants
What Did You Learn? Digital Lesson 5. Diversity of plants and animals
What Did You Learn?
Final Evaluation Final Evaluation
in Ecuador
pg. 26 pg. 34 pg. 26 pg. 34
Digital Lesson 6. Reproductive cycle of plants
The Effects of Alcohol How Do Your Muscles Work and pollinator agents Test 2 Study Page
What Do You Know?
Consumption When You Bend Your Arm? Initial Evaluation
pg. 37
How Do Your What Do You Know? Test 2 Study Page
Muscles Work Initial Evaluation Let’s Check!
When You Bend pg. 37 Intermediate Evaluation
Your Arm? pg. 56
Let’s Check!
Intermediate Evaluation What Did You Learn?
pg. 56 Final Evaluation
pg. 64 pg. 54 pg. 70
What Did You Learn?
Does Making Ice Pops
Final Evaluation What Do You Know? Test 3 Study Page
pg. 54 pg. 70 in State?
Produce a Change Initial Evaluation
pg. 73
Does Making Ice What Do You Know? Test 3 Study Page Time to teach: After page 63
Pops Produce a Initial Evaluation Let’s Check!
pg. 73 Digital Lesson 7. The endocrine system
Change in State?
pg. 92
Let’s Check!
Intermediate Evaluation What Did You Learn?
Time to teach: Before Unit 5
pg. 92 Final Evaluation
pg. 98 Digital Lesson 8. Planets in our Solar System
pg. 100
What Did You Learn? Digital Lesson 9. Characteristics of our
Building a Spring Scale
Solar System
pg. 98 pg. 100 Initial Evaluation
pg. 103
Building a Spring What Do You Know? Test 4 Study Page Time to teach: After page 149
Scale Initial Evaluation Let’s Check! Digital Lesson 10. Foundations of plate
pg. 103 Intermediate Evaluation
tectonics and their relationship with orogenic
pg. 120
and epirogenic movements
Let’s Check!
Intermediate Evaluation What Did You Learn?Digital Lesson 11. Solar radiation
pg. 120 Final Evaluation Digital Lesson 12. Warming patterns on the
pg. 118 surface of pg.
the 130
Earth
What Did You Learn? Digital Lesson 13. Vulcanology in Ecuador
What Are the Effects of a
Initial Evaluation Digital Lesson 14. Natural protected areas of Ecuador
pg. 118 pg. 130
Volcanic Eruption?
pg. 133
What Are the What Do You Know? Test 5 Study Page
Effects of a Initial Evaluation
Volcanic Eruption? pg. 133
What Did You Learn?

What Did You Learn?
Final Evaluation
Final Evaluation
pg. 148 pg. 150
pg. 148 pg. 150
11

Unit Vocabulary
nouns: abiotic, adaptation,

Unit 1
behavior, biome, biotic,
camouflage, carnivore,
community, competition,
Living Things and
consumer, decomposer, diet,
ecosystem, environment, food
chain, habitat, herbivore,
Key Words the Environment
classify
living thing, measure, mimicry,
movement, mutualism, nonliving organism nest
owl
thing, omnivore, organism,

component
population, predation, predator,
prey, producer, relationship, habitat waterfall
species
measures
verbs: adapt, classify, develop,
feed, interact, reproduce, survive adapt
adjectives: abiotic, aquatic, biotic, prohibited
deciduous, fertile, harmless,
man-made, mixed, poisonous,
prohibited, succulent, terrestrial
seal
Setting Off
rat
Materials: poster paper

Divide the class into three groups fox
and assign each group one of

the habitats on page 9. Hand out
a sheet of poster paper to each
group and have them draw and In this unit you will learn to:
label animals and plants found • recognize that an ecosystem consists of interacting biotic and abiotic components.
in that particular habitat. Monitor • observe and compare the adaptations that plants and animals have made to survive in their ecosystems.
and check. Have groups display • give examples of food chains in ecosystems, and identify the function of each organism.
their posters in the classroom. • suggest research questions related to the adaptations of birds.
Have students add to their posters
throughout the unit.
8 Unit 1
Clarifying Concepts
Students already know some Taking Care of the Planet

aspects of living things, their
characteristics and how they are
Remind students of the importance of
classified. In this unit, they will
respecting the living things around them,
relate living things with abiotic
especially taking care of and respecting the
factors that exist in nature. They
plants and animals in their homes, school
will find out that these factors are
and neighborhoods.
fundamental for organisms to live.
12 Unit 1

Answer Key and Teaching Notes Pathway to Science 4
Initial Evaluation
The first five activities are

What Do You Know? Initial Evaluation
centered on reminding students
of material learned in the past.
1. In the picture, mark the living things with a and the nonliving things with an . They should have already learned
2. Circle the living things that are not in their natural habitat. a lot about living things and their
habitats.
3. What do owls eat? mice fruit
4. What do mice eat? grass fruit
5. Write the name of the habitat that is represented in each image. Initial Evaluation:
Scientific Skill
With the goal of reinforcing the

scientific skill of formulating
questions, ask students to find the
injured fox in the image. Remind
them that formulating questions
is an important scientific skill
because it is necessary in all
research.
Remind students that a situation
can provoke various questions,
forest desert ocean
so they can mark more than one
option if they would like to.
6. The fox in the picture was found by a group of scientists, who then took it to a rehabilitation center
because of its hurt paw. Thinking about this situation, which of the following questions would you Recommended Apps
suggest investigating? Mark with a .
an animal’s foot
How will the fox be affected by being taken out of its environment? Ecosystems HD (www.sproutlabs.
net/ecosystems-hd.html):
What happened to the fox’s paw? Ecosystems HD is a visually
engaging and fun exploration of
What is the relationship between a fox and an owl? the major biomes of the earth and
includes, photos, videos, texts,
What will happen if contaminants are added to the river water?
games, facts and questions.
Life Science 9
Notes
Life Science 13

Section
1 Ecosystems
UNIT 1: LIVING THINGS AND THE Living Things in Nature

L
ENVIRONMENT Maybe you have visited some natural environments on vacation, like a forest, a beach or even a desert. These
aareas are different from each other, but it is very likely that you have encountered common characteristics,
Section 1: Ecosystems ttoo. What are some of their common characteristics? To answer this question, look at the following images.
• Living Things in Nature
probable
• The Organization of Living Things
• An Ecosystem and Its Components beach
• Interactions in an Ecosystem
• Types of Ecosystems
Language Focus
Vocabulary nouns: beach, forest desert

community, desert, ecosystem, algae
fish, forest, offspring, penguin,
population, precipitation, sea lion, Observing the images, you can see that there are many types of plants in a forest and many types of birds
seaweed, soil, species and seaweed at the beach. As a result of the extreme temperatures, low precipitation and poor soil in the
desert, there are fewer plants and animals. As you can see, in these three cases there is one characteristic
verbs: interact, organize, in common: the presence of living things. It is possible to find living things in the majority of natural
reproduce environments. However, you can also find them in artificial environments.
adjectives: artificial, fertile, likely,
man-made, natural
1. Look at the following image and answer.
adverbs: together a. What living things can you see?
Skill Students can describe a b. Is the environment natural or man-made?
species from their country
c. How many groups or sets of living things do
you see?
d. To classify the components of this area, what
Clarifying Concepts criteria would you use?
artificial
It is important that students

realize that animals are always in
10 Unit 1
contact with the environment—in
other words, with soil, water,
air, and so on. Ask them to infer CN.3.1.9. To identify types of ecosystems and their characteristics. To interpret the relationships between living beings in their
the importance of nature for the ecosystems.
survival of living things.
Answer Key
a. Sea turtle, octopus, starfish, crab, lobster, algae, shrimp, jellyfish, penguins and humans.
b. It is man-made because it is an aquarium.
c. Students may separate the living things into many different groups—for example, vertebrates
and invertebrates, plants and animals, or animals that live in the water and those that do not.
d. They could be classified as living things and nonliving things.
14 Unit 1


abiotic components
Clarifying Concepts
Explain to students that in any

The Organization of Living Things environment they can find many
In nature, it is possible to see different levels of organization: different types of living things,
which are always interacting
Population: This is a set with the nonliving things around
of living things of the same them. A population of penguins,
species that live in the same for example, has constant contact
area at the same time. The with water (a nonliving thing)
penguins in the picture are when looking for food, and sea
an example of this. lions spend a lot of time lying on
rocks.
Community: These are
populations that live in the
same area at the same time.
For example, penguins live Possible Difficulties
together with fish, sea lions
and other organisms.
So that students will not have
in combination
trouble with the concept of
Ecosystem: This refers to a species, explain the crossbreeding
community of living things of a donkey and a horse to create
and their environment, and
a mule. If animals are from
all the interactions that occur
between them.
different but similar species, they
Word Focus can reproduce, but their offspring
won’t be fertile.
A species is a group of living things with similar characteristics
Practicing that have fertile offspring when they reproduce.
babies
2. Give an example for each level of organization of living things. Exemplify
Language Extension
Population Community Ecosystem
A group of frogs. The fish, amphibians and The Antarctic with penguins, Have students write a paragraph
plants that inhabit a lake. seals, whales and almost no
on a species native to this country.
vegetation.
They should include some
characteristics of the species,
Summarizing where they live, what they eat, and
so on. Have volunteers read out
In nature, living things interact with each other, and it is possible to organize things as populations, communities
and ecosystems.
their paragraphs.
Life Science 11
Notes
Life Science 15

Language Focus Section 1 / Ecosystems
Vocabulary nouns: air, cattail,

deer, dragonfly, fungus/fungi, Connecting
light, rock, temperature, water
verbs: develop, interact, surround An Ecosystem and Its Components
adjectives: abiotic, biotic, inert, Look at the following image of an ecosystem.
isolated
Skill Students can distinguish
biotic and abiotic factors in an cattail
ecosystem
dragonfly
deer
Clarifying Concepts
It is important for students to

understand that living things do
not just include the organisms
we can see with the naked eye.
Explain that there are many
microscopic organisms that
cannot be seen with the naked eye How could we classify the components of an ecosystem? If you look at the image, you will see that there are
because they are so small. They always two fundamental components: biotic factors, which are all living things in an ecosystem, and abiotic
are viewed using a microscope factors, which are all the nonliving things in an ecosystem.
and include bacteria and some
fungi. Biotic Factors
The biotic factors of an ecosystem
are all the living things that live
in it. Different types of plants,
Taking Care of the Planet animals, fungi and bacteria are
all biotic factors.
Explain that many animals are Tip

in danger of extinction. Remind
students to respect all living Inert and nonliving aren’t
the same. Nonliving things
things, and that one way of doing have never been alive.
so is to not throw garbage in their Inert things don’t move.
habitats.
12 Unit 1
CN.3.1.9. To identify types of ecosystems and their characteristics. To interpret the relationships between living beings in their
ecosystems.
16 Unit 1


abiotic components
Clarifying Concepts
The abiotic factors of an

Abiotic Factors ecosystem are those that are not
Abiotic factors are all the nonliving alive, so animal and plant waste
things in an ecosystem, like water, are included in this category.
air, rocks, light and temperature.
All these factors are necessary for
living things to live and develop.
In an ecosystem, there is not Possible Difficulties
a single organism that exists
isolated from its environment: an
Many students may not think that
organism may not interact with
other organisms, but it always air is an abiotic factor. Remind
interacts with the abiotic factors them and explain that air contains
that surround it. oxygen needed for breathing
separate and carbon dioxide needed for
Biotic and abiotic factors always photosynthesis, which are vital
interact.
processes of animals and plants.
Practicing
1. Circle the biotic factors in and the abiotic factors in in the ecosystem below. Recognize Answer Key
Students should answer Spot’s

question. There are many things
What biotic and they might be able to name, but
abiotic factors are
remind them of air and soil as
there in your
environment? abiotic factors that are almost
always around them.
elephants Language Extension
Materials: paper
Summarizing Divide the class into pairs and
Ecosystems consist of biotic and abiotic factors. Biotic factors are all the living things, and abiotic factors are hand out a sheet of paper to each
all the nonliving things. pair. Have them divide the sheet
into two columns and label them
Life Science 13 biotic and abiotic. Have them
think about an ecosystem in their
country and write appropriate
factors in the columns.
Notes
Life Science 17

Grammar present simple, third

person singular: A cow eats grass. Connecting
Vocabulary nouns: bee, biome,
bird, cheetah, coast, competition, Interactions in an Ecosystem
cow, desert, forest, grassland, There exist many forms of relationships between living things in ecosystems. For example, a cow interacts
iguana, jungle, lake, lion, with the grass by eating it. A bird interacts with a tree while making a nest in its branches. Some interactions
mutualism, nest, ocean, pollen, that can occur between two organisms are:
place to lay eggs
predation, predator, prey, river,
shelter, twig, wetland, worm Competition
This is when two organisms compete for the same resource, like food or shelter. The lions and cheetahs
verbs: benefit, breathe, develop, in the picture are competing for food.
interact, transfer
protection
adjectives: aquatic, mixed, from weather
or danger
terrestrial
Skill Students can express
interactions in ecosystems
Clarifying Concepts
Students may think that Predation (Predator–Prey)

competition is a relationship only This is when one living thing eats another for food. A
between animals of different living thing that eats another for its nutrients is a predator,
and the consumed animal is the prey. In the picture,
species. Explain that organisms the iguana eats the insect, and the birds eat the worm.
that belong to the same species
may also have a competitive
relationship, whether for food, Mutualism
water or a mate. In this case, two living things mutually benefit. In the
picture, the bee obtains food from the flower, and the
bee helps the flower reproduce by transferring the pollen
that sticks to its body and legs to other flowers.
Clarifying Concepts
Living things also interact with the abiotic components of the ecosystem. For example, when animals breathe,
Generally, when we think of they interact with the air around them, and some animals interact with the rocks, twigs and soil to make nests.
predation, we think of one animal What do you interact with?
small sticks
eating another. However, predation
is not a relationship shared 14 Unit 1
only between animals, but also
between animals and plants. An
example is that cows, horses and
sheep all eat grass. CN.3.1.12. To explore and
Clarifying Concepts
describe intraspecific and
interspecific interactions
Mutualism is a relationship between living things of different species in which in diverse ecosystems,
both parties benefit. An example of mutualism is the relationship between bees differentiate them and
and flowers. The bees depend on the flowers for food, and the flowers depend on explain the importance of
the bees for pollination. Cooperation, on the other hand, is when living things of the such relations.
same species interact to their mutual benefit.
18 Unit 1


abiotic components
In 5 Minutes
Types of Ecosystems The biosphere encompasses all

the ecosystems on earth—in other
It is possible to encounter many different types of living things and diverse ecosystems if you observe nature.
Although many different types of ecosystems exist, there are three main types.
words, all living things and their
environments.
• Aquatic ecosystems: Living organisms develop and interact in water, such as oceans, lakes or rivers.
• Terrestrial ecosystems: Living organisms develop and interact on land.
• Mixed ecosystems: Living organisms develop and interact in areas where water meets land, like on the
coast and wetlands.
In 5 Minutes
Some examples of ecosystems are:
– Desert: the Atacama Desert in
Chile, which is the driest place
jungles forests
on the planet.
– Forest: Redwood National Park
Terrestrial in California with the tallest
trees in the world.
deserts grasslands
– Rivers: the River Amazon in
Peru, Colombia and Brazil.
– Lakes: Lake Superior between
Canada and the USA.
– Ocean: the Pacific Ocean.
coasts Mixed Aquatic rivers
Education through Values
lakes
wetlands It is important to emphasize
oceans
Spot’s message. Explain that plant
Ecosystems are characterized by their biotic and abiotic factors. Did You Know...? and animal species are often
Forests, wetlands, deserts and other
threatened by human activity.
types of ecosystems are classified This encroaches on natural
as biomes. For example, grasslands spaces more and more each day.
are a terrestrial biome. Encourage students to find out
Education through Values more about ecosystems in their
We should all be respectful of nature since any interference, like logging, can alter the natural equilibrium. area and whether they are at risk.
harvesting trees
Life Science 15 Language Extension
Have students write present

Notes To investigate, the characteristics of the ecosystem and its types. simple sentences in the third
CN.3.1.9.
person singular about interactions
in the habitats mentioned on the
page: A whale eats krill (ocean).
A bird makes a nest in a tree
(forest).
Life Science 19

Vocabulary nouns: bear, praying

mantis Practicing
Skill Students can review biotic
and abiotic factors of ecosystems 1. Write the type of interaction below each picture. Identify
and the interactions between them
Clarifying Concepts
Students may think that

ecosystems can only be found
in extensive areas where there
are large animals and lots of
vegetation. In order to avoid this mutualism competition predation
misconception, explain to them
that an ecosystem can also be 2. Look at the following images of ecosystems and mark the correct type. Identify
the backyard of a house, a pond
or a park. An ecosystem exists
wherever there are living things
interacting with their environment.
Possible Difficulties
In mixed ecosystems, some living aquatic aquatic aquatic

things can only inhabit one part of
terrestrial terrestrial terrestrial
the ecosystem—for example, fish
can only live in the aquatic part mixed mixed mixed
of a river ecosystem. Other living
things, such as bears, spend most Summarizing
of their time on land but hunt for
fish in the water. In ecosystems, the biotic factors always interact—for example, through predation, competition and mutualism.
There are also interactions between biotic and abiotic factors, like birds building nests. There are three main
types of ecosystems: aquatic, terrestrial and mixed.
16 Unit 1
20 Unit 1


abiotic components
Answer Key
In activity 1, have students note

Quiz Yourself the abiotic and biotic factors in
1. Look at the ecosystem, and then complete the table with three biotic and three abiotic factors. their notebooks. It is important to
give them the space and freedom
to express themselves if they
have more to write than the space
available in the book. Since the
table only has three spaces, have
them add more.
Scientific Skill
In activity 1, the scientific skill of

recording is developed.
Biotic Factors Abiotic Factors

birds water In 5 Minutes
plants soil
Bees are the most important
fish air
flower pollinators. One calculation
estimates that insects—mostly
2. Write the type of interaction shown in each picture. bees—are responsible for
praying mantis bee bear pollinating one-third of all the
foods we eat. Pollen from one
flower sticks to the hairy bodies
of the bees and is transferred to
other flowers.
Language Extension
predation mutualism predation Materials: paper

Choose some words from the
Life Science 17 section. Hand a sheet of paper to
each student. Dictate the words.
Have students write the words
on their sheets of paper. Have
Notes students exchange sheets with
a partner. Write the words on the
board and have students check
their partners’ spelling. Elicit a
definition or an example sentence
for each word.
Life Science 21

Section
2 Adaptations of Living Things

UNIT 1: LIVING THINGS AND THE Living Things and Their Environment
L
ENVIRONMENT W
When it rains, do you wear special clothes? Can you imagine a plant or an animal doing something similar?
That would be very strange! Unlike humans, plants and animals have to adapt to all the conditions in nature,
T
Section 2: Adaptations of Living Things llike cold or hot weather. They do not use clothing to keep warm; they have to depend on their body covering.
• Living Things and Their Environment unusual
It is for this reason that, in nature, living things have developed adaptations. Adaptations are structures or
• Conditions Living Things Adapt To
behaviors that permit living things to grow and survive in the conditions of their environment.
• How Animals Move ways of acting
• Teeth and Diet Conditions Living Things Adapt To

C
• Animal Body Coverings Look at the following images. Which environment does each organism belong to?
• How Animals Protect Themselves environment 1
• Adaptations in Plants
Language Focus
Grammar have to to express

necessity and obligation: Plants
and animals have to adapt.
Vocabulary nouns: adaptation,
behavior, cactus, conditions, ice, environment 2
penguin cactus
verbs: adapt, depend on, develop, penguin
permit, survive
adjectives: available, strange
Skill Students can identify
behaviors that help them survive
Each organism has certain characteristics according to the environment it lives in. It would be unusual to see
Clarifying Concepts a cactus growing on ice or a penguin in the desert!
It is important that students 18 Unit 1

understand the title of the section.
Read the title aloud with them
and ask them what they think
adaptations are. Emphasize that Answer Key CN.3.1.11. To investigate and explain adaptations of plants and animals to
adaptations are characteristics environmental conditions of different ecosystems and relate them to their
that allow living things to live survival.
in a certain ecosystem. These The penguin belongs to
characteristics are related to environment 2 (the South Pole).
feeding habits, defense against The cactus belongs to environment
predators and ways of movement 1 (the desert).
(wings, feet and fins).
22 Unit 1

Observe and compare the adaptations that plants and animals

have made to survive in their ecosystems
Clarifying Concepts
Discuss with students: What

In order to survive in their environment, plants and animals develop adaptations in relation to: adaptations do humans have to
• their form of movement. be able to move on land, eat and
• the type of food they eat. respond to information around us?
• the attacks of predators. Challenge Write students’ answers on the
• the temperature of the environment. board.
• the quantity of available water. What is your favorite animal?
Does it have any adaptations to
its environment? Make a poster
Practicing and show it to the class.
Language Extension
1. Match each organism with its environment. Relate
Ask students to write five
sentences about what they have to
do to survive in their environment:
I have to eat. Ask volunteers to
share their ideas with the class.
Summarizing
permit
Living things have adaptations related to the environment they live in. These adaptations are structures and
behaviors that allow them to live in an area.
Life Science 19
Notes
Life Science 23

Language Focus Section 2 / Adaptations of Living Things
Grammar defining relative

clauses: Some animals possess Connecting
tough body coverings that protect
them from predators. How Animals Move
Vocabulary nouns: bone, duck, The body structures related to movement are a very clear example of how certain animals adapt to their
fang, foot/feet, molar, wing environments.
verbs: drag, enable, grind, slither,
tear
adjectives: adequate, elongated,
flat, light, sharp, tough, webbed
adverbs: easily
Skill Students can use relative
clauses to describe the reasons for
animals’ movement, diet and body Animals from terrestrial ecosystems all have feet Many animals from aquatic ecosystems have
coverings adapted to the different conditions that they move in. elongated bodies and fins that permit them to move
easily through water. unusually long
Clarifying Concepts
Have students watch a video in

which different animals appear in
their natural environments.
Ask them to think about the Some animals, like birds, have feet but can also fly Some animals that live in mixedd ecosystems have
structures each animal uses to because they have developed wings and light bones. adaptations that allow them to move in water and
on land. An example is the webbed feet of some
move, and ask them to write them
birds and amphibians.
down in their notebooks.
Word Focus
Some terrestrial animals, like
snakes, do not have feet and Many insects also have
Webbed refers to the structures
Common Mistakes that connect toes and fingers
therefore drag themselves or wings and can fly.
slither to move.
in some animals, such as frogs
To avoid errors, make sure to and ducks. They are an adaptive
function that enable the animals
clarify that adaptations are not to swim.
just parts of the body, but can also
be behaviors and metabolic or
physiological characteristics. 20 Unit 1
Clarifying Concepts CN.3.1.11. To investigate and explain adaptations of animals to environmental conditions of different ecosystems and
relate them to their survival.
Remind the class that legs are
not just body parts present in
mammals. Show them the legs of
insects and arachnids.
Use this concept in conjunction
with Kiki’s comment.
24 Unit 1


Clarifying Concepts
Share with students that the

Teeth and Diet adaptations of some animals are
An adequate diet is one of the most important necessities for animals. The type of teeth an animal has is used for eating. Some examples
directly related to the type of food it eats. are claws, tentacles and other
structures that help catch prey.
Herbivores have large teeth and Carnivores have large, sharp fangs Omnivores have flat teeth and The shape of animals’ teeth is also
flat molars to grind vegetables. that they use to tear the meat of molars in addition to slightly sharp an adaptation that helps them
their prey. fangs.
reduce to to a small
eat. Butterflies have a proboscis
small pieces extent (a long tongue-like tube) and
by rubbing
hummingbirds have a long beak,
which allow both animals to get
nectar from flowers.
Common Mistakes
skull
Students may tend to think that

body coverings are adaptations
Animal Body Coverings strong, durable that were developed only to
survive the climate. Explain that
The body covering of an animal is related to the environment in which it lives and can give it various advantages. body coverings often protect the
Some animals possess tough Some body coverings protect Animals from cold environments
skin or allow animals to blend
body coverings that protect them animals from losing water in very have body coverings that allow in with their surroundings. The
from the attacks of predators. dry environments. them to prevent the loss of heat. latter characteristic is called
camouflage, and it allows
animals to pass undetected when
predators or prey are nearby.
There is more information about
camouflage on the next page.
Language Extension
armadillo cobra Arctic fox
Ask students to think about an

animal native to their country.
Life Science 21 Ask them to think about its body
covering, teeth and movement. Tell
students to write a few sentences
on how these help it survive in
Notes its environment: The puma has
long fangs that help it kill its prey
quickly and tear its flesh. Have
them exchange their sentences
with a partner to check spelling.
Life Science 25

Grammar infinitive of purpose: absence or

deficiency
Lions use camouflage to hide How Animals Protect Themselves
from their prey. Hoverflies look like In nature, animals need to protect themselves from things like cold, heat, lack of water and the attacks of
wasps in order to avoid attacks. predators. For protection, they develop very specific characteristics and behaviors.
Vocabulary nouns: behavior,
camouflage, cold, heat, hoverfly, Camouflage
lack, mimicry, porcupine, scarcity, Some animals have colors and shapes
shape, spine, wasp that are very similar to the environment in
which they live. This allows them to hide
verbs: assume, avoid, catch, from predators or to catch their food. For
endure, imitate, protect example, lions use camouflage to help
adjectives: dangerous, freshwater, catch their prey.
harmless, poisonous
Skill Students can express lion
how animals adapt to protect
themselves Mimicry
Many harmless animals have adapted to
imitate the colors and shapes of poisonous or
dangerous animals. For example, the hoverfly
Clarifying Concepts
is a harmless insect that has assumed the
appearance of bees and wasps in order to
Tell the class that the content avoid possible attacks from other animals.
of this page shows examples of
adaptations that allow animals to adopted hoverfly
protect themselves from possible
attacks and survive changes in
temperature. Behavior
To endure times of cold or scarcity of food,
some animals, like the freshwater turtle,
hibernate. Others, like the porcupine, raise
Answer Key their spines when they feel threatened.
insufficiency
hard,
Reinforce the difference between pointed
ointed
structures
uctures
camouflage and mimicry What is the difference
between camouflage freshwater turtle
by reminding students that
and mimicry?
camouflage makes an organism
appear similar to its surroundings,
while mimicry makes them appear 22 Unit 1
similar to another species.
Clarifying Concepts
Show students images of different

animals that use camouflage
and mimicry. Ask which type
of adaptation is shown in each
photo and have them explain their
reasoning.
26 Unit 1


Clarifying Concepts
Practicing Explain that students should work

independently on the Practicing
1. What adaptations allow animals to move in their environment? Describe
activities. This will allow them to
The adaptations that are related to movement, like a duck’s webbed feet, a fish’s fins and adequately assess what they have
learned in this section.
a bird’s wings.
2. Mark with an the teeth of an animal that eats meat and vegetation. Identify
In 5 Minutes
Mention that humans have

adapted to be able to eat both
meat and vegetables. We have
canine teeth (sometimes called
fangs in animals) that are used to
hold food and tear it apart, while
3. Observe the images and explain which adaptations these animals possess in order to protect themselves.
our molars are for chewing food.
Describe
In 5 Minutes
Animals have many other defense

methods against predators.
Skunks, for example, emit a
foul-smelling substance from
porcupine mantis their anal glands when they
feel threatened. This substance
spreads about two meters around
They have a body covering made of quills (or They have skin the same color as plants to the skunk and keeps predators at
a distance.
spines) to defend themselves against predators. camouflage themselves.
Summarizing
Language Extension
Animals possess different adaptations in order to protect themselves from the attacks of predators, endure
the conditions of their environment and feed themselves.
Have students choose an animal
Life Science 23 each and say what adaptations it
has in order to survive: Tigers have
stripes in order to camouflage
themselves in the jungle.
Notes Porcupines have spines to protect
themselves from predators.
Life Science 27

Grammar questions with how:

How do they resist cold? Connecting
Vocabulary nouns: jelly, spine,
succulent Adaptations in Plants
verbs: lose, possess, reduce, Plants also have adaptations to their environments. Since they do not have teeth to eat nor body parts to help
resist, specialize, store them move, they have parts that specialize in capturing the light and water they need.
adjectives: deciduous, huge How do they resist heat?

Skill Students can label a In dry environments, plants possess thick
diagram stems and leaves that have a kind of jelly
inside that stores water. These plants are
called succulents, and the majority have
spines instead of leaves in order to reduce
Clarifying Concepts water loss and to protect them from animals.
The cactus is an example of a succulent.
Discuss the following idea with

the class: plants cannot run away
or hide from their predators. How do they resist cold?
They also do not change quickly To resist cold, some plants lose all their
leaves to avoid them freezing and being
when their environment does.
harmed during the cold of winter. These
However, they do have many plants are called deciduous plants, and they
adaptations that help them produce new leaves in the spring.
survive. Have students research
this topic further.
sufficient
How do they receive adequate light?

Being Safe
Some plants grow huge leaves that help
them capture as much light as possible.
Remind students that they should
not touch plants that have thorns
or spines. Large thorns can pierce
the skin and small ones can cause
Have you seen any plants
irritation. with these adaptations?
Where?
24 Unit 1
Clarifying Concepts CN.3.1.11. To investigate and

explain adaptations of plants
Go to the playground or a nearby park with the class. Ask them to to environmental conditions of
closely observe some of the plant life in the area. Then ask: What different ecosystems and relate
adaptations can you see? Why do you think they exist in this organism? them to their survival.
28 Unit 1


In 5 Minutes
Practicing Help students relate the plants

in the images with their names:
1. Look at the following plants and write the adaptations that each one possesses in order to survive in its
aloe vera, chestnut tree and giant
ecosystem. Identify
rhubarb.
In 5 Minutes
A polar bear’s thick fur is not as

white as it looks; it is actually
translucent. It is made up of
thousands of hollow hairs that
prevent heat loss and keep the
Thick leaves and stems. Leaves fall to prevent cold Large leaves to capture
damage. sunlight.
bear’s body temperature normal.
They also have black skin, which
Summarizing attracts sunlight and can increase
their body temperature.
Plants have different adaptations, like spines or huge leaves, in order to survive in their ecosystem.
Quiz Yourself
Scientific Skill
1. Write the similarities and differences between the adaptations that the following living things possess in
order to survive in their ecosystems. In the Quiz Yourself section, the
scientific skill of comparing and
contrasting is developed.
Language Extension
Draw a picture of a cactus on the

board. Have volunteers come up
to the board and label the parts.
Their body coverings serve as camouflage and The cactus stores water and the other plant’s
If necessary, write the parts on
the polar bear’s also keeps it warm. waxy leaves prevent water loss. the board and have students
draw lines from the words to the
Life Science 25
corresponding parts. Then ask
questions about the cactus: How
does it store water? How does it
protect itself from animals? How
Notes does it reproduce?
Life Science 29

Language Focus
Science Lab Scientific Skill: Formulate questions
Vocabulary nouns: beak, kiwi,
nectar, parrot, tern Why Do the Beaks of Birds Have Different Shapes?
Skill Students can review
vocabulary from the section Basic Framework
Birds have different adaptations depending on what they usually parrot
eat. One of the primary adaptations is the shape of their beaks.
Scientific Skill
Observation
Look the pictures.
In this Science Lab, the scientific
skill of formulating questions is
developed. kiwi
Scientific Research
Skills Foldout
When starting the Science Lab,

Scientific Research Skills Foldout
tern
to review the processes and skills
Remind them that the foldout ds?
What shapes are the beaks of these birds?
provides an example of each The kiwi has a long beak, the terns have shorter beaks and the parrot has a hook-shaped beak.
process to help them understand
it more clearly.
Research Question
Mark the research question that is related to the adaptation of birds in order The research
Clarifying Concepts to feed themselves. question should be
posed as a question
How is the shape of a bird’s beak related to the food it eats?
about a situation that
Tell students that birds have you wish to explain.
Birds have adapted their beaks in order to feed themselves.
varying diets. Many consume
nectar from flowers, while others Hypothesis
eat fish, invertebrates, fruit,
The shape of a bird’s beak is related to its diet.
seeds, dead animals, small
animals and other things.
26 Unit 1
In 5 Minutes
The kiwi in New Zealand, which is
about the size of a chicken, is one
of the few birds that cannot fly. Remind students that the research
question guides an experiment,
and the hypothesis is a possible
answer to this question.
30 Unit 1

Suggest research questions related to the adaptations of birds Possible Difficulties
If students have trouble choosing

between the prediction options,
Prediction show them photographs of other
birds and insects that consume
1. If a bird feeds on flower nectar, what
nectar.
shape will its beak be? Mark with a .
1. Remove the images from Activity Card 1 and describe them in detail.
Possible Difficulties
2. What does each bird eat? Remove the images from Activity Card 2 and match each food with the beak
of the bird that eats it.
Have students talk in groups
Results about the relationship between
Complete this table with information from the activity cards. the shape of bird beaks and how
and what they eat. They will have
Beak Shape Type of Food to make inferences about this
1 mice relationship and think about how
2
the structure of each beak allows
nectar
the birds to eat certain foods.
3 worms
4 seeds
5 fruit Language Extension
6 fish
Materials: paper
Interpreting and Analyzing the Results Choose 10–15 words from the
1. How did you decide which food matched which beak? Explain. previous section. Hand a sheet
Answers will vary. of paper to each student. Dictate
the words. Have students write
the words on their sheet of paper.
Conclusions Have students exchange sheets
with a partner. Write the words
1. Why do the beaks of different birds have different shapes? on the board and have students
They have different shapes because birds eat different things. check their partner’s spelling.
Then elicit a definition or an
2. What relationship could you establish between the shape of a bird’s beak and its food? example sentence for each word.
The shape of a bird’s beak is directly related to what it eats.
Life Science 27
Notes
Life Science 31

Evaluation Part 1
Consider activity 1 successfully

completed if students obtain at Let’s Check!
least four points.
1. Write A in each circle if it is an abiotic factor of the ecosystem and B if it is a biotic factor. points
Extra Support 7
A
Ask students to look at the
illustration on page 10 of the
Student’s Book again. Have them
identify at least three biotic and B
abiotic factors. B B
Evaluation Part 2 B
A
completed if students obtain at
2. Mark the images that show interaction between abiotic and biotic factors with a points
least three points.
and those that show interaction between biotic factors with an .
4
Extra Support
Have students draw the
relationship between two biotic
elements and the relationship
between a biotic and an abiotic
element in their notebooks.
28 Unit 1
32 Unit 1

Unit 1
Evaluation Part 3

Intermediate Evaluation completed if students obtain at
least three points.
3. Find Cutout 1 on page 161. Glue the living things in the environment that they are points
best adapted to.
5 Extra Support
Environment 1 Environment 2 Environment 3 Ask the following questions:
– In which environment would a
penguin live?
– What adaptations do penguins
have for catching food?
Evaluation Part 4

a. What adaptations does the fox have to help it live in the Arctic? Could it live in least three points.
Environment 3? Explain.
Extra Support
The arctic fox’s body covering camouflages it and retains heat. It could not
Read page 24 of the Student’s
live in Environment 3 because its coat is too warm and very visible. Book again and then repeat this
activity.
4. List the similarities and differences between the adaptations each plant uses to survive points
in its environment.
4
Clarifying Concepts
The Arctic fox is not pictured

in Environment 3. The question
is asking about a hypothetical
situation to expand students’
knowledge about the animals that
Both adaptations help the plants survive in their environments. One allows the live in the Arctic.
plant to capture more light, and the other stores water needed for survival.
Life Science 29
Notes
Life Science 33

Section
3 Food Chains
UNIT 1: LIVING THINGS AND THE The Role of Organisms in the Environment
T
ENVIRONMENT In nature, organisms fulfill defined roles that allow ecosystems to function.
Section 3: Food Chains

• The Role of Organisms in the Environment
• Food Chains
eagle
Language Focus
bacteria
Vocabulary nouns: bacteria, bear,

carnivore, consumer, decomposer, rabbits
eagle, fox, herbivore, moose,
omnivore, producer, rabbit,
remains, salmon, sunlight, waste
verbs: feed, obtain, produce,
transform, trap The function of each organism is related to the manner in which it obtains the food and energy it needs.
Skill Students can recognize the There are three types of roles:
different roles that living things
Producers Consumers Decomposers
fulfill within an ecosystem
They use sunlight and other abiotic They obtain energy by eating other They transform the remains and
factors from the environment to living things. Animals are consumer waste left by other organisms into
produce their food. All plants are organisms and can be herbivores, substances that can then be used
In 5 Minutes producers and serve as food for carnivores or omnivores. by producers to make food. Fungi
other animals. and bacteria are examples.
In a food chain, there can be Some decomposers are so small that they are invisible parts left
over
more than one type of consumer. to the naked eye, like bacteria.
Primary consumers (herbivores
and omnivores) eat producers Fun Fact!
(plants); secondary consumers
Carnivorous plants are both producers and consumers, as they feed on the insects
(carnivores and omnivores) they trap.
eat primary consumers; and
tertiary consumers (carnivores
and omnivores) eat secondary 30 Unit 1
consumers.
CN.3.1.9. To interpret the

Clarifying Concepts In 5 Minutes
relationships between living beings
in their ecosystems and classify
The relationships between organisms in a food chain are Bacteria are the most abundant organisms them as producers, consumers and
also a way of transmitting energy to one another. At this on earth. They can be found in all types of decomposers.
level, it is not necessary to go into too much detail about environments and habitats, including glaciers,
this topic. The main goals are for students to understand hot springs and even in the deepest parts of
the relationships between organisms and understand that the ocean. They can also be found in and on
there are producers, consumers and decomposers. the human body, such as on our skin or in the
digestive system as intestinal flora.
34 Unit 1

Give examples of food chains in ecosystems, and

identify the function of each organism
Practicing In the future, students will learn

about the concept of trophic
1. Complete the table with the names of the organisms
eagle levels (autotrophs, which are
in the image according to their role in the ecosystem.
Classify
self-feeding organisms, and
bacteria heterotrophs, which need to eat
others to live). In this section,
these terms can be presented if
the class seems ready for more
information. Within producers,
consumers and decomposers, ask
fox
which are autotrophs and which
salmon are heterotrophs. If they are not
able to answer, give them a few
well-known examples.
moose bear
grasses Clarifying Concepts
Type of Organism Organisms

In the table, have students add
whether the consumers are
Producer grasses primary, secondary or tertiary.
Consumer moose, bear, salmon, fox, eagle Taking Care of the Planet
Have students observe the

Decomposer
landscape and identify the
bacteria
animals. Talk to them about
respecting all species but
especially those in danger of
Summarizing extinction.
Living things fulfill different roles in an ecosystem. They are classified as producers, consumers or decomposers.
Language Extension
Life Science 31
Draw a two-column chart on the
board. Write the heading Producer
in one column and Consumer in
Notes the other. Have volunteers come to
the board and add words to either
column.
Life Science 35

Language Focus Section 3 / Food Chains
Grammar questions with can:

Where can I buy a bus ticket? Connecting
Vocabulary nouns: bush, deer,
food chain, mushroom, nutrient, Food Chains
puma, rabbit Look at the picture.
verbs: flow, provide, supply
pronouns: itself, own
puma
Skill Students can research and
draw a food chain from their
country
deer
mushrooms
Clarifying Concepts
So that students will not become

confused about the role of
decomposers in a food chain,
explain that the drawing at the How can you relate these living things? The leaves of the bush are food Remember!
for the deer, the deer is food for the puma, and all of them supply remains
bottom of the page shows how Just because something
and waste that provide nutrients to the mushrooms. These relationships
each organism absorbs energy can be shown using a diagram called a food chain. doesn’t move on its own
from another. Mushrooms are doesn’t mean it is not a
For example, the food chain of the organisms in the picture would be: living thing.
decomposers, which means that
when producers and consumers
die or excrete waste, they use this by itself
to gain nutrients and develop.

While doing so, the decomposers
pass other nutrients to the
soil. These nutrients are used
by producers, and the cycle
continues.
In the food chain, the arrows point where the energy flows—in other
words, to the consumers and decomposers.
32 Unit 1
CN.3.1.12. To explore and describe intraspecific and interspecific interactions in diverse ecosystems, differentiate
them and explain the importance of such relations.
36 Unit 1

Give examples of food chains in ecosystems, and

identify the function of each organism
Common Errors
Practicing It might be difficult for some

students to draw their own food
1. Find Cutout 2 on page 161 and complete the food chain. Draw arrows according to the description.
chains. The first image will help
Complete
them by showing them what
direction the arrows should point.
“In this ecosystem, the fox receives energy from the rabbit, which feeds on the alfalfa.”
When one living things feeds
off another, the arrow always
points toward the organism that
is feeding and not the other way
around. For example, the arrow
starts at the rabbit and points
toward the mushrooms because
the mushrooms feed on the
rabbit’s waste.
2. Draw a food chain that includes humans. Apply
In activity 2, students may not
know where to place humans.
Guide them to understand that
since we are omnivores, we
represent the highest level of the
food chain. We eat producers,
decomposers and a variety of
consumers.
Language Extension
Materials: paper
Summarizing
Have students research online and
A food chain is a representation of one type of relationship between living things in an ecosystem. draw a food chain related to an
ecosystem from their country. Have
them display their drawings in the
Life Science 33 classroom.
Notes
Life Science 37

Evaluation Part 1

completed if students obtain at What Did You Learn?
least four points.
1. Use the organisms in Cutout 3 on page 163 to make a food chain points
Extra Support 5
Have students make a collage of
abiotic and biotic factors in an
ecosystem.
Evaluation Part 2
Tell students to compare the

first two photos and the last two
photos to make the process easier.
least three points. 2. Look at the images and write the similarities and differences between the adaptations points
that each of these living things has.

Extra Support 4
Tell students to use their

notebooks to draw some of the
adaptations they have learned
about in the unit.
The first two adaptations camouflage and help maintain body temperature,
the third stores water and the fourth is for camouflage.
3. If two organisms compete for a resource—for example, food or shelter—what is the point
name of this type of interaction? Mark the correct alternative with a .
1
A. Competition. C. Mutualism.
B. Predation. D. Mimicry.
34 Unit 1
Evaluation Part 3 Reinforcement and Extension Worksheets
Consider activity 3 successfully completed if After finishing the evaluation, have students use the extra
students mark the correct answer. materials based on their scores:
– 12 points or fewer: Reinforcement Worksheets.
Extra Support
– More than 12 points: Extension Worksheets.
Have students define competition, predation,
mutualism and mimicry.
38 Unit 1

Unit 1
Evaluation Part 4

Final Evaluation completed if students obtain at
least four points.
4. Look at the following food chain and write the role of each organism. points
6 Extra Support
plant: producer
Have students draw a food chain
centipede: consumer (herbivore) in their notebooks, including at
frog: consumer (carnivore) least four organisms.
snake: consumer (carnivore)
falcon: consumer (carnivore)

Evaluation Part 5
a. What type of organism is missing from
this chain? Consider activity 5 successfully
Decomposers are missing from the completed if students obtain at
least four points.
food chain.
Extra Support
5. Read the following text and answer. points
Ask students:
The populations of several species of sea turtles have decreased because of the harvesting 6
of their eggs to sell as food. This has put some turtles in danger of extinction. – What would happen to the birds
reduced in size
in a forest if they ate fish from a
a. Does this situation describe a damaged ecosystem? Explain. or quantity polluted river?
Yes, because when some organisms disappear from a food chain, others
do not have food.
b. What measures would you propose in order to protect and recover this ecosystem?
Name two.
Bans on trading the eggs, and restricting access to the beaches where
turtles make their nests.
c. Consider the situation above. What research question would you formulate to find
the effects of this population decrease on the ecosystem?
Find T
est 1
Study
What happens to the predators and prey of sea turtles when turtle eggs Page
are harvested in large quantities?
Life Science 35
Test Study Page A and B Evaluations
Have students work on the Test 1 Once students have reviewed the unit content,
Study Page to prepare for the unit print out copies of Tests A and B from the
evaluation. Evaluations book and have students take one
or the other in an exam setting.
Life Science 39

Unit Summary
Clarifying Concepts

Test 1 Study Page • Summary
understand that these pages offer
a summary of the unit’s contents. In nature, living things are organized into:
Read the summary as a class, and
ask them to give more examples. populations communities ecosystems
Explain all concepts clearly and An ecosystem consists of two types of interacting components:
make sure to clarify any ideas that
are incorrect.
Biotic factors: all living things in an ecosystem, like plants and animals.
Abiotic factors: all nonliving things in an ecosystem, like air, water, rocks and temperature.
Clarifying Concepts
The biotic factors can interact in different ways, like competition, mutualism and predation.
Remind students that there are
three types of ecosystems.
– Terrestrial ecosystems are where
living things live on the ground
and in the soil. In forests, there
is a lot of vegetation, which
gives animals shelter and food;
fields and deserts are also
terrestrial ecosystems where
animals have adapted to the
climate.
– Aquatic ecosystems are where
animals live and develop in Living things have developed adaptations in their structures and behavior.
water, like in oceans, rivers and
lakes. movement diet protection
– Mixed ecosystems are those in
which animals live on land and
in the water, like on the coast
and in wetlands.
Pathway to Science
40 Unit 1

Clarifying Concepts
Name: Grade:
If students ask why animals
are classified this way, remind
The living things in an ecosystem can be classified in three groups: them that this is a way of sorting
them based on how they obtain
Producers use the energy from sunlight and other environmental substances to produce
nutrients or eat their food.
their food.
Consumers obtain their energy by feeding on other living things.
Decomposers transform the remains and waste left by other organisms.
Clarifying Concepts
Producers, consumers and decomposers are all related to each other by their diets. These
relationships are represented in food chains.
Some human activities that alter
ecosystems are indiscriminate
hunting and logging, forest fires
and overexploitation of resources.
Remind students that ecosystems
are protected in nature reserves
and national parks.
Different human activities alter ecosystems and sometimes irreparably damage the
environment.
There are different initiatives that seek to protect and preserve the ecosystems of our
planet. For example:
• Protect wild areas.
• Prohibit hunting in certain areas or seasons.
• Dispose of garbage and trash correctly.
Life Science 41

Unit Review
Some students may not recognize

Test 1 Study Page • Review Remov
e,
the environment shown on this answe
r, and
glue in
page. Tell them that it is a picture Sections 1 and 2 notebo
your
of the flowering desert, an event ok.
that occurs in springtime in the 1. Look at the picture.
Atacama desert in Chile.
Complement the activity with
these questions: What do you think
would happen if a palm tree was
exposed to these conditions? What
would happen to a polar bear?
a. Write the biotic and abiotic components in the table.
Biotic
Cacti, bird, flowers, fox, lizard and butterfly.
Components
Abiotic
Soil, air, snow and clouds.
Components
b. What interactions are shown in the picture?

Interactions between abiotic and biotic factors, and between biotic factors. Mutualism between
the butterfly and the flower, and predation in the bird eating the insect.
c. Which living thing in the picture does not possess the adaptations necessary to
survive in this ecosystem?
The arctic fox does not have the necessary adaptations to survive here.
Pathway to Science
42 Unit 1

Show photos of a fox, a wren

and other types of small birds so
Section 3 students know how to draw them.
glue here
2. Read the following text and draw the corresponding food chain.
The red fox lives throughout the northern hemisphere. It is an animal that feeds
mainly on meat and therefore hunts different types of smaller animals, including
some small birds. The house wren is a small bird that shares the ecosystem with
the red fox and feeds on different types of insects, including herbivorous insects.
glue here
glue here
3. What negative effects can human activity have on ecosystems?
Human activity decreases or eliminates vegetation, so animals lose their food sources and
habitats and can become extinct.

glue here
4. Name three protection measures for ecosystems in your country.

Declare protected wild areas.
Create areas that prohibit hunting.
Ban the hunting of certain animals.

glue here
Life Science 43

Unit Vocabulary
nouns: alcohol, biceps, blood,

Unit 2
Coordination and
bone, brain, circulation,
coordination, drug, exercise, heart,
heart attack, joint, ligament, limb,
liver, lung, muscle, nerve, nervous
system, pancreas, skeletal system,
skin, stomach, tendon, triceps,
Body Movement
X-ray Key Words
verbs: beat, bend, block, contract,
voluntary
expand, hurt, increase, injure,
lift, lower, protect, pull, raise, involuntary
strengthen, support
adjectives: flat, harmful, expand
inflammation, internal, contract
involuntary, irregular, long,
movable, resistant, short, unborn, exercise
voluntary
protect
support
Setting Off
Materials: a poster or large

picture of the human body
showing the internal organs
Display the poster. Elicit the
names of the organs. Divide the
class into groups of three or four
and have them come up with a In this unit you will learn to:
function for each of the organs. • identify and describe the structures of the skeletal system and their functions.
Make sure to include the heart, • explain body movement and describe the benefits of physical activity for the musculoskeletal system.
the lungs, the liver, the kidneys • identify the structures of the nervous system and describe their functions.
and the brain. Help students • discuss the unhealthy effects of alcohol.
and revisit the poster and their • formulate predictions about how muscles work when the arm bends.
definitions as each organ is
mentioned in the unit.
36 Unit 2
A Healthy Lifestyle
While observing the first page of Recommended Apps

the unit, make sure to emphasize
the importance of doing activities This Is My Body (www.urbn-pockets.com/anatomyforkids/index.html): Students will learn the
outside and having a balanced principles of human anatomy in a playful and engaging way. The app includes interactive
diet. This helps people stay information, games and creative tasks. Text information is also recorded so students can listen
healthy and also creates stronger and read along.
bonds with family and friends.
Muscle System Pro III (www.applications.3d4medical.com/muscle_pro): This app gives users an
in-depth look at the muscular system, allowing them to view, zoom & rotate parts of the system
as well as watch animations, reveal layers, create notes, share screenshots and more.
44 Unit 2

Initial Evaluation
In this activity, students use their

previous knowledge to relate the
functions of the skeleton and
1. Go to Cutout 4 on page 163. Glue the bones on the girl and the muscles on the boy. muscles to the importance of
2. Mark the activities that help muscles develop with a . physical activity.
3. Write the functions of muscles and bones.
Functions of To contract and expand to make movements. Possible Difficulties

Muscles
Before starting the evaluation,

find out what students already
Functions of To give shape and support to the body and to protect internal organs. know about the topic and evaluate
Bones their ability to make predictions by
asking them questions beginning
with What would happen if…? For
4. Which organs are protected by bones? Name at least three. example: What would happen if
The cranium protects the brain, the ribs protect the lungs and heart, and the spinal column there were no bones in our bodies?
protects the spinal cord.
Initial Evaluation:
Scientific Skill
5. Mark the lungs and liver of the person who you think has smoked and consumed alcohol their whole
life with a . Since the scientific skill being
evaluated in this activity is
making predictions, all predictions
are considered correct. However, it
is important that students explain
their predictions, using their
previous knowledge about alcohol
and tobacco and their effects on
the body.
Life Science 37
Notes
Life Science 45

Section
1 The Skeletal System

UNIT 2: COORDINATION AND BODY The Skeleton

T
MOVEMENT
Section 1: The Skeletal System
• The Skeleton
• Understanding the Skeletal System
• The Functions of the Skeletal System
• The Bones in Our Bodies
• The Classification of Bones
• How Bones Stay Together
Language Focus
Grammar past simple: He hurt his

leg playing soccer. The boy in the image injured his leg playing soccer. It hurt so much that
Vocabulary nouns: bone, joint, he decided to go to the doctor. The doctor took an X-ray because he
ligament, skeletal system, thought the boy might have hurt an internal part of his body.
support, X-ray 1. What body parts can the doctor see in the X-ray? Identify
verbs: bend, diagnose, hurt, The boy’s leg bones can be seen in the X-ray.
injure, protection, strengthen
adjectives: dairy, internal, rigid
2. What is the function of these parts? Describe
Skill Students can recognize the
skeletal system and its proper care They give the boy’s legs and body support and allow movement. Word Focus
An X-ray is a picture of
the inside of the body,
Bones are the hard parts found inside the body. X-rays allow us to see usually of the bones.
Clarifying Concepts them, but you can also feel them if you touch your body. For example, It is used by doctors to
you can feel them in your arm. diagnose injuries and
It is important to share with Bones are part of the skeletal system. diseases.
students the idea that even

though bones are hard and 38 Unit 2
resistant, they are also inflexible.
This means that when they are
struck hard or bent the wrong
way in an accident, they can be
hurt or broken. This is especially
In 5 Minutes
important for students of this age
group to know, since their bones A fracture is a break in a bone. There are different types of
are still developing. fractures: a complete fracture is when the bone breaks and
separates into two or more parts; an incomplete fracture
is when the bone fragments are still joined but there is a
crack in the bone; and a greenstick fracture is when the bone
bends and partially breaks, which is common in children
because their bones are softer.
46 Unit 2


In 5 Minutes
Discuss the importance of calcium

Understanding the Skeletal System in forming bone tissue. Calcium
Have you ever wondered why doctors recommend that children drink can be obtained from foods like
a lot of milk? It is because milk strengthens our skeletal system, which dairy products, spinach and
consists of bones and joints. makes stronger
salmon. When bones lack this
mineral, they become fragile,
which makes them more prone to
Bones are rigid structures break.
that give support and strength
to the body and protection
to the organs.
Joints are areas where bones Some students may not

meet, and the majority of joints understand how joints help
permit a little movement. the body move. To help them
Joints include other structures, understand, explain to them that
like ligaments, which connect
joints are similar to the hinges on
the bones to each other.
doors. Hinges are placed so that
doors are able to open and close,
while joints help do the same
thing in the skeletal system.
Tip Clarifying Concepts
Joints are also called

Ligaments are part of this system,
articulations.
What do you think would but since they form part of joints,
happen if we did not have
joints? Could you bend
they are not directly included
your arm? in the support structures of the
Staying Healthy
skeletal system.
flex To take good care of
your skeletal system,
eat at least four dairy
products each day. Language Extension
Life Science 39 Elicit from students how they can

take care of their skeletal system.
Write their ideas on the board.
Form groups and have students
Notes share anecdotes of times they
have hurt themselves.
Life Science 47

Language Focus Section 1 / The Skeletal System
Vocabulary nouns: brain, heart,

injury, lung, muscle, shape, weight The Functions of the Skeletal System
verbs: contract, expand, fulfill, The skeletal system fulfills very important functions in the body.
protect, support
executes
adjectives: elastic They protect. Some bones
protect important organs like
Skill Students can identify the
the brain, heart and lungs
functions of the musculoskeletal from injury.
system
damage
They support. Bones are the
Students may not understand pillars of our bodies. They
exactly how bones support the support the weight of the rest
of the body and give it shape.
body. Explain to them that bones
support the body like poles What would your
support a tent and give it its body be like if
shape. Bones help the body keep you did not have
its upright position, and joints a skeleton?
give it flexibility in order to move. They allow us to move. Bones
work with muscles to allow the
body to move.
In 5 Minutes
An adult human skeleton has 206

bones, while a baby’s skeleton has
about 300. Some of them (mostly
those located in the cranium) fuse
as the body grows and develops,
which is why the number of bones
Word Focus
decreases with age.
Muscles are elastic parts of the body that can contract or expand, which allows us
to move.
40 Unit 2
48 Unit 2


Clarifying Concepts
Practicing Remind the class that the

skeleton is made up of bones and
3. Complete the diagram with the missing components of the skeletal system. Identify joints. Reinforce the idea that
ligaments are bands that stabilize
The Skeletal System joints, allowing them to move.
consists of recognize that ligaments are part
of the skeletal system and that
injuries to them can also make
bones joints movement impossible.
They are: They are:
hard structures that give where bones meet. Most allow
support and shape to the body, some movement, and they In activity 4 of the Practicing
section, ask students to describe
protect internal organs and include other structures like each function and give examples.
allow movement. ligaments.
Language Extension
4. What are the functions of the skeletal system? Describe them. Describe
The functions are to protect certain organs like the heart and brain, to support the body and Divide the class into pairs. Have
them close their books. Write
keep it in an upright position, and to allow movement.
bones and muscles on the board.
Have students write their own
definitions of the functions of
bones and muscles. Have pairs
compare their answers with the
definitions in their books.
Summarizing
The skeletal system consists of bones and joints .
It gives support and protection to our bodies. Working together with muscles, it also allows us to
move .
Life Science 41
Notes
Life Science 49

Grammar superlative adjectives:

The longest bone in the body is the Connecting
femur.
Vocabulary nouns: ankle, The Bones in Our Bodies
calcium, cranium, elbow, As we have already seen in this unit, the skeletal system fulfills various functions and consists of bones and
femur, hip, knee, neck, phalanx/ joints. Look at the image and study the names of the principal bones and joints in the human body.
phalanges, phosphorus, rib, rib
cage, shoulder, vertebra/vertebrae,
cranium
vitamin, wrist neck bones (vertebrae)
verbs: feel, touch mandible clavicle
Skill Students can research and
scapula shoulder
write about bones
humerus
rib cage (ribs)
spinal column
In 5 Minutes (vertebrae)
elbow
radius
ulna pelvis
Tell students that just as there
wrist
are some very long bones, there
are also some very small and The cranium phalanges
short bones. In the inner ear for is not only one hip
bone but a
example, there are three very group of bones,
femur
small bones called the malleus just like the

(hammer), incus (anvil) and pelvis. knee patella
stapes (stirrup). These bones

transmit sound waves, which
fibula
helps us hear.
tibia
ankle
Clarifying Concepts
Did You Know...? Staying Healthy
Clarify that not all joints allow
The longest bone in the body is the To keep our bones healthy, we should
movement. The bones of the femur. An adult’s femur can be up to eat foods that are rich in calcium,
cranium and the face are joined by 50 cm long. phosphorus and vitamins.
immovable or fibrous joints.
42 Unit 2
50 Unit 2


Clarifying Concepts
Even though bones seem rigid,

The Classification of Bones hard and inert, they are actually
With your right hand, touch the bones in your left wrist and your left hand. Then feel the bones in your face. very dynamic as they change and
Do they all feel the same? In the human body, there are many different types of bones, which can be classified regenerate constantly throughout
according to their shape. There are four types: life. Bones are living organs that
receive nutrients and oxygen
through the blood.
Short bones: These bones
Flat bones: Some examples
are found in the fingers and
are the ribs and the bones
wrists.
that make up the cranium.
Irregular bones: Some
examples of these are In activity 1 of the Practicing
the bones in the face and section, students may classify the
vertebrae. femur as an irregular bone based
Long bones: These are found on its shape at the top. Guide
in the arms and legs. students to look at the shapes and
lengths of all the bones carefully
before deciding what types they are.
Tip
Practicing phalanx = one
phalanges = two or
1. Look at the images and classify each bone according to its shape. Associate Language Extension
more
Materials: photos of bones

Show students photos of various
bones. Elicit whether the bones
are flat, irregular, long or short.
vertebrae cranium bone femur phalanx Then have students research on
the Internet to find the names of
irregular bone flat bone long bone short bone
the strongest, the longest and
the heaviest bone in the human
Summarizing body (the femur is the answer to
all three). Ask them to find the
The bones of the human body can be classified by their shape as long , short, flat and
smallest bone, too (the stirrup
irregular . bone in the ear).
Life Science 43
Notes
Life Science 51

Vocabulary nouns: pelvis, spinal

column, sticker Connecting
verbs: connect, kick
How Bones Stay Together
adjectives: movable, immovable
Our bodies have many bones that need to stay connected to each other.
adverbs: freely, partially
They stay together thanks to joints.
Skill Students can make
inferences about the use of Joints
different joints
Joints are connections between two or more bones. They are classified What movements
as movable, partially movable or immovable, according to the amount of do your joints allow
movement they allow. you to make?
Clarifying Concepts Movable joints allow connected
bones to move freely. Knees, hips elbow
and elbows are all freely movable
Other partially movable joints are joints.
found in the vertebrae and the
bones of the jaw. Emphasize that
the spinal column is a partially
movable joint and tell students
that they will learn more about it Challenge
on the coming pages. Partially movable joints only allow Which joints do you use
some movement. The joints between to kick the ball when
the bones in the pelvis are partially you play soccer? Act
movable. out kicking a ball, and
Common Mistakes have a partner place a
sticker on all the joints
pelvis of your body that you
Students may still associate the use. How many stickers
word “joint” with movement. did you use?
Reiterate that although some
Immovable joints do not allow any adhesive
joints do allow movement, others movement between the connected piece of paper
are fused together like those found bones. The joints that connect the
in the cranium. Did You Know...?
cranium bones are an example of
this type of joint. Movable joints contain
cranium lubricating liquid to
make it easier for them
to move.
44 Unit 2
52 Unit 2


Practicing In activity 1 of the Practicing

section, the example of a partially
1. Write the type of joint in each image. Identify
movable joint is the spinal
column. Since this was not
covered extensively in the text,
guide students to infer the correct
answer. Ask them to stand up
and bend their arms, and then
ask them to bend their backs.
Afterward, ask them to compare
the range of movement that each
body part allowed. This exercise
joints in the cranium knee joints joints between the will help them reach the correct
spinal column
answer.
immovable movable partially movable
2. What is the function of joints? Explain Clarifying Concepts

Joints allow movement and connect bones.
In activity 2 of the Practicing
section, the objective is for
students to answer that joints
Summarizing allow some movement. However,
they may also answer that they
Joints are parts of the skeletal system that unite or connect bones.
connect bones in the case of
immovable joints.
Quiz Yourself
1. Go to Activity Card 3 and put together the model of the skeletal system. Activity Cards
a. Color the bones according to their function using this key:
protection support movement To complete activity 1 in the Quiz
b. What is the function of the skeletal system? Explain. Yourself section, have students
find Activity Card 3 and put
The function is to support, protect and give the body shape, as well as allow it to move.
together the model of the skeletal
system.
Life Science 45
Language Extension
Notes Divide the class into groups of

three or four. Give each pair a
sport, or allow them to choose,
and have them think about the
joints they would use to play that
sport. Check answers around the
class. Ask if anyone has hurt any
of their joints (or ligaments) while
playing a sport and how.
Life Science 53

Section
2 The Muscular System

Section Organization Connecting Fun Fact!
The Achilles tendon
UNIT 2: COORDINATION AND BODY Muscles and Tendons
M connects the calf muscle
MOVEMENT In order to move your body, you need the skeletal system, but you also to the heel bone, and you
need the muscular system.
n use it when you walk and
Section 2: The Muscular System run. It is named after
This system consists of muscles and tendons.
T back part
• Muscles and Tendons of the foot a Greek mythological
character, Achilles, who
• Types of Muscles was bathed in the river
Muscles are organs that contract and expand to
• The Principal Muscles in the Human Body create different movements. They are like motors Styx as a baby. This made
for our bodies. Many are connected to bones, but him invulnerable, except
• Body Movement
there are also organs that have muscles as part of for his heel. He was later
• The Importance of Physical Activity their structure, like the heart, stomach and intestines. shot by an enemy in his
one weak spot: the heel!
Language Focus
handlebar
Vocabulary nouns: blockage,
blood, blood vessel, circulation,
fat, handlebar, heart, heart attack,
heel, intestine, muscular system,
pedal, stomach, tendon, tissue
verbs: block, breathe, contract,
control, expand, transport
adjectives: hungry, involuntary,
voluntary
Skill Students can identify the
pedal
components of the muscular
Clarifying Concepts Tendons are a special kind of tissue that connects

muscles with bones.
The musculoskeletal (locomotor)
system will be presented later
46 Unit 2
on in the unit. However, defining
it here may help students
understand that the muscular
system does not create movements
on its own. Students normally
learn the two systems separately,
but to make it easier for them
to understand how they work
together, it may help to associate
them early on.
54 Unit 2

Explain body movement and describe the benefits of physical

activity for the musculoskeletal system
Clarifying Concepts
In appearance, the heart looks

Types of Muscles similar to the muscles of the
Have you ever heard your stomach make a noise after you eat or when limbs. Unlike these muscles,
you are hungry? This is because the stomach has muscles and moves however, the heart muscle
by itself. These muscles are different from the ones in our arms and legs. functions involuntarily.
What do you think the difference is?
We have two types of muscles in our bodies:
In 5 Minutes
Voluntary
These muscles are controlled by our Muscles that function voluntarily
brain—in other words, they move
are also called striated or skeletal
when we want them to. Examples
of this type of muscle can be found muscles. Involuntary muscles are
in our arms and legs. called smooth muscles. The type
of muscle that forms the heart
is called cardiac muscle and it
functions involuntarily.
Involuntary Language Extension

These muscles work without us having
to think in order to control them. Guide students to feel different
They are related to functions like tissues in their own arms and legs,
blood circulation and the movement
to identify them as muscles or
of food through the body. They are
found in organs like the heart and tendons and to say what they do.
the stomach.
Staying Healthy
What type of
Eating foods that are high in fat can block your blood vessels, muscle do we use
which transport blood around the body and back to the heart. when we breathe?
This blockage can cause a heart attack.
Life Science 47
Notes
Life Science 55

Language Focus Section 2 / The Muscular System
Vocabulary nouns: biceps,

deltoids, quadriceps, triceps The Principal Muscles in the Human Body
adjectives: principal, specific The human body has many muscles, and each one has a specific location
Skill Students can recognize the and function. The following images show the principal voluntary muscles
of the human body.
principal muscles in the human
body
pectoralis major trapezius

In 5 Minutes
deltoids
There are about 640 different

biceps brachii
muscles in the human body.
However, this number varies
triceps
because scientists have yet to brachii
agree on which structures should rectus
or should not be considered abdominis
distinct. gluteus
maximus
Clarifying Concepts
It is not necessary for students to quadriceps

femoris
memorize all the muscle names
on this page or their functions. biceps femoris
The diagram is shown to give

students a general overview of the
muscular system. Point out that gastrocnemius
all these muscles work together to

carry out daily movements. soleus
48 Unit 2
56 Unit 2


Clarifying Concepts
Practicing In activity 1 of the Practicing

section, students will be asked
1. Write the names of the muscles. Identify
to identify a few key muscles.
However, remind students that
the purpose of the unit is not to
deltoid
pectoralis major memorize all the muscle names.
Explain to them that the purpose
of the unit is to understand more
about how muscles function and
how they are able to bend and flex,
quadriceps femoris especially in the arms and legs.
biceps brachii
Language Extension
2. Match each movement with the correct muscle type. Relate
Name different activities, and
The heart beating. mime them where possible,
and have students say if they
involve voluntary or involuntary
Voluntary Muscles Kicking a soccer ball. muscles: swallowing (voluntary),
blinking (voluntary), running
Involuntary Muscles The movements of the stomach. (voluntary), digestion in the
stomach (involuntary), breathing
(voluntary), jumping (voluntary),
Pedaling a bicycle. heart (involuntary), blood flow
(involuntary). Draw a two-
3. What is the function of the muscular system? Describe column chart on the board with
It allows the body to move and allows functions like digestion and circulation. the headings Voluntary and
Involuntary. Have volunteers come
Summarizing to board and write a corresponding
movement in the appropriate
The muscular system consists of muscles and tendons , which together column.
with the skeletal system allow the body to move. There are two types of muscles: voluntary
and involuntary .
Life Science 49
Notes
Life Science 57

Vocabulary nouns: foot/feet,

locomotor system, musculoskeletal Connecting
system, radius
verbs: lift, lower, pull, raise Body Movement
adverbs: down, up The actions of the muscular and skeletal systems together allow our bodies
to move. Because these two systems are coordinated, they are also called
Skill Students can identify how the musculoskeletal or locomotor system.
the muscular and skeletal systems
work together to make our bodies When the biceps brachii contracts,
Arm Movements the tendon connecting the muscle
move
to the bone pulls the bone until it
meets the muscle. The bone in this
1 case is the radius.
In 5 Minutes This contraction causes the bone to

biceps brachii move, and with it, the arm.
Antagonistic muscles are found

in pairs and realize opposite
2
actions. As one muscles contracts,
the other relaxes. For example, to
triceps
bend the arm, the biceps brachii brachii
contracts and the triceps brachii
relaxes (expands). To straighten
the arm, the triceps brachii
contracts and the biceps brachii
relaxes (expands).
Clarifying Concepts Remember that muscles

and bones are connected
by tendons, and bones are
Once again, refer to the locomotor connected to other bones
by ligaments.
or musculoskeletal system. In
these images, it is apparent that Remember!
the two systems are working
In order to move, muscles work in pairs. One contracts and the other Biceps and triceps are
together, since you can almost see pronounced “bye-seps”
expands. Which muscle expands when you move your arm as above?
the muscle pull the bone so that and “try-seps.”
the arm flexes and bends.
50 Unit 2
58 Unit 2


In 5 Minutes
Emphasize the information that

Leg Movements Kiki gives students by telling them
Which muscles contract to move your leg? Sit on a chair and raise one of that the hip joint is spherical, so
your legs. Which muscles allow you to raise and lower it? it allows for ample movement.
move up
However, their principal function is
to provide stability since the pelvis
move down
1 2 supports a large portion of the
To lift one of your legs, the body’s weight.
quadriceps quadriceps femoris contracts
femoris
and the biceps femoris expands
so that your leg is extended and
your foot is off the floor. Clarifying Concepts
In the Summarizing activity,

biceps
femoris
The joint in the hip allows students may respond with
the leg to move in many muscles and bones, muscular and
different ways
skeletal systems, musculoskeletal
system or locomotor system. All
answers are correct and the most
important concept to understand
Practicing is that they work together.
1. Which body parts are necessary for movement? Mark them. Identify
muscles skin bones tendons
Language Extension
Form pairs and have students

practice the arm and leg
movements from the lesson,
feeling their muscles during each
to confirm which are contracting
and which are expanding. Then
Summarizing have them do the opposite actions
(extending the arm and lowering
In order for our bodies to move, we need the coordinated actions of the musculoskeletal or locomotor the leg), and describe how the
system. muscles are working.
Life Science 51
Notes
Life Science 59

Grammar gerunds: Swimming

strengthens all your muscles. Connecting
Vocabulary nouns: back, chest,
dancing, exercise, flexibility, The Importance of Physical Activity
jogging, riding a bike, running, It is very important to take care of our bones and muscles, but how can What type of
swimming we do this? Physical activity and exercise help us strengthen and develop exercise do you
our musculoskeletal system by making our bones and muscles more like to do?
verbs: avoid, improve, take care
flexible and resistant as well as stronger.
of, warm up
adjectives: complete, flexible,
resistant Riding a bicycl
e Swimming
Skill Students can infer which helps you stren
gthen strengthens all
the bones and but
muscles are strengthened by your muscles,
muscles in your e in
various activities legs. especially thos
the arm s, back
and chest.
A Healthy Lifestyle
Encourage students to participate

in different physical activities,
and emphasize that they should
Running or jogging
always do them under the is one of the most
Dancing
supervision of an adult. helps strengthen
complete exercises you
bones and muscles.
can do. It strengthens
It also improves your
various muscles,
flexibility.
especially in your legs.
In 5 Minutes
makes
better
Tell students that physical activity
helps strengthen all the structures Exercise and physical
of the musculoskeletal system activity also help our heart
Staying Healthy because the heart
eart is a
but also that there are specific
muscle, too!
oo!
exercises to strengthen certain To avoid injuries, you should warm up before doing any physical
parts. activity. This helps prepare your bones, muscles and joints
for exercise.
52 Unit 2
CN.3.2.7. To recognize the importance of physical activity in puberty.
60 Unit 2


Practicing In activity 1 of the Quiz Yourself

section, students may be confused
1. Mark the activities that help take care of your musculoskeletal system. Identify
because the previous lesson used
the example of lifting the leg and
not squatting down. Students
should infer the answer by doing
the movement themselves and
feeling how the muscles contract.
Summarizing Language Extension
To take care of and protect our muscles and bones , we should Form groups and have students
exercise by doing physical activities like riding a bike, running, swimming or dancing. list physical activities not
mentioned in the lesson. From the
Quiz Yourself information in the lesson, have
students infer which muscles
each activity strengthens, or
1. Explain the action of the indicated muscle when the girl squats
down, as shown in the picture.
which activities develop flexibility
or coordination. Have groups
When the girl squats, the quadriceps femoris contracts, report back to the class using
allowing the leg to bend and flex. gerunds: Skipping strengthens
the muscles in your legs and
develops coordination. Climbing
strengthens the muscles in your
arms and legs.
2. Describe the benefits of physical activity for the musculoskeletal
system.
The benefits of physical activity are to strengthen muscles

and bones, keeping the musculoskeletal system healthy.
Life Science 53
Notes
Life Science 61

Language Focus
Science Lab Scientific Skill: Formulate predictions
Vocabulary nouns: limb, metal
fastener, string How Do Your Muscles Work When You Bend Your Arm?
verbs: flex, pull, relax
Skill Students can recreate the Basic framework
contraction and expansion of Muscles coordinate in order to move our limbs, or extremities. While some muscles contract, others expand.
muscles as their legs bend and When you flex or bend your arm, the muscles you use the most are the biceps brachii and triceps brachii.
straighten
Observation
Scientific Skill 1 biceps brachii

2

skill of making predictions is
developed.
triceps
brachii
Skills Foldout What happens to the arm when it lifts up the object?
When starting the Science Lab, Different muscles contract and expand (relax).
to review the processes and skills Research Question
How do the biceps brachii and triceps brachii work when bending the arm?
Remind them that the foldout i s are
Prediction
includes an example of each Hypothesis possible answers
process to help them understand about what might
When the arm bends, some muscles relax and others expand. happen based on
it more clearly. previous knowledge.
Prediction In this case, they
indicate the results
When the arm bends, what will happen to the biceps brachii and triceps brachii?
you could expect
Think about the hypothesis and mark the correct prediction. if the hypothesis is
Possible Difficulties correct.
If the biceps brachii contracts, the triceps brachii will expand.
Since the content of the lab has If the biceps brachii contracts, the triceps brachii will also contract.
been covered previously, students
might already know the functions
54 Unit 2
of the biceps and triceps but still
have trouble making a prediction.
Give the class other examples
of movements in which the arm
bends, like shooting a basketball
toward a hoop.
62 Unit 2

Formulate predictions about how muscles work

when the arm bends
Being Safe
Tell students to be careful when

Experimental Procedure poking the metal fasteners through
1. Go to Activity Card 4 and put together the model of the arm. the paper because they could hurt
2. Pull the blue string from point A. Observe how the arm moves. their hands. Also, keep them under
constant supervision during this
3. Pull the red string from point B. Observe how the arm moves.
step.
Results
1. How does the arm move in each situation? Describe.
Situation Movement
Activity Cards
Pulling the blue string The model arm stretches. Use Activity Card 4 to complete
the Science Lab and build the
model.
Pulling the red string The model arm bends.
2. Complete the table with the part of the arm that corresponds to each component of the model.
Clarifying Concepts
Component of the Model Part of the Arm
Pulling the strings
paper bones represents the
muscles The objective of this model is
metal fastener joints contracting. for students to see that when
one muscle contracts, the other
red string biceps relaxes. Since this material has
blue string triceps already been covered, the aim
of the model is to reinforce this
knowledge.
1. When the biceps brachii contracts, what happens to the triceps brachii?
The triceps brachii expands (relaxes).
Language Extension
2. When the triceps brachii contracts, what happens to the biceps brachii?
The biceps brachii expands (relaxes). Materials: card, hole punch, metal
fasteners, string
Conclusions
Help the class to draw shapes
1. How do the biceps brachii and triceps brachii work when bending the arm? Explain.
on card and cut them out for
When one muscle expands, the other contracts. the upper and lower parts of the
leg and the feet. Guide them to
Life Science 55 create a functioning model of the
leg, and have them identify the
muscles and bones.
Notes
Life Science 63

Evaluation Part 1

completed if students are able to Let’s Check!
identify at least five structures.
1. Write the names of the indicated bones. points
Extra Support 7
If students cannot complete this cranium
activity successfully, have them
review the skeleton they put
together with Activity Card 3 on
page 45 of the Student’s Book.
humerus ribs (rib cage)
Evaluation Part 2 spinal column

(vertebrae)
Consider activity 2 successfully pelvis

least four points, achieved by
listing at least two functions of
the skeleton. femur
Extra Support
If students cannot answer, ask
them to think what would happen
to the body if it did not have a tibia
skeleton.
Discuss their answers and then try
to answer activity 2 again.
2. What are the functions of the skeletal system? Explain. points
It protects organs like the brain and heart, it serves as support for the body, 6
it gives it shape, and it allows it to move.
56 Unit 2
64 Unit 2

Unit 2
Evaluation Part 3

least three points.
3. Look at the images. points
4 Extra Support
1 2
Have students do the exercise as
seen in the image and touch the
indicated muscles. Then have
them flex their leg and touch the
muscles. Afterward, have them try
to answer the question again.
Evaluation Part 4
a. What happens to the indicated muscles when raising and lowering the leg? Explain. Consider activity 4 successfully
Raising: quadriceps femoris contracts and the biceps femoris completed if students obtain at
least two points.
expands (relaxes). Lowering: the opposite occurs.
4. Explain the benefits of these activities for the musculoskeletal system. points Extra Support
Reread the exercises on page 52
4
and have students write down
the parts of the musculoskeletal
system that are strengthened by
each.
This helps strengthen the leg muscles. This helps strengthen all the
muscles, especially the arms,
back and chest.
Life Science 57
Notes
Life Science 65

Section
3 The Nervous System

UNIT 2: COORDINATION AND BODY Understanding the Nervous System

U
MOVEMENT W
While you are reading this, one of the systems in your body is working without you knowing it. It is helping you
understand what you are reading, moving your eyes, keeping you sitting up straight and even coordinating
u
Section 3: The Nervous System tthe muscles in your arm and hand to be able to turn the page. Do you know what system this is? It is very
• Understanding the Nervous System iimportant, and it is called the nervous system.
• The Functions of the Nervous System TThe nervous system is responsible for taking in information from the world around us and interpreting it. It is
aalso in charge of producing and controlling many things in our bodies, such as movements.
• The Organs of the Nervous System
The nervous system is composed of:
T
brain
Language Focus cerebellum
brain stem
Vocabulary nouns: brain, brain
stem, central nervous system,
cerebellum, hand, movement,
nerve, peripheral nervous system,
response, spinal cord spinal cord
verbs: coordinate, cross, process,
receive, respond, turn
adverbs: suddenly
Skill Students can draw and label
the nervous system
nerves
Did You Know...?

Possible Difficulties The organs of the nervous
The nervous system is divided system coordinate the rest of
into two parts: The central the structures in the body.
The functions of the nervous nervous system, which is the
system are not as evident as those brain and spinal cord, and the
of the musculoskeletal system. peripheral nervous system,
which consists of the nerves
For this reason, it is necessary
spread throughout the body.
to explain the nervous system as
the system that controls all body
functions. Compare it to a large 58 Unit 2
computer that is very fast and
efficient.
CN.3.2.5. To investigate, the structure and

Clarifying Concepts
function of the nervous system.
This content will be seen in more detail at higher levels, so it is

important that students learn the fundamentals now. The three
most important parts of the nervous system are the brain, the
spinal cord and the nerves. Students will learn how they work
together to carry out normal body functions. The brain stem
will not be focused on as much since that is not the objective
at this level.
66 Unit 2

Identify the structures of the nervous system and

describe their functions
To understand the process shown,

The Functions of the Nervous System students need to remember the
In order to coordinate the rest of the body, the nervous system receives information, processes it and responds. sense organs. Remind them that
Consider the following situation: quickly and unexpectedly
these organs capture and process
the information necessary for a
Ray was going to cross the street, but at that moment the light turned red, so he stopped suddenly. response to be formed.
In activity 2 of the Practicing

section, it might be hard for
some students to describe the
function of the nervous system
This simple situation shows how the nervous system works. in the proposed situation. Guide
• First, it receives information from the sense organs: Ray sees the red light. them to understand that the brain
• Then it processes the information: Ray understands that it is not safe to cross the street. controls all body functions and
• Finally, a response is formed: Ray stops and waits for the green light. that the nerves link the nervous
system to the rest of the organs,
Practicing allowing them to communicate
which actions to carry out. In order
1. Mark the structures that are part of the nervous system. Identify to ride a bicycle, the brain sends
orders through the nerves so that
brain cerebellum tendons brain stem
the muscles of the legs will move
spinal cord joints nerves cranium to pedal the bicycle.
2. Describe how the nervous system works when you ride a bicycle. Apply
First the sense organs receive information, then the brain processes it, and finally a signal is Language Extension
sent through the nerves to the muscles for the legs to pedal.
Materials: poster paper, index
Summarizing cards, tape
Form groups. In each group,
The nervous system is in charge of receiving, processing and responding to the information
nominate some students to copy
around us . the picture of the nervous system
on page 58 and the others to
Life Science 59 write the five parts of the nervous
system at the top of the index
cards (they will occupy the rest of
the space in the next lesson). Have
Notes students take turns placing the
index cards on their posters and
naming the organs. Finally, have
students tape the cards in place
and display their posters.
Life Science 67

Language Focus Section 3 / The Nervous System
Grammar comparatives: The

cerebellum is smaller than the Connecting
brain.
Vocabulary nouns: balance, The Organs of the Nervous System
breathing, disability, emotion, Our nervous system consists of various organs that work together. Their work allows us to receive information,
fiber, funny bone, hemisphere, process it and respond to it. Observe the following functions of the organs of the nervous system.
language, memory, posture, reflex,
rope, thought Spinal Cord
verbs: breathe, cough, hiccup, This organ is shaped like a rope, and it runs from the head to the
place, send, sneeze, switch, lower back. It is located inside the spinal column, which protects
it. The spinal cord is one way that information travels to and
transmit
from the nervous system organs located in the cranium. It is also
so
Skill Students can identify the responsible for simple responses
ponses like reflexes.
function of the nervous system
organs
Nerves
Nerves are long fibers that are connected to all parts of the body.
In 5 Minutes They receive information and transmit it to the brain, the spinal cord
and the brain stem. They also send orders from these organs to the
Tell students that, besides the rest of the body.
cranium and the vertebrae, the
nervous system (the brain and
spinal cord) is protected by
membranes called meninges.
These form a layer that protects
the brain and spinal cord from
injuries or movement of the brain
within the cranium.
Word Focus Fun Fact!
Clarifying Concepts Reflexes are rapid involuntary responses Have you ever hit your “funny bone?” In
of the body. For example, when you touch fact, it is not a bone that makes your arm
something hot and your hand moves feel strange, it is the ulnar nerve! It is very
Explain to students that reflexes away without even thinking about it, close to the skin where it passes over the
are responses created in the that is a reflex. elbow, so if you accidentally hit your elbow,
spinal cord and that they occur it is easy to hit your ulnar nerve, too.
very rapidly. For example, if you
60 Unit 2
burn your finger, the information
only travels to the area of the
spinal cord that is at arm level
but does not go all the way to the
CN.3.2.5. To investigate, the structure and function of the nervous system. To explain its importance for the reception of
brain. This makes the response
stimuli in the environment and the production of responses.
to move your hand much more
immediate.
68 Unit 2


The information given in the

Cerebellum Fun Fact! makes reference to the
This organ is smaller than the
different hemispheres of the brain.
brain and is also protected by This information is presented to
Brain
the bones in the cranium. It is in amplify students’ knowledge, but
The brain is the organ protected
charge of coordinating muscles it is not necessary at this stage to
by the cranium. It has two parts:
to move and controlling body talk in depth about the subject.
the left hemisphere and the
posture and balance.
right hemisphere. The brain is in
charge of the most complicated
control functions like thought, memory,
language and emotion. It also Education through Values
controls the movements of
voluntary muscles.
A physical disability is when a
person lacks all or part of their
ability to move. Have a class
discussion about respecting and
helping people with physical
Education disabilities.
through Values
Some people have disabilities
because they have suffered damage
to their nervous system. Respect Language Extension
without
considering
all people no matter what
disabilities they might have.
Form the same groups from the
Brain Stem previous lesson and have students
This organ is located in the head. It is responsible for controlling
write the functions of the organs
involuntary movements like blood circulation, breathing, some eye Challenge on the index cards to complete
movements, sneezing, coughing and hiccuping. their posters.
With a partner, use a
stopwatch to test how
fast your response time
is. Place a coin or a piece
Fun Fact! of paper on the desk.
When your partner says
Each cerebral hemisphere receives information from and “go,” touch the object
controls the movements of the opposite side of the body. as quickly as you can.
Also, they each help you do different things. Switch roles with your
partner. Who is faster?
Life Science 61
Notes
Life Science 69

Language Focus Section 3 / The Nervous System
Vocabulary nouns: respiration,

thought Practicing
verbs: carry, coordinate
1. Write the name of each organ and then match it with its function. Relate
Skill Students can test their
memories
brain Controls respiration and circulation.
Clarifying Concepts
Remember that it is not necessary cerebellum Controls things like thought and
memory.
to memorize all the parts and
functions of the nervous system
at this level. The main concepts
are the functions of the spinal
cord and how it relays information brain stem Are all over the body, receiving and
to the body, and how the brain sending information.
controls and receives information.
Common Mistakes spinal cord Coordinates muscle movements.
Students may respond that the

nervous system is made up of
just the spinal cord and the brain.
These are the main parts, but nerves
Carries information to and from the
guide them to remember there are nervous system organs located in
also other parts that participate in the cranium.
bodily functions like coordination,
responses, control and receiving
information. Summarizing
The nervous system consists of the brain, spinal cord, brain stem, cerebellum and nerves
62 Unit 2
70 Unit 2


In activity 2 of the Quiz Yourself

Quiz Yourself section, the boy is responding
to the stimulus of the voice of a
1. Write the name of each part
brain friend. The example on page 59
of the nervous system.
uses a red light as a stimulus.
Explain to the class that a voice
brain stem cerebellum is also a type of stimulus. In this
case, the ear—the sense organ
of hearing—detects the stimulus
spinal cord and sends information to the
brain, which instructs the muscles
of the arm to wave hello.
nerves
Language Extension
Have students go to www.brainmetrix.

com/memory-test and play the
memory game. Have students say
which level they got to.
2. Write the function of the nervous system in each situation.

1 2 3
The boy receives information through his ears and then his brain processes the information
and responds. The response is sent to the muscles, which raise his arm to wave.
Life Science 63
Notes
Life Science 71

Section
4 The Effects of Alcohol Consumption

UNIT 2: COORDINATION AND BODY Alcohol Consumption

A
MOVEMENT T following chart shows the number of times an average adult consumed
The
aalcohol in a week between 2005 and 2010.
Section 4: The Effects of Alcohol Consumption
• Alcohol Consumption Alcohol Consumption by Year
• Alcoholism Alcohol Consumption
Year
• The Harmful Effects of Alcohol (times per week)
• Preventing Alcohol Consumption 2010 6
2009 5
2008 5
Language Focus
2007 3
Vocabulary nouns: addiction, 2006 2

advertisement, alcohol, 2005 1
alcoholism, beverage, cancer,
damage 1. Think about the information from the table and discuss the questions
verbs: affect, consume, damage, with your classmates. Word Focus
increase a. How much did adult alcohol consumption increase between 2005
and 2010? Interpret Drugs are substances
Skill Students can create a bar get larger
that, when consumed,
chart from research results Consumption increased from 1 to 6 times a week. alter how an organism
functions.
b. What organs do you think are affected by alcohol consumption?
Predict
Scientific Skill
The liver and heart.
Alcoholic drinks are consumed
In activity 1, the scientific skills One of the most widely consumed drugs is alcohol. People who drink by many people without thinking
alcohol can have serious health problems, including damage to and even about the health risks.
of interpreting and predicting are
cancer of the liver.
developed.
As you know, physical activity is a very important part of taking care of our
bodies. It is also fundamental to eat a healthy diet and avoid consuming
any substance that can damage your body, especially drugs.
In 5 Minutes
64 Unit 2
Although alcohol is a legal drug,
this does not mean it is not
harmful.
CN.3.2.9. To learn about the noxious effects of drugs -stimulants, depressants and hallucinogens-.
72 Unit 2

Discuss the unhealthy effects of alcohol Common Mistakes
Students might confuse drinking

Alcoholism drinks alcohol with alcoholism. Explain
It is very common to see advertisements for to them that alcoholism is a
alcoholic beverages that show people having fun progressive disease when someone
and being active. But these advertisements are chronically drinks alcohol. This
not real. Consuming alcohol too frequently can affects all areas of their life and
damage the body and cause a serious disease can destroy the person physically
called alcoholism.
and emotionally. Also tell them
Alcoholism is characterized by an addiction to that drinking alcohol at a young
alcohol. In other words, a person feels the need age, while the body is still
to drink alcohol too often. This can cause health
problems and social problems among families
growing, has serious effects since
and friends. organs are still developing and
Alcoholic beverages can cause serious health
can suffer greater damage.
problems for people who drink them too often.
Practicing
2. What is alcoholism? Explain Language Extension

Alcoholism is a disease brought on by addiction to alcohol. People who are alcoholics feel
Draw a blank bar chart on the
the need to drink constantly. board with the years 2005–2010
on the x-axis and times per week
on the y-axis with values 1–6.
Have students copy the bar chart
3. How could alcohol affect someone’s personal life? Describe in their notebooks, look at the
results on page 64 and draw a
This type of addiction affects the consumer’s health as well as their family, friends and job. bar for each year according to the
number of times per week adults
consumed alcohol in that year.
Summarizing
Alcohol is a drug and overconsumption of it can cause a disease called
alcoholism .
Life Science 65
Notes
Life Science 73

Language Focus Section 4 / The Effects of Alcohol Consumption
Vocabulary nouns: birth defect,

body tremor, confusion, failure, Connecting Blood
gastritis, hallucination, headache,
It causes changes to your
inflammation, lack, liver, The Harmful Effects of Alcohol
blood and circulation.
memory loss, nausea, pancreas, Alcohol causes changes in how the body functions and can provoke serious
pregnancy, ulcer problems in different organs and systems of our bodies. For example:
adjectives: pregnant, unborn
Skill Students can recognize
the harmful effects of excessive
alcohol consumption
Bones
Alcohol reduces the resistance
In 5 Minutes
of bones, making them more
fragile and weaker.
Tell students that the transition
between moderate and excessive
alcohol consumption happens
gradually, which means that
sometimes it is hard to tell when Pancreas
one becomes the other.
It causes inflammation
in and
failure to function.
fu
Clarifying Concepts
The information in the Did You Stomach

Know…? box indicates that It can cause an inflammation
alcohol does not only affect called gastritis and sore areas
organs but also changes how called ulcers.
people act, which can cause the
deterioration of relationships. painful
This is because people have less Did You Know...?

self-control and less capacity to
Alcohol can also cause problems in people’s work
process information when under relationships as well as with family and friends.
the influence of alcohol, so they
may act aggressively or make poor
decisions. 66 Unit 2
CN.3.2.9. To learn about the noxious effects of drugs -stimulants, depressants and hallucinogens-. To analyse
practices applied to eradicate its consumption.
74 Unit 2

Discuss the unhealthy effects of alcohol Clarifying Concepts
These pages mention some of the

Mouth Nervous System
effects that alcohol provokes over
time. Emphasize that the damage
It increases the risk Alcohol affects
of mouth cancer. the brain’s normal
caused by this drug affects many
functions. It organs of the body and that
causes: this damage can generate other
– nausea diseases.
– hallucinations
– confusion
– headaches
– body tremors Language Extension
– lack of
coordination
– memory loss Form two teams. Have the first
member of each team come to the
front. Describe how a particular
body part is affected by alcohol.
The students race to name the
Did You Know...? body part or draw it on the board.
Women who drink alcohol while
Repeat with other students
they are pregnant not only cause and body parts, varying the
harm to their own bodies but also descriptions when body parts are
to their unborn child. Drinking repeated.
while pregnant can cause the baby
to have serious health problems
and birth defects.
expecting a baby
Liver
It hurts the tissue of the
liver and causes failure of its Heart
normal functions. It can also It causes changes in blood
cause liver cancer. circulation.
Life Science 67
Notes
Life Science 75

Language Focus Section 4 / The Effects of Alcohol Consumption
Grammar imperatives: Play sports

and do exercise. Preventing Alcohol Consumption
Vocabulary verbs: hang up, Since alcohol is a harmful substance, we should avoid consuming it. Here
promote, summarize are some ways to do so:
adjectives: interesting, thought-
provoking
Skill Students can suggest how
to prevent excessive alcohol
consumption
A Healthy Lifestyle
Tell students that outdoor

activities like riding a bicycle and
taking walks with family or friends
ation
help conserve natural resources, Promote open communic Play sports and do exercise
within the family. in our free time.
increase communication, provide
exercise and also make people
happy. These activities decrease
the tendency to use drugs and
keep people away from risky
situations.
Get together with friends to eat l

Learn about the harmfu
and drink healthy products. effects of alcohol.
68 Unit 2
76 Unit 2

Discuss the unhealthy effects of alcohol Possible Difficulties
Practicing Students may have doubts about

how to make the poster proposed
1. Mark each body part that is affected by consuming alcohol with an . Identify in the Quiz Yourself section. It
is important to emphasize that
posters should always be neat,
attractive and legible, and the text
should be able to be read from far
away.
Language Extension
Explain to students that we can

use the imperative to give advice
or instructions. Have students
2. What actions are good ways to avoid drinking alcohol? Differentiate
write statements similar to
those on page 68 about ways
Promote open communication within the family. of preventing excessive alcohol
Get informed about the harmful effects of alcohol.
consumption: Ride a bicycle every
day. Ask volunteers to come to the
Get together with friends to eat and drink healthy products. board and write their suggestions.
Summarizing
Alcoholic drinks can cause serious harm to our bodies , so we should avoid
consuming them.
Quiz Yourself
1. In groups of three, design a poster about the effects of alcohol on human health.
The poster should include: making you think
– An interesting and thought-provoking title. – Three harmful effects of drinking alcohol.

– Images that correspond to the subject matter. – A phrase to summarize the information on the poster.
When you finish, hang the poster up outside your classroom.
Life Science 69
Notes
Life Science 77

Evaluation Part 1

completed if students obtain four What Did You Learn?
or more points.
1. Go to Cutout 5 on page 165 and glue each bone below according to its principal points
function. Then describe the function.
Extra Support 6
If students cannot answer activity
1, have them look at the skeleton
they built using Activity Card 3
and determine the function of
each structure. Then return to the
activity.
Protection Support Movement

Evaluation Part 2
Protect organs like the Support the upper Allow the leg to move
Consider activity 2 successfully heart and lungs. body and give it shape. with the help of muscles.
least four points. 2. Move one of your arms as shown in the image. points
Extra Support 6
a. Which muscles are used for this
Have students imitate the arm action?
1
movement shown in the image
The triceps brachii and biceps brachii
and touch their biceps and triceps
as they bend and flex their arm. are used.
Then have them analyze the
b. Which contract and which expand?
movement of the muscles and
answer the questions. The biceps brachii expands while
the triceps brachii contracts.
2
c. Explain the movement considering the
muscles involved and their functions.
The movement occurs as one muscle

expands and the other contracts.
70 Unit 2
Reinforcement and Extension Worksheets
After finishing the evaluation, have students use the extra materials
based on their scores:
78 Unit 2

Unit 2
Evaluation Part 3

Final Evaluation completed if students mark the
correct answer.
3. Which of the following is not a benefit of physical activity? Mark with an . point
A. It makes bones and muscles more resistant. 1 Extra Support

B. It makes bones and muscles more flexible. Have students review page 52,
C. It makes bones and muscles more fragile.
and show them images of different
physical activities. Discuss the
D. It makes bones and muscles stronger.
activities and their benefits.
4. Go to Activity Card 5 and play the memory game. Match each image with its function. points
5
Evaluation Part 4
5. Create a slogan to communicate the negative effects of alcohol to your classmates. points
2 Consider activity 4 successfully

completed if students obtain all
five points.
Take care of your brain, heart and bones…
Extra Support
SAY NO TO ALCOHOL
Have students review pages 60–
61. Allow them to play the game on
Activity Card 5 several times.
Evaluation Part 5
6. If an adult drinks too much alcohol: points
a. What effects will it have on his or her body? Give an example. 4

It can affect a variety of organs, like the pancreas and the liver. completed if students obtain one
point. They receive one point for
creativity and one point if they
b. What effects could it have on personal relationships? Give an example. effectively communicate the
It can affect relationships with friends and family because the person Find T
est 2
negative effects of alcohol.
Study
cannot control his or her behavior. Page
Extra Support
Make a table with different organs
and the effect alcohol has on each
Life Science 71 of them, based on the information
found on pages 66–67 in the book.
Evaluation Part 6 Test Study Page

A and B Evaluations
Consider activity 6 successfully completed if students obtain at Have students work on the Test 2
least two points. Study Page to prepare for the unit Once students have reviewed the
evaluation. unit content, print out copies of
Extra Support Tests A and B from the Evaluations
Review the Science Lab to remind students how to make a book and have students take one
prediction. Also, have them write a short paragraph about the or the other in an exam setting.
general effects of alcohol on a person’s health and social life.
Life Science 79

Unit Summary
Clarifying Concepts
These pages offer only a summary

of the unit’s contents. However,
the whole unit should be reviewed The skeletal system supports
cranium
as well. the body. It also protects certain
organs and allows movement. It
consists of bones and joints. rib
Possible Difficulties Some of the principal bones in humerus
the body are: vertebral column
Remind students that memorizing radius
all the muscles and bones is not ulna
necessary. They should focus more
on the functions of the bones and
muscles in the limbs and how they femur
move.
tibia
fibula
The muscular system consists of

muscles and tendons. Muscles
contract and expand to make the
body move. Tendons connect
the muscles to bones. Movable pectoral
joints allow muscles and bones biceps brachii
to interact, producing all the
movements of the body. rectus
abdominis
The skeletal system and muscular
system together are called the
musculoskeletal system. It is quadriceps
femoris
important to exercise to keep
this system healthy. Some of the
principal muscles are: gastrocnemius
soleus
Pathway to Science
80 Unit 2

Clarifying Concepts
Name: Grade:
The nervous system is a
complicated system. Students
The nervous system is in charge should focus on the brain as the
brain
of receiving and interpreting center of the system and the fact
cerebellum
information and controlling bodily that it controls and regulates
brain stem bodily functions. The spinal cord is
responses. It consists of:
in charge of sending information
to and from the brain so that the
spinal cord
brain will respond and move the
body.
Clarifying Concepts
Reemphasize that alcoholism is a

Alcohol is a substance found nerves serious disease that has negative
in alcoholic beverages. It is effects on the body of a person
considered a drug because it and consequences for the people
alters the normal functions of around them. Remind students
the body when it is consumed. that there is a thin line between a
Alcohol can cause addiction in casual drinker and an alcoholic,
so it is necessary to be careful so
addition to having harmful effects
as to avoid addiction.
on bodily organs, especially those heart
shown in the image. liver
To avoid alcohol, you can do the pancreas
following: stomach
• Promote open communication
within the family.
• Play sports and do exercise
in your free time.
• Get together with friends to eat
and drink healthy products.
• Learn about the harmful effects
of alcohol.
Life Science 81

Unit Review
Some students may not be able

e,
to easily find the diagonal or answe
r, and
backward words. Show them an Section 1 glue in
your
notebo
example on the board of all the ok.
1. Find seven bones in the word search.
ways the words can be written
before starting. R A D I U S G F E M U R
R Q E H J U M Z H P L M
A S R I V R C L W Y N O
B V E R T E B R A E A G
T L F A N M U E R S P H
K I E X B U M A L B F D
S Y B D J H W C R I B S
X I Q I F M U L G T S V
P D A N A S H W K B C R
2. What are the functions of the skeletal system?

It gives the body support, protects organs and participates in movement.
Section 2
3. If you pick up a book with your hand, how does your arm move? Explain, considering
the function of each of the arm’s parts.
The arm bends because the biceps brachii contracts and pulls the radius and ulna toward the
humerus.
4. What are the benefits of physical activity for the musculoskeletal system?
It strengthens and maintains the health of the body’s bones and muscles.
Pathway to Science
82 Unit 2

Besides all the organs that

are harmed by alcohol, remind
Section 3 students that the entire
glue here
body is affected by excessive
5. Write the part of the nervous system that corresponds to each description. consumption, so things like skin
and hair can also be affected.
It controls breathing, blood circulation and
brain stem
some eye movements.
It sends information to and from the nervous

spinal cord
glue here
system organs in the cranium.
It coordinates muscles, posture

cerebellum
and balance.
They are in all parts of the body, sending

nerves
and receiving information.
glue here
It controls functions like thought
brain
and memory.
Section 4
6. Mark the parts of the body that are affected by consuming alcohol.
glue here
heart liver bones
brain hair pancreas
skin stomach fingernails

glue here
Life Science 83

Unit Vocabulary
nouns: attraction, Celsius,

Unit 3
Matter
compression, condensation,
deposition, expansion, force,
fusion, gas, graduated
cylinder, gram, Kelvin, light,
liquid, liter, magnitude, mass, gas
matter, measurement, particle,
pipette, scale, shape, solid,
solid
solidification, space, state,
sublimation, temperature, test
tube, thermometer, vaporization,
volume, weight
verbs: adapt, balance, blow up, kettle
compress, decrease, expand, flow,
increase, measure, melt, pour,
replace, spill, tilt, vibrate
adjectives: colorless, constant, Key Words
crushed, empty, fixed, separated magnitude
adverbs: freely, rigidly, slightly,
mass
tightly
volume
fixed
Setting Off pipette
liquid
test tube
Form groups. Write matter on faucet
the board and elicit a definition:

the thing that forms physical
objects and occupies space. In this unit you will learn to:
Give students a few minutes to • demonstrate that matter has mass and occupies space.
brainstorm words associated with • compare the physical states of matter.
matter. Create a mind map on • measure the mass, volume and temperature of matter using appropriate
the board as they suggest things. instruments and units of measurement.
Ask them to predict which words • experiment with changing the state of water.
will appear in the unit. If they are
short of ideas, prompt with some
general principles, and create a
mind map around each: volume, 72 Unit 3
temperature, mass, liquid, gas,

solid. You can also make the mind
map on a sheet of poster paper
and revisit it throughout the unit Being Safe Recommended Apps
as the concepts are explored.
Remind students of the safety KidScience (www.kidscienceapp.com): This app
measures that they should follow contains experiments from all branches of science.
in various places, such as the The fun, educational science experiments require
kitchen, as shown in the image, materials that are on hand and are accompanied by
where the kettle has hot water. simple explanations of the science behind the fun.
84 Unit 3

Initial Evaluation
Students’ previous knowledge will

be related to the states of water
and changes in those states.
1. Complete the boxes in the picture with the names of the physical states of water.
2. What will happen to the glass of water if it is put into the freezer?
The water will turn into vapor. Initial Evaluation:
Scientific Skill
The water will turn into ice.
Nothing will change. The scientific skill practiced

here is experimenting. It is
Scientific Skill: Experiment important that students recognize
3. What will happen to an ice cube if it is put in sunlight?
the stages of an experiment:
research question, supplies and
a. In which state do you think the ice cube will be at the end of the experiment?
conclusions, among others.
solid liquid gas
b. To answer this question, do the following experiment.

• Get an ice cube, a plate and a watch. Clarifying Concepts
• Put the ice cube on the plate.
• Put it in the sun for 30 minutes. Mention to students that
• Observe and record what happens every 10 minutes.
experiments do not always produce
The best time of the expected results. This is not to
day for this say that the work was done poorly
experiment is in
as the results could have been
the afternoon.
influenced by external factors.
c. What happened to the ice cube after 30 minutes?

It stayed the same. It became liquid. It became solid.
d. Which factors do you think caused these changes?

time temperature light
Physics and Chemistry 73
Notes

Section
1 Properties of Matter
Discovering Matter
UNIT 3: MATTER
1. Look at the scale and answer the following questions. Infer
Section 1: Properties of Matter
• Discovering Matter a. What will happen if you place an apple on the
• Volume empty side?
b. What will happen if you replace the apple with a
• Matter
candle just like the other one?
c. Why do you think that will happen?
Language Focus
2. Look at the sequence of images and respond. Infer
Grammar questions with will:
What do you think will happen?
Vocabulary nouns: apple, candle,
egg, mass, matter, scale, space
verbs: occupy, replace
adjectives: empty, other
Skill Students can review previous
science knowledge
a. What happened when the egg was placed in the cup of water?
The water overflowed from the cup.
Answer Key
b. Why do you think that happened?
1. I think it happened because the egg took up space in the cup.
a. The scale will tilt toward the
side that contains the object
with a greater mass. c. What would happen if you placed an apple or another object in the cup instead of an egg?
b. The scale should be evenly The water would also overflow from the cup, and the amount that overflows would depend
balanced. on the size of the object placed in the cup.
c. This would happen because
both objects have the same
mass. 74 Unit 3
CN.3.3.1. To explore and

demonstrate the specific properties
of matter. To experiment, prove
It is highly likely that students will have used scales to measure the mass predictions, and communicate
of objects and that they will have measured volume in everyday situations results.
like filling up a water bottle. Nevertheless, they may not be aware of the
concepts behind these activities. The objective of this section is that
through experimentation and everyday actions, they can build up their
knowledge about matter.
86 Unit 3

Demonstrate that matter has mass and occupies space

In 5 Minutes
Practicing Tell students that the size of an

object is not always proportional
3. Answer the questions according to the examples you have just analyzed.
to its mass. For example, a steel
a. Do all bodies have mass? Infer ball has a greater mass than a
Yes, all bodies have mass. ping-pong ball, despite both being
the same size.
b. Do all bodies occupy space? Make a drawing to explain your answer. Describe
Answer Key
3. b. Yes, all bodies occupy
space and the space they occupy
depends on their size.
Does your
body consist
of matter? Language Extension
Materials: glass, water, egg,

marble
Demonstrate the experiment from
page 74. Ask students what will
c. If you compare the candle with the apple, what do they have in common? Compare happen if a marble is added
Both bodies have mass and occupy space. instead of an egg: Will the same
amount of water spill out? Why
d. If you know that all bodies consist of matter, how would you define “matter”? Describe not? Ask students to comment
Matter is everything that has mass and takes up space. on the appearance of the egg
in and out of the water and why
it’s different (due to refraction).
Remind them they learned about
refraction in the previous level and
Summarizing Matter
ask why it occurs (light changes
has occupies
direction as it moves from one
medium to another). Ask students
mass space what the object would look like
if it were looked at underwater
(the same). Allow students to
Physics and Chemistry 75 experiment by putting other small
objects in the glass of water and
observe their appearance from
Notes different angles.

Language Focus Section 1 / Properties of Matter
Grammar present simple

questions: Does air have mass? Do
all objects have mass? Exploring
Vocabulary nouns: balance scale,
eraser, gram, gravity, paper clip, 1. For the following experiment, you need a
20 cm long ruler, something for support (an
pencil sharpener, rice, ruler, ship, eraser or small box) and three objects: an
string, ton, weight eraser, a pencil sharpener and a paper clip.
verbs: balance, blow up, inflate, Experiment
pop, tie, tilt, vary • Place the ruler on top of the support that You’ve just made a
you chose, as in the image. balance scale!
adjectives: greater, thin, wooden
• Take two objects and put one on each side
Skill Students can recognize that of the ruler. Observe what happens.
matter has mass and occupies
space
a. Repeat the experiment with each pair of objects and complete the table.
Objects Toward Which Object Does the Balance Scale Tilt?
Scientific Skill eraser and sharpener eraser
eraser and clip eraser
In this activity, the scientific skill
of using instruments is developed. clip and sharpener pencil sharpener
b. Do all objects have mass? How do you know?
Clarifying Concepts Yes, all the objects have mass because they make the scale tilt.
c. Is mass the same in all objects? Do all living things

Explain to students that they have have mass?
built a scale. However, it does not No, the mass depends on the size and material of the object.
give exact values but only shows
d. How would you explain what mass is?
that masses are larger, smaller or
equal. Mass is one way of measuring a substance.
Mass is the amount of matter that a body has. Mass does not vary. It is always the same no matter where
the body is located or what conditions it is in. Mass is measured with an instrument called a scale. Its unit of
Possible Difficulties measurement is the kilogram (kg). Small bodies such as rice can also be measured in grams (g), and large
bodies like ships can be measured in tons (t).
Explain to students that an object

is anything we can detect with our 76 Unit 3
senses.
88 Unit 3


Scientific Skill
Practicing On this page, the scientific skill of

experimenting is developed.
2. Does air have mass? Prove it! You need a thin ruler or a thin wooden stick approximately 30 cm long, two
balloons of the same size and three pieces of string of equal length. Predict
• Blow up the balloons, making sure that they are both the same size, and tie each to a piece of string.
• Tie the third piece of string to the middle of the ruler or stick. Possible Difficulties
• Take the ruler and tie one balloon to each end.
• Balance them as you see in the image.
It may be difficult for students
Tip
inflate
to get the balloons in a balanced
Mass is not the same as state. Demonstrate the experiment
weight. Mass is the amount with the supplies involved to show
of matter. Weight is the students how. When popping the
measurement of the pull
of gravity on a body.
balloons, it’s important that all the
balloon’s material stays intact.
Clarifying Concepts
a. What is the mass of the balloons? Their mass is equal.
b. Ask your teacher to carefully pop a balloon and observe. What happened when the balloon was popped? It is important that students
understand that gases have mass.
The scale tilts and the inflated balloon moves lower. This activity will allow them to
c. Which balloon has the greater mass now? Why? realize this fact.
The inflated balloon has a greater mass because it has air inside.
Language Extension
d. Could you say that air has mass? How is this demonstrated in this experiment?
Yes, air has mass because the inflated balloon tips the scale. Review what students have
learned so far about matter by
asking present simple questions:
Does my desk have matter? Do
Summarizing all objects have matter? Does my
desk occupy space? Do all objects
Mass corresponds to the quantity of matter. This is measured with a scale ,
occupy space? Elicit why some
and its unit of measurement is the kilogram . questions start with do and others
start with does.
Notes

Vocabulary nouns: clip, cubic

centimeter, die, eraser, flask, Exploring
graduated cylinder, pipette, plate,
potato, sphere, volume Volume
verbs: overflow, spill, submerge 1. To do the following experiment, you need an eraser, a potato, a metal pencil sharpener, three plastic plates,
Skill Students can answer three transparent plastic cups of the same size and water. Predict
questions from memory • Fill the cups with water and place them on the plates, as you see in the image.
Scientific Skill
In activity 1, the scientific skill of

Clarifying Concepts • Put an object in each cup (the eraser, potato or sharpener).
• Look at the volume of water that each object has displaced. Pay attention to the water that spilled onto
the plate. overflowed
To guide students in answering go under water
question 1d, ask them to put one a. Why does water spill out when an object is submerged into a cup full of water?
object inside a box and then to
Because objects occupy space that was previously occupied by the water.
start adding more objects. Then
have them answer the question. b. Why do some objects displace more water than other objects?
Some objects occupy more space than other objects. Does your body
have volume?
c. How could you define the concept of volume?
Common Mistakes
It is the space that an object or body occupies.
Liters are commonly designated as d. Can two objects occupy the same space at the same time? Explain.
units of volume. Tell students that
No, because the space is already occupied by another object.
the official unit of measurement
for volume is the cubic centimeter. The space that a body occupies is called volume. Depending on the state that the body is in, volume may or
may not vary. The volume of a liquid can be measured with various instruments, but the most commonly used
are graduated cylinders, flasks and pipettes. The unit of measurement for volume is the cubic centimeter
(cm³), but we usually use liters (l) or milliliters (ml).
Being Safe
78 Unit 3
Always use plastic plates and

cups that will not break and cause
injury.
CN.3.3.1. To explore and demonstrate the specific properties of matter. To experiment, prove predictions, and
communicate results.
90 Unit 3


Scientific Skill
Practicing In activity 3, the scientific skill of

2. Which object has more volume? Mark with a . Identify
Students may respond to question

2 according to the size of the
clip die sphere
photographs and not the actual
3. Put some paper at the bottom of a plastic cup. Next, fill a bowl with sizes. If possible, bring the objects
water. Dip the cup into the bowl as shown in the image. Observe for students to look at and if
what happens. Infer not, tell students to think about
a. Why did the paper not become wet? the objects themselves, not the
images.
The paper did not get wet because there is air between
the paper and the water, so the paper did not come in
contact with the water.

Clarifying Concepts
Answer activity 3 as a class before

b. What is in the cup that prevents the water from entering?
completing it experimentally to
check.
There is air that occupies all the space between the water and the paper.
c. What could you do to let the water enter?

Language Extension
You could tilt the glass so that the air escapes.
d. Do you think that air has volume? Explain. Divide the class into pairs. Write
Yes, this experiment showed that the water could not occupy the same space as the air. the questions in activity 1 on page
78 on the board. Have one student
ask the questions and the other
Summarizing answer them from memory. Then
have students swap roles. Allow
Volume is the space an object occupies .
students to refer to their books
Some of its units of measurement are cubic centimeters, liters and milliliters . if they cannot remember. Have
volunteer pairs demonstrate the
Physics and Chemistry 79 questions and answers.

Grammar comparatives: An
elephant is bigger than a tiger. Connecting
Vocabulary nouns: color, cushion,
feather, houseplant, pebble, Matter
rhinoceros, size, soap, taste, 1. Look at the following pictures and answer according to what you have studied on the previous pages.
texture Compare and contrast
bar of
Skill Students can identify feather
soap
adjectives that describe shape,

size, color, taste and texture
houseplant
cushion
For questions 1b and 1c, students
can make comparisons in pairs— pebbles rhinoceros
for example, the rhinoceros a. What do the rhinoceros and the plant have in common? How are they different?
with the cushion and then the
rhinoceros with the pebbles. Similarities Differences
They are living beings. Their sizes.
They have mass. Their amounts of mass.
They have volume. How they reproduce.
b. Compare the rhinoceros with the cushion and pebbles. Do they have the same amount of mass? Explain.
No, the rhinoceros has the most, then the pebbles and finally the cushion.
c. Compare the plant with the soap and the feather. Do they occupy the same volume? Explain.
No, the plant has the most, then the soap and finally the feather.
Even though the objects are different in shape, size, color, taste or texture,
they are all composed of matter. Matter is everything that has mass and
occupies space or, in other words, has volume. Mass and volume are Do all objects have
properties of matter. mass and volume?
80 Unit 3
92 Unit 3


Clarifying Concepts
Practicing In order to answer question 2,

remind students that all bodies,
2. Explain why an elephant and a ball consist of matter. Draw a picture to help you. Explain
independent of their size, consist
Both consist of matter because they have of matter because they have mass
and occupy space.
mass and volume.
Answer Key
Summarizing Students may create various

experimental activities. Let them
Matter is everything that has mass and volume . know that what is important is
that they should follow the steps
Quiz Yourself to complete them.
1. Use an experiment to demonstrate a property of matter. Write and draw the activity that you will do.
What do you need?
A scale with two plates, an apple and a Be sure that the experiments
correctly represent matter and
pencil. that the proposed supplies are
What do you have to do? adequate for this purpose.
Put the apple and the pencil on either side
of the scale.
Language Extension
Results:
The scale will tilt to the side where the apple is. Write the following words on
the board: small, large, tall,
beautiful, heavy, good. Elicit from
Conclusion:
students the comparative form
of each: smaller, larger, taller,
The apple and the pencil have mass. The more beautiful, heavier, better.
apple has a greater mass.
Explain the rules: For one-syllable
adjectives, add –er. For adjectives
that end in –e, add –r. For one-
syllable adjectives that end in a
consonant after a single vowel,
double the final consonant. For
Notes most two-syllable adjectives, add
more. For two-syllable adjectives
that end in –y, change the y to
ier. Explain finally that good is
irregular. Elicit adjectives that
describe shape, size, color, taste
and texture, and have students
compare things in the classroom.

Section
2 Physical States of Matter

UNIT 3: MATTER Solids, Liquids and Gases

1. Look at the following images and discuss the questions with your classmates. Apply
Section 2: Physical States of Matter
• Solids, Liquids and Gases
• Matter Has Shape and Volume
• Matter Flows
• Matter Expands and Compresses
• Changing States of Matter
ladybug drops of water stove flame
a. What do these images have in common?

b. Is everything in the images matter?
Language Focus c. What physical state are they in?
As you know, everything around us is matter. Matter has mass and occupies space, but what is matter?
Grammar present simple passive:
The particles are packed together. • Matter consists of particles.
Vocabulary nouns: drop, flame, • Particles are always in movement or vibrating.

force, gas, ladybug, liquid, • Between particles, there are forces that allow them to stay together and apart.
movement, particle, solid, state, • Some of the states in which matter can exist are solid, liquid or gas.
stove To understand how matter can be found in different states, we must take into account the force of attraction
verbs: exist, pack, vibrate between its particles. very closely, densely
adjectives: fixed, separated

Solids Liquids Gas
adverbs: apart, freely, rigidly, The particles are tightly packed The particles are packed together The particles are completely
tightly, together and are in fixed positions, which is but not rigidly like in solids. They separated from each other and
why they vibrate and do not move. have more space between them, can move around freely. There is
Skill Students can define the which means they can move no force that keeps the particles
states of matter around. together.
Answer Key
1.
a. They are all forms of matter.
82 Unit 3
b. Yes, they are all matter because
they have mass and occupy
space.
c. The ladybug, solid; the drops of CN.3.3.1. To explore and demonstrate the specific properties of
water, liquid; and the burner, Clarifying Concepts
matter. To experiment, prove predictions, and communicate results.
gas.
Explain to students that matter
consists of particles. Tell them that
particles are generally drawn as
tiny balls, but that these are only
representations of real particles.
94 Unit 3

Compare the physical states of matter

Practicing In general, the examples that are

the hardest to explain are those
2. Look around you and write some examples of matter found in the following states.
found in gas states. Help students
Solid Liquid Gas by giving them other examples
such as the helium that inflates
chair juice air balloons or the oxygen that is used
in hospitals.
table water water vapor
notebook tea gas from the stove

a. Which state was the easiest to find? Why?
Solids are the easiest to find because there are usually many objects around us. Use the image in this activity to
3. Find in the image examples of each state of matter. Identify
stress diversity.
Solid: The mountains and

Language Extension
trees.
Write on the board solids, liquids

Liquid: The lake and the tea. and gases. Have students think
about their own definition for each
and in particular how the particles
behave in each state. Ask
students to use the present simple
Gas: The air inside the balloon passive in their definitions. Elicit
and water vapor. the definitions and then have
students make a list of examples
of materials in the different states
Summarizing of matter at home.
solid
can be found in a state of

Matter liquid
gas
Notes

Language Focus Section 2 / Physical States of Matter
Vocabulary nouns: air, container,

eraser, test tube Exploring
verbs: adopt, analyze, pollute
Matter Has Shape and Volume
adjectives: abundant, available,
colorless, constant, fixed, inside, What shape and volume does matter have? To answer this question, do
the following experiment.
necessary, scarce
1. For the following experiment,
Skill Students can summarize the Did You Know...?
you will need an eraser, water
characteristics of the different and three different containers, Most gases are colorless
states of matter such as a plastic cup, a test tube because the particles
and a plastic plate. To analyze are so far apart from
this experiment, complete the each other.
report on Activity Cards 6 and 7.
Being Safe Experiment
with no color
Before starting the activity, point

out the safety measures that Experiment 1
students should follow to complete • Take the test tube and fill it with water. Be careful while working with
the experiment—for example, • Pour the water into the plastic cup. the test tube because it is
keeping their areas neat and clean • Finally, pour the same water onto the plastic plate. made of glass.
and using the glass supplies
carefully. If they work in the lab, Experiment 2
• Take the eraser and put it into the test tube. Does it fit? Remember to clean up after
indicate other necessary safety yourself when you have
• Put the same eraser into the plastic cup.
measures, like no running or • Finally, put the eraser on the plastic plate. finished the activity.
horsing around and not smelling
substances. Education
The particles of liquids are more separated than the particles in solids.
through Values
They also move around easily, which means that they can move on top
of and around each other. As a result, liquids adopt the shape of their The most abundant liquid on earth is
water. However, fresh water is necessary
Education through Values container—in other words, they do not have a fixed shape. The particles
of solid matter are tightly packed together, so they are difficult to separate. for life and it is very scarce. Always
This explains why solids have a fixed shape. However, the volume of solids remember not to waste or pollute
This section promotes care and liquids does not change; therefore, both solids and liquids have a water. In this way, you will be helping
for nature, especially water, a constant volume. unchanging
the environment.
substance necessary for all life. Gas occupies all the available space; therefore, its volume is not constant.
It also promotes the value of This also means it does not have a fixed shape, but it takes the shape
teamwork and respecting all the of the container it is in.
ideas of the group as if they were
their own.
84 Unit 3
CN.3.3.1. To demonstrate the specific properties of matter. To experiment, prove predictions,

and communicate results.
96 Unit 3


Practicing It may be difficult for some

students to recognize that the
2. Look at the following image and answer. Analyze
particles in the image are from
a solid and not a liquid. You can
a. Do you think that the representation of the particles reinforce the idea by reminding
is correct? Explain.
them of the three states of matter.
No, the representation is incorrect because
juice is a liquid and the particles that make
it up are more separated and move around Taking Care of the Planet
easily.
As they come to understand the
characteristics of gases, explain
3. Look at the image and answer. Predict to students how gases released
a. How are the particles distributed inside the balloon? by factories can pollute highly
Draw them in the image. populated areas of a city. Then
comment on the importance of
b. If you let the air out, what shape will the air take?
keeping the air we breathe clean.
It will expand and occupy all the space
available to it.
c. When you let the air out of the balloon, will it have the Language Extension
same volume?
No, the volume will decrease because the air Make a copy of the text at the
that was released occupied space, too. bottom of page 85 and stick it
to the board. Divide the class
d. Does air have a fixed shape? into two or more teams and play
No, air does not have a fixed shape. It takes a running dictation. When the
the shape of whatever it is contained in. teams have finished, have them
check each other’s work against
the original text. Award a prize
Summarizing
to the first team to copy the text
Solids have a defined shape and constant volume. accurately.
Liquids adapt to the container they are in and have constant volume.
Gases do not have a definite shape or constant volume.
Notes

Grammar second conditional

questions: What would happen if a Exploring
gas were used instead of water?
lift or elevate
Vocabulary nouns: force, lentil, Matter Flows one side
oil, salt, spoon, stream, towel, tray 1. Collect a plastic tray, a cup
verbs: behave, elevate, flow, smell, of water, an eraser and some
paper towels. Tilt the tray. You
taste, tilt, unite
can put a support under the
adjectives: strong, toxic, weak tilted side.
Skill Students can infer the result • Place the eraser on the side
of hypothetical conditions that is elevated and watch
what happens.
• Next, in the same place
you put the eraser, slowly
Clarifying Concepts add some water and watch
what happens.
For students to completely

understand this activity, carry out
the experiment.
a. What happened with the eraser? Explain
The eraser does not move.
Possible Difficulties b. What happened with the water? Explain

The water flows down the tray easily. Staying Healthy
Explain to students that W he n you do a n
c. Which one has the ability to flow? Infer
gases have the ability to flow; experiment, you must
nevertheless, this cannot usually The water can flow. never taste or smell the
be seen by the naked eye. materials that you use
d. What would happen if a gas were used instead of water? Predict as they could be toxic.
The gas would flow everywhere, not just down the tray.
Scientific Skill Liquids have the ability to flow. To flow means to move in a stream from Word Focus
one place to another because the forces uniting the particles are weak.
Gas also has the ability to flow, since it has almost no forces keeping it Flow is the ability of
In this activity, the scientific skill together. liquids to continuously
of experimenting is developed. Solids, on the contrary, do not have the ability to flow. The force that move from one place to
unites their particles is very strong. another.
86 Unit 3
CN.3.3.1. To demonstrate the specific properties of matter. To experiment, prove predictions,

and communicate results.
98 Unit 3


Scientific Skill
Practicing In this activity, the scientific skill

of experimenting is developed.
2. Collect a spoon, a tray and four plastic cups. Fill each cup halfway
with one of the following materials: liquid soap, salt, lentils or oil.
• Observe their shape, color and transparency. Move the cups slowly Possible Difficulties
so they do not spill.
a. How are they similar? How are they different? Compare and contrast
In question 2d, students may
They are all matter. imagine that as the gas expands,
it will take up all the available
Some are solid and some are liquid.
space inside the cup. Explain
• Tilt the tray. Then place a spoonful of each material at the top of that the gas will take up all the
the tray and observe. available space inside and outside
b. Which elements were able to flow? Apply the cup and disperse into the air.
The liquid soap and the oil.
c. How is the behavior of the materials similar to water? Explain

Language Extension
All of them move down the tray, but the solid materials
don’t flow. Write a second conditional

question on the board: What
d. If you could add gas to a cup, how would it behave? Predict would happen if there was no
It would take up all the available space. gravity? Encourage students to
use would in their answers: We
would float in the air. Elicit how
to form questions in the second
conditional. Have students work
with a partner to write their own
Summarizing Matter questions about some of the
concepts they’ve seen in the book
in the states of
so far. Monitor and check. Once
in the state of
they have finished, have them
work with another pair to ask and
liquid gas solid answer their questions. If students
are short of ideas, you can
has the ability to flow does not flow suggest some: What would happen
if liquids didn’t flow? What would
Physics and Chemistry 87 happen if we didn’t have bones?
Alternatively, allow them to ask
about nonscientific topics.
Notes

Vocabulary nouns: freezer, needle,

plunger, syringe Exploring
verbs: block, expand, compress,
fill, lift, pick up, remain Matter Expands and Compresses
adjectives: crushed 1. To do this activity, you need a syringe without a needle, water and
crushed ice.
Skill Students can conjecture on
the properties of different states • Pick up the syringe and lift the plunger halfway so that you fill the
syringe with air. Block the end of the syringe with your finger and
of matter
push the plunger down. Observe what happens.
a. Does the volume of air increase, decrease or remain the same?
Identify the movable part of a syringe
Scientific Skill At first it decreases slightly but then remains constant.
• Next, keeping your finger on the end of the syringe, pull the plunger
In this activity, the scientific skill again and observe what happens.
b. Does the volume of air increase, decrease or remain the same?
Identify
At first it increases slightly but then remains constant.

Being Safe
c. What would happen if you did the same experiment with water?
Predict
This experiment requires use of a
syringe. If it comes with a needle, The volume of water would not change.
remove it to avoid accidents. d. What would happen if you did the same experiment with crushed
ice? Predict
The volume of the crushed ice would not change.

e. What conclusion can you make? Conclude
For this activity, let students know Only gases can compress or expand their volume.
that they will only get results if Did You Know...?
they firmly place their finger on
the end of the syringe. A diver’s tank contains
the same volume of
Matter in its gas state compresses. This means it can decrease in volume air as a small room.
if force is applied to it. But if the container increases in volume, the gas The difference is that
expands. In other words, gases can occupy all the space available. Matter the air in the tank is
in a solid or liquid state does not compress or expand. compressed.
88 Unit 3
CN.3.3.1. To explore and demonstrate the specific properties of matter. To experiment, prove predictions, and
communicate results.
100 Unit 3


Scientific Skill
Practicing In this activity, the scientific skill

2. Fill two balloons with the same amount of air. Make sure that they
have the same volume. Infer
• Place one of the balloons inside a freezer for ten minutes.
• After ten minutes, take the balloon out and compare it to the other Clarifying Concepts
balloon, as you see in the image.
a. What happened to the particles of air inside the balloon? Tell students that air fresheners
The particles compressed and the volume decreased. and perfumes have liquids inside
them. When sprayed, this liquid
mixes with air particles and moves
outward into all available space.
b. What properties of gas does this experiment demonstrate? Balloons, after one was in a freezer
for 10 minutes.
Gases have the ability to compress.
Language Extension
3. Read the description and answer. Infer
Divide the class into small
Kristine’s mother sprayed a room with air freshener. Kristine was groups and have them discuss
in another room, but she could still smell the aroma.
the questions in the Challenge
section. Have them write a
a. Why could Kristine smell the aroma while in another room?
paragraph answering the
Kristine would smell the aroma because the gas in the air questions. Ask volunteers to read
freshener expands and occupies all the available space.
out their answers. Have them
Challenge check their paragraphs against
b. What properties of gas can we observe in this case? the explanation on page 86 to
Can you say that gas confirm if their answers were
We can observe that gases expand.
flows like a liquid? correct.
Why or why not?
Summarizing
Gases can compress and expand ; however,
liquids and solids cannot.
Notes

Grammar object questions: What

happened to the ice cream? What Connecting
caused this change?
Vocabulary nouns: condensation, Changing States of Matter
decrease, deposition, fusion, 1. When Barbara got back from school, it was very hot, so her mother bought her an ice cream. Her friend
increase, melting, solidification, Cameron invited her to play, and she put the ice cream on a plate. After 15 minutes, she returned and
sublimation, vaporization found her ice cream had melted. Identify
verbs: condense, maintain, melt, • Discuss with your classmates.

solidify, vaporize a. What happened to the ice cream?
Skill Students can define words b. Which state was the ice cream in when her mother bought it? Which state was it in after 15 minutes?
related to changes in state c. What caused this change in the ice cream?
When matter changes from one physical form to another, a change in state occurs. Changes of state
happen when there is an increase or a decrease in temperature.
Answer Key
1. Melting or Fusion: change from a solid

state to a liquid state because of an
a. The ice cream changed in state
increase in temperature.
because it absorbed heat.
Vaporization: change from a liquid on
ati
b. At first, the ice cream was state to a gas state, generally because lim
gas vap
b
su
in a solid state, and after 15 of an increase in temperature.
or
iz
minutes, it was in a liquid
at
ion
Deposition: change from a gas state
con
state. to a solid state because of a decrease
ion
densa
in temperature.
deposit
c. It rose in temperature.
tion
Solidification: change from a liquid
state to a solid state because of a
decrease in temperature.
Clarifying Concepts Condensation: change from a gas
state to a liquid state because of a
decrease in temperature.
Tell students that vaporization n
Sublimation: change from a solid state fu si o
can happen in two ways: firstly, in solid liquid
to a gas state because of an increase sol
the form of evaporation, when the i d if
ica t
in temperature. io n
surface of the liquid, such as a
lake, evaporates; and secondly, as
water boiling, for example in a tea
kettle. In this case all the water is
changing state, and not just the 90 Unit 3
water on the surface.
CN.3.3.1. To explore and demonstrate the specific properties of matter.
102 Unit 3


Answer Key
Practicing 2.
2. Write three different examples of a change in state. Make sure the answers are not
just examples of solid and liquid
• Ice formation. states as these are the easiest to
find.
• Ice cream melting.
• Water vapor that escapes from a kettle.

Language Extension
Summarizing
Write the changes in state of
Matter changes from one physical state to another as a result of a change
matter on the left hand side
in temperature . These changes are called changes in state . of the board: melting/fusion,
vaporization, deposition,
Quiz Yourself solidification, condensation,
sublimation. Write short
1. Complete the table. definitions for these words on
the other side: liquid to solid. Ask
Apple Air Milk
volunteers to draw a line from
Does it maintain its shape? yes no no the word to its definition and to
give a full sentence describing
Is its volume constant? yes no yes the change: Solidification is the
change in state from a liquid to
Does it adapt to its container? no yes yes
a solid.
Does it flow? no yes yes
Can it be compressed? no yes no
Can it expand? no yes no
How close are the particles? They are very They are very They are
close. separated. separated.
2. Can the water in a river change its state? Explain how.
Yes, river water can change in state if it evaporates due to higher temperatures or it freezes
due to lower temperatures.

Evaluation Part 1

completed if students obtain at Let’s Check!
least five correct answers.
1. Write the letter of each concept next to the corresponding definition. points
Extra Support 8
A Mass E Space that a body uses.
Have students write each of the
terms along with its definition in B Gas C Everything that has mass and occupies space.
their notebooks.
C Matter A The amount of matter that a body has.
D Flow G The ability to decrease its volume when force is applied.

Evaluation Part 2
E Volume D The ability to move continuously from one place to another.
Consider activity 2 successfully F Liquid H Its particles are tightly packed together and in fixed positions.
completed if students obtain two
points. G Compression F Its particles are packed together firmly but not rigidly.
Extra Support H Solid B Its particles are completely separated and can move freely.
Have students cut out and glue

images of particles in gas and 2. Go to Cutout 6 on page 165. Glue the image that best represents the particles of the points
liquid states in their notebooks. notebook. Think about what state of matter it is in.
2
92 Unit 3
104 Unit 3

Unit 3
Evaluation Part 3

least six correct answers.
3. Go to Cutout 7 on page 167. Glue the images in order according to the characteristics points
of the particles.
9 Extra Support
a. The force of attraction between the particles from the strongest to the weakest.
Ask students to draw circles
in their notebooks and put the
states of matter in order from
the one with the least separation
of particles to the one with the
greatest.
rocks milk air inside a balloon
b. The distance between the particles from the greatest to the least.
Evaluation Part 4

air inside a balloon milk rocks least three correct answers.
c. The movement between the particles from the most to the least. Extra Support
Ask students to give three
examples of changes in state.
air inside a balloon milk rocks
4. What change in state occurs in each of the following situations? points
a. The drops of water that form on a cool window. condensation 4
b. A melting ice cube. fusion
c. Clothes drying in sunlight. evaporation
d. Water in an ice tray transforming into ice. solidification
Notes

Section
3 Measuring Matter
Section Organization Exploring
UNIT 3: MATTER Measuring the Properties of Matter

Section 3: Measuring Matter How tall are you? When you buy a soda, how do you ask for it? You may
have heard these questions more than once, and their answers usually
Word Focus
• Measuring the Properties of Matter include a number with a unit of measurement. How do you know it is the Magnitudes are properties
appropriate unit of measurement? Here, you will learn about magnitudes that can be measured and
and their corresponding units of measurement. You will also learn the expressed with a number
instruments that are used to measure them. and a unit of measurement.
Language Focus
Measuring Mass
Vocabulary nouns: balance To measure mass, we use an instrument called a scale, which can come
scale, burette, dropper, electronic in various shapes and sizes. The unit of measurement for mass is the
scale, flask, graduated cylinder, kilogram (kg). It is also common to use grams (g) or tons (t). A ton is
equivalent to 1,000 kg.
magnitude, meniscus, pipette,
surface 1. We are going to learn to measure the mass of different objects. To do
verbs: add, empty, measure this, you need an electronic scale and four different objects, such as
a notebook, a cup, a ruler and an eraser. Measure
adjectives: curved, lowest electronic scale
• Make sure that the scale is placed on a surface that does not move.
Skill Students can sequence the • Look at the scale and make sure it reads 0.
steps in an experiment • Put an object on the scale.
• Look at the scale and record the value that it shows. Always write
the unit of measurement!
• Repeat the procedure for each object.
In 5 Minutes
a. Complete the table.
Units of measurement vary in Object Mass Unit
some countries. For example, in
many English-speaking countries, eraser 30 grams
pounds are used to measure notebook 100 grams
mass.
balance scale with two plates

Answer Key
1.
94 Unit 3
a. The answers in this activity will
depend on the objects used.
The answer key gives some
examples. CN.3.3.1. To explore and
Clarifying Concepts
demonstrate the specific properties
of matter. To experiment, prove
Mention to students that units of measurement are important as predictions, and communicate
they give information about a quantity. For example, if a soda bottle results.
was just measured as “2” without attaching a unit to the number, it
could be any amount of liquid. Someone might think 2 grams, which
would be incorrect. The correct measurement would be 2 liters. Ask
students to give similar examples.
106 Unit 3

Measure the mass, volume and temperature of matter using

appropriate instruments and units of measurement
Clarifying Concepts
Explain to students that different

Measuring Volume ways of measuring volume exist
There are various methods to find the volume of a body. The method to and that they depend on the type
use depends on the physical state of the object that is being studied. of object being measured. For
First, you will learn how to measure the volume of a liquid. example, a liquid is measured
Some instruments that we use to measure volume are graduated cylinders, directly with a measuring
pipettes, flasks and burettes. The unit of measurement that we use for device, an irregular solid may
liquids is the liter (l), which is equivalent to 1,000 milliliters (ml). be measured by immersion
and a regular solid by using
2. You are going to learn how to measure the volume of a liquid. In this
mathematical formulae.
case, you will measure 50 ml. You will need a pitcher of water, a plastic
cup, a dropper and a 100 ml graduated cylinder. Measure
• Make sure that the cylinder is on a surface that does not move.
• Put some water into the cup, and then slowly start emptying it
into the cylinder.
• Fill the cylinder with 48 ml of water.
• Use the dropper to add water until you reach 50 ml. Some students may have difficulty
• Make sure that the lowest part of the meniscus of the water sits graduated cylinder seeing the meniscus. Have all
and pipette
on the 50 ml line, as shown in the illustration. students place the cylinder on a
smooth, firm surface, and then
look at the front of the cylinder
Word Focus
to be able to see the curve of the
The meniscus is the meniscus.
curved upper surface
of a liquid.
Language Extension
Form groups. Write each of the

four steps from the experiment
on page 94 on separate slips of
paper. Make a set for each group.
a. Why do you think it is necessary to add water with a dropper from Divide the class into groups of
the 48 ml line to reach the 50 ml line? four or five and have them race to
put the steps in the correct order.
To avoid adding too much water at once and going over
the line.
Notes

Language Focus Section 3 / Measuring Matter
Grammar must: The thermometer

must not touch the sides of the Measuring Temperature
cup. Temperature is a magnitude that gives information about the movement of the particles in a body. To measure
Vocabulary nouns: Celsius, temperature, an instrument called a thermometer is used. Thermometers can use different scales, such as
clamp, equipment, Kelvin, retort the Kelvin scale (K) and the Celsius scale (°C).
stand, thermometer
3. You will learn how to measure the temperature of
verbs: lower, pour, touch water. Collect three Styrofoam cups, an alcohol
Skill Students can express thermometer, ice, warm water, room-temperature
water, a retort stand and clamps. Measure
classroom prohibitions
• Put the equipment together as you see in the
image.
• Pour the room-temperature water into one of
Being Safe the cups.
• Place it under the retort stand.
• Lower the thermometer into the water. Caution:
Explain to students that even the thermometer must not touch the sides of
though they will not be working the cup.
with hot or caustic substances, • Wait a few minutes and write down the temperature
displayed on the thermometer.
all measurement should be done
• Repeat this procedure with the ice and warm
very carefully. For example, to heat water.
substances in a laboratory, one
must ignite a burner, so in that
case care must be taken with the
gas and the temperature of the
flame. Furthermore, substances a. Complete the table and answer.
can heat very quickly and be
Ice Room-temperature Water Warm Water
propelled out of a container.
Temperature
Possible Difficulties Unit of Measurement degrees Celsius degrees Celsius degrees Celsius
Let students know that a b. Which of the three cups has the highest temperature? The warm water.
thermometer should never touch
the walls of the container where c. Which has the lowest temperature? The ice.
the substance is being measured d. What unit of measurement did you use to measure the temperature? Degrees Celsius.
because the thermometer’s bulb
will measure the temperature of
96 Unit 3
the wall of the container and not
necessarily the substance itself.
To avoid this, build a holder with
a universal bracket and a ring or
clamp.
108 Unit 3

Measure the mass, volume and temperature of matter using

appropriate instruments and units of measurement
In 5 Minutes
Practicing Have students give examples of

daily activities where they use
4. Match the laboratory instruments with the magnitudes. Then match them with the corresponding unit of
measurements. For example, when
measurement. Identify
they go to an outdoor market with
scale volume degrees Celsius their families, they may ask for
five kilograms of potatoes and at
cylinder temperature grams the supermarket for a kilogram of
sugar and two liters of oil.
thermometer mass liters
Summarizing Clarifying Concepts
Symbol of Unit of
Magnitude Unit of Measurement Measuring Instrument Explain to students that in these
Measurement
activities they are using the most
Volume liter l graduated cylinder common units of measurement for
Mass kilogram kg scale each magnitude.
Temperature degrees Celsius °C thermometer
Language Extension
Quiz Yourself
Write the cautionary statement
1. Explain how you would measure the mass, volume and temperature of a glass of milk. Which instruments from activity 3 on the board: The
and units of measurement could you use? thermometer must not touch
the sides of the cup. Elicit the
The mass of the milk can be obtained by subtracting the meaning of must not (to express
prohibitions). Form groups and
mass of the glass from the mass of the glass and the milk. have students come up with a
It is measured in grams using a scale. The volume can be list of prohibited activities for the
classroom. Have groups share
obtained by transferring the milk to a graduated cylinder their prohibitions and decide on
and measuring it in milliliters. The temperature of the milk some to follow as a class.
can be obtained by placing a thermometer in the milk and
measuring it in degrees Celsius.

Language Focus
Science Lab Scientific Skill: Experiment
Grammar will for predictions: The

ice will melt. Does Making Ice Pops Produce a Change in State?
Vocabulary nouns: butter, ice
pop, juice powder, mixing rod, Basic Framework
phenomenon/phenomena, pitcher, There are many ways to demonstrate that a body consists of matter, has mass and changes its state. To prove
stick this, we will make ice pops.
verbs: examine, experiment, test

Observation
adjectives: practical
Which of these ingredients can change their physical states? Circle them.
Skill Students can make
predictions and take a quiz
Scientific Skill
oil salt water juice powder butter
skill of experimenting is developed.
Research Question
When you make ice pops, is there a change in physical state?
Scientific Research Hypothesis

Skills Foldout
The water will transform into ice if you put it in a freezer.
When starting the Science Lab,

Prediction
Mark your prediction.
to review the processes and skills The water will change into ice when you put it in a freezer.
The water will evaporate when you put it in a freezer.
Remind them that the foldout
process to help them understand Experimental Procedure
it more clearly. 1. Form groups of five and collect the following materials:
• water • juice powder
• 1 liter graduated cylinder • a pitcher
• a scale • 5 plastic cups
Clarifying Concepts • 5 ice cream sticks • a mixing rod or a spoon
As this experiment is very common 98 Unit 3
to students, it will be easy to

come up with a hypothesis for the
research question. Guide them
in making up their own before
reading the suggestion.
110 Unit 3

Experiment with changing the state of water

2. Place a piece of clean paper on the scale. On top of this, add the As this is an experiment that
juice powder. Measure its mass and record it. requires a lot of waiting time
Don’t forget to
3. Use the cylinder to pour 1 liter of water into the pitcher. measure the water
to see the results, start the
at the meniscus. experiment at the beginning of
4. Pour the juice powder into the pitcher of water. Stir.
class, or ask that students do it at
5. Pour 100 ml of juice into each cup. Use the cylinder to do this. home as it is not dangerous.
6. Put an ice cream stick into each cup, and then put the cups in a
freezer for one hour.
Experimenting i
i is
Results a practical way
of testing and Answer Key
1. Record the data. examining an object
a. Mass of the juice powder. Answers will vary. or a phenomenon.
Ask students to plan another
b. Volume of the water. 1 liter experiment in which they see a
change in state.
c. Physical state of the water and juice mix at the beginning of the activity. liquid
d. Physical state of the water and juice mix at the end of the activity. solid
Interpreting and Analyzing the Results Language Extension

1. Which instrument allowed you to measure the juice powder’s mass?
Have students go to www.bbc.
A scale. co.uk/schools/scienceclips/
2. Which instrument allowed you to measure the water’s volume? ages/9_10/changing_state.shtml,
watch the experiment and then
A graduated cylinder. take the quiz. Ask students for
their scores.
3. Which factor produced the change in state?
A decrease in temperature.
Conclusions
1. Is there a change in state when you make an ice pop? Explain.
Yes, there is a change of state because at the beginning there is a mixed liquid, and when
the temperature is lowered, it becomes a solid.

Evaluation Part 1

completed if students explain well What Did You Learn?
and obtain both points.
1. How would you explain to somebody that a ball is matter? Explain. points
Extra Support The ball is matter because it has mass that can be measured using a 2
Ask students to explain how they scale and volume that can be measured by displacement of a liquid.
know human beings are made of
matter. 2. Complete the table. points
Solid Liquid Gas 24
Evaluation Part 2
Draw the particles.

completed if students get 14
Does it maintain its shape? yes no no
answers correct.
Does it have constant volume? yes yes no
Extra Support
Can it easily adapt to the no yes yes
Ask students to write the container it is in?
characteristics of the states of Can it flow? no yes yes
matter in their notebooks.
Can it be compressed? no no yes
Can it expand? no no yes

They are very
Evaluation Part 3 How separated are the particles? They are very They are
close. separated. separated.
Consider activity 3 successfully 3. In what state are an ice cube and the air inside a balloon, respectively? Mark the point
completed if students mark the correct answer with a .
correct answer. 1
A. Gas – gas.
Extra Support B. Liquid – gas.
Ask students the state of matter of C. Solid – gas.
air, a cake and the ocean. D. Solid – solid.
100 Unit 3
112 Unit 3

Unit 3
Evaluation Part 4

Final Evaluation completed if students score two
points.
4. Describe the procedure that you would use to measure the mass and volume of a clay points
sphere. Extra Support
4
a. Procedure to measure mass: Ask students to explain the
A balance scale and clay are needed. First, confirm that the scale is at
procedure for measuring
temperature.
zero. Then, place the clay on the scale and record the mass.
b. Procedure to measure volume:

A graduated cylinder, water and clay are needed. Add a known quantity Evaluation Part 5
of water to the cylinder and then add the clay. The difference in volume
will give the volume of the clay. completed if students score at
least four points.
Extra Support
points
5. Does the mass of a body change when its state changes? Ask students to plan a simple
• Add 150 ml of warm water to a beaker and add some ice cubes. 6 experimental activity.
• Cover the beaker with plastic wrap so that it is completely sealed.
• Immediately measure the beaker’s mass and write it in the table under initial mass.
• Wait a few minutes until the ice melts, and then measure the mass again. Write
the results in the table under final mass.
Initial Mass Final Mass
a. Did the mass vary when the ice changed state? Explain.
No, because the ice didn’t lose matter. It changed from solid to liquid.
b. Would we get the same result if we did not cover the beaker? Explain.
No, because some of the water would evaporate and escape the Find T
est 3
Study
beaker, and matter would be lost. Page
Have students work on Test 3 Once students have reviewed the unit
Study Page to prepare for the content, print out copies of Tests A and
unit evaluation. B from the Evaluations book and have
students take one or the other in an exam
setting.

Unit Summary
Common Mistakes
Tell students that it is a general
belief that there are only three
Everything around us consists of matter.
states of matter. However, others
exist, such as plasma, as well
as others that are currently Matter
being studied. These three are
is characterized by:
taught because they are more
common. Plasma is like a gas,
but its particles are electrically
charged, which gives it different being naturally found in
properties from a gas. Plasma is
having volume
having mass different states, such as
seen in a natural state in stars (it occupies space)
solid, liquid and gas
and lightning, and humans use
plasma in fluorescent lightbulbs
and flatscreen TVs. Solids, liquids and gases have different characteristics, as seen in the table below.
Solid Liquid Gas
Maintains its shape
Has constant volume
Adapts easily to the

container it is in
Can be compressed
Can expand
Can flow
Particles are tightly packed slightly packed separated
Pathway to Science
114 Unit 3

Common Mistakes
Name: Grade:
It is generally believed that clouds
are in a gaseous state, but clouds
Matter can also change from one state to another (change in state) when the temperature are actually formed from tiny
increases and decreases. droplets of condensed water vapor,
and water vapor itself is invisible.
Explain to students that in the
photograph of the gaseous state,
the cloud is less relevant and the
on air is what is being shown.
ati
lim
gas vap
b
su
or
iz
at
ion
con
ion
densa
deposit
tion
n
solid
f u si o liquid
sol
i d if
ica t
io n
Mass, volume and temperature can be measured for every type of body.
Measuring Instruments Units of Measurement
Mass scales kilogram (kg) / grams (g)
graduated material (pipettes,

Volume liter (l) / milliliters (ml)
cylinders, flasks, droppers, etc.)
Temperature thermometer Kelvin (K) / Degrees Celsius (ºC)

Unit Review
Students may not clearly

e,
understand what states are being answe
r, and
glue in
shown in activity 2. Tell them that Section 1 notebo
your
the images are trying to show ok.
liquid inside a jar, water vapor 1. Define the following concepts:
leaving a kettle and rocks forming
a street. Matter: is everything that has mass and volume.
Mass: is the amount of matter an object contains.
Volume: is the space an object occupies.
Section 2
2. Write the state of each circled object. Then describe the characteristics of each state.
Physical State Characteristics
Liquid Its particles are separated and can flow.
Its particles are very separated and can

Gas
expand and compress.
Its particles are rigid and they have a

Solid
constant volume.
Pathway to Science
116 Unit 3

Within the list of measuring

Section 3 instruments is the dropper.
3. Find five measuring instruments and five units of measurement. Explain to students that some
glue here
droppers are graduated and others
D R O P P E R T G S D
are not.
D W E Y I L H H S C E
O K P A V B M E F A G
P I P E T T E R L L R
G L V C F P O M T E E
Q O J D E O Z O X A E
F G R C M A W M S P S
glue here
Y R E B U L K E K Y C
P A I R L L I T E R E
D M S C N R G E L F L
Y U B M Q M S R V H S
C Y L I N D E R I P I
I X B U G A S C N S U
B R A I Z Q K L S U S
G R A M S J S P D Y A
glue here
4. Classify the instruments and units of measurement in the word search according
to the properties that they measure.
Instruments
Mass Volume Temperature
cylinder
scale dropper thermometer
glue here
pipette
Units of Measurement
Mass Volume Temperature
gram Kelvin
liter
kilogram degrees Celsius
glue here

Unit Vocabulary
nouns: attraction, charge, contact,

Unit 4
Force and Motion
data, deformation, displacement,
distance, effect, friction,
interaction, magnet, meter,
motion, north, pole, repulsion,
south, speed, spring scale, static,
trajectory, velocity, weight
verbs: apply, attract, calculate, Key Words
deform, equal, exert, interact, lift,
trajectory
oppose, pull, push, receive, repel
adjectives: common, curved, displacement
diagonal, elastic, electric, fast,
attract
frictional, gravitational, horizontal,
physical, plastic, porous, rigid, repel
smooth, steady, straight, vertical,
weight
wet
interact
Setting Off
Ask students to look at the picture

on page 102. Explain that motion
occurs when something changes
position or location. Have them
identify objects in motion in the
picture. Tell them that force is
something that can set an object
in motion. Ask students to say In this unit you will learn to:
what forces are being exerted in • identify the principal measurements of motion.
the picture. • demonstrate the effects of force on objects.
• identify different types of forces and their effects.
• build objects that show the effects of force.
• compare predictions with observations when building a spring scale.
Use the illustration to promote

being outdoors and doing family 102 Unit 4
activities.
Recommended Apps
Taking Care of the Planet
Exploriments: Weight and Mass (www.exploriments.com/ipad/weight_mass.html): This highly

You can use this drawing to
interactive app lets students explore the effect of gravity on weight and mass on different planets. They
promote care for the environment,
can also explore how altitude and even depth below the earth’s surface affect weight.
like the park shown in the image.
Monster Physics (www.dan-russell-pinson.com/category/games/monster-physics): This app introduces
students to physics concepts such as friction, force, mass and acceleration as they build and operate
their own cars, cranes, rocket ships, planes, helicopters, tanks and more.
118 Unit 4

Initial Evaluation
The initial evaluation tests

students’ previous knowledge in
order to diagnose which contents
1. Circle the situations that show some type of force in . of the unit students need more
2. Circle the situations that show movements in . work on.
3. What do you think the bridge is made out of? Why?
A strong material because it has to support the weight of a truck that passes over it without
Initial Evaluation:
breaking. Scientific Skill
The objective of activity 4 is
4. Do the following activities. to evaluate how well students
a. What would happen if you put a ball of paper in front of a fan? Make a prediction. can use the scientific skill of
comparison.
It would move away from the fan.
b. Make a small ball out of paper. Put Possible Difficulties

it on the table and blow on it, as
you see in the photograph.
In activity 4, students might not
blow the paper ball enough to
make it move. Tell them they need
to blow until it moves.
c. What happens? Record your results. Answer Key

The paper ball moved.
Remember that students’
predictions will vary but that all
d. Compare your prediction with your observations. Was your prediction correct? Explain. should be considered correct as
long as they are related to the
Yes, my prediction was correct because when the ball was blown on it moved, and
theme.
the same thing would happen when it was placed in front of the fan.
Notes

Section
1 Motion
UNIT 4: FORCE AND MOTION Trajectory and Displacement

T
A you can see all around, motion is a part of everyday life, such as when
As
Section 1: Movement Remember!
yyou ride a bicycle or fly a kite. Motion is defined as the change in position
• Trajectory and Displacement oof a body or, in other words, when a body changes its location with respect A body is an object or
• Speed tto a point of reference. But is it possible to study motion? Yes! In order to the physical self of an
sstudy motion, it is necessary to know more about certain concepts like animal or human.
ttrajectory and displacement.
Language Focus
final
position
Vocabulary nouns: arrow,
displacement, path, position,
trajectory
adjectives: curved, equal, straight
Skill Students can represent the
trajectory and displacement of
their route to school
initial
position The red line represents the
trajectory. The green arrow
represents the displacement.
Clarifying Concepts
Trajectory is the path a body follows when it is in motion. If you measure
The content of this section the length of the trajectory, you will know the distance traveled.
is included in the course so In the image above, you see a girl walking with her mom to her school.
that students will be able to Is the indicated trajectory (the red line) the only path they can take? The Remember that a
understand the effects of force on answer is no because there are many possible trajectories. If you want to meter is a unit of
their bodies. go from one place to another, there are usually many pathways. Trajectory measurement used
can also be a straight line, like the path of the blue truck, or curved, like to measure length
or distance.
the path of the red car.
Another important concept is displacement, which is shown by the green
Possible Difficulties arrow in the picture that connects the initial position of a body’s movement
to the final position.
These concepts could seem very

abstract to students, so you can 104 Unit 4
use the page here to explain
them. You might also use other
examples based on students’
experiences.
120 Unit 4

Identify the principal measurements of motion

Students may not understand

The amount of distance traveled (the length of the trajectory) and the that the shortest distance
displacement can be the same if a body travels in a straight line. between two points is the same as
displacement. Explain this to them
using other examples in which the
body moves in a straight line in
initial final one direction.
position position
The red line represents the distance traveled.

The red arrow represents the displacement. Language Extension
In this case, the two are the same.
Materials: printouts from the

Practicing Internet of a map of the local area
Form pairs and give each a map of
1. In the image: the local area. Have them draw the
a. Draw the trajectory in and the displacement with an arrow in . Apply trajectory and the displacement of
their route to school every morning
on the map. Ask them to calculate
the distance they travel. If it is not
possible to obtain printouts, have
each student draw a rough map
and do the same.
b. Is the distance traveled equal to the displacement? Explain. Compare and contrast
No. The bird doesn’t fly in a straight line, so the distance traveled is greater than the displacement.
Summarizing
The trajectory is the path traveled by a moving body.
Displacement is the arrow that connects the initial position to the
final position of a body’s movement.
Notes

Language Focus Section 1 / Motion
Vocabulary nouns: freeway,

kilometer, speed, velocity Connecting
verbs: chase, pass, ride
Speed
adjectives: faster, fastest, greater,
less Imagine you are riding in a car with your parents on the freeway, and a
train is passing by. Which is faster, the train or the car?
Skill Students can calculate the
speed they run, walk, skip and hop
In 5 Minutes
Tell students that the instrument

in automobiles called the
speedometer does not measure
the velocity with which the
vehicle moves, but the speed.
Clarifying Concepts
Explain to students that the Speed is related to the distance a body travels during a determined amount
unit of measurement of speed of time. Generally, a train travels a greater distance in less time than a
is kilometers per hour (km/h), car, so its speed is greater.
which expresses the number of
Just like mass and volume, speed also has a corresponding unit of
kilometers an object in motion measurement. The most common is kilometers per hour, which is
would travel at that speed in one represented as km/h. It can also be expressed in meters per second (m/s).
hour. So if a car is moving on a The cheetah is one of the
highway at 110 km/h, it means Fun Fact! fastest animals on the planet. It
that it will travel 110 kilometers can run up to 114 km/h when
The word velocity is normally used to refer to the speed chasingg its prey!
p y
in one hour.
of a body. However, unlike speed, velocity measures both
The unit meters per second (m/s), the speed and direction of the motion of an object, like
on the other hand, represents the horizontal, vertical, diagonal, up, down, left or right.
number of meters an object in
motion travels each second.
106 Unit 4
122 Unit 4


Students may have trouble using

Calculating the Speed of an Object the mathematical formula here
How can we calculate the speed at which an object travels? Well, speed to calculate speed. Try to simplify
corresponds to the relationship between distance traveled and time taken. it by presenting examples with
Speed can be calculated using the following equation: exact divisions, which result in
whole numbers. It is important
that the math does not become an
distance impediment to the activity.
speed =
time
Let’s analyze the following example: Robbie walked 8 meters in 4 seconds.

t=4s Common Mistakes
Remind students that

whenever they calculate a
physical magnitude, its unit
of measurement needs to be
included—in this case meters per
second.
0m 1m 2m 3m 4m 5m 6m 7m 8m
At what speed did Robbie walk?
Did You Know...? Language Extension

First, write down the data from the problem.
Distance: 8 meters Speed in the air or water
Time: 4 seconds is measured in knots. Take the class outside and
measure 20 meters on the
Then write the equation to calculate speed.
schoolyard with a tape measure.
distance Do not forget to write
speed = Tell students they are going to
time the speed with its unit of
measurement. In this case, calculate the speed at which their
Next, put the data into the speed equation. speed is expressed in m/s classmates travel the 20 meters.
8 because the distance was Encourage some students to walk
speed = measured in meters and the
4 and others to run, skip or hop.
time in seconds.
Finally, calculate and write the answer to the division equation. Have students write the times
speed 8:4=2 down in their notebooks. Once
back in the classroom, have them
Therefore, Robbie walked at a speed of 2 m/s.
calculate their classmates’ speed:
Mariana skipped at a speed of 4
Physics and Chemistry 107 m/s.
Notes

Language Focus Section 1 / Motion
Vocabulary verbs: express, travel

Skill Students can review Practicing
concepts from the section
1. Look at the following image. Apply
120 Travels 90 meters

in 3 seconds.
Use this activity to remind

students that the maximum speed
allowed on a city street is different 80
from the maximum speed on a
highway. This will help students Travels 90 meters
understand that respecting traffic in 6 seconds.
rules is important.
a. Complete the table.
Car 1 Car 2
Distance (meters) 90 90
Time (seconds) 6 3
Speed 15 30
b. Which car is faster? Car 2.

c. How can the speed of an object be expressed? Explain using an example.
Speed is the distance an object travels in a certain amount of time. When a car is going
60 km/h, after an hour it will have covered a distance of 60 km.
Summarizing
Speed is related to the distance that a body or object travels and the time it takes to travel
that distance .
108 Unit 4
124 Unit 4


In activity 3, guide students to

Quiz Yourself extract the necessary information
from the image.
1. How is motion defined? Give two examples where it can be seen.
Motion can be defined as a change of position or a change of location within space. For
example, there is motion when someone walks or a car moves. Education through Values
2. Draw the trajectory of Spot to his food with a red line and the displacement with a blue arrow.
Use activity 2 to promote care for
animals and the responsibility
that comes with having a pet.
Language Extension
Choose 10 words from the section

3. Look at the image. and do a dictation with students.
a. How long does it take the cyclist to travel 15 Ask them to swap their answers
kilometers? with a partner. Write the correct
spellings on the board and ask
1 hour.
students to check their partner’s
b. Calculate her speed during the race. answers.
v = 15 ÷ 1
v = 15 km/h
Time:
Distance
traveled
Hour
15 km

Section
2 The Effects of Force

UNIT 4: FORCE AND MOTION Force

F
When you move a box or lift up your backpack, you are using force. But
W
Section 2: The Effects of Force what
w is force? It is defined as the interaction between two or more objects
• Force tthat can:
• The Effects of Force on Objects – cause a change in the movements of the interacting objects.
– start an object moving or stop an object moving.
• The Effects of Force on Direction of Motion
– change the shape of, or deform, an object.
• The Effects of Force on Speed of Motion
One body or object applies the force, and one receives the force.
O
The amount of force is indicated

Language Focus
by the length of the arrow.
In the image, the boy is exerting

Vocabulary nouns: backpack, The arrow shows the direction in which the force acts. The direction force and the backpack is receiving
contact force, interaction, magnet, can be vertical (up or down), horizontal (left or right) or diagonal (a force. The arrow represents the force
the boy is exerting.
noncontact force combination of up or down with left or right).
verbs: act, apply, attract, deform,

exert, lift, push, receive There are two types of force:
Skill Students can draw
Contact Force Noncontact Force
conclusions about magnetism This type of force is physical. The body exerting the In this type of force, the body exerting the force is not
force is in physical contact with the receiving body. in physical contact with the receiving body. Example:
Example: someone pushing a box. a magnet attracting paper clips.
Clarifying Concepts
In the noncontact force image,

paper clips are stuck to a magnet.
Clarify for students that the
magnet attracts the paper clips
using a noncontact force.
110 Unit 4
CN.3.3.5. To experiment and differentiate types of forces and explain the effects on everyday life.
126 Unit 4

Demonstrate the effects of force on objects

Answer Key
Practicing In activity 2a, students should

record their observations about
1. Look at the images. Mark the object exerting force in and the one receiving force in . Identify
what happens when paper clips
come close to a magnet. Students’
answers should refer to the fact
that the magnet attracts the clips.
Language Extension
2. Collect a magnet and two paper clips. Put the clips on the table and move the magnet close to them. Materials: magnets, various
objects
a. What happened? Draw your observations. Observe
Form groups and give each
a magnet. Allow students to
experiment with different objects
to see which are attracted to the
magnet. Then ask them to draw
a conclusion about what types of
material are affected by magnetic
force.
b. What type of force is seen in this case? Interpret

A noncontact force.
c. Separate the paper clips from the magnet. What type of force did you apply? Identify
A contact force.
Summarizing
Force is an interaction between two bodies that can change the object or its movement .
One body applies or exerts force while the other receives force.
There are two general types of force: contact and noncontact .
Notes

Language Focus Section 2 / The Effects of Force
Vocabulary nouns: clay,

deformation, gum, iron, length, Connecting
rubber band, spring, steel
verbs: pull, stretch The Effects of Force on Objects
adjectives: elastic, plastic, rigid 1. Collect a rubber band and a piece of clay. Experiment
adverbs: no longer Pull the rubber band. Push on the clay.
Skill Students can classify objects
according to their deformation
Clarifying Concepts
a. What happened to the shape of the rubber band and clay when you applied What would
Rigid bodies can deform when a happen to a piece
force?
strong force or heat is applied to of metal if you
They both changed shape. pushed on it?
them, as in the cases of iron and
steel.
b. Which of the objects returns to its normal shape when force is no longer applied?
The rubber band returns to its normal shape.
Being Safe In the previous activity, you observed that when force is applied to a rubber band and to
o clay
clay, they change
shape. This shows that force can deform certain bodies. However, the two objects changed in different ways.
Objects can be classified according to their reaction to force.
Make sure students do not play
with the rubber bands as this Rigid Elastic Plastic
might cause an accident. Rigid objects only change when a Elastic objects return to their original Plastic objects do not return to their
very strong force is applied. Some shape when force is not being original shape when force is not
examples of rigid bodies are iron applied to them. Some examples being applied. Some examples of
and steel. of elastic bodies are rubber bands plastic bodies are gum and clay.
and metal springs.
112 Unit 4
CN.3.3.6. To explore and interpret the effects of applied forces in changes of shape.
128 Unit 4


Scientific Skill
Practicing Activity 2 develops scientific skills

like experimenting, measuring,
2. Collect the following materials: a scale, a metal spring, a 30 cm ruler
recording, using instruments and
and five objects with different masses. The objects could be: a pencil,
an eraser, a pencil sharpener, a pencil case and a notebook.
observing.
a. Use the scale to measure the mass of the five objects. Use the
ruler to measure the length of the metal spring (without stretching
it). Measure
Answer Key
b. Hang the first object from the pencil, as shown in the image.
Measure the length of the spring now. Do the same with the other
four objects and record your results on the table. Record The data obtained from the
experiment will depend on the
Mass Length of the Metal mass of the objects the students
Object
(grams) Spring (centimeters)
use and the qualities of the
spring. The data should show that
the length of the spring increases
as more mass is added.
Language Extension
c. Do the objects apply force to the spring? What type? Relate Bring in a variety of rigid, elastic
Yes, the objects apply a contact force. and plastic objects, or pictures
of them if not available. Draw
d. Observe the spring when you apply force and when you stop. What kind of object is it? Interpret three columns on the board with
It is an elastic object. the headings rigid, elastic and
plastic. Put the objects or pictures
e. Does the mass of each object influence the deformation of the spring? Explain. Explain on a table in front of the board.
Yes, because the more mass an object has, the more force it exerts on the spring and the Ask volunteers to come to the
board and stick the photos or line
more the spring will change its shape. So, more force means more deformation of the spring. up the objects under the correct
heading.
Summarizing
Forces can deform objects. According to an object’s reaction to being deformed,
it can be classified as: rigid , elastic or plastic .
Notes

Grammar first conditional: If force

is applied to a body at rest, it will Connecting
start moving.
Vocabulary nouns: marble, racket, The Effects of Force on Direction of Motion
swing Look at the following picture. Does the tennis ball always move in the same direction?
verbs: head, hit, oppose
racket Remember that the
adjectives: opposing, steady direction of a force
can be vertical (up or
adverbs: enough, lightly, slowly down), horizontal (left
Skill Students can create a first or right) or diagonal
(a combination or
conditional chain of events up or down with left
or right).
Scientific Skill
Activity 1 develops the scientific

skills of experimenting and During a tennis match, the ball is constantly in motion. It changes direction each time the players apply force
to the ball by hitting it with their rackets.
observing.
As in tennis, there are many other situations where force can cause changes in the movement of a body
(object). An example is when you are sitting on a swing and someone pushes you.
small glass ball suspended seat
1. Find a marble and place it on your desk. Push it lightly so that it moves.
Clarifying Concepts
a. What would happen if you applied an opposing
force to its direction of motion? Describe
In question 1a, the opposing force
The marble will move more slowly, stop or
refers to a force that would hit the
marble straight on, while a force change its direction.
at a different direction could come
from any side. b. What would happen if you applied force in a
different direction? Describe
The marble would change its direction.
A body in motion can change direction when a force is applied to it from the front, side or back. For example,
if the body were headed diagonally and it was hit from the side, it might change its direction to straight, or if
it were traveling straight and it was hit from the front, it would move in the opposite (negative) direction.
114 Unit 4
CN.3.3.6. To explore and interpret the effects of applied forces in speed and direction of objects.
130 Unit 4


This section can be used to

The Effects of Force on Speed of Motion promote respect for traffic laws.
Force can change the shape of a body and also the direction of motion. But can it change its speed? Yes! In Mention to students that seat
fact, every time a force is applied to a body, it can change its speed. belts save peoples’ lives.
2. Use a toy car to analyze the following situations. Experiment

a. Place the car on the table and keep it steady. Language Extension
Then apply force.
If force is applied to a body at rest, it will start Write the first conditional
moving. Therefore, force changes the speed sentences in activity 2 on page
of the body. 115 on the board. Elicit the form.
not moving Then help students create a chain
of conditions and results: If you
kick a ball, it will fly through the
b. Place the car on the table and apply only enough air. If it flies through the air, it
force to make it move it slowly. Then apply more
may break a window. If it breaks
force in the same direction as the motion.
a window, you will get in trouble.
If force is applied to a body in motion in the If you get in trouble, you will get
same direction, the body’s speed will increase.
detention.
c. Make the car move slowly again. Then apply

force that opposes the motion.
If an opposing force is applied to a body in
motion, the body’s speed will decrease or the
direction of the motion will change.

Throughout the world, seat belts are considered the most important security measure in cars. It is important to
always use one when you are in a car so you do not get hurt if the car stops suddenly. Also, this is a good way to
respect traffic laws.
Notes

Vocabulary nouns: rest, shopping

cart Practicing
Skill Students can give real-world
examples of a scientific principle 3. Use arrows to represent the force needed to produce each change. Represent
that is at rest.
Move a toy th Change the direction
ti of motion of a
marble.
Decrease the speed of a toy train. d of a shopping cart.

Increase the speed
Summarizing
speed and direction of motion.

can change
Force
the shape of a body.
116 Unit 4
132 Unit 4


Scientific Skill

Quiz Yourself skills of experimenting, observing
1. Place a ping-pong ball on the table and push it with your finger. and analyzing, among others.
a. Why does the ball move? Explain.
It moves because your finger exerts force
on it and the ping-pong ball receives the

force. The ball moves and isn’t deformed.

Since the ping-pong ball may
move quite quickly when force is
applied to it, it could be replaced
by a ball with more mass, like a
tennis ball.
b. What type of force did you apply?
Contact force was applied.
Language Extension
c. What is exerting force?
The finger is exerting force. Elicit common interactions
between two bodies and write
d. What is receiving force?
them on the board: a raindrop
The ball is receiving force. hitting the ground, opening a
door, turning on a light, running,
• Push the ball again.
writing, a ball rebounding off a
e. Apply force in the same direction as its motion. What happens? Explain. wall. Elicit which body is exerting
The speed of the ball increases as a consequence of the force applied to it. force and which is receiving it in
each case. Reiterate that bodies
are constantly interacting through
f. Apply force in the opposite direction to its motion. What happens? Explain. forces in our world.
The speed of the body decreases as a consequence of the force applied to it, or the ball
starts moving in the opposite direction.
g. Could force change the shape of the ball? Explain.

Yes, if enough force is applied from opposite sides of the ball, it will deform the ball and
not move it.
Notes

Language Focus
Science Lab Scientific Skill: Compare and contrast
Vocabulary nouns: hammer, hook,
nail, Newton, spring scale Building a Spring Scale
verbs: hang, label, mark
Skill Students can make an object Basic Framework
that shows the effect of force In order to measure force, an instrument called a spring scale is used. It is made from a metal spring and a
measuring scale that shows the amount of force being applied to the spring.
Observation
Scientific Skill
Observe the image.
Why are the springs different lengths?
In this Science Lab, the
scientific skills of comparing and The springs are different lengths because each
contrasting are developed. mass exerts a different force and, therefore, their
deformations are not all the same.
Skills Foldout
Research Question
When starting the Science Lab, What is the function of the metal spring in a spring scale?
Scientific Research Skills Foldout Hypothesis
to review the processes and skills A spring scale uses the deformation of a spring to measure force.
Prediction
Mark the prediction you think is correct.
process to help them understand The deformation of the spring in the spring scale increases when more force is applied.
it more clearly.
The deformation of the spring in the spring scale increases when less force is applied.
Being Safe 1. Collect the following supplies: a metal spring, a set of 10 weights from 50–500 grams, a piece of wood
that is 30 centimeters long and 5 centimeters wide, a nail, a hammer, a paper clip and Activity Card 8.
Make sure students work carefully 2. Glue the graph paper from the activity card on the piece of wood.
during the activity to avoid 3. Hammer the nail into one end of the wood.
accidents. Supervise the stage at 4. Attach the spring to the nail.
which they put the nail into the
piece of wood.
118 Unit 4
Activity Card
Use the graph paper from Activity

Card 8 to build the spring scale.
134 Unit 4

Build objects that show the effects of force Activity Card
Guide students in obtaining

5. On the other end of the spring, connect the paper clip. Bend the the force values of the table in
paper clip so it has a hook at the bottom. Activity Card 8.
6. Mark the length of the spring on the graph paper and label it 0.
7. Hang a 50 gram weight on the end of the paper clip, and mark
the length of the spring. Label this point according to the table
on Activity Card 8, which shows the amount of force applied by Clarifying Concepts
each of the weights.
8. Remove the 50 gram weight and hang the 100 gram weight. Mark Explain to students that the
the new length of the spring and label the applied force. Newton is the unit of measurement
9. Follow the same steps with the 150, 200, 250, 300, 350, 400, for force. Give some examples in
450 and 500 gram weights. which it is used.
10. You just built a spring scale that allows you to measure force from
0 to 5 Newtons.
A Newton (N) is the unit of
measurement used to measure force. Language Extension
Results
1. What happened to the spring as the weight increased? At some point after weighing
The deformation of the spring increased. several objects, the spring
scale will no longer be accurate.
Ask students why, in terms
Interpreting and Analyzing Results of elasticity: The spring isn’t
perfectly elastic, so each time
1. What determines the length of the spring?
it weighs something, it deforms
It depends on the magnitude of the force that is exerted on the spring, in this case, the mass slightly and the scale no longer
hung from it. gives an accurate measure of
weight. Ask how they can prevent
2. Was your prediction the same as your results? this occurring: Weigh light objects
To compare and contr t ast means to find
Yes, the prediction coincides with the results. case, that don’t deform the spring. Use
similarities and differences. In this
we looke d at similarities and difference s a very strong spring!
l
between your predictions and the actua
ariso n allow s you to
Conclusion results. This comp
test or prove your research question.
1. What is the function of the spring in the spring scale?
The function is to measure the force exerted on it.
Notes

Evaluation Part 1

completed if students score all Let’s Check!
four points.
1. Match each concept with its description. points
Extra Support
The path a body travels along when 4
Have students create a glossary Motion
in motion.
with the most important concepts.
Relates distance traveled and
Displacement
time taken.
Evaluation Part 2
The arrow that connects the initial
Trajectory
position to the final position.
completed if students draw both The change in the position
the line and arrow correctly. Speed
of a body.
Extra Support 2. Martin wants to go to the ice cream points

Ice Cream Shop
Have students draw a situation shop. Represent his possible trajectory
with a red line and his displacement 2
in which an object moves. Have
with a green arrow.
them indicate on the drawing the
displacement and trajectory of the
object.
Evaluation Part 3 Martin

completed if students correctly 3. Amelie’s dog likes to run on the beach. If it takes the dog 5 seconds to run 10 meters, points
what is its speed?
answer the problem. 2
Extra Support
Have students calculate the speed 10 ÷ 5 = 2
of a car that travels 90 kilometers Therefore, the speed of Amelie’s dog is 2 m/s
in one hour.
120 Unit 4
136 Unit 4

Unit 4
Evaluation Part 4

Intermediate Evaluation completed if students can provide
an answer for at least two of the
4. What is the effect of applying force in each case? points
three situations.
3
Extra Support
Have students explain the various
effects of applying force in
different cases.
Moving the wheelchair. Deforming the dough. Changing the ball’s Evaluation Part 5
direction.
completed if students score at
5. Look at the image and respond. points least three points. Question 5b is
4 worth two points.
Extra Support
The experiment can be repeated
and the situation analyzed.
a. Why does the toy car move? Explain.

The car moves because force is applied to it by the hand.
b. What object is exerting force? What object is receiving force?

The car is receiving force and the hand is exerting force.
c. What is the effect of force on the car?

The force sets the car in motion.

Section
3 Different Forces
UNIT 4: FORCE AND MOTION Frictional Force

F
1. Collect an eraser, tape, a piece of carpet and a piece of paper.
1
Section 3: Different Forces Experiment
• Frictional Force
Tape the piece of carpet onto the table. Place the Tape the piece of paper to the table. Place the
• Gravitational Force
eraser on top and push it with your hand. eraser on top and push it with your hand.
• Magnetic Force
• Electric Force
Language Focus
Vocabulary nouns: cardboard

box, carpet, contact, eraser, floor,
friction, frictional force, surface
a. In which situation is it more difficult to move the eraser? Why do
verbs: roll, slip you think that is?
adjectives: careful, ceramic, It is harder to move the eraser on the carpet. The paper is
empty, greater, porous, slowest,
smooth, wet smoother than the carpet, so the frictional force between
Skill Students can infer the size of it and the eraser is less.
frictional forces
When pushing the eraser over both surfaces, you can feel that it is easier
to move the eraser on paper than on carpet.
When two bodies are in contact, in this case the eraser and the surface (carpet
Scientific Skill or paper), the interaction between the two is called friction or frictional Challenge
force. The strength of this interaction depends on the characteristics of
Activity 1 develops the scientific the surfaces that are touching. Some surfaces are porous, like the carpet, Find a marble and a tilted
and others are smooth, like the paper. The force of friction opposes the surface. What kind of
skills of experimenting, observing, surface makes the ball
motion of objects.
exploring, comparing and roll the slowest? Which
contrasting and analyzing. In the experiment you just completed, the frictional force was stronger surface lets it roll the
fastest? Do not forget
when you pushed the eraser on the carpet because it is more porous
to record your results.
than the paper.
122 Unit 4
CN.3.3.5. To experiment and differentiate kinds of forces and explain its effects in daily use objects.
138 Unit 4

Identify different types of forces and their effects

Scientific Skill

skills of exploring and analyzing.
2. Place a cardboard box on the
floor and push it. Then put
a few books inside the box
and push it again. Experiment
Common Mistakes
Considering that students may

think friction acts on only one
object, emphasize that friction is
a. In which case is it more difficult to move the box? Explain. produced whenever two surfaces
come into contact with each other.
It is harder to move the box filled with books because its mass is greater, so the frictional
force between the box and the floor is greater.
If you push an empty box across the floor, it moves easily. But if you fill it with objects, like notebooks or books, Language Extension
you will have to push harder, or exert more force. When the weight of the box increases, it exerts more force
on the floor. This increases the force of friction between the surfaces.
Ask students which of these
Therefore, frictional force depends on different factors, such as the characteristics of the bodies that are in contact surfaces—ice, vinyl, wood or
and their mass.
carpet—would slow an object
down more (a block of wood, for
Staying Healthy
example). Ask them to justify their
Many surfaces have very little friction, such as ceramic floors or floors when they are wet. answers. Ask them which surfaces
When you walk on surfaces like these, always be extra careful so you do not slip and fall. create a lot of friction and which
surfaces do not. Explain that the
Practicing slide unintentionally
fastest trains in the world—
magnetic levitation trains—don’t
3. In which case is the force of friction between the two surfaces greater? Apply
touch a surface at all, but float
When an empty pencil case is pushed on a table. slightly above the rails, so friction
is extremely low and they can
When a full pencil case is pushed on a table.
travel at great speeds.
Summarizing
Friction opposes the motion of objects. It depends on
the characteristics of the surfaces in contact and the mass of the moving object .
Notes

Language Focus Section 3 / Different Forces
Vocabulary nouns: cube,

gravitational force, height Connecting
verbs: attract, exert, fall, toss
Gravitational Force gently
adjectives: stronger
1. Hold an object in your hand. Softly toss it into the air. What happens?
adverbs: softly
Describe
Skill Students can summarize
It goes upward to a certain point and then comes
their knowledge of gravity
back down again.
Look at these photographs.

In 5 Minutes
Tell students that on other planets

or other celestial bodies, the
weight of a person would vary. For
example, if a boy has a mass of
42 kilos, his weight on Earth is
approximately 420 Newtons; on
Venus, 380 Newtons; on the moon,
70 Newtons; and on the sun,
11,370 Newtons.
Fun Fact!
Common Mistakes As you can see, the cube reaches a certain height and then falls back
The force of gravity is
into the person’s hand. This is because our planet has a force that attracts
not only felt on earth.
objects to its surface. It is called the force of gravity or gravitational force.
Generally the words mass and Its effects can be felt
It is a noncontact or distance force.
on other planets and
weight are used synonymously. The amount of gravity that earth exerts on a body depends on the body’s celestial bodies, like the
Reinforce the difference between mass. For example, if we compare the gravitational force that earth exerts moon. There is also a
the two. on a car with the gravitational force it exerts on an ant, the force of gravity force that attracts the
on the car is stronger. This is because the car has a greater mass than the moon to earth, and one
ant. The weight of an object is the force exerted on it by gravity. that attracts the planets
in the solar system to
Sometimes we use the words weight and mass as synonyms. However, the the sun. The force keeps
concepts are different. Mass is the amount of matter in a body. Weight is them constantly in orbit.
the measurement of how strongly the force of gravity is pulling on a body.
124 Unit 4
140 Unit 4


Common Mistakes
Practicing In activity 3, students will

probably think that the boy should
2. On which body does gravity exert the most force? Mark with a . Identify
apply a greater force to lift the
suitcase, but this is not the case,
as in both examples the same
force is applied. Nevertheless, it is
more difficult for the boy to apply
the same force as the woman.
Language Extension
Play a running dictation using the

3. Look at the photographs and answer. Why is the force that is exerted in both photos the same? Apply
last two paragraphs of the text
on page 124. Once finished, ask
students to summarize what they
know about gravity. Ask: Does an
object have the same mass on
the moon and on Earth? (Yes. The
amount of matter in it doesn’t
change.) Does it have the same
weight? (No. Gravity on the moon
is much less, so it has less weight
on the moon.)
They are lifting the same object and therefore they apply the same amount of force to be
able to lift it.
Summarizing
The force of gravity is a noncontact force that is exerted on bodies with mass .
Notes

Vocabulary nouns: attraction,

compass, electric charge, electric Connecting
force, magnet, magnetic force,
north, pole, repulsion, south, Magnetic Force
static electricity, wool 1. Collect a magnet and a few paper clips. Move the magnet toward the
verbs: repel, rub, stand up, clips. What happens? Describe Each magnet has two sides
or poles with opposing
transfer characteristics. One is north
adjectives: negative, neutral, (positive) and one is south
(negative).
positive
Skill Students can experiment
with static electricity
Challenge
If magnets with different colored The force that attracts the paper clips to the magnet is called magnetic
Why are the ends of
force. It is a noncontact force.
poles are not available, use a earth called the North
common magnet, identifying Magnetic force can attract or repel. In the case of the paper clips and and South Poles? How
the magnet, the force at work is attraction. does a compass work?
beforehand the south and north Draw a picture to
poles. 2. Find two magnets with the poles marked north and south. Complete answer these questions.
the following activities. Experiment
a. Move the north side of one b. Next, move the north pole c. Finally, move the south pole
magnet toward the north side of one magnet toward the of one magnet toward the
In 5 Minutes of the other. What happens? south pole of the other. What south pole of the other. What
happens? happens?
Tell students that refrigerator
magnets use magnetic force to
stay in place.
Scientific Skill The magnetic force in this case is In this case, the magnetic force is The magnetic force in this case
repulsion because the magnets attraction because the magnets is repulsion because the magnets
Activities 1 and 2 develop the do not come together. come together. do not come together.
scientific skills of exploring,
experimenting, observing and
126 Unit 4
analyzing, among others.
CN.3.3.5. Experiment and differentiate kinds of forces and explain its effects in daily use objects.
142 Unit 4


The concept of electric force may

Electric Force sheep hair be a difficult concept for students
Have you ever taken off a wool sweater and noticed it made your hair to comprehend.
Word Focus
stand up? Or have you felt a little shock when you touched another person? Explain it to them using everyday
These situations are caused by electric force. Electric force corresponds An electric charge is a examples, such as the ruler
to the interaction between bodies that have an electric charge. characteristic that some experiment in which rubbing a
bodies develop through
Is there interaction between bodies with electric charges? Just like magnetic interactions such as ruler attracts small pieces of
force, electric force can also establish connections between bodies. rubbing against another paper to it.
body. Objects that have
When charged bodies are moved toward each other, their interaction an electric charge interact
depends on the electric charge of each one. Some interactions are: with each other. There
are positive and negative Language Extension
charges.
Two bodies with a negative electric charge repel each other, so the
moving against
electrical force between them is repulsion. with pressure
Materials: balloons
A positive charge
is represented with
Read the information in the Did
a + symbol and a You Know…? box again. Form
negative charge with pairs and give each a balloon.
a – symbol.
Have students do the experiment.
Two bodies with a positive electric charge repel each other, so the Then ask which object transfers
electrical force between them is repulsion. the electric charge (the balloon)
and which receives it (the wall).
Did You Know...?
Static electricity is what
makes your hair stand on
One body with a negative electric charge and another with a positive end after you go down
electric charge attract each other, so the electrical force between them a slide or rub a balloon
is attraction. on your head. It happens
when the electric charge
on the surface of one object
is transferred to another
object that has less charge.
Fun Fact!
When a body has no electric charge, it is called neutral. Neutral means that it has equal
numbers of positive and negative particles.

Vocabulary nouns: electrical

force, magnetic force, motion Practicing
verbs: apply, carry, oppose
3. Go to Cutout 8 on page 169.
adjectives: easier, stronger
a. Write N for the north pole and S for the south pole on each magnet. Identify
Skill Students can illustrate
science concepts b. Glue the magnets according to the interaction indicated. Apply
Repulsion Attraction
Answer Key
N S S N S N S N
The answers for activity 3b may
be different from those suggested
here. Repulsion can also be shown
by lining up the north poles and
attraction by lining up a south 4. Maryanne rubbed two balloons on her hair and then put them together. Think of the different electrical
interactions. What do you think happened to the balloons? Infer
pole with a north pole but the
other way around.
In activity 4, students may

become confused by the process
of charging the balloons. Tell them
that in higher grades they will
study this concept more, and ask
The balloons acquire an electrical charge and then repel each other because they have the
them to focus on the interaction
between the balloons after they same type of electric force.
are already charged.
Summarizing
Magnetic force is a noncontact force .
Electric force is the interaction of two electrically charged bodies .
128 Unit 4
144 Unit 4


Scientific Skill
Activities 1 and 2 develop the

Quiz Yourself scientific skills of observing and
1. Look at the images and respond. explaining.
In 5 Minutes
Tell students that some surfaces,

like stairs, are coated with
materials like rubber or carpet so
that they create more friction and
do not cause accidents.
a. In which case would the box be easier to move?
It would be easier to move the box on the wood floor.
Language Extension
b. What force opposes the box’s motion?
Frictional force opposes the box’s motion. Play Pictionary with students.
2. Look at the images and respond. Choose some of the key words
from the unit. They can be a mix
of verbs, nouns and adjectives.
Divide the class into two teams
and have them play.
a. In which case does the girl need to apply more force to carry her backpack? Explain.
When the backpack is full, because it is heavier.
b. In which case is the gravitational force on the backpack stronger? Explain.

When the backpack has a greater mass.

Evaluation Part 1

completed if students score at What Did You Learn?
least two points. 1a is worth two
1. Jack put an ant on a piece of notebook paper. While the ant moved, he timed it with points
points and 1b is worth one point.
a stopwatch and his friend, Andrew, traced the ant’s movement with a pencil. After
five seconds, the drawing looked like this: 3
Extra Support
Have students draw the trajectory a. Mark the ant’s trajectory in blue and its
from their house to another place START
displacement in green.
in town. They should indicate the b. If the ant moved a distance of 20 cm in 5
displacement and calculate the seconds, at what speed did it move?
speed at which they move.
FINISH
4 cm/s
Evaluation Part 2

completed if students mark the
2. Every day Pauly counts his steps on the way to school. Which of the following is he point
correct answer. calculating by counting his steps? Mark the correct answer with a .
1
Extra Support A. Distance traveled.
Have students define the concept B. Displacement.
of distance traveled. C. Speed.
D. Time.
3. What are the effects of the following types of force? Explain using examples. points
Evaluation Part 3
Frictional Force Gravitational Force Magnetic Force 3
Consider activity 3 successfully Frictional force opposes Gravitational force Magnetic force is exerted
least two points. the movement of bodies, attracts us to the earth, by magnets, like when
like a ball as it moves like when we jump and paper clips are attracted
Extra Support
Students can write a description through grass. then come back down. to them.
of the types of forces studied in
the unit.
130 Unit 4
After finishing the evaluation, have students use the extra materials based
on their scores:
146 Unit 4

Unit 4
Evaluation Part 4

Final Evaluation completed if students score all
three points.
4. Go to Cutout 9 on page 169. Glue the images that show the following effects when points
force is applied.
3 Extra Support
Change in Shape Change in Direction Change in Speed Students can explain the effects of
the forces in the images shown in
activity 4.
Evaluation Part 5

least four points.
Extra Support
Students should carry out the
5. Answer. points experiment with supervision and
a. What would happen to a piece of wood and a rubber ball 6
guidance.
if force were applied to each? Make a prediction.
The rubber ball would deform, but the piece of wood would not.
b. Collect a piece of wood and a rubber ball. Push on each object with your hands.
What happens? Write down your observations.
The ball deforms, and the wood does not.
Find T
c. Were your predictions the same as your observations? est 4
Study
Page
Yes, the predictions were the same as the observations because the
rubber ball is a plastic body and the piece of wood is a rigid body.
Test 4 Study Page A and B Evaluations
Ask students to work on the Once students have reviewed the unit
Test 4 Study Page to prepare content, print out copies of Tests A and
for the unit evaluation. B from the Evaluations book and have
setting.

Unit Summary
Clarifying Concepts
Remind students that this section

of the book is a summary of the
unit’s contents, and they should Motion is defined as the change in position of a body—in other words, when a body
look back through the unit if they changes its location in relation to a point of reference.
need to review anything in more
Some concepts that characterize movement are:
detail.
Trajectory Displacement Speed

This is the path a body This corresponds to the This relates the distance
Clarifying Concepts
travels along when it is in straight line connecting a body has traveled to
motion. the initial position of a the time it takes to do so.
Remind students that contact
body with its final position Speed is calculated using
forces are those in which the
exerting body and the receiving after movement. this equation:
body are in contact and
noncontact forces are those in distance
which they do not come into speed =
time
physical contact.
Force is an interaction between two bodies. One body exerts force and another receives
force. Forces can be classified as:
Contact Forces Noncontact Forces
Pathway to Science
148 Unit 4

Clarifying Concepts
Name: Grade:
Remind students of the three
types of bodies that have been
The application of force can cause different effects. For example: studied: rigid, plastic and elastic.
Relate them to force and its ability
Change in Shape Change in Direction Change in Speed to change their shape.
Types of Force
Frictional Force is the force that opposes Gravitational Force, or weight, is the force
a body’s motion. It depends on the mass with which the earth or another celestial
and characteristics of the bodies in contact. body attracts objects to its surface.
Magnetic Force is the interaction of attraction Electric Force is the interaction of attraction
or repulsion between magnets. or repulsion between two electrically charged
bodies.

Unit Review
Answer Key
In activity 1, make sure the

e,
definitions are those that are answe
r, and
glue in
written here or equivalent, but the Section 1 notebo
your
examples can be different. ok.
1. Define the following concepts. Give one example of each.
Concept Definition Example
Trajectory The path that a body follows while moving. The path I take to get from school to home.
Motion A body changing its position. A bus traveling.
A measure of the distance a body travels How long it takes for a car to get from one
Speed and the time it takes to do it. place to another.
The interaction between two bodies that can

Force cause a change in direction, motion or shape.
When a spring is stretched.
2. Calculate the speed of a body whose

motion is shown below.
v=4÷2
Time Distance v = 2 m/s
(seconds) (meters)
2 4
Section 2
3. When you open a door, what is exerting force and what is receiving force?
You are exerting force, and the door is receiving force.
4. Mark wants to wash his soccer ball, so he puts it on the ground. When he sprays it
with the hose, the water moves the ball. Why does it move? Explain.
The ball moves because the water exerts a force on the ball.
Pathway to Science
150 Unit 4

Scientific Skill

skills of observing and explaining.
Section 3
glue here
5. Look at the images and respond.
Answer Key
situation 2 The examples in activity 6 may vary.
glue here
situation 1
In which case would it be more difficult to move the pencil case? Explain why.
In situation 1 because it has a greater mass, and that would increase the force of friction.
glue here
6. Give an example from your daily life in which each of these forces can be seen.
Frictional Force Gravitational Force
Dragging a box on the floor. A piece of fruit that falls from a tree.
glue here
Magnetic Force Electric Force
A magnet stuck to a refrigerator. A balloon rubbed on a head that attracts
little pieces of paper.

glue here

Unit Vocabulary
nouns: atmosphere, cone,

Unit 5
The Earth Moves
continent, continental crust, core,
crater, crust, disaster, earthquake,
epicenter, geoid, geosphere,
hydrosphere, hypocenter, iron,
island, layer, lithosphere, magma,
magnitude, mantle, Mercalli scale, Key Words
mixture, mountain, nickel, ocean,
oceanic crust, oxygen, Richter external
scale, tectonic plate, tremor, internal
tsunami, volcano
promote
verbs: expel, flood, produce,
promote, sink produce
adjectives: abundant, coastal, layer
external, internal, seismic,
volcanic
Setting Off
Have students look at the

illustration on page 132. Ask them
to note similarities and differences
between the two villages. Then ask dock
students if there are ever volcanic

eruptions or earthquakes in their
country. Find out all they know
about these natural disasters: how
they occur, their effects, infamous
occurrences and any personal In this unit you will learn to:
anecdotes. Ask them to name • describe the different characteristics of the earth’s layers.
other natural disasters and say if • explain changes of the earth’s surface.
they occur in their country. • use diagrams to communicate ideas, explanations and observations.
Taking Care of the Planet 132 Unit 5
Promote protecting the

environment through a question
like: What would happen to the Recommended Apps
town in the image if the water
became polluted?
Puzzling Plates (www.tasagraphicarts.com/puzzlingplates.html): This app inspires kids to
explore the tectonic plates that make up the surface of the earth, and includes maps, world
geography, types of plates and plate boundaries, motion at plate boundaries and causes of
earthquakes and volcanoes.
Focus On Earthquakes (www.tasagraphicarts.com/earthquakes.html): This app provides a
comprehensive description of the causes and consequences of earthquakes and tsunamis.
152 Unit 5

Initial Evaluation
Natural phenomena like

volcanic eruptions, earthquakes
and tsunamis have not yet
1. Look at the picture and mark with a the village that will be more affected by a tsunami. been covered in this series.
2. Mark the village that will be more affected by a volcanic eruption with an . Nevertheless, it is important
to find out what previous
knowledge students have of these
3. In Chile, on February 2010, at 3:34 a.m., there was an earthquake with a magnitude of 8.8 on the phenomena.
Richter scale. The epicenter was 43 kilometers southwest of Cobquecura, in the Biobio region. Use
this information to answer the questions below.
a. What facts do you think are the most important? Which facts would you share with the community? Initial Evaluation:
The intensity of the earthquake and its epicenter. Scientific Skill
Activity 3 evaluates the scientific

b. Make a poster to share this information with your community. skill of communicating.
Answer Key
In activity 3b, students should

make a poster illustrating the
most relevant information
regarding the earthquake, like the
epicenter, the intensity, the time
and the date.
Earth and the Universe 133
Notes

Section
1 The Structure of the Earth

UNIT 5: THE EARTH MOVES The

T Components of Our Planet
Imagine that you are lying on the beach. In this moment, you are in contact
Section 1: The Structure of the Earth with the atmosphere, the geosphere and the hydrosphere. Have you ever
w
• The Components of Our Planet heard these names? They are the three principal components of the earth.
h
• The Geosphere
The Atmosphere
The atmosphere is the mass of
Language Focus gases surrounding our planet.
It is about 500 km thick and
consists of a mixture of several
Vocabulary nouns: atmosphere, gases. This includes oxygen, a
bottom, component, continent, gas necessary for life for the
gas, geoid, geosphere, glacier, majority of living things on earth.
hydrosphere, island, lagoon,
lake, mountain, ocean, polar ice,
resource, river, vapor The Hydrosphere
The hydrosphere is all the water
verbs: include, lie, surround on our planet. This includes
adjectives: abundant, flat, round, oceans, rivers, lakes, lagoons,
several, thick, underground underground water, polar ice,
glaciers and the water found
Skill Students can classify as vapor in the atmosphere.
elements of the earth as from Water is our most abundant
the atmosphere, hydrosphere or resource, and it covers most
geosphere of the earth’s surface.
The Geosphere
Clarifying Concepts The geosphere is the solid
part of earth. It consists of the
spherical
continents, islands, mountains
The atmosphere is the most Fun Fact! and all the land at the bottom
external layer of the earth and of rivers, lakes and oceans. The
Today it is known that the earth has a round shape, also geosphere includes the interior
consists of a variety of gases called a geoid, but there was a time when people thought of our planet, too.
including nitrogen, oxygen, argon the earth was flat.
and carbon dioxide, plus particle
matter. Remind students that 134 Unit 5
gases consist of matter too,
and explain that the force of
gravity prevents the gases in the
atmosphere from escaping into CN.3.4.4. To analyse the structure models of Planet Earth and differentiate its layers according to their components.
space.
154 Unit 5

Describe the different characteristics of the earth’s layers In 5 Minutes
Practicing Comment to students that

chlorofluorocarbons, known
1. Go to Cutout 10 on page 169. Glue each of the earth’s components
as CFCs, are a family of gases
in the correct place and write down its characteristics. Describe
that are used principally in the
Atmosphere Hydrosphere Geosphere refrigeration industry.
Promote care for the environment.

Ask students to propose measures
to protect different parts of the
earth.
Language Extension
A mass of gases that All the water present on The part of the earth that
surrounds the earth with earth in gas, liquid and consists of the continents, Draw three columns on the board
titled Atmosphere, Hydrosphere
a thickness of approximately solid states. islands and ocean floors. and Geosphere. Form groups and
500 km. give students a few minutes to
write as many elements in each
as they can from memory. Have
groups take turns sending a
volunteer to the board to write
their answers. Allow the rest of
the class to correct or confirm the
Summarizing atmosphere answers.
consists of the
Earth hydrosphere
geosphere
Notes

Language Focus Section 1 / The Structure of the Earth
Vocabulary nouns: asthenosphere,

core, crust, drill, ground, layer, Connecting
mantle, nickel
verbs: divide, drill, reach, vary The Geosphere
adjectives: deepest, dense, Imagine that we are drilling through the ground with a large drill for a long time. How deep could we go? What
farther, near, thick, thin could we find? If we could do this, we would see the layers of the geosphere.
Skill Students can create The geosphere consists of three layers: the crust, the mantle and the core.
definitions for the layers of the a tool used for
making holes
geosphere
In 5 Minutes
The density of an object refers The Crust

to the amount of mass that is This is the cold, outer layer
contained in a given volume. of the earth. The continents,
mountains and ocean floor
are all part of this layer. It
consists of solid materials like
rocks. There are some areas
Clarifying Concepts where this layer is very thin,
like the ocean floor, where
The geosphere is formed by rock it can be only 7 kilometers
thick, and others where it is
and other materials that can
thicker, like in the mountains,
be either solid or fluid. Layers where it can be more than
are distinguished by distinct 60 kilometers thick.
properties and densities.
Common Mistakes
Did You Know...?
It is a common misconception The crust is said to “float”
that the earth is a sphere. Clarify on the mantle because it is
less dense.
that the earth is a geoid, a sphere
characterized by having flattened
poles.
136 Unit 5
CN.3.4.4. To analyse the structure models of Planet Earth and differentiate its layers according to their components.
156 Unit 5

Describe the different characteristics of the earth’s layers Clarifying Concepts
Explain to students that according

to its chemical composition, the
geosphere is divided into three
The Mantle layers: crust, mantle and core;
This layer can be almost 2,900 kilometers thick in places and principally and that according to its physical
consists of solid rock. The mantle varies in temperature from 100 ºC properties it is divided into the
near the crust to 3,000 ºC near the core.
At about 600 kilometers deep, the mantle has a liquid layer called the
lithosphere, the asthenosphere,
asthenosphere. the mesosphere and the core.
a silvery-white metal
In 5 Minutes
The Core
This is the deepest layer of Magma is molten rock in the
the earth and is nearly 3,500 earth’s interior. When it ascends
crust
asthenosphere kilometers thick. to the surface, it is known as lava,
It is composed of iron and nickel, and when it cools, it becomes
and its temperature reaches volcanic rock.
mantle
6,000 ºC. The core is divided
into two parts: the liquid outer
core and the solid inner core.
Language Extension
liquid outer core
Remember!
Form pairs and encourage
core º is read as “degrees,” and students to write several short
“C” is read as Celsius. sentences to describe each of the
layers of the geosphere: This is
the cold, outer layer. It consists
solid inner core of solid materials like rocks. Our
The farther we travel
toward the center of
continent is part of this layer. It is
the earth, the higher thicker under the mountains. Then
the temperature is. have pairs form groups, close
their books and take turns reading
Did You Know...? one sentence for the other pair to
The inner core is 70 percent of the size of the moon.
identify the layer.
Notes

Language Focus Section 1 / The Structure of the Earth
Vocabulary nouns: composition,

inside, temperature, thickness Practicing
adjectives: miniature
1. Complete the diagram with the names of the layers of the geosphere. Identify
Skill Students can practice
the spelling of the layers
of the geosphere and their
characteristics crust
mantle
core
Remember that the crust is
the most external layer of the
geosphere and its temperature is
lower than that of the other layers. 2. Complete the following comparison chart of the characteristics of the layers of the geosphere.
Layer Composition Thickness Temperature
Lower in comparison
Common Mistakes Crust solid rock 7–60 km
with other layers.
Students may describe the mantle

as being a solid layer. However, Mantle mostly solid rock 2,900 km 100 °C–3,000 °C
it is necessary to explain that the
mantle is made up of two layers:
one solid, known as the interior Core nickel and iron 3,500 km 6,000 °C
mantle, and the other formed by
molten rock, known as the outer
mantle.
Summarizing crust
consists of the
The geosphere mantle
core
138 Unit 5
158 Unit 5

Describe the different characteristics of the earth’s layers Being Safe
Either cut the spheres in half

Quiz Yourself before giving them to students
Ask an adult to
cut the Styrofoam or remind them to cut them very
1. Make a miniature geosphere using a Styrofoam ball cut in half. Use
se ball in half. carefully to avoid injury.
tempera paint and colored pencils to color it like the earth.
Answer Key
In activity 1, students will write

the names of the geosphere, crust,
mantle and core on the Styrofoam
balls.
Paint the outside of each half of the ball. Paint the On the inside of each half, draw the layers of the
oceans blue and the continents green or brown. geosphere. Use a different color for each.
Language Extension
a. Write the name of each layer on the model.
Play hangman with some of the
b. Describe the characteristics of each layer of the geosphere.
words from this section.
Layer Characteristics
It is the most external layer, composed of solid matter and consisting
Crust of the continents, mountains and the ocean floor. It is between 7 and
60 km thick.
It is 2,900 km thick with a temperature that varies between 100 ºC and
Mantle 3,000 ºC. It is formed principally by solid rock. The asthenosphere is

found as a liquid layer here.
This is the deepest layer of earth and is about 3,500 km thick. It is
Core mainly formed by iron and nickel.

Section
2 The Earth Changes

UNIT 5: THE EARTH MOVES The Lithosphere and Tectonic Plates

T
W
What would you think if someone said to you that the surface of the earth is like
Section 2: The Earth Changes a jigsaw puzzle? The most external zone of the earth is called the lithosphere.
• The Lithosphere and Tectonic Plates It consists of the oceanic crust, the continental crust and the outer part of the
• The Movement of Tectonic Plates mantle.
m
The lithosphere is not one solid mass, but instead is composed of different pieces
T
• Earthquakes tthat fit together, similar to a puzzle. These pieces are called tectonic plates.
• Major Recent Earthquakes
oceanic crust
o continental crust
• Tsunamis
• Volcanoes
Language Focus
Vocabulary nouns: continental

crust, formation, lithosphere,
mantle lithosphere tectonic plates
oceanic crust, puzzle, standstill,
tectonic plate
verbs: compose, experience, Fun Fact!
locate, move away/together, take One modern theory is that in the past the continents were all connected together as one giant
place continent called Pangaea. It separated because of the movements of the tectonic plates.
adjectives: closer, fluid
Skill Students can research a
topic on the Internet
In 5 Minutes
Plate tectonics is a geological

theory that explains the structure
of the lithosphere, how it moves,
what direction it moves in and 140 Unit 5
how the tectonic plates interact.
CN.3.4.5. To observe, the effects of geological phenomena. To relate them to the formation of new reliefs.
160 Unit 5

Explain changes of the earth’s surface

Clarifying Concepts
Tectonic plates move at a speed

The Movement of Tectonic Plates of approximately 2.5 centimeters
Tectonic plates are never at a standstill—that is, they are in constant motion. As they are located above the per year, causing deformations
more fluid mantle zone, they can move. When tectonic plates move, three interactions can take place: in the earth’s crust, such as the
formation of mountain chains.
In 5 Minutes
“Continental drift” is a hypothesis

put forth by German scientist
The tectonic plates move closer The tectonic plates move away The tectonic plates rub together. Alfred Wegener regarding the
together, and one goes under from each other.
the other.
movements of the continents.
Currently continental drift forms
The different tectonic movements are responsible for the great changes that the earth has experienced and
part of tectonic plate theory.
continues to experience. Some changes take place slowly, such as the formation of mountains and volcanoes,
and others take place very quickly, like earthquakes.
Activity Card
Practicing
1. Go to Activity Card 9. Cut out the tectonic plates along the red lines. Put the puzzle together. Then answer. Use Activity Card 9 to supplement
a. Which tectonic plates are in contact? Give examples. Identify activity 1.
Language Extension
b. Which cities are located above tectonic plate contact zones? Name three. Associate
Ask students to research on the
Internet the answers to these
Summarizing questions: What are the earth’s
seven major plates? How thick are
The lithosphere is the external part of the earth. It is composed of the continental these plates? What is the name
of the plate underneath the area
and oceanic crusts and the outer part of the mantle
where you live? Check answers in
and it is divided into tectonic plates . the next class.
Notes

Language Focus Section 2 / The Earth Changes
Grammar superlative adjectives:

It is the strongest earthquake ever Connecting
recorded. It is the most seismic
area in the world. Earthquakes
Vocabulary nouns: building, The tectonic plates of the lithosphere are constantly moving, even though we do not notice. However, sometimes
damage, earthquake, epicenter, large movements of the plates cause movement on the earth’s surface, called tremors and earthquakes.
hypocenter, intensity, Mercalli
scale, Richter scale, tremor In certain areas, these movements have great destructive
power. The point of origin of these movements is
verbs: cause, feel, kill, last, called a hypocenter.
measure, notice, originate, pass
through, record, release, result,
sink
adjectives: destructive, exact,
observable, prone, volcanic
Skill Students can create an
earthquake drill poster
Common Mistakes
Large earthquakes are generally

considered those above a
magnitude of 7 on the Richter The movement that originates in
scale. Clarify that there is no The point on the surface exactly above the hypocenter the hypocenter quickly travels
is called the epicenter. It is here where the tremor or through the lithosphere in all
formal definition of what an directions.
earthquake is felt with the greatest intensity.
earthquake is, but that seismic
activity that creates observable
surface damage is commonly Earthquakes are measured using two scales: Richter and Mercalli. The Richter scale measures the energy
released in an earthquake, whereas the Mercalli scale measures the damage caused.
referred to as an earthquake.
Fun Fact!
Scientifically speaking, there is no definition for the concept of an earthquake. However,
In 5 Minutes the term is used to refer to a tremor that causes observable damage to buildings and other
structures.
A seismograph is an instrument
that measures the movements of 142 Unit 5
tectonic plates, both horizontally
and vertically.
CN.3.4.5. To observe, the effects of geological phenomena.
162 Unit 5


Use the images of earthquakes

Major Recent Earthquakes and tell students that in
Most major earthquakes take place in a zone of volcanic activity surrounding the Pacific Ocean known as seismic countries these types of
the Ring of Fire, which passes through Japan, Chile, Alaska, Mexico and Indonesia, among other countries. phenomena occur frequently. For
Some major recent earthquakes include: this reason, it is important to have
a culture of damage prevention.
Ask students to propose ways to
deal with earthquakes in a safe
way.
Chile (1960) Sumatra (2004) Chile (2010) Japan (2011)

The intensity of this This undersea earthquake, This earthquake measured This 9.0 earthquake lasted In 5 Minutes
earthquake was 9.6 on measuring 9.1–9.3 on the 8.8 on the Richter scale around six minutes. It caused
the Richter scale. The city Richter scale, caused a and lasted for over three a tsunami that damaged
of Valdivia sank almost four massive tsunami that killed minutes. Around 500 people nuclear power stations, It is estimated that as a result of
meters. It is the strongest over 230,000 people. were killed. resulting in the evacuation the 2010 Chile earthquake, the
earthquake ever recorded. of over 200,000 people. city of Concepcion moved three
moved down
meters westward.
continued
Practicing
1. Match each concept with its description.

Language Extension
Movement of the earth’s surface
Epicenter
originating in the lithosphere.
Materials: poster paper
Exact point where the seismic movement Brainstorm with the class a list
Hypocenter
originates in the lithosphere. of things to do in case of an
earthquake: Move away from
Point on the surface located directly windows and outside walls if
Earthquake
above the hypocenter. possible. Drop to the ground. Take
cover by getting under a sturdy
table or other piece of furniture,
Summarizing
or cover your face and head with
Earthquakes are movements on the earth’s surface caused by the movement your arms. Hold on until the
shaking stops. Do not try to leave
of tectonic plates . The Ring of Fire around the Pacific Ocean is the most the building until the shaking
seismic or earthquake-prone area in the world. stops. Form groups and have
students write and illustrate the
Earth and the Universe 143 steps to create an earthquake drill
poster. Display the posters in the
classroom or around the school.
Notes

Vocabulary nouns: ash, bottom,

chamber, crater, depression, Connecting
destruction, lava, magma, tremor,
tsunami, volcanic cone, volcanic Tsunamis
eruption As you studied previously, movements in the lithosphere cause tremors or earthquakes that may result in
verbs: emerge, expel, flood, knock serious damage on the earth’s surface. In some cases, the epicenter is located at the bottom of the ocean,
down, sweep and both the oceanic crust and the water move. Such movements can create giant waves known as tsunamis,
which can cause major disasters when they hit nearby coastal areas.
adjectives: active, coastal,
diverse, hardened, major, massive,
nearby, sudden, violent
When the epicenter is located
Skill Students can determine at the bottom of the ocean,
the veracity of statements about both water and land move.
earthquakes from memory
In 5 Minutes
Tsunami is a word of Japanese

origin that describes waves of
great size and energy associated
with an earthquake.
When a large magnitude tsunami
reaches the coast, it floods the
land and knocks down or moves
Clarifying Concepts everything in its way. This causes
great destruction.
Tsunamis move over open sea Did You Know...? inundates
with a speed between 500 and

900 kilometers an hour and the The 2004 earthquake in Sumatra created a massive tsunami that swept the coastal areas
distance between one wave and around the Indian Ocean. The tsunami reached over 20 meters high in some areas.
another can be from 100 to 700
kilometers. When a tsunami Fun Fact!
approaches the shore, its speed When earthquakes occur in places where the ocean is more than 6,000 meters deep, the waves
diminishes, the sea level rises, can travel as fast as a commercial airplane (800 km/h).
and waves are formed that can
reach up to 30 meters in height.
144 Unit 5
Tsunamis cause great damage
to areas located in zones near
the epicenter, often leading
to the flooding of cities and
CN.3.4.5. To observe, the effects of geological phenomena.
the destruction of houses and
farmland.
164 Unit 5


Tell students that there are around

Volcanoes 1,500 active volcanoes in the
Fun Fact!
There is a third natural phenomenon related to the activity of the lithosphere: world, and around 50 of these
volcanism. A volcano is an opening in the earth’s surface where materials Magma is molten erupt each year. Invite students
can come out of the interior, like magma, ash, rocks and gases. rock located inside to research currently active
made
the earth. liquid by volcanoes in their country (or a
heat
chosen country if there are none)
A crater is a bowl-shaped Over time, hardened lava that and what people should do in case
depression around the has accumulated over many of an eruption.
opening where these volcanic eruptions forms a
materials emerge from volcanic cone.
inside the earth.
Language Extension
Write the following sentences on

the board:
1. Tsunamis can cause volcanic
eruptions.
In the depths of the volcano 2. Most big earthquakes take
is the magma chamber place on the Ring of Fire around
containing magma, or the Pacific Ocean.
molten rock. When the
magma comes up to the
3. The Ring of Fire passes through
surface, it is called lava. Japan, Chile, Italy and Greece.
4. The largest ever earthquake
was in the United States.
Volcanic activity is diverse. Some volcanoes expel materials gently and
5. The point of origin of an
continuously for years, and others have violent and sudden eruptions that
cause damage and major changes to the earth’s surface. earthquake is called the
hypocenter.
The word “volcano” comes from the 6. When the lava comes to the
Latin Vulcan, which was the name of
the god of fire in Roman mythology. surface, it is called magma.
Tell the class to close their books.
Did You Know...?
Form pairs and have them discuss
The most active volcano in the world is Kilauea on Hawaii. if the statements are true or
It has been erupting since 1952. false, before correcting the false
statements from memory:
1. Earthquakes can cause
Earth and the Universe 145 tsunamis. 3. It passes through
Japan, Chile, Alaska, Mexico and
Indonesia. 4. It was in Chile.
Notes 6. When magma comes to the
surface, it is called lava.

Skill Students can spell and use

key vocabulary from the unit Practicing
1. What produces an earthquake? Explain
It is produced by the movements of tectonic plates that provoke shaking on the earth’s surface.
Scientific Skill
Activity 2 develops the 2. What is the difference between an epicenter and a hypocenter? Compare
scientific skill of comparing and
The hypocenter is the point below the surface of the earth where seismic activity originates,
contrasting.
while the epicenter is the point on the earth’s surface directly above it.
3. What produces a tsunami? Explain

Taking Care of the Planet The hypocenter has to be located in the ocean.
Excursions are allowed on many

active volcanoes, including 4. Write the names of the structures. Identify
Kilauea in Hawaii and Pacaya in
Guatemala. Tell students that
people have to take care of these
places as diverse species of flora crater
and fauna inhabit them.
volcanic cone
magma chamber
Summarizing earthquakes
Changes in the are produced by

tsunamis
Lithosphere
volcanoes
146 Unit 5
166 Unit 5


A volcanic eruption is related

Quiz Yourself to the movement of plates and
1. Identify the phenomenon represented in each image and explain how it is produced. also the increase of pressure
inside the volcano, which causes
Earthquakes are produced by the movement the incandescent material, like
magma, rock, ash and gases to be
of tectonic plates, which cause great shaking expelled violently to the surface.
on the earth’s surface.
Language Extension
Divide the class into pairs. Dictate

a selection of words from the unit
Tsunamis are produced by the movement of and have pairs spell them in their
notebooks. Ask them to exchange
tectonic plates whose hypocenter is located
their notebooks with other pairs.
in the ocean and that sets a large volume of Write the answers on the board
and have pairs check each other’s
water in motion.
work. Elicit a definition or an
example sentence for each word.
A volcano is an opening in the earth’s surface
where materials can come out of the interior.
2. What do earthquakes, tsunamis and volcanic eruptions have in common? Explain.

They all originate in the lithosphere. Earthquakes and tsunamis are due to the movement of tectonic
plates, while volcanic eruptions are due to the accumulation of magma under the earth’s surface.
Notes

Language Focus
Science Lab Scientific Skill: Communicate
Vocabulary nouns: baking soda,
eruption, foot, tablespoon, vinegar What Are the Effects of a Volcanic Eruption?
verbs: overflow, represent,
transmit Basic Framework
adjectives: serious, verbal, written Volcanic eruptions can cause serious damage because of the large amount of lava they expel. Many cities
are located at the foot of a volcano, and therefore can be exposed to the damage caused by an eruption.
adverbs: therefore
Skill Students can explore the
effects of a volcanic eruption Observation
If a volcanic eruption occurred, what changes could
take place in the city near this volcano?
Scientific Skill
The water and land may be covered in the
In this Science Lab, the scientific ash from the eruption, and the gases that
skill of communicating is
developed. are emitted from the volcano could produce
respiratory illnesses in people and animals.
Scientific Research Research Question

Skills Foldout What effects does a volcanic eruption have on nearby cities?
When starting the Science Lab, Hypothesis

tell students to open up the The volcano expels volcanic materials that reach the city, causing damage.
to review the processes and skills Prediction
If you make a model of a city at the foot of a volcano, what would you observe when the volcano erupts?
includes an example of each If the volcano erupted, the city would be destroyed.
process to help them understand
it more clearly.
1. Form groups of three, and then find these materials: a 20 x 20 cm piece of cardboard, clay, a plastic cup,
Education through Values baking soda and white vinegar.
In the Science Lab, teamwork is

promoted. 148 Unit 5
168 Unit 5

Use diagrams to communicate ideas, explanations

and observations
Being Safe
Remind students that this

2. Place the cardboard around the cup, and use the 3. Then build the city at the foot of the volcano. activity is an experiment, so the
clay to build a volcano, as shown in the picture. workspace should be clean and
orderly to avoid accidents.
The mix of vinegar and baking

soda may not produce the
intended effect. If this happens,
allow students to increase the
4. Put two tablespoons of baking soda in the cup. quantity of the contents.
5. Carefully add a quarter cup of vinegar to the baking soda and observe what happens.
Results Answer Key

1. How did the materials move out of the model volcano?
Answers will vary. The diagram should show the
effect of a volcanic eruption on the
city—for example, that the houses
are covered in lava or ash. Allow
1. What does the overflowing of the baking soda and vinegar mixture from the volcano model represent? them to draw pictures.
The vinegar and baking soda represent volcanic lava.
Conclusion Language Extension

1. Make a diagram explaining how the city was
affected by the volcanic eruption.
Have students compare their
diagrams from the conclusion
When communica i ting, you are to their experiments. Ask them
ation.
transmitting verbal or written inform to discuss any significant
gh
This information can be shown throu
tables, diagrams, drawings and even
differences. Ask them to research
through explanatory text. the history of Pompeii, or tell them
briefly: Pompeii was an ancient
Roman city on the southwest coast
Earth and the Universe 149 of Italy. It was buried under five
meters of ash and pumice in the
eruption of Mount Vesuvius in 79
AD. 20,000 people lived there,
but only 2,000, who decided to
stay when the eruption started,
were killed. The city was lost for
1,500 years and has been a tourist
attraction for 250 years.

Evaluation Part 1

completed if students score at What Did You Learn?
least six points.
1. Draw a model showing the layers of the geosphere. points
Extra Support 12
It is suggested that students
describe the characteristics of the
geosphere layer.
Evaluation Part 2

completed if students mark the
correct answer.
a. Label the picture with the name of each layer.
Extra Support b. Write the characteristics of each layer. Think about thickness, composition and
temperature.
Students can identify the
temperature changes in the Crust: Formed mostly of rock, its depth is anywhere between 7 and
various layers of the geosphere.
60 km, and it is a colder layer than the others.
Mantle: Its temperature varies between 100 and 3000 ºC. Found
between the crust and the core, it is approximately 2,900 km thick.
Core: Formed by iron and nickel, its temperature reaches over 6,000 ºC.
2. Mark the correct answer with a . As you travel toward the earth’s core, the temperature:
point
A. Increases, and then decreases.
1
B. Does not change.
C. Decreases.
D. Increases.
150 Unit 5
170 Unit 5

Unit 5
Evaluation Part 3

Final Evaluation completed if students score at
least two points.
3. What changes cause these phenomena to occur? Explain. points
3 Extra Support
Earthquakes The movement of tectonic plates makes the ground shake.
Have students explain the damage
The movement of tectonic plates sets a huge amount of water in done by a specific instance of one
Tsunamis
motion.
of the disasters.
Volcanic
An accumulation of magma breaks through the earth’s surface.
Eruptions
4. Complete the following chart with three actions we should do and three we should not
points Evaluation Part 4
do in a natural disaster emergency.
6
In a natural disaster emergency, we: Consider activity 4 successfully
should should not completed if students are able to
Move to safe zones. Ignore recommendations from write at least two of each type of
authorities. action.
Stay calm. Run and lose your calm.
Extra Support
Know emergency numbers. Move closer to danger zones.
Students should describe the
actions they should take during an
earthquake.
5. Make a map of safe areas for another class. Give them the map, and explain why points
it is important to know these areas.
2
Evaluation Part 5

least one point.
Extra Support
Find T
est 5
Study Students can create a pamphlet
Page
where they share the importance
of having an emergency kit as well
as the elements that should be
included in it.
Explain that plate movement can
move whole cities, changing the
Have students work on the Test Once students have reviewed the unit
views and scenery, among other
5 Study Page to prepare for the content, print out copies of Tests A and
effects.
unit evaluation. B from the Evaluations book and have
setting.

Unit Summary
Clarifying Concepts
understand that these pages offer
a summary of the unit’s contents. The earth consists of three major components:
Read the summary as a class, and
ask them to give more examples. atmosphere hydrosphere geosphere
Explain all concepts clearly and
make sure you clarify any ideas The geosphere is the rocky part of the earth, but it is not just what we see on the exterior.
that are incorrect. It consists of three layers:
Clarifying Concepts
Explain that different layers can crust

be observed in the geosphere. By
their physical properties, these are mantle
the lithosphere, asthenosphere,
mesosphere and core. By their
chemical properties, they are the
crust, mantle and core.
core
The crust is the most The mantle is the layer The core is the deepest
external layer of the following the crust. It is layer. It is 3,500
earth. It forms the 2,900 kilometers thick. kilometers thick, and
continents, mountains Its temperature can be its temperature reaches
and the ocean floor. up to 3,000 ºC. The 6,000 ºC. The inner core
It is the thinnest layer asthenosphere is a liquid is solid, and the outer
and has the lowest area of the mantle near core is liquid.
temperature. the crust.
Pathway to Science
172 Unit 5


Name: Grade:
Remind students of the
importance of knowing the
The lithosphere is the external layer of the earth. It consists of the crust and the upper preventative measures to safely
part of the mantle. It is divided into tectonic plates. face emergencies as they can
occur at unexpected times and
places. Encourage them to prepare
an emergency plan in order to
respond correctly if something
occurs while they are at home.
The tectonic plates of the lithosphere move in different ways, which creates natural
phenomena such as tremors, tsunamis and volcanoes.
The movements of the lithosphere can cause natural disasters that seriously affect human
beings, so it is important that each person is informed and prepared to act in any emergency.
In case of an emergency, it is important to:
• Identify risks.
• Stay calm.
• Not act impulsively.
• Pay attention to the information given by the authorities.

Unit Review
In 5 Minutes
Geothermal energy is obtained

e,
from the heat in the layers of the answe
r, and
glue in
geosphere. Section 1 notebo
your
ok.
1. Complete the diagram.
crust
mantle
core
2. Describe each layer of the earth.
Crust: The most external layer of the geosphere that is formed mostly by rock. It is between 7
and 60 km thick.
Mantle: The layer located between the crust and the core. Its temperature varies between
100 and 3,000 ºC, and it is nearly 3,000 km thick.
Core: The most internal layer of the geosphere whose temperature reaches over 6,000 ºC.
Formed principally by iron and nickel. It is divided into two parts, the external core, which is
liquid, and the internal core, which is solid.
Pathway to Science
174 Unit 5

It is important to establish an
emergency plan to deal with
Section 2 natural disasters because reacting
glue here
poorly in the moment could cause
3. Match each concept with the correct description. accidents.
Exact point where a tremor originates.

Tectonic plates
Point on the surface of the earth located directly
Lithosphere above the hypocenter.
glue here
Movement on the surface of the earth due to the
Earthquake tectonic plates in the lithosphere.
Tsunami Giant wave that can occur after a tremor in the

oceanic crust.
Hypocenter Upper part of the earth consisting of the crust
glue here
and the upper part of the mantle.
Epicenter
Group of plates forming the lithosphere.
glue here
glue here

Glossary
Key Words Unit 1 Key Words Unit 3
4.1 4.3
classify – v, to arrange in classes magnitude – n, the extent or size of

organism – n, a living thing something
component – n, any of the parts that make mass – n, the total amount of matter that a
up a complete system body contains—not affected by the force of
gravity
habitat – n, a place where a plant or an
animal lives naturally volume – n, the amount of space that
something occupies
measure – n, an action taken to ensure a
specific outcome fixed – adj, fastened securely in one place or
position
adapt – v, to make or become suitable for
different situations pipette – n, a tube with a bulb at one end
used for transferring or measuring liquids
prohibited – adj, something that is forbidden
by law or rule test tube – n, a narrow glass tube that is
used in laboratory experiments and tests
Key Words Unit 2
4.2 Key Words Unit 4
4.4
voluntary – adj, controlled by the mind done
with thought trajectory – n, the path of a moving object
involuntary – adj, done without thought, not displacement – n, the moving of something
deliberate from its place or position
expand – v, to make larger or increase attract – v, to make something come closer
contract – v, to make shorter or smaller repel – v, to drive away by force
exercise – n, an activity carried out to keep weight – n, a measure of how heavy

the body fit and healthy something is as a result of the force of gravity
protect – v, to shield from harm or keep safe; interact – v, to act on or influence each other
to defend
support – v, to bear the weight of; to hold up
152
176 Glossary

Key Words Unit 5 asthenosphere – n, a zone of the earth’s
4.5
mantle, beneath the lithosphere
external – adj, forming the outside part of atmosphere – n, the layer of air surrounding
something the earth
internal – adj, of or found on the inside of
something B
promote – v, to help something develop
balance – n, a feeling of being steady or
produce – v, to bring into being in some way;
secure
to make or create
beak – n, the hard, pointed part of the
layer – n, a thickness or level of some
mouth of a bird or turtle
material laid over an area
abiotic – adj, not from a living thing

adapt – v, to change to make suitable for a
different situation—something changed in
this way is an adaptation biome – n, a major habitat, classified
adequate – adj, suitable; as it should be according to vegetation and characterized
by the adaptations of the living things that
alcoholism – n, a disease defined by an
inhabit it
addiction to alcohol
biotic – adj, of or relating to living things
alter – v, to make or become different; to
change birth defect – n, physical abnormality
present at birth
articulation – n, an area where two bones
are connected so that body parts can move,
also called a joint
ash – n, the powdery substance that remains
when something is burned
153
Glossary 177

bone – n, one of the hard parts that makes crater – n, a large, bowl-shaped hollow in a
up the skeleton of a human or an animal— flat surface, such as those created on the
bones support the body and protect internal surface of the earth by meteors
organs crop – n, a plant that people grow on farms,
mainly for food
Celsius – n, a scale and unit of measurement

for temperature, also known as centigrade
central nervous system – n, a part of the crust – n, the solid outer part of the earth
nervous system that integrates incoming curve – n, a gradually bending line, such as
information and coordinates the activity of all part of the edge of a circle
body parts
community – n, a group of different kinds
D
of plants or animals that live together in a
certain area and relate to or depend on each deciduous – adj, describing a plant or tree
other in some way that loses its leaves in the fall and grows
compete – v, to take part in a contest them back in the spring
compress – v, to force into a smaller space decompose – v, to decay or rot
condensation – n, the process by which a decrease – v, to become smaller in size or
gas or vapor becomes a liquid quantity
constant – adj, staying the same, continuing deposition – n, the change in state from a
consume – v, to eat or drink; to use up gas to a solid without an intermediate liquid
phase
core – n, the innermost region or center of
the earth depression – n, a shallow hole; a hollow
154
178 Glossary

direction – n, a line along which something exert – v, to apply; to put to use a force,
moves, lies, faces or points influence or quality
displace – v, to take the place of; to move expand – v, to make larger; to increase
something from its usual place exploit – v, to put to full use
drug – n, a type of substance that has a very
strong effect on the body, mind and feelings,
F
and that can often make a person become
addicted feed – v, to take in as food; to give food to
ecosystem – n, all the living and nonliving

things in an environment and the interactions
between them
elastic – adj, able to expand and contract
and be pushed in and out of shape
fertile – adj, able to produce vegetation,
electric charge – n, a negative, positive or crops or young easily
neutral charge found in the particles that
flex – v, to bend a part of the body
make up all known matter
flow – v, to move along in a steady stream; to
elongated – adj, unusually long in relation to
fall freely or loosely
its width; made longer
endure – v, to continue to exist over time; to
put up with something bad or unpleasant
epicenter – n, the point on the earth’s
surface vertically above the origin point, or
hypocenter, of an earthquake
equilibrium – n, the state in which opposing
forces are balanced; a state of physical food chain – n, a representation of the
balance predator–prey relationships between different
species in a habitat
155
Glossary 179

force – n, the pulling or pushing effect that
I
something has on something else
friction – n, the force of a substance that improve – v, to make better
causes an object moving over it to slow down
impulsive – adj, inclined to act without
fusion – n, the act or process of melting or planning or thinking; done or performed
combining without proper planning
increase – v, to become larger in size or
G quantity
influence – n, a force that produces a
gas – n, a substance such as air that is not
change in someone or something else
solid or liquid at normal temperatures and
initiative – n, the first step toward doing
can move about freely and fill any available
something; a plan or program
space
injury – n, damage to a part of the body
geosphere – n, the solid part of the earth
composed of the crust and upper mantle interference – n, unwanted involvement
grind – v, to crush or break something into
small pieces using a machine or hard surface J
joint – n, a point where two or more bones

H
meet, an articulation
heart attack – n, a sudden and painful
stoppage of the heart
hemisphere – n, half of a sphere shaped
object
hydrosphere – n, all the water on the earth’s
surface and in its atmosphere
hypocenter – n, the point of origin of an
earthquake below the earth’s surface
156
180 Glossary

magma chamber – n, a large underground
K
pool of liquid rock beneath the earth’s
Kelvin scale – n, a thermodynamic surface
temperature scale magnet – n, a material that is able to attract
knot – n, a unit of speed equivalent to 1.85 certain metals
km/h and used especially in ships and man-made – adj, created by humans, not
airplanes natural
mantle – n, the region of the earth’s interior
L between the crust and the core
measure – v, to find out the size or amount of
ligament – n, a strong, flexible band of tissue something by using an instrument an action
that connects bones or holds organs in place taken to ensure a specific outcome
limb – n, an arm, a leg or a wing meniscus – n, the curved upper surface of a
liquid – n, a substance that can be poured; liquid
a fluid that is not a gas mimicry – n, the skill or action of imitation;
lithosphere – n, the most external layer of the close resemblance of an organism to
the earth made up of the oceanic crust, the another organism or inanimate object
continental crust and the exterior part of the mobility – n, the ability to move or be moved
mantle
molten – adj, made into a liquid by great
logging – n, the cutting and processing trees heat, melted
into wood
motion – n, the act or process of changing
lower – v, to move down place or moving
muscle – n, one of many tissues in the body
M that can contract and expand, making the
body move
magma – n, very hot melted rock
underneath the earth’s surface—magma
flows out of volcanoes as lava and then cools
and forms into hard rock
157
Glossary 181

pollen – n, the fine yellow powder produced
O
by the male part of a flower
oppose – v, to resist or be against
organ – n, a part of a plant or an animal
that does a particular job and is made up of
different kinds of tissue
partially – adv, only in part, to a limited

population – n, a group of people, animals or
extent
plants living in a place
particle – n, a very small piece; a body with
porous – adj, having many tiny holes or
volume or mass
spaces that allow water or air to pass through
paw – n, an animal’s foot
predator – n, an animal that survives by
pebble – n, a small, smooth, round stone eating other animals
peripheral nervous system – n, a part of the preserve – v, to protect from damage, loss or
nervous system including the nerves outside decay
the brain and spinal cord whose function is
prey – n, an animal that is hunted and killed
to connect the central nervous system to the
by another animal for food
rest of the body
process – v, to treat, prepare or convert
pillar – n, something that gives support or
something using a series of steps
is an important part of something; a column
prone – adj, likely to do, or be affected by,
that supports the roof of a building
something
pole – n, one end of the earth, the North or
South Pole; the positive or negative end of a
battery or magnet
158
182 Glossary

standstill – n, a state in which all activity or
R
motion is stopped
raise – v, to move up state – n, the physical condition in which a
reflex – n, an action done without conscious substance can exist, either solid, liquid or gas
thought in response to stimuli straight line – n, a line traveling in a constant
rigid – adj, stiff or unbending direction; a line with no curvature or breaks
strengthen – v, to make stronger
S sublimation – n, the transition of a solid to a

gas stage with no intermediate liquid stage
scale – n, a weighing machine—it works by succulent – n, a plant that has thick, fleshy
balancing the object being weighed against leaves or stems adapted for storing water
another weight or against the force of a
spring
T
scarce – adj, difficult to find or obtain; rare
seismic – adj, relating to earthquakes, tectonic plate – n, one of the huge, thick
tremors or other movements of the earth’s pieces of the earth’s crust—there are seven
crust major plates
shock – n, what is felt when an electric tendon – n, a tough band or cord of tissue
charge passes through the body that attaches a muscle to a bone or other
body part
slightly – adv, to a small degree
solid – n, a substance that is not a liquid or
gas and that has a fixed shape
solidification – n, the change in state from a
liquid to a solid
species – n, a group of animals that share
common characteristics—members of the
same species can mate and have offspring
spine – n, a stiff, sharp point growing out of texture – n, the appearance and feel of the
an animal or a plant surface of something
159
Glossary 183

thermometer – n, an instrument for
W
measuring temperature
tremor – n, a shaking or trembling; a slight webbed – adj, having or connected by a web
earthquake
tsunami – n, a huge wave caused by a X
volcanic eruption, an earthquake or a
landslide X-ray – n, a type of radiation that can
twig – n, a small, thin stick from a tree or penetrate solid substances that ordinary
bush rays of light cannot, and that is used to take
pictures of the inside of bodies
vapor – n, the gaseous state of water or

another substance
vaporization – n, the change in state from a
liquid to a gas
velocity – n, the speed at which an object is
traveling in a particular direction
volcanic cone – n, a volcanic formation
created by material pushed out from a
volcanic vent and piling up around the vent
in the shape of a cone with a central crater
160
184 Glossary

Cutouts
Cutout 1
Cutout 2
161
Cutouts 185

Cutouts
Cutout 3
Cutout 4
163
186 Cutouts

Cutouts
Cutout 5
Cutout 6
165
Cutouts 187

Cutouts
Cutout 7
For question a.
For question b.
For question c.
167
188 Cutouts

Cutouts
Cutout 8
Cutout 9
Cutout 10
169
Cutouts 189

Activity Card 1
The Different Beaks of Birds
1 4
2 5
3 6
190 Activity Cards

Activity Card 2
The Different Foods of Birds
Activity Cards 191

Activity Card 3
The Skeletal System
192 Activity Cards

Activity Card 4
Model of an Arm
Supplies: scissors, 3 metal fasteners, red and blue string (30 cm of each).
Instructions:
– Cut out the pieces of Activity Card 4.
– Match the points 1, 2 and 3, and put a metal fastener through each.
– Tie the blue string to point C, and pull it through point A.
– Tie the red string to point D, and pull it through point B.
1 2
3C
1
2A
B
D
Activity Cards 193

Activity Card 5
Memory Match Game (Nervous System)
Controls respiration and

circulation, also controls
some eye movements.
Controls functions like

thinking and memory.
Conducts information to and

from the organs of the nervous
system located in the cranium.
Coordinates muscular
movements and controls
balance.
In charge of collecting
and carrying information,
located in all parts
of the body.
194 Activity Cards

Activity Card 6
Observational Report 1
1. Draw your observations.
pouring water into the pouring water onto the
test tube full of water
plastic cup plastic plate
2. What form did the water take?
3. Did the volume of the water change as it was passed from one container to the next?
Activity Cards 195

Activity Card 7
Observational Report 2
1. Draw your observations.
test tube with an moving the eraser to moving the eraser to
eraser in it the plastic cup the plastic plate
2. Did the eraser change its shape according to the container it was in?
3. Did the volume of the eraser change as it was passed from one container to the next?
4. What conclusions can you draw from this experiment?
196 Activity Cards

Activity Card 8
Building a Spring Scale
Table of Equivalencies (hanging mass / applied force)
Mass
50 100 150 200 250 300 350 400 450 500
(g)
Applied
Force 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5
(N)
graph paper
Activity Cards 197

Activity Card 9
Tectonic Plates Puzzle
198 Activity Cards

Process Example
Observation Two children need to move a box. They can move it over
You can obtain information about an object or a a carpet or over a wooden floor.
situation by using your five senses.
Research Questions The children asked: Which surface will allow the box to
These come from observing a phenomenon or situation move more easily?

that can be explained by asking questions.
Hypothesis The children answered:

This is an anticipated answer to your research Over the wooden floor because the friction of the wood
question. It can be proved through experimentation. is less than that of the carpet.
Predictions The children plan to prove their answer with the

These are the results that you expect to obtain when following prediction:
researching the phenomenon or new situation. – The wood has less friction than the carpet.
Experimental Procedure In order to do the experiment, the children need a small

This allows you to check or prove your hypothesis box, a piece of carpet and a flat piece of wood.
and predictions through exploration and Using a spring scale, they pull the box first over the
Plan and Conduct an
experimentation. In this stage, you gather supplies wood and then over the carpet.
Investigation
and follow a procedure to complete the experiment

correctly.
Results These are the results:

This is the data or information you obtain from Material What happened?
experimenting and exploring. You can record and Carpet It was more difficult to move the box.
represent the results in various ways. For example,
Wood It was easier to move the box.
with drawings, diagrams, tables or graphs.
Interpreting and Analyzing the Results After reviewing the results, the children related the types
In this stage you should explain the results and of material with the ease with which the box was able to
move over them.
establish relationships between them in order to

explain the research question.
Communicate
Conclusions They interpreted their data and concluded that wood

These are the central ideas that you will find from has less friction than carpet.
analyzing the results. You will compare and contrast
them with your hypothesis to verify it. Conclusions What other research questions can you think of?
often allow you to formulate new research
questions.
199

Notes
200

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PSEC_4_Teacher's Guide_P001-200.indd 1 1/29/19 09:40

Pathway to Science Teacher’s Guide Level 4

Pathway to Science 4 is a collaborative work, created and designed by

Publisher: Justine Piekarowicz

Cover Design: Erika Martínez

All rights reserved. No part of this work may be reproduced, stored in

Richmond publications may contain links to third party websites or

Printed in: Imprenta

PSEC_4_Teacher's Guide_P001-200.indd 2 1/29/19 09:40

Components of Pathway to Science for the Teacher .................. 4

• Unit 4...................................................................................... 118

• Unit 5...................................................................................... 152

Glossary ........................................................................................ 176

PSEC_4_Teacher's Guide_P001-200.indd 3 1/29/19 09:40

2. Books with Printable Worksheets and Evaluations

Reinforcement Worksheet 1 Extension Worksheet 1

Name: Class: Date: Name: Class: Date:

b. What kind of interaction do plants and aphids have?

PSEC_4_Reinforcement-Worksheets_P001-048.indd 4 15/1/19 15:31 PSEC_4_Reinforcement-Worksheets_P001-048.indd 8 15/1/19 15:31

Pathway to Science 4 Unit 1toTest

Name: Name: Class: Date: Class: Date:

Mark the correct answers with a Mark

1 What level of organization of living

2 A Siberian husky and a German2 shepherd have

3 What are the levels of organization of living

PSEC_4_Evaluations_P001-100.indd 4 15/1/19 13:42

• Books with Printable Worksheets and Evaluations at www.santillanadigital.com

PSEC_4_Teacher's Guide_P001-200.indd 4 1/29/19 09:40

Answer Key and Teaching Notes

• Section Organization Answer Key and Teaching Notes Pathway to Science 4

Coordination and What Do You Know?

44 Unit 2 Life Science 45

ct letter in each space. Consider activity 1 successfully

Evaluation Part 2 spinal column

Skill Students can recreate the Basic framework

• Taking Care of the

• Some pages include the skills required by the

Ecuadorian Ministry of Education. The skills are found

students the idea that even

at the bottom of the page with their corresponding code.

way in an accident, they can be

PSEC_4_Teacher's Guide_P001-200.indd 5 1/29/19 09:40

Initial Pages of the Unit

Number and title

5. Write the name of the habitat that is represented in each image.

8 Unit 1 Life Science 9

Learning Objectives U1 PSst4.indd 8 7/10/13 9:10 AM U1 PSst4.indd 9 7/10/13 9:10 AM

Sections Organized by Learning Objectives

Connecting The Organization of Living Things

Community: These are

forest desert Ecosystem: This refers to a

• Exploring you see?

PSEC_4_SB_U1_P008-035.indd 10 1/8/19 5:25 PM

U1 PSst4.indd 11 7/10/13 9:10 AM

2. Write the type of interaction shown in each picture.

aquatic aquatic aquatic

terrestrial terrestrial terrestrial

mixed mixed mixed

16 Unit 1 Life Science 17

U1 PSst4.indd 16 3/10/15 12:13 PM U1 PSst4.indd 17 3/10/15 12:13 PM

PSEC_4_Teacher's Guide_P001-200.indd 6 1/29/19 09:40

Features of Each Unit

• Did You Know…?