INDEX

UNIT 1 How do living things interact

Skeletal system 4 in nature? 44
Muscular system 9 Benefits of nature components
Digestive system 17 for human beings 47
Digestion process 19 Actions that can affect
It’s all about food 23 nature components 51
A healthy diet 26 Reading news 54
Important things related
with food 28 UNIT 2
Taking care of ourselves 30 Machines and people 57
Reading news! 31 Complex machines 58
Environments 33 What are simple machines? 59
Living things classification What is energy? 62
according to their environment 35 Advantages and disadvantage
Animals' classification of technological advance 64
according to what they eat 37 Measuring time 66
Animals and their type of food 38 What is weight? 70
Nature components 41 What is gravity? 71

1
 INDEX
UNIT 3
What is weather? 75
Predictions of weather 77
Weather elements 78
Weather tools 78
Meteorology 80
Extreme weather 81
The solar system 86
Science and technology 92

UNIT 4
What kind of agricultural
projects can you do at school? 97
Animals that can affect
agriculture 97
Natural elements and their
influence in agriculture 98
Consequences of innappropriate
use of soil in agriculture 100

2
UNIT 1

3
 SKELETAL SYSTEM

The human body is an amazing thing. It has a variety of systems that

work together to help us move, think, speak, breathe, eat, and do all
the cool actions we do.

All the body systems have a special

and important function. For instance, if
we want to move, jump, walk, stretch,
kneel, or any other kind of physical
activity, we need our bones and
muscles.

From head to toes, our bones provide

support for our body and help form
our shape. The bones are also
important to protect our organs.

The muscles are also important for

move- ment. They are the masses of
tough, elas- tic tissue that pull our
bones when we move.

The bones, muscles, and other elements (ligaments, tendons, cartilage,

and joints) form our musculoskeletal system. The musculoskeletal system
allows us to do every day physical activities.

The cartilage is a type of dense connective tissue that is made of

tough protein fibers. The function of the cartilage in the adult skeleton is
to pro- vide smooth surfaces for the movement of bones at a joint. A
ligament is a band of tough, fibrous tissue that connects bones together.
Ligaments are not very elastic and some even prevent the movement of
certain bones.

The skeletons of babies and kids have many more bones and more carti-
lage than adults have. As a child grows, these “extra” bones fuse
together, and cartilage gradually hardens to become bone tissue.

4
 UNIT 1
ACTIVITY!!! Draw yourself and write down 8 activities you can do thanks
to your bones and muscles.

All the bones in our body make up our skeleton. There are many bones in
our bodies and they are classified in five groups: long bones, short bones,
flat bones, irregular bones, and sesmoid bones. We are going to study
four of these types!

LONG BONES:
femur, humerus, SHORT BONES:
tibia, fibula, ra- phalanges
dius, and ulna.

IRREGULAR
FLAT BONES:
BONES: ribs, cra-
pelvis and
nial bones, and
scapula
vertebrae

5
 Look at the following pictures and write the type of bone it is.

Pelvis phalanges femur ribs

There are 206 bones in the adult human skeleton. Many people think
of bones as dry and dead. This is a common association because
bones are calcium-rich and therefore it is the last to decompose after the
organism dies. But, bones are alive. They contain many tough protein
fibers, blood vessels, and certain parts of bones are metabolically active.
The main functions of bones are:

•The skeleton supports the body. The large bones of the legs support the
trunk when standing.
•The skeleton protects the soft organs of the body. The cranium or
skull protects the brain, the ribs protect the heart and lungs.
•The skeleton provides attachment surfaces for muscles and tendons
which allow movement when working together.
• Along with muscles, they produce body movement.
•The formation of blood cells takes place mostly in the interior of certain
types of bones.
• Bones store minerals such as calcium and phosphorus.

6
 UNIT 1
Let's find some bones!

SKULL

SCAPULA

RIBS

HUMERUS

VERTEBRAE

RADIUS

ULNA

PELVIS

PHALANGES

FEMUR

TIBIA

FIBULA

7
 PROJECT TIME!

You’ll need a bag of q-tips, white chalk, scissors, and black construction
paper.
Try to create a skeleton using the q-tips as bones. You can also use chalk
to work on details that cannot be done with the q-tips.
Display your skeleton in the classroom.
Let’s practice what we have learned!

Answer the following questions in a complete form.

What would happen if your body didn’t have bones?

What are the four types of bones that can be found in our bodies? Provide
an example for each.

What are three important functions of bones? Explain your answer using
examples.

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 UNIT 1
MUSCULAR SYSTEM
The muscles in the body work along with bones to help us move and
to give us shape. Muscles cover the bones. Muscles move the body by
con- tracting (become shorter) and relaxing (become longer). Muscles
are controlled through the nervous system.
Let’s look at the following picture to learn some muscles’ names.

Trapezius
Pectoralis
Deltoid major

Latissimus
dorsi Triceps

Biceps

Abdominal
Gluteus
muscles
maximus

Look at your own body and check how you can move muscles. For in-
stance, move your arm and feel the biceps and triceps. Practice with a
partner moving different muscles.
Remember that all your body is covered in muscles. So, feel other
muscles that are not shown in the picture.
Each muscle in our bodies is composed of specialized structures called
fibers. Muscle fibers are long, thin cells that have a special function
that other cells do not have, they can contract. Almost all movement in
the

9
 body is the result of muscle contraction.

There are three types of muscle tissues:

1. Skeletal muscle: it is usually attached to the skeleton. Skeletal muscles
are used to move the body. They contract voluntarily but they can also
contract involuntarily through reflexes.
2. Smooth muscle: it is found in the walls of organs and structures such
as the esophagus, stomach, intestines, bronchi, uterus, urethra,
bladder, and blood vessels. This type of muscle is involuntary (you do
not control its movement).
3. Cardiac muscle: it is also involuntary and it is specialized. It can be
found only within the heart.

Muscles make two different types of movements: voluntary and involun-

tary movements.
VOLUNTARY

Muscles that you

INVOLUNTARY
Muscles
do not control. They
that you
know they have to
can
move and when to
control.
do it.

LET’S INVESTIGATE!

Ask someone you know, research the Internet, or look in a book to com-
plete the following chart. Check your answers with your teacher.

Write down 3 examples of voluntary movements and 3 examples of invol-

untary movements.

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 UNIT 1
VOLUNTARY INVOLUNTARY

Bones and muscles work together and in a coordinated way to move

our head, the arms and legs, and all kinds of physical activities.
THINK ABOUT IT!! Look at the following picture of two kids jumping rope.
How are their bones and muscles working together?

11
 Complete the following chart with the requested information.

One type of bone

is

BONES
A bone in our arm is
called

System They stretch and

contract.

Two movemens:

and

HOW TO TAKE CARE OF OUR MUSCULOSKELETAL SYSTEM?

Bones and muscles are really important parts of our bodies, so we

have to take care of them properly. Some of the things we can do to
protect them, are the following:
• Consumption of nutritious food.
• Appropriate postures when doing different activities.
• Exercise frequently.
• Proper resting times.
• Using the right protection when practicing sports.
• Avoid touching fire, fireworks, and hot materials.
• Proper handling of electric devices.
• Caution when dealing with animals.
• Report any kind of physical abuse.

12
 UNIT 1
LET’S DRAW!
Draw 3 ways you practice at school or home to protect your bones and
muscles. Write a sentence about each picture on the lines below.

MATCH! What can you do to avoid the following problems?

Wear protection when skating.

Use electric devices with caution.

TWISTING
Use the right posture
SPRAIN
when picking up heavy
FRACTURE
objects.

Avoid touching hot materials or

fire.

13
 Look at the picture and answer the questions.

What could happen to this boy if he fell?

What does he need to protect his body?

Let’s review what we know about bones and muscles.

1. Which is an example of a long bone?

( ) humerus ( ) ribs ( ) scapula

2. Which is an example of a flat bone?

( ) humerus ( ) ribs ( ) scapula

3. Which is an example of an irregular bone?

( ) humerus ( ) ribs ( ) scapula

4. What are two muscles that we can find in the back?

14
 UNIT 1
5. Look at the picture of the skeleton and choose the right word from the
options.

pelvis fibula skull ulna

6. How many types of bones are there?

( )3 ( )4 ( )5

7. What are two important functions of bones?

a.

b.

15
 8. Write down 2 ways you can protect your bones and muscles.

a.

b.

9. How does the musculoskeletal system work?

10.Look at the muscles and color them according to the instructions.

Green Red - abdominals Yellow

trapezius major triceps

16
 UNIT 1
THE DIGESTIVE SYSTEM
To begin this topic, you will bring something to eat to the
class. (a sandwich, an apple, potato chips, or a slice of
piz- za). Sit together with your classmates and teacher, eat
your snack. Discuss what is happening in that moment.
What hap- pens in your body? What body parts are you
using? What happens to the food?

ORGANS IN THE
DIGESTIVE SYSTEM

Color the organs in a dif-

ferent color. Then use
the same color for the
boxes with the function
of each organ below.

17
 FUNCTIONS OF THE ORGANS IN THE DIGESTIVE SYSTEM
Teeth tear, cut, and grind food.
MOUTH Saliva produced in the salivary glands helps to
swallow the food.

ESOPHAGUS
It contracts and relaxes to push swallowed food
down toward the stomach.

Stomach’s muscles squeeze and mix food

STOMACH with digestive juice.
The juice changes the food into a thick liquid.

The liver filters out harmful substances or wastes,

turning some of the waste into bile.
LIVER It helps figure out how many nutrients will go to
the rest of the body, and how many will stay
be- hind in storage.

SMALL Most digestion takes place in here. Juices mix

INTESTINE with food to change it into nutrients.

LARGE
NTESTINE It removes much of the liquid and stores the re-
sulting solid waste until it leaves the body.

18
 DIGESTION PROCESS
Digestion begins as soon as you bite food. Teeth cut and grind the
food into smaller pieces. Your tongue helps mix the chewed food with
saliva (the liquid in your mouth). Saliva makes the food wet and easy to
swallow. Saliva also contains a chemical that helps break food down so
it can change it into nutrients. When you finish chewing, your tongue
moves the wet lump of food or bolus to the back of your mouth. You
swallow and the food enters a tube called the esophagus. Then it moves
on to the next stop: the stomach.

In the stomach, food is mixed with acids that make it into a thick
liquid. Then, this substance goes to the small intestine where it breaks
the food even more. After that, the food passes into the large intestine.
Water and some other liquids are removed from food and the waste that
is left, exits the body through the anus.

19
 Label the digestive system in the following picture.

20
 UNIT 1
What is the importance of the digestive system?

It provides nutrients
to grow and to It fulfills a variety
recover damaged of functions that
structures in the the body does.
body.

It protects the Elimination of gas

body against and waste through
diseases. defecation.

Describe in your own words what happens to the food once you put it into
your mouth.

Why is saliva important in the digestion process?

21
 What system is in charge of digestion?

Mark with an X the answer that best responds each statement.

1. The main functions of the digestive system are
( ) ingestion and digestion
( ) propulsion and secretion
( ) absorption and elimination
( ) all of the above

2. All of the following are organs of the digestive system except the
( ) spleen ( ) liver
( ) tongue ( ) esophagus

3. Digestive functions of the tongue include

( ) manipulating and mixing ingested materials during chewing
( ) helping compress partially digested food to form a bolus
( ) assisting in the swallowing process
( ) all of the above

4. The digestive process starts in the

( ) stomach ( ) esophagus
( ) mouth ( ) liver

5. The liver’s role is to

( ) mash up food
( ) turn water into
food ( ) help the
stomach
( ) remove harmful substances from the blood

6. When they reach the stomach, mashed-up food particles mix with
( ) saliva ( ) gastric juices
( ) mucus ( ) bile

22
 UNIT 1
7. What tube moves food from the back of your throat to the stomach?
( ) epiglottis ( ) esophagus
( ) feeding tube ( ) pharynx

IT’S ALL ABOUT FOOD!

Food is so delicious and it is essential for living. There are many different
types of foods and we should eat from all of them but just in the right
amounts.
Before studying the different kinds of food, fill out the following chart with
everything you eat in one day.

TIME OF DAY TIME OF DAY

Morning
(since you get
up until 12:00
p.m.)

Afternoon
(after 12:00 until 6:00 p.m.)

Evening
(after 6:00
p.m.)

Let’s compare with your classmates and teacher what you ate.

23
 Our body needs a variety of substances that make us work and
function properly. Some of those important resources that we get
from food are called:

Carbohydrates
They provide big amounts of energy that we
use to do a variety of activities. Some
exam- ples are: sugar, cereals, oatmeal,
rice, bread, cake, potatoes, spaghetti, and
more.

Proteins
They help for body building, growth, and
repair of damaged tissues. They can also be
used for energy and be converted to body
fat if not used during activities. Some
examples are: cheese, eggs, dairy products
(milk), etc.

Fats
They supply energy for future use, so it is
stored as “body-fat”. Here we find butter
and oil.

Vitamins
There are many kinds of vitamins. They
have a variety of roles in body processes.
Some examples are fruits and vegetables.

Minerals
There are many types of minerals that have
different functions. Some minerals are: zinc,
24
iron, calcium, magnesium and more. We
can find minerals in vegetables, fruit, beef,
milk, etc.

25
 UNIT 1
Why is it important to eat from a variety of foods?

They provide energy.

They help us grow.

They recover body structures.

They defend us against diseases.

Let’s research!

Look at the following picture

and research in a variety of
sources about one or two
products that provide the given
vitamin. Share your findings with
your classmates. Create a poster
to illustrate the different food
items we can eat and will
provide vitamins to our body.
Write a few examples on the
following space as well.

26
LET’S THINK!
What would happen if you only ate from one food group?

Why is energy important for our bodies?

How many mealtimes are people supposed to have? Why?

A HEALTHY DIET
It is one diet that helps maintain or
im- prove overall health. A healthy diet
pro- vides the body with essential
nutrition and supports energy needs
without ex- posure to health risks or
excessive weight gain from consuming
a lot of food.
A healthy diet will vary from person
to person according to their sex,
age, physical activity, and health. So,
there is a difference between the diets
of a 4 year-old child and a 25 year-old
adult.
27
 LET’S PRACTICE!!!!!
Complete the Venn Diagram comparing the food you eat with your
mom or dad’s food. Find differences and similarities and summarize it in
the dia- gram. Use the lines below the diagram to write the food they eat.

YOUR FOOD BOTH YOUR MOM OR DAD’S

28
 IMPORTANT THINGS RELATED TO FOOD

Washing food
Eating a variety HYGIENE H
Washing hands
Chewing food EATING HABITS
Respect for utensils,
Having Drinking lots
a as wellof food
properly Brushing before and
mealtimesbalanced
as where food is of water
the teeth after eating
prepared
diet
Hygiene for
people who
prepare food

Cooking food
properly

Illustrate in the space below a good eating and hygiene habit that you
practice at home and at school.

EATING HABITS HYGIENE HABITS

29
 UNIT 1
It is very important that when we prepare food some preventive
measures are taken into account. Read the following cases that exemplify
each im- portant measure.

• Mary keeps all her bottles labeled in the kitchen and all toxic substances
like poison, soap, chlorine are placed somewhere else so they won’t get
mixed with the food.
• Medicines such as pills, syrups, or any other kind are placed in high
plac- es far away from cooking ingredients so people who are preparing
food do not confuse them.
• Toxic substances like poison, soap, chlorine, and others have big
clear labels so people do not confuse them and take them.

Why is it important to take the previous suggestions into

consideration? Color the boxes that apply.

TO AVOID TO AVOID
ACCIDENTS DISEASES

What would happen if a person drank a toxic substance?

What would happen if someone mixed food with medicine?

30
TAKING CARE OF OURSELVES

Being a person means that we deserve space and respect towards our
body, personality, opinions, and ideas. All the people has the right to feel
comfortable when others are around because they show respect towards
them.

What is abuse? Abuse is any behavior or action that is used to scare,

harm, threaten, control, or intimidate another person. It can come in
different forms, such as the following:

• Physical abuse: they are actions against the person’s body.

• Psychological abuse: they are actions against people’s ideas,
feelings, and personality. It makes people feel sad and depressed.
• Sexual abuse: they are actions that affect’s a person’s sexuality.

CONSEQUENCES OF ABUSE

When a person (man, woman, child) is being abused, he or she has a

vari- ety of effects such as the following: (Complete the space along with
your teacher and classmates)

31
 UNIT 1
READING NEWS!

We’re going to work with a current and important text. Let’s do the
follow- ing activities. The text was taken from the website:
www.sciencedaily.com Pre-reading activity:Write down your TOP 5
favorite food items. Share your options with the class.

MY TOP 5 FOOD ITEMS ARE

From the previous list, put a star next to the food items that belong to the
HEALTHY FOOD GROUP.

How many items are healthy?

Share your answers with the group.

Reading activity: read the following text in pairs. Take turns reading
out loud. When you finish, discuss the following questions. Share as a
whole group.
• What are the three secrets to healthier eating?
• How did they find out about the three secrets?
• How could you apply this recommendations to food in your house
and school?

32
 Three secrets to healthier eating
April 29, 2015
Cornell Food & Brand Lab
A new study analyzed 112 studies that collected information about
healthy eating behaviors and found that most healthy eaters did so
because a restaurant, grocery store, school cafeteria, or spouse made
foods like fruits and vegetables visible and easy to reach (convenient),
enticingly dis- played (attractive), and appear like an obvious choice
(normal).

If you want to know the secrets of healthier eating, think of the kitchen
fruit bowl. A fruit bowl makes fruit more convenient, attractive, and
normal to eat than if the same fruit were in the bottom of the refrigerator.

A new Cornell study analyzed 112 studies that collected information about
healthy eating behaviors and found that most healthy eaters did so
be- cause a restaurant, grocery store, school cafeteria, or spouse made
foods like fruits and vegetables visible and easy to reach (convenient),
enticingly displayed (attractive), and appear like an obvious choice
(normal). “A healthy diet can be as easy as making the healthiest choice
the most con- venient, attractive, and normal,” said Brian Wansink, Ph.D.
author of Slim by Design and Director of the Cornell Food and Brand
Lab.
33
 UNIT 1
The study, published in Psychology and Marketing, shows that when fruit
is put in a nice bowl next to your car keys -- or when a cafeteria puts it
next to a well-lit cash register -- it becomes more convenient, attractive,
and nor- mal to grab a banana than the chocolate chip cookie dough
ice cream in the far back of the freezer. When restaurants give the high-
profit shrimp salad appetizer an enticing name, highlight it on the menu,
and have the waitress point it out as a special, it becomes more
convenient, attractive, and normal to order that than the deep-fried
onion rings on the back of the menu.

“With these three principles, there are endless changes that can be made
to lead people -- including ourselves -- to eat healthier,” said Wansink.
For instance, if a school wants children to drink more white milk than
chocolate milk, they can make white milk more convenient (put it in the
front of the cooler), more attractive (sell it in a shapely bottle), or more
normal (give it half of the cooler space instead of a small corner of the
cooler). In previous studies conducted by Dr. Wansink each of these
changes increased white milk consumption by 30-60% in schools.

Post-reading activity: create a poster to advertise the three recommen-

dations given in the text. Use a variety of materials: magazines or
newspa- per, markers, glitter, and any other creative material you can
think about. Display your creations outside the classroom so other people
can see it.

34
 ENVIRONMENTS
Living things and nonliving things share an environment and need
each other to survive. The environment provides what living things need
to live. There are different kinds of environments.
Work in small groups of three. Try to write as many environments as you
know in 5 minutes. Share with the whole class. Brainstorm on the board.
Can you classify those places into water or land environments?
Describe in a complete form each one of the following environments.
Write what you see in each image in detail.

35
 UNIT 1
Living things classification according to their environment

Water environment Land environment

Examples: lakes, rivers, Examples: forests, desert,
oceans, and swamp. Prairies, and jungles.

Water animals: Land animals:

Cetaceans such as dolphins,
whales, and porpoises. There
are fishes that breathe through
gills and have a body covered
with scales and have fins.
There are animals that live
on Earth’s surface, they
breathe through lungs, feed
on plants and other animals.

Water plants: Land plants:

They grow in salty or fresh water. They grow on land and hold to
Some examples are algae, lilies, the soil through the roots. Some
and lily pads. examples are trees, ferns, mosses,
cactus, and others.

Plants and animals have already adapted to their environment and

the characteristics they have. For instance, cactuses are plants that can
sur- vive in a desert, a dry land with almost no water. It can survive
there be- cause it has special traits that allow the cactus to survive in
these extreme conditions.

36
Observe the pictures and classify them in the box below. Which are land
plants? Which ones are water plants?

CACTUS ALGAE

ALOE VERA LILY PADS

Water or aquatic plants Land plants

2. Choose a water or land environment and make a picture that includes

both animals and plants. Remember to color your picture.

37
 UNIT 1
SHOW AND TELL! Research about one of the following plants. Find an
image and information about it. Share with your classmates your findings.
It is important to choose one plant in your class, so everyone can make a
different one.

• Water lily • Golden buttons

• Water hawthorn • Pondweed
• Water soldier • Kingcup
• Water iris • Lobelia
• Bulrush • Arum lily
• Poison ivy • Sunflower
• Tulips • Mint
• Oregano • Camomille
• Venus fly traps • Morning glories
• Oak • Carnivorous plant

Animals' classification according to what they eat

Animals need to eat to survive. Animals are called consumers because
they eat from their surroundings. According to the food source they use,
they are called a special name. Find out what each of the following
ani- mal eats. Check your answers in the next page.

Insects

Meat

Plants

Meat and plants

38
 Animals and their type of food: Types of consumers

Carnivores
They feed on meat. They
live alone or in small
groups. Their teeth are
sharp and strong.
Examples: crocodile,
lion, shark, jaguar...
Herbivores
They feed on plants or
parts of them. Ruminants
are found in this group.
Examples: camels, llamas,
cows, goats, butterflies...

Omnivores
They feed on both Insectivores
plants and animals. They feed on insects.
Examples: human Examples: moles, frogs,
beings, pigs, bears, hedgehogs, swallows...
monkeys, squirrels,
raccoons...
Research some more examples for the previous categories. Write down at
least three more animals for each one. Share your answers with your
class- mates.

CARNIVORES:

OMNIVORES:

HERBIVORES:

INSECTIVORES:

39
 UNIT 1
PRACTICE:

1. Classify the animals according to their type of food. Use the

symbols provided.

H Herbivores C Carnivore O Omnivore I Insectivore

Complete the comparative chart with water and land animals’ charac-
teristics.

Water animals Land animals

Their body is prepared to

fly, walk, slither, or fly.

They breathe through gills

and they are covered
with scales.

Some animals have claws

to climb trees or to protect
themselves from predators.

40
2.Write the name of 3 water plants and 3 land plants we can find in Costa
Rica.

WATER LAND

What are ruminants?

These animals have a digestive system that is uniquely different from our
own. Instead of one compartment to the stomach, they have four. Out of
the four compartments, the rumen is the largest section and the main di-
gestive center. The rumen has billions of tiny microorganisms that are
able to break down grass and other vegetation that animals with one
stomach cannot digest.

Many different species of ruminant ani-

mals are found around the world.
Some of them include: cattle, sheep,
goats, buffalo, deer, elk, giraffes, and
camels.

41
 UNIT 1
NATURE COMPONENTS
1. Find out the meaning of the following words. Use a dictionary, Internet
or any Science book you have. Write the source you used.

Ecology:

Biotic:

Abiotic:

2. Based on your previous definitions, observe the following image

and color the biotic components and circle the abiotic components.

42
NATURE COMPONENTS
Biotic components: they are living things in an ecosystem such as plants,
animals, and microorganisms.
Abiotic components: they are the nonliving things that human beings
need to survive. Some of them are water, soil, light, air, temperature,
and humidity.
All living things need resources to survive such as water, air, soil, and
energy sources. If one resource is missing, survival can be more difficult.
That is how these factors are all related. This kind of relationship is
studied by ecology.

PROJECT TIME! DIORAMA

To show the biotic and abiotic com-

ponents in different ecosystems,
you will create a diorama using the
following materials:
• An empty shoe box (the lid is not
needed)
• Paints and paintbrush
• Tissue paper
• Glitter, clay, and markers
• Optional: plastic animal toys or pictures of animals (they will depend on
the ecosystem you choose to do)
A diorama is a 3D representation of something (in this case an
ecosystem). Decorate the box inside to make it look like a nice
ecosystem. (For exam- ple: if you choose a desert, use yellow; but if you
choose the ocean color it blue or green for the forest). Create biotic and
abiotic factors using dif- ferent materials and your creativity.
When your diorama is ready, prepare a short presentation about it.
Describe the biotic and abiotic factors, and talk about the animals and
plants you made. Use the information you have learned so far.

43
 UNIT 1
LET’S REVIEW THE CONCEPTS!
Classify the following components into biotic or abiotic by writing an X in
the corresponding box.

Elements found in nature Abiotic Biotic

Water

Animals

Air

Plants

Sunlight

Rocks

Trees

River

Explain the difference between biotic and abiotic. Provide two

examples for each one.

44
Draw an ecosystem in which you show biotic and abiotic components.

HOW DO LIVING THINGS INTERACT IN NATURE?

Food chains:
A food chain represents a
single pathway by which
energy and matter flow
through an ecosystem.
Food chains have
consumers and producers.
Producers make their own
food such as plants while
consumers need to find
their own food.

45
 UNIT 1
Food webs:
A food web represents mul-
tiple pathways through
which energy and matter
flow through an ecosys-
tem. It includes many
food chains. It also
demonstrates that most
organisms eat, and are
eaten, by more than one
species.

Let’s practice!

Which of the following involves a consumer and a producer in a food

chain?
( ) a mouse eats a grasshopper ( ) a hawk eats a
mouse ( ) a wolf eats a rabbit (
) a deer eats a leaf

The food webs and food chains are diagrams that represent
relationships.
( ) reproductive ( ) generative
( ) growth ( ) feeding

The links in a show the feeding connections in an ecolog-

ical community.
( ) small food line ( ) food web
( ) food line ( ) large food chain

46
Which of the following is a producer?

1 2 3 4
( ) organism 1 ( ) organism 2
( ) organism 3 ( ) organism 4

Which of the following best describes the Which of the following

main purpose of the food web? It is used would best complete the
to show food chain?
( ) the flow of energy ( ) earthworm
( ) predator-prey relationships ( ) deer
( ) the interconnectedness of species ( ) mushroom
( ) the balance of the ecosystem ( ) snake

Draw a food chain in the following space. Label each individual in the
chain.

47
 UNIT 1
Benefits of nature components for human beings

SUN: AIR:
It is the main source of It has oxygen which is
energy. It gives light and heat. needed for breathing. It is a
It allows plants to make their source of wind energy. It is
own food. used for sail- ing and
transportation of seeds from
SOIL: one place to the other.
It is necessary for weather and
to keep the biosphere. It is used
in agriculture and
stockbreeding.

ANIMALS:
They are used according to
peo- ple’s needs.
Food: cows, chickens, pigs…
Company: cats, dogs, turtles,
birds.... Work: horses, oxen,
donkeys… Industry: animals
that can be used for leather or
wool.

WATER:
It is vital for life. Our body is
made up of 70% of water. It is
used for cooking, showering,
and drink- ing. Plants need it to
make their own food.
PLANTS:
They are used in many ways.
They can be classified as: Nu-
tritious: fruit and vegetables.
Medicinal: chamomile, mint…
Forest: Wood used for furniture.
Industrial: food such as jam.

48
CHECK YOUR KNOWLEDGE

Mark with an X in the parenthesis with the most appropriate answer.

1. One example of a biotic component

is ( ) a rock.
( ) a fish.
( ) gold.
2. One characteristic of abiotic components is
that ( ) they are living.
( ) they are nonliving.
( ) they are minerals.
3. An example of a medicinal plant
is ( ) lettuce.
( ) mint.
( ) potato.
4. The main source of light and heat in our planet is
the ( ) water.
( ) air.
( ) Sun.
5. Two examples of ornamental plants are
( ) cauliflower and carnation.
( ) rose and geranium.
( ) geranium and carrot.

6. Two products that we get from animals are

( ) milk and meat.
( ) eggs and rice.
( ) beans and butter.

7. Animals that eat both animals and plants are called

( ) carnivores.
( ) herbivores.
( ) omnivores.

49
 UNIT 1
8. An animal that lives in the water and feeds from other animals is called
a ( ) land herbivore.
( ) water omnivore.
( ) water carnivore.
9. Animals that live in water are called
( ) land animals.
( ) water animals.
( ) carnivores.
10. Wind can be used to
( ) produce wind energy.
( ) use it in agriculture.
( ) give heat and light

** Explain how nature components are related to human beings. Use

your own words.

** Write 2 human actions that affect nature and explain what we can do to
protect the environment from those actions.

50
Rational use of nature
How can resources be used in a rational way?

Name some natural resources you need for living.

Match the following descriptions with the correct definition.

It is the damaging alteration of ( ) 1. Rational use
nature by introducing an external agent.

Use of waste material as raw material ( ) 2.Pollution

to make new products.

Use nature accordingly no abuses. ( ) 3. Recycling

To use nature in a rational way means to take

from nature just what we need, not wasting
anything.

51
 UNIT 1
Actions that can affect nature components

DEFORESTATION WATER POLLUTION

DAILY USE OF SPRAY CANS EXCESS OF GARBAGE

• Discuss with your classmates and teacher about the way these actions
affect the environment.

• Write 3 actions you do to use the natural resources in a rational way.

52
How to use the natural resources in a rational way?
• Save water and electricity.
• Recycle.
• Reforestation.
• Avoid waste.
• Find alternative sources of energy.
• Vary crops to have more fertile soil.
• Reduce the use of chemicals and spraycans in agriculture.
• Do not hunt wild animals.

**Explain how closing the water sink while brushing our teeth, is a way of
using resources in a rational way.

** Explain with two reasons why it is benefitial to protect the environment.

** Color what you can recycle.

53
 UNIT 1
** Research about the 3R’s and discuss with your classmates what you
found out.

54
Reading news!
Before reading: Brainstorm examples of how living things relate one
anoth- er in ecosystems. Try to come up with at least three examples. Work
in small groups of three. Share your ideas with the rest.
Read the following text taken from www.sciencedaily.com. Then discuss
with your classmates and teacher the main idea of the reading.

Ancient Ecosystems Organized Much Like Our Own

Date: May 1, 2008

Source: PLoS Biology
Summary: Similarities between half-billion-year-old and recent food webs point to
deep principles underpinning the structure of ecological relationships, as shown by
research- ers from the Santa Fe Institute, Microsoft Research Cambridge and
elsewhere. Analyses of food-web data suggest that most, but not all, aspects of
the trophic structure of modern ecosystems were in place over a half-billion years
ago.
The image on the left shows the food web of the Burgess Shale from the Middle Cam-
brian, spheres represent species or groups of species, and the links between them
show feeding relationships. The drawing shows a top predator, Anomalocaris, chasing
one of its likely prey species, the trilobite Olenoides, with arrows indicating their positions
in the food web. Many aspects of the structure of this ancient ecological network are
similar to the architecture of modern food webs.
Similarities between half-billion-year-old and recent food webs point to deep principles
underpinning the structure of ecological relationships, as shown by researchers from
the Santa Fe Institute, Microsoft Research Cambridge and elsewhere. Analyses of
Cheng- jiang and Burgess Shale food-web data suggest that most, but not all, aspects
of the trophic structure of modern ecosystems were in place over a half-billion years
ago. It was an Anomalocaris-eat-trilobite world, filled with species like nothing on
today’s Earth. But the ecology of Cambrian communities was remarkably modern,
say researchers behind the first study to reconstruct detailed food webs for ancient
ecosystems. Their paper suggests that networks of feeding relationships among
marine species that lived hundreds of millions of years ago are remarkably similar to
those of today.
Food webs depict the feeding interactions among species within habitats--like
food chains, only more complex and realistic. The discovery of strong and enduring
regular- ities in how such webs are organized will help us understand the history and
evolution of life, and could provide insights for modern ecology--such as how

55
 ecosystems will re- spond to biological extinctions and invasions.

56
 UNIT 1
A multidisciplinary group of scientists led by ecologist Jennifer Dunne of the Santa Fe
Institute in Santa Fe, New Mexico and the Pacific Ecoinformatics and
Computational Ecology Lab in Berkeley, California, studied the food webs of sea
creatures preserved in rocks from the Cambrian, when there was an explosion of diversity
of multicellular or- ganisms--including early precursors to today’s species as well as
many strange animals that were evolutionary dead ends. Report co-author Richard
Williams of Microsoft Re- search in Cambridge, UK, developed the cutting edge
“Network3D” software that was used for analysis and visualization of the food webs.

The researchers compiled data from the 505 million-year-old Burgess Shale in British Co-
lumbia, Canada and the even earlier Chengjiang Shale of eastern Yunnan
Province, China, dating from 520 million years ago. Both fossil-rich assemblages are
unusual be- cause they have exquisitely preserved soft-body parts for a wide range of
species. They determined who was eating whom by piecing together a variety of
clues. There was the occasional smoking gun, such as fossilized gut contents in the
carnivorous, cannibalistic priapulid worm Ottoia prolifica. However, in most cases,
feeding interactions were in- ferred from where species lived and what body parts
they had. For example, grasping claws, swimming lobes, big eyes, and toothy
mouthparts suggest that Anomalocaris canadensis, a large, unusual organism with no
modern descendents, was a formidable predator of trilobites and other arthropods,
consistent with bite marks found on some fossils.

To compare the organization of Cambrian and recent ecosystems, the team used
methods for studying network structure, including new approaches for analyzing
uncer- tainty in the fossil data. “Paleontologists have long known that food webs were
import- ant but we have lacked a rigorous method for studying them in deep time,”
comments co-author and paleontologist Doug Erwin of the Santa Fe Institute and the
Smithsonian Institution. “We have shown that we can reconstruct ancient food webs
and compare them to modern webs, opening up new avenues of paleoecology. We
were surprised to see that most aspects of the basic structure of food webs seem to
have become es- tablished during the initial explosion of animal life.”

The Cambrian food webs share many similarities with modern webs, such as how
many species are expected to be omnivores or cannibals, and the distribution of how
many types of prey each species has. Such regularities, and any differences, become
appar- ent only when variation in the number of species and links among webs is
accounted for. “There are a few intriguing differences with modern webs, particularly
in the earlier Chengjiang Shale web. However, in general, it doesn’t seem to matter
what species, or environment, or evolutionary history you’ve got, you see many of
the same sorts of food-web patterns,” explains Dunne.

“What we don’t know,” Dunne adds, “is why food webs from different habitats
and across deep time share so many regularities. It could be that species-level
evolution leads to stable community-level patterns, for example by limiting the
number of species
57
 with many predators through selective pressures that result in extinctions or develop-
ment of predator defences. Or, patterns may reflect dynamically persistent configura-
tions of many interacting species, or fundamental physical constraints on how
resources flow through ecological networks.”

Answering such questions will break new ground at the intersection of ecology, evolu-
tion and physics. And it may provide valuable insights into present-day ecology. As
Wil- liams points out, “This research is an excellent example of how computational
methods can be used as part of an inter-disciplinary study to help produce novel
results. By get- ting a better idea of how ecosystems behaved in the past, we may
better comprehend and mitigate what is happening to ecosystems today and in the
future.”

After reading: Why is it important to study ecosystems from the past?

ACTIVITY: create a food web from one of the following ecosystems. Work
in trios and use cardboard to illustrate your web. Research online if you
do not know about the flora and fauna of the place.

DESERT/RAINFOREST/WETLAND/OCEAN/PRAIRIE

58
UNIT 2

57
 Think about the following situations. Try to come up with possible
solutions for each one. Work individually, then share your answers
with the class- mates.

1. Your family bought a new refrigerator, but the people from the store
left it at your door. How will you move it from your home’s entrance to
the kitchen?

2. A new kid is coming to the school. He is in a wheelchair. His classroom

is upstairs. How can we help him get to his class every morning?

3. One of the chairs in our classroom is broken. One of the legs got loose.
We need to repair it. What should we do?
MACHINES

Machines are People do

objects that work by
PEOPLE

do work themselves
make easier when doing
and faster. different
activities.

57
Look at the following pictures and write machines or people. Also write
what the machine or person is doing.

UNIT 2
COMPLEX MACHINES

It is made up of Simple machines Cars and

more than one work together to bicycles
simple machine. make work are
easier. examples.

Pulley, wheel-
and-axle, lever,
wedge, inclined
plane, and
screw.
58
 What are simple machines?
Look at the following chart to see a description of
each simple machine and a picture.

A lever consists of an inflexible

length of material placed over
a pivot point called a fulcrum.

A pulley is a wheel on an axle that

is designed to rotate with
movement of a cable along a
groove at its circumference.
Pulleys are used in a variety of
ways to lift loads, apply forces, and
to transmit power

An inclined plane, also known as

a ramp, is a flat supporting
surface tilted at an angle, with
one end higher than the other,
used as an aid for raising or
lowering a load
A wedge is essentially two inclined
planes back to back.

A screw is a simple machine that

consists of an inclined plane
wrapped around a central
cylinder.

The wheel and axle is generally

considered to be a wheel attached
to an axle so that these two parts
rotate together in which a force is
transferred from one to the other.

59
 EXAMPLES OF COMPOUND MACHINES

UNIT 2
What simple machines make up the previous examples of compound
or complex machines?

List five more complex machines.

Machines and people need energy to do work. What kind of energy does
each of the following need? Color the option that fits each picture.

WATER RUN

WIND FOOD

60
 WATER RUN

WIND FOOD

WATER RUN

WIND FOOD

WATER RUN

WIND FOOD

Discuss with your teacher and classmates why energy is important.

Now look at the following pictures and write down the type of energy they
need to do work.

61
Why is energy important?
• Energy allows motion of machines or people.
• Energy makes work possible.
• Energy benefits people in many ways.
List 6 different machines from your school, home, or community. Write
down the type of energy they need to do work.

UNIT 2
Machine Ttype of Energy

ENERGY – WHAT IS IT?

Energy causes things to happen around us. Energy can be found in a

num- ber of different forms.
Let’s think!!
What would happen if you did not eat for a whole day?

62
 What would happen if your mom or dad’s car was out of gasoline?

What would happen to your TV if the electricity went out?

Why is energy important for people and machines?

Think about it!

Write down a technological device or advance
you could not live without in the following line.

63
Why is energy important?
• Energy allows motion of machines or people.
• Energy makes work possible.
• Energy benefits people in many ways.
List 6 different machines from your school, home, or community. Write
down the type of energy they need to do work.

UNIT 2
Machine Ttype of Energy

ENERGY – WHAT IS IT?

Energy causes things to happen around us. Energy can be found in a

num- ber of different forms.
Let’s think!!
What would happen if you did not eat for a whole day?

62
 Paste a newspaper article that shows an advantage or disadvantage of
technology advances. You can use online resources.

PROJECT TIME:
Work in teams of 3 people. Come
up with a COOL invention that
may exist in the future. Write at
least 4 advantages it will have for
others, a description of the device
or product. Draw a picture of what
it will look like and then present it
to the rest. Make a commercial to
sell it. Be creative!

When a person has to work with machines, it is important to take some pre-
ventive measures into account so we can avoid accidents. It is important:
• To know how to use the machine properly. (Read the manual if
necessary or ask someone who knows)
• To wear proper equipment if needed, such as goggles, gloves, a suit, or
any other.
• To use the machines for the purpose intended.
• Not to play with the machines, unless they are toys.

63
What could happen if the previous recommendations are not
followed? People could get hurt, such as cuts, burns, fractures, hits, or
even worst.
What do you recommend to someone who needs to use a drill?

UNIT 2
MEASURING AROUND US!

Divide the class in three groups. Provide each

group a measuring tool (a balance or scale; a
graduated cylinder or measuring cup, and a
ruler or measuring tape). Each group will get 10
minutes to use those tools and measure things
around the school. They will write down the item
measured. At the end of the 10 minutes, they will
go back to class and show classmates and teacher
their findings. Use the information gathered by
students as a way to introduce the topic.

66
 DEFINITION UNITS TOOLS

MASS It is how The basic unit Balance, scale.

much “stuff” is is the gram (g)
in an object.

VOLUME It is the amount The basic unit is Graduated

of space an liters (L) cylinder,
object takes up. measuring cup

LENGTH It is how long The basic unit Ruler, measuring

an object is. is the meter (m) tape, meter stick.

Write three examples of things you can measure with each unit.

MASS:

VOLUME:

LENGTH:

Look at the pictures of the tools and write their names on the lines.

67
 UNIT 2
Complete with the most appropriate word.

MASS VOLUME LENGTH

1. The book is 25 cm. long. This is a measure.

2. The cake needs 1.5L of milk. This is a measure.

3. That little boy is 13 kg. This is a measure.

PROJECT TIME
Create your own scale. You'll need:
• A hanger
• Two plastic cups of the same size
• Yarn
• Punch holer
Procedure:
• Make three holes in the upper part of the cups. Decorate them as
you please. You can use stickers or you can paint it.
• Cut six pieces of yarn of the same size.
• Tie three pieces of yarn in one cup and the other three in the other cup.
• Tie the upper part to the hanger. Both cups have to be in the same po-
sition.
• Now put different objects to compare their mass.

68
 Complete the following chart with the information requested. Put your
scale to the test.

OBJECT #1 OBJECT #2 HOW THEY COMPARE

IMPORTANCE OF MEASURING

Measuring things is a part of everyday life. We need to measure

things such as the following examples:

• To measure land. If you want to build a

house, you need to know exactly how
big it is going to be and how big each
room of the house will be. You need the
length.

• To measure the correct amount of medi-

cine. If you are sick and you need to drink
a syrup, you need to know how much of
it you have to take. You need the
volume.

• To take care of your body. If we eat

too much or too little, our body can go
through changes, so if we weight
ourselves we can know exactly how we are
and if it is healthy or not. You need the
mass. To measure the correct amount of
some ingredients when cooking. If you
want to make a cake, you need to
measure the milk, flour, sugar, and others.
69
You need the volume.

70
 • To measure a person’s
height and check the
growth process. You need
length.

UNIT 2
Why is measuring important? Think of 2 more uses of measuring in daily life.

WHAT IS WEIGHT?

It is a force caused
by gravity.
The weight of an
It can be object is the
measured with a WEIGHT gravitational force
dynamometer. between the
object and Earth.

Weight is
The more mass
measured in
the object has
Newtons (N).
the
greater its
weight will
be.

71
Look at a picture of different dynamometers.

WHAT IS GRAVITY?
Gravitation or gravity is a natural phenomenon. It is defined as a
force of attraction between things that have mass. All physical bodies
attract each other. Earth’s gravity pulls you toward the center of the
planet. It prevents you and everything else on Earth from being flung out
into space.

What is the relationship between weight and gravity?

Weight measures the force of gravity pulling downward on an object. The
measuring unit for weight is the Newton (N).
For example: a mass of one kilogram has a weight of about 10N because
of the pull of Earth’s gravity. On the moon, the same mass would weigh
less because the moon has less gravity.

WHAT IS THE DIFFERENCE BETWEEN MASS AND WEIGHT?

Mass is measured
in kilograms.
The mass stays the same
wherever it is.

Weight is measured in Newtons.

Weight can change
according to the place.
72
 Mass = 120 kg
Weight = 1200N

Mass = 120 kg
Weight = 200N

UNIT 2
This picture illustrates the difference between mass and weight of an as-
tronaut when he or she is on Earth and when it is on the Moon. The mass
stays the same (because the astronaut looks exactly the same on Earth
as in the moon) but the weight is going to change because the gravity on
the moon is different to the gravity on Earth.

PRACTICE QUESTIONS!

1. What fundamental force is responsible for an object’s weight?

2. What is the SI unit of mass?

3. Are mass and weight synonyms?

4. What tool can be used to measure weight?

5. What can you measure in Newtons?

6. What will happen to your body if gravity did not exist?

73
NOTES

74
 UNIT 3

75 74
 Go outside the classroom, if possible in an open
area where you can look at the sky.

Sit down, look up and write down what you

see. Also, close your eyes for a moment and write
what you feel.

What is going on outside? In the air?

After a while, go back to the class and share

with your class your findings.

What is weather?
Weather describes what the atmosphere (layer of gases that surrounds
our planet) is like at a specific time and place. A location’s weather
depends on: air temperature, air pressure, fog, humidity, cloud cover,
precipitation, wind speed and direction. All weather takes place in the
atmosphere. Weather is the change we experience from day to day.
Weather can change rapidly.

What are some examples of weather conditions?

75
What is the weather like this week?

Fill out the chart in the school and at home. Draw and write what the weather
is like in the morning and the afternoon for a whole week. At the end
of the week, compare your answers with a classmate and find similarities
and differences.

SUNDAY MONDAY TUESDAY

MORNING MORNING MORNING

AFTERNOON AFTERNOON AFTERNOON

UNIT 3
WEDNESDAY THURSDAY FRIDAY SATURDAY
MORNING MORNING MORNING MORNING

AFTERNOON AFTERNOON AFTERNOON AFTERNOON

76
 Prediction of weather
The most accurate weather forecasts are made by advanced computers,
with analysis and interpretation added by experienced meteorologists.
These computers have up-to-date mathematical models that can use
much more data and make many more calculations than would ever
be possible by scientists working with just maps and calculators.
Meteorologists can use these results to give much more accurate weather
forecasts and climate predictions.

We can measure some elements from the atmosphere that allows us

to predict weather changes. Some examples are:

• Dry and continuous wind that lowers its speed or changes direction,
it usually means rain.
• A weather change can be forecasted by a change in the wind’s
strength or direction.
• Before it begins to rain, there is usually a decrease in the air pressure.

77
 WIND: it is moving air. Winds modify tem-
perature and humidity around and it de-
pends on its direction and strength.

WEATHER ELEMENTS
HUMIDITY: it is the amount of water
vapor in the atmosphere. Humidity and
tem- perature make up clouds.

TEMPERATURE: it is related to the sun’s en-

ergy distribution in a particular area.

UNIT 3
AIR PRESSURE: weight of the earth’s at-
mosphere pressing down on everything.

PRECIPITATION: it is the amount of falling

rain. It can be liquid (rain) or solid (snow).

WEATHER TOOLS

Rain gauge:
Thermometer: it measures the amount
it measures of rain that fell in a par-
temperature. ticular place in a
specific
amount of time.

78
 Hygrometer:
it measures humidity
in a specific place

Wind vane:
it indicates the
wind’s direction.
Anemometer:
it measures the wind’s
speed. It sometimes has
a wind vane to know the
direction too.

Research about other weather tools. Bring a picture and information

about it to share with the class.

LET’S REVIEW!
Describe why it is important to measure weather conditions.

Write 3 elements that determine weather.

1.

2.

3.

79
What is weather?

Match the name from the boxes with the appropriate picture. Write it
on the space given.

Thermometer Wind vane Rain gague

UNIT 3
Why are weather tools important?

METEOROLOGY
It studies the weather changes using
a variety of factors such as
temperature, humidity, atmospheric
pressure, wind, and precipitation. The
objective of me- teorology is to predict
weather in a short and long term. If
they are successful, people can
prepare for negative conse- quences
that severe weather can bring.

80
 Weather forecast:
Throughout time, many tools to measure weather have been in-
vented such as the rain gauge, thermometer, barometer,
ane- mometer, and more. They allowed the creation of weather
sta- tions that record and organize data at a regional,
national, and international level; in order to predict weather. In
the XX century a huge advance came when artificial satellites
where sent to outer space which allow photographs and more
sophisticated analysis than before.

Severe weather conditions:

Most of all natural disasters are related to severe weather phe-
nomena such as storms, hurricanes, blizzards, tornadoes,
floods, droughts. All of these are extremely dangerous for
people and cause human and material loss.

Flood: when rain is heavy and lasts for a

long period of time causes rivers to
over- flow. It can be caused by
torrential rains or giant waves. Floods
are a risk factor because they destroy
homes and can kill people and animals,
and it also causes landslides.

Tornado:
It is a violent rotating column of air.

81
Drought: long periods of no rain caused
by two things:
• The sun evaporates water in a
specific place.
• It does not rain for a very long period of
time.
Droughts usually take a big amount of
space and even entire countries. Its
length can be from several months or up
to years. They cause great damage to
agriculture and therefore access to food
is affected.

Hurricanes: are huge storms with strong winds that move in circles. They be-

UNIT 3
gin at sea and cause heavy rain, big waves, and strong winds. Hurricanes
can cause the following:

Constant rain:
This kind of rain is intense
and causes floods

Strong winds:
These kind of winds really
affect people and their homes.

Giant waves:
They are caused by the storm and
the strong winds that push waves
to the coast.

82
 Importance of meteorology to prevent risky situations:

Weather affects people’s daily activities, including work time and

recre- ational time. It is important to have real and valid information
about the weather conditions in a given place and time.
• It is important to know about weather to face disaster in time and
to avoid loss in case of extreme weather conditions.
• Many people can organize their daily activities (tourism, transportation,
agriculture, clothing, etc.) easily.

What do we need to do in case of high-risk situations?

• Listen to weather forecasts at local or national news in different means
of communication. Do not listen to rumors.
• Ask for reports to local authorities about evacuation routes and location
of shelters.
• Prepare a handbag with basic items such as medicines, food, flashlight,
a small radio, and any other item you might consider important.
• Make a family plan that involves the whole family about what to do be-
fore, during, and after a disaster.
• List all the dangerous areas at home and around it in order to avoid fu-
ture risks.

LET’S REVIEW!!
Write down what meteorology is and why it is important for human
beings to know the weather conditions.

83
Match the following concepts by writing the numbers in the parenthesis.

1. Heavy rain that lasts for a long ( ) Tornado

period of time and it causes
rivers to overflow.
2. A violent rotating column of air. ( ) Drought
3. Long periods of time with no rain. ( ) Flood

According to your house location, what could be two possible risks you and
your family could experience?

UNIT 3
What can people do to decrease the consequences of severe weather
conditions?

Make a picture of one consequence of hurricanes that called your atten-

tion. Write a sentence to describe your picture.

84
 How does extreme weather conditions affect agriculture?

Let’s think! Do you think it is wise for Costa Rica to invest in high
technological tools that help to predict the weather in a more accurate
way? Why? Why not?

Draw a weather tool and write its name on the line below.

85
 PROJECT TIME!
What should we do before, during, and af-
ter a disaster? Work in small groups of three
and create a brochure to explain the ac-
tions to take before, during, and after. Use
images from the newspaper, magazines,
or Internet to illustrate the brochure. After
that, make a presentation to show your
recommendations.

UNIT 3
THE SOLAR SYSTEM
The solar system includes our sun and everything that travels around it, such
as planets, satellites, asteroids, comets, and more. The objects found in
space are called celestial bodies like planets and stars. Our solar system
is elliptical in shape and it is always in motion.

THE SUN:
It is the closest star to Earth and it is the biggest
ele- ment in our solar system. The stars are the only
celes- tial bodies that give out light. The sun is also
our main source of energy. It gives us heat and
light.

THE STARS:
They are balls of gases made up mainly of
hy- drogen and helium. They give out light.
They are found at very high temperatures. In
their inside, many nuclear reactions take
place.
At night we see stars as shiny dots
because they are very far away from us.
They seem to be still but they are moving
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 really fast. Stars are
so far away that its position change can only be perceived through time.

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THE PLANETS:
They move around the Sun. They do not have light of their own,
instead they use light from the sun. There are eight planets. The
movement around the sun is called orbit. All the planets in the solar
system move in the same direction but at different speeds.

THE SATELLITES:
They are celestial bodies smaller than the
planets and they move around the
planets. Most planets in our solar system
have one or more satellites, except from
Mercury or Ve- nus.

THE ASTEROIDS:
They are fragments of rock of different
shapes and sizes. The word asteroid means
“star-like”, and they look like points of light.
Asteroids are irregularly shaped because
they do not have enough gravity to
become round. They are also too small to
maintain an atmosphere, and without
internal heat they are not geo- logically
active. Collisions with other bodies may
break up the asteroid or create craters on
its surface.

THE COMETS:
They are the smallest celestial bodies in the
solar system that when they get too close to
the Sun, they leave a shiny trail of many miles
long.

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 THE METEORITES:
It is a piece of rock that comes from out
of space at a fast speed and it falls on
Earth. When it gets into our atmosphere it
gets on fire because of its contact with air.
The par- ticles that are created are called
shooting stars.

THE MOON:
It is the only natural satellite of our planet.
It is a ball of rock in most of its surface. It is
dry and it has a lot of craters. It does not
have an atmosphere nor water.

UNIT 3
EARTH:
It is the third planet from the sun. Most of its surface is covered in water.
Only astronauts have seen Earth from the outside, thousands of miles
away and there are some who have seen it from the moon. Earth is the
only planet with life in it. Earth is always moving. It has two types of
movement:

1. Rotation: the Earth moves on its own axis. This

movement causes day and night in our planet.

2. Revolution: the Earth moves around the Sun. This

movement causes seasons around the world.

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Characteristics of Earth:
Earth is the biggest from the rocky planets. It allows it to have an
atmo- sphere or layer of gases (oxygen and carbon dioxide) that
scatters light and absorbs heat. This layer allows Earth to be overheated
or too cold at night.
The Earth is not too close and not too far from the sun; that is why its
tem- perature is not extreme or in constant changing as it is in other
planets.
Most of Earth’s surface is covered with water. Oceans and seas help to
regulate temperature. When the water evaporates, it makes clouds and
then falls down as precipitation (rain or snow) to form rivers or lakes. The
Earth’s poles get little sunlight and water freezes to form the polar
icecaps. The one in the south is bigger and it holds most of our planet’s
fresh water.

All of these characteristics make life possible on Earth.

Let's review!

Complete the sentences with the most appropriate word.

1. They are balls of gases made up of hydrogen and helium. They give

out light. It is a .

2. It is the made up of the Sun and celestial bodies that orbit around it.

There are planets, satellites, asteroids, and more in our

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 .

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3. It is the closest celestial body to Earth and its only natural satellite. It is the

Mark with an X next to the correct answer in each statement.

1. It is a piece of rock that comes from out of space and it comes into our
atmosphere at fast speed and it falls on Earth.
a. Comets
b. Asteroids
c. Meteorites

UNIT 3
2. They move around the sun. They do not have light of their own but in-
stead reflect it from the sun. There are eight of them.
a. Satellites
b. Planets
c. Stars

3. Earth moves on its own axis. This movement causes day and night.
What is it called?
a. Revolution
b. Rotation

Write down a description of Earth. Write at least 3 characteristics and

why it has life.

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 Would you like to visit other planets? Why? What would you like to find in
there?

PROJECT TIME! Solar system 3D

Work in small groups of three or four people. Create a model
of the solar system using recycled material (Styrofoam balls
cannot be used). Try to illustrate the celestial bodies using your
imagination and creativity. Display your art for the class and
share the studied concepts.

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 SCIENCE AND TECHNOLOGY

What is Science?

Science is defined as the search of knowledge in ourselves and the things

around us. Science tries to explain how the universe works to understand
it and to control it. Science allows the technological advances. It is a
myth that scientists are really smart people and they can only work at
expensive labs. People who are curious and look for answers in an
organized and me- thodical way can become successful scientists.
Some important scientific discoveries that have changed human
beings’ existence are:

• Identification of a variety of diseases.

• Discovery of new species of living things.

UNIT 3
• Characteristics of some planets.

What is technology?

Technology takes advantage of scientific

knowledge. It is a discipline that designs objects Science and
and processes that are useful for human beings. technology
Currently, people own many electric devices that complement
make life easier and it is all thanks to work together
technology. to make great
discoveries and
Some examples of technological advances are:
advances.
• Satellites
• Spaceships
• X-rays

Many people have contributed to science and technology. Some of

those amazing scientists are:

Benjamin Franklin:
He was an American scientist and inventor. He studied
electricity and he created the lightning rod.

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 Carl Sagan:
He was an astronomer who researched about
the beginning of possible extraterrestrial life
near human culture.

Marie Curie:
She was a Polish physicist and chemist who
studied radioactivity.

Luis Pasteur:
He was a French chemist who developed pas-
teurization, a way to eliminate agents that cause
bacteria.

Alexander Fleming:
He was a doctor from Great Britain who
discovered penicillin.

LET'S PRACTICE! Define the following terms:

Science

Technology:

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Why is technology important for human beings’ daily life?

What would happen if there were no scientists?

UNIT 3
Mark with a √ all the true sentences.

Alexander Fleming discovered radioactivity.

Benjamin Franklin discovered the lightning rod.

Luis Pasteur is French and discovered pasteurization.

Marie Curie was a scientist who studied radioactivity.

Research about a scientist and share some details of his/her life

and research with the class. Prepare a nice presentation
(technology can be used) for your class. It is important to mention
the benefits of his/her invention.
Discuss with the class if there are negative effects of this invention.
Share all your ideas with your classmates and teacher.
At the end of all presentations, try to rank the inventions from
the most useful to the least useful.

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 NOTES

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