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UNIT 1

32 NATURAL SCIENCE PRIMARY 5

Living things

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES

Living things, non-living things. Differentiation.

Differentiate living things from non-living things according to the presence of the three vital functions.

Identifies specific organisms as living things and justifies the answer based on the observation of the three vital functions.

MST 7- 8

Internal organisation of living things. Structure of living things: cells, tissues, organs, systems (main features and functions).

Know the structure of living things: cells, tissues, organs, systems: identifying the main features and functions.

Identifies and describes the structure of living things: cells, tissues, organs, systems. MST 10

Identifies the main features and functions of living things. MST 8-9, 11

Classification of living things: Kingdoms (animals, plants, fungus and other Kingdoms). Vertebrates and non-vertebrates, features and classification.

Know the different levels of classification of living things, considering their characteristics and types.

Classifies the living things in: Animal Kingdom, Plant Kingdom, Fungus Kingdom, Protist Kingdom and Monera Kingdom, considering their characteristics.

MST 12-13

Uses guides in the identification of the animals. MST, LTL 14

Introduction to Science. Hands-on approach to Natural Science.

Make hypotheses about both naturally occurring and staged events, through experiment or experience. Predict the results of an experience.

Carries out small experiments or experiences while making hypotheses and predictions about the end result.

MST 14-15

Looks for, selects and organises relevant information from direct and indirect sources. AUT 13-15

Interest in the observation and in-depth study of matters related to Natural Science.

Show interest in the observation and in-depth study of matters related to Natural Science.

Shows certain precision and rigour in the observation and elaboration of practical and written work.

MST, LTL 14

Use of different sources of information (direct sources, books, etc.)

Integrate information compiled through direct and indirect observation, consulting basic sources and communicating the results.

Consults and uses written documents, images, graphs. LTL, LIN 13, 15

Communicates the results orally or in writing, presenting them with graphic support. LIN 13-15

Uses vocabulary appropriate to each content block. LIN 13-15

Explains the contents related to the subject area orally and in a clear and organised manner.

LIN 13-14

Reading, analysis and synthesis of texts belonging to the subject area.

Obtain information relevant to previously defined facts or phenomena, making predictions about natural events.

Develops strategies suitable for accessing information in scientific texts. LIN, LTL 6, 9, 16

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LTL, LIN 9, 16

Study techniques. Development of effective work habits.

Apply work and study strategies which allow for an effective learning process. Knows and applies the strategies to work and study effectively. LTL, AUT 16-17

Reflects on the work done, drawing conclusions on how to work. Learns and develops strategies for continued learning.

LTL 14-17

Individual and group work with a focus on individual and collective responsibility. Empathy and interpersonal relationships. Identity and personal autonomy.

Work in a cooperative way, taking care of their own safety and that of their class mates. Look after work tools, use materials appropriately.

Employs strategies for carrying out individual work and group work, showing skills in the peaceful resolution of conflicts.

AUT, SOC, LTL 14

Planning projects by sequencing tasks and organising a temporal distirbution. Decision-making: criteria and outcomes. Writing reports.

Set up projects and provide reports. Presents the work on paper or digital support in a clear, neat and organised manner. DIG, LIN 14

Creativity and originality in projects. Carrying out projects with creative flair and providing reports with original conclusions.

Shows creativity and originality in their project work and presentations. LIN, CUL 14

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33TEACHER’S BOOK

CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES

Living things, non-living things. Differentiation.

Differentiate living things from non-living things according to the presence of the three vital functions.

Identifies specific organisms as living things and justifies the answer based on the observation of the three vital functions.

MST 7- 8

Internal organisation of living things. Structure of living things: cells, tissues, organs, systems (main features and functions).

Know the structure of living things: cells, tissues, organs, systems: identifying the main features and functions.

Identifies and describes the structure of living things: cells, tissues, organs, systems. MST 10

Identifies the main features and functions of living things. MST 8-9, 11

Classification of living things: Kingdoms (animals, plants, fungus and other Kingdoms). Vertebrates and non-vertebrates, features and classification.

Know the different levels of classification of living things, considering their characteristics and types.

Classifies the living things in: Animal Kingdom, Plant Kingdom, Fungus Kingdom, Protist Kingdom and Monera Kingdom, considering their characteristics.

MST 12-13

Uses guides in the identification of the animals. MST, LTL 14

Introduction to Science. Hands-on approach to Natural Science.

Make hypotheses about both naturally occurring and staged events, through experiment or experience. Predict the results of an experience.

Carries out small experiments or experiences while making hypotheses and predictions about the end result.

MST 14-15

Looks for, selects and organises relevant information from direct and indirect sources. AUT 13-15

Interest in the observation and in-depth study of matters related to Natural Science.

Show interest in the observation and in-depth study of matters related to Natural Science.

Shows certain precision and rigour in the observation and elaboration of practical and written work.

MST, LTL 14

Use of different sources of information (direct sources, books, etc.)

Integrate information compiled through direct and indirect observation, consulting basic sources and communicating the results.

Consults and uses written documents, images, graphs. LTL, LIN 13, 15

Communicates the results orally or in writing, presenting them with graphic support. LIN 13-15

Uses vocabulary appropriate to each content block. LIN 13-15

Explains the contents related to the subject area orally and in a clear and organised manner.

LIN 13-14

Reading, analysis and synthesis of texts belonging to the subject area.

Obtain information relevant to previously defined facts or phenomena, making predictions about natural events.

Develops strategies suitable for accessing information in scientific texts. LIN, LTL 6, 9, 16

Analyses the information, drawing conclusions, and speaks about the experience reflecting on the process. Communicates through writing and speech.

LTL, LIN 9, 16

Study techniques. Development of effective work habits.

Apply work and study strategies which allow for an effective learning process. Knows and applies the strategies to work and study effectively. LTL, AUT 16-17

Reflects on the work done, drawing conclusions on how to work. Learns and develops strategies for continued learning.

LTL 14-17

Individual and group work with a focus on individual and collective responsibility. Empathy and interpersonal relationships. Identity and personal autonomy.

Work in a cooperative way, taking care of their own safety and that of their class mates. Look after work tools, use materials appropriately.

Employs strategies for carrying out individual work and group work, showing skills in the peaceful resolution of conflicts.

AUT, SOC, LTL 14

Planning projects by sequencing tasks and organising a temporal distirbution. Decision-making: criteria and outcomes. Writing reports.

Set up projects and provide reports. Presents the work on paper or digital support in a clear, neat and organised manner. DIG, LIN 14

Creativity and originality in projects. Carrying out projects with creative flair and providing reports with original conclusions.

Shows creativity and originality in their project work and presentations. LIN, CUL 14

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34 35TEACHER’S BOOK

UNIT 1

NATURAL SCIENCE PRIMARY 5

Living things

UNIT INFORMATION

EXPERIMENT VALUES AND ATTITUDES

Science project

In this unit, for the Science project on page 14, you’ll need to prepare the following materials:

– Photos of animals from different animal groups.

Keep in mind that it is important for the students to choose animals from different groups: vertebrates or invertebrates.

Remember to send the Letter to family home with your students. That way parents will help by looking for animal photos for the activity.

In this unit the students will learn about the vital functions and the classification of living things.

The students will work both individually and in a team and should be encouraged to work with individual and collaborative responsibility.

They will be asked to analyse information and draw conclusions from it in order to pass on and share that information.

They will ask questions in order to arrive at a conclusion, individually and collectively.

They will be asked to predict answers and to check their results through investigation and discussion.

Fragile world

Students read about what a hypothesis is and take their first step in the scientific method. First, they will read a hypothesis that an adult butterfly will eventually emerge from a chrysalis. They are then invited to make their own hypotheses about various scientific experiments.

UNIT SUMMARY

In this unit your students will review and extend their knowledge of the differences between living and non-living things based on the three vital functions: nutrition, interaction and reproduction.

They will begin to study cell structure. It is very important that they understand that a cell is a living thing because it performs the three vital functions. The students will also learn about unicellular and multicellular organisms.

Your students will also investigate and learn about classifying living things into the five kingdoms. They

should enjoy looking for the common characteristics and identifying the differences between living things. They will then justify their conclusions both orally and in writing. They should also focus on how living things perform the three vital functions.

The students will learn how to identify and classify organisms by using and inventing a dichotomous key.

In this unit the students will be introduced to the scientific method. They will establish hypotheses and predict results, learning that hypotheses don’t need to be correct.

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DIGITAL RESOURCES

Presentations

• Unit summary: a simple slide presentation with text, images and audio. It can be used at the beginning of the unit to test students’ prior knowledge of the unit content or at the end of the unit as a revision tool.

• Science project: a slide presentation of the unit’s Science project. It is perfect for a heads-up class, showing the steps one by one. Use this tool to get the students to predict the next steps (with their books closed) or to focus their attention on each step as they carry out the project themselves.

Activities

Digital activity types vary from unit to unit. Unit 1 includes the following:

• Memory game: useful activity for reviewing key vocabulary and modeling pronunciation.

• Read and reveal: use at the end of the unit as a revision activity. Turn it into a game by getting the students to predict the missing words in groups and then correcting the activity in teams.

• Labelling: try dividing the class into teams and getting each team to write down their answers. Ask a representative of one team to try to complete the activity.

Poster

The Unit 1 poster Living things, available in both print and digital format. Try the ideas at the beginning of the Teacher’s Book to exploit the poster in different ways during the terms.

Digital flashcards

Flashcards for on-screen display, useful for games, vocabulary practice or pre-teaching. Follow the suggestions in the teacher’s notes. In this unit, the flashcards available include: algae; amoeba; bacteria; butterfly; toadstools; tulip; yeast.

Word cards

These materials are available for print through the Digital resources. Word cards can be used as described in the teacher’s notes or as part of one of the many activities suggested at the beginning of the Teacher’s Book. Once printed, they can be laminated for added durability.

Videos & web links

Use the video links in this unit to present content in a dynamic, real-life context while reinforcing the students’ listening skills. Guide them with the suggested web links.

The Life Cycle of a Monarch Butterfly:

http://vimeo.com/87693812

EVALUATION MATERIAL

These documents come in a variety of formats, allowing for customisation according to each teacher’s needs. They can be downloaded from the Digital resorces and printed freely.

The tests include:

• Diagnostic test: provides an overview of the unit and allow you to assess the students’ prior knowledge.

•End-of-unit test: in addition to the Review section at the end of each unit, this summative test can be used to evaluate students’ progress after studying the unit content.

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PAGES 6-7 Unit openerUNIT 1


Living things

6

2 Complete the table below with five living things and five non-living things. What differences can you find between the two columns?

..........

living things non-living things

3 Name the life forms in each photo. Do you know which kingdom they belong to?

4 Look at the words below. Do you think these things are living or non-living?

• mould • seed • water

• mineral • moss • spider

5 Why do you think a butterfly is a living thing while a rock is not? Give at least three reasons.

6 Both bacteria and animals are made up of cells. What is the main difference between them?

1 Read and discover.

Life on Earth first appeared approximately 3.8 billion years ago. The first living things were single cells similar to bacteria. It was only much later, around 570 million years ago, when more complex organisms started to appear. Since then, life forms continued to evolve and diversify. Life forms can be found almost everywhere on Earth, but what about in the rest of the Universe? Do you know if there is life on other planets?

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LANGUAGE

• question forms

• describing

RESOURCES

Flashcards: bacteria; butterfly; toadstools

Word cards: bacteria; butterfly; jellyfish; living things; moss; mould; non-living things; toadstool

Extra materials: a living plant; a plastic plant; photos of living and non-living things. Remember to prepare these photos in advance.

Audio: Track 3

PAGE SUMMARY

These pages are an introduction to the differences between living and non-living things designed to activate the students’ previous knowledge of the subject and to stimulate their curiosity. The students are required to give examples of living and non-living things. They will also try to identify the life forms shown in the photos. They will decide if things are living or non-living and justify their answers. They will also explain the difference between bacteria and animals.

+ OPENING ACTIVITY

KEY CONTENT

Show the class two plants – one living and one plastic. Say: These plants look similar. How do we know that one is living and the other is non-living? Elicit from the students that a living plant performs certain processes: nutrition, reproduction, respiration, excretion, growth, movement and interaction. It is also born and will die at the end of its life cycle. Write the students suggestions on the board or display the word cards.

PRESENTATION

Activity 1

•Askthestudentstoopentheirbooksonpage6andto read the introductory text silently. Now ask them to choose what they think are the three most important facts. Invite them to compare their ideas with the person next to them. Ask volunteers to report back to the class and write their suggestions on the board (Life appeared on Earth 3.8 billion years ago. The first living things on Earth were single cells similar to bacteria. Life forms evolved and diversified. Life can be found almost anywhere on Earth.)

•Playtherecordingandaskthestudentstolistenandread. Repeat the question at the end of the text. Do you know if there is life on other planets? Ask the students to raise their hands if they think there is no

76

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+ CLOSING ACTIVITY

+ FAST FINISHERS

life on other planets. Ask them to explain why they believe this (Living things need water, air, warmth.). Now ask why the others believe there could be life on other planets (The Universe is enormous and unknown, etc.). Track 3

•Nowfocusthestudents’attentiononthephotosonpages 6 and 7. Ask if they can name the things in each photo. Ask if they think they are living or non-living. Accept all answers and use the opening activity to elicit the functions of living things.

•WritetheheadingsLiving and Non-living on the board. Ask a volunteer to name a living or a non-living thing (for example, cactus). Ask another person to identify whether it is living or non-living (for example, Living, it’s a plant.) Write the word under the heading Living. Encourage all the students to take part in the activity.

ACTIVITIES

Activity 2

Erase the words from the board and ask the students to complete the activity in their notebooks, individually. At the end of the activity, ask the students to compare their answers with the person sitting next to them.

Activity 3

Focus the students’ attention on the photos on pages 6 and 7 again. Ask them if they remember the names of the life forms they can see. Write the names on the board as the students name them: jellyfish, toadstool and bacteria. Tell the students to add these names to their lists of living and non-living things. Ask if they know which kingdom they belong to. The students should know that a jellyfish is an invertebrate animal and that the toadstool is a fungus. Explain that bacteria belong to a kingdom called Monera.

Activity 4

Focus the student’s attention on the activity. Ask if anyone has these words in their lists and if they have classified them as living or non-living (display the photos if you have prepared them in advance.) If not, ask the students to explain the words moss and mould. (The toadstools are growing on moss in the photo. Mould can be found on food which is very old.) Ask the students to add these words to their lists of living and non-living things, in their notebooks.

Activity 5

Invite a student to read the rubric of the activity. Write on the board: A butterfly is a living thing because it …

Ask the students to work with a partner to complete the activity in their notebooks.

Activity 6

Invite a student to read the rubric for the activity and ask the class what they think is the difference between the bacteria and the jellyfish in the photos. Elicit that bacteria are made up of one single cell whereas the jellyfish is made up of many cells.

Set a time limit of three minutes for this activity. Organise the students into groups of three or four. Assign each group a secretary. The secretary divides the paper into two columns and labels the left column Living things and the right column Non-living things. The secretary writes the alphabet letters in order down the left hand margin. The students need to think of one living thing and one non-living thing for each letter. Elicit possible things for the letter A (for example, ant: living; air: non-living). Then repeat the process with different letters.

One way of remembering new words is to create a memory aid by making a new word from the first letter of each of the words you want to learn. Write on the board M. Ringer and tell the students to imagine that this is a person’s name. Elicit the characteristics of living things, each of which start with a letter in the name. (M=movement, R=respiration, I=interaction, N=nutrition, G=growth, E=excretion, R=reproduction)

SOLUTIONS

2 Student’s own ideas

3 Jellyfish (animal); toadstool (fungus); bacteria (monera)

4 Living: mould; seed; moss; spider. Non-living: mineral; water. A seed is a dormant living thing.

5 A butterfly is born, grows, reproduces and dies. It performs: nutrition, interaction, respiration, excretion and it can move.

6 Bacteria are made up of one single cell whereas the jellyfish is made up of many cells.

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UNIT 1


98

Analyse and organise

1 All living things share certain characteristics. In your notebook, complete the graphic organiser below by choosing the words from the box. There are some extra words.

The Mexican red-kneed tarantula belongs to the Animal Kingdom.

1

Interaction Nutrition Appearance Name Kingdom Reproduction

3 Read the text and match the headings to the paragraphs. There is one extra heading.

• interaction • living • respiration • growth • nutrition • reproduction • reaction

4 Listen to the recording about the platypus. In your notebook, complete the missing information.

It’s usually black with red knees. Its body is covered with hairs and it has eight legs. It uses the two front legs to hold its prey and the other six legs to walk.

2

Like other spiders, the Mexican red-kneed tarantula is carnivorous and eats frogs, small birds, insects and mice. It uses its fangs to bite its prey and inject venom. This venom kills the prey.

3

4 The female becomes fertile at the age of two years. Each year she lays between four hundred and one thousand eggs. The eggs hatch after a few weeks. The baby spiders stay with the mother until they are about three weeks old.

The Mexican red-kneed tarantula uses palps on the ends of its legs to smell, taste and feel. It doesn’t have ears, so it can’t hear. It does, however, have eight eyes which surround its head. This means it can see things that are in front of it and behind it.

5

2 Classify the things in the photos as living or non-living. Use the diagram above to help you.

d e

a b c

f

Living things

.....

.....

excretion

.....

.....

movement

.....

take in food to obtain energy

exchange gases with the environment

get rid of the wastes they produce

produce new lives

grow and change

or certain parts of them can move

react to the changes in the environment

kingdom

appearance

nutrition

reproduction

interaction

.....

It has ..... legs, ..... feet, a ..... like a duck and a ..... tail.

The platypus is a ..... and eats .....

It lays ..... in a .....

It has ..... in its bill which help to

detect .....

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PAGES 8-9 Analyse and organise

LANGUAGE

• describing animals

• listening for specific information

RESOURCES

Flashcards: algae; amoeba; bacteria; butterfly; toadstools; tulip; yeast

Word cards: excretion; growth; interaction; movement; nutrition; reproduction; respiration

Extra materials: enlarged, colour photocopied photos of the Mexican tarantula and the platypus; the tarantula text photocopied and cut into five sections; piece of paper for group activities

Audio: Tracks 4 and 5

Audio script: TB page 49

PAGE SUMMARY

The students will learn about the characteristics that living things share. They will also apply this knowledge to examples (the Mexican red-kneed tarantula and the platypus). By taking the activities out of the book, the lesson becomes more dynamic and interactive.

+ OPENING ACTIVITY

KEY CONTENT

Before the lesson, prepare a list of living and non-living things. Make sure to include any new vocabulary introduced in the unit: mould, moss, jellyfish, bacteria, toadstool, etc. Explain that when they hear the name of a living thing, they must clap once. When they hear the name of a non-living thing, they must click their fingers. This activity can be extended by asking the students to give names of living and non-living things.

ACTIVITIES

Activity 1

•Placetheflashcardsontheboardandtellthestudentsall the cards show living things. Explain that although they look very different, they all share the same characteristics. Place the word card reproduction on the board, below the cards. Say: Living things produce new lives.

•Askthestudentstothinkabouttheotherprocessesthat living things perform. Tell them to share their ideas with their partner first and then ask them to share their observations with the rest of the class. Place the word card on the board as the students name the process and ask if anyone can explain what the word means. Write their definitions next to the relevant word card.

8 9

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•ErasethedefinitionsandtellthestudentstocompleteActivity 1 in their notebooks.

Activity 2

Focus the students’ attention on the activity. Ask them to work with a partner to decide if the things in the photos are living or non-living. Remind them to use the graphic organiser to help them. Ask the students to raise their hands if they think photo (a) is a living thing. Ask for volunteers to justify their answers. Encourage the students to debate politely and respectfully.

Activity 3

•Arrange the students into groups of five. Place thephotos of the tarantula and platypus on the board. Write the headings on the board, below the pictures: interaction, nutrition, appearance, name, kingdom and reproduction.

•Askthestudentstowritedownallthattheyknoworcan assume about these two animals. Ask the groups to share their information with the rest of the class. Encourage them to use full, accurate sentences (for example, I think the spider lays eggs because it’s an invertebrate.)

•Nowgive eachgroup thefive copies from the text.Explain that each member of the group is going to read one section about the spider to the rest of the group. When they have finished reading, the others have to decide which heading is the correct one for that section. Remember to make sure that nobody has their book open for this exercise.

•Then tell the students toopen theirbooks.Play therecording. The pupils listen and follow the text in their books. Track 4

Activity 4

•Askthestudentsto lookattheactivity.Tell themtowork individually to deduce the missing words in the text, before hearing the recording. Tell them to write the words on the left side of a piece of paper.

•Playtherecording.Thepupilslistenandfollowthetextin their books. Ask the students to write the missing words on the right side of the paper. Ask them to put up their hands if they guessed all the words correctly: Put up your hands if you guessed eleven words correctly. Check the answers as a class activity and ask the students to copy the table into their notebooks. Track 5

+ CLOSING ACTIVITY

+ FAST FINISHERS

Create a mind map on the board with the students. Write living things in the centre of the board and elicit the characteristics of living things (nutrition, growth, reproduction, etc.) and write them around the title. Finally, elicit other related words and concepts and add them to the map (for example, nutrition: obtain energy, eat plants and other animals, use sunlight, photosynthesis; reproduction: produce new life; respiration: exchange gases with the environment.)

Ask the students to write 10 questions about the animals on page 9. Tell them to be careful how they construct the questions (for example, What does the tarantula eat? Where does the platypus lay its eggs?) The fast finishers can then ask each other their questions and answer them.

SOLUTIONS

1 nutrition; respiration; reproduction; growth; interaction

2 a) living; b) living; c) living; d) non-living; e) non-living; f) living

3 1) Kingdom; 2) Appearance; 3) Nutrition; 4) Reproduction; 5) Interaction

4 Animal; short; webbed; bill; (big) flat; carnivore; fish, worms and insects; two eggs; burrow; electro-receptors; their prey

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UNIT 1


1110

Characteristics of living things What scientific instrument do

we use to observe cells?All living things are made up of tiny units called cells and perform

three vital functions.

Did you know?

Bacteria reproduce by dividing into two again and again. A bacterium can divide into two bacteria every 20 minutes. Then each of these two bacteria divides into two after another 20 minutes.

Imagine there is one bacterium on your hand. How many of them will you have after one hour and after twenty-four hours?

Nutrition Reproduction

Interaction

All living things obtain nutrients from their environment and transform them into energy. This energy allows them to live, grow and develop. Different organisms get their energy via different processes:

• Plants produce their own food through photosynthesis.

• Animals can’t produce their own food, so they feed on other living things.

• Decomposers, such as fungi and bacteria, feed on the remains of dead plants and animals.

This process allows living things to produce new organisms similar to them. Reproduction can be sexual or asexual.

• Asexual reproduction occurs when only one organism is required, as is the case of bacteria.

• In sexual reproduction, two different types of individuals are required: male and female.

All living things interact with their environment. A change in the environment can cause a reaction. We call this change a stimulus, and the reaction, a response. Animals use their sense organs to detect some stimuli. Most plants have no sense organs but they react to stimuli too.

A cell is the smallest living unit that makes up a living thing. Plant and animal cells have the following parts:

• The nucleus controls the functions of the cell, such as reproduction.

• The cell membrane controls what enters and leaves the cell.

• The cytoplasm is a jelly-like substance in the cell where chemical reactions happen.

• The vacuoles contain water and minerals, which the organism needs in order to grow.

Cell structure

In addition to the above characteristics, plant cells have:

• A strong cell wall, which protects the cell and gives it its shape.

• Chloroplasts, which contain chlorophyll needed during photosynthesis.

In other words

A cell is like a city:

nucleus = town hallvacuole = water towercytoplasm = atmospherecell membrane = guardschloroplasts = parkscell wall = city walls

What are the functions of the elements in a city listed above?

Some organisms, such as Paramecium, have only one cell. These are called unicellular organisms. In a unicellular organism, the single cell performs all three vital functions.

Other organisms, such as birds, are made up of many cells. They are called multicellular organisms. In a multicellular organism, the different cells carry out different functions.

In spite of their differences, all living things perform three vital functions: nutrition, reproduction and interaction. These processes, however, are carried out in different ways according to the organism.

Vital functions

1 Explain why animal cells do not have chloroplasts.

2 What stimuli do sunflowers respond to?

nucleus

cell membrane

cytoplasm

cell wall

chloroplast

vacuole

animal cell plant cell

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PAGES 10-11 Characteristics of living things

LANGUAGE

• relative pronouns: which, what, where, when

• scientific terms: cell, nucleus, chloroplast

RESOURCES

Word cards: bacteria; cell membrane; cell wall; chloroplast; cytoplasm; interaction; multicellular; nucleus; nutrition; reproduction; unicellular; vacuole

Poster: Unit 1

Extra materials: a piece of paper; a microscope; a slide with onion skin; plasticine; tissue paper; card

Audio: Track 6

PAGE SUMMARY

The students will study what makes up living things. They will understand that all living things are made up of the same basic units.

They will learn that cells are living things because they perform the three vital functions. They will also become familiar with the different parts of the cell and their functions. Besides, they will examine the differences between a plant cell and an animal cell. Finally, the students will explore the ways different organisms carry out the vital functions.

+ OPENING ACTIVITIES

•Invite a student to come to the front of the class.Tell the class that they are looking at a living thing, a member of the Animal Kingdom. Ask them how they know that the student is a living thing (for example, He performs the vital functions: movement, growth, nutrition …). Now ask them what the student is made of. The students should call out a number of body parts. When everyone has contributed to the list ask: What is skin made of? What is blood made of? What are the smallest units that make up a living thing? If the class can’t give the answer, tell them: The smallest units are called cells. Now display the poster.

•Focus the students’ attention on the pictures ofthe animal and plant cell. Ask the students to think about the similarities and differences between the two pictures. Tell them to share their ideas with their partner and then invite them to share with the rest of the class (for example, The plant cell has green parts in it. They both have a large circular shape in the centre.)

•Place the word cards: nutrition, reproduction and interaction on the board. Tell the students that you are going to describe situations and they must decide which vital function they refer to. Tell them that more than one answer is possible (for example, a zebra eating grass; tadpoles in a pond; a bee on a flower, etc.) Invite students to give descriptions for the class.

10 11

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•Focusthestudents’attentionontheDid you know? box. Invite a student to read the box for the rest of the class. Encourage them to make a diagram to see how many bacteria they will have after one hour (eight bacteria) and then after two hours (64 bacteria). Ask them to compare both results and imagine what will happen after 24 hours (millions).

ACTIVITIES

Activity 1

Invite a student to read the activity. Check that everyone agrees with the answer.

Activity 2

Invite a student to read the activity for the class. Check that everyone agrees with answer.

KEY CONTENT

PRESENTATION

Introducing ideas

•Ask the students to open their books on page 10.Invite a volunteer to read the initial question and elicit the answer (It’s called a microscope.)

•Playtherecording.Thestudentslistenandfollowthetext in their books. Track 6

Cell structure

•Thestudentsreadthetext.Checkforcomprehensionby asking questions from the text: Which part of the cell contains nutrients? (the vacuoles) What is the function of the nucleus? (It controls the functions of the cell.).

•Placethecellwordcardsontheboard.Askvolunteersto come and label the pictures of the cells on the poster. As they label the cell, ask other students to explain their functions. (for example: The cell wall gives the plant cell its shape.). Act. 1

•Ask the students to read the box In other words, silently. Ask them to discuss with their partner the functions of the elements named in the city (for example: The guards control who comes into the city.).

Text boxes, page 10

•The students read the text boxes. Check forcomprehension by asking questions from the text boxes: What’s the difference between unicellular and multicellular organisms? (the number of cells they are made up of ).

Vital functions

•Organise the class into groups of three. Assign anumber 1, 2 or 3 to each child. Ask the students to open their books on page 11. Tell the number 1 students to read the text about nutrition, the number 2 students to read the text about reproduction and the number 3 students to read the text about interaction.

•Askthestudentstofindthemostimportantfactsintheir text. When they have completed the reading task, ask them to share their information with the rest of the group. Tell the students to close their books and invite number 1 students to talk about interaction, number 2 students to talk about nutrition and number 3 students to give feedback about reproduction. Act. 2

+ CLOSING ACTIVITIES

+ FAST FINISHERS

•Handoutasheetofpapertoeachstudent.Tellthemto listen to the definitions or functions you give and to write the name: It’s where chemical reactions happen in a cell (cytoplasm). It’s a change in the environment (stimulus).

•Tell the students that living things are alwaysinteracting. Ask them how human beings interact and then ask them to discuss in groups what problems can affect this interaction in class. Ask them to think about ways to keep this interaction positive and how they could solve some of the problems.

•Prepareonionskinonaslideandinvitethestudentsto come and look at the plant cells under the microscope.

•Ask the students to copyand label thediagramsofthe plant and animal cell into their notebooks.

•The students can use a variety of materials (forexample, plasticine, tissue paper, card) to make a model of a plant or animal cell.

SOLUTIONS

1 Animal cells do not have chloroplasts because they do not perform the process of photosynthesis.

2 Sunflowers respond to the stimuli of light and water.

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UNIT 1


PAGES 12-13 How are living things classified?

1312

Are algae plants? What kingdom do they belong

to?

How are living things classified?

Living things can be classified into five groups called kingdoms.

Organisms of the same kingdom share similarities and are different from organisms in other kingdoms.

Plant Kingdom

Monera Kingdom

Protist Kingdom

Plants are multicellular. They make their own food through a process called photosynthesis. During photosynthesis, plants absorb carbon dioxide and release oxygen.

All organisms in this kingdom are unicellular. They can be found on land, in the air, in water and inside other living things. Bacteria belong to the Monera Kingdom. We use some bacteria to make food, such as cheese and yoghurt. Some bacteria feed on dead plants and animals.

Protists are usually unicellular, but some are multicellular. Most protists are found in water.

Animal KingdomAnimals are multicellular. They can’t make their own food, so they get the energy they need to survive by feeding on other living things. Most animals have the ability to move.

Fungus KingdomFungi can be unicellular or multicellular. Fungi can’t make their own food. They obtain the nutrients they need from the remains of dead plants and animals.

The amoeba is an unicellular protist, which takes in its food by absorbing it throught the cell membrane.

Algae are protists that can be unicellular or multicellular. They also make their own food through photosynthesis.

Did you know?

Viruses are microscopic and can cause disease. Most scientists don’t consider viruses living things because they don’t take in nutrients, they produce no waste products, they don’t grow, and they don’t respond to stimuli. In order to reproduce they must always be inside another living thing.

1 Which kingdom(s) do these sentences refer to?

a. They can never be unicellular.

b. These organisms feed on dead plants and animals.

2 Search for new information about beneficial and harmful yeasts.

• What products do they help us produce?

• What are the diseases some yeast cause?

Yeasts are unicellular fungi. Mushrooms are multicellular fungi.

monera kingdom

pro

tist kin

gd

om

pla

nt

kin

gd

om

animal kingdom

fun

gu

s kin

gd

om

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LANGUAGE

• question forms and short answers

• comparing and contrasting

• plurals: fungus/fungi; bacterium/bacteria; virus/viruses

RESOURCES


Word cards: algae; amoeba; Animal Kingdom; bacteria; Fungus Kingdom; Monera Kingdom; multicellular; Plant Kingdom; Protist Kingdom; unicellular; yeast

Poster: Unit 1

Extra materials: sheets of paper

Audio: Track 7

PAGE SUMMARY

The students will learn to identify the five kingdoms of living things and the most important characteristics of each kingdom. They will compare and contrast living things from different kingdoms. They will learn that a virus is not considered a living thing and will be able to justify their statement.

+ OPENING ACTIVITY

Ask the students to work with a partner. Tell them that they have three minutes to write down as many names of living things as they can. At the end of the three minutes invite the students to call out their ideas as you write them on the board. Ask them if they can see any groups of living things among the words on the board.

KEY CONTENT

PRESENTATION

Introducing ideas

•Ask the students to open their books on page 12.Invite a volunteer to read the initial question and elicit the answer (They are not plants. They belong to the Protist Kingdom.)

•Playtherecording.Thestudentslistenandfollowthetext in their books. Track 7

Text boxes, page 12

•TellthemtolookattheboxaboutthePlantKingdomand read. Ask how many pieces of information they have heard. Ask if that information was new for them. Place the word card Plant Kingdom on the board.

12 13

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•Followtheprocedurewiththefollowingboxes:ProtistKingdom and Monera Kingdom.

Text boxes, page 13

•Displaytheposterontheboardandinvitevolunteersto label the Plant, Protist and Monera Kingdoms with the word cards.

•Checkforcomprehensionbyaskingquestionsaboutthe three first boxes: Where are Monera organisms found? Is the amoeba unicellular or multicellular? How does a plant make its own food?

•Focusthestudents’attentiononpage13.Tellthemtolook at the box about the Animal Kingdom and read the text. Ask how many pieces of information they have heard. Ask if that information was new for them. Place the word card Animal Kingdom on the poster.

•Follow the procedure with the last box about theFungus Kingdom, and label the poster. Check for comprehension by asking questions about the Animal and Fungus Kingdoms: Can animals make their own food? (no); How do fungi get the nutrients they need? (They take them from the remains of dead organisms.).

Act. 1 & Act. 2

•Focusthestudents’attentionontheDid you know? box. Ask them to read the information silently and think about why scientists don’t consider viruses living things. Ask them to explain their reasons to their partner. Ask them to put up their hands if they believe it’s because they don’t perform the vital functions.

ACTIVITIES

Activity 1

Invite a student to read the activity. Check that everyone agrees with the answer.

Activity 2

Invite a student to read the activity for the class. Check that everyone agrees with answer.

+ CLOSING ACTIVITIES

+ FAST FINISHERS

•Invitestudentstocometothefrontoftheclassandask them to choose a flashcard. Tell them to look at it but not to show it to the rest of the class. The students have to ask questions to discover the kingdom shown on the card.

•ExplainthatstudentAmustmakeastatementabouta kingdom and student B must make a statement about another kingdom, but the statements must be connected (for example, A: Plants can make their own food. B: Fungi feed on the remains of dead organisms. A: Monera organisms are unicellular. B: Animals are all multicellular.)

Ask the students to invent Odd one out activities. Explain that they have to write the names of four organisms. Three of the organisms must be from the same kingdom and one must be from a different kingdom (for example: a mushroom, a tulip, a rose, a palm tree).

SOLUTIONS

1 a) Plant and Animal Kingdom b) Monera and Fungus Kingdom

2 We use some yeasts to produce bread, wine or beer. One of the most common yeast diseases is called Candidiasis. This is an infection caused by yeast on the skin.

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UNIT 1


1514

SCIENCE PROJECT: Identifying organisms

What is a hypothesis?

An example of a hypothesis

• photos of different animals

• a dichotomous key

Defining a hypothesis is the first step in the scientific method. Most experiments or science projects start with a hypothesis. A hypothesis is defined as an ‘educated guess’ about how things will work, based on your observation of similar processes and your prior knowledge. Your hypothesis should be something that you can test by doing an experiment. When you see the result of the experiment, you’ll find out if your hypothesis was correct or not.

Hypotheses don’t need to be correct. It doesn’t matter if you are right or wrong. Hypotheses aren’t necessarily about confirming what you already know. In fact, the best hypotheses are often wrong. Following the scientific method challenges what we know about the world. If your hypothesis is wrong you know you have learnt something!

1 Which vital function is metamorphosis related to? Find out

what other organisms go through metamorphosis.

2 Search for information about moths and butterflies

metamorphosis. What are the four stages in this process?

3 Make a hypothesis about the following experiments. What

do you think will happen?

a. putting a bottle of water inside the freezer

b. leaving a glass of milk outside the fridge for a few days

c. placing an empty plastic bottle into a bathtub filled with water

d. placing a plastic bottle full of water into a bathtub filled with water

e. placing a plant in a dark place and not watering it for a week

You probably already know that some organisms, such as butterflies and moths, transform during their lives through a process called metamorphosis. They develop from eggs into caterpillars and then into a chrysalis or pupae. But what happens after that? Why don’t you observe the process a few more days?

Based on your knowledge your hypothesis should be: ‘I think that after a few more days an adult butterfly will emerge from the chrysalis’. Now you just have to do the experiment and see if the result supports your hypothesis.

Aim

Identify and classify organisms using a dichotomous key.

Method

1. Choose one animal at a time from the photos.

2. Follow the key. Remember that at each step you are given two choices. Each choice leads to another question until the organism is eventually identified.

Conclusions

1 What are the common names of the organisms you have identified?

2 What is a dichotomous key useful for?

3 What can you classify with a dichotomous key? Give examples.

4 Make a dichotomous key to classify the following animals: frog, eagle, worm, kangaroo and shark.

5 Make a dichotomous key to classify both living and non-living things at home.

a bc

d e

f

Yes: It is a vertebrate. Go to number 3.

No: It isn’t a vertebrate. Go to number 2.

Yes: It is a Papilio palinurus.

No: It is a Coccinella magnifica.

Yes: It is a Carduelis carduelis.

No: Go to number 5.

Yes: It is a Testudo hermanni.

No: It is a Lacerta viridis.

Yes: it is an Amphiprion ocellaris.

No: Go to number 4.

1. Does it have a backbone?

2. Does it have colourful wings?

3. Does it have scales and fins?

4. Does it have feathers?

5. Does it have a protective shell?

Caterpillar

FRAGILE WORLD: The scientific method

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PAGES 14-15 Science project and Fragile world

LANGUAGE

• questions in present simple tense

• short answers

RESOURCES

Science project materials: photos of different animals; a dichotomous key


Extra materials: objects to be classified (for example, pencil, sharpener, metal spoon, plastic food container, Lego bricks, a rubber ball, a school rubber); sheet of paper; a plastic cup, vinegar; bicarbonate of soda

Audio: Track 8

PAGE SUMMARY

The students will investigate how to classify organisms and how to use and design a dichotomous key. They will enjoy discovering how the key follows a logical order and will be encouraged to follow a step by step, scientific approach.

VALUES AND ATTITUDES

The students will work individually and collectively during this session. They will be encouraged to question in order to arrive at a conclusion. They will also analyse information and draw conclusions from it. The students should feel curiosity and interest as they complete the activities. Finally, they should experience satisfaction when the task is completed correctly.

+ OPENING ACTIVITIES

•Showthe students theobjects youhavebrought toclass. Ask how they would group these objects (by function, size, colour, material). Explain that when we classify, we look for similarities and differences.

•Place the flashcards on the board. Tell the studentsthat you are going to choose one card and they have to discover the living thing by asking Yes/No questions. Make sure their questions are being formed correctly and answer with the short answer form (for example, Does it have a backbone? Yes, it does.)

•Organise the class into six groups.Assign eachgroupan animal group (mammals, birds, insects, etc.) Ask the groups to write down the characteristics of their group of animals. Ask a spokesman from each group to share their results. Write the characteristics on the board.

14 15

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SCIENCE PROJECT

Aim

•Ask the class what they think dichotomous means(Dichotomous means dividing into two or having two possibilities.)

•Ask the class to lookat themethod.Pointout thateach question has two possible answers.

Method

•Askavolunteertoreadthestepsforthemethod.

•Focus the students’ attentionon thefivequestions.Each question is designed to find a specific animal group or animal. Ask them to think about which group has fins and gills or which group has feathers (for example, What is the purpose of question one?).

•Ask the students to work with a partner to followthe key and identify the organisms in the photos. Tell them to write the letters a–f on a piece of paper, leaving enough space to be able to write the scientific and the common name for each organism.

•Elicittheanswersandwritetheresultsontheboard.

Conclusions

Activity 1

Focus the students’ attention on the activity. Ask if anyone knows the common names of the organisms. Write the names of the animals they know and either give the answers or ask a volunteer to look for the names on the Internet.

Activities 2 3

Encourage the students to discuss questions in the activities as a class activity. Write their examples for the Activity 3 on the board.

Activities 4 5

Focus the students’ attention on the activities. Explain that they are going to work in groups of four to design a dichotomous key. The groups can choose whether to answer the Activity 4 or 5. Walk around the classroom as they are doing the task to help with any problems and to praise good collaborative work. At the end of the activity, the groups exchange keys and answer the questions.

SOLUTIONS

SOLUTIONS

1 a) ladybird; b) goldfinch; c) tortoise; d) lizard; e) clownfish; f) butterfly

2 Classification and identification

3 Living things and non-living things too.

4 5 Student’s own ideas

1 Growth; amphibians

2 Egg; caterpillar; chrysalis (or pupa); adult

3 a) water will freeze and bottle may break; b) milk will go off; c) the bottle will float; d) the bottle will sink; e) the plant will die

+ OPENING ACTIVITY

FRAGILE WORLD

Show the students the vinegar and the bicarbonate of soda. Ask them what they think will happen when you mix them together. Write their ideas on the board. Demonstrate the experiment and explain that the ideas on the board are hypotheses.

What is a hypothesis?

•Focus the students’ attention on page 15. Play thefirst part of the recording and ask the students to listen and read. Check for understanding. Track 8

An example of a hypothesis

•Play the secondpartof the recording.Writeon theboard: I think that… Explain that this is the beginning of a hypothesis. Track 8

Activities 1 2

Set these activities for a homework project. Ask the students to draw a poster for the life cycle of an animal that performs metamorphosis.

Activity 3

Ask the students to work with a partner to make a hypothesis about the experiments. Ask them to do the experiments at home.

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UNIT 1


ReviewStudy skills

1 Complete the graphic organiser about living things. Use the

words from the box below. There are some extra words.

1 Choose the right words. Write the sentences

correctly in your notebook.

a. Fungi can/can’t make their own food.

b. Algae belong to the Plant/Protist Kingdom.

c. Animals are unicellular/multicellular.

d. Yeasts are unicellular/multicellular fungi.

e. Algae can/can’t make their own food.

f. Viruses are/aren’t considered living things.

2 Match the parts of the cell to the sentences in your notebook.

cytoplasm cell membrane nucleus chloroplasts cell walls

a. They contain chlorophyll and only plant cells have them.

b. It controls what enters and leaves the cell.

c. It controls all the functions of the cell.

d. Most chemical reactions take place here.

e. They give plant cells their shape.

4 Look at the photos below. Which vital functions are they related to? Explain the importance of these functions.

Checklist

• I can name the characteristics and the three vital functions of living things.

• I understand that living things are made up of cells and can be unicellular or multicellular.

• I can classify living things into five kingdoms.

• I can use dichotomous keys to identify living things.

2 Read the text below (A) about the discovery of cells. Then, read the text (B) about the invention of microscopes on page 138. In your notebook, decide whether the sentences below refer to text A, B or both.

The English scientist Robert Hooke (1635–1703) discovered cells in 1663. He built his own compound

microscope (using more than one lens) and examined thin slices of cork with

it. Cork is obtained from the bark of the cork oak tree and is made up

of dead cells with only cell walls and without cytoplasm or nucleus. The structure he observed reminded him of the cells or rooms of a monastery,

which is why he named them ‘cells’ from the Latin term cellulae.

3 In your notebook, complete the sentences

by choosing the right words from the box.

dichotomous microscopes multicellular cells identifying nucleus

a. The small units that make up living things are

called .....

b. ..... are scientific instruments that allow us to see cells.

c. The organisms made up of many cells are

called ..... organisms.

d. ..... keys are used to identify and classify organisms.

5 Talk about the different kingdoms. Use the diagram to help you.

6 Complete the summary on page 139.

where they live

number of cells

make their own food

cause disease

• multicellular

• animal

• protist

• interaction

• vital functions

• respiration

• cells

• reproduction

• fungus

• insects

• kingdoms

a. It speaks about a 17th-century discovery.

b. It speaks about an invention.

c. Robert Hooke confirmed previous discoveries.

d. The text speaks about the English father of microscopy.

e. The text explains how a new term was coined.

f. The text mentions microscopes.

g. The text mentions unicellular organisms.

1716

Revise

are made up of .....

unicellular

.....

nutrition

.....

.....

Monera

.....

.....

Plant

.....

Living things

are classified in .....

perform three .....

can be

a b

Monera

Protist

Fungus

Plant

Animal

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PAGES 16-17 Revise

LANGUAGE

• relative pronouns

• question forms

• unit vocabulary

• descriptions

• speaking

• writing

RESOURCES

Study skills text: Student’s Book, page 138

Unit revision summary: Student’s Book, page 139

Flashcards: Unit 1

Word cards: Unit 1

Poster: Unit 1

Extra materials: paper for pair and group work; students’ photos of living things

STUDY SKILLS

Activity 1

•Take all the unit word cards and ask volunteers toread the word and then to spell the word out loud for the rest of the class. Place the card on the board and ask if anyone can give a definition for that word (for example, Multicellular means that something is made up of more than one cell.)

•Copytheformatofthegraphicorganiserontheboardand invite the students to come and place the correct word card in the correct place.

•Removeeverythingfromtheboardandtell themtocomplete the organiser in their notebooks.

Activity 2

•Organisetheclassforpairwork.

•Tell the students that they are going to read textsabout cells and microscopes. Student 1 will read the text on page 16 and student 2 will read the text on page 138. Tell them to read in silence and to decide if the sentences refer to their text or not.

•Askthemtowritetheiranswersonasheetofpaper.They then compare answers with their partner. Student 1 now reads the text on page 138 and student 2 reads the text on page 16. They check their answers together and give feedback to the class.

16 17

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•Now rearrange the groups so that in each groupthere are five students but each one has information about a different kingdom. Each student shares their information and the others take notes. Finally they return to their original group and compare all the information they have about the five kingdoms. Check their findings as a class activity. PAges 12 & 13

Activity 6

Ask the students to read the summary on page 139 carefully. Elicit ideas of how to complete it from the whole class before asking the students to copy it in their notebooks. PAges 8-13

REVIEW

SOLUTIONS

SOLUTIONS

1 cells; vital functions; kingdoms; multicellular; interaction; reproduction; Animal; Protist; Fungus

2 a) both; b) both; c) B; d) B; e) A; f) both; g) B

1 a) can’t; b) Protist; c) multicellular; d) unicellular; e) can; f) aren’t

2 a) chloroplasts; b) cell membrane; c) nucleus; d) cytoplasm; e) cell wall

3 a) cells; b) microscopes; c) multicellular; d) dichotomous

4 a) nutrition, reproduction, interaction; b) nutrition and interaction

Nutrition is the changing of nutrients into energy which is needed for growth and development. Reproduction produces new life which is important for the continuation of the species. Interaction with the environment is important as it can keep us safe.

5 Student’s own ideas

To prepare the students for Activities 1, 2 and 3, take the sentences from the activities and change them into a True/False activity to be played in two teams: All cells contain chloroplasts. (false) Unicellular organisms are made up of a single cell. (true)

Activity 1

Ask the students to read the sentences and choose the right words to complete them. Elicit the answers and tell the students to write the full sentences in their notebooks. PAges 12 & 13

Activity 2

Ask the students to match the parts of the cell with their function. Elicit the answers orally. PAges 10 & 11

Activity 3

Ask the students to complete the sentences in their notebooks. Elicit the answers orally. PAges 10-16

Activity 4

Place the word cards: nutrition, interaction and reproduction on the board. Organise the class into groups. Assign each group one vital function. Ask the group to talk about the importance of that vital function and to write down their ideas in order to explain their findings to the other groups. PAge 11

Activity 5

•Display the poster on the board. Ask volunteersto come to label the poster with the word cards. Organise the class into five groups and let each group choose one flashcard. Explain that they have to find information about that kingdom in the Students’ Book.

•Focustheirattentionontheactivityandtellthemtouse the guideline structures. Tell them that they must all take down the notes.

CHECKLIST

• Put the students in pairs. They should read the checklist together and then choose two statements to explain to their partner.

• Ask the students to match the statements to the pages in their books.

• Ask the students to write four questions to test the statements in the checklist. They can then test their partner.

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UNIT 1

Activity book solutions & Audio scripts

Kingdom. They can be unicellular or multicellular. They obtain nutrients from the remains of dead plants and animals.

These are algae. They belong to the Protist Kingdom. They can be unicellular or multicellular. They produce their own food through photosynthesis.

7 Monera: bacteria (U)

Protist: algae (U, M); amoeba (U)

Fungus: yeast (U); mushrooms (M)

Plant: cactus (M); rose bush (M); moss (M)

Animal: humans (M); parrot (M); spider (M)

Page 5

8 Genus Panthera

•Leopard;Panthera pardus

•Lion;Panthera leo

•Tiger;Panthera tigris

9 Male; sexual

10 Reproduction and nutrition.

The photo shows a bird feeding its offspring.

Page 2

1 a. N b. L c. N d. N e. L f. N g. L h. N i. L

2 Student’s own ideas.


Page 3

4 (from upper left, clockwise direction)

Animal cell: cell membrane, nucleus, cytoplasm, vacuole

Plant cell: nucleus, vacuole, cytoplasm, chloroplast, cell wall, cell membrane

5 Plant cell: chloroplasts, cell wall common to both cells: nucleus, cell membrane, cytoplasm, vacuole

Page 4

6 (from left to right)

This is a seal. It belongs to the Animal Kingdom. Animals are multicellular and can’t make their own food.

These are flowers. They belong to the Plant Kingdom. They make their own food through photosynthesis.

These are mushrooms. They belong to the Fungus

ACTIVITY BOOK SOLUTIONS


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Page 7

14 Kingdom; Appearance; Habitat; Nutrition; Reproduction; Interaction

15 a. Oviparous

b. Carnivorous

c. Kingdoms

d. Habitat

e. Stimuli

Page 6




AUDIO SCRIPT

Track 5

The Australian platypus is a semi-aquatic mammal and therefore belongs to the Animal Kingdom. The adult platypus is between 40 and 45 centimetres long. Its body is covered by thick waterproof fur of a dark brown or reddish brown colour. It has short legs and webbed feet. It has a bill like a duck and a big flat tail. The male platypus has a venomous spike on its ankle.

Platypuses are carnivores. They eat small fish, worms and insects. They live in Australian fresh water lakes and streams. They are one of the only mammals that lays eggs. In spring, the female

platypus usually lays two eggs in a burrow. The eggs hatch after about two weeks. The baby platypus drinks the mother’s milk during its first four to five months of life, before leaving the burrow. Platypuses may have small eyes but their sight is very good. Apart from their five senses, platypuses use their bill to detect their prey. Platypuses have electro-receptors in their bills that allow them to detect where their prey are. That’s why platypuses can hunt successfully even in very murky water.

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