= fo} Co) a a) E T=: Fe] P=] nWelcome : Page 4 Why do babies have more bones than adults? page 6 + Nervous system + Sense of sight + Musculoskeletal system + Senses of smell and taste + Sense of hearing + Sense of touch e What happens to food | fod groups and nutrients» Respiratory system inside your body? + Digestive system + Excretory system Page 18 | - Circulatory system + Healthy habits Which vertet + Mammals + Amphibians 9 has two lives? abide + Fish Page 30 | ° Reptiles + Invertebrates Parts of a plant * Plant reproduction: + Plant classification by stem _flowering plants and non flowering plants * Plant nutrition How do plants Qo their food? od Page 42 Matter: changes of state Materials: conductors and + Types of energy light, thermal, insulators sound, kinetic, and electrical + Mixtures [5] Can you help save the Planet? page 54 » Simple machines: inclined + Inventions: steam engine and plane, screw, pulley, wheel telegraph Go What is a simple Page 66 | and axle, lever, and wedge “Inland and coastal features ~ Natural and artificial features oO eee : : iGie? archipelagos, and Earth’ resources Page 78 + Types of weather + Weather measurement tools What causes + Rain and the water cycle + Weather forecasts weather? Page 90 More hands on! Page 102+ Build a pinhole camera + Make a mural about a season and the five senses | « Helping the senses Y/ _ + Write a rap about nutrition + Build a model of the respiratory system + Give a presentation about animals + Find out why animals use camouflage + Make a field journal about plants + Germinate a seed * Say no to fast food + The animal kingdom + The plant kingdom energy + Create signs to remind people to save water and. | + Energy and matter + Observe the effect of thermal energy on liquids + Design a complex machine + Communicate using Morse code « Incredible inventions + Make an archipelago + Play the Landscape game + Make a Save our resources door hanger + Take care of your planet + Make a pinwheel + Let's make rain + Make a windsock + Be a weather presenter Siessary > hp + A weather forecastWelcome to the amazing world of science. In this book, you | —— help save the planetgo on safari make an archipelago You will also find out: * how fast your heart beats * which vertebrates have two lives * how to tell how old a tree is, * how to find gold. * how to make a car, * how to change a landscape, * how seasons are different,a Can you name | any bones on ——_ pi ‘St do joints 40? le 8 = > In this unit, you will make a mural about a season and the five senses. To do this, you will: + choose a season and think about what it reminds you of. + learn about the five senses. « think about how your senses help you enjoy the seasons.°e U Bosh Body systems are made up of organs. The brain is the organ that controls everything we do. It is the control center of the nervous system. his part controls our Coordination a d balance \ This part controls involuntary actions.Our sense organs send Do you remember information to our brain what the sense This information travels to our brain through the nerves The brain then sends information back, through the nerves, to different parts of the body. nerves | Which part of the brain helps US to dance? & + Choose one of the four seasons. + Quickly write down five things it reminds you of. + Compare your list with a partner. T've chosen ... It reminds me of10 Era ne i CeCe a UCU UR Tas er eC The musculoskeletal system allows us to move. Gur Tt has three main parts. Sua Lo Joints are where our bones | connect to each other. Muscles are soft and elastic. They help us move. Can you find the skull, ribs, and spinal column in the skeleton? Bones are hard and rigid. They form our skeleton, which gives our \ body shape. f /reults have 206 bones in ’ their body. Babies have about 300 bones When they are born. Some of these bones later join together and become one. Muscles work by contracting and expanding. Some muscles are voluntary — they only work when our brain tells them to. Other muscles are involuntary and they work automatically — like the heart.Listen. What sounds can you he: } Our senses allow us to interact with the world around us. Our sense of hearing allows us to distinguish between different sounds. 3 These vibrations make the liquid in the inner ear move. 4 This movement sends information| to the brain, 2 They continue to the middle ear and make the eardrum vibrate. 1 Sound waves enter the outer ear eardrum LX it 5 The brain reads outer ear middle ear the information and tells us what we are listening to. inner ear SN) Take care of your ears. + What sounds can you hear during your season? Our ears produce + Did you mention any of these sounds in Stage 1? | @ sticky substance « Print out pictures of the things you can hear alle’ re sore and write sentences about them. Pe soured dirt and infection. Unit 1 11By the end of Rc elle Pare) Peete Perel (thats Pie 4 The brain reads the signal and tells us 1 Light reflects off 3 4 what we are seeing, an object and enters the eye. 2 The light forms an upside-down. image on the retina. Eyelashes protect the eye from dust A and sweat. Also, if something is too close to your eye, your eyelashes sense it and warn you ... in the ga same way that a cat’s whiskers do. Find out how to take care of your eyes. l Noi} There are beautiful / + Think about what you can see during your season. (_ amazing / interesting ... * Draw and color pictures of the things you can see. + Compare your pictures with a partner using different adjectives. 12H&nds On! Before you start The image that forms on the back of the eye (the retina) is upside-down. Materials long cardboard tube, wax paper, tape, black construction paper, rubber bands, aluminum foil, pushpin Method 1 Cover one end of the cardboard tube with wax paper and secure it with tape. 2 Cut out a piece of black construction paper, the same length as the tube. Cover half of the tube with the construction paper and secure it with a rubber band. 3 Cover the end of the black construction paper with aluminum foil. 4 Make a small hole in the aluminum foil with the pushpin. 5 Point the camera at an object. You can zoom in or out by moving the black construction paper. The ... functions as the The camera formed an ... image Why should you not touch the pupil of your eye? Conclusions What happened to the object when you looked at it through the camera? Which part of the pinhole camera functions as the pupil? Which part of the pinhole camera functions as the retina? Unit 1 13ia) Our senses of smell and taste are connected. These senses help us decide which foods we like and which we do not like nostrils = olectory ne nerve IR | Taste | | Tiny taste buds on the tongue identify different tastes. Different tastes can be identified anywhere on the tongue. 2 This information is sent to the brain via the nerves. * taste buds There are four main tastes: sweet, salty, bitter, and sour. Find out how to take care + What can you smell and taste during of your nose and mouth. your season? + Do you eat any typical foods at this time of the year? + Make a menu for your season with pictures. How do the foods on Pages 6 and7taste? / 14How do we know that a tree feels rough, but a sweater feels soft? Our body is covered in skin and our skin is the organ of touch, Our skin tells us if something is rough, smooth, hard, or soft. Sensory nerves below the skin send information to the brain when we touch something. If something is too hot, our skin will tell us! sensory nerves Find out how ; to take + What things can you touch during your season? cme + Search for pictures of them on the internet. Sei aRth + Label the pictures with adjectives to describe how they feel. Unit 1 15Listen and match the names to the letters in your notebook. “io Dan Matt Tom Sally Jane Daisy Anna Choose the correct verb in the past tense. The lemons..... sour. (tasted / taste) The bark ofa tree..... rough. (feet / felt) ee We.....a beautiful dog. (saw / seed) The pizzas..... delicious. (smelled / smell) dr a My singing...... horrible! (sounded / sound) dlWrite the parts of the brain (1-3) in your notebook. Match them to what they control (a-c). Involuntary actions Balance and coordination Voluntary actions Which picture is the odd one out? Explain why. My favorite season is fall. The leaves on the trees change color and we can see .. » Make a mural about your season and the senses. Include the pictures and information you found. + Practice describing your mural with a partner. + Display your work for everyone to see and enjoy.A journey inside the human body In this unit, you will write a rap about nutrition and the body systems. To do this, you will: + identify the main organs in each body system and learn what they do. + understand how the body systems work together to perform the process of nutrition. + perform your rap for your classmates. NS a Vee. /. ¥HOW CAN YOU STAY STRONG? Tf pizza is your favorite food, why can you not eat it every day? You need to eat a balanced mixture of foods to stay healthy. This is because different food groups contain different things that your body needs. These things are called nutrients. Carbohydrates and fiber Grains, cereals, and potatoes if contain carbohydrates. Carbohydrates give us energy. They also contain fiber, which is good for our digestive system. What should you always do before eating? ) Meat, fish, nuts, and beans : contain a lot of proteins and iron. They make our muscles strong and help us grow.Dairy products, such as milk and cheese, contain a lot of ealetum, which/ is good for our bones and teeth. A Make a list of foods that contain these nutrients: proteins, carbohydrates, vitamins and Fruits Gnd minerals, and fats. Vegetables * Fruits and vegetables contain lots of vitamins and minerals, Vitamins keep us healthy and minerals ind a bunch help us grow. ssi of grapes hidden in the unit. a Foods that contain fats help our nervous system. STAGE 1 For breakfast, we have chosen ... because ... ": You are in charge of the school kitchen for a day! With a partner, make a menu. Remember to make the menu balanced and include foods from all the food groups. + Compare your menu with another pair. That's interesting. We have chosen ... Unit 2 21oo # a 4 When you eat food, your digestive system breaks it down into nutrients that your body needs. 1 The process of pana Aneel) digestion begins in 2 The esophagus the mouth. Here, 4 pushes the food down the teeth break into the stomach. the food down into a smaller gee ay [rout 3 The small intestine 4 The nutrients separates the nutrients from the waste. pass from the small intestine into the blood, which carries them to all parts of the body. 5 The waste moves to the large intestine and leaves the body through the anus. large | intestine | Put a small intestine cracker in your mouth and keep it on your tongue. Try to chew it without using your teeth. een, Look at the digesti . What happens? How does digestion begin? the digestive machine, Can you label its parts?Crack PCAC) PT aed OO te nora CU elects the body. The heart pumps blood around the body, The blood travels through: the arteries and veins, | and carries nutrients and oxygen to all parts of the body. Measure how many N 1 a right sane EA heart beats _— in a minute, Then, jump up The heart is made up of four sections: the left and right atriums, and the left and right ventricles. and down 20 times. What happens to your heartbeat when you exercise? PV aey + Write down the parts of the digestive system and the circulatory system. + Close your eyes and try to say the organs in order. + With a partner, write down sentences about how the circulatory system and the digestive system work together. Unit 2 23By the end of this eeu encTitt Poco a ora) and respiratory eeu) transport oxygen Prete at LTT ' ! I ! ! Ji 1 We breathe in through our nose and mouth. 2 The air enters the lungs. 3 Oxygen from the air passes into the circulatory system and the blood carries it to all parts of the body. 4 We also breathe out carbon dioxide through our nose and mouth. How long can you hold your breath for? Why can we not do it for @ long time? Look back at Unit 1. Which part of the brain controls our breathing? + Write down the parts of the respiratory system. + Explain to your partner how the circulatory system and the respiratory system work together. + Focus on the number of syllables and the stress in each word, respita-to-ry 4Hands On! Before you start = Airis a gas. This means that it can move into spaces, such as the lungs, and fill them. Materials plastic bottle, three balloons, scissors, two straws, rubber bands, modeling clay Method 1 Cut off the bottom of the plastic bottle. 2 Tie a knot in the neck of a balloon and cut off the fat end. 3 Stretch the balloon over the cut end of the plastic bottle. | 4 Insert the straws into the two other balloons. Secure them with the rubber bands. 5 Put the straws with balloons on them into the bottle and seal the neck of the bottle with modeling clay. 6 Hold the bottle and pull the knot of the balloon. This balloon represents the > diaphragm. When we breathe in, does it go up or down? When I released the knot, the ... When I pulled the knot, the ... Conclusions What happened when you pulled the knot of the balloon? What happened when you released the knot? Unit 2. 25By the end of this rm) eee APC Recs to drink lots of day. 1 The kidneys remove waste from the blood. 2 The waste combines with water to make urine. 3 The urine passes to the bladder, where it is stored. 4 The urine leaves the body through the urethra. Did you know your body also eliminates waste through the skin? This waste is a liquid called sweat, We sweat when we get hot. STAGE 4 « With a partner, practice saying the parts of the excretory system in order. = Choose one of the foods from your menu in Stage 1. With a partner, write down what happens to this food after it enters the body. + Think about the role that each body system plays. Blood carries some waste to the kidneys. What other substances does thebloodcarry? = 6What are healthy habits? Eating a balanced diet is good for our health, but what about exercise and sleep? Do you do some exercise every day? Do you get a good night's sleep? If not, you " might be stopping your brain from developing into a super brain! eo Exercise Experts say exercise is good for our minds, and improves our ability to focus. Try doing some exercise when you are studying for a test and see if it helps you concentrate, Exercise also makes us happy! As we exercise, hormones are released that improve our mood and self-esteem. We should do around 60 minutes of aerobic activity a day. Think about all the moments in a day when you are active. Are you reaching your 60-minute goal? Sleep, Scientific evidence shows that sleep is as important for our development as eating a healthy diet and having regular exercise. Experts say sleep helps the brain develop, especially in growing children. Between the ages of 5-11, we need about 10 hours sleep a night. Tf we do not sleep well, we do not function well. We find it hard to concentrate, we make more mistakes, and we feel grumpy! How many hours did you sleep last night? How do you feel today? Y) Log how much sleep and exercise everyone in your class gets during a week. Think about how to reach your sleep and exercise goals! FFs Unit 2 271) Choose the correct word. Test your partner. Dae : b Why / What / Where does digestion begin? ¢ What / Which / When do the kidneys remove from the blood? d Which / What / How do the body systems work together? In your notebook, complete the sentences using which, where, or whose. a The esophagus is the part of the pushes food down into the stomach. The small intestine is ..... the nutrients are separated from the waste. The diaphragm is a big muscle under the lungs..... helps us breathe. The bladderis..... urine is stored. Rewrite the sentences. Change the word in bold into two words. a By the end of this unit, you'll understand how the circulatory system works. b Thestomach’s an organ inthe digestive system. d The heart isa muscular organ. We’re made up of body It’s divided into four parts. systems that work together. e Under the lungs there’s big muscle called the diaphragm,Ce 8 Read the text and copy it in your notebook, Write the correct word ~ next to letters (a-d). It is very important to eat food from different food groups because different nutrients help our body in different ways. Calcium is good for our (a) and bones. (b)...... give us energy. Fruit and (c)..... give us vitamins and minerals. Proteins and iron make our (d) ..... strong. muscles carbohydrates Now choose the best name for the text. Ahealthy diet Adayinthegrocerystore — Abig surprise 8 Listen and choose a, b, or c. “fe + Work with a partner to arrange your description from Stage 4 into a rap. + Focus on the pronunciation of the key words. + Think carefully about the rhythm you want to create. Fist Decide how you will accompany the rap - with music, We he our rap, a beat, clapping, or something else. e hope you like it! + Perform your rap for the rest of the class.ie XP { ) \ { HAS TWO LIVES? '\ | WHICH VERTEBRATESng Q The vertebrate song The animal kingdom In this unit, you will give a presentation about animals that can be found in the same country. To do this, you will + learn the characteristics of vertebrates and invertebrates. + choose a country and find out about the animals that live there. « make a fact-file about one mammal, one bird, one reptile, one amphibian, ‘one fish, and one invertebrate that live in your chosen count! CE eaow & We can classify animals into two groups: vertebrates and invertebrates. Vertebrates have a backbone and invertebrates do not have a backbone. We can also classify vertebrates into five smaller groups: mammals, birds, reptiles, amphibians, and fish. MAMMAL CHARACTERISTICS Nutrition Mammals can be carnivores, herbivores, or omnivores. All baby mammals drink their mother’s milk. Physical characteristics Most mammals live on land and have four legs. Some mammals live in water and use flippers to move. . Most mammals have fur or Monotremes are ~ hair to keep them warm. mammals that lay eggs. am They ane oviparous, Find one mammal that has wings and can fly hidden in the unit. 32© zo, There are many species of birds. They can be different colors and sizes, but they all share some characteristics, ya BIRD ___ BIRD CHARACTERISTICS { ( a Like mammals, birds can be carnivores, herbivores, j or omnivores. Adult birds feed their chicks when they are reyes Physical characteristics Most birds can fly. They have wings, a tail, and feathers, which help them fly. Unlike mammals, birds have light, hollow bones, which help them fly. A bird’s feathers keep it warm. All birds have a beak for eating. Find out which binds cannot fly | + Choose a country. Investigate the mammals and birds that live there. Look for interesting information about these animals. + Make a fact-file about one mammal and one bird. espiration Unit 3 33°o a Crocodiles, snakes, and turtles look very different from each other, but they belong to the same vertebrate group. They are all reptiles, REPTILE CHARACTERISTICS Nutrition Almost all reptiles are carnivores, but some are omnivores. Physical characteristics Reptiles have scales, which provide them with camouflage and protect them from injury. Scales also prevent water evaporation, which means that reptiles do not need much water to survive. Reptiles live mostly on land, but some spend wae 7 a . time in water. Find out where these aquatic wok endioey Other vole reptiles lay their eggs. swim. Snakes have no legs, so they slither. + Investigate some reptiles that live in your chosen country. + Choose one and make a fact-file about it. (This reptile is a carnivore ? + Practice describing your reptile to a partner. | omnivore / herbivore. | You can add extra bits of interesting information. § $$ T Na Tt eats .. 34 LdBefore you start Many animals use camouflage to hide from animals that want to eat them. Other animals use camouflage to hide from the animals they want to eat. = a te ee \ ic wid a » | 1 Draw outlines of different animals on a single , page of newspaper and cut them out. 4 2 Draw the same animal outlines on colored paper and cut them out. 3 Stick all of your animal cut-outs on a double page of newspaper. 4 Test your classmates. Can they find all the animals? Conclusions | Which animals is it difficult to see? Whyis it difficult to see them? 7 The ..a i Amphibians are very interesting animals. Young amphibians do not look like their parents. They transform as they grow. This transformation is called metamorphosis. AMPHIBIAN CHaractegrsnics i Nutrition Most amphibians are carnivores. Frogs lay eggs called frogspawn. tie Tadpoles hatch from the eggs. The word amphibian means two lives: one in ~ The tadpoles the water and grow back legs. ‘one on land. Then, they row front Physical characteristies What must g tee! Unlike reptiles, amphibians *°°9 develop do not have scales. They fore jt have moist skin which can live absorbs oxygen. on land? Finally, they lose their tail and move on to the land.oo or ba €3 gq Fish live in water. Some fish, such as tuna, live in the sea or ocean (salt water). Other fish, like carp, live in rivers and lakes (fresh water). FISH CHARacterristics ( Why do we use the term salt water to describe the sea and ocean? Nutrition Fish are a mixture of carnivores, herbivores, and omnivores. Physical ig Reproduction characteristics a Almost all fish Fish have seales, are oviparous. like reptiles do. The They lay lots of eggs under water. scales act as armor and protect them from injury. Seales also help fish to swim, as do their fins Find out about 4 figh that is not oviparous. + Investigate fish that live in your chosen country. + Choose one and make a fact-file about it. What does your fish eat? + Work with a partner and ask each other questions. My fish is a... and eatsO06... a Invertebrates are the largest group of animals on Earth. There are many different types of invertebrates. Some live in water and others live on land. They can walk, crawl, swim, or fly. We classify them into smaller groups, but they all share one characteristic: they do not have a backbone. Arachnids * exoskeleton ® eight legs * most have eight eyes Arthropods are the largest invertebrate group. There are four ii smaller groups of arthropods: Insects * exoskeleton (an external skeleton) © six legs * two antennae * most have wings Crustaceans * hard exoskeleton. Myriapods * exoskeleton * segmented body * two antennae \ * many legs Look at the different groups of arthropede.' What do they heMollusks are another large group of invertebrates. sant have a shell for protection. Eur Kem eee Pech) yee’ Cnet They use their tentacles to What do all mollusks Sin Siesta Se S| the water. ooo Cephalopods also }) have soft bodies. | Bivalves have two shells that en ond. close here are other invertebrate groups, Two examples of them are on this page. ard cut wbich invertebrate groups they belong to. ) your chosen country. + Choose one and make a fact-file about it. = Ask a partner yes-or-no questions about their chosen invertebrate. Guess what group it belongs to.Ella’s pet What animal is it? Isit big or small? What color is it? Where does it live? How old is it? What is its name? Compare the two animals using the words in the box. Complete the text about birds in your notebook, Birds can be of many different sizes and colors. All birds porous. They (b). vings, feathers, and a beak. Most birds fly, but some birds, such as penguins and ostriches, fly. All birds a beak8 Complete the sentences in your notebook, @ ..... have a backbone. b ..... do not have a backbone. ¢ Carnivores eat other animals. ..... eat plants, and..... eat plants and other animals. d There are five vertebrate groups: birds, .. fish, ne) ANd... € .... animals lay eggs, but...... animals are born live. f ..... and ..... are two groups of invertebrates. Match. Copy the sentences into your notebook. Amphibians _ are mostly viviparous and drink their mother’s milk. Mammals have scales and breathe through their gills. Reptiles change through a process called metamorphosis. Birds have scales and breathe through their lungs. Fish have a beak, two wings, and feathers. Arthropods —_have exoskeletons. Find pictures of the animals that live in your chosen country. Practice talking about the animals in your country using your fact-files and pictures. Present your country’s animals to a partner or the whole class. Today, Remember to speak clearly and look at the am your audience! We are going to visit ‘azing world of‘Which of these plants does mot need 2 lot oF water a7h Parts of a plant IENTARY The plant kingdom In this unit, you will investigate the plants in your neighborhood and make a field journal. To do this, you will: 7) . take pictures or draw pictures of plants in your local area and identify their parts. + classify these plants as flowering or non-flowe! + describe the reproduction of flowering plants. + gather all the information together in your field journal. Ceeeur Buea oe cole PLU a Ma change the taste res Reo ieee aa B The stem gives the plant support. Water and minerals are transported through the stern to the rest of the plant. C The roots hold the plant in the ground. They also absorb the water and minerals that \ re needs, A The leaves are where the plant makes its food, with the help of sunlight. Do you Know what this process is called? <=> Check out this easy experiment! Eat a small piece of celery. Do you like its bitter taste? Put a celery stem in a glass of water mixed with sugar. Wait for a few hours and taste the celery again. Explain what has happened.We classify plants in different ways. One way we classify them is by their stems. Trees are the tallest plants. They have high branches and a 4 hard, thick stem called a trunk. ~s Did you know that you can find out how old a tree is by Counting the rings inside its trunk? They have one ring for each year of their life. SEpifionats Se Grasses are a iso Known &s herbaceous plants Bushes are shorter than trees. They have low branches. Many bushes have more than one hard stem _ Grasses usually have a short, thin stem. The J stems are usually flexible and bend in the wind! bP + Find plants in your local area. Take pictures of them. 2s oe You can also draw pictures of them. This plant is a --- + Label the parts of the plants. 5 + In pairs, classify your plants as trees, bushes, or grasses. “ Cee tse By the end of this a eeu MeL Deir Ls Pee ere We can also classify plants by how they reproduce. There are WU two groups: flowering plants and non-flowering plants. FLOWERING PLANTS Angiosperms © Produce flowers and fruit. » Seeds develop inside the fruit. * Examples include apple trees and roses, Use the internet to find more examples of angiosperms and gymnosperms. Focus on the correct Pronunciation of angiosperm and gymnosperm. How many syllables does each word have? Gymnosperms * Do not produce fruit. © Seeds develop inside cones. * Most gymnosperms are evergreen trees. 46eo NON-FLOWERING PLANTS * Do not reproduce with seeds. » Reproduce with spores. » Plants release spores into the air. » Examples include mosses and ferns. Did you know that you can ) grow a plant without using seeds or spores? Cut the top off a carrot and place it ona plate with a little water. aS Observe what happens. spores Spores are ver Ty small but very resi After a forest fire, fens and nt . and the first plants to grow Mosses are again, Find the cone hidden in the unit. i Gyan) Which of the plants on pages 42 and 43 - are non-flowering? ~ This is a flowering plant. It is an angiosperm because + Look at the images of your plants from Stage 1. + In groups, classify them as flowering or non-flowering. Include extra interesting information. * Ifyou are not sure how to classify your, ‘plants, use the internet to help you. Unit 4 47Did you know that the reproductive organs of a flowering plant are inside its flowers? These reproductive organs make seeds that later grow into new plants. The stamens produce pollen. uaurennes | ax Insects carry the pollen to of di ifferent oe \ other flowers. | Seo insects. f —= The carpe is where ee oe als are Pe hoot vary the flo They protect —= \ before tt opens. a of a plant, When pollen lands on the stigma | it waite to the ovary. The ovary grows into a fruit. The seeds develop inside the fruit. | Pollen is also 48 2 transported 2 © by the wind. eo > STAGE 3 + Look for an example of an angiosperm in your neighborhood. Bring a sample into school. + Dissect and examine it using a magnifying glass. + Separate the different parts. Use transparent tape to stick the reproductive organs onto small pieces of paper and label them.Before you start Germination is when a seed begins to grow into a plant. A seed will only grow Archeologists in Israel found into a plant if the conditions are correct. some seeds when they were Materials Seve ancient ruins. four small cups, four seeds (beans, lentils, ey planted the seeds and a fe chickpeas, etc, soil, stickers, water t 'w weeks later, a plant began '0 grow. The plant was a palm | Method tree and the seeds were about 1 Put a seed into each cup. Put soil into 2,000 years old. three of the four cups. 2 Label the cups: no water, no light, no soil, and control. 3 Place the no light cup in a cupboard. Place the other cups in a sunny part of the room. 4 Add a little water to each cup, except the one marked no water, every day. 5 Check the results after a week. Conclusions Which beans have germinated? Which have grown the best? Did any seeds die? What do seeds need to germinate? This experiment shows us that seeds need --a . How do plants get the food they need to grow? Animals eat plants and other animals. But what do plants eat? Ingredients Light energy érom the sun Water and Minerals from the soil | Carbon dioxide ¢, m the air a Plants make their own food. This process is called photosynthesis. jants get the things they need road? which parts of.¢ J at these things? Look a page to help you For photosynthesis to take place, plants need: water, minerals, net light energy from the sun, and \t2 rate : carbon dioxide Big plant help to Se he recipe on this sete Where do ploe Pec Let’s look at how photosynthesis works. this lesson, you ura mourg ingredients a Pensa cd MeL ed Cro 1 Water and minerals are absorbed from the soil by the roots 2 They are then transported through the stem to the leaves. 3 The plant takes in light energy from the sun and carbon dioxide through the leaves. 4 The light energy helps the water, minerals, and carbon dioxide react to make the food. 5 The food is then transported to all parts of the plant. 6 Photosynthesis also produces oxygen. The plant releases the oxygen into the air, Why is the oxygen produced by ‘plants important for the planet? + Bring in an angiosperm from your neighborhood. Try to include the roots. | . Examine the leaves, stem, and roots with a magnifying glass. + Inyour notebook, write a paragraph explaining how these parts help the plant make its own food. eee weal@B Rewrite the questions inyour [Is a rose prettier than a cactus? Yes, it is notebook and answer them. - a Isarose pretty than a cactus? b Isatree short than a bush? c Are grasses thin than trees? d Are trees tall than daisies? e Are grasses strong than trees? Remember the rules short - shorter big - bigger pretty - prettier What is it made of? Look at the pictures and write sentences in your notebook, Read the conversation and choose the best answer. 1 Sarah: Oh, no! My plantis dying! Did you leave the © chris: window open? 2® Sarah: I don’t understand. It’s been next to Til buy you another the window and had plenty of light. one! But don’t forget @ Chris: ..... to water it. 3 Sarah: Of course. It’s had plenty of air, too. That’s a pity. © Chris: ..... That’s strange. Maybe 4. Sarah: I did forget! I’m so silly. you forgot to water it. ® Chri Great!; oO [2 | Complete the mind map in your notebook using the words in the box. seeds bushes ferns gymnosperm grasses Plants can be classified by ... How they reproduce Choose the correct word and write the sentences in your notebook. a Plants make food in their leaves / stems. b Angiosperms / Gymnosperms produce seeds inside cones. ¢ Ferns reproduce using spores / seeds. d Trees / Bushes have a thick stem called a trunk. e Plants produce carbon dioxide / oxygen during photosynthesis. : Organize all your information in your field journal. + Separate your work into sections: parts of a plant, classification, nutrition, and reproduction. + Include your pictures, drawings, paragraphs, and labeled plant parts. + Exchange journals with a partner, read their information, and ask them questions.§ ng Energy is all around us In this unit, you will work in a group to remind people how to save water and energy. To do this, you will: + investigate ways we use water and the importance of not wasting it. i + learn about how we use electricity in our home. ‘ + look for ways to save water and energy. + create signs to encourage your family to save water and energy. a© a Your pen is made of plastic and your book is made of paper. But what are plastic and paper made of? They are made of matter. Everything around us is made of matter. Even we are made of matter. Matter has three states. It can be solid, liquid, or gas. Solid Liquid Gas Solids have a definite Liquids do not have a Gases do not have shape. If you puta ball definite shape. If you a definite shape or in a cup, the ball will pour liquid into a cup, the a definite volume. not change shape. Solids __ liquid will change shape to Like liquids, their shape also have a definite fill the cup. Although liquids changes to fill the volume. Volume is the change shape, they do container. Their volume amount of space that have a definite volume. also changes depending matter takes up. Tn other words, the amount _on the container they of liquid does not + are in. Water can be found in the three states. ice. ». water vapor 4% —- Explain how solids, liquids, and gases are ss d the ice cream hidden in this Units) citterent in terms of shape and volume,© © By the end of this Col ATLL CHANGES OF STATE PC CLC MLn Perens Peta eske ai asmall, round ring. Matter can change state. Let’s look at how water changes from one state to another. If we heat ice, it Tf we heat water, the melts and changes liquid changes into a back into a liquid. gas called water vapor. melting evaporation [Link]. water Cy freezing condensation <-> If we freeze water, the oe i If we cool water vapor, “| changes into a it condenses into a liquid. sold called ice. — eS All living things need water to live. Most of the planet is covered by water, but we can only use a small proportion of it. So we must try to not waste it + Write a list of all the things you do that use water; for example, taking a shower, and washing the dishes. + Get into groups. Share your information and make a longer group list. + Use the list to think of ways you can save water at home. Elect one member from the group to write down the ideas. Unit 5 $7oo Energy is everywhere. We cannot always see it, but it is all around us, There are different forms of energy and they can change from one form to another. The sun is the biggest producer of thermal energy Anything that is hot contains thermal energy. When a substance receives more thermal energy, it might change state. can you think of an example of this? Can you think of The sun other examples also produces of light energy? light energy The sunis very important for plants. Can you remember why?Anything we can hear has sound energy, Sound energy travels in waves. eyes Which forms of energy is electrical energy changed into in the Kitchen?, Anything that moves ; has kinetic energy. aoa, Remember the three Rs: reduce, AV We use electrical energy to make machines work, Feuse, and recycle! Electriodl energy cafilbe changed into light, sound? S Recycling can Chen and kinetic energy. help save energy. Think about how this is possible, + Make a list of all the machines in your home that use electrical energy. + Inthe same groups as in Stage 1, compare your lists. + What form of energy does the electrical energy change into? Make a group list. Unit S59Materials have different properties. Glass is hard and fragile. Plastic is flexible. One of the properties of a material is how thermal energy passes through it. Materials can be insulators or conductors of thermal energy, Conductors Insulators Thermal energy Thermal energy Passes through does not pass conductors through insulators quickly. Metals | quickly. Materials like aluminum like wool, wood, are good and plastic conductors. are good ee insulators. a jooden and Why do we use W plastic spoons when We cook? a Materials can also be electrical conductors or electrical insulators. Electrical wires are made of metal but they are covered in plastic. D + Non-renewable energy sources cause pollution. Find out why this happens. Use the internet to help you, or ask an expert. + In the same groups as the previous two stages, write a questionnaire to find out how people save water and energy at home. * Work with another group and ask them to answer your questionnaire. How often do you ... ? Do you always ... ?Before you start When a liquid or a gas has more energy, its particles move around more quickly. Materials cup of hot water, cup of cold water, food coloring Method 1 Puta spoonful of food coloring into each glass. 2 Observe which liquid changes color more quickly. Conclusions Which liquid contains more energy; the hot ‘one or the cold one? How do you know? The ... liquid contains more energy because -- Thermal energy passes from a warm substance to a cooler substance. The movement of thermal energy is called heat. When we touch a hot object, the thermal energy passes from the object to our hand. When we touch a cold object, thermal energy passes from our hand to the object. What happens when we add thermal energy to icep What happens when we add thermal energy to water? Can you think of More examples? Unit 5 64DO Most things around us are mixtures. A mixture is something that is made up of more than one material. There are two types: el wihich We Cannog a ee aifferent substances a 8 nr in which we can wo’ ee aafferent Substances Ngee — = | can see different substances in this mixture. There are .. 62eo We can separate some mixtures, but we cannot separate them all. By the end of this eur ore can separate gold PETE We evaporate a mixture to separate a solid from the liquid it is dissolved in. How can we use sieving, filtering, and €vaporation to separate the mixture of water, pebbles, sand, and salt? Did you know some people wear masks over their mouths? These masks filter pollen, dust, pollution, and germs from the air we breathe. Unit 5 63What is going to happen? Copy and complete the sentences in your notebook. a The water is going to..... . b The butteris goingto...... ¢ The puddle is going to.. What should we do to help save energy and water? What shouldnt we do? Look at the pictures and write sentences in your notebook. o 7 ls Copy and complete the sentences in your notebook. a Ifyou heatice, it ...... b Ifyou freeze water, it becomes a .... ¢ If you....., it changes into water vapor. d_ Ifyou cool water vapor, ..... .8 Look and read. Choose the correct word for each sentence and write them in your notebook. @ This can be changed from one form to another. b This state has a definite shape and a definite volume. ¢ We do this to separate solids of different sizes. d_ Thermal energy passes through these easily. e Thermal energy does not pass through these easily, Which forms of energy can you see in the pictures? There may be more than one. ways to save water and energy. + Make signs to remind your family or friends to save water and energy. « Place them around your home or school.sro Simple maghinies Which of these machines Which of these machines lo we use to communicate? << Incredible inventions In this unit, you will design a complex machine. To do this, you will: + find out about the six simple machines and how they work. + learn about real life examples of the six simple machines. « invent your own complex machine made up of simple machines.68 ° & is We use machines to make work easier. When we think about machines, we usually c imagine a complex machine, like a computer. However, there is another type of machine | | — simple machines. Simple machines have no moving parts or few moving parts. | | INCLINED PLANE An inclined plane is a surface that goes from a low level to a high level. We use it to move heavy objects up and down. SCREW We use screws to hold things together and also to lift objects. a ind a screw hidden in this uni When we put simple machines together, we make a complex machine.By the end of ae eee a Pura) eer ese Crea a MAKE AN INCLINED PLANE Materials marbles, sandwich bag, rubber band, books, ruler — Method 1 Put the marbles in a sandwich bag and seal it. Tie the rubber band around one end of the bag. 2 Put the books ina pile and make a ramp using the ruler. 3 Drag the sandwich bag up the ramp by pulling on the rubber band. pad meee books to the pile. Is it easier or ore difficult to pull the marbles up the ramp? ” MAKE A SCREW r Materials paper, scissors, marker, pencil, tape Method 4 1 Cut the paper to make a right-angled triangle. Draw a line on the longest side of the triangle. [Link] the paper around the pencil. 3 Stick the paper to the pencil with tape. STAGE 1 « Find examples of inclined planes in your neighborhood. + Make a simple machines table. Add a column for the inclined planes you have found. + Add another column for examples of screws used in your school. Unit 6 6970 A pulley and a wheel and axle are two more examples of simple machines. PULLEY We use a pulley when we have to lift or lower something heavy. A pulley uses a wheel and @ rope to lift an object. Many people think that the Ancient Egyptians used inclined planes and pulleys to be the WHEEL AND AXLE pyramids ... about 5,000 years ago" This simple machine is made up of a wheel that turns around an axle. We use it to move things across the ground more easily, or to apply force more easily.Eat Ro Rulon you will know MAKE A PULLEY Materials oa plastic cup, two pieces of string (one long and ‘one short), stones how to move ya ee tag Pree r Reece Method 1 Make two holes near the top of the cup and push the short piece of string through them to make a handle. 2 Tie one end of the long piece of string to the handle. Pass the other end over a door handle. 3 Put stones in the cup and pull down on the string to lift the cup. << — | | Is it easier or more difficult to lift the =~a cup with more stones in it? - MAKE A WHEEL AND AXLE Materials short cardboard tube, long wooden sticks, four plastic bottle caps Method 1 Make four holes in the tube. 2 Push the wooden sticks through the holes to make two axles. 3 Make a hole in the center of the four bottle caps and attach them to the axles. EVN 4 Does you car move more easily with or without wheels? Find four examples of pulleys and wheels and axles that we use in everyday life. + Add them to your table from Stage 1. Circle or color code the ones that need electricity to work. Unit 6 71Ceoo Q A lever and a wedge are two more examples of simple machines. et SS LEVER A lever is made up of a rigid bar anda fulcrum. When we push one end of the lever down, the opposite end moves up. It is easier to lift an object when we use a lever. WEDGE = A wedge is an object with a slanted surface, like an inclined plane. When we push down on the flat part of a wedge, we can cut things easily. We can also use a wedge to stop something moving. Identify the simple machines on pages 66 and 67.ee MAKE A LEVER ara ae Perera er Materials two pencils, modeling clay, a rigid ruler, two plastic cups, marbles, coins Method 1 Stick the pencils to the table with modeling clay to make the fulcrum. Place the ruler ‘on top. 2 Stick a plastic cup to each end of the ruler with modeling clay. 3 Put marbles into one of the cups. Put coins into the other cup to lift the lever. int e other cup to lift the lever. Tf you move the fulcrum closer te the cup with the marbles, MEA WEE do you need more or fewer coins to lift the marbles? Materials piece of construction paper, stones, tape Method 1 Fold the construction paper so that you can see triangle from the side. Secure it with tape. 2 Put stones inside to make it heavier. 3 Use a door to test the wedge. Does it stop the door from moving? i { STAGE 3 There are ... examples of + Take or draw pictures of levers and levers in my home. wedges in your home and at school. Lal bel the different parts of these simple machines. * Compare what you have found with a classmate. Add them to your table from Stage 1. Unit 6 73Tt is very difficult to imagine a world without machines. Inventions usually begin as an idea and are created later. As time passes, people improve and change the inventions to make them better. The invention of the steam engine started the Industrial Revolution. The engine used water vapor, or steam, to do work. The steam engine powered trains and ships. It also powered machines in factories. Which machine comes between the telegraph and the smartphone? The invention of the telegraph meant that people could communicate by sending coded messages Tt was the fastest way of communicating over long distances. » + With a partner, invent a complex machine that contains different simple machines. +» What does your machine do? Exchange ideas with another pair. Our machine makes it easier to ... 1%Before you start People communicated via telegraph using Morse code - a system of long and short clicks. Morse code can also be communicated using a flashlight. Materials flashlights, pen, paper Method 1 Write your name in Morse code. [Link] with a partner. Use your flashlights to communicate your names to each other. Keep the light on for one second to represent a dot (+) and three seconds for a dash (-). 3 Write other words to communicate to your partner. Send them via Morse code. Keep the light on for seven seconds to represent a space between words. Conclusions Were you able to understand your partner’s messages? Were they able to understand yours? Is it easy to communicate via Morse code? Compare this method with the machines we use to c It is i communicate today. an / Sa! to communicate . lan withComplete the sentences using the words in the box. down across around up Awheel and axle helps us move things..... the floor. Awedge can cut an object...... smaller parts. When a bicycle moves, the wheels turn ...... When one end of a lever goes....., the other end goes... .How are these simple machines making work easier? Identify the differences in the two pictures. In Picture A they are whereas in Picture B This is our invention 4 It’s called the + With your partner, draw a diagram of your invention from Stage 4. + Label the simple machines that it contains. + Present your invention to another pair.(WHAT'S ON THE EARTH'S SURFACE? |§ ng | Between the coastand | the deep blue sea In this unit, you will make a door hanger to remind people to save resources. To do this, you will: + learn about the features of different environments. + use recycled materials to represent islands and archipelagos. + understand ways that we change environments. + find out about ways we can save resources. SSR! TTCircle inland features in and coastal features in | headland mountain lake plain tt 80let lt white art paper, pastels, paintbrushes, labels, marker 1 Look at the two paintings in the picture. Think about what kind of landscape you want to paint, and choose inland or on the coast. 2 Think about your own landscape. What natural features will your landscape have? Draw an outline in pencil, then paint it. 3 Label the different landscape features in your painting. What inland or coastal landscapes are near your home? How do they compare to the landscape you created? Wttete) On the coast, you can see beaches, — ,and Inland, you can see mountains, rivers,hich How are they different? Mexico has different types of land. Some land has water around it. peninsula archipelago island Yucatan is a peninsula and it has several islands around it, ‘Can you name them?By the end of this lesson, Per etic ed Prete uns Cts re ren Prue Crs H&nds On! Materials . blue construction paper, paper plates, recycled materials, scissors, glue, paints, paintbrushes Method 1 Paint a paper plate with green paint and let it dry. 2 Create landscape features using recycled materials and stick them to your plate to make an island. 3 Make two or three more istands. 4 Stick your islands to a sheet of blue construction paper to make an archipelago. Conclusions What landscape features and animals would live on your land formations? Do your land formations look like any on the world map? There are different types of. : is completely surrounded by water. An isa group of islands. A is almost completely surrounded by water. Unit 7 83Circle the artificial features. Landscapes have natural and artificial features. Humans mate the artificial features and change the landscape. ©} wind turbines & a ROK Se y AA ‘What other artificial features do you Know? ‘) Which artificial features could be useful in the bay on pages 78 and 79?Meu this lesson, you OT RU CR ely Pea t1 Creatas Materials worksheet, dice, colored_ pencils Method 1 Color the artificial features on your worksheet. 2 Play the game with a partner. Take turns rolling the dice and drawing the artificial features on the picture. 3 The first person to draw all the artificial features on the picture wins! Conclusions What other artificial | features could you add to your landscape? Why? features, inland and on the coast. features. are artificial features.CMe Peet Rant rte) Coin Ce) Cals Match the problems to the solution: ue Reals Walk or ride Pick up trash your bike We must take care of the environment. Everything we use comes from the Earth. 86 What will happen if we don't take care of our resources?Hands On! Materials colored construction paper, pencil, scissors, colored pencils ~ Method 1 Draw a door hanger on construction paper. Cut it out. 2 Look at the completed door hangers in the picture. Think of other messages about the environment. 3 Draw or cut out a picture to stick on your hanger. 4 Write your message and display your hanger in the classroom. Conclusions How could you use these door hangers in your school to promote environmental awareness? Earth’s natural are important for us. We need to take care of our and plant We must save(( = ©@ Stop and think. Write the words good or bad according to what each = picture represents. Write a short text about the things that need water to live. Illustrate your text.Look and write. archipelago island peninsula TahLook and 2m... a_£_____\—<— § ng & Watch out for the weather! In this unit, you will learn to be a weather presenter. To do this, you will: + learn about and experiment with the way air moves objects. + find out how to create clouds. + make a windsock to see the direction of the wind.Listen and check (/). Wind is the movement of air. A breeze is a very soft wind, Which is the strongest wind? What do we call solid precipitation? Water falling from the clouds * is called precipitation. There are different types of precipitation. It can be solid or liquid.By the end of Ce Cee OTTO RA Ld air can move eyes Materials worksheet, colored pencils, scissors, pushpin, pencil with eraser Method 1 Color the pinwheel on your worksheet. Cut it out. 2. Cut along the lines. Don’t cut too far! 3 Fold four of the corners to the center, and push the pushpin through the paper. 4 Fix your pinwheel to the pencil by pushing the pushpin into the eraser. 5 Blow your pinwheel. Pa» Conclusions a What happens when you blow the pinwheel? What can this tell you about the weather? Wears There are many different types of Itcan be rainy, snowy, sunny, or windy. is moving air. is water falling from the c, Unit 8 93Water constantly moves in a cycle and changes form. It can be solid, liquid, or gas. Water goes up into the warm air as water vapor. The water vapor goes cold and forms clouds. £7 { The clouds become f } heavy and water dan (eel : falls as rain, hail, ~ co sleet, or snow _ 5 J} They are all types of precipitation. Which of the pictures on } Precipitation can be solid or liquid. 1 page 92 show precipitation?Before you start Water can change its form to solid or gas. Materials jelly jar, small ceramic plate, hot water, ice cubes Method 1 Carefully fill a third of a jelly jar with hot water. 2 Put the plate on top of the jar. 3 Wait three minutes and put the ice cubes on the plate. What do you see? Conclusions Circle. When water vapor gets cold, it forms rain / wind. Oe ed Pe CoaaTTT Pa OR) Pare BULL alia Unit 8 95thermometer Dit measures temperature. therDea etme eed Materials short cardboard tube, colored pencils, string, scissors, colored tissue paper, glue Method 1 Decorate a short cardboard tube. 2 Make two holes in opposite sides of the tube, near the top. Tie some string through the holes to make a handle. 3 Cut long strips from colored tissue paper and stick them to the other end of your tube. 4 Hang your windsock outside or by an open window. Conclusions Which direction is the wind blowing? We use different tools to measure the weather. Aweather andan measure the wind. Arain measures precipitation. measures temperature.Coen kl pea Cote Ptah tele nt Tijuana What's another way of saying Celsivs? pa —~ Where is it cold? It’s 98Materials map of your country, construction paper, colored pencils, scissors Method 1 Make weather symbols with a partner. 2 Role-play being weather presenters. Take turns describing the weather in your country. ‘Conclusions What are some other jobs where it is important to. know the weather? Why? _| Today the weather is .. ) AND COMPLETE tells us about the weather for today and tomorrow. If the temperature is 3° C (d Ci , itis very If the temperature is 30°C, it is very Unit 8 99Look, read, and answer the questions, wind something cold watersplashing sun a What can Tom feel? b What can Harry feel? ¢ What can Suzy feel? d What can Adriana feel? © what's your favorite weather? Draw and write. My favorite weather is : weather makes me feelListen and check (./) the box. (2b 1 Whatis the weather like? 6 © U 2 What does Charlie have in his hand? ' i: ” It’sananemometer/ _It’saweathervane/ _ It’s ananemometer/ arain gauge. a thermometer. arain gauge. Ae ee102 More hands Gn! =< Before you start Are you more coordinated with one eye or with two? Materials small paper cup, five-cent coin Method 1 Put the cup in front of your partner. It should be 60 cm from him or her. 2 Ask your partner to close or cover one eye. 3 Hold the coin in the air about 50cm above the table and move it slowly from side to side. 4 Tell your partner to say Drop it! when they think the coin is above the cup. 5 Repeat the experiment with both eyes open. 6 Now change places. Conclusions Were you more successful with one eye or with two eyes? Were the results the same for you and your partner? How important are our senses for coordination? How does sense impairment affect coordination?) More henas ent i Before you start Why are potatoes in the same group as bread | and cereals if they are vegetables? Let's find out with iodine - a chemical that turns starch, a type of carbohydrate, blue. Materials plate, apple, carrot, bread, potato, cookie, rice, cereal, iodine Method 1 Place the items of food you are going to test ona plate. 2 Put three or four drops of iodine onto each item of food. 3 Look carefully at the color of the iodine on the food. Conclusions What color is the iodine on the carrot? What color is the iodine on the rice? What color is the iodine on the potato?@® More hands On! Before you start What do butterflies eat? Make a feeder to attract butterflies and find out. Materials plastic cup, string, cotton balls, colored tissue paper, glue, water, sugar Method 1 Make two holes in opposite sides of the plastic cup, near the top. Tie some string through the holes to make a handle. 2 Make a hole in the bottom of the cup. Push a pencil through it to make it bigger. 3 Push a small cotton ball through the hole. Half of the ball should be inside the cup and half outside. 4 Cut out petal shapes from the tissue paper. Glue them to the cup, around the cotton ball, to make a flower. 5 Put nine tablespoons of water into a bowl. Add one tablespoon of sugar and stir the mixture. Pour the mixture into the cup. 6 Hang the feeder in your yard, on your balcony, or from a window. Conclusions What attracted the butterflies? What is nectar? How does it taste?More hands On! Before you start [Link] avocado a fruit or a vegetable? The next time your family uses avocado ina salad, ask if you can keep the seed and try this experiment. Materials avocado seed, four toothpicks, small cup, water Method 1 Clean the avocado seed carefully. 2 Push the toothpicks into the sides of the seed. The toothpicks stop the seed from falling into the water. 3 Fill the cup with water and use the sticks to balance the seed at the top of the cup. Make sure that the bottom of the seed is touching the water. 4 Change the water after a few days if it looks dirty. Add more water if the seed is not touching it. Conclusions What happened to the avocado seed? Many people think that tomatoes are vegetables, but they are fruits. Can you explain why? Are foods with seeds fruits or vegetables?More hands On! Before you start Salt makes ice melt more quickly. Materials ice cubes, bowl, three tablespoons of salt, orange juice, two glasses Method 1 Fill a bowl with ice cubes. Sprinkle three tablespoons of salt on top of the ice cubes and stir. 2 Filla glass with orange juice. 3 Put the glass in the center of the bowl with ice cubes. 4 Observe how your orange juice changes before drinking it! Conclusions What happened to the orange juice? Can you explain why this happened?More hands On! Before you start During the Middle Ages, catapults were used to attack enemy castles. You can make a small version of a catapult using popsicle sticks and rubber bands. Materials eight popsicle sticks, four rubber bands, plastic spoon, paper to make balls for the catapult Method 1 Join six popsicle sticks together using two rubber bands. Twist the bands around both ends of the sticks, Make sure that the bands are very tight. 2 Join the other two sticks together with a rubber band at one end only. 3 Push the group of six sticks between the two | joined sticks. 4 Twist the final rubber band around the end of the top stick. 5 Push the spoon under the rubber band on the top stick to attach it to the catapult. 6 The catapult is ready to fire. Make some small balls of paper and put them on the spoon. 7 Hold the front of the catapult and push down ‘on the top stick and the spoon. WARNING: Be very careful when you use the catapult. Be careful not to hit anyone or anything with the paper balls. Conclusions Which simple machine are you using when you fire the catapult? Can you think of ways to make your catapult stronger and better?Before you start Maps are made on different scalesto show different amounts of detail. i Materials ruler, pencil, calculator (optional) if Method , 1 Calculate the real distance between the following places on Map A: + the train station and the park + the stadium and the subway + the bridge and the museum 2 Compare your answers with a partner's. Explain to your partner how you calculated the real distance. 3 Now you know the real distance between the different places, calculate the scale of Map B: + Measure the map distance between two places in Map B. + Divide that number by the map distance between the same two places in Map A. + Multiply that number by the scale of Map A. 4 Compare your answer with a partner's. Conclusions Which map has the larger scale? Which map can you see more detail on? Era anMore hands On! Before you start = Earth is tilted at an angle of 23.5 degrees. This causes the seasons. Materials globe, lamp Method 1 Use the lamp to represent the sun. 2 Position the globe so that the northern hemisphere is tilted towards the sun. Turn the lights off. 3 Then, position the globe so that the northern hemisphere is tilted away from the sun. Turn the lights off. Conclusions In which position does the northern hemisphere receive more sunlight? Which season is it? In which position is it summer in the southern hemisphere? Why? This procedure also shows us how we have day and night What do you think the seasons are like in countries near the equator? 970) ZL 109Unit 1 bone (n) (p.6) one of the hard parts that form the structure inside a person or animal. ‘sense (1) (p.6) one of the five natural abilities of sight, hearing, touch, smell, and taste. nerve (7) (p.9) one of the threads in the body that corry messages between the brain and other body parts, joint (n) (p.10) a place in the body where two bones meet. muscle (0) (p-10) one of many pieces of tissue in the body that are connected to bones and produce ‘movement by becoming longer or shorter. contract (v) (p-10) to become shorter or smaller. dust (7) (p.12) very small, dry pieces of dirt, sand, or other substances. bitter (ad) (p.14) having a slightly stinging, strong taste; neither salty nor sweet. ‘sour (adj) (p.14) having o sharp taste; for example, a lemon tastes sour, rough (ad) (p.15) not evenly smooth. Unit 2 nutrient (7) (p.20) any substance that animals need to eat, and plants need from the ‘and grow. food group (7) (p.20) one of the main groups that foods belong to; for example, carbohydrates. blood (n) (p.22) the red liquid that flows around ‘your body. chew (v) (p.22) to repeatedly bite something. heart (7) (p.23) the organ inside your chest that sends blood around your body. ‘expel (v)(p.2) to force something out (especially from the body) lung (n) (p.24) organ for breathing, located in the chest of people and some animals. in order to live ‘sweat (v) (p.26) to produce liquid through the skin because you are hot or nervous. self-esteem (0) (p.27) respect for yourself. develop (x) (p.27) to grow or cause to grow, or change into @ more advanced form. Unit 3 vertebrate (7) (p.30) an animal that has a spine. invertebrate (n) (p.31) an animal with no spine. ‘mammal (n) (p.32) any animal in which the female gives, birth to babies, not eggs, and feeds them on her milk. flipper (n) (p-32) a body part similar to an arm, used for swimming by various sea animals, such as seals ‘nd penguins. fur (n) (p.32) the soft, thick hair that covers the bodies, of some animals. wing (0) (p.33) one of the movable, usually tong and flat, parts on either side of the body of a bird, insect, or bat that it uses for flying. Or, the long, flat structure on the side of an airplane. hollow (ac) (p.33) having an empty space inside or on the surface of an object. moist (ad))(p.36) slightly wet. amphibian (n) (9.36) o type of animal that ives both ‘on land and in water. respiration (n) (p.36) the process of breathing, Unit 4 leat (n) (p.44) flat, usually green parts of a plant that are. Joined to the stem or branch. stem (7) (p.44) partofa plant that grows above the ground and from which leaves and flowers grow. root (n) (p.44) the part of a plant that grows down into the earth, trunk (n) (p.45) the thick, main stem of a tree. ring (n) (p.45) acirele of any material, or any group of things or people ina circular shape or arrangement. tow (adj) (p.45) close to the ground or near the bottom. lassify (v) (p45) to divide things into groups according totype. seed (0) (p.46) a small, usually hard part of a plant from which a new plant can grow. evergreen (ad) (p.46) o plant, bush, or tree that has leaves for the whole year. ‘moss (n) (p.47) a small green or yellow plant that grows inwet earth or en rocks, walls, and tree trunks.‘energy (n) (p.55) power (e.g, from electricity or oil) that can do work, such as providing light and heat. matter (n) (p.56) the physical substances that exist in the universe. pour (,) (p.56) to make a substance flow, especially ‘out of a container into another container. ‘melt (v) (p.57) to change something from solid to liquid. ‘wave (n) (p.59) the continuous, repeating pattern in which some types of energy, such as sound, light, and heat, ore spread or carried. Property (n) (p.60) « quality that something has. mixture (1) (p.62) a combination of substances formed ‘by mixing them together so that they cannot be easily separated, fillter (v) (p.63) to pass a liquid or gas through a piece of equipment in order to remove solid pieces or other substances. Pebble (n) (p.63) a small, smooth, round stone, incline (v)(p.68) to lean down, oF to place something with one part toward the ground ond the opposite part raised. ‘axle (n)(p.70) a bar connected to the center of a circular object (e.g., a wheel) that allows or causes it to turn, especially one connecting two wheels of a vehicle, lift (v) (p.70) to move something from a lower toa higher position, rigid (ad) (p.72) not bendable. slanted (od) (p.72) sloping in one direction, lever {n) (p-72) a bar, moving over a fixed point, that when pressed down at one end can move orlift something at the other end. ‘wedge (7) (p.72) a piece of wood, metal, or other ‘material with a thin edge at one end and « wide edge atthe other. ‘steam (n) (p.74) the hot gos that is produced when water boils. ‘engine (0) (p.74) a machine that uses the energy from fuel or steam to produce movement. ‘coded (adj) (p.74) written or sent in code. ‘waste (v.57) to use something without care or thought. landscape (n)(p.78) « large area of country, usually with fevr things that are not natural. «cliff (n) (p.80) a high area of rock with a steep side, often on acoast. inland (ad))(p.80) in the middle of a country, away from the sea, coast (n} (p.80) the land next to ar close to the sea ‘orocean. lain (n) (p.80) a large area of flat land, especially at low elevation, beach (n) (p.80) « stopping area of sand or small stones beside the ocean, sea, or alake. headland (7) (p.80) a piece of land that projects into the sea stand (n) (p.82) a piece of land completely surrounded by water. peninsula (a) (p-82) an area of land mostly surrounded by water but connected to a larger piece of land. and (0) (p.82) the surface of the Earth that is not covered by water. weather (7) (p.90) the conditions in the air at a particular time, such as wind, rain, or temperature. Precipitation (1) (p.92) water that falls from clouds ‘toward the ground, especially as rain or snow. gale (n)(p.92) a very strong wind. hail (7) (p.92) small, hard balls of ice that fall from the sky like rain. sleet (7) (p.92) rain that is partly frozen, ‘snow (n) (p.92) water that falls from clouds as soft, white flakes of ice when it is cold. ‘eyele (1) (p.94) 0 complete set of events that repeat regularly in the same order. tool (n) (p.96) a piece of equipment that you use to help you do a job. rain gauge (0) (p.96) a device for measuring how much roin falls. forecast (n) (p.98) a statement of what is likely to happen in the future. 111CAMBRIDGE "UNIVERSITY PRESS ‘Acsnoutedgements “The authors ond publisher ctowiedpe the folowing source of copyright materi and are proteflfor he permisions granted, Whe very efrt has been made, {thos nt aways ben possess dent the eure ll the moter ned, otto el copyright Nolan Yong omnions ere brought te eur nee me willbe ‘hoppy incase tea oy = En aa. 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