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(9 Handle the wing and see what types of movement it can make.
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9
Record results
- '
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fa Describe the appearance of the structures you observed .
I

r' Size \ Colour [ ~~

~ Joint
~ Muscles ~ • I 1 , ' _' : .

~ Tendons

~ Bones
~
~ Analyze results and draw conclusions
r! 0
~ What changes did you observe before and after immobilising the wing?

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( Before: ) ( After: )

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~ f) Did you confirm your original hypothesis? Explain.

~
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; C) What similarity did you find between what happened in the practical activity
and what happened to Sophia?

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gathered in the practical activity to explain your answer.
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Getting to know the structures

that are involved in movement
How can I formulate ._..;;~-
a hypothesis? Observe - . ~
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0 Read the described

observation. Sophia really likes skiing. However,
the last time she went, she fell and
8 Recognize the variables
her elbow needed to be immobilized
in the research question.
for a few weeks. She realized that there
Underline them.
were many movements that she could
9 Fom1ulate a possible not make.
answer to the research
question, something you
must confinn through a
( Ask a research question J
practical experiment.
Based on her experience, Sophia asked herself the following:
What happens to the movement of my limbs when a joint
is immobilized?

(!ormulate a hypothesis J
Complete the following hypothesis with what you think will
happen to the movement of the extremities involved.
If a joint is immobilized, _ _ _ _ _ _ _ _ _ _ _ _ __

Materials ~ ~ timentl
- whole chicken wing
- metal tray
Get into groups of four and carry out the following experiment.
- tweezers
- gloves
- sticky tape
- popsicle sticks
0
s1E.(.
Put on the gloves, examine the chicken wing and observe
its appearance.

9 With your teacher's help, identify a joint. a muscle,

a tendon and a bone. Draw a simple diagram in your
notebook showing the structures. Record the appearance
of these structures in the chart.

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Stimulus

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Response

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Consequences produced Measures related to taking

=
from consuming alcohol care of the body

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G) Write down the names of the components of the nervous system. Then draw
a
a line to indicate their location. a
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@ Think of a stimulus that a newborn baby might receive and what its reflex
response would be. Draw the imaginary scenario and the route that the nerve
information would take in the body, from the time the body receives the .:}iJ.J ,
stimulus in one of the sensory organs to the execution of the response. ·~~

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in a driver's blood and the time it takes that person to press the brake

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quantity of alcohol in the blood
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k ~ the following statement:
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driver's ability to react when the amount of alcohol in the blood
increases? Why is this so dangerous?

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What can we do to take care of our bodies?

• Do regular physical exercise, without forgetting

to stretch our muscles before and after we
finish.
o Take the necessary precautions to prevent

falls and accidents. For example, wear

a helmet when riding a bike and ride
in designated areas.
• Eat properly; consume fruits, vegetables
and dairy products every day. ... '1"-
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and family. .- ::~ 2• ~.... ~'~
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• Spend time outdoors.
• Breathe correctly, inhaling and exhaling
deeply.
---------- --- ---- -
• Avoid overuse of the television, computer,
mobile telephone or video games, and do not
expose yourself to these stimuli at night. In this
way, your body gets a refreshing rest.
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• Do not consume harmful substances, such v ' "·
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Representing
f) Choose some of the recommendations above and include others to
design ~ t o n how to take care of your body. Use a sheet of
paper and interesting pictures. When you finish, give it to another
student.
or This could be a classmate in another group, a neighbour
a sibling.

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' What happens with drugs?

The nervous system is highly sensitive to drugs, includ ing cigarettes and For understanding
alcohol, which alter its norma l function . The consequences of alcohol on addiction: a chronic
th e body are evident in the form of lack of coord ination and delayed ability and recurring
to react and respond to stimuli. Other conseq uences are not immediately disease affecting
noticeab le, but their effects on the bod y are complex, since alcohol is a toxin the nervous system.
to th e body. It is characterised
by the search for
Drug use generates addiction, in addition to a seri es of psychological and compulsion to
d isturbances such as behavio ra l changes; physical consequences such as consume something,
in this case, drugs, in
- progressive mgan damage, and social problems that have an impact on every
spite of the harmful
area of th e person 's life. consequences.

Alcohol is the most widely Alcohol consumption

consumed drug in the world intoxicates the body
and causes addiction. and harms it. Once
-- ingested, it passes into

- ---
Most traffic accidents
are caused by alcohol
the bloodstream and
affects the function
r: of every organ.
consumption.
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Identifying

8 Look at th e pictures and complete the charts for both ex~mpl·es.

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stimulus · response

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stimulus processing center response

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; ,D What other topics related to the nervous system would you like to research?
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i ,D Which stimuli in your environment do you think are harmful and which are
; beneficial to your health? Give an example of each kind.
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What is a reflex?
A reflex is a quick, automatic and involuntary response to a stimulus.
We will take an in-depth look at how it works based on the example we
studied in the Scientists in action! activity.

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Response

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(D In this case, the stimulus is a strike to the knee.

@ This information is carried by a sensory nerve from the receptors

located inside the skin on the leg to the spinal cord.

® In the spinal cord, a response is triggered. This response travels through

a motor nerve towards the leg muscle, which executes the response,
called a reflex. The leg is raised as a result of the contraction.

/(o:you know...? }1- ---------1-----------

There is a grasp reflex in newborns when they close their tiny
hands in response to a stimulus, such as one of their parents'
fingers. This reflex often disappears by the time they are six
months old. The sucking reflex allows a newborn baby to find
its mother's breast and nurse. This reflex appears in ultrasound
images before birth, intensifies up to the third month, and often
disappears by six months of age, when the sucking action is
carried out voluntarily.
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What is the nervous system?

All of the images, aromas, noises and sensations that we receive from
the environment are called stimuli. The nervous system is responsible for
capturing these stimuli through the sensory organs.
Our nervous system is bas_ically composed of two processing centers: the
brain, which is protected by the skull, and the spinal cord, which is protected
by the backbone. This system also includes the nerves, which transmit the
nervous information that travels through the body. They are distributed all
over the body.

..-:: '1 1 Brain

Spinal cord

Nerves 11 ,1

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The brain is the most The spinal cord has multiple
The nerves transmit functions: it carries nervous
information from different complex organ in
the nervous system. information to the brain,
parts of the body to the and from the brain to the
brain or to the spinal cord, Its functions include
coordinating movement, organs. Furthermore, it
and vice versa. The sensory receives information from
nerves carry messages from preparing responses based
on the stimuli captured the organs and prepares
the receptors inside the responses that are sent
sensory organs to the brain by the sensory organs,
participating in learning directly to other organs,
and spinal cord. The motor which is what happens with
nerves transport messages processes and regulating
the integrated function of reflexes.
from the processing centers
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_,Explort 1 _ ~ \'
0 Get into pairs and carry out the following
experiment.
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8 One student should blindfold his/her partner.
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---- ;.a·ter\a\s
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hold out a piece of fruit to the blindfolded
student, to smell and then to taste. - blindfold
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_ fruit
I) The blindfolded student then takes off the

--
blindfold to see how it feels to go from
darkness to light.
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a. In step 2:

1What was the stimulus? What was the respohse?

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b. In step 3:
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; hat-:;s the stimulus?l i What was the response? i

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Have you ever been pricked by a needle or a thorn? Your immediate response
was probably to move your body away from whatever had hurt you. That
reaction is easy to pinpoint. However, we, as living things, are constantly
responding to a variety of stimuli from outside and inside our bodies that
we may be unaware of. How are these and all of our other body responses ;·
~oordinated?
in this lesson. They are produced by the nervous system, which we will study

I
 ..... r A l ._4

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INTEGRATING what I've learned --..~ ......

G) Lorena built a model to represent how her arm moves.

~
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Look at her proposal and answer the questions.

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a. Which part of the model represents the biceps

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and triceps, respectively? ( (
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d. Which body structure do the pieces of wood represent?

e. Which piece represents the elbow joint?

@ Look at the X-rays of the pelvis bone and the leg. Write the function of each
in the correct box.

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l8 Look at the X-rays and classify th e bones based on their sh ape,

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Complete the chart. Write the names of the missing concepts and stick
on the cut-outs from page 205.

Structures involved
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( Bones
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( Type ) Shape
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for example: for example: for example:
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How are body structures joined together?
The places where bones meet are called joints. These allow
the bones to move, just as a door will move on a hinge. But,
how are they joined together? Through ligaments, resistant
bands that connect the ends of the bones and keep
them stable. J
How are bones joined to muscles? Through tendons, elastic bands )
that let the bones move through the contraction and relaxation of
the muscles they are joined to.

Bones and joints may undergo a certain amount of alteration, - Ligament

caused by normal deterioration over time, and as the resu lt
of injury. An X-ray is a t ype of diagnostic technology that depicts
body images for further study. They expose the area to be studied
to an X-ray source, making it possible to identify certain types
of alterations .

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Maintain proper Distribute-the

posture; for weight in your ./,_ _·
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example, sit in ·'i:'~
backpack evenly
-
a
your seat with between both
your back well shoulders, not
supported by just one.
the backrest. •~ Ll

Use a helmet Drink a glass of

and all required milk every day.
protection when
you ride your bike
or skateboard.
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GJ;l:mportant to... ]1---------------~--

Take care of our muscles and bones. How can we do this? By engaging
in _regular :xercise and following a healthy diet. Eating proteins and ~
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minerals, like calcium, is essential for your body to work properly. UJ
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r What is the skeletal system?
f The skeletal system is the body's internal jointed frame that supports all of its
structures. Bones form part of this system and, a(ong with musdes and joints,
f allow the body to moye.

rr. The human skeleton has an average of 206 bones. It contains the backbone,
ribs, skull, pelvis and the bones that make up the upper and lower limbs. Bones
I"' can be classified according to different criteria, such as shape and function.
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I'' - - Frontal bone

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(skull bone)
( Classification based on shape )
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Flat
Sternum, frontal bone,
scapula
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f'
Bone type Examples
Protection: They Sternum, skull,
protect other organs, backbone, ribs·,
such as the lungs, pelvis
brain, heart and
bladder. Phalanges
Femur
Movement: They Humerus, ribs,
are involved in body femur, tibia, ulna,
movement and give radius, phalanges

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Learning about our bones

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Explore F

Materia\s
0 Get into pairs and carry out the following experiment.
- chicken bone
- drinking g\ass
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9 Leave the bone in the glass ~

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observe its characteristics. for a week. Then take it out
Then put it in a glass and feel it again.
of vinegar. It should be
completely submerged.

Answer the following questions.

--
a. What characteristics did the bone have when you started?
b. How did its characteristics change after being exposed to vinegar?
c. What health consequences are there when our bones weaken?

At first sight, bones may appear to be rigid

and lifeless structures. However, they grow and
repair themselves when they are injured.

Bones support our body and help to give it its -~·, ~-~··,1
~ ~~
. ~

shape. Although bones are very light, they are - f;••

strong enough to support our entire weight.

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As our muscles contract and relax, they allow bones to move. This then
enables the body to move. A successive muscle contraction over a period of
time tires the muscle, which as known as fatigue. You experienced this during
the Scientists in action! activity.

~pply ----4
.
l
Identifying
8 Which muscle characteristics do you see in the pictures? Write them
in the correct boxes.

~
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~~
Relating
C, Complete the chart and answer the questions.
. .
Situation Which muscle contracts? ·, Which muscle relaxes?

Extend your arm trt c eP> · °6 j Le.·pf.

--- -.-• . =-=.=

Flex your arm bi le, f J tr i cep,

a. Which arm muscle is the extensor? ·

b. Which arm muscle is the flexor?

( Reflect J
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.0 What fact about muscle function was most interesting to you?
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Types of muscles
There are three types of muscles in the human body:
skeletal, smooth and cardiac muscles.

(D Skeletal muscles are associated with bones

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and make it possible to move our limbs.
This type of muscle includes the biceps,
triceps, abdominal and calf muscles.
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® Smooth muscles are located in the
body's internal organs, such as the
digestive tract, the diaphragm, and
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the blood vessels. When they contract
and relax, they cause food, ~
air and blood to move through (- ~1
the body.

@ Cardiac muscles, found exclusively in the

heart, contract and relax to pump blood ~
through the rest of the body.
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Control of the smooth and cardiac muscles functions is involuntary; in other
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words, these muscles work without your conscious control. They are
always working, even while you sleep. Skeletal muscles are controlled
voluntarily, which means that they are activated depending on
the movement you are going to make.
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There are muscles that work in pairs, in order to execute
a movement. While one contracts, another relaxes
or extends. Due to this 'opposite' activity, these
muscles are known as
antagonistic pairs. Relaxed
biceps Contracted
Contrac triceps
bicep
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elaxed
triceps

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In these pairs. the muscle that allows the limb to bend is called ~
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a flexor. The one that allows it to stretch is called an extensor. ti)

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For example, the biceps and the triceps are an antagonistic 0
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pair of muscles involved in arm movement.

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What is the muscular system?
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The muscular system is an important set of organs that allows us to move
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structures, such as the digestive tract; an essential process that lets food

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move through it. There are various types of muscles; however, they all share
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the same general characteristics.
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( Excitabilit~ J J [ Extensibility '] \I

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Excitability refers to the muscles' ability
to respond to stimuli. For example,
when this girl sees the ball coming
towards her (stimulus), her body reacts
Extensibility refers to the muscles'
ability to stretch. This is what happens
when these boys stretch and raise their
arms to hit the ball.
by stretching out her leg to make
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( Contractility J ( Elasticity J
Contractility refers to the muscles' Elasticity refers to the muscles'
ability to contract or become shorter. characteristic of returning to their
For example, when this boy jumps on original position after stretching or
his skateboard, he brings his knees up contracting. For example, when these
to his chest. children stretch their legs, they gain
momentum and then contract them
to go up the rope .

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Learning about our muscles

Explore =~-==-
0 Get into pairs. One of you will make the following movements while
th e oth er watches. Then switch roles. The purpose is to recognize
which body structures are involved when you:

• open and close your mouth

• flex and stretch an arm
• flex and stretch a leg
• twist your waist from one side to the other
• nod your head up and down

a. What structures did you identify? Do you know their names?

b. Were you able to recognize some of your bones or muscles? If so,

which ones?

Thanks to the coordinated work between different structures, ' ,.

the body is able to carry out various actions, such as moving the
limbs, running, walking or jumping, among many others. This is
possible thanks to the musculoskeletal apparatus, made up of the
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muscle and skeletal systems. In this lesson, we will begin to study . .

the muscles.
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( For understanding

/ ? stems: a set of body organs

(that carry out a specific function. • ':J •

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 Initial evaluatio~\tl
@ Look at the pictures. Mark(✓) the ones that show how to take care of your
body. Cross out (X) the ones that do not.

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Reflect
,,00 Why do you think the topic you will study in this unit is important?
D How important is physical activity to you in your daily life? Mark (✓) the box.

/J / Very D Somewhat D Not very

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1; Look at the pictures and answer the questions.
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a. Which sensory organ(s) do the athletes in picture A use to know exactly

when to start?

Ears [Z] Nose ~□ ~

b. Wh ich sensory organ (s) do the athletes in picture B use to take the baton
from their teammate?

( Tongue 0 ( Skin- Q] c E~es~ QJ

c. Which parts of the body are strengthened by physical activity? List three.

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@ Look at the pictures and explain what features these three living things have
in common.

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 ~ • Final evaluation I
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~ 9 Mark(✓) the human activities that contribute to preserving the environment.
I Cross out (X) those that harm it.
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t· - 10 According to your previous answers, how could we counteract the negative

f! effects of human activities? Give three examples.

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~ Reflect

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,D Do you think you should go over your answers again or are you confident
about what you have written?
,D Is there any topic you think you should look at again?
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f2 ,D Which topic did you find the most interesting? Why?

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Read the following questions and mark (X) the correct answers.

1 What level of organization of living things encompasses the most organisms?

A. Population
B. Organism
C. Ecosystem
D. Community

2 Which of the following is an abiotic factor of the ecosystem?

A. Algae
B. Water
C. Fungi
D. Bacteria

3 Which adaptations have desert plants developed?

A. Short thick roots.
8. Narrow woody stems.
C. Big green leaves.
D. Long roots and thick stems.

4 Which of the following living things is a decomposer?

A. Algae
B. Mouse
C. Fungi
D. Plant
5
Which of the following is an example of behavioral adaptation?
A The color of a flower.
B. The fangs of a lion.
C. The thorns of a cactus.
D. The hibernation of a bear.
organizing my ideas
Living things have
developed special
adaptations that enable Which adaptation
them to survive in their enables water birds
respective eco/ to swim?
Ecosystems are
made up of biotic and )
abiotic fa ctors.

~ Which biotic factors

do you recognize in
this picture?

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Some human
activities modify
ecosystems.

What steps
could we take to
protect them?
 Morphological adaptations of living things
Living things have special physical characteristics that are adaptations to the
ecosystems they inhabit. Let's look at some examples.

Most plants that live in the desert have long Birds of prey, such as eagles, have big claws
shallow roots to absorb water and thick on their feet that help them catch and hold
stems to store it. Most of them have hard their prey. They also have a hook-shaped
spines, some of which are modified leaves beak to tear up the flesh of their prey. Other
that avoid transpiration and water loss. One animals, such as the ant-eater, have claws
example of this sort of plant is the cactus. to dig into the earth to find insects to eat.
Other plants have colourful flowers that The toes of aquatic birds, like ducks, are
attract insects, facilitating pollination and connected by a membrane that facilitates
consequently, the plant's reproduction. swimming. The shape of their beak helps
them filter water and feed on invertebrates
and algae. Birds, like herons, have long legs
and toes that enable them to move around
in swampy areas. Their elongated beak
enables them to swallow fish whole.

Carnivorous animals have well developed

fangs that they use to tear up the flesh
of their prey. They also have big molars
to crush the animals' bones. Herbivorous
animals do not have fangs. They have Marine mammals living in aquatic ecosystems
incisors and flat molars to grind the plants and cold places, have fins for swimming
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they feed on. and a thick layer of fat under their skin that
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killer whales and whales, among others.
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Lesson 1
Characteristics of living things in an ecosystem
Explore Materials
_ 2 sheets of white
0 Get into pairs and carry out the following
posterboard and
experiment. one sheet of brown

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Draw ten 10 x 10 cm squares on a sheet of
posterboard
- scissors
white posterboard. Draw a rabbit in each - sticky tape
square and cut it out (only draw its shape, no - a ruler
details). Do the same with the sheet of brown
posterboard.
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f) Once you have 10 white rabbits and
10 brown rabbits, place the other sheet
of white posterboard on a flat surface.
Make sure it lays flat. You might want to
stick its edges to the table.
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f) One of you should stand with your
picks up to the table. Imagine that you
are a predator that feeds on rabbits.
In the meantime, the other student should place all the rabbits on
the piece of posterboard.
toTEA
9 The student with his/her back to the table now turns around and
picks up as many rabbits as possible in three seconds. When the
time is up, he/she turns back round. Repeat the process twice
more and log your results in the following table.

Number of white ,i?\~. ~y~·~_er. of brown

- rabbits caught · rabbits caught
Attempt 1

Attempt 2
3
Attempt 3

a. How many white rabbits were caught? How many brown

rabbits were caught?
b. Which rabbits were easiest to catch? Why?
c. If these rabbits lived in snow, which ones would be better
able to camouflage themselves or hide from their predators?
Explain.
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Apply l , \)\ Identifying

/ f) Look at the picture and answer the following questions.

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a. What biotic and abiotic factors do you see in the picture? Write down
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three examples of each factor in the table below.
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r b. Name one interaction between a biotic factor and an abiotic factor
of the ecosystem shown in the picture.

( Reflect]
o00 What steps could you take in your daily life to protect ecosystems?
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where you live?
D What have you learned about ecosystems and why might this be
important?
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Lesson 1
Components of an ecosystem . .
. d f two main components or factors: biotic and ab1ot1c.
An ecosystem 1s ma e up O ,

An ecosystem's biotic factors refer

.....__.___ _ _ _ _ _-i to all the living things that inhabit An ecosystem's abiotic factors are the non-
it. Depending on the ecosystem's living or inert components that determine the
characteristics, there will be different environment's conditions. For example: water,
types of animals, plants, mushrooms temperature, light, soil, humidity, air and rocks.
and bacteria.

An ecosystem's biotic factors

are in constant interaction with The guanaco interacts with the bush from
example
each other and with the abiot1c which it feeds, and the bush interacts with
factors. the water that it absorbs through its roots.

A change in soil temperature would affect

The permanent modification
vegetation. If the number of bushes were to
of some of the biotic or abiotic
example drop, so too would the number of animals
factors of an ecosystem can that feed on them. This in turn would affect
lead to serious disturbances. the carnivores and the entire ecosystem.
 ~

~ Population
71
Groups of individuals from the
same species that live over a
determined period of time in
a particular place. For example,
the group of Culpeo foxes
currently living in the Torres
del Paine National Park
form a population.

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Community

A set of populations that live in

a determined area over the same
period of time. An example of
a community is that of the Culpeo
fox, huemul, puma, forest and
bush populations, among others,
that live in the Torres del Paine
National Park.

I Ecosystem 1
An ecosystem is the set of
communities of living things, their
environment and all interactions
that take place between them.

There are different kinds of

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ecosystems in nature: aquatic
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and oceans; terrestrial ecosystems, _
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scrub/ands; and mixed ecosystems,
such as coastal zones and wetlands.

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Lesson 1
Characteristics of an ecosystem
Materials
Explore
_ glass containers
0 Get into groups a~d follow your teacher's instructions to with lids
plan a field excursion. - a camera
- a notepad
The purpose of the excursion is to t~mporarily ~a_ther . _ a magnifying glass
different living things and study their characteristics. It 1s
very important to handle the animals ~arefully and put
them straight back in their natural habitat as soon as the
activity is over.
Gather one specimen of each animal you find.
Carefully place it in a glass container and take a
picture of it. Write down its characteristics and then
return it to its natural habitat.
Afterwards, carry out bibliographic research
to answer the following questions:

a. What animas did you find?

b. Where do they live?
c. What are the characteristics of their habitat?
d. What do they feed on?
e. What animals feed on them?

Just as you saw in the Scientists in action! and Explore sections, living things
inhabit different environments. Nature is classified into different levels of
organization according to the characteristics of living things and the
environment.

Organism
'-===='
Organisms that share similar
characteristics and belong
to the same species mate
together and give birth to
fertile offspring. An example
of this is the Culpeo fox.