CONCEPTS PROCEDURES ATTITUDES

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1 UNIT Living Things PRESENTATION The topic of this unit is living things. This level will focus on analyzing their principal characteristics and life processes, as well as how living things are classified into kingdoms. The unit covers the internal organization of living things, and special emphasis is given to the cell. This unit will also stress the importance of protecting the environment. UNIT CONTENT Objectives To distinguish living things and nonliving things. To learn the characteristics of living things. To describe the life processes of living things. To understand what a cell is. To learn the different levels of organization in living things. To know that living things are classified into different kingdoms. To observe and interpret photographs, drawings and diagrams. To reflect on the need to protect the environment. Contents CONCEPTS PROCEDURES ATTITUDES What living things are like The internal organization of living things How living things are classified Observation, interpretation and description of illustrations Organization of information into word maps Comprehensive reading of texts Respect for living things Protection of the environment Assessment criteria Distinguishes living things from nonliving things Recognizes the principal characteristics of living things Identifies the life processes of living things Explains the characteristics of the cell and can locate the parts of a cell in a diagram Recognizes the different levels of organization of living things Classifies living things into different kingdoms Interprets photographs, drawings and diagrams Recognizes the need to protect the environment T4 A

2 UNIDAD 0 CONTENT MAP Living things Contents I can do it Find out and write Citizenship What living things are like The internal organization of living things How living things are classified Observing and describing a fungus A written report: a living thing Microbes: helpful or harmful? RESOURCES Internet resources Life processes and living things Click on What are living things? or The Five Kingdoms of living things? for pictures, and interactive puzzles. Cells and cell parts scinet/scinet/body/cells/content.htm A simple diagram of the parts of a cell. Useful for students. The virtual cell Amazing images of cell parts to zoom in, turn around and cut. Useful for students and teachers. Photocopiable resources Resource Book Reinforcement: Worksheets and 2 Extension: Worksheet Test: Worksheet Interaction templates T4 B

3 Living Things Introduction Ask students to look at the photo on page 4 and identify the animal (lynx.). They brainstorm the characteristics of the lynx: appearance, habitat, eating habits, etc. Ask: What does it look like? Where does it live? What does it eat? 5 In pairs, students then read the list of words in the box and match them to the labeled parts of the lynx. When they finish, they complete the table with the required information. Correct the exercise orally. 2 Teaching suggestions Ask students to skim The Lynx, page 5, to answer the following question: Is the lynx population large or small? (Small.) Explain that the American lynx is an endangered carnivore. There are small lynx populations in Canada, Alaska and Colorado. Talk about the three principal causes: starvation, poaching and road deaths. Explain that poaching means illegal hunting. Before students read the text, ask: What does in danger of extinction and endangered mean? Ask them to name more endangered species. Ask: Why are they endangered? Elicit answers, for example, Because of pollution, illegal hunting, etc. After students read the text, they answer the questions, either orally or in writing. Request feedback. 4 ACTIVITIES Observing and recording Complete the table. Use these words. carnivore mammal legs eyes fur mouth ears nose lynx name: vertebrate: skin covering: sense organs: movement: eating habits: Canadian lynx E Reporting. Students look up information about other endangered animal or plant species in encyclopedias, Internet, etc. They complete a file card with the following: name of endangered species characteristics habitat why it is in danger of extinction protective measures T4 R Reporting. Ask students what the title of the reading is (The Lynx). Write the following headings on the board. Students work in pairs and say which paragraph provides the following information: Habitat (4) Type of food (2) Appearance () Cause of extintion (3)

4 Reporting Discuss the reading. Where can you find lynx in America? What do they eat? Why are these animals in danger of extinction? Think and discuss. Would the extinction of the lynx be a serious problem? Why? Do you know anybody who works to protect nature? What do they do? What is your favorite animal? Why do you like it? The Lynx One of the most endangered animals is the lynx. This terrestrial mammal has four legs and a tail. Its fur is brown with black spots. Lynx are predators. These carnivores eat animals, such as sheep, birds and rabbits. Some of the animals they eat are useful for humans. As a result, lynx cause problems for humans. However, people use lynx fur for clothing. The lynx population in the United States is small. There are three principal causes: starvation, poaching and road deaths. First, the lynx habitat is smaller now, so finding food is more difficult. Without food, they starve. Second, people hunt lynx for their fur. Third, many lynx die in traffic accidents. There are lynx populations in Canada and Alaska, and they have been reintroduced to the state of Colorado, where they were extinct. These cats usually live in cold habitats, for example, mountain areas. The World Wildlife Organization is trying to protect the lynx. UNIT Focus attention on the Learn about the unit box and read it with the class. Explain any unknown vocabulary and check that they understand what they will be doing in this unit. Point to the Key skills box and explain that while they are learning about living things, they will also learn or review how to express facts, define things and describe abilities in English. Learn about the unit Plants, animals, fungi, algae and bacteria are living things. They are all made up of cells. They are born, grow, reproduce and die. These processes differentiate them from nonliving things, such as rocks or wind. In this unit, we are going to learn about living things: What are they like? What are they made of? What types are there? Key Skills Expressing facts: there are three principal causes; they grow Defining: the process that enables ; substances that plants use Describing abilities: living things carry out life processes; sensitivity enables plants to respond 5 R Key Skills. Direct the students to page 23, Key Skills. Read the examples of statements with them. Encourage them to look for these forms throughout the unit. R Glossary and Word List. Encourage students to prepare personalized glossaries or word lists and to use them as reinforcement and study tools. Answer Key Vertebrate: mammal Skin covering: fur Sense organs: eyes, ears, nose, mouth Movement: legs Eating habits: carnivore T5

5 What Living Things Are Like. Principal characteristics In nature there are nonliving things and living things. Rocks, air and wind are nonliving things. People, animals and plants are living things. OBJECTIVES To distinguish between living and nonliving things. To learn the principal characteristics of living things. To identify the life processes living things depend on to stay alive. Introduction Tell students to look at pictures, 2, 3 and 4. Ask: What living things can you see in the pictures? And nonliving things? Which things can move? Teaching suggestions We can recognize living things because they share the following characteristics: They are born. All living things come from other living things. They eat. All living things need food. The type of food may vary. They grow. All living things increase in size during their lifetime. Sometimes they change in appearance. They react. Living things can perceive what is going on around them, and they react to what they perceive. They reproduce. Living things can create offspring similar to themselves. They die. At some time, all living things stop functioning and cease to live. 2. Life processes All living things depend on life processes to stay alive. We are going to focus on three basic processes: Nutrition Sensitivity Living things and nonliving things. Plants are living things. Rocks are nonliving things.. Books closed, write the heading Characteristics on the board. Ask: What six things can living things do that nonliving things can t do? They write as many as they can. Students read the text to confirm answers. Mark the characteristics they identify on the board. 2. Students read the section and match each process to a characteristic in section, example, nutrition: they eat. 6 Reproduction 3. Nutrition Nutrition is the process by which living things ingest food substances, transform them for their utilization and eliminate waste. 2 Food contains essential nutrients. These are substances that living things use to grow. Nutrients give living things the energy to carry out life processes. 2 Nutrition. This process begins with eating. The rest of the process takes place inside the body. nonliving: not alive, lifeless Vocabulary ACTIVITIES Students answer the questions in pairs, then they compare their answers. Alternatively, they do them for homework. R Play True or False to contrast what living and nonliving things can do. For example, Living things can t react. (F.) Living things can grow. (T.) E 3 In pairs or groups, students prepare posters to illustrate each life function. Display them around the classroom. R 4 Like all living things, plants obtain information from their environment and respond. Place a plant in a window and turn it every four days to observe the reaction to the light. T6

6 4. Sensitivity Sensitivity is the process that enables living things to perceive what is happening around them. Sensitivity enables living things to respond to what they perceive. 3 Thanks to this function, all living things can find food and escape from danger. Humans, like all animals, use their sense organs to perceive what is happening around them. Then they react: they move, talk, etc. 5. Reproduction Reproduction is the process that enables living things to create offspring similar to themselves. 4 Many animals, including humans, need a mate to reproduce. New living things replace the ones that die. Summary 2 4 There are living things and nonliving things in nature. Living things carry out life processes: nutrition, sensitivity and reproduction. A C T I V I T I E S What six characteristics do all living things have in common? Living things How many nonliving things can you name? 3 Complete the following sentences: Reproduction, Nutrition or Sensitivity. a. involves ingesting food substances. b. enables living things to perceive what is happening around them. c. enables living things to create offspring. Define each life process with a drawing or photograph. 3 4 Sensitivity. When plants detect warmer weather, they bloom. This is an example of reaction or sensitivity. Reproduction enables life to continue from generation to generation. Ostrich chicks are born. UNIT 3. Ask students to name a few nutrients in food, for example, vitamins, proteins, etc. Ask: What are the three steps in nutrition? What is a nutrient? Request feedback. 4. Draw a table with these headings on the board: Sense organs - Perceive - React. Students copy them in their notebooks. With books open, ask different students to summarize what they read in the text: Sensitivity is receiving what is happening around them, etc. In pairs, students then complete the table: Sense organs: eyes, ears, etc. Perceive: see, hear, etc. React: run, hide, etc. Check the answers with the class. 5. Ask: What is the purpose of reproduction? (To create new beings that will replace those that die.) Tell students to look up offspring and mate in the dictionary. Citizenship Health education Remind students that a healthy diet is essential for normal growth. 7 ROUND UP Have the students explain the difference between these terms orally, with drawings or in writing: Living thing and nonliving thing Reaction and reproduction Nutrition and food Summary. Ask students to copy the text and illustrate each sentence with a photo or drawing. Display their work. Answer Key. are born, eat, grow, react, reproduce and die. 2. Model Answer: rocks, air, wind, the sun 3. a. Nutrition; b. Sensitivity; c. Reproduction 4. Model Answer: Nutrition: photo 2, page 6 T7

7 The Internal Organization of Living Things. What is a cell? Living things are made up of a large number of very small units called cells. OBJECTIVES To learn what a cell is. To distinguish the three main parts of a cell. To identify the different levels of internal organization of living things. A cell is the smallest living unit that makes up a living thing. Most cells are very small, so we need a microscope to see them. A microscope is an instrument that magnifies the images of small objects. It is like a magnifying glass, but much more powerful. 2 The number of cells in a living thing varies. Some living things are made up of a single cell. They are called unicellular: they can only be seen with a microscope. Other living things are made up of many cells: they are called multicellular. Plant cells seen under a microscope. These cells are magnified 500 times. Introduction With books closed, students brainstorm very small things invisible to the naked eye, for example, atoms, bacteria, germs, etc. In this lesson they will be looking at cells. 2. What are cells like? Cells are living things. This means that, like other living things, they carry out the life processes of nutrition, reproduction and sensitivity. Not all cells are alike. Cells differ in shape, in size, and in the tasks they carry out. For example, skin cells are different from bone cells. 2 People use microscopes to study small things. membrane Teaching suggestions. Ask students what instrument we need to see cells, and why. Point to picture 2. We need a microscope because cells are very small. There are two types of living things depending on how many cells they are made up of. They identify each type: unicellular and multicellular organisms. Point out that uni means one and multi, many. 2. Ask: Do you think that cells function like other organisms in spite of their tiny size? Encourage them to predict the life processes carried out by cells. 3. Focus attention on the diagrams. Ask students to count the parts in the animal cell and the plant cell. Ask: What is the extra part in the plant cell? 8 3. Parts of a cell Cells have three main parts: The membrane is a covering that surrounds the cell, and separates it from the exterior. The nucleus is the part that controls the function of the cell. Cytoplasm is the space between the nucleus and the membrane. Plant cells also have a hard cell wall around the membrane. This is why some plant stems are very hard. ACTIVITIES 3 3 Animal cell cytoplasm nucleus nucleus cytoplasm membrane wall The parts of animal and plant cells Encourage students to talk about what they have learned. R Students draw and color a cell and label its parts. They briefly describe what cells are and do. Display their work in the classroom. R 2 Students copy the five words on pieces of cardboard and place them face down on the table. They write the numbers -5 on a piece of paper. In pairs, they take turns turning over a card and placing it next to the correct number. Plant cell E 3 In pairs, students illustrate and label the levels of organization in a plant. Display their drawings in the classroom. T8

8 4. How living things are organized Multicellular living things are very organized. In fact, levels of organization exist: 4 Cells group together to form tissues. Tissues are made up of similar cells that carry out a common function. For example, muscle tissue is made up of many muscle cells grouped together. Tissues form organs. Organs are made up of a group of tissues that work together to carry out a common function. For example, muscles and bones are organs. Organs form systems. Systems are made up of a group of organs that work together to carry out a common function. For example, the skeletal system is made up of bones. When all the systems work together, they form an organism. An organism is a complete living thing. For a living thing to be healthy, all the systems in an organism must work together. Summary All living things are made up of cells. Cells group together to form tissues. Tissues form organs. Organs form systems. An organism is a complete living thing. A C T I V I T I E S What is a cell? What life processes do cells carry out? 4 LEVELS Levels of organization in living things. 2 Order these levels of organization from = the simplest, to 5 = the most complex. tissue organism cell organ system cell tissue organ system Organism muscle cell muscle tissue muscle horse muscle system Experiment UNIT Show students a hard-boiled egg. Ask if it is like a cell. Remove the shell. Ask: What is this? The wall that protects the cell. Separate the shell from the membrane: And this? The membrane. Then cut the egg lengthwise and show it to the students. Ask: What is the white part like? What is the yellow part like? (The cytoplasm, the nucleus.) Students can also make a 3D model of a cell using balloons. First, place one balloon inside the other. Use water to simulate the liquid which fills the cytoplasm. Add pieces of paper to simulate the organelles inside the cell. 4. Books closed, write Horse on the board. Ask students to describe a horse. Make sure they say it is a living thing. Ask: What is it made up of? Write out their suggestions: cells, organs, legs, blood, bones, etc. How many different levels of organization are there in any living organism) (Several/many.) 3 Describe a multicellular living thing. Start like this: These organisms are made up of cells. Cells form tissues. 9 ROUND UP Students write definitions for the key vocabulary, for example: A carnivore is an animal that only eats meat. Answer Key. A cell is the smallest living thing. It carries out nutrition, sensitivity and reproduction. 2.. cell; 2. tissue; 3. organ; 4. system; 5. organism. 3. Model Answer: Tissues form organs. Organs form systems. All the systems together form an organism. T9

9 How Living Things Are Classified OBJECTIVES To learn that living things can be classified into five kingdoms. To recognize the principal characteristics of the animal kingdom, the plant kingdom and the fungi kingdom. Introduction Books closed, ask students to write a list of living things they can see on their way to school. Then ask: Are all those living things the same? How are plants and animals alike? How are they different? In addition to plants and animals, are there other living things? Explain that in this lesson they will learn about the classification of living things. Teaching suggestions. Focus attention on picture and ask: What are the principal characteristics of the living things in the three photos? How do they move? How do they obtain food? Ask students how many kingdoms there are. (Five.) 2. Books closed, students brainstorm the characteristics animals have in common. They read to check their answers. 3. Repeat the procedure with the characteristics of plants. 0. Kingdoms of living things Living things are classified into large groups called kingdoms. All living things that belong to the same kingdom share some common characteristics. In other words, living things from one kingdom are different from the living things in others. There are five kingdoms. These three are the principal ones: The animal kingdom The plant kingdom The fungi kingdom 2. The animal kingdom Animals share these characteristics: Animals are multicellular. They eat other living things. They can move from one place to another. They have a nervous system and sense organs. They can react quickly to stimuli. Humans belong to the animal kingdom. 3. The plant kingdom Plants share these characteristics: Plants are multicellular. They use sunlight and substances from the soil and air to make their own food. 3 They are anchored to the ground. Plants have no sense organs or nervous systems, but they can react to some stimuli. For example, many plants grow toward the light. ACTIVITIES PRINCIPAL KINGDOMS Plant Animal Fungi The principal kingdoms of living things Animals can move. Flock of geese Chlorophyll is a substance. Plants use it to make their own food. Chlorophyll makes plants green. R Ask students to find pictures of different living things. They can make three kingdom posters: animal, plant and fungi. R 2 In pairs, students write similar, very simple definitions, for example, They are usually green. (Plants.) They exchange definitions with another pair to answer. Collect all the papers. Play a team game: read the definitions out loud and elicit answers from each team in turn. E 3 Students prepare comparative charts for some of the following: Plants and bacteria; Bacteria and fungi; Plants and fungi. Encourage them to use labeled diagrams. T0

10 4. The fungi kingdom Fungi can be unicellular or multicellular. The cells in multicellular fungi form long, slender threads called hyphae. Fungi are usually found underground, on pieces of wood or on decomposing food. Some fungi produce a stem, also called a fruiting body. This is the reproductive part of the fungus. Mold is also a fungus. It grows on bread, but it does not produce a large, reproductive part like the mushroom. 4 Some common characteristics of fungi are: They do not make their own food. They depend on other organisms for food. They are attached to something. They cannot move by themselves. 5. Other kingdoms Many living things belong to other kingdoms. Algae live in the water and make their own food like plants. Many algae are formed by a single cell, but others are multicellular and can be as big as a tree. Bacteria are unicellular, and can live in different environments: water, soil, air or inside other living things. Some can only be seen with a microscope. They are microorganisms. They often feed on decaying matter, such as dead animals or plants. 5 Summary Living things are grouped into kingdoms. There are three principal kingdoms: animal, plant and fungi. A C T I V I T I E S 4 5 mushroom Can you name one characteristic of each kingdom: animal, plant and fungi? Parts of a fungus. Most of a fungus is underground. The part above ground is the mushroom, the reproductive part. Bacteria (in red) on the head of a pin. Bacteria are very small living things. hyphae UNIT Learn how to learn Underlining is an essential step in making a summary or outline. Use it to highlight key words, sentences, 4. Headings are useful; they tell us what the text is going to be about. Students read the first paragraph. Have them point out the main idea and key words and underline them in pencil. Read with the class and ask: Which are the key words in this paragraph? Repeat with the remaining paragraphs. 5. Students read the text to discover the differences between algae and bacteria. Citizenship Environmental education Students find news articles about the environment. They propose solutions to problems. 2 What kingdom do these living things belong to?: a. They depend on other organisms for food; they are attached to the ground. b. They are made up of many cells and can make their own food. c. They can move and eat other living things. 3 4 How are plants and algae similar? How are they different? Which living things feed on fallen leaves or dead animals? ROUND UP Draw a table with the following headings on the board: Animals - Plants - Fungi - Algae - Bacteria. Students enter the characteristics of each kingdom under the appropriate heading. When they finish, ask them to complete sentences: Animals are different from plants because. Some students read their sentences aloud. Elicit feedback from the class. Living things can also be classified depending on how they obtain food: autotrophs make their own food, and heterotrophs eat other living things. Ask them to classify algae, plants, animals and fungi. Answer Key. Model Answer: animal: they eat other living things; plant: they use sunlight and substances from the soil and air to make their own food; fungi: they depend on other organisms for food. 2. a. fungi; b. plants; c. animals 3. Plants and algae are similar because they both make their own food. They are different because plants are anchored to the ground, but algae live in water. 4. Bacteria T

11 A C T I V I T I E S UNDERSTAND. a. Nutrition; b. Sensitivity; c. Reproduction 2. similar cells; An organism is made up of various systems; A system is made up of a group of similar organs; An organ is made up of a group of similar tissues. 3. yes; no; yes no; yes; no yes; no; no 4. a. wall; b. membrane; c. nucleus; d. cytoplasm FIGURE IT OUT 5. a. plant; b. animal; c. plant; d. animal; e. fungi; f. animal APPLY 6. Providing for special needs: students read section, page 6 again. a. are born; b. move; c. react; d. reproduce; e. eat, nutrition Living things are born; Living things move; Living things react; Living things reproduce; Living things eat. UNDERSTAND. Identify the life processes: reproduction, sensitivity, nutrition. a. enables mushrooms to obtain nutrients and grow. b. enables birds to travel to warmer places in winter. c. enables poppies to produce other poppies. 2. Match the columns and write sentences. A tissue similar cells An organism a group of similar tissues A system a group of similar organs An organ various systems Example: A tissue is made up of 3. Read and write yes or no in each box. feed on dead plants or animals can make their own food can move Draw a living thing from each kingdom. 4. Label the parts of a plant cell. a. b. Animals d. c. Plants Fungi FIGURE IT OUT 5. Classify these living things: animal, plant or fungi. A C E APPLY 6. Match each photo with a life process: are born, move, react, eat, reproduce. A C E Describe each process. Example: a. Living things. B D F B D Bird feeder Students observe some bird habits: movement, eating habits, interaction. Materials 2 empty milk cartons, a long plastic tray, scissors, hole punch, tape, glue, 4 pieces of string meter long, birdseed Procedure Cut off the top of the carton. Wash the carton and let it dry. Put the top on again with tape, leaving the spout open. Make a hole at each corner of the tray. Put a piece of string through each hole. Glue the carton on the tray. Place birdseed in the carton and on the tray. Hang the bird feeder on a tree branch and observe how the birds come and eat. 2 ACTIVITIES R Books closed, play True or False with the class by mixing up some definitions and saying others correctly. R 4 When they finish, students point to different parts of the cell and ask: What s this? E 5 Students identify the organism in each picture and write a sentence about it, for example, A is a coral. It lives in the ocean. T2

12 I CAN DO IT UNIT How to Observe and Describe a Fungus Procedure To describe a living thing, first observe it carefully. Then talk about its size, color and shape. For example, to describe a mushroom, answer these questions:. What size is it? Measure the height of the mushroom and the width of the cap. 2. What color is the cap? 3. What shape is the cap? Flat, convex or concave. 4. What color are the gills? 5. What color is the stem? 6. What shape is the stem? Is it cylindrical or does the thickness change? 7. Does the stem have rings? Description of larger mushroom on the left. I CAN DO IT Introduction Ask: What things can we measure? Elicit size, weight, speed, time, etc. Then ask: What instruments do we use to measure them? (Measuring tapes, rulers, scales, chronometers, watches, etc.). Tell students that in this lesson they will observe and describe different mushrooms. SIZE Height 0 to 20 centimeters CAP Flat: Width Color Shape 5 to 25 centimeters Red with white spots Concave Concave: Lamellae Convex: (gills) White STEM Color Shape Ring White Wider at the bottom Yes height width Amanita mushrooms ring cap gills Extra ideas Explain the difference between fungus (a major kingdom of living things) and mushroom (the reproductive organ of some fungi). Tell students that some fungi have mushrooms, but others do not. Mushrooms only come out during the reproductive phase and then they die. Do it yourself Choose a mushroom and describe it. Use the photos or a real fungus: First, answer the questions. Then complete a chart like the one above. Oyster mushrooms. Size: diameter 3-9 cm, height 5-8 cm. gills Blue foot mushrooms. Size: diameter 5-5 cm, height 8-0 cm. Procedure Read the instructions aloud and explain the new vocabulary with the photo. Divide students into pairs and ask them to answer the questions. When they finish, request feedback from the entire class. I CAN DO IT 3 Do it yourself Students can do this task for homework. Encourage them to use a real mushroom if available. R In pairs, students take turns asking questions about the photo, for example, Point to the (cap). What color is it?, etc. E Students answer the questions and complete the chart on a separate piece of paper. Correct orally. Resource Book F Reinforcement and extension: Reinforcement: Worksheets and 2 Extension: Worksheet T3

13 Now I Know Check what you know. Complete the word map. Now I Know Living things Before students complete this page, go over the main ideas in the unit. carry out life processes that include are made up of that form are grouped into that include Extra ideas Write the main points on the board for students to copy in their notebooks. Alternatively, read the points out, leaving the end of the sentence unfinished for students to complete orally. For example: In nature we can distinguish living things and (nonliving things). There are three basic life processes: nutrition, sensitivity and reproduction. The cell is the smallest living unit which makes up a living thing. Cells have three basic parts: membrane, nucleus, cytoplasm. Cells are organized into tissues; tissues form organs; organs form systems; and systems form organisms. Living things are classified into groups called kingdoms. The three main kingdoms are: animal kingdom, plant kingdom, fungi kingdom. sensitivity 2. Copy and complete the sentences. Use words from the word map. Living things carry out that include, and. are made up of that form, that form. things are grouped into that include. 3. Answer the questions. What are three basic life processes? What are cells? 4. Complete the word map. Draw pictures, too. that form that form systems What are the main parts of a plant cell? What is an organism? Principal kingdoms of living things are the plant kingdom Learn how to learn Use some of these questions to survey the class about this lesson: What did you already know before we studied this unit? What was the easiest thing for you? What was the hardest? Why? What did you like best in the unit? Can you relate what you learned in this unit with previous courses? With your daily life? 4 Animal kingdom for example: for example: for example: ACTIVITIES Language link Make flashcards with the key words. R Find out and write. Encourage the students to visit the internet to search for information on living things. Citizenship Brainstorm more ways we can avoid the harmful effects of microbes. Students then prepare posters with these suggestions. Display their work in the classroom. ROUND UP Reinforcement: review key concepts with the interaction templates in the Resource Book: A - Jigsaw table: principal characteristics of living things B - Infosearch: classification of living things T4

14 Find out and write Citizenship A Report on a Living Thing. Find information. Choose a plant, animal or fungus. Find information: use the Internet, etc. 2. Select and organize information. Put your information in order. Include these sections: a. Title. The name of the living thing b. Appearance. What is it like? Describe the size, shape and color. Number the parts. c. Habitat. Where does it live? Indicate the area (USA, Latin America, ). Type of place (forest, river, coast, ). d. Type of food. How does it live? Is it food for living things? e. Usefulness for humans. Do humans use this living thing? How? f. Interesting facts. Curious or unusual information you have found. 3. Write and illustrate the report. Write two or three sentences for sections b, c, d, e and f. Include a photograph or drawing. 4. Review your report carefully. Have you included all the sections? Have you answered the questions? Check the spelling, too. Microbes Can Be Helpful or Harmful Some microbes are helpful, but others are harmful. Microbes help us make yogurt, cheese and bread. They give a unique texture and taste to the food. Other microbes are harmful: they can make you sick. Diseases like measles and mumps are caused by microbes. Microbes cause foods to decay. If you eat moldy bread, you can have stomach problems. Microbes also cause tooth decay. How can you be safe from harmful microbes? Do you do these things? Wash your hands. Avoid contact with sick people. Clean your teeth. Store food carefully. Cheese. Milk is fermented with special types of bacteria to make cheese. The living things game First, make a glossary with the unit vocabulary, and divide the class into groups of four. Write the key words on pieces of paper. Fold the papers and put them in a bag. One member from each group goes to the board. Pick a word from the bag. The students at the board write the correct meaning of the word as fast as they can on the board. The first one to finish reads their definition. If correct, his or her team wins 5 points. If incorrect, the other participants read their definitions, and the best answer receives 3 points. 5 Check what you know. nutrition, reproduction; cells, tissues, organs; kingdoms, the animal kingdom, the fungi kingdom UNIT 2. life processes nutrition, sensitivity and reproduction Living things cells, tissues, organs Living things kingdoms, the animal kingdom, the plant kingdom the fungi kingdom 3. Nutrition, sensitivity and reproduction The smallest living units Wall, membrane, nucleus and cytoplasm A complete living thing 4. Model Answer: A lion; Plant kingdom, A tree; Fungi kingdom, A mushroom Find out and write A report provides information on a given subject. Read the instructions with the students, and make sure they understand how to select a topic and organize their information. Ask students to read The Lynx, page 5, again and use this text as their model. In their report, they will need to use the key language. Citizenship Ask students if they remember another word in the unit beginning with micro (microscope). Remind them that micro means extremely small. Tell them to read the text and complete these sentences: Helpful microbes help us. Harmful microbes cause. Resource Book F Testing and assessment: Testing: Worksheet T5