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NAME: ___________________________

CLASS: ___________________________
1st TERM

1st Term 2017 Version


4th Grade SCIENCE WORKBOOK

UNIT 1
Ecosystems
Learning Goals:
 Recognize through exploration that an
ecosystem is made up of living things (animals,
plants, etc.) and non-living things (stones,
water, soil, etc.) that interact with each other.
(OA 1)

 Observe and compare structural and


behavioural adaptations of plants and animals
that allow them to survive in an ecosystem e.g.
body features, camouflage, type of leaves,
hibernation, among others. (OA 2)

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 Give examples of food chains, identifying


producers, consumers, and decomposers, in
different Chilean ecosystems. (OA 3)

 Analyse the effects of human activity on


Chilean ecosystems, proposing measures to
protect them (national parks, bans, among
others). (OA 4)

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Unit 1: Ecosystems
Hour: 4-5-6-7
Learning Outcome: Understand and give examples of interactions between living and non- living
things in an ecosystem. Define ecosystem.
Contents: Interactions between living and nonliving things in an ecosystem

What is an ecosystem?

Can you estimate the number of animals in an ecosystem?

Scientist can calculate the number of animals that live in a large area by counting
the number of animals in small parts of the area and then estimating. The more
small parts they check, the better their estimate is.

Experiment
Materials
• Checkerboard
• Dry puffed cereals
• Calculator (cell phone)
Procedure
1. Scatter two handfuls of cereals on a checkerboard. Guess how many pieces
are on the board.
_____________________________________________________________________________

2. Work with the classmate next to you. Determine a way to estimate the total
number of pieces.
Write your estimate ______________. (Start with a small area)

3. Count all the pieces of cereals on the board. _______________

Answer in your copybook.


1. Which was easiest: guessing, estimating or counting? Why?
2. How do you think you could make your estimate more accurate?
3. Why do you think scientist need to know the number of animals in an
ecosystem?

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Living and non-living things

1 Let’s watch and comment on the video ‘Introduction to the Characteristics


of Life’ at https://goo.gl/szhYGe

Look at the picture carefully. What are the living and non-living things in this
2
environment? Fill in the chart below.

Living things Nonliving things

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What are the characteristics of living things?

3 Let’s watch a video about living and nonliving things at https://goo.gl/L7nEdR


Now, write characteristics of living things.

1. Living things grow and change.

2. Living things ____________________________________________________________.

3. Living things ____________________________________________________________.

4. ________________________________________________________________________

5. ________________________________________________________________________

Write three characteristics of nonliving things.

1. Nonliving things don’t move.

2. _________________________________________________________________________

3. _________________________________________________________________________

Let’s summarize!!
4
Copy the following graphic organizer in your science notebook and
complete it.

Living
Things
can …

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5 Look at the picture on page 5 again and answer.

1. What do you think the bear needs to survive?

__________________________________________________________________________

__________________________________________________________________________

2. In this environment, are the non-living parts important for the survival of the

living parts? Why? Or Why not?

__________________________________________________________________________

__________________________________________________________________________

6 Let’s read!!!

What is an ecosystem?

An ecosystem is all the living and non-living things in an environment and


their interactions. The living and nonliving parts of an ecosystem interact
with each other in many different ways. An ecosystem may be large as
a desert or small as a pond.

Animals and plants are living parts of an ecosystem. The nonliving parts
of an ecosystem include air, water, soil and its nutrients, temperature,
rocks and landforms.

The living parts of an ecosystem depend on nonliving parts. For example,


plants need sunlight, soil, air and water to grow. The living parts also
depend on one another. For example, some animals eat other living
things. Some animals use plants for shelter.

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Let’s investigate our school playground!!!


Materials
• Science notebook
• Pencil
Procedure
1. Go around your school playground and identify living and non - living things.
2. Record your observations in the following table. Draw and write names.

Living things Nonliving things

For further practice, watch these videos

Biotic (living) and Abiotic (non-living) Factors in Ecosystems – Logos Academy at


https://goo.gl/YB13kz
Abiotic (non-living) and Biotic (living) Factors at https://goo.gl/mIo11p

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Unit 5: Ecosystems
Hour: 8-9
Learning Outcome: Identify characteristics of large ecosystems (biomes) in Chile.
Contents: Characteristics of large ecosystems in Chile

Large Ecosystems in Chile

The Altiplano (Andean Plateau) The Mountains

Project
Get together in groups of four.
Materials
• A large piece of construction paper or craft paper
• Markers and felt-tips
• Pictures or drawings
• A computer with internet connection
• Pen and pencil
Procedure
1. Choose one of the following ecosystems:
• Andean Plateau (Altiplano)
• Andes Mountains (Cordillera)
• Atacama Desert (Desierto)
• The Coast (Litoral)
• The Far South (Zona Austral)
• Central Valley (Zona Mediterránea)

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• Flowering Desert (Desierto Florido)


• Rainy Zone (Zona Lluviosa)
2. Research about one ecosystem in Chile. Go to https://goo.gl/FK3w2C
3. Make a poster about the ecosystem you chose. Be sure to include the following
information:
• name of the ecosystem;
• location of the ecosystem;
• climate and rainfall;
• paste or draw three pictures of its landscape; label non-living things in the
ecosystem
• paste or draw pictures of the flora (3 plants) and fauna (3 animals);
• write three sentences about the interactions between living and non-living
things in the ecosystem

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Unit 5: Ecosystems
Hour: 11-12-13
Learning Outcome: Recognize levels of organization and interaction between living and non-living
things in an ecosystem.
Contents: Living and non-living things interactions in an ecosystem

Where do living things live?


Let’s talk!
Look at the pictures below. What is the difference between the habitat of the
flamingos and the habitat of worms?

1 Answer in your science notebook.


1. Name living and non-living things in the ecosystems above.
2. How do the flamingos interact with the living and non-living things in the
ecosystem? Explain.
3. How do the worms interact with the living and non-living things in the
ecosystem? Explain.
4. Are you a living thing?
5. What do you get from the place around you?

Every living organism needs a special environment to live.


Environment is everything around living things. Living parts of the
environment include plants and animals.

Sunlight is a very important non-living part of an environment.


Sunlight warms up the air, water and soil of our planet to allow
organisms to survive.

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Can we group living things in an ecosystem?

Fill in the following table about yourself.

How is our school organized?


Your school

Your cycle

Your class

Your name

Our school is organized at several levels. First, it’s you, an individual student. You
and your classmates are organized into a class. Your class and the others belong
to the Junior Cycle. The Infant cycle, the Junior Cycle, the Middle Cycle and the
High Cycle make up our school.
Just like schools are organized, ecosystems are also organized into several
different levels:

An individual is a single living organism such as a plant or animal.

A population is a group of individuals from the same species


living in the same area interacting with each other.

A community is made up of all the many different


populations living in the same area interacting with each
other.

An ecosystem includes all communities that live and


interact with each other as well as with non-living things.
It is here in the ecosystem that the communities depend
on things like water, sun and temperature.

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2 Write ‘individual’, population, community, and ecosystem.

This is a drawing of a Chilean ecosystem. Do the following activities.


3

 Circle red three individuals (animals or plants).


 Circle blue three populations.
 Circle orange a community.
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Schoolyard Ecosystem Investigation


Get into groups of four.
Materials
• 1-metre length string
• 4 sticks
• 1 hand shovel (or similar)
• Science Workbook
Procedure
1. Choose an area in your schoolyard to study.
2. Measure an area about 1-metre square. Put sticks at each corner. Investigate
the area inside the square.
3. Record your findings below.
Hypothesis: What do you think you will find in your area?
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
 Describe the weather today:
________________________________________________
 Describe the location of the area you are studying:
__________________________________________________________________________
__________________________________________________________________________
4. Write and draw the organisms that you find in your ecosystem:

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5. List the populations in your ecosystem.


_________________________________________
_________________________________________
_________________________________________

6. List the communities in your ecosystem.


_________________________________________
_________________________________________
_________________________________________

7. Draw and label the entire ecosystem.

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Homework

Think and answer!!


Do the students in your class make up a population or a
community? Why?
_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

For further practice, watch the video What is an Ecosystem for kids (Ks3, KS2) at
https://goo.gl/Niv30c

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Unit 1: Ecosystems
Hour: 14-15-16
Learning Outcome: Describe structural and behavioural adaptations of animals in different
ecosystems e.g. ducks webbed feet, hibernation, body covering, and
camouflage.
Contents: Structural and behavioural adaptation of animals and plants

What do animals get from their ecosystem?

Let’s review!

Animals need air, water, food, and a safe place to live and grow. They also
need a place big enough to live in.
All kinds of animals all over the world have got the same needs. An
enormous whale, a grasshopper, or a white heron have to satisfy the same
needs in order to survive.

1 Observe the following pictures very carefully.

Answer.
 What are the animals in the pictures doing?

__________________________________________________________________________

 What need are they satisfying?

____________________________________________________________________________

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How do animals satisfy their needs?


Adaptations

An adaptation is a physical feature or behaviour that helps an organism survive in


its environment. For example, the sharp teeth of carnivores are adaptations for
feeding while camouflage is an adaptation for protection.

Adaptations for feeding

Look at the pictures and compare the teeth of a lion and a horse. Are they alike
or different?

A lion has got sharp teeth because they eat meat; they have to rip their prey apart.

A horse has got small teeth because they eat plants.

Birds like hawks and owls feed on other animals and they
have very good eyesight that allows them to easily spot a
prey. They catch it with their strong claws. They have curved
beaks that they use to tear apart their prey. These
adaptations help the birds catch and eat other animals.

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2 Look at the picture and answer.

1. Why does a pelican need a long beak?


__________________________________________________________________________

__________________________________________________________________________

2. What type of adaptation is this?

_________________________________________________________________________

_________________________________________________________________________

Adaptations for protection

Animals can use camouflage to hide from


predators. Walking sticks, with their dark skinny
bodies escape predators because they look like
the twigs of a plant. Other animals change their
appearance as their surroundings change.

walking stick

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3 Look at the picture and answer.

Why does the pill bug change its shape?


________________________________________________
________________________________________________

Adaptations for movement

webbed feet
fins

Organisms that live in the ocean have fins that help them move easily through
water. Ducks have got webbed feet like paddles for water surface propulsion.

Plant adaptations

A plant adaptation is a characteristic that allows plants


to live and grow in certain habitats. For example, cacti
can survive in the desert because they have thick stems
that can store water and root systems close to the
surface soil that can quickly collect water.
Can you find a cactus in the Antarctica or lots of tall trees
in the Altiplano? Why?

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4 Look at the pictures. Fill in the chart. Explain which features help each animal
to survive in its habitat.
Animal Ecosystem Adaptation for External
feeding, movement characteristic(s)
or protection?

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Let’s read!

An adaptation is a physical feature or behaviour that helps an organism


survive in its environment. Changes in an organism's physical features, for
example, the strong claws of hawks or the thick stems of cacti or the gills
that allow fish to breathe under water are structural adaptations. The
things organisms do in order to survive, for example, bird migration or
hibernation of some animals during the cold seasons are behavioural
adaptations.

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Unit 1: Ecosystems
Hour: 18-19-20-21
Learning Outcome: Explain interactions between different organisms in a food chain.
Identify animals as herbivores, carnivores, or omnivores according to some
physical features (teeth, nails, chewing structures).
Contents: Producers, consumers and decomposers.

Where do animals and plants get their food?

Experiment

Where does yeast get its food from?


Materials
• A plastic cup
• Warm water
• Leavening
• Sugar
• A tea spoon
Procedure
1. Put one ½ spoon of leavening in a cup.
2. Fill half of the cup with warm water. Stir. Observe what happens for 10 minutes.
3. Add half spoon of sugar. Stir. Observe for 10 more minutes.

Observation 1 (at the Observation 2 (after 10 minutes)


beginning)

Drawing

Colour

Transparency

Level of water

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Write your results.

1. What happens to the yeast before adding the sugar?

____________________________________________________________________________

___________________________________________________________________________

2. What happens to the yeast after adding the sugar?

____________________________________________________________________________

____________________________________________________________________________

3. What did the yeast use as food?

____________________________________________________________________________

____________________________________________________________________________

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What is a food chain?

1 Let’s talk and fill in the diagram below.

 What does a Chilean pudú deer feed on?


 Where does it get its food?
 What organism gets energy from the pudú deer?

All living things need energy to live and grow. This energy comes from food.
A food chain shows how each living thing gets its food and how energy is
passed from one organism to another. Animals get energy and nutrients by
eating other animals or plants. For example, a slug eats a lettuce and a
thrush eats the slug.

In a food chain, the arrow points to


the organism that is doing the
eating. For example, the rabbit eats
the grass and the fox eats the rabbit.
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Components of a Food Web


Producers

Living things get food in different ways. Plants


use sunlight, air and water to make their own
food. This food gives plants the energy they
need. A living thing is called a producer when
it makes, or produces, its own food.

Consumers

Many living things cannot make their own food. They get their
food by eating other living things. A living thing that eats other
organisms is called a consumer.

A producer or a 2 consumer? Label.

Plant Pudú deer Puma

3 Read the information in the box. Draw and label the food chain on page 27.

This is a typical food chain in a forest. Grasshoppers eat the


grass; mice eat the grasshoppers; and owls eat the mice.
Remember that the arrows point to the organism that is
doing the eating.

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Food chain in a forest

Kinds of Consumers
There are several kinds of consumers and they are classified by what they eat.

 Herbivores are consumers that eat only plants such as zebras, horses, cows, and
others. They obtain the nutrients they need to live from plants.

 Carnivores are consumers that eat only animals such as lions, pumas, tigers,
etc. They obtain the nutrients they need from other animals.

 Omnivores are consumers that eat both plants and animals such as pigs, bears,
and others.

3 Circle and answer.

Which is a carnivore? Why?

a bee an elephant a frog

____________________________________________________________________________

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Which is an herbivore? Why?

a butterfly a sheep a fox

_________________________________________________________________________

Which is an omnivore? Why?

a pig a snail a seagull

____________________________________________________________________________

The puma is a predator. A predator is a consumer that hunts


for food.

The pudú deer is a prey. Prey is an animal that is hunted by


others for food.

4 Fill in the boxes with the words ‘predator’ or ‘prey’.

_________________ _________________ __________________ __________________

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Decomposers

What happens to bread after some days?

or to a potato?

What happens when plants or animals die?


A decomposer is a living thing that breaks down waste, dead plants and animals.
During this process, decomposers return material to an ecosystem. In turn other
organisms reuse these materials for their own needs.
Fungi and bacteria are primary
decomposers but most of them are too
small to see without a microscope.

5 Label as producer, consumer, or decomposer.

_____________________ ______________________ ________________________

6 In your science notebook, paste pictures (or draw) and label five producers
and five consumers in the table below.
Answer the following question.

What role do you think human beings have got in an ecosystem? Why?

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Homework
Consumers in an ecosystem

Look at the following Venn diagram. Label the animals. Write the types of
consumers.

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Unit 1: Ecosystems
Learning Outcome: Predict the consequences of changes in food chains for the ecosystem.
Hour: 22
Contents: Consequences of changes in food chains

Changes in food chains


Let’s read!

All living things in a food chain are connected. If one part


of a food chain changes, the other parts change too. For
example, a population of rabbits builds colonies in a
forest. But people are also building
houses in this forest reducing the habitat
for rabbits. Consequently, the number of rabbits may drop. With
fewer rabbits to eat, the culpeo foxes may not have the food
they need and so their number may also drop. This change can
affect the puma population that eats foxes. Pumas may have to look for food in
other places.

Project
Research about a Chilean animal in danger of extinction. Refer to different
sources of information.
1. Describe the animal’s habitat.
2. What kind of consumer is it? Why?
3. Draw a food chain including the animal.
4. What will happen if one of the organisms in the food chain disappears?
5. What will happen if the population of an organism increases?
6. Present your work to the class in a poster.

Use these web sites as help, www.educarchile.com, www.avesdechile.cl,


www.icarito.cl

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Unit 2: Ecosystems and human beings


Hour: 23-24-25
Learning Outcome: Understand causes of change in an ecosystem.
Contents: Changes in ecosystems caused by nature

How do ecosystems change?

Chaitén Volcano eruption in 2008

Chaitén before the eruption Chaitén after the eruption

Ecosystems can change over time. When one part of an ecosystem

changes other parts change too. For example, a volcanic eruption

damages a forest where pudúes live so they will not find enough food to

eat and their population will drop. Pumas that feed on pudúes will then

have less food to eat and consequently the number of pumas in that

ecosystem will also drop.

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Environmental changes in an ecosystem

The environment is always changing. All organisms live and develop in an


environment where they can meet or satisfy all their needs. The environment refers
to the conditions surrounding a living thing. It may be cold or hot and it may be on
land or in the water.

1 Look at the pictures and answer.

How do you think the fall of this tree affected


the young plants that grew around it?
___________________________________________
___________________________________________
___________________________________________

How did the fire of Valparaiso in 2014 affect


the environment of that place?
___________________________________________
___________________________________________
___________________________________________

Organisms causing changes in an ecosystem

Organisms may also change the environment they live in. When they feed, grow in
population, or build their homes.
An example of
these changes is
the way in which a
swarm of locusts attacks and destroys all
crops. After they eat everything the area
becomes very dry.
swarm of locusts

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Changes in ecosystems are sometimes slow and others sudden, they may be
widespread or limited to a small area but they will always affect the environment.

 Slow Changes
Sometimes changes occur very slowly.
Climate changes, seasons, continent positions
have changed during the past years. For
example The Sahara Desert has shown very
humid periods of time as well as very dry ones.

 Sudden Changes
Wildfires, hurricanes, flooding,
earthquakes, tsunamis and other natural
disasters cause sudden and fast changes
in an ecosystem.
Abundant rainfall, giant waves may
change and flood a coastal area. A
wildfire may end with everything in an
ecosystem. Fast changes force species
to move away or migrate to find the resources they need to survive.

2 Look at the pictures and read the captions. Classify them as slow change or
sudden change.

Continents have changed their positions


over time, causing changes in Wildfires may kill all animals and plants.
ecosystems.
_________________________________ _________________________________
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Climate gets drier in some regions as in Lichens /ˈlaɪkənz/growing on a rock. They


the Sahara Desert. break down the rock to make new soil.

_________________________________ _________________________________

A volcano eruption can destroy or kill Flooding can cause dramatic changes
in the environment.
many organisms but at the same time it
can cover the soil with nutrients that can
be used by other organisms.
_________________________________ _________________________________

3 In your science notebook, create a concept map about ‘Environmental


changes in an ecosystem’.

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Unit 2: Ecosystems and human beings


Learning Outcomes: Describe and give examples of human negative and positive impact on the
ecosystem.
Hour: 26-27-28-29
Contents: Human positive and negative impact on ecosystems

How do people change ecosystems?

Human beings are responsible for most of the changes in the environment of
ecosystems. We cut down trees to get wood, build power stations to get
electricity, build houses, roads and pollute.
Human beings change the balance in ecosystems. For example, we may pollute
the water, air, soil or we can bring new species of plants and animals. The
overexploitation of animals and plants by people damages the environment.

Let’s talk!

How do you think these human activities will affect the place where you live?

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Pollution

Pollution means any contamination of air, soil, water and environment. Loud noise
is also pollution. Car and factories put gases into the air that produce harm.
Chemicals that produce humans end up in rivers and oceans. People also throw
trash everywhere. Most of this trash does not break down causing pollution.

1 Write the kind of pollution you see in the pictures below.

Non-native or introduced species

A non-native species or introduced species is a plant or animal that does not grow
up naturally in an ecosystem. In Chile people have introduced some new plants
and animals into the ecosystems.
• Can you name non-native plants introduced in Chile?
• How do you think they affect an ecosystem?

Some mammals brought


to Chile are beavers,
wild boars and red deer.
Red deer are found in
the south of Chile from
the 9th to the 11th Region.
Here they eat the food and take up the space of other species, destroy native
forest and consume the vegetation. A similar effect has had the wild boar which
came to Chile from Argentina.
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2 Answer in full sentences.


1. What are the consequences of bringing a non-native species into the
ecosystem?
_________________________________________________________________________
_________________________________________________________________________
2. How do beavers affect the ecosystem?
_________________________________________________________________________
_________________________________________________________________________

3 In your science notebook, create a concept map or a graphic organizer to


answer the question ‘How do people change ecosystems?’

Are there ways to reduce the negative impact our actions have on the
environment?

Regulation and Conservation

 Regulation puts a limit on the number of animals a person can


hunt or fish. A way to protect the environment is to ban some
animals or plants. A ban is a prohition to fish or hunt; it may be
temporary or permanent. For example, in our country there is a permanent
ban on fishing dolphins and hunting huemules.

 Conservation is an attempt to preserve


and protect the environment from
harmful changes.
In Chile, the government puts aside large
areas of Conservation like National Parks
and National Reserves where animal and
plants are protected. People visiting these areas must follow the rules so as not
change or destroy what is there.

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3 Visit https://goo.gl/irDXWx, choose one national park and one national


reserve in the Bío Bío Region and fill in the chart with the corresponding
information.

National Location Fauna Flora


Reserve or
National Park

Answer in full sentences in your science workbook.

1. Define: ‘regulation’ and ‘conservation’.

2. What is a ‘ban’?

3. Can people in Chile hunt huemules? Why?

4. Why do you think there are laws that regulate hunting and fishing?

5. Is it important to take care of ecosystems? Why? or Why not?

6. How does the Chilean government preserve and protect our environment?

7. How does a national reserve protect ecosystems?

8. Go to https://goo.gl/FB2XBq, write three people must follow when visiting a

national park.

9. What actions (4) can you take to protect the environment?

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Endangered Species
Endangered species are animals or plants that can disappear. This means that
they can disappear from the Earth. The following table shows the names of some
animals in danger of extinction in Chile.

4
Paste a picture for each endangered animal.

Endangered Picture Endangered Picture


animals animals

Vicuña Ñandu

Chinchilla Puma Chileno

Pato corta Colo colo


corriente

Pajaro Zorro culpeo


Carpintero

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Project “How can we protect the _____________________________?”


(name of the endangered animal)

Goal: Make a leaflet on an endangered animal


Get together in groups of three.
Materials
• Colour construction paper
• Markers and felt-tips
• Pen and pencil
• Pictures or drawings
• A computer with internet connection
Procedure
1. Choose one (1) endangered animal.
2. Research about it. You may visit the website Animales en Peligro de Extinción
en Chile at https://extincionchile.wordpress.com/.
3. In the leaflet, include the following information:
• Where is it found in Chile?
• Paste pictures of the animal in its ecosystem.
• Describe its ecosystem.
• Write down some of its physical characteristics.
• Why is it an endangered species?
• Why do we have to protect it?
• How do we have to protect it? Present at least 4 ideas.
4. Share your work with your classmates.

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UNIT 2

Matter and its Properties

Learning Goal:

 Demonstrate that matter has got mass and


takes up space through experiments in
everyday settings. (OA9)

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Unit 2: Matter and its Properties


Hour: 31
Learning Outcome: Define matter. Ask and answer questions about matter.
Contents: Mass

Matter everywhere
1 Let’s work!!
1. Get four different objects from your schoolbag or pencil case.
2. Drop one object and hear the sound.
3. Drop a second object and hear the sound. Are the sounds similar?
Different?
4. Are all objects different?
5. What characteristics make them alike?
6. What characteristics make them different?
7. Do they share some characteristics? Which ones?
8. Share your answers with your class.

Let’s read!

All objects in the classroom share one


characteristic. They are all made up of matter.
You can smell, see or touch matter.
There is matter you can see but there is matter
you cannot see like air.

What is matter?
Matter is anything that has mass and takes up space. All matter has
properties.
A property is a quality or a characteristic of an object.

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2 Look and label!

_________________________ _________________________ _________________________

________________________ _________________________ _________________________

3 Look at the objects above and answer!

• Are they made up of matter?

______________________________________________________________________

• Do they have mass?

______________________________________________________________________

• Do they take up space?

______________________________________________________________________

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Unit 2: Matter and its Properties


Hour: 32-33
Learning Outcome: Understand mass as a property of matter. Design and carry out an experiment
to show that all bodies on Earth have mass. Define mass
Contents: Mass

What is mass?
Let’s experiment
Get together in groups of four.
Materials
• A pan balance
• A 100-peso coin
• A 10-peso coin
• An eraser
• A paper clip
• A small stone
• A piece of cardboard
Procedure
1. Place the 100-peso coin on the right pan and the 10-peso coin on the left pan.
Which end of the balance goes down?
2. Continue comparing the mass of the other objects.
3. Record your results in the following table:

More mass Less mass

Observation 1 100-peso coin

10-peso coin

Observation 2 Eraser

Paper clip

Observation 3 Small stone

Piece of cardboard

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4. Fill in the following sentences using “more mass than” or “less mass than”.

• The paper clip has ____________________________________ the eraser.

• The 100-peso coin has ________________________________ the 10-peso coin.

• The stone has __________________________ the piece of cardboard.

• The piece of cardboard has _________________________________ the paper


clip.

1 Arrange the objects from the one with greatest mass to the one with the least
mass.
Write.

Answer

1. Is mass the same in all objects?


_________________________________________________________________________

Let’s read!

What is mass?

Mass is the amount of matter in an object. You can feel the mass of

objects as weight when you pick them up. Objects that have much

matter are heavy. Objects that have little matter are light.

For further learning watch Mass heavy or light? at https://goo.gl/QhcexN

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4th Grade SCIENCE WORKBOOK

Unit 2: Matter and its Properties


Hour: 34-35-36
Learning Outcome: Understand volume as a property of matter. Carry out an experiment to show
that all bodies on Earth have volume. Define volume.
Contents: Volume

What is volume?
Think and answer!

• Does a 10-peso coin take up space? _____________

• Does a paper clip take up space? _____________

• Does a rock take up space? ____________

• Are you taking up space on the chair? ____________

Class experiment
Materials
• A plastic tray • An eraser
• A small plastic container • A paper clip
• A 100-peso coin • A stone
• A 10-peso coin

Procedure Figure 1

Container

Water
Tray Water Water

1. Place the container on the tray. (See Figure 1)


2. Fill the container with water up to the top.
3. Put the paper clip inside the container. What happens to the water?
4. Put the eraser inside the container. What happens to the water?
5. Put the 100-peso coin inside the container. What happens to the water?
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4th Grade SCIENCE WORKBOOK

1 Write your predictions.


1. What will happen if you put the 10-peso coin inside the container?
__________________________________________________________________________

__________________________________________________________________________

2. What will happen if you put the stone inside the container?

__________________________________________________________________________

__________________________________________________________________________

2 Record your findings in the following table. Tick (√).

How much water was poured out of the container?


Materials Very little Little Some Much A lot

Paper clip

Stone

100-peso coin

10-peso coin

Eraser

Did you confirm your predictions?

____________________________________________________________________________

____________________________________________________________________________

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3 Conclusions from the experiment

Answer the following questions.

1. Why does the water *overflow the container?

__________________________________________________________________________

__________________________________________________________________________

2. Is the amount of water overflowing from the container related to the volume
of the object?
__________________________________________________________________________

__________________________________________________________________________

3. What did you learn from the experiment?

__________________________________________________________________________

__________________________________________________________________________

4. Was it difficult or easy to do the experiment? Why?

__________________________________________________________________________

__________________________________________________________________________

What is volume?

Volume is the amount of space an object takes up. Solids, liquids, and

gases have volume.

Vocabulary
*overflow: to be so full that the contents go over the sides

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Unit 2: Matter and its Properties


Hour: 37
Learning Outcome: Summarize information about matter and its properties.
Contents: Properties of Matter

Revision

Let’s watch this video Matter at https://goo.gl/uXdvqc


Let’s read!

Matter is anything that has mass and takes up space. Matter is everything around
you. Everything you can see, smell, or touch, but some things that you cannot see,
smell, or touch are matter too. Air is an example of matter you sometimes cannot
see, smell, or touch. When you blow up a balloon, you see that air takes up space.

Properties of matter

Different kinds of matter have different properties. A property is something about


matter that you can observe with one or more of your senses. You can describe
matter by its properties.
Some properties of matter are:
• Mass, you can feel the mass of objects as weight when you pick them up.
Objects that have much matter are heavy. The car in the
picture is heavy. Objects
that have little matter are
light. The bicycle is light.

• Volume. Some objects take up a large amount of space while others take up a
small amount of space.
• Hardness. Objects can be hard or soft, such as an inflated football.
• Colour, matter can be red, pink, green, or any other colour:
• Texture, objects can feel smooth or rough, hard or soft. A mirror is smooth while
sandpaper is rough.
• Shape, matter can be different shapes such as round, flat, or square.
• Size, matter can be big or small or it can be long or short.
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4th Grade SCIENCE WORKBOOK

Read the following words and complete.


2
rock - texture - smell - mass - volume - space - shape - chair - water
- air - colour

Matter is anything that takes up __________________. For

example a __________________, a _______________,

____________________ and _________________________.

Matter has got _____________________ and

______________________________.

Matter has got other properties like _____________________,

________________________, __________________, and

_________________________.

In your science copybook, create a graphic organizer about Properties of


3
Matter’. The template below may be your starting point.

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