Y4 Hodder Science LB (2 pages) OCR Past Paper PDF

The human skeleton ‘, Think like a scientist! Living things What are the You will learn about the human skeleton....

The human skeleton ‘, Think like a scientist! Living things What are the You will learn about the human skeleton. | What do you remember about life processes? life processes? _? Animals, including humans, that have a skeleton inside their body with a backbone, All animals are alive. They are living things. are called vertebrates. All animals (including humans) do certain things. Scientists call the bones of the spine the These are called life processes. vertebrae. This gives us the name vertebrates. \. List each life process. What does each life process mean? aD '. ' What do you remefnber cfl)éut organs in your body? The skeleton is made up of bones. Which © Make a list of as many organs as you Can you remember \bones in your body can you name? can. Find these organs on the picture the names of some of the human body below. o organs in your © Talk to a partner about what you body? For example, think each organ does. your brain is an You will need... organ in your head. © several large sheets of paper | glued together | * pencil { A S ISP human skeleton Draw and label a skeleton. a Ask a partner to lie on the paper. Use the Did you know? Talk to a partner. What do pencil to outline your partner’s body. The places where our you notice about where most b Where are the bones in your body? What bones meet are called of your organs are in your do they feel and look like? Draw the bones joints. Joints are places body? Can you feel your L and label them inside the body outline. that allow our bones to organs? Why or why not? move.. J Scientific word Where are the joints in your body? Put Scientific words organs circles around the joints on your skeleton skeleton backbone kdrawing from Activity 1. vertebrates bones Biology - Unit 1 Skeletons Biology — Unit 1 Skeletons Why do we have a skeleton? [ Think like a scientist! Think like a scientist! A human adult has 206 bones. The skeleton is important. It has Talk to a partner. This diagram shows the main three main functions (jobs). What would it be bones in the human body. These are: like not to have a © to support your body skeleton? What ® to protect parts inside your would you not be The backbone body able to do? is also called e to help you move. -~ the spine. Our skeleton also gives us a _— Scientific words ‘shape’, just like the hand gives a hand puppet a shape. Does the skeleton give us functions support a circle, rectangle or triangle shape? protect move. J | mass o L Workinasmall / You will need... * 10 sheets of e ~ EJG bones is a lot! Did you show a Look carefully at the overall that many bones in the skeleton group. Design paper shape of a skeleton. What is and make a © 1 m of sticky tape balanced on the top? you drew for Activity 1 on page 9? tower out of © objects that have Check your skeleton using the b What do you notice about diagram above. If all the bones paper, as high mass, for example the shape of the skeleton off the table paper clips above are not on your drawing, kthen add them. as possible. e gt J from the feet to the head? J The tower must stay upright on its own. < How is this shape like the J It cannot be fixed to the table! The Eiffel Tower? Challenge yourself! —e tower should be able to support the I Babies are born with mass of the paper clips. Scientists have special names for 300 bones. As they The Eiffel many of the bones in the body. grow, their bones o What shape did you make your paper Tower is a Use a research enquiry to find out grow together. They to build the tower? very tall tower with a metal the scientific names of the bones have 206 bones as b How is this similar to your bones? skeleton. in the diagram above. Add these an adult. © How is your tower like your skeleton? scientific names to the drawing How is it different? you made for Activity 1 on o Which of the three functions of the Scientific word page 9. &:} (. skeleton does your tower model?. research The skeleton protects our organs Muscles help animals move Think like a scientist! —) Inside our body, there are lots of organs. We have a brain in our head o —_— 7 Bones cannot move on their own. Animals, and a heart in our chest. Organs are soft. They need protection. This is including humans, need muscles to move. one of the functions of our skeleton. The skeleton is like the protective Muscles work in pairs. For example, two muscles clothing that some sportspeople wear, for example, cyclists wear work together to move your arm. One muscle khelmets and cricketers wear gloves. contracts (gets smaller) while the other muscle relaxes and becomes longer. Look at the diagrams. When you bend your arm, Look at this diagram of where you contract the muscle on the upper arm — the the main organs are in the body. biceps; and relax the muscle below - the triceps. Compare it to the diagram of When you straighten your arm, you relax the S a skeleton on page 10. biceps and contract the triceps. arm muscles @ \ a Which parts of the skeleton protect which organs? n )\ b Will you record your answers as a table or a diagram? The above diagram shows what is happening in your arm. ) @@ a Use your own arm to copy what is happening in the diagram. b Use your other hand to feel what is happening to the muscles l large intestine in your upper arm. You will need... ¢ What can you feel when you stretch out your arm? And then, | small intestine © a small object to protect, 5 when you move your arm towards you? such as a raw egg g © 4 sheets of paper © 2 pieces of card I © 5 drinking straws.; * Challenge yourself! Challenge yourself! @ Write down what happens to your © 2 m sticky tape | e e Research what types muscles when you move your arm Turn your description from The skeleton protects our organs. of protection different up and down. Use these words: | Activity 2 into a short rhyme. ** We can model this function. sports people wear. Share Qriceps) (upper arm) Q:ontract) Design and make a structure to your ideas with others. Scientific words Do any of your family relaxes protect your object. How will you (relux) (biceps) (chk of Qrm) muscles contracts use your materials? What shape wear protective clothing? \_ biceps triceps Kwou|d be best? Why?  Skeletons Move your muscles! Make a model of your arm :, Think like a scientist! | Humans and animals have skeletons * Challenge yourself! This image shows where the ° You will need... CYe) b Your teacher will provide instructions with muscles attached. Each muscle muscles are on the human © cardboard * ball on how to make the model. is attached to a different set of bones body. How many muscles can © cardboard ¢ elastic bands < When you have finished, explain by tendons. You can feel your muscles you point to on your body and tubes brass fasteners | to the class how the model works. kcht:lnge shape when you move. (Try it!) name? © scissors or paper clips Write down what to say. T ———T —————_ Use these words: (shoulder )( neck ) (upper back ) Make a model of the muscles in your arm. Your model must (musc@ ( biceps ) ( triceps ) (chest ) show how the muscles contract (contract) ( relax ) ( stretch ) (shorten) and act in pairs to help the bones in the arm move. ( bones ) ( arm ) ( move ) upper arm (biceps) o Work with a partner. Look % carefully at the diagrams of the arm muscles on pages 13 and 14. Also look at the diagram of the finished model, alongside.. Scientific word tendons aD Talk about what each part of your @ Make your model arm as real as possible. \ model represents. Are there any parts in a real arm that are not in your Which bones are attached to \model? Explain why. the muscles in the places on the body listed below? Use the above DTd you know? Challenge yourself! images and the skeleton on page 10 to help you. Find out what a prosthetic arm is. Your fingers do not have muscles a thigh b shoulder You use more than 200 muscles in them. So, how do you move your How would someone making one c forearm d lower back when you walk! That is a lot of fingers? You use tendons which are use the science of skeletons and e chest ) work for your muscles! &attached to muscles in your arm. muscles? & =.  Biology - Unit 1 Skeletons Joints \ Think like a scientist! \ Human skeleton X-rays S We cannot see bones. They are covered by layers of muscle and skin. In the body, a joint is where two or more bones meet. If the bones were 1 T e ' ] ! fixed together, the muscles would not be able to make the bones move. Special scientists called radiographers use X-ray machines to take special The bone can only move if it is part of a joint. | pictures of the bones inside the body. Elbow joints allow you to bend your arms at the elbow. Feel your elbow joint. ‘ If you fall and break a bone, a radiographer will take X-rays to look for the Your body has different kinds of joints. Look at these two types of joints: broken bone. A doctor can then mend the bone by moving the broken parts back together. They then put on a plaster cast to stop the bone from moving. A ball-and-socket joint ‘ n allows the body to move 5 bones in different directions. Thgse X-rays show parts of the hl.Jman body. They were taken by a radiographer who was trying to find a broken bone. A hinge joint moves | a Match the name of the bone shown on each X-ray to the labels. k d forward R/ R 3 El?ec t‘rfl"g 'hm;’Z' onocr:vri%rors. A I b Which X-ray shows a fracture (broken bone)? ’\ toes (phalanges) (Ag [ Think about the joints in your body. ™ Scientific word i (radius and ulna) a Where do you have hinge joints? joint xb Where do you have ball-and-socket joints? Y ‘ 4 \INhen :' thr(?w a‘ball, | a Challenge yourself! E2=N Challenge yourself! N mt;s:htojléc::‘ teslé':)w @ Have you or someone you know ) g ? Whi ? Research how doctors used The activities below involve using your joints. Do each wrist and fingers. broken any bones? Which bones? to mend broken bones in activity and think about which joints you are using. : b Do you think some bones are the past, and how they do a running b sitting ¢ writing erg'I::legji;?Z::y than others? it now. @& d bending e throwing 5 ) ; ] ¢ Use a survey to answer the e Watch someone moving about at home. g :;Ig(\;v:/lll?you [Ecorciwliabvou ;?:c': graphers X-ruz o5t Which joints do they use most? ?: i SR Y ure survey ~. | J — Biology - Unit 1 Skeletons Biology — Unit 1 Skeletons Animal skeletons [ Think like a scientist! You already know that vertebrates are animals that have a skeleton with a Some animals do not have a spine (backbone), so are not vertebrates. backbone inside their body. We are vertebrates. All vertebrate’s skeletons Scientists call these animals, invertebrates, meaning ‘without vertebrae’. have the same functions, no matter which animal they are in. | Some invertebrates have a skeleton though! They have it on the outside of their bodies! Ants, spiders, crabs, seahorses and lobsters have their skeletons ~ @ & i | on the outside. We call this type of skeleton an exoskeleton. ‘Ex’ means out. \ J Compare these skeletons of a : -~ | | 1 human and a cat. (25/ |. @ (@) a Which bones look @&; (I;??:kc?;l:h:c:(v;my Find out what the words below / sdi?filar? \thich look // E g\ does it dfffer mean. What is similar about all > CI erent& Bt ’?{ e % 1 from the X-rays of them? this table. Look at at havelooked youof vertebrates? page 10 for the \ names of the - bones. : Scientific words Talk with your partner about other i 7. words you know that start with ‘ex’ L9°k at the ?(—ruys above of ‘l \ invertebrates exoskeleton ] and have a meaning similar to ‘out’. different animals. 2 ) a Write the name of each animal. ribs skulls \ & " \ b Explain how you know which J 1 Look at these images of invertebrates. How is their / ‘ animal is in each X-ray. \ outer covering different from that of a vertebrate? I ¢ What does the skeleton do for. Talk to a partner about what the exoskeleton does each vertebrate? | - J ) for the invertebrate. @ How does the exoskeleton give the animal Challenge yourse If! Look again at all the X-rays and I m——— diagrams above. What do you protection? \ Giraffes have the same number notice about the ribs in each ‘ b How does the exoskeleton give the animal of bones in their neck as humans. Write ideas about how this is animal? What other similarities and differences can you see? Who | shape? © How does the exoskeleton help the animal E possible. \might find animal X-rays useful? to move? k. 0t das _WJJ J - | (. Biology - Unit 1 Skeletons Classify animals What have you learnt about skeletons? Think like a scientist! |. o 2 You already know that scientists sort and group, or classify, things. Do you remember the body outline that you drew in the activity on This helps with identifying them. You have used this type of enquiry page 97 Refer to the outline to see what you did. many times, such as to classify living and non-living things or to classify a Was everything on your outline correct? Add all the new things that animals and plants. you have learnt about the body. Go back to pages in this unit to help you think about what you want to add. Check that you have: Animals can be classified into groups by skeleton type. Vertebrates can be further classified into groups, such as fish, birds, amphibians, reptiles © drawn joints on the outline. and mammals. © drawn muscles. Feel your own muscles in your body and draw what you feel. ! We can also classify invertebrates into different groups. Some = invertebrates have an exoskeleton. Others do not have a skeleton at all. b Make sure that the scientific words below are all on your outline. J (muscles) (hinge joint) (ball-and-socketjoint) | crocodile (thigh bone) (triceps) (biceps] \ J What can you do? N e Indonesian frog A | You have learnt about humans and animals. You can: a Sort the pictures of living things into groups. v sort animals into groups and describe these groups. For example, use this key to identify the animals: v record information in tables and images. has four legs | | eats grass l lives in water ey v name different types of scientists who know about ( 9 ) ( 9 ( ) skeletons and how to protect organs. b Sort the animal pictures into vertebrates ‘ g_&‘ b ‘ v carry out a survey and classification type of enquiry. (with a backbone) and invertebrates | ' describe what you found out. (no backbone). v describe the three functions of the skeleton. < Use a table like this to sort the vertebrates in the pictures. v/ name what the skull protects. __H-H ' point to your fbs,hips and backbone. v explain how muscles make bones move. d Draw a similar table to sort the invertebrates into groups. _‘ ' name some animals with exoskeletons. Describe how you have grouped them to a partner. | i == J |  Health, medicine and disease Unit 2 Health, medicine and disease Why do living things need food? What do living things need? D - Think like a scientist! | All living things need food. Food is a fuel that What do you remember about staying healthy? © provides each living thing with energy. Energy is What would You have learnt about a healthy diet, but people can still become ill even if needed for life processes, such as breathing, eating, happen if a living they are healthy. This unit is about staying healthy and treating illnesses. growing, moving and having offspring. thing did not get © What do living things (including plants) need to be healthy? What Animals get their energy from the food they eat. enough energy? happens when they do not have these things? Copy and complete this Plants get their energy from the Sun. They make Share your ideas knowledge organiser for a plant or animal. One has been done for you. their own food using sunlight. with a partner. ~ o (water ) ( All living things need these: ) ( ) ( ) o_ You will need... © two plants O Which of these enquiry types have e, you just carried out in Activity 1? What would happen if any of these things were missing? (fair test) (survey] (research) SN identify and classify What do you remember about food groups? @.Q | © What do scientists call the food we eat? © Match the food group with what it provides us with. @ Make a prediction about what will happen if a plant does not have enough sunlight. b What will you need to do to find out if your prediction is correct? rice, bread, potatoes and pasta keep muscles, eyes and skin healthy c How will you record what you find out? Will you draw pictures, meat, fish, eggs and beans make our bones and teeth strong diagrams, take photographs, or could you measure the plant? Would using more than one of these ideas be better? milk, cheese and yoghurt give us water and keep us healthy d Set up your plants and observe them over a week. What happens? fruit and vegetables give us energy but can be bad for us © Was your prediction correct? cakes and sweets help us to move and play Scientific words f What would happen if you left the plant even L. Find out the scientific names for each food group. il longer without sunlight? fuel energy  Biology - Unit 2 Health, medicine and di Where do animals get their energy? What is energy used for? Think like a scientist!. Scientists call everything an animal eats, their diet. Some animals’ diet is Different foods have different amounts of energy stored in them. made up of only plants. Herbivores, such as giraffe and mice, need to eat Scientists measure the amount of energy in food in joules or kilojoules. lots of plants to get enough energy for their life processes. If you are very active, Some animals, such as lions and sharks, are carnivores. Carnivores only you need more energy eat other animals. and you may need Other animals (omnivores), such as humans, eat both animals and to eat more. Even if plants. They also eat animal products, such as milk and eggs. A range of you are very still all foods like this gives humans a balanced diet. day, you need energy. from food to carry out 1] @C life processes. But, you must choose the : energy used This ¥ plate shows the fresh starch fuel for your body energy used different food groups vegetables focdsy carefully! I L] and how much of each il ) 3)| suchas \ J group we should eat each day. 2 | Yy e and 0 ‘ 7N bread Look at the size of each o Compare what these three people each eat in one day. Which is the food group on the plate. most balanced diet? Why? a Which groups are the / biggest? Do research i on why. > b Which group is the 1 & L : smallest? Do research dairy high fats and Breakfast: ackee and saltfish Breakfast: yoghurt and Breakfast: cereal on why. produce 5 protein foods | | oils such as with dumplings, cooked banana, muesli Lunch: cheese sandwich,. § — such as vegetable oils, ~ high fat or high meat, pulses butter and yellow yam and potaro i| Lunch: vegetable quesadilla crisps, an apple, a chocolate sugar foods and eggs margarine Lunch: pasta and chicken il on a wholewheat tortilla £ b ar breast | Dinner: grilled salmon with Dinner: pizza and ice cream The sizes of the food groups on this] Dinner: rice and peas with i{ spicy salsa, a chocolate bar Snacks: chicken nuggets plate show a balanced diet. A / and chips i H meat Snacks: nuts, biscuits Sort the foods on the i| Snacks: chicken and chips plate into three groups: Scientific words from plants, from animals, | [ diet herbivores carnivores omnivores Snd from animal products. | |range balanced diet food groups Biology - Unit 2 Health, medicine and disease Keep your heart healthy Exercise investigation Think like a scientist! ~ Think like a scientist! " You know that muscles help us to move. The heart is a muscle. It works When we exercise, there is a pattern between the hard at pumping your blood around your body. Without blood, your amount of exercise and your heartbeat. You may have heart and your other muscles would not work. noticed another pattern between your breathing and You can feel your own heartbeat if you place your hand on the upper exercise. Your body needs oxygen (found in the air) to left-hand side of your chest. Your heartbeat changes if you move about. stay alive. When you exercise, your muscles need more Scientific words. oxygen. Your heart beats faster to pump the oxygen oxygen 1 @O0 around your body. You will breathe faster. air Key n— You will need... i @ e @ normal heartbeat © stopwatch or clock with a second hand ' L 4 J slightly faster heartbeat watching TV QD VWV much faster heartbeat Let’s explorerthe phtfern between breathing and exercise. This is a pattern seeking enquiry. swimming L 4 4 J a Plan an investigation to find out how many breaths you take after walking Y different exercises. reading ¥ » How will you measure the number of breaths in each minute? = What types of exercises will you try? playing on computer | @ b Predict which exercise will make you breathe more per minute. playing basketball YoV < Do your investigation. Then record the results in a table like this: Jose drew the table above to show the activities he tried and how they affected his heartbeat. The variables in his enquiry were the different sitting at my desk activities. We can compare variables to look for patterns, as a pattern seeking enquiry. walking slowly for one minute o Which activities had little effect on his heartbeat? Why? < Put your results in a bar chart. o, b Which activities were best for exercising Jose’s heart? Why? D— < What pattern can you see © What other activities would you include to exercise the heart? Why? between how hard you d Try some of the above activities. exercise and the number Check that the place where you Draw up a table of your results. of breaths you take? exercise is clear and safe. Remember Scientific words Use a key like Jose’s. ' Was your prediction correct? to breathe when you exercise! heartbeat variables patterns move = J Biology - Unit 2 Health, medicine and disease Biology - Unit 2 Health, medicine and disease Can you trust your results? Think like a scientist! J Scientists often repeat their tests to check their results. Carrying out a Healthy animals and plants sometimes get illnesses and diseases. test again makes the results more reliable. This means we can trust the An illness will have certain symptoms. We may feel hot, have spots, patterns in the results to be correct. Other people will believe our results. \— cough or sneeze. Plants can have symptoms aElok and Maris repeated Jose’s activity on page 26 and the breathing @C as well. Their leaves may change colour or fall off. activity you did on page 27. They tried different exercises for two Symptoms are signs that minutes. help scientists identify the This child has a This plant has not had disease the living thing has. disease called measles. enough nitrogen in its diet. They recorded their results in two bar charts and looked for a pattern \. in their results. Bar chart to show number of breaths per minute after each activity Bar chart to show number of heartbeats per minute after each activity 0-What ilinesses have you and other learners in your class had? @O0 Heartbeats per min ute N =)o < < < < Breaths per minute We can do a survey to find the answer to this question. o Make a prediction about what illnesses most of your class have had. « S b Copy the table below. Make a tally chart of the illnesses your class g L < has had. sitting - walking skipping running push-ups sitting - walking skipping running push-ups Activity Activity chickenpox T T H o Which activity increased their breathing the most? b Which activity do you think exercises the heart muscle the least? kc Check your prediction. Were you correct? How can you tell? ¢ What evidence in the graphs tells you this? G < What pattern can you describe between breathing and exercise? Scientific word e What pattern can you describe between heartbeats and exercise? symptoms Scientists answer questions in Challenge yourself! Running is very hard lots of different ways. What Scientific words work! I had to take was the question in Activity 1 Carry out a similar survey at home. repeat at least 60 breaths above? What was the type of What illnesses have most of your reliable per minute. enquiry used? Ritmilibe family had? evidence.  Biology - Unit 2 Health, medicine and disease Biology — Unit 2 Health, medicine and disease How can medicines help us? " Medicine safety If you get some illnesses, such as tonsillitis (say: ton-sill-i-tus) or measles, Have you ever had to take medicine? an adult should take you to see a doctor. The doctor may give you All medicines are drugs that help us get better medicine. This could be a syrup, drops or tablets that you must swallow, or if we are ill. An adult may buy certain medicines a cream to rub onto your skin. from a supermarket to treat a cough or cold. b. - 2 - - : If the doctor prescribes a certain medicine, you will get a prescription. Medicines affect the body. An adult may This is a written note with the details of the medicine. An adult must give you medicine to help you if you have a take the prescription to a pharmacy. This is a shop where a pharmacist headache or fever (high temperature). The medicine may take packagesp and 52"5 medici'r:e. 24 B & away the headache or bring down the temperature. J Always ask an adult to help you if you feel ill. Do not take any medicines without checking with an adult first. @ S Scientific words B medicine drugs Talk to a partner about what you both know e n Make a leaflet to explain: about medicines. Discuss these questions: Challenge yourselfl EaN B o iy 1 tabletn the IO ORE Why are medicines important? a Why do we use medicines? ot i o e 2t e 24 s Tk |~ @ | ° Howdowestore medicines T [ these tablets with food. Keep out of reach. t safely? b Where do medicines come from? your family keep at of children and store n a coolplace. __ |E y: ) ¢ Have you ever taken medicines? home? Where are * What information does Fr;e Which medicines did you take and why? they kept? , i:> Look at the information on the medicine label have on it? d Is it safe to take medicines that belong lg)gCeO;::i?:I\cllvnriet;hd(gvt:et::cmr S\ ? ? g ; Y to someone else? Why? Work safely! A— answers to these questions: J e Why do many people keep medicines only tak dici What time of day should in cupboards where children cannot ¥ take medicine apd Yehoy > reach them? from an qdylt. Never Sadia take her medicine? \ /| take medicines yourself, b Should she take her medicine. without checking with an on an empty stomach (before Did you know? \ adult first. eating)? How do you know? al-Razi, a medical researcher over 1000 ¢ Where ,fho"'l‘j? Sadia keep the years ago, said that when you get a fever tablets? Why? — it is the body’s way of defending you from d How many tablets may Sadia Scientific words iliness. He also described the symptoms of.. take in 24 hours? J prescribes prescription pharmacy \ _smallpox and measles. ) L J. J |. Biology ~ Unit 2 Health, medicine and disease Biology - Unit 2 Health, medicine and disease Infectious or not? Plant infectious diseases Think like a scientist! \ Think like a scientist! < -4 If we cough or sneeze without putting You already know that plants can become ill. Many plant diseases are something in front of our face, we can pass on, also infectious, but they are only infectious to other plants. Animals or spread, an iliness to others. Scientists call this cannot get plant diseases. However, if animals eat a diseased plant, type of illness, an infectious disease. they can start vomiting, get diarrhoea and stomach-ache. Some infectious diseases can make us very Plant diseases spread from plant to plant very quickly because plants ill, such as Covid-19, hepatitis, rubella and Always cover your face grow close together. If all the plants in an area die, this affects the influenza. We may even die if we do not have when you sneeze or cough. animals that eat them. They can starve. medicines to help us get better. Farmers need scientists to help them cure plant Not all ilinesses are infectious. Cancer, heart disease T diseases, just as animals need doctors and vets Scientific word and diabetes cannot spread from one person Scientific word to help them get better. diarrhoea to another. infectious & o Plants can get diseases called, rust, It is important to know how diseases and blight and mildew. illnesses start. Then we can try to prevent them from spreading. We need to carry Find out what the symptoms are out a research enquiry. for each disease and if they are \infectious or not. a Find out about the illnesses mentioned in the Think like a scientist! box above. b Sort them into two groups: infectious SjRrnkin : a 3 h could make you very sick. and not infectious. ) X a Design a poster to show © Research these other illnesses Name: salmonella ‘ how to stop the spread A good poster should have: and add them to your groups: Other names: food poisoning of infectious diseases. = ‘ : Symptoms: chill, going to toilet lots, | Look at what you learnt | * A large clear title being sick on pages 32 and 33 to « Only three colours or fewer (chickenpox) (salmonella) Howneiat Ljeating andiduinkingy s M help you. « Aborder or margin around the poster d Tt an you sort the infectious ¢ di fod How to get andwcich better: medicines to help ‘| b toShow your poster a partner. What = Bullet P points to 9 give clear informationTl d's’eases even further?. stomach cramps and an upset stomach. improvements couldyou | © Simple clear images. g i U'_“\{l’ k (Hint: How are they spread?) R, b hekshubN A bt AONN T ot 20l J \ | Biology — Unit 2 Health, medicine and disease Biology - Unit 2 Health, medicine and disease Science in context What have you learnt about health, medicine and disease? ; How else can we stay well? Some infectious diseases are very dangerous because there is no cure. To try and stop the disease from Say whether these statements are true or false. Describe three ways spreading, doctors may give us a vaccination. They to use medicines use a needle and syringe to inject us. Vaccinations = a Coughing can spread infectious diseases. safely. help our bodies fight off the disease, so that there will not be any disease b Plants cannot get infectious diseases. p—— to spread. For example, humans are vaccinated against flu, and rubella. ¢ All living things can have vaccinations against A vet gives other animals vaccinations. For example, animals such as cats, infectious diseases. sheep and cows can be vaccinated against a disease called rabies. d Symptoms tell us what is wrong with a living thing. List three ways to prevent infectious About 200 years ago, many people died from the smallpox disease. @0 e Plants need to be active to be healthy. £ Animals need to be active and have a healthy diseases from spreading. diet to be healthy. A doctor called Edward Jenner, carried out experiments g An animal’s heart beats faster when it moves. on cowpox, which was similar to smallpox. He created. the first-ever vaccination and it helped to prevent the spread of smallpox. Jenner’s work led to other scientists creating vaccinations for other infectious diseases. What can you do? o Imagine you could talk to Edward Jenner. What questions would you ask him about his work? Write You have learnt about health, medicine and disease. them down and share them with a partner. You can: b Decide on one question and do research to find the answer. v use research and survey enquiries to answer questions. e How old were you when you made the first vaccination? ask questions to make enquiries. XKXKX How did you come up with the idea of a vaccination? record information in tables and graphs. ~ | Who was James Phi pps? say if a result answers the enquiry question. Adh A\ AN AA A4 A adda A describe how to use medicines safely. — name some ways to prevent the spread of infection. RVaccinations are sometimes called injections or Scientific word RS describe what medicines are used for. say what a vaccination is for. describe where living things get their energy from. Ljabs’. Talk to a partner about why you think this is. vaccination describe how animals can stay healthy. \  Environments and food chains Biology — Unit 3 Environments and food ins Habitats Living things in the enviro nment | Think like a scientist! | What do you remember about @o An environment is made up of the conditions that surround a living the environment? S N thing. This includes non-living things, the amount of light and food a What similarities can you see in that is available, and the type of soil and rocks in the surroundings. The This unit is about the environment the two natural environments conditions also include buildings and human activity. The conditions in and what the living things in the in the pictures below? What an environment can change, for example, the weather can change. environment eat. differences can you see? A habitat is a home - a place where a particular living thing lives. b Copy and complete this table: Different animals live in different habitats. Scientists say a habitat is the What is missing from this list of things in the environment? natural environment that something lives in or can be found in. The ocean is an environment. The open ocean is the habitat for a shark. animals It is the home of this particular living thing. Within an ocean, there are o plants also other habitats, such as coral reefs and the ocean floor. o hills e rivers and streams e What is missing from this list about Look at this picture of a rabbit’s what a habitat gives living things? habitat. © shelter a Research what a rabbit needs to live. © air What questions will you ask? For * a place to have offspring example: What do rabbits eat? Do rabbits live alone or in groups? b Make a diagram of the picture. Talk about what this food chain shows. What do the arrows Commm A food chain shows what living Include information about what this habitat provides for the rabbit. mean? Which living thing -. 1 think a rabbit things eat in an environment. is the producer? How can * Chall enge yourself! lives in a grass Some living things make their you tell? habitat. -~ own food. Some eat each other. Sy LB\ \. J With a partner, name six habitats, small or big. Write them down. If you can think of more, well done! Scientific words Scientific words (Sun) (gruss) (grusshopper) (frog) (heron) Name an animal and a plant you conditions habitat \_ D offspring natural food chain think lives in each habitat. environment Biology - Unit 3 Environments and food chains ironments and food chains Science in context N Identification keys Scientists and the environment Think like a scientist! Scientists who study habitats and the living things in them are called ecologists What clues does this Scientists, such as ecologists, often need to find out the names of (say: ee-col-o-jists). Science in context give different plants and animals. To do this, they use an identification key. you about the types This key helps them to identify and sort plants and animals quickly Ecologists use their observations to explain and easily. You may have used an identification key before when of enquiry ecologists how human actions affect living things and the sorting animals into groups. use most? Why do you environments they live in. think so? An identification key is a way of sorting things into smaller and Ecologists identify and classify the living things < smaller groups until there is only one thing in the group. An identifying they find, and they observe changes in them and classifying enquiry is when you try to find the name or identity of Scientific word over a long time. Their observations are used to something. Do the identify and classify enquiry below. help change the way humans live and work. ecologists Q Read the information about the ecologists below. Research to find Use the identification key out which person is responsible for which change made or what to sort the animals and to } they studied. Find one more piece of information about one of the match them to each letter /3 ecologists. Share this with the class. below (A-F). Y. YES NO Does it have feathers? Does it have fur? / \ (Wangari Maathai ) ( Eileen Kampakuta Brown) ( Dian Fosséy) s ) (Chico Mendes ) 5 Worked to save the Brazilian rainforests from being cut down for farming. Ca) Ce) ( C ) ( Does it have ashell?) Brought trees back to Kenya after people cut them down for farmland and firewood. Well done! Worked to prevent the Australian government from dumping nuclear waste in You’ve used ( D ) ( Does it have fins? () (w0 Southern Australia. akey! Y G Studied the behaviour and habitat of mountain gorillas; prevented people from cutting down trees and destroying their habitat.. E Biology ~ Unit 3 Environments and food chains @ Use identification keys Habitats around your school Think like a scientist! ) [ Think like a scientist! Scientists use identification keys to classify and Ecologists have rules about exploring A identify plants or parts of plants, as well as to identify :32';?;:: \ejsed in habitats. These rules keep us and the V‘gfl:(s‘z;f:o‘: p;t:zrsa[;::ge animals. Identification keys can also be used for the identification living things in the environment safe: )é g § - " ) ifferent habitats you see. things that have never been alive, such as materials keys on this page o Always treat living things with care. o and rocks. Sometimes an identification key is called and on page 39. o Do not damage any habitat.