Grade 5 Book 4 - Nest - Sun Valley Group of Schools

Grade 5
Book 4
Life and Living Plants and Animals
1
Life and Living - Plants
and Animals
“The Cape Floral Kingdom is the smallest of the six Floral Kingdoms in the
world, and the only one contained in
its entirety within a single country.”
– Kate Foster
Book 4 - Plants and Animals
Grade 5
Term 2/3
(Natural Science)
THEMES
The Characteristics of Life
Fynbos - The Protea, Erica and Restio
Food and Feeding, Food Chains, Food Webs
The Structure of the Tooth
The Chacma Baboon
ESSENTIAL QUESTIONS
1. How does studying cycles help us to understand natural processes?
SKILLS
Summarising - identifying key points, mind mapping
Research and Recording - collecting and organising data
Thinking and Reasoning - draw warranted conclusions and evaluations
Investigation - explore, deduce and record finds
Creativity - creative thought processing, imagination, taking positive risks
CONCEPTS
Cause and Consequence - every action has a reaction
Adaptation - geographical adaptation
Conservation - nature conservation
ASSESSMENTS, TASKS AND PROJECTS
Fynbos Popplet (25)
Scientific Drawings (20)
Food Chains (30)
Food Webs (20)
The Structure of the Tooth (20)
Chacma Baboon Project (40)
A Day in the Life of a Baboon (20)
Baboon Food Web (10)
Do’s and Dont’s (20)
2
The Characteristics of Life
All living things carry out seven life processes. Let’s revise what we learned in Grade 4:
1. MOVEMENT
2. REPRODUCING
- Humans and animals use their bodies to
move from one place to another.
- Humans and animals have babies.
- Some plants turn towards light or water.
- Roots normally grow downwards. Most stems
grow upwards.
- Some new plants can grow from seeds.
- Other plants grow from cuttings or shoots.
3. SENSING
4. BREATHING
- All living things respond to any change that they
sense.
- Humans and animals use the gas, oxygen from the
air that they breathe in. They release carbon
dioxide when they breathe out.
- When it becomes winter some animals hibernate.
- In autumn the leaves on some trees change colour.
- Plants take in the gas, carbon dioxide into their leaves. They use it to make food. They then release
oxygen for animals and humans to use.
5. FEEDING
6. GROWTH
- Food gives all living things the energy they need.
- Human and animal babies grow into adults.
- Green plants can make their own food in their
leaves and stems.
- Seedlings grow into plants.
7. EXCRETING
- There are special organs in the body, such as the
lungs, kidneys and skin, which help to get rid of
waste products.
- Your kidneys take the waste out of your blood and
produce urine.
DID YOU KNOW?
Seeds are living. Seeds use small
amounts of stored energy to stay alive and
are "waiting" for good conditions. Most
seeds need water, warmth, air, light
and soil to begin to grow. - Also, when you sweat you are actually excreting
waste from your skin! Plants get rid of waste water
through the process of transpiration
All seven of the life processes must happen for something to be living. If something does
not carry out ALL seven life processes then it is non-living.
Other things can be non-living now but were living before, like wood, fossils or oil.
Some some things appear to be non-living, such as a seed. They have to wait for something special to happen before they can revive and show the characteristics of living
things.
3
Fynbos
Fynbos refers to the natural vegetation occuring in a small belt of the Western Cape of
South Africa, mainly in coastal and mountainous areas with a Mediterranean climate.
Fynbos forms part of the Cape Floral Kingdom and accounts for half of its surface area
and 80% of the plant varieties found there. This kingdom is the tiniest in the world, but
also one of the most diverse - 3% of the world’s plants grow on less than 0,05% of the
Earth’s land surface. Fynbos grows in a 100-200km wide belt stretching from Clanwilliam
to Port Elizabeth.
There are over 9000 species of fynbos. Over 70% of these are endemic - they cannot be
found anywhere else in the world.
The name fynbos is Afrikaans for ‘fine bush’ which refers to the needle-like leaves or fine
branches of many of the species. Fynbos is adapted to flourish in poor quality soil and
wildly varying rainfall. The majority of the plants are evergreen and hard-leaved. Fynbos
can be grouped into THREE categories: proteas, ericas and restios.
Fire is a necessary stage in the lives of almost all fynbos plants, and is common during the
dry summer months. Many plant’s seeds only germinate after the intense heat of a fire. In
readiness for a fire, most proteas retain their seeds on the bush for at least one year, a
habit known as serotiny. Around 30% of plants in the fynbos species produce seeds with
an elaisome (a fleshy covering) which attracts ants. The ants collect up the seeds and
carry them into their burrows. They eat the elaisome covering but not the seed. In this way,
the seeds are protected from fire as they are buried deep underground. This is an example
of a mutualistic relationship as both the ants and the plants benefit.
Fynbos areas are threatened by the spread of alien species (such as wattle, acacia and
pine). Many fynbos species have become extinct, and more than 1000 species are endangered. Their conservation is a priority, and reserves have been established in many areas.
Fynbos areas are also a popular attraction for tourists, especially in the vicinity of Cape
Town, and are also important recreation areas for locals.
4
Summarising Task - Fynbos
Create a Popplet to summarise the information on page 3. Use the following headings:
- Where it is found
(4)
- Floral Kingdom Facts
(4)
- What the word Fynbos means
(2)
- The 3 main types of Fynbos
(3)
- Fire
(6)
- Alien species
(2)
- Other interesting facts
(4)
Try to use point form instead of long sentences. You can add pictures to your Popplet if
you have time.
Total: 25
Into the Fynbos: Conserving Biodiversity in the Cape Floristic Region
A Biodiversity Conservation and Sustainable Development Project in South Africa's Western Cape
Province encourages landowners to be stewards of their holdings, so that the rich biodiversity in this
World Heritage Site has a place to thrive, and the region has a chance to mitigate and adapt to the
effects of climate change.
5
The Protea
A protea is sometimes also referred to as a sugar bush. The protea was given its name in
1735 by Carl Linnaeus after the Greek god Proteus, who could change his form at will, because proteas have so many different forms.
Proteas attracted the attention of botanists visiting the Cape of Good Hope in the 17th
century. Many species were introduced to Europe in the 18th century.
Pincushions and cone bushes are also part of the protea family. One of the most commonly found proteas is the King Protea.
A pincushion plant
A cone bush
A King Protea
The King Protea (Protea cynaroides) is a flowering plant. It is distinctive as it has the largest flower head of all the proteas. It is also known as a Giant Protea, a Honeypot or a King
Sugar Bush. It is commonly found in the southwestern and southern parts of South Africa.
The King Protea is the national flower of South Africa.
6
The King Protea has several colour forms and horticulturists have identified 81 garden varieties. In some varieties the pink of the flower and the red borders of the leaves are replaced by a creamy yellow. A protea has a long vase life in flower arrangements and can
easily be dried.
The King Protea is a woody shrub with thick stems and large, dark green, glossy leaves.
Most plants grow to 1 metre in height. Their ‘flowers’ are actually a collection of many florets enclosed by a colourful bract. The bracts can be creamy white, deep crimson or soft
pink in colour.
florets
bracts
The King Protea is adapted to survive fires as it has a thick underground stem, which contains many dormant bulbs. The bulbs will produce the new growth of the plant after a fire.
New words/terms to learn:
Carl Linnaeus - He believed that every kind of plant and animal on Earth should be
named and classified. He created the classification system that we still use today.
Botanist - A person who studies and classifies plants.
Horticulturist - A person who is an expert at growing plants, vegetables and fruits.
7
The Erica
The word Erica is derived from the Greek word, ereike, which was the name used for a
broom. The name also means to break or rend, which may refer to the supposed abilities
of some of the species to break up bladder stones, or could refer to the fact that the
plant’s stems are brittle and break easily.
There are approximately 860 species of flowering plants in the family Ericacaeae. 660 of
these species are endemic to South Africa. About 104 erica species can only be found in
the Western Cape.
Ericas are slow-growing, robust, well-branched shrubs that can grow to a height of 1,8 metres. They have small leaves, 6-10mm long, arranged in spiral or circular patterns. The flowers are tubular in shape with a closed mouth and are 15-20mm in length. The flowers
range in colour from orange-red, purple, dark red, greenish cream and white, to various
shades of pink. Flowers can often be found throughout the year but are most prominent in
the summer and autumn months (December to April). After being pollinated, by sunbirds,
the flowers dry up and turn brown. Each flower now contains a fruit and many small
seeds.
Ericas grow in sandy, well-drained soil which is nutrient poor and acidic. They are commonly found in areas such as Hermanus, Clanwilliam, Pikketburg, Ceres, Worcester, Tulbagh, Paarl, Malmesbury, Stellenbosch and the Cape Peninsula.
The Afrikaans name rooiklossieheide means red-tufted heath. This is because many ericas
are red in colour and are arranged in tufts.
The erica is not considered to be a threatened species at present. It could become threatened in the future if its natural habitat continues to be destroyed for the purpose of agriculture and housing.
8
The Restio
The family name Restionaceae refers to the Latin word restis, which means cord or rope.
There are about 400 different species which can be found in South Africa, Australia, Madagascar, Indonesia, China and Chile.
Restios are reed-like plants which grow to a height of 1 metre in nature and about 1.5 metres in a garden. The plants have strong, upright stems and grow in a tufted form. Young
restio plants have finely branched, bright green stems. These stems help them make their
food via the process of photosynthesis.
After two years the stems start to flower. This happens between March and April and lasts
only two weeks. Seeds are produced during November and December. The male and female flowers are on different plants. The male flowers are greenish-yellow. The female flowers are pure white and very frilly.
The plants are mostly wind pollinated. Sometimes bees help with pollination by collecting
pollen from the male plants. The seeds ripen in small capsules, three seeds to a capsule.
When the seeds are ripe, the capsule opens up and dispels the seeds. The seeds look like
small, shiny, dark brown nuts. There are a lot of seeds produced per plant.
Restios are strong growers and can live for up to seven years. Their main growth period is
from August to November. Restios are sometimes hard to identify as they grow entangled
between the other fynbos vegetation. Restios are much easier to spot in a garden than in
the wild.
Restio plants prefer to grow in cool, well-drained places. They are often found on bedrock
such as the Table Mountain sandstone.
9
Manipulating Equipment Task - Scientific Drawing and Labelling
When we give labels for a drawing, there are some guidelines to follow:
- Draw a straight line with a pencil and ruler from the part that you want to label.
- Label lines must touch the part of the drawing being labelled.
- The lines must be parallel to each other.
- Write the names for each part neatly using CAPITALS and a black pencil crayon or pen.
When we draw scientifically, there are some guidelines to follow:
- Drawings must be large and clear so that features can be easily distinguished.
- Always use distinct, single lines when drawing. Do not sketch.
- To illustrate darker areas on a specimen, use stippling. Do not shade/colour in any areas.
- All drawings must have a suitable title.
Example:
MALE/FEMALE FLOWERS
STRONG UPRIGHT STEM
FINELY BRANCHED
A RESTIO PLANT
10
1. Scientifically label the following drawing of a protea plant. Follow all guidelines given on the previous page. Remember to include a heading.
large flower head
thick stem
glossy leaves
(10)
florets
bracts
2. Use the photograph provided to draw a scientific version of an erica plant. Follow all
guidelines on the previous page. Remember to include a heading.
small leaves
(10)
tubular flowers
Total: 20
11
Consolidation Task - Proteas, Ericas, Restios
THE PROTEA
THE ERICA
THE RESTIO
After who/
what is it
named?
Where is it
found?
Appearance?
Other
interesting
facts
12
Food and Feeding - Animals
Animals need food to give them energy. They need energy for activities such as walking,
flying, swimming, hunting and growing.
Different animals eat different kinds of food. Their bodies and teeth are adapted for this
food and they live in areas where this type of food is found.
We can divide animals into THREE different kinds of eaters:
Some herbivores, like buffaloes and zebra, only eat grass. We call these herbivores grazers. Other herbivores, such as the giraffe or kudu, only eat the leaves from trees. We call
these herbivores browsers. Impalas are grazers and browsers.
13
Omnivores that eat insects as their meat are called insectivores.
Most carnivores are predators that catch other live animals and kill them before they eat
them. Others are scavengers. They feed on animals that have died naturally or been killed
by predators.
14
Food Chains
A food chain shows how each living thing gets its food. It shows who is eating who. The
arrow means ‘is eaten by’.
The grass is eaten by the grasshopper. The grasshopper is eaten by the toad. The toad is
eaten by the snake. The snake is eaten by the hawk.
A food chain always starts with a plant. All plants are PRODUCERS.
All of the animals in a food chain are CONSUMERS. They eat plants or other animals. PRIMARY CONSUMERS are usually herbivores. SECONDARY CONSUMERS eat primary
consumers and can be omnivores or carnivores. TERTIARY CONSUMERS eat secondary
consumers. They are usually carnivorous predators.
The sun is very important for all living things. Without the sun, plants would not grow.
Plants use the energy from the sun to create food, via a process called photosynthesis.
Without plants, there would be no animals as they provide oxygen.
Every food chain ends with a DECOMPOSER. In the food chain example above the hawk
would die and its body would be broken down by a decomposer. The nutrients created
from this decomposition help to fertilise the soil, thereby allowing plants to grow.
15
Cause and Consequence/ Adaptation Task - Food Chains
1. Draw a food chain that includes the following animals/elements: earthworm, grass,
shrew, grasshopper, owl.
- Label the following: producer, primary consumer, secondary consumer, tertiary consumer, decomposer.
(11)
2. Draw a food chain that includes the following animals/elements: sea lion, small fish, bacteria, shark, seaweed.
- Label the following: producer, primary consumer, secondary consumer, tertiary consumer, decomposer.
3. Herbivore or carnivore?
(11)
(3)
a. grasshopper
b. owl
c. sea lion
4. Give a definition for the word ‘omnivore’.
(1)
5. What role does the sun play in a food chain?
(2)
6. How do plants get their food?
(1)
7. Why do we need decomposers in a food cycle?
(1)
Total: 30
16
Food Webs
A food chain follows a single path as animals are eaten by other animals.
Food webs are different. When we put many different food chains in an ecosystem together, we get a food web.
A food web shows how energy is passed on from one living thing to the next. It shows the
feeding habits of different animals that live together in an ecosystem.
Extension - A more in depth look at how food webs work:
This video will revise some of the concepts that have been covered in this iBook.
17
Thinking and Reasoning/ Cause and Consequence Task - Food Webs
1. Write a paragraph describing what is happening in this food web.
(9)
2. Draw your own food web using the following animals/plants: butterfly, sunbird, beetle,
jackal, grysbok, gecko, southern adder, mouse, tortoise, king protea.
(11)
- Show the correct flow of energy
- Indicate whether each element is a producer or a primary/secondary/tertiary consumer.
Total: 20
18
The Structure of the Tooth
Teeth are living structures which grow and need nourishment in the same way as other
parts of the body. The outer, visible part of the tooth is made from hard, shiny enamel.
This dense material is mostly composed of calcium. The enamel is designed to resist wear
and tear during eating. It also prevents bacteria from entering the tooth.
Behind the enamel is dentin, a slightly softer material that looks and feels a lot like bone. It
makes up the main part of the tooth and is a living material.
There is a cavity inside the dentin, running right down to the root of the tooth. This cavity
contains a soft living tissue called the pulp. The pulp is made up from blood vessels and
nerves and acts as the life support system for the tooth. Nerves transmit signals and
blood vessels carry nutrients to the tooth.
The bottom of the tooth tapers into one or more roots. These roots are buried deep in the
jaw bone where the tooth is fastened into place with short strands of tough ligament.
Your teeth are surrounded by gums. The gums are composed of soft tissue. The visible
part of each tooth is called the crown.
19
Teeth vary in size and shape depending on the job that they perform: The incisors at the from of the mouth are chisel-shaped to bite and cut
food. Humans have four incisors in the upper jaw and four in the lower jaw.
Incisors only have one root.
The canines, behind the incisors, are pointed to help tear your food. The canines are also called the ‘eye teeth’. The canines also only have one root.
Humans normally only have two pairs (one each side of the mouth) per jaw.
The premolars are behind the canines. We use them to grind and crush our
food. Premolars have a broad lumpy top (called a cusp) instead of a sharp
biting edge. Humans have four molars in the upper jaw and four in the
lower jaw. Premolars can have one or two roots.
Molars are bigger than premolars. They are also used to crush and grind
food. They also have cusp-like ridges at the top of each tooth. Humans
have six in the upper jaw and six in the lower jaw. Molars can have two or
three roots.
In humans we call the third molars, those at
the very back of your mouth, the wisdom
teeth. If your jaw bone is not big enough to
accommodate all of your teeth, these wisdom teeth can become impacted and you
may need to have them surgically removed.
Wisdom teeth only emerge above the gums
later in life. Some people don’t get them.
Most adult humans have 32 teeth in total.
Not all animals have the same amount or
type of teeth in their mouths. Some dolphins
have over 200 teeth!
20
It is possible to show the number of teeth that any mammal has by using the dental formula. This formula gives the arrangement of one side of a mammal’s jaw. The incisors are
always written first, then the canines, then the premolars and finally the molars are written
last. This is how it works:
Start in the centre of the upper jaw and count the teeth in one half of the jaw, starting with
the incisors and working back to the molars. Write down the numbers counted for each
type of teeth. Do the same for the lower jaw and ensure that you count using the same
side as before.
The dental formula for an adult human would be written like this:
2.1.2.3.
2.1.2.3.
The above formula tells us that an adult human has 8 incisors, 4 canines, 8 premolars and
12 molars in total. Remember, we only measured one side of each jaw, so we have to DOUBLE our answers on each line when calculating the total amount of teeth.
The Dental Formula only
represents ONE side of
the mouth:
RIGHT: upper jaw
DON’T FORGET TO
INCLUDE BOTH SIDES
OF THE JAW WHEN
CALCULATING THE
RIGHT: lower jaw
TOTAL NUMBER OF
TEETH!
21
The dentition of a cow
Cows are herbivores. They have no incisors or canines in the top jaw. Grass and parts of
plants are torn off with the tongue. These are then rolled into a ball and swallowed. Later
the grass ball is regurgitated and ground more finely with the animal’s molars. This is
called chewing the cud. It is then swallowed again.
The dental formula for a cow is: 0.0.3.3.
3.1.3.3.
This means that cows have ____ incisors, ____ canines, ____ premolars, ____ molars.
The dentition of a pig
A pig is an omnivore because it eats plants and meat. A pig’s canines are often enlarged,
like those of a warthog, and curve outwards.
The dental formula for a pig is:
3.1.4.3.
3.1.4.3.
This means that pigs have ____ incisors, ____ canines, ____ premolars, ____ molars.
22
The dentition of a cat
A cat is a carnivore. Its incisors are relatively underdeveloped, but the canines are well developed and are often called fangs. Predators use these teeth to kill their prey and to tear
meat. The molars have sharp edges that are used to cut through tough skin, meat and
bones.
The dental formula for a cat:
3.1.3.1.
3.1.3.1.
This means that cats have ____ incisors, ____ canines, ____ premolars, ____ molars.
Manipulation Task - The Structure of the Tooth (1)
1. Create a scientific drawing to show the structure of a tooth.
enamel
root canal
blood vessels and nerves
dentin
bone
gum
(12)
pulp
2. Create a simple drawing to show the shape of the following teeth: an incisor, a canine, a premolar, a molar. Label each drawing.
(8)
Total: 20
23
Consolidation Task - The Structure of the Tooth (2)
Complete the table:
PARTS OF THE TOOTH
HARD OR SOFT?
FUNCTION
Enamel
Dentin
Pulp
Root
Bone
Gum
Blood vessels
Nerves
24
Consolidation Task - Types of Teeth
Label the following on the diagram below:
- The incisors - The canines - The premolars - The molars - The upper and lower jaw
INCISORS
25
The Chacma Baboon
Project Task - The Chacma Baboon
You will be researching the Chacma baboon.
Your project must have the following A4 pages:
- A Front cover with the name of your animal, a picture, your name and class
- An Appearance page (writing and pictures)
- A Habitat page (writing and pictures)
- A Behaviour page (writing and pictures)
- A Breeding page (writing and pictures)
- A Food and Feeding page (writing and pictures)
- An Interesting Information page (writing and pictures)
- A Bibliography page (your teacher will help you with this)
Give at least FIVE facts per page - this is the minimum, try to find more than this!
You will have time in class to research and complete this project. Extra research may be
done at home but you must write it into your own words at school.
26
See rubric for assessment criteria:
RUBRIC - The Chacma Baboon
INVESTIGATION/
RESEARCH AND
RECORDING
Good selection of facts. Evidence that
research has been understood and dealt
with appropriately.
Exceeds expectations: 8 - 10
Expectations met: 7
Good effort: 5 - 6
Some effort shown: 3 - 4
Does not meet expectations: 0 - 2
/10
Exceeds expectations: 8 - 10
SUMMARISING
Work is written in own words. At least 5
Expectations met: 7
solid facts per page given. Good language Good effort: 5 - 6
Some effort shown: 3 - 4
usage evident.
/10
Does not meet expectations: 0 - 2
CREATIVITY
Creative use of colour and pictures in
project to make it more interesting and
user friendly.
Overall impression of project. Effort
PERFORMANCE TASK shown. Deadlines met. All criteria covered
adequately.
Exceeds expectations: 8 - 10
Expectations met: 7
Good effort: 5 - 6
Some effort shown: 3 - 4
Does not meet expectations: 0 - 2
/10
Exceeds expectations: 8 - 10
Expectations met: 7
Good effort: 5 - 6
Some effort shown: 3 - 4
Does not meet expectations: 0 - 2
/10
Total:
/40
Digital: Children with tablets may complete this project using Keynote or any similar
application.
The following websites will help you with your research:
http://en.wikipedia.org/wiki/Chacma_baboon
http://www.blueplanetbiomes.org/chacma_baboon.htm
http://www.sanbi.org/creature/chacma-baboon
http://www.tenikwa.com/conservation/species-information/species-info-gr2/chacma-babo
on-fact-file.html
http://www.africanpenguin.co.za/baboonfacts.html
http://www.baboonmatters.org.za/the-baboons/
http://www.nikela.org/baboons/
27
Written Task - A Day in the Life of a Chacma Baboon
You are a Cape Chacma baboon. Describe a typical day in your life including, perhaps, a
trip into the local village to scavenge for food, or maybe your troop is startled by a predator...
Use the information that you have learned thus far to write a creative and factually accurate short story. Your story should have a title and must be no less than a page in length.
RUBRIC - A Day in the life of a Chacma Baboon
8-10
6-7
4-5
0-3
MARK
WRITING
• Keeps to given topic.
• Makes use of an
introduction, body
and conclusion.
• Good use of
paragraphs.
• Story is gripping.
• Keeps mainly to
given topic.
• Story has a logical
beginning and end.
• Adequate use of
paragraphs.
• Story holds reader’s
attention.
• Tries to keep to given
topic.
• Story rambles.
• Some use of
paragraphs.
• Story attempts to hold
reader’s attention.
• Battles to keep to
given topic.
• Story not in a logical
order.
• No paragraphs
used.
• Story is incomplete.
LANGUAGE STRUCTURE
• Uses punctuation
effectively.
• Spells words
correctly.
• Uses correct tense
throughout story.
• Most sentences are
punctuated correctly.
• Most words are
spelled correctly.
• Correct tense.
• Some sentences are
punctuated correctly.
• Some words are
spelled correctly.
• Different tenses used.
• Sentences not
punctuated correctly/
at all.
• Most words spelled
incorrectly.
• Different tenses used.
Total: 20
Thinking and Reasoning Task - A Food Web
Draw a food web which includes the Chacma baboon. Look at your project to see what a
baboon eats - and what might eat a baboon. Indicate whether each element of the food
web is a producer or consumer (primary, secondary or tertiary).
Total: 10
28
Thinking and Reasoning/ Conservation Task - Do’s and Dont’s
Read through the information on this website before attempting to answer the questions
which follow:
1. What FOUR emotions do people often experience when encountering baboons? With which emotion do you most identify and why?
(4)
2. What does it mean to “weigh up the risk versus the reward”?
(2)
3. Are baboons territorial?
(2)
4. How does a baboon use our body language to its advantage?
(2)
5. What does the word assertive mean? Give ONE way in which you could be assertive
when encountering a baboon.
(2)
6. Why do baboons have big teeth?
(1)
7. Name THREE ways in which baboons show their fear.
(3)
8. Can a baboon harm a human?
(2)
9. Read the last four paragraphs of the article. What TWO things should we never do when
encountering a baboon?
(2)
Total: 20
Can you answer these questions?
29
Copyright
Sun Valley Group of Schools 2015
xxx