Science 4 Basico I Trim 2018 (V17)

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)
1st Term 2017 Version Page 2 of 51

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)

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?

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

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 …

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.

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

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)

• 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

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.

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.

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.
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:

5. List the populations in your ecosystem.

_________________________________________
_________________________________________
_________________________________________
6. List the communities in your ecosystem.

_________________________________________
_________________________________________
_________________________________________
7. Draw and label the entire ecosystem.

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

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?
____________________________________________________________________________

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.

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

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?

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?

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.

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

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?
____________________________________________________________________________
____________________________________________________________________________

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.
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.

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
____________________________________________________________________________

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’.
_________________ _________________ __________________ __________________

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?

Homework
Consumers in an ecosystem
Look at the following Venn diagram. Label the animals. Write the types of
consumers.

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

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.

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

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.
_________________________________ _________________________________
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’.

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?

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.
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.

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?

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

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.

UNIT 2
Matter and its Properties
Learning Goal:
Demonstrate that matter has got mass and

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

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.

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?
______________________________________________________________________


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

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


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?
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?
____________________________________________________________________________
____________________________________________________________________________

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


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.
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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NAME: ___________________________

1st Term 2017 Version

Observe and compare structural and

1st Term 2017 Version Page 2 of 51

Give examples of food chains, identifying

Analyse the effects of human activity on

1st Term 2017 Version Page 3 of 51

Can you estimate the number of animals in an ecosystem?

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

Answer in your copybook.

1st Term 2017 Version Page 4 of 51

Living and non-living things

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

Living things Nonliving things

1st Term 2017 Version Page 5 of 51

What are the characteristics of living things?

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

1. Living things grow and change.

2. Living things ____________________________________________________________.

3. Living things ____________________________________________________________.

Write three characteristics of nonliving things.

1. Nonliving things don’t move.

1st Term 2017 Version Page 6 of 51

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

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

living parts? Why? Or Why not?

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

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

1st Term 2017 Version Page 7 of 51

Let’s investigate our school playground!!!

Living things Nonliving things

For further practice, watch these videos

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

1st Term 2017 Version Page 8 of 51

Large Ecosystems in Chile

The Altiplano (Andean Plateau) The Mountains

1st Term 2017 Version Page 9 of 51

• Flowering Desert (Desierto Florido)

1st Term 2017 Version Page 10 of 51

Where do living things live?

1 Answer in your science notebook.

Every living organism needs a special environment to live.

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

1st Term 2017 Version Page 11 of 51

Can we group living things in an ecosystem?

Fill in the following table about yourself.

How is our school organized?

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

A population is a group of individuals from the same species

A community is made up of all the many different

An ecosystem includes all communities that live and

1st Term 2017 Version Page 12 of 51

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

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

Circle red three individuals (animals or plants).

Schoolyard Ecosystem Investigation

1st Term 2017 Version Page 14 of 51

5. List the populations in your ecosystem.

6. List the communities in your ecosystem.

7. Draw and label the entire ecosystem.

1st Term 2017 Version Page 15 of 51

Think and answer!!

1st Term 2017 Version Page 16 of 51

_________ _ ________

_ ______