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01. Identificar las caractersticas principales de los microorganismos del Reino de los Protistas.
02. Conocer la estructura de las bacterias, as como la forma en que realizan sus funciones vitales.
03. Reconocer la estructura general de los virus
04. Conocer algunas enfermedades infecciosas, su forma de contagio y prevencin.
05. Entender cmo funcionan las vacunas y los antibiticos.
06. Aprender sobre microorganismos beneficiosos y perjudiciales.
07. Aprender los pasos para tomar muestras y poder observar microorganismos al microscopio.
A1. Completa el mapa conceptual del Reino Protista con los trminos adecuados basndote en las pginas
especficas de tu libro de texto:
Caractersticas:
N clulas: _____________
Nutricin: ______________ TIPOS
Medio vital: ____________
Algunos son ____________
REINO
PROTISTA
Caractersticas:
N clulas: ________ /________
TIPOS
Nutricin: ______________
Medio vital: ____________
A2. Observa cada imagen y escribe debajo el nombre del grupo de protozoos al que pertenece
C1. Explica que significa que los protozoos son seres vivos unicelulares y hetertrofos
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
_______________________________________________________________________________________
A6. Answer the questions about the text you have read.
d. How is called the process by which cyanobacteria make their own food? ________________________
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
C2. Vocabulary review. Write down on your science notebook the following words and their meaning:
unicellular, microscopic, prokaryotic, Kingdom, to belong, illnesses, to provide, benefit, mammals, cell wall.
C3. Dibuja en tu cuaderno un virus sealando las partes ms destacadas de su estructura general. Bsate en
las pginas especficas de tu libro de texto.
A10. Read the text and complete the gaps with the appropriate words of this list:
Carry out, host, cells, main, ground, reproduce, microscope
What are viruses?
Viruses are not_____________, so they are not really living things. They cannot ________________ any vital
functions by themselves. They infect living cells, and then they can_______________. They are always
obligate parasites: they cannot live independently of their _____________.
What is a virus like?
The ____________ characteristics of viruses are:
Extremely small. They can only be seen through an electron _______________.
Unable to move.
Extensive habitat. They are found on the _______________, in the air and in water.
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
A11. Look at the picture about the virus infection process. Set the process steps in the correct order
b) What is a contagion?
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
C4. Vocabulary review. Write down on your science notebook the following words and their meaning:
Infectious disease, illness, however, symptoms, to bite, cold (illness), AIDS, spoiled food, skin, stuffed up
nose, sneezing, coughing, headache, toes.
A13. Basndote en las pginas especficas de tu libro de texto, contesta a esta preguntas acerca de como
luchamos contra las enfermedades infecciosas
Cules son dos de las mejores maneras de impedir las enfermedades infecciosas?
C5. Lee el siguiente texto acerca del origen de las vacunas y contesta a las preguntas en tu cuaderno:
La viruela fue la primera enfermedad que el ser humano intent prevenir inoculndose a s mismo con otro
tipo de enfermedad. Se cree que la inoculacin naci en la India o en China alrededor del 200 a. C. En China,
a los pacientes que sufran tipos leves de viruela se les recogan fragmentos de pstulas secas para molerlas
hasta conseguir una mezcla con aspecto de polvo que luego se le introduca por la nariz, esperando que esto
les inmunizara. En 1718, Lady Mary Wortley Montague inform que los turcos tenan la costumbre de
inocularse con pus tomado de la viruela vacuna. Lady Montague inocul a sus propios hijos de esta manera.
En 1796, durante el momento de mayor extensin del virus de la viruela en Europa, un mdico rural de
Inglaterra, Edward Jenner, observ que las recolectoras de leche adquiran ocasionalmente una especie de
viruela de vaca o viruela vacuna (cowpox) por el contacto continuado con estos animales, y que luego
quedaban a salvo de enfermar de viruela comn. Efectivamente se ha comprobado que esta viruela vacuna
es una variante leve de la mortfera viruela humana. Trabajando sobre este caso de inoculacin, Jenner
tom viruela vacuna de la mano de la granjera Sarah Nelmes. Insert este fluido a travs de inyeccin en el
brazo de un nio de ocho aos, James Phipps. El pequeo mostr sntomas de la infeccin de viruela vacuna.
Cuarenta y ocho das ms tarde, despus de que Phipps se hubiera recuperado completamente de la
enfermedad, el doctor Jenner le inyect al nio infeccin de viruela humana, pero esta vez no mostr ningn
sntoma o signo de enfermedad.
Estamos en 2015. Cuntos aos hace que tuvo lugar la primera inoculacin en China o India?
Cmo se llama la capital del pas donde Lady Montague observ inoculaciones de viruela vacuna?
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
A14. Read the text and answer the questions about it.
History of penicillin: An accidental discovery
"When I woke up just after dawn on September 28, 1928, I certainly didn't plan to revolutionise all medicine
by discovering the world's first antibiotic, or bacteria killer, but I suppose that was exactly what I did."
By 1927, Fleming had been investigating the properties of staphylococci. He was already well-known from
his earlier work, and had developed a reputation as a brilliant researcher, but his laboratory was often
untidy. On 3 September 1928, Fleming returned to his laboratory having spent August on holiday with his
family. Before leaving, he had stacked all his cultures of staphylococci on a bench in a corner of his
laboratory. On returning, Fleming noticed that one culture was contaminated with a fungus, and that the
colonies of staphylococci immediately surrounding the fungus had been destroyed, whereas other
staphylococci colonies farther away were normal, "That's funny" he said. Fleming grew the mould in a pure
culture and found that it produced a substance that killed a number of disease-causing bacteria. He
identified the mould as being from the Penicillium genus, and, after some months of calling it "mould juice",
named the substance it released penicillin on 7 March 1929. It is impossible to know how many lives have
been saved by this discovery, but some scientific studies estimate about 200 million lives.
What was Fleming investigating in 1927?
When did Fleming return to his laboratory after the summer holidays?
C6. Vocabulary review. Write down on your science notebook the following words and their meaning:
Dawn, killer, well-Known, researcher, untidy, stacked, culture, bench, fungus, surrounding, mould,
genus, released.
C7. Basndote en las pginas especficas de tu libro de texto elabora un esquema acerca de los distintos
papeles que juegan los microorganismos en la naturaleza. Comienza el esquema con una subdivisin entre
microorganismos beneficiosos / microorganismos perjudiciales y vete completndolo poco a poco con
todos los casos existentes en cada subdivisin.
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
A15. Fill the gaps with the appropriate words of this list:
Plankton, cheese, inorganic, aquatic, decomposer, harmful, primary, bacteria, dead
_____________ microorganisms
____________ is the Some __________ are used
transform _________ animals and
__________ food for many to make food, like
plants into ____________
___________ animals. _________.
substances. Some are _______.
A16. Read the paragraphs and arrange them properly with a number from 1 to 5.
Scientists obtain data from nature by collecting samples. They do this for different reasons:
To compare: For example, on farms, blood samples are taken from animals. These are compared to check
the animals health.
To classify: Classification helps scientists to organise and understand the natural world.
You are going to compare two water samples. Then you will classify the microscopic living things in the
water.
Identify the living things. Look at drawings of freshwater microscopic organisms to recognise the
samples under the microscope.
Take the samples. Put water from a puddle into a glass jar with a screw top. Alternative: put water
in a bowl and mix it with some soil and dried leaves. Let it rest for a few days. Put some tap water
into another clean jar. Label each jar.
Look at the puddle water through the microscope. First observe it with low magnification, then
increase it. Study all parts of the slide for a few minutes. Repeat the process with the tap water.
Classify the living things. Can you classify them into groups?
Observe the samples. Using a pipette, put three drops of puddle water onto a microscope slide.
Include a fragment of vegetation or clay. Put three drops of clean water onto another slide.
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
C8. Vocabulary review. Write down on your science notebook the following words and their meaning:
Sample, blood, health, puddle, jar, screw top, soil, dried, tap water, slide (microscope part), pipette, clay,
drops.
A17. Decide if the following statements are true or false without looking at your notes or textbook.
a. The Monera kingdom contains unicellular, microscopic, eukaryotic organisms.
b. Some saprophytes bacteria are useful: lactobacilo is used to make yoghurt.
c. There are five groups of protozoa. They are classified according to the way they move.
d. Viruses infect living cells, and then they can reproduce.
e. Symptoms are the effects that a disease has on the body, and cant be observed.
f. Malaria is caused by a protozoan and transmitted through the bite of the male Anopheles mosquito.
g. AIDS is caused by a bacteria and is transmitted through sexual and blood contact.
h. Vaccines teach the body how to fight an illness.
i. Antibiotics are produced by certain bacteria and fungi. They can fight illnesses caused by viruses.
j. All viruses are pathogenic.
A18. Write the meaning in English of the following words without looking at your notes or textbook.
AXX. Psale esta hoja a tu compaero/a y pdele que, usando el libro de texto o tus notas te corrija el
ejercicio anterior. Haz lo mismo con el que te pase l/ella. Indica a continuacin cuntas tuvo bien y qu
errores ha tenido. Has tenido bien: ______ preguntas de las 20. Tus fallos han sido:
_______________________________________________________________________________________
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Bio/Geo 1ESO. UNIT 9. LOS SERES VIVOS MAS SENCILLOS / The simplest living things. Worksheets
A17. Planificacin del estudio. Elabora una lista de los apartados de la unidad que hemos trabajado.
01.____________________________________________________________________________________
02. ____________________________________________________________________________________
03.____________________________________________________________________________________
04. ___________________________________________________________________________________
05.____________________________________________________________________________________
06. ___________________________________________________________________________________
07.____________________________________________________________________________________
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