NATURAL SCIENCE YEAR 5

By Rafael Rodríguez Pérez

INDEX
1. Trophic relations
2. Photosynthesis
3. Beneficial and harmful relationships

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 NATURAL SCIENCE YEAR 5

1. TROPHIC RELATIONS

 Class discussion. Watch this video and discuss. Use these questions:

a) What do you eat?

b) Where does the energy come from?
c) Is Carmona an ecosystem?
d) Where will our energy go when we die?
e) Is a consumer always bigger than a producer?

https://www.yout
ube.com/watch?v
=pasB5FxhVUk
Food chain and food web

 1-2-group. Read cooperatively and match..

a. They feed on plants and algae. They are herbivorous.

b. They are plants and algae. They make their own food.
c. They feed on secondary consumers and they are carnivorous.
d. They feed on the remains of dead animals.
e. They feed on herbivores (primary consumers), so they are
carnivorous.
f. They are bacteria and fungi. They break down the remains of
dead organisms and transform them into minerals that are
used by the producers.

 Watch this video. Pay attention because two of you are going to do the same with
this food chain.

http://www.sheppardsoftware.com http://www.sheppardsoftware.c http://downloads.bbc.co.uk/

/content/animals/kidscorner/games om/content/animals/kidscorner bitesize/ks2/science/flash/fo
/producersconsumersgame.swf /games/foodchaingame.htm od_chains.swf

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 Did you know that David Latimer made a small

ecosystem in a bottle? Investigate and explain why the
living things in that bottle don’t die. Use your own
words and linkers. Don’t write what you don’t
understand!

 Cooperative reading. In groups, read cooperatively and draw. Use an A3-size paper.
Caterpillars are insects. They are smaller than your pencil, but they are bigger than your
rubber. They eat plants. Caterpillars love plants! Then, a mantis eats the caterpillar. The
mantis is stronger than the caterpillar.
Later, an owl eats the mantis. The owl is the smartest animal in this ecosystem, so
nobody will eat it.
However, when the owl dies, fungi and bacteria (decomposers) transform its remains
into mineral salts.
Finally, plants will use these mineral salts and the energy from the Sun to make food.

 Numbered heads together. Watch and answer.

a. What can producers do?
b. Are herbivores primary or secondary consumers?
c. What do decomposers do?
d. Are tertiary consumers herbivores, carnivores or omnivores?

https://www.youtub
e.com/watch?v=Yu
O4WB4SwCg

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 Pencils in the centre. Read; look at the picture and answer.

A food web represents all the different food chains within an ecosystem. It’s longer
than a food chain.

a. What is the difference between a food web and a food chain?

b. Why do food webs and food chains always start with producers?
c. All the populations of an ecosystem make an ______________.

Find more information on

http://www.geography4kids.com/
files/land_foodchain.html

2. PHOTOSYNTHESIS

 Class discussion. Watch and say why photosynthesis is so important for the planet
Earth.

https://www.youtube.c
om/watch?v=D1Ymc3
11XS8&t=56s

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 Drama. Read, understand and prepare a short performance to explain the

photosynthesis. Everybody must participate!

Find more information on

http://www.biology4kids.
com/files/plants_photosy
nthesis.html

 Experiment time. Do plants release gas during photosynthesis?

First of all, we need to see gas during the experiment. Where? We can see gas
under water.
Choose an aquatic plant, for example an elodea and get a transparent glass jar
with a lid.
Later, fill the jar with water. Put the plant in the water and close the lid.
Finally, place the jar near a sunny window for a few hours.
You will see bubbles of oxygen!

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3. BENEFICIAL AND HARMFUL RELATIONSHIPS

 1-2-group. Read, think and do the crossword.

1. It’s the relationship between two species and both benefit.

2. It’s the relationship between two species when one benefits and the other is
not affected.
3. It’s the relationship between two species when one benefits and the other
suffers.
4. It’s the relationship between two species. They compete with each other to
survive. None of them benefits.

 Debate. Watch this video and make two groups in class. One will defend the
protection of tortoises and the other one will defend the protection of ravens.

https://www.youtube.com/w
atch?v=yQPK8ZT3uWw
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 Short story contest. Join the story contest! Write a story of living things that have a
beneficial or harmful relationship. Use comparatives.

 Work in pairs. Complete the unit diagram.

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