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Science 4 Basico III Trim 2018 (V17) PDF
Science 4 Basico III Trim 2018 (V17) PDF
CLASS: ___________________________
3rd TERM
3rd Term 2017 Version
4th Grade SCIENCE WORKBOOK
UNIT 4
Earth’s structure
Learning Goals:
Describe through models the layer structure of the
Earth (crust, mantle and core), its unique features in
terms of composition, rigidity, and temperature. (OA
15)
Explain the changes on the Earth's surface caused
by the interaction of its layers and the movement of
tectonic plates (earthquakes, tsunamis, and volcano
eruptions). (OA 16)
Propose preventive and safety measures against
natural disasters to be taken at school, at home, or in
the street in order to develop a preventive culture.
(OA 17)
How can we describe the Earth? What are its main parts?
Let’s talk!
1 Imagine the inside of the Earth. Draw it in your science notebook. Do you
know the name of any parts? If you do so, label them.
Compare your drawing of the inside of the Earth with the one below.
1
2 Write two similarities and two differences between your drawing and the one
above.
Similarities
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Differences
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Earth’s layers
The Earth is made of four main layers /ˈleɪəz/: the crust /krʌst/, the
mantle, the outer core, and the inner core.
The Earth is made of 4 main layers: the crust, the mantle, the outer core, and the
inner core.
The Crust
The crust is the outermost layer of the
earth.
Composition
It is made up of many different types
of rocks and minerals.
Thickness
The crust is 10 km thick, from the sea
floor to the mantle, and 60 km thick
from the top of the continents to the
mantle.
The Mantle
The mantle is the second layer of
the earth and makes up about 80%
of the Earth.
Composition
It is made up of hard dense rock
and a thick flowing fluid.
Thickness
The mantle is about 2890 km thick.
1 Read the information on pages 5 and 6 and fill in the chart below.
Crust
Mantle
Outer Core
Inner Core
10 - 200ºC
650ºC- 3000ºC
4000ºC – 5000ºC
5000ºC -7000ºC
Temperature ºC
Earth’s layers
Tectonic Plates
Let’s talk!
The crust of the Earth looks like one solid shell but it is actually cracked into several
large pieces. These pieces are called tectonic plates, and they are about 80 km
thick.
These plates are not stationary but they are moving very slowly across the surface
of the planet. In some places they are sliding past each other, in some places they
are colliding and in others they are moving apart. This movement is known
as continental drift.
Answer.
1. What are tectonic plates?
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Homework
Label continents, seas, and oceans you know. Identify and colour Chile. Draw the
South American Plate and the Nazca Plate. Remember to draw the arrows.
Earthquakes
Let’s talk!
• What is an earthquake?
• What causes earthquakes?
Earthquakes occur when two tectonic plates move suddenly against each other.
They occur along a fault. A fault is a break or crack in rocks where Earth’s crust can
move suddenly. The sudden movement that causes Earth’s crust to shake is an
earthquake.
The place underground where the earthquake begins is the focus. The point on
Earth’s surface that is directly above the focus is the epicentre. Most earthquakes
are small. You may feel a slight shake. A few earthquakes are powerful enough to
damage buildings, roads and bridges. The damage is often greater near the
epicentre. Earthquakes sometimes cause tsunamis and landslides.
_____________
_____________
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Tsunamis
What are tsunamis?
Tsunamis are large and powerful ocean waves that grow in size as they reach the
shore. They can cause major damage as they go inland flooding cities and
destroying homes.
Most tsunamis are caused by earthquakes. When this happens underwater, big
gaps may appear on the ocean floor. When water moves in to fill this gap, a
tsunami is born.
Volcanoes
Most volcanoes form near colliding plate boundaries. As one plate moves below
another plate, rock partially melts to make magma. Sometimes the magma is
forced to the surface through a weak spot in the crust.
from a volcano.
Let’s talk!
• What do you know about intensity and magnitude of earthquakes, tsunamis, or
volcano eruptions?
• What scales to measure the intensity and magnitude of an earthquake do you
know?
Earthquake
1
2
Tsunamis
1
2
Volcano
eruption
1
Suggested safety rules before, during and after the earthquake are as follows:
UNIT 6
Human Body Systems
Learning Goals:
Identify and describe using models the structures of
the skeletal system and some of its functions e.g.
protection (rib cage and skull), support (vertebrae
and spinal column), and movement (pelvis and
femur). (OA 5)
Describe the benefits of physical activity for
musculoskeletal system. (OA 6)
Identify structures of the nervous system and
describe some of its functions such as transmission of
information (spinal cord and nerves), elaboration of
thought and control (brain). (OA 7)
1
Look at the skeleton. Locate the following bones.
Produce blood cells — red blood cells, white blood cells, and
other blood elements are produced in the marrow.
Protect body organs — many soft tissues and organs are surrounded by skeletal
elements. For example, the rib cage protects the heart and lungs, the skull
protects the brain, the vertebrae/ˈvɜrtəbri/ protect the spinal cord, and the
pelvis protects the reproductive organs.
Provide movement — many bones function as levers that can change the
magnitude and direction of the forces generated by muscles.
To learn more about the human skeleton visit the website at https://goo.gl/Gt7FGs
Let’s read!
Parts of a bone
2. The next layer is made up of compact bone. This part is smooth and very hard.
It's the part you see when you look at a skeleton.
3. Within the compact bone are many layers of cancellous (KAN-sell-us) bone,
which looks like a sponge. Cancellous bone is not as hard as compact bone,
but it is still very strong.
4. The bone marrow is like thick jelly, and its job is to make blood cells.
Match.
4
5 Write (T) for True or (F) for False. Explain the false statements.
6. _______ There are many layers of cancellous bone inside the compact
bone.
Joints are places where bones meet. They make the skeleton flexible –without
them, movement would be impossible.
Joints allow our bodies to move in many ways. Some joints such as knees and
elbows open and close like a hinge. Others like a shoulder or hip joint allow for
more complicated movements, for example backward, forward, sideway, and
rotating movement.
One bone can have two or more joints. An example is your jaw
or mandible. It is connected to the temporal bones on the sides
of your skull. You can feel these joints when you place your
hands on the junction of your cheeks and your ears and
simulate a chewing motion.
Examples of Joints
Knee
The knee joint is made up of the articulation of the femur
with the tibia and fibula.
The strong bones of the knees give these joints the strength
needed to support the weight of the body.
The shoulder
Let’s explore!
Get into groups of four
Materials
• A chicken leg (or foot) without skin
• A chicken wing without skin
• Two plastic plates
• A pair of disposable plastic or rubber gloves
• A plastic knife
• A plastic tablecloth
• A plastic bag (like a supermarket’s)
Procedure
1. Place the chicken wing and leg (or feet) on the plastic plates.
2. Dissect them carefully using the plastic knife.
3. Identify bones.
4. Identify joints and muscles.
5. Draw the dissected chicken wing and chicken leg (or foot) in your science
notebook. Label the parts you can see.
Answer in your science copybook
1. What characteristics do the bones, joints and muscles have?
2. What do you think is the difference between the chicken leg and wing in terms
of texture, size, hardness and colour?
Muscular System
The movements your muscles make are coordinated and controlled by the brain
and the nervous system. Muscles move body parts by contracting and then
relaxing.
One of the biggest jobs of your skeletal system and muscular system is to work
together to move your body. Many muscles work in pairs to move bones.
Let’s experiment
• Hold out your arm in front of you, and then bend your elbow.
• While you do this, the triceps muscle on the bottom of your arm relaxes and
stretches.
• At the same time, the biceps muscle on the top of your upper arm contracts
and shortens.
The opposite happens when you straighten your elbow.
Let’s watch and comment on the video Dr. Bones: Musculoskeletal System at
https://goo.gl/X2to6e to learn about the muscle system, the skeletal system and
the joints working together to allow us to move.
Let’s talk!
1. Why are muscles and bones necessary for the body movement?
2. What kind of things can you do you do to keep your bones and muscles
healthy?
3. What kind of food you eat to keep your bones healthy and strong?
Your muscles are very strong. However they can become injured or develop other
problems. It is important to protect your muscles from overworking or
overstretching. Healthy food such as fruit and pasta provides your muscles with
energy they need to grow.
Bones grow while you are young. As you grow older your bones become weaker.
Food such as milk and spinach contain calcium that helps your bones grow and
stay strong.
Let’s experience!
What is your reaction time?
Materials
• Metre stick
• Reaction time Graph
Procedure
1. Hold out your hand, slightly open. Have a partner hold a meter stick so that its
end is even with your thumb.
2. Watch the meter stick.
As soon as your partner lets it go, CATCH IT.
3. Read the number closest to the top of your thumb.
4. Put the data into the Reaction Time Graph below.
5. Repeat 9 more times.
6. Compare your results with the other groups.
Draw conclusions
7. How does practice affect reaction time?
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The Brain
The brain is the
control centre for your body and it is located in your
skull at the top of your spinal cord. Your brain is more
powerful and more complex than a computer. It gets
the messages from your senses – sight, hearing, tasting,
smelling, touching and moving. The messages travel
from nerve cells all over the body. They travel to the
brain.
Spinal cord
Neurons pass messages throughout the body. Most messages travel along neurons
to the brain. The brain interprets the message and responds by sending messages
through neurons to different parts of the body telling them to act.
3. What would happen if you have an accident and damage your brain?
Let’s talk!
Do you tell your body to breathe?
Do you tell your heart to beat?
Do you tell your eyes to blink?
Let’s talk!
How do you recognize the smell of your favourite food or the sound of your
favourite song?
Senses are a collection of sensory organs or cells in the body that respond to things
that happen around you. The Nervous System collects and receives all the
information that happens inside and outside of the body. This way the Nervous
System keeps your body balanced.
Senses allow us to observe and understand the world around us. There are five
main ways we can do this: through sight (with our eyes), touch (with our fingers),
smell (with our nose), taste (with our tongue) and hearing (with our ears).
1 In your science notebook, draw a graphic organizer of the senses and sense
organs.
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“This apple is red. It smells sweet. It’s small and round. It’s very soft. It
tastes delicious.”
What senses can you identify in the description above. Write the sense, the
sense organ and the corresponding word.
3. Choose and object. Describe it using as many senses as possible. Write your
description in your science notebook.
Let’s read!
When you touch something, your skin sends messages through nerve cells. The
messages travel through the spinal cord to the brain. The brain processes the
information, and sends messages back enabling the body to respond.
When you see shapes or colours, nerve cells in the eyes send information to the
brain and the brain interprets the information to recognize shape and colour.
When something makes a sound, sound waves travel to your ears and cause our
eardrums to vibrate, which help us hear. Nerve cells in the ear pick up those
vibrations and send messages to the brain. The brain can sense whether sounds
are soft, loud, high or low.
You use your tongue to taste. The tongue is covered by taste buds, which sense
salty, sweet, sour, and bitter things. Taste buds collect information about flavours
and send messages to the brain.
When you smell something, nerve cells inside the nose sense odors and transmit
information to the brain.
3
Explain the connection between sense organs and the nervous system.
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UNIT 6
Alcohol Consumption
Learning Goals:
Research in different sources and
communicate the effects produced by the
excessive consumption of alcohol on human
heath (e.g. lack of coordination, confusion,
bad balance, clumsiness, among others). (OA
8)
Let’s talk!
What’s alcohol?
When people get drunk, they do or say things they don't mean. They hurt
themselves or other people, especially if they drive a car.
Alcohol interferes with a person's ability to make good decisions. This can be
particularly hazardous for kids and teens that have less problem-solving and
decision-making experience.
• Distorted vision, hearing, coordination and impaired judgment, which can lead
to accidents, drowning, and other risky behaviours.
• Unconsciousness.
• Blackouts (memory lapses, where the drinker cannot remember events that
occurred while under the influence of alcohol).
• Addiction: person needs alcohol every day.
Alcohol makes your nervous system slow down. It also alters vision, hearing and
coordination.
b. Loss of balance
c. Dance
e. Vomiting
f. Increase in appetite
g. Blackouts
Project
Let’s work
Get in groups of 4.
• Answer the following question in your science notebook and prepare a power
point presentation, one slide for each question.
a. What is alcohol?
b. What are the effects of drinking alcohol?
c. What are the consequences of drinking alcohol?
b. Why do you think we have to avoid drinking alcohol when driving?
• Include pictures.
• Present it to your class.