1 Living

organisms

Overview Objectives

In this unit, pupils will learn about the living world. They will • Identify the different parts of a cell.
learn about cells and the difference between eukaryotic • Differentiate between eukaryotic
and prokaryotic cells. They will study unicellular and and prokaryotic cells.
multicellular organisms and they will learn how cells
• Study unicellular and multicellular organisms.
work together. They will learn about the relationship
• Differentiate between heterotrophic
between cells, tissues, organs and body systems. They
and autotrophic nutrition.
will study the vital functions of nutrition, interaction
and reproduction. They will differentiate between • Classify organisms into kingdoms.
heterotrophic and autotrophic nutrition. They will learn • Name the different parts of a plant.
about asexual and sexual reproduction. They then study • Study sexual and asexual reproduction.
the classification of living organisms into kingdoms. They
• Name the different parts of a plant involved in asexual
will learn the differences between monera, protoctistas,
and sexual reproduction.
fungi, plantae and animalia. They will study plants and
• Study the vital functions of plants.
the different parts of a plant. They will study asexual and
sexual reproduction in plants and be able to name the
different parts involved in plant reproduction. They will
learn about nutrition and respiration in plants and they
will study photosynthesis. They will also learn how plants
interact with their environment. In the Final task, pupils Final task
will make a model of a plant cell, study a particular plant
and make notes and drawings.
Pupils will first make a model of a cell using modelling
clay. Then they will draw and describe two plants. Finally,
they will choose one plant to study more closely. They
will all present the results of their research as a class
exhibition.

Materials needed Competences

In the Apply section the activities work with the official

Final task Apply
LOMCE competences.
•  a microscope •  a clear glass 1 Competence in Linguistic Communication. (CCL)
•  coloured pencils • water 2 Competence in Mathematics, Science and Technology.
• water •  a leaf (CMCT)
3 Digital Competence (CD).
• paper
4 Learning to Learn. (CAA)
• iodine 5 Social and Civic Competences. (CSYC)
•  different coloured 6 Sense of Initiative and Entrepreneurship. (SIEP)
modelling clay 7 Cultural Awareness and Expression. (CEC)

17
 Watch and learn! ck 0 2

1
Tra
b 4 Listen and classify.
Living 1 What do we call the science
that studies living organisms? • Year 1 classes

organisms biology chemistry

2 What do we learn when we
physics • Year 2 classes

study this science?

1 Core classes
• Collecting and analyzing
data
• The scientific method in
experiments
Overview • Field course
Students can
study biology and 2 Optional classes
choose from many • Animal behavior
different classes. • Genetics
• Life on Earth
a c • Marine Biology
Special features • The study of bacteria
• Students do lab • The green planet
oratory
practice in all yea • The study of cells
rs.
• Students particip
ate in
research projects.

548 University Road

+00 675 923 897
biology@texler.com

5 Answer the questions.

1 Which class is not mentioned in the audio?
1 Match the sentences to the pictures a, b and c. 2 How many years is the programme?
3 Which classes do you like the most?
1 Botany is a branch of biology. Botanists study plants.
2 Marine biology is another branch. Marine biologists study sea organisms. 6 Choose one area of work and make a list of useful classes.
Final task
3 Many biologists spend time working in laboratories.
agriculture education healthcare
2 Find the objects and say how many there are of each. nature conservation zoos
Biologists examine A study of plants
camera computer magnifying glass organisms with a 1 Examine a plant cell and draw it.
7 Work with a partner and compare your lists.
measuring cylinder microscope test tube
microscope. 2 Make a model of a plant cell.

Describe and draw two plants you

I think the animal
I agree!
3 see often.
behaviour class is
3 How do we use the instruments in activity 2?
useful for zoos.
4 Choose one of the plants and
describe its reproductive function.
collect information examine organisms measure record 5 Prepare a classroom display with
the drawings and models.
6 six seven 7

Warmer. Write the words Biology, Chemistry and Physics on 3 camera: collect information, record; computer: record;
the board and ask pupils if they can give you a definition. magnifying glass: examine; measuring cylinder: measure,
microscope: examine; test tube: collect information
Watch and Learn. Play the information video. Ask the
questions again. 4 Year 1: The scientific method in experiments; Life on Earth;
The green planet; Animal behaviour; Field course. Year 2:
Collecting and analysing data; Marine Biology; Genetics;
Activities
The study of cells; Field course.
1    Pupils match the sentences to the pictures. 5 1 The study of bacteria is not mentioned in the audio.
2   Pupils find the objects and make sentences. 2 The programme lasts for four years. 3 Open answer.
6 Suggested answers. Agriculture: Animal behaviour, Life
3    Pupils read out the instruments and say what each on Earth; Education: Collecting and analysing data, The
is used for. scientific method; Healthcare: Genetics, The study of
4   02   Play the audio for pupils. They listen carefully and bacteria, The study of cells; Nature conservation: The
classify the classes according to the year they are studied. green planet; Zoos: Animal behaviour
7 Open answer
5   Pupils read and answer the questions.

6  Pupils decide which classes would be most useful for Final task.  This section shows the Final task in its
each area of work. 
entirety so that pupils know what it will entail. The video
7    Pupils compare their lists in pairs. can be shown before starting step 1.

Answers Notes
1 1 c 2 a 3 b.

2 1 camera, 1 computer, 1 magnifying glass, 5 measuring
cylinders, 1 microscope, 7 test tubes

18
 Cells

D IS
What are unicellular organisms?

COVER
Track 04

a
IN
All living organisms are made of cells.
V ES T

1 Make lists of body parts.

TIGA

Some living organisms, like paramecia or amoebas,

only have one cell. The cells can exist together in a
E

colony, but they do not function together.

Organs Muscles Bones a paramecium

D 4 Identify the parts of the paramecium in photo a.

ISCO ER

Track 03 What are living organisms made of? A eukaryotic cell

V

organelles
cytoplasm membrane an amoeba
All living organisms are made of cells.
nucleus
They come in many different shapes and sizes.
Cells have three main parts.
1 The cell membrane forms the exterior of the
cell. It encloses and protects the other parts Track 05 How do cells work together?
of the cell.
2 Everything inside the cell, except the nucleus, Most living organisms are multicellular. They are made up of many different eukaryotic cells
is the cytoplasm. The cytoplasm contains that work together.
organelles. These parts of the cell perform
cytoplasm
cell membrane 1 Tissues are formed of 2 Organs are formed of 3 Body systems are made
different functions, such as obtaining energy, cells that coordinate tissues that perform up of different organs
producing substances or protecting genetic to perform a specific different activities. Each that work together. Body
material. A prokaryotic cell
activity. Muscular tissue is organ has a specific systems enable the
3 The cell also contains genetic material. made of muscle cells. task. The stomach is an body to carry out its vital
It determines how the cell develops and what organ made up of many functions. The stomach
activity it will perform. Cells are classified by different types of tissues. is part of the digestive
the location of the genetic material. Its task is to digest food. system.
• In eukaryotic cells, the genetic material is
found within the nucleus. Animals and plants
are made up of eukaryotic cells.
• Prokaryotic cells do not have a nucleus.
The genetic material is in the cytoplasm. cytoplasm

2 Write definitions for the underlined words.

3 Copy and complete the sentences with the words.

5 What is the difference between unicellular organisms in colonies
eukaryotic prokaryotic
and multicellular organisms?
• ? cells can exist together in a ? , but they do not function together.
1 A ? cell has a nucleus. 2 A ? cell doesn’t have a nucleus. ? cells work together.
•
8 eight nine 9

Cells 4  Pupils examine the paramedium in photo a. Then they

identify the parts.
INVESTIGATE   1    Write Organs, Muscles and Bones on
05   Pupils read the first section of the text. Then play the
the board. Divide the class into pairs and ask them to list as
audio for pupils to listen to. Play the audio again as pupils
many body parts as they can. When they have finished, write
read along. Do the same with sections 2 and 3. When they
their suggestions on the board. Locate the organs, muscles
have finished, ask pupils to listen to the complete audio track
and bones in the body.
before asking questions.
DISCOVER   03   Pupils look at the pictures of the two cells. 5   Pupils answer the questions by filling in the blank spaces
Pupils read out the names of the different parts of the cell. of the answers.
Play the audio for them to listen to.

2  Divide the class into pairs and ask them to find the Answers
underlined words in the text. Tell them to find definitions for 1 Open answer
these words and write them down. 2 The cell membrane encloses and protects the other parts
3   Pupils choose the correct word to complete the sentences. of the cell.
www   The cytoplasm is everything inside the cell except the
Search engine keywords. What is a cell – Biology for
nucleus.
kids
Genetic material determines how the cell develops and
DISCOVER   04   Ask pupils to look at the pictures of the two what activity it will perform.
cells. Ask them to guess whether the cells are made up of just
3 1 eukaryotic 2 prokaryotic
one cell or many cells. Go through any new vocabulary with
the class. Then ask pupils to listen to the audio. Play the audio 4 See photo a on page 9 of the PB.
again and this time ask pupils to follow the text in their books. 5 unicellular, colony, multicellulars

19
 Nutrition Interaction and reproduction
IN
Interaction

D IS
V ES T

1 Name and explain three vital functions. What is interaction?

COVER
TIGA

Track 07

E
Interaction is how living organisms react to their
environment.
D
Animals detect changes in their environments with
ISCO ER

Track 06 What is nutrition? their sense organs. The nervous system prepares
V

the animal’s response. The locomotor system moves

The rabbit’s eyes register the image of
Nutrition is how living organisms obtain and use oxygen and nutrients, and the animal’s body. the eagle.
eliminate waste products. Plants respond to changes in light, water, soil and
• Heterotrophic nutrition is when living organisms feed on other living organisms climate.
or organic matter to obtain nutrients. Almost all animals are heterotrophic. For example, they grow towards sunlight.
• Autotrophic nutrition is when living organisms obtain their nutrients from water,
carbon dioxide and sunlight. These organisms also need oxygen for respiration.
Most plants are autotrophic. 1 In your own words, explain the difference between The image is sent to the rabbit’s brain,
Living organisms expel substances they don’t need as waste. interaction in plants and interaction in animals. which interprets the image.

Track 08 What is reproduction?

Absorbs Absorbs carbon
dioxide
oxygen All living organisms reproduce.
Asexual reproduction is when a single living
The rabbit’s brain decides to run away
organism makes a new, identical offspring.
and hide.
Uses Sexual reproduction is when the cells of a male and
Nutrients
come from oxygen a female produce a new living organism.
other living and
organisms nutrients Uses water, carbon
dioxide and sunlight to
make nutrients

Expels Expels
waste waste
An amoeba dividing.
A bird obtaining nutrients. A plant obtaining nutrients.

2 Match the photos above to the two types of nutrition.

2 Match the words to their definitions.
3 Copy and complete the table.
1 asexual reproduction a Males and females use reproductive organs.
absorb carbon dioxide need carbon dioxide to make nutrients 2 sexual reproduction b A single living organism makes a new organism.

absorb oxygen transform nutrients into energy expel waste

EX P

3 Are you identical to your parents? Explain.

LORE

Animals Plants Both

10 ten eleven 11

Nutrition Interaction and reproduction

INVESTIGATE   1     Use one of the vital functions, nutrition, DISCOVER   07   Ask which sense organs the rabbit uses to
interaction or reproduction, to play a game of hangman. warn it of the eagle’s presence. And which ones the eagle has
used to locate the rabbit. Play the audio.
DISCOVER   06   Ask if plants and birds need nutrients. Ask
if they get nutrients in the same way. Play the audio. 1  Pupils explain the difference between interaction in
animals and plants.
2  Pupils look at the photos. Explain that one shows
autotrophic nutrition and the other shows heterotrophic
08   Ask pupils which vital function is being shown,
interaction or reproduction? Ask how many amoebas are
nutrition. Ask them to say which is which.
involved in reproduction.
3  Pupils copy the table and put the words in the correct
2   Pupils complete the definitions.
columns.
EXPLORE   3   Pupils say the type of reproduction described.
Answers
Answers
1 Nutrition is how living organisms obtain oxygen and
1 Open answer. Animals detect changes in their environment
nutrients and eliminate waste. Interaction is how they react
with their sense organs. Plants respond to changes in light,
to their environment. Reproduction is how they reproduce.
water, soil and climate.
2 a heterotrophic b autotrophic
2 1 b 2 a
3 Animals: absorb oxygen, transform nutrients into energy.
3 No. Children usually inherit different qualities from both
Plants: absorb carbon dioxide, need carbon dioxide to
parents and may resemble one or both of the parents, but
make nutrients. Both: expel waste.
they are not identical to the parents.

20
 The classification of living organisms

D IS
Fungi

COVER
Track 10

IN
All fungi have eukaryotic cells. They are heterotrophic; they obtain nutrients
V ES T

1 What is the difference between prokaryotic and from dead organic matter. Some fungi, like yeast, are unicellular. Others, like
TIGA

mushrooms or mould, are multicellular.

E eukaryotic cells?

D
1
ISCO ER

Track 09 What are the kingdoms?

V

We classify living organisms according to their bacteria

similarities. In each group, the living organisms have
at least one similarity. We classify organisms into five
yeast mould a mushroom
groups called kingdoms.

Monera

All monera are unicellular with a prokaryotic cell. Some 4 Which type of fungus is on the bread? Cells
are autotrophic and others are heterotrophic. Bacteria
is part of the Monera Kingdom. nucleus
protozoa
cell wall
Protoctista
Track 11 Plantae
All protoctistas have eukaryotic cells. Some are
Plantae are multicellular organisms with eukaryotic cells.
unicellular and others are multicellular. They can be
Their cells form tissues. cell membrane
heterotrophic, like protozoa, or autotrophic, like algae.
a plant cell
They obtain nutrients through autotrophic nutrition.

Animalia nucleus
Seaweed is algae.
2 Copy and complete the sentences with the underlined words. Animalia are multicellular organisms with eukaryotic cells.
1 ? are unicellular organisms. 2 Some ? are multicellular organisms. Their cells form tissues.
3 ? produces its own nutrients. 4 ? feed on other living organisms. They obtain nutrients through heterotrophic nutrition.
cell membrane
an animal cell
EX
PLORE

3 Copy and complete the table.

5 What is the main difference between plant cells and
multicellular unicelular eukaryotic 1 2 3 4 5 animal cells?

6 Copy and complete the table.

prokaryotic autotrophic heterotrophic 1 Examine a plant cell. 1 2 3 4 5
• Take a single layer of skin
from an onion. Form tissues Nutrition Examples
Number of Cells Nucleus
• Place it on a slide with a Make a model of the plant cell.
Number of cells Type of cell Nutrition Nucleus drop of water and a drop Fungi ? ? ? ? ? • You need modelling clay in
of iodine. ? ? ? ? ? different colours.
Monera ? ? ? ? • Cover the slide and place
Plantae
• Use your drawing to help you. Use
it under the microscope. Animalia ? ? ? ? ? a different colour for each part of
Protoctista ? ? ? ? • Adjust the focus. the cell.
2 Draw what you see.

12 twelve thirteen 13

The classification of living organisms 2 1 monera 2 protoctistas 3 algae 4 protozoa

3
INVESTIGATE   1   Review types of cells from PB page 8. Number of
Type of cell Nutrition Nucleus
cells
DISCOVER   09   Play the audio. Pupils examine each photo
Autotrophic or
that corresponds with the text. Monera Unicellular Prokaryotic No
heterotrophic
2   Pupils complete the sentences with the underlined words Unicellular or Autotrophic or
Protoctista Eukaryotic Yes
Multicellular heterotrophic
from the Discover section.
4 mould
EXPLORE   3   Ask pupils to complete the table.
5 A cell wall surrounds the cell membrane in Plantae but not
in Animalia. Nutrients are obtained through autotrophic
1
 Final task. Pupils use a microscope to examine and nutrition in Plantae and heterotrophic nutrition in Animalia.
draw an onion cell.
6
Number of
Nucleus Form tissues Nutrition Examples
DISCOVER   10   Pupils name types of fungi. Tell pupils to cells
look at the three photos and identify the fungi. Play the audio. Unicellular or Mushrooms,
Fungi Yes No Heterotrophic
multicellular yeast, mould
4   Pupils identify the type of fungus on the bread. Plantae Multicellular Yes Yes Autotrophic Trees, flowers
11   Explain that plantae and Animalia have many things in Animalia Multicellular Yes Yes Heterotrophic Humans, dogs
common and some significant differences. Ask them to look
at the pictures and find one of the differences.
2 Final task. Pupils use modelling clay to make a
5   Pupils write down the differences between the cells. 
model of a plant cell.
6   Pupils complete the table.

Answers
1 A eukaryotic cell contains a nucleus while a prokaryotic
cell does not.
21
 Plants

D IS
The stem of a plant

COVER
Track 14

IN The stem grows above the ground. It supports the rest of the plant. Stems
V ES T

can be thin, green and flexible. When they are thick, they are called trunks.
1 Can you think of three ways that we use plants?
TIGA

E a Stem vessels transport nutrients around the plant.

D
ISCO ER

Track 12 What are plants?

V

We need plants for life on Earth. Plants produce

oxygen and food for other living organisms.
Plants usually:
b
• have multicellular tissues.
• exhibit autotrophic nutrition. Stems support the rest of the plant. a plant’s stem

• have organs that carry out their vital functions.

• have roots, a stem and leaves.
5 What type of a plant has a trunk?

2 Copy and label the diagram of the plant with the

c The leaves of a plant
words in bold. Track 15

Most leaves are green and flat. The petiole joins the leaf to the stem.
the parts of a plant
Veins transport nutrients through the leaf. The upper side of the leaf is normally
bright green and shiny. The lower side of the leaf is lighter green. It has small
Track 13 The roots of a plant openings called stomata, which connect the inside of the plant with its environment.
The roots fix a plant to the ground. Tiny root upper side
hairs are at the ends of the roots. The plant Veins

absorbs water and minerals through its root

hairs. Root vessels inside the roots transport the
nutrients to the rest of the plant.
Leaf
Vessels
The roots fix a plant to the ground.
3 Copy the sentences with the correct words.
root vessels lower side
1 Root hairs absorb / transport nutrients. root hairs stomata
2 Root vessels absorb / transport nutrients.

4 Say True or False. Correct the false sentences. 6 Name two parts of a plant that are above ground.
1 Plants use heterotrophic nutrition.
2 Plants have multicellular tissues. 7 Write the functions of the parts of a plant.
3 Plants interact with the environment.
4 Plants have prokaryotic cells. Roots Root hairs Root vessels Stem Stem vessels Petiole Stomata Leaf veins
a plant’s root

14 fourteen fifteen 15

Plants 15   Play the audio. Pupils identify the parts of a leaf.

6   Ask pupils which two parts of the plant we can normally
INVESTIGATE   1  Ask pupils to name some plants. Write see.
their answers on the board. Pupils think of ways we use plants.
7   Pupils write the function of each type of the plant listed.
DISCOVER   12   Pupils look at the diagram of the plant and
name the parts of the plant they remember. Play the audio. Answers
2   Pupils find the words in bold and then label the picture 1 food, decoration, medicine, clothes, furniture
of a plant.
2 1 False. Plants use autotrophic nutrition. 2 True. 3 True.
13   Pupils look at the photo and the picture of plant roots. 4 False. Plants have eukaryotic cells.
Pupils read out the parts of the root. Play the audio and pupils 3 1 absorb 2 transport
follow the text in their books.
4 a tree, some bushes
3   Pupils choose the correct word to complete the sentences
5 A tree has a trunk.
on roots.
6 leaves, stem
4   Pupils say true or false. Correct the false sentences as a
7 Roots anchor the plants to the ground. Root hairs absorb
class.
nutrients and water that the plant needs. Root vessels
  Language Assistant. Tell the pupils to look at the plural transport the nutrients and water to the rest of the plant.
of the word leaf. Ask them to think of other plurals that are The stem supports the plant. Stem vessels transport
similar, such as knife: knives, half: halves, wife: wives, life: lives, nutrients and water throughout the plant. The petiole is
shelf: shelves. the stalk that joins the leaf to the stem of the plant. The
DISCOVER   14   Pupils look at the pictures and tell you what stomata are small openings in the plant that allows for gas
they can see. Go through any new vocabulary. Play the audio. exchange. Leaf veins transport nutrients throughout the
5   Pupils answer the question. leaf.

22
 Nutrition in plants

D IS
Respiration
How do plants respire and expel waste?

COVER
Track 19

IN
Plants respire when they absorb oxygen in the air
V ES T

1 What is the difference between autotrophic and heterotrophic organisms? and water.
TIGA

E The oxygen transforms the carbohydrates in the

phloem sap into the energy plants need to grow. Oxygen is
absorbed
D Nutrition in plants This process releases carbon dioxide as a
waste gas. Carbon
ISCO ER

Track 16 How does autotrophic nutrition work? dioxide

V

Plants expel: is released

Plants transform substances from their environment • the oxygen produced during photosynthesis. Phloem
into the nutrients that they need. sap is used
• the carbon dioxide produced during
How are the substances absorbed? respiration.
sunlight • water vapour.
• Plants absorb water and minerals through the root oxygen These are expelled as waste through the stomata.
hairs. This mixture becomes xylem sap. It travels Expelling waste
through the vessels and is distributed throughout
the plant.
• Plants absorb carbon dioxide from the air through Oxygen from
stomata in the leaves.
carbon dioxide phloem sap 4 What plant part is necessary for respiring and for photosynthesis
xylem sap
expelling waste?
Track 17 What is photosynthesis?
5 Complete the sentences with oxygen or carbon Water
Through photosynthesis, plants use sunlight to make vapour
dioxide.
nutrients. Photosynthesis happens in the green parts
of the plant, mainly in the leaves. 1 Plants absorb ? during photosynthesis.
2 Plants release ? during photosynthesis. Carbon dioxide
• The cells contain a substance called chlorophyll from respiration
3 Plants absorb ? when they respire.
which absorbs the Sun’s energy.
4 Plants release ? during respiration.
• The energy transforms the xylem sap and carbon
dioxide into carbohydrates. This becomes phloem water and minerals
sap and contains the nutrients the plant needs.

EX P
6 What would happen to a plant if there were no air?

LORE
• The phloem sap is distributed throughout the
plant by the vessels.
• The process of photosynthesis produces oxygen. 7 Describe the process of respiration using the words.

Tra
ck 1 8
carbon dioxide oxygen phloem sap energy carbohydrates
2 Listen and say the part of the plant.

chlorophyll leaves root hairs stomata vessels

Plants absorb... This transforms...

3 Answer the questions.
1 2 3 4 5
1 What do plants use sunlight for?
2 Where does photosynthesis happen?
3 What substance in a plant’s leaves absorbs the Sun’s energy? 1 Describe two plants that you
see often.
4 What do xylem sap and carbon dioxide become? 2 Draw and colour them.
5 How does the plant release oxygen into the atmosphere?
16 sixteen seventeen 17

Nutrition in plants Answers

1 Autotrophic organisms can produce their own nutrients
INVESTIGATE   1   Pupils review the content from page 10. from substances available in their surroundings while
DISCOVER   16   Ask pupils what elements of autotrophic heterotrophic organisms must feed on other organisms in
nutrition they can see in the picture. Play the audio. order to receive nutrients.
17   Ask them what parts of the picture have not been 2 1 root hairs 2 stomata 3 vessels 4 chlorophyll 5 leaves
mentioned in the first part of the audio. Play the audio. 6 stomata
2   18   Pupils must decide which is the correct word for the 3 1 to make nutrients 2 in the green parts of the plant
function they hear. One word is used twice. 3 chlorophyll 4 carbohydrates 5 through the stomata
3   Pupils answer the questions. 4 the stomata
DISCOVER   19   Ask pupils what vital function is being 5 1 carbon dioxide 2 oxygen 3 oxygen 4 carbon dioxide
shown in the picture. Play the audio.
6 Open answer. It would die.
4   Ask pupils to identify the waste products in the picture 7 Open answer. Example: Plants expel carbon dioxide
and then answer the question. through the stomata. Plants respire when they absorb
oxygen. Phloem sap is distributed throughout the plant
5   Pupils refer to the pictures and answer the questions.
by the vessels. Oxygen transforms the carbohydrates into
EXPLORE   6     Divide the class into pairs and ask them energy.
to think about what would happen to plants if there were no
air. Discuss their answers with the class.
3 Final task. Pupils describe, draw and colour two

7   Divide the class into pairs and ask them to make plants.
sentences using these words to describe plant respiration.

23
 Interaction and reproduction in plants
IN
V ES T
1 Complete the sentences with have or don’t have.
TIGA
E
1 Plants ? sense organs.
2 Plants ? a locomotor system.
D • Some plants produce a special type of branch
ISCO ER
Track 20 What is the function of interaction in plants?
V
Plants detect changes in their environment and react
to them.
• Most plants grow towards light. Some plants have
flowers that turn towards the Sun.
• Roots grow towards a water supply.
• Plants’ growth can be affected by hostile weather,
such as strong wind.
• Climbing plants respond to contact. They wrap
themselves around objects, such as trees.
• Some plants move very quickly when they come
into contact with other organisms. The Venus flytrap
closes as soon as it is touched.
2 Match each photo with a sentence above.
3 Name the part of the plant involved in the interaction
in each photo.
EX
PLORE
4 Classify the sentences as interaction or nutrition.
1 The roots absorb water.
2 Roots grow towards water.
3 The plant grows around a fence.
4 The leaves absorb energy from the Sun.
5 The flowers grow towards the Sun.
6 The leaves release oxygen into the air.
7 Branches grow away from the wind.
5 Observe the plants around you. Copy and
complete the table. Add a drawing.
Type of plant Description of interaction
18 eighteen
Interaction and reproduction in plants
INVESTIGATE   1   Ask pupils to think back to the rabbit and
the eagle (page 11). Tell them to find the pictures and to say
how the rabbit interacts and what organs or body systems it
uses. Then ask if a plant has the same organs and systems.
DISCOVER   20   Pupils look at the different ways plants
interact with their environment. Play the audio.
2  Pupils match the photos to a sentence in the Discover
section.
3   Pupils name which part of the plant is interacting with its
environment in each photo.
EXPLORE   4   Explain that interaction and nutrition involve
similar parts of a plant. Pupils decide which sentences
correspond to which function.
5    Pupils look at plants in the classroom or through the
window and describe the interaction they can see that has
happened. Ask them to draw a picture of the plant to explain
the interaction.
DISCOVER   21   Remind pupils that in asexual reproduction,
a part of the plant becomes a new plant, but in sexual
reproduction, male and female cells are needed. Play the audio.
6   Pupils find the words in bold, write them down and decide
which parts of the first picture correspond to each.
24
D IS
What is the reproductive function in plants?
COVER
Track 21
b
a Asexual reproduction and sexual reproduction
are found in the Plantae Kingdom. a
Asexual reproduction
A part of the plant develops into a new plant.
called a stolon. Roots grow from the stolon to
form a new plant.
• Other plants have a bulb and grow a new stem
b in the spring.
• Mosses and ferns produce small spores. When
they fall on moist, damp earth, they grow into
new plants. c
Asexual reproduction
6 Match the images a to c to the words in bold.
c
Sexual reproduction 1
Track 22
Male and female reproductive cells join together and become
a seed, which grows into new plant.
In many plants, the reproductive cells are in the flower.
2
• The pistil produces the female reproductive cells, called 3
ovules. The ovules are inside the flower.
• The stamens produce the male reproductive cells in the
d form of grains of pollen.
4
• Some flowers have petals that form the corolla. The
corolla surrounds the stamen. 5
• Some flowers have green leaves at the base called sepals.
6
The sepals form a calyx that protects the pistil.
The parts of a flower
e 7 Match the underlined words to the numbers in the image.
8 Do the sentences describe asexual reproduction or sexual reproduction?
1 A single organism makes a new organism from a part of its body.
2 Two organisms are needed to make a new living organism.
nineteen 19
22   Ask pupils to look at the second picture carefully and
to decide whether they think it shows asexual or sexual
reproduction. Play the audio.
7   Pupils find the underlined words, write them down and
decide which parts of the picture correspond to each.
8   Pupils say which sentence refers to asexual reproduction
and which refers to sexual reproduction.
DISCOVER   23   Ask pupils to look at all of the pictures
carefully and decide what is showing. Tell pupils to look at
picture 1 as they listen to the first part of the audio. Repeat
this process with pictures 4-5 and the parts of the audio
related to each. Go through any new vocabulary.
9  Pupils read the sentences and put them in the correct
order according to the information given in the pictures.
When they have done that, the letters will spell a part of a
plant.
EXPLORE   10  Pupils answer the questions.
Answers
1 1 have 2 don’t have
2 a plants affected by weather b plants grow towards light
c climbing plants d roots grow towards water e some
plants move very quickly
3 a trunk, b flower, c roots, d roots, e leaves
 D
ISCO ER
V Track 23 How do plants with seeds reproduce? 1 Copy and complete the observation table.

1 2
• Pollination. Pollen from one
plant is transported to another
Photosynthesis experiment
plant. The pollen can be carried
by the wind or by insects. Instructions:
You need: 1 Fill the glass with water.
• Fertilisation. The male 2 Float the leaf on the water.
a clear glass
reproductive cells in the pollen a leaf 3 Place the glass in sunlight.
join with the female reproductive water 4 Observe the leaf after an hour.
cells in the ovules. The ovules sunlight
are found in the pistil.

3 4 5
Observation table
At the start of the What do you What happens after an
experiment think will happen? hour?

What is the surface ? ? ?

• Seed and fruit formation.
Once the ovules are
fertilised, the pistil grows to
form the fruit. The ovules
develop into seeds.
• Seed dispersal. The seed
needs to be transported
away from the parent plant.
Seeds can be transported
by the wind or by living
organisms.
of the leaf like?
Are there bubbles ? ? ?
in the water?
• Germination. When seeds
reach soil that has the
right conditions for their
2 Write six True or False statements about plants.
survival, they form roots Get into groups and make a class quiz. You can find stomata
and germinate. A new plant on the lower side of
grows. chlorophyll leaves a leaf. True!

root stem
9 Match the sentences to the pictures. Put the sentences in order.
What part of the plant do the green letters spell?
photosynthesis stomata
e The seed falls to the ground. l The ovule is fertilised by the male cells in the pollen.
r A new plant grows. f An insect carries the pollen to a second plant.
w The fertilised ovule becomes a seed. s Roots are formed in the soil.
o The pistil becomes the fruit. 1 2 3 4 5
EX

10 Answer the questions.

PLORE

1 2 3 4 5 Prepare a classroom display

with the models and
1 In what two ways does a flower attract insects? drawings.
2 Why is pollen very light in weight?
3 Which part of the flower is the most protected? Why? Choose one of the plants
from step 3 and describe its
reproductive function.

20 twenty twenty-one 21

4 1 nutrition 2 interaction 3 interaction 4 nutrition 5 interaction APPLY   The activities in this Apply section work with the
6 nutrition 7 interaction following official LOMCE competences:
5 Open answer CCL CMCT CAA CSYC SIEP  
6 a spores b bulb c stolon
7 1 pollen 2 stamen 3 petal 4 calyx 5 ovules 6 pistil 1   Pupils carry out an experiment to show photosynthesis.
8 1 asexual reproduction 2 sexual reproduction They will need a clear glass of water and a leaf. When they
9 1 f 2 l 3 o 4 w 5 e 5 r - flower have finished, they put their results into an observation table
and compare their results with the class.
10 Open answer. Examples: 1 colour and scent 2 so it can be
carried by the wind 3 the seed; because it will form the 2    Divide the class into groups and explain that they
new plant. are going to have a quiz on plants. Each group must prepare
six statements about plants that may be true or false. Tell
4
 Final task.  Pupils describe the reproduction of one them to use the words in the book.
of the plants they used in step three.
Answers
1 Open answer
Notes
2 Open answer

5 Final task. Pupils prepare their models and

drawings and arrange them to put on a display in the
classroom. They walk around and discuss each other’s
work.

25
 ck 2 4
Tra

1 Listen and choose the correct living organism. 7 Make four sentences.
1 seaweed grass Plants absorb oxygen during respiration.
2 mould bacteria b ? Plants release carbon dioxide during photosynthesis.
3 mushroom tree
4 rose bush butterfly
5 amoeba fish
6 protozoa worm 8 Copy and complete the outlines.
a ?
2 Copy and label the parts of the eukaryotic cell. Cells
cytoplasm cell wall nucleus organelles

3 Name a word to match the description. d ? Prokaryotic cells ? cells have a

1 A cell that doesn’t have a nucleus. do not have a
nucleus.
2 A cell with a nucleus. nucelus.
3 Reproduction by one individual.
c ?
4 Reproduction between males and females.
5 Nutrition in which the organism makes its own food.
6 Feeds on other living organisms to obtain nutrients.
Cellular organisation
4 How are the words below connected?
a body system b cell c organ d tissue

5 Label the parts of a flower unicellular multicellular

e Vital functions

Nutrition Interaction ?

a d
b c Heterotrophic organisms
Autotrophic asexual sexual
feed on other living
organisms make
organisms or organic matter
their own food.
6 Copy and complete the sentences with animals, plants to get nutrients.
or unicellular organisms.
1 Some ? and some ? reproduce through sexual reproduction.
? nervous system
2 All ? reproduce through asexual reproduction. locomotor system

22 twenty-two twenty-three 23

SUMMARY  In this section, pupils consolidate their Answers

knowledge by reviewing what they have learnt in the unit. 1 1 seaweed 2 bacteria 3 mushroom 4 rose bush 5 amoeba
It is advisable to have pupils complete the activities on this 6 worm
page individually to see how much of the unit content they 2 a cytoplasm b cell wall c organelles d nucleus
haveunderstood.
3 1 prokaryotic 2 eukaryotic 3 asexual 4 sexual 5 autotrophic
1   24   Tell pupils they are going to listen to the audio 6 heterotrophic
and then choose the correct living organism from the two 4 The same type of cells form tissues which form organs.
alternatives. Play the audio. Different organs work together in the body to make up a
2  Pupils copy the picture of the eukaryotic cell in their body system.
notebooks and label the parts. 5 a sepal b ovules c pistil d petal e stamen

3   Pupils read the six descriptions of parts of a cell and then 6 1 plants, animals 2 unicellular
choose which part each sentence is referring to. 7 Open answers. Examples: Plants absorb oxygen during
respiration. Plants release carbon dioxide during
4  Pupils write sentences to explain why these words are
respiration. Plants release oxygen during photosynthesis.
connected. Refer to page 9 for help.
Plants absorb carbon dioxide during photosynthesis.
5   Pupils label the parts of the flower using the letters a-e in 8 See printable resources.
the picture.
Notes
6  Pupils read the sentences and use the words animals,
plants or unicellular organisms to fill in the gaps.
7   Pupils make four sentences using the different sentence

options given.
8   Pupils copy and complete the outlines.

26