O Cut out the pages and tape them

togethe r. r '#_,
8 Fold the strips back and forth to # ~ '# # ~
make a fon.
8 Draw picture s in chrono logical order of how Earth and
its atmosp here were formed on the time line. Write what
each picture represents.
·--------------------------- ----------- --- -- .

,..
1

~------------- --- --------------

1
-
----- - ------------

7
 ~ .- ,'~•-.--.-: ...... --.~.. .,.. "t:.., ...... -~,...., ,,...

· ·
• ,: , • _.,.

· ··
( •

Activity 6 Earth's Composition

• •

orbit.
Learn ho w Earth's composition affects its
O Ma ke a hypothesis.
Do the con ten ts inside a raw an da
• hard-boiled egg
har d-b oile d egg affe ct the wa y they spin? • raw egg
Which egg bes t represents how Earth spins? _,,J

8 Ge t han ds on!
1. Work in pairs. Label the eggs. Write 1 on
.
the har d- boil ed egg and 2 on the raw egg
2. Place the boil ed egg on the tabl e and
spin it.
3. Do the sorne with the raw egg . Observe
how bot h egg s spin.

E) Record your observations.

Circle the cor rec t answers.
1. The har d-b oile d egg is (solid / liquid)
inside.

2. The raw egg is (salid / liquid) inside.

spun it.
Describe how eac h egg moved when you

1. Hard-boiled egg

l. Raw egg

O Dra w a conclusion.
oiled or liquid
1. Which egg bet ter represents Earth: the hard-b
tour layers.)
one ? Why? (Re me mb er tha t the Earth has

?
2. How do you think Earth moves on its axis

9
 :'.:'" ,,,,_-,,,-, ~{~°"' . . . ~ i 1 ' - ..., , '"".'1........: - ~ -

Activity 7 Pangea
O Label the continents and sub-continents today and where
they were located when Earth was a solid mass.

North Americe South Ame rice Africa Eurasia

India Antarctica Australia

8 Circle the correct answers.

1. Pangea broke into plates about (250 / 350) million years
ago.
2. When the continents separated they developed
(the sorne / different) types of organisms.
3. The forests of Australia changed to (desert / grasslands)
when it separated from Pangea.
4. Marsupials are animals that hove pouches in which females
carry their (food / young).
5. Today in South America there are (sorne/ no) marsupials.
6. Woolly mammoths were found in (North America / South
America) .
7. The lsthmus of Panama was formed when North and South
America were (separated / reunited).
8. The armadillo gets its name from (the bony plates / the little
hairs) that cover it.
9. The ancestors of llamas were (camels / horses).

10
 Learn how fossils tell us abou t the post.
O Mak e a hypothesis.
Why are fossils impo rtant ? • doy • vegetable oil
• wax paper • plaster of París
• small objects
to fossilize

8 Get hands on!

1. Put the ball of clay on a piece of wax paper
and flatten it into a thick circle.
2. Make impressions of the things you want to
fossilize by pressing them gently in the clay.
(Obje cts can includ e shells, leaves, twigs,
small toys, etc.)
3. Apply a small amou nt of veget able oíl to the
-
surface of the clay.
4. Prepare sorne plaster of París accor ding to
the packa ge directions. Make sure it has a
smoo th but thick consistency.
5. Spoon the plaster mixture over the impressions entirely and let it dry.
This usually takes abou t 30 to 60 minutes.
6. Peel away the clay to revea! your fossil. Display it in the classroom.

E) Draw a conclusion.
1. What do the order of the layers of Earth and their fossils tell us?

2. What are most of the fossils found made of?

3. Describe the three ways fossils form .

•
•
•
11
 .--:-· ..
~-~

Evolution·,-~,~ ,~ -
Activity 9
. f the animals pict ur
O Write the spec1es o

These anim als are all - - - - - - - - - -

E)D raw an d wn·te abo ut wha t their anc esto r may hove
look ed like.

O Rea d and answer the questions.

Scien tists belie ve that hors esho e crab s are
the oldes t living anim als on Earth and hove
been here for abou t 450 millio n years . They
live in shall ow wate r with soft, sand y botto ms.
Their hard shell prote cts their body , whic h looks
.
more like a spide r's body . They hove seve ra! eyes , gills, and ta,1
O
whic h helps them flip them selve s over if they are upsi de down .
1. Wha t spec ial char acter istics do hors esho e crob s hove ?

2. Why do you think hors esho e crab s hove not evolv ed?

3. Why do you think horse shoe crab s are colle d "livin g fossi·1 5 " ?
·

12
..
1
O Read and draw the extinct animals.
1. The saber-toothed cat was a large and ·
muscular cat that looked like a lion, but was
more heavily built. lt became extinct about
11,000 years ago. lt had very long, sharp canine
teeth which were used to kill its prey. No one
knows what color or pattern its coat was. lt may
hove had stripes or spots like tigers or cougars,
or been a salid color like a lion.

2. The lrish elk, also known as the giant deer,

was the largest deer that ever lived. lt lived all
over Europe and into Asia, although most of the
skeletons found hove been in lreland. lt vanished
about the sorne time as the saber-toothed cat.
lt was about 2 meters tall at the shoulders and
the male's antlers were about 4 meters long.
Sorne scientists believe that they spent a lot of time in the lakes.
This could hove been to escape biting insects or because they
ate plants that grew near the lake.

8 Answer the questions in the table.

Saber-toothed cat lrish elk

l. Describe its diet. 4. Why do you think it had large
antlers?

2. What was its social behavior like? 5. What do you think the lrish
Did it live alone or in groups? elk's habitat was like?

3. Name an animal that the saber- 6. Name an a nimal that the lrish
tooth cat is related to today. Elk is related to today.

13 li®fl
 Demonstrate how natural selection occurs.
_':r._P!!_,;~~;;,---
.
0 Make a hypothesis.
Why does natural selection occur? • yellow, brown, and r
construction paper 9 een
• string
• butcher paper
·-- • mosking tape

8 Get hands on!

1. Work in groups of six. Make a giraffe mask
with yellow and brown construction paper
or whichever materials you choose.
Punch holes on either side of the mask
and attach string to wear it.
2. Make leaves from the green construction
paper and cut the butcher paper to
represent a tree trunk and a branch.
3. Choose a wall in the classroom to stick
your tree trunk. Hove the tallest person
in your group attach the leaves as high
as he/she can on the tree.
4. Wear your giraffe masks and try to get the
leaves. Observe who can reach them
easily and who cannot.

.,'
\\ •
E) Draw a conclusion .
.,,
,\·
-~ 1. Which gira/fes are most able lo reach !he food? Why?
.l .)

2. Over time, what do you think will happen to the shorter

\'., ~ giraffes?
»\'-' ·-. '
~
l) -
3. What do you think will happen to the taller giraffes over time?

14

r
 Activity Ü:f~~ri~ates -·. ·.}-1·
'-~~)._ --~. .• ....._, • · •..-"--...1:1":.t

Make a model of a primate's hand and foot.

• clay • toothpicks
• shoebox lid • strips of paper J
.....,,...,¡Ul!ll'!IF=:""""""'__,o,...,.....,:-- - - ·

O Get hands on!

1. Work in groups of four. Assign each
st~dent in the group one of the following
primates: orangutan, chimpanzee,
gorilla, and human being.
2. Make a model of your assigned
primate's hand and foot with clay. Refer to
the Student Book or other reference materials.
3. Place the hand and foot models in the shoebox lid. Use the toothpicks
and strips of paper to identify your primate.

8 Complete the notes.

Physical characteristics of a _ _ _ _ _ _ hand and foot
1.
2.
3.
4.
5.

Other interesting information

• .'
•
•

8 Give a short presentation about your primate to your

group. Use your notes to help you describe its hand and
foot. Talk about how these characteristics affect how it
moves or does a particular activity (such as eating).
15
 Activity 13 Ardipithecus afare
nsis a'nd }f()in{/sa·p_?°'".--- -~,
•ens
O c o m p le te th e Venn d1 ram a b o u t Ardipithecus
·ag
afarensis a n d H o m o •
sap,ens.
Ar di pi th ec us af ar en si_
s _ _ __ _
----- H or no sa pi en s

1
.'
'
1

l e M a tc h the sentence halves.

1 . The la rg es t nu m be
r of a . sc ie n ce th a t st ud
h u m a n o id fossils ie s human
fossil re co rd s.
2. M os t of te n pa le on
to lo gi st s b . is A rd ip ith e cu s.
fin d pa rt s o f
3. P al eo an th ro po lo gy c. a n d m o ve d in tr
is a ee s on all
fie ld o f to u r lim bs .
4. The ol de st h o m in d . h o ve b e e n fo u n
id sp ec ie s d in Europe ,
, A fr ic a, a n d A si a.
5. The m os t w el l-k no
wn e. is a n A us tr al op ith
• skeleton, n ic kn a m e ec us
d Lucy, af ar en si s .
6. A rd ip ith ec us ra m
id us f. sk el et on s lik e skul
w al ke d o n tw o legs, ls, te et h,
ja w s, a n d lim b bo ne
~ E) Write your though s.
..1 ts on h u m a n evoluti
...\
' on .

'¡
\
t-x..,m..,..,""'1
1 16
 .···Activitj 14 · Eá~ly Hominid SpecieS ·: ·' \ ::,;- ,., . , .,. 7 , . 7' ;)k'-' '. .
O Cut out the rectangles and fold along the lines. -
Human Evolution

8 Puf sheet 2 inside sheet 1. Staple to hold the

sheets in place to make a 11 ladder11 book. Nllme:

E) Cut out the pictures and paste them on the

appropriate front page. On the other blank side, Austrnloplthecus
Horno habllis

write about each early hominid species. Horno erectus

r--------------------------------------------------------------~-
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pi•®P 18
 firri lilliil--
O Cut out the wheel and the arrow.
8 Paste them on construction paper and cut them out.
E) Attach the arrow to the wheel with a brad pin.
O Work in teams of five. Each member picks a different
hominid, writes eight questions about it on index cards,
and places the cards in a bag.
0 The first student spins the wheel. He/She takes a card
from the bag that corresponds to where the arrow stops.
The student reads the question aloud and answers it.
8 Students keep the card if they answer
correctly. They return the card to the
• construction paper
bag if they answer incorrectly.
• brad pin
The student with the most cards wins. • index cards
• resealable plastic bags

I
.
I\
\
I \
I \
I \
I \
I \
I \
I \
I \
I \
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------ ---- -----------
-~---- t , , , ::.1.;.n____,...,. . ______
. .. .• .:a.;;,_ _ _ _ _ _- - . i

O Number the events in order from 1 to 5.

__ Groups of people began to build permanent homes
and create villages.
__ New agricultura! methods allowed humans to
domesticate animals like goats, sheep, and cattle.
__ The first groups of humans were nomads and they moved
from place to place looking for food.
__ A land bridge between Asia and Alaska allowed modern
humans to establish themselves in North America.
__ Farming made it possible for humans to stay in one place
and live a sedentary lifestyle.

8 Pretend you are a villager of Catl Huyuk. Describe

yourself and your typical day. lllustrate it.

21 (!ffl
O Look at the pictures and cir cle the cor rec t answers.

Pan the ra leo Pan the ra figris

1. The nam es of the ani ma ls are in Latín Greek
Arabic
2. They bel ong to the sor ne ~ species
phylum
3. Ano the r exa mpl e from this gro up is a hyena
~ dog
4. The king dom the y bot h bel ong to is anim
als protists
monerians ~
8 Write the kingdoms with the pic tur es.

l. f ung í 2. pla n-1-s 3. onirncd s '

•- ~-
4. aJQ Ye( QflS -
5. q(J} t!]_ CA ( s
6. of lc-10.+ s

9. ~
 O Write T for true or F for false.
1. Each member of the pride has a specific job to do.
2. Mole lions begin their work in the morning.
3. Lions live in groups called prides.
4. When the new mole lion becomes the dominan t
leader, he usually begins by killing the cubs of the
previous leader.
5. Lions are the largest of the big cats.
6. Both the mole and female hove big manes.
7. Lions are omnivores.
8. Lionesses are responsible for raising the cubs
and hunting.
9. A lion's roar is used to warn other animals
to stay away.
10. A lion's mane protects it from the females.

8 Correct the false sentences and make them true.

E) Answer the questions.

1. What tour advantag es does the mole lion's mane hove?
\

2. Describe the three ways lions kill their prey.

•
•

25 tllfflf)
 _A(JjyitY 20 ·EducatinBlion:Cútis
O Complete the sentences.
1. Lions hov e a _ _ _ _ _ _ ges tatio n period .
2. Cubs are born _ _ _ _ __
3. The lioness _ _ _ _ _ _ leaves her cub s.
4. Mol e cub _ _ _ _ _ _ is high bec aus e they
are more active and likely to leav e thei r shelter.
5. Cubs acc omp any their mot her _ _ _ _ _
_
when they are three to four mon ths old.
6. Cubs will not kill their own prey until they are
abo ut _ _ _ _ __
~
8 Read and pretend you are a volunteer at a lion rehabmt
.
center. Write about how you would educate the cubs 1

Thirty years ago over 200,000 lions roa med

Africa's plains. Today, that num ber has
decreased dramatically to betw een 23,000
and 39,000. Lion rehabilitation centers in Afri ca
are trying to protect the lions ' natu ral hab itat
and increase their numbers . One cen ter in
the wild.
Zambia also prepares you ng cub s for thei r entr y into

Skills lions need in the wild How to teach the cubs the skill
1. Observe their l
surroundings ~

2. Protect themselves l

3. Hunt
---- 1
4. Uve in a group
------ ¡:

------------~-~ ~ -- -- --~
-

11!tUI) 26
 O Cut out the pages and tape them together.
8 Fold the strip back and forth to make a fon.
E) Write a title and complete the informati on
about tigers on each page.
O Paste the last page into a small box and close it.
9 Decorate the box's lid.
O Display the boxes in the classroom.
------------- ------------- ------------- --------- X ·------------------------------------------------·>(

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l!®JJ 28
t
1, ·;
11 ,
I •• , ,. , f f
·e e w
O Complete the table.

1. Location
2. Food
3. Habitat
4.Coat
5. Size (length
and weight)
6. Hunting

8 Write about one thing you would do to help save the big
cats from being endangered.

29 lv 1f
 ~ .,;t . eli 'at of the Felidae famuy,.
f ,.,,emoer
, ~ .
5

mobile o
Make a
• brown yarn Felidae F
r cutouts ªrllily
X • pape ge ribbon strips
• small bO , 4 oran
rm ,ction paper
• Con :,11... • ti er.
• pictures of 1,on, g ,
1eop0rd, jaguar
, toothpick.

·- OGet hands onwilth construction paper.

. d
J. Wrap the bo. X f the /ion, t,ger, /eopa~ ,
2 Paste the p,ctures o . e.
. and jaguar on each ss1dbelow and write tour facts
J g/e
3. cut out the rec,an er.
about each Fe!idae memb il.
of the box with a penc
4. Make a hale in the top
ough the who_le ?n d
s. Thread the brown yarnenthr at is on the 1n s1 de of th e box. Make sure th
tie a toothpick to the d th e
tal/y ac ro ss the ho le.
toothpick sits horizon ch the
oran ge ribbo ns be low each picture an d at ta
•'1 6. Paste the
ribbons.
j corresponding facts to the n yarn.
th the sp ec ies na m e an d attach it to the brow
j 7. Make a sign wi
ha ng ing th em fro m th e ceiling with the yarn
.
8. Display the mobiles by

••• ••• •••

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"~Cli~ítY24
~ -
Thefastest Land Animal .J
O Write the numbers of the adaptations of a cheetah's
anatomy beside the corresponding part of its body.
a. c.
1. lt has a flexible spine that
allows its body to stretch
while running.
2. lt has a small head which
helps increase speed by
decreasing air friction .
3. lt has very long legs which d.
make its stride bigger.
4. lts claws act like an athlete's
shoe and give better traction.
5. lt has a lighter skeleton which
makes running at high
speed easier.
6. lt has an enlarged heart and increased lung capacity to
give its body more oxygen so its muscles won't tire while
running.
7. lts long, heavy tail allows it to make sharp turns while running.

8 Write about how a cheetah captures its prey using the

key words.
1. victim / group

2. accelerat es / strike / forepaws

3. weight / strangulation

4. eat / quickly / rear

31 (!rfflf) 1