Science 5

SARASAS AFFILIATED SCHOOLS
Science Grade 5

All rights reserved.
No part of this publication may be reproduced, stored in
a retrieval system, or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording
or otherwise, without the prior permission of the publishers.

Foreword:
By Dr Chamrat Nongmak
When talking about bilingual education in private elementary - and secondary
schools in Thailand, the discussion invariably tends to focus on Sarasas Affiliated
Schools, a large group of private schools that were formerly owned and administered by
the late Mr Piboon Yongkamol. Mr Piboon, a well-known and respected educator, was
a leading pioneer of the bilingual education concept here in Thailand. These schools
provide a benchmark and a showcase for bilingual education in Thailand. Many school
proprietors, directors, and managers make it a point to visit Sarasas Affiliated Schools
seeking advice and guidance from a successful leader in the field of bilingual education.
Sarasas programmes for teaching students in both English and Thai have been
carefully planned and developed step by step. One of the toughest challenges Sarasas
has had to face has been finding the necessary texts and materials for teaching Thai
subjects in English. This is because a bilingual school, like any other Thai school,
needs government approval to operate and must teach the curriculum mandated by the
Ministry of Education. Unfortunately, the materials needed for teaching Thai subjects in
English are not readily available. Publishers do little to support this need because the
concept is still fairly new, and the demand is small. This has forced Sarasas to create its
own texts and materials.
Sarasas has been more fortunate than most other schools struggling to develop
their own bilingual program. It already has bilingual education experience, qualified
staff, and the resources necessary to produce its own high-quality textbooks and
materials. The staff, of course, is the most important ingredient.
Sarasas’ large, well-seasoned staff of highly competent, well qualified and dedicated
teaching professionals, both Thai and native speakers of English, gives it a unique
advantage over others attempting to produce these much-needed materials.
Even so, it has not been an easy task. The materials have been produced through
the careful process of research and development. The revision or total change is done
when those materials are proven to be inadequate. The people involved in developing
these textbooks or workbooks are classroom teachers. They are the ones who will have
to teach with the same materials they have helped to create. Knowing this gives them a
greater incentive to do it right.
The teams of classroom teachers responsible for classroom material development
operate under the close supervision of the Sarasas Board of Executives.

One of the roles of the board is to assure proper quality control by collecting and
carefully evaluating the actual work done by students using the new materials. They
ensure that the students are able to understand the material and use them effectively.
One of the things they check for is whether the level of English used in the books is
appropriate for the students’ level of English. The board also makes certain that the
content of the material is in accordance with the approved syllabus. This science book
has been developed through this process.
This book is not only useful for teachers but also for parents and guardians.
Its purpose is to encourage and support students in their quest for knowledge and
understanding of science, as well as stimulate their interest and improve their skills.
Each unit provides an introduction to the material, a list of new words the student will
encounter, problem-solving examples to help the student better understand how to do
the work, oral exercises, and a review of what was learnt.
This new science material will provide students with a greater international
perspective and understanding of Science and Scientific terminology, which will benefit
them greatly in later life. This said I would like to take this opportunity to thank those
responsible for developing this material and offer my sincere congratulations for a job
well done.

Chamrat Nongmak, PhD.
Former Deputy Permanent Secretary

The Ministry of Education

PREFACE

This Science textbook has been developed for bilingual learners based on the
B.E. 2560 (A.D. 2017) revised version of Thailand’s Basic Education Core Curriculum
B.E. 2551 (A.D. 2008). The content of this book goes along with The Basic Science for
Secondary 3 Book 1 written by The Institute of Academic Development.
This textbook aims to enhance students’ skills needed in the 21st century, which
include analytical skill, problem solving skill, creativity, and collaboration skill.
Each unit in this textbook provides vocabularies that are useful to learners at the
beginning of each unit. Examples that show students how to apply what they have learnt
to solve related problems. Followed by exercises that are similar questions provided
for immediate practice. At the end of each unit, a summary of the key concepts and a
revision exercise is provided to help students consolidate what they have learnt.

Author,
Sarasas Affiliated Schools

March 2022







Unit 1 LiEvninvgirTonhminegnstand

Habitat and Adaptation

Ecological Relationship
Food Chains

LiEvninvgirTonhminegnstand Unit 1

Diagram of Learning Contents

Unit 1 Date: …./.…/….....

Words to Learn

Picture Word Meaning Thai Meaning

environment slivuiirnnrogwliuvhtnehidcinhinggs

camouflage smuwbarrilkteohenutdnthhdeieniinmrg

nocturnal acntiigvehtat

spongy soofftcaanvditiefusll

webbed a psiekcine of

10 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Introduction

The environment is everything around us. The living things can
survive depending on varied factors such as food, hunting, reproduction,
growth and adaptation with habitat. Different living things live in different
environment.
Habitat is the part of an environment where a plant or animal lives
in. Habitat provides the animal with air, water, food, and shelter.

Adaptation is a behavior that helps a living thing survive and function
better in its environment.

SCIENCE LEARNERS MATERIALS GRADE 6 11

Unit 1

1. Habitat and Adaptation Date: …./.…/….....

Characteristics and structure adaptation is physical adaptation such
as change of figure, colour and camouflage to survive. Adaptation helps
organisms get food, hide from other animals and survive in conditions
of their habitats.

Brain Teasers

Why does water hyacinth float on the water surface?

12 SCIENCE LEARNERS MATERIALS GRADE 5

Let's Do it! Group Activity Unit 1

Date: …./.…/….....

Materials
1. Coloured pencils
2. Plastic basin, water
3. Morning glory, water hyacinth, bean tree
4. Brown papers

Procedure
1. Group students into 3 - 4 groups.
2. Pour some water above three quarters in the container.
l3e.aPvreesits. Dmooitrn2intigmgelsortyheonr wreactoerrdh.yacinth in the water and
4. Do the same in (3) but change embryophyte and record.
5. Summarize and present your work in front of the class.

SCIENCE LEARNERS MATERIALS GRADE 6 13

Unit 1

1.1 Aquatic Habitat Date: …./.…/….....

Aquatic habitat means an area where water is present and provides
direct support for a given species, population or community. An aquatic
habitat can be classified as non-flowing waters such as pools, ponds
and lakes, slowly flowing such as marshes and swamps, or flowing such
as streams and rivers. Aquatic habitats can be freshwater, saltwater or
brackish in nature.

1.1.1 Plants Adaptation
Water hyacinth and lotus being

aquatic plants float on water as its
parenchyma has lots of air spaces
(aerenchyma) which store air and the
stem is light, help it in remain afloat.

Water mimosa has a spongy,
fibrous white covering at the nodes.
This covering, called an aerenchyma,
is an air-conducting tissue. It allows
the stems, which grow in a dense,
interwoven manner, to be bouyant
and float on the top of the water.

14 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Date: …./.…/….....

1.1.2Animals Adaptation

Gills are special respiratory organs that absorb oxygen dissolved in
water for respiration. Gills help the fish to adapt, to breathe, or respire
in water. They are present on either side of the fish head. They are
typically long and narrow, which reduces water resistance when they
swim.

Frogs have long, very strong legs.
They use these legs for jumping and
swimming long distances, mostly to
escape from predators or catch prey.
Some frogs also have webbed feet,
which is just skin between their toes.
This also helps them swim faster and
longer. They breathe through their skin
and the back of frogs are dark while
their underside are light, in order to protech them through camouflage.

Ducks’ webbed feet help them
to swim and to keep their balance on
muddy riverbanks, while their bills
have small bristles that filter food from
the water. The outer layer of feathers
is extremely waterproof and keeps the
underlayer dry when they dive.

SCIENCE LEARNERS MATERIALS GRADE 6 15

Unit 1

Quick Quizz

1. Which of the following is a water habitat?
a. Polar ice b. Desert
c. Savanna d. Ocean
2. What is the name given to the type of the
plant shown, which lives in the ocean?
a. seaweed b. seagrass
c. sponge d. coral
3. Which of the following is a water habitat?
a. Polar Ice b. Desert
c. Savanna d. Ocean
4. Name the habitat shown in this picture.
a. river b. ocean
c. pond d. lake
5. Which is not a terestrial habitat?
a. mountain b. lake
c. desert d. grassland

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Unit 1

Activity: Can you find animals? Date: …./.…/….....

1. Look at the pictures and find the animals
2.Think about the following questions;
2.1.Which animals are easy or hard to find? Why?
2.2 How are the colours or patterns of the animals body parts helpful
to them?
3. Share your idea with your
classmate.

SCIENCE LEARNERS MATERIALS GRADE 6 17

Unit 1

1.2 Mangrove Habitat Date: …./.…/….....

Mangrove Forests are important
ecosystems that are found on the shorelines
of tropical oceans. A mangrove is a very
important tree that does not bury its roots.
Instead, it sits on top of them above the soil.

Mangroves are salt-tolerant trees, also called halophytes, and
are adapted to live in harsh coastal
conditions and saline environment.
They contain a complex salt filtration
system and a complex root system to
cope with saltwater immersion and
wave, temperature, salinity, dissolved
oxygen, tide and wind speed play an

important role in the growth of a mangrove ecosystem.

1.2.1 Plants Adaptation

A Rhizophora tree (possibly Rhizophora
stylosa) can be seen as the large trunk on the
right, The stilt prop roots of Rhizophora help
solidly levees and river banks.

18 SCIENCE LEARNERS MATERIALS GRADE 5

1.2.2 Animals Adaptation Unit 1

Date: …./.…/….....

Mangroves are survivors. With their roots submerged in water,
mangrove trees thrive in hot, muddy, salty conditions that would quickly
kill most plants. Anchored in soft sediments, the roots are literally
coated with creatures—barnacles, oysters, crabs, sponges, anemones,
sea stars, and much more. The dense, intertwining roots serve as
nurseries for many colorful coral reef fishes and for other fishes valued
by fishermen.

Mangrove roots provide
support for filter-feeders
like mussels, oysters, and
barnacles.

Mudskippers are fish that spend
the majority of their time out of water,
and some can even use their powerful
pectoral fins to climb trees. The fish
breathe by storing water in their mouth
and gill chamber, and by keeping
their skin damp they can also breathe
air through their skin.

Mangrove Mystery !!!
Scan me now

SCIENCE LEARNERS MATERIALS GRADE 6 19

Unit 1

Brain Teasers Date: …./.…/….....

Direction :Group 3-4studentsand watchavideoabout"Mangrove
Mystery" then make a mind map using the words below.
animals green some red swamp
yellow lots low river ocean
parrot fish crab lizard shark sea cow

______________ ______________ ______________

__________ __________ __________

__________________ __________________ __________________

barracuda Mangroove Mystery __________

__________________

__________ __________
__________
__________

20 SCIENCE LEARNERS MATERIALS GRADE 5

1.3 Polar Habitat Date: …U./.n…it/…1.....

Date: …./.…/….....

1.3.1 Plants Adaptation Polar region, area around the North Pole or
the South Pole. The North (Antartic) and South
(Arctic) Poles are at the top and bottom of the
world. Both poles are similar in temperature.
Both the Arctic and Antarctic are solid ice,
with snow on top. Antarctica is quite a small
continent that nobody can visit. Humans cannot.

There are a lot of species plants that live on the arctic including;
flowering plants, dwarf shrubs, herbs,
grasses, mosses, and lichens.Low dense
growth form
- reduce heat loss by wind
- reduce the surface area to
volume radio
- small size requires less energy
- dark pigmented leaves to absorb heat
1.3.2 Animals Adaptation
Animals who live in polar regions
have adapted by having thick fur or
feathers, a white appearance - as
camouflage from prey on the snow
and ice, thick layers of fat and fur
- for insulation against the cold.
A small surface area to volume
ratio - to minimise heat loss and
hunting fish or each other rather
than relying on plants for food.
21
SCIENCE LEARNERS MATERIALS GRADE 6

Unit 1

Let have fun with animals in polar
region

Brain Teasers

Why do we use a camel for travelling in the desert?

22 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

1.4 Desert Habitat Date: …./.…/….....

Deserts are places that
don't get much rain, and are
very dry. They can be either
hot places, or cold places.
Because deserts don't have
much water, animals that
live in the desert are able to
conserve water and keep
their body temperature at
the right level.

1.4.1 Plants Adaptation

- Some plants called succulents,
store water in their stems or leaves.
- Some plants have no leaves or
small that only grow after it rains.
The lack of leaves helps reduce
water loss during phosynthesis.
- Long root system spread out wide
or go deep into the ground to absorb water.

SCIENCE LEARNERS MATERIALS GRADE 6 23

Unit 1

1.4.2 Animals Adaptation
High temperture and scarcity of water
make sustenance very difficult in the
desert. Adaptation helps desert l
animals to acquire and retain water.
Andto regulate bodytemperture,which
help them to survive in the harsh conditions of the desert; physical
adaptations are special body parts that help an animal survive in an
environment, and behavioral adaptations are actions animals take to
survive.
Some animals like snakes, foxes, and
most rodents are nocturnal. They sleep
during the daytime in their burrows or dens
and hunt only during the night when the
temperature drop to avoid heat.

The hump of the camel has fatty tissue. When this fatty tissue is
metabolized, it produces energy as well as water.

24 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Date: …./.…/….....

The Thorny Devil. They have spikes all over their body which act
as a defence against predators. Any water that lands on its body can
be funnelled through small holes into its mouth.

Let Play games to check your
understanding !! Let go
vs

SCIENCE LEARNERS MATERIALS GRADE 6 25

Unit 1

Quick Quiz

Match the pictures according to their specific characteristics.

26 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Hands - On Activity Date: …./.…/….....

Desert Habitat Triorama

“My Desert Triorama”
Directions:

1. Fold a paper into a square

2. Cut off the rectangular paper, you have
a folded triangle
3. Fold that triangle in half
4. Unfold into a square then cut along one
at the center
5. Draw a background on a paper and
color it.
6. Overlap part C and D and secure them
together with glue
7. Put them all together with glue

Materials:

1. papers
2. pencil
3. glue
4. scissors
5. coloured pencils

SCIENCE LEARNERS MATERIALS GRADE 6 27

Unit 1

Words to Learn Date: …./.…/….....

Picture Word Meaning Thai Meaning

lichens symbiotic association
between a fungus and
algae

predation the preying of one
animal on others

leech carnivorous or
bloodsucking animal

parasite an organism that lives in
or on another and takes
its nourishment from that
other organism

intestinal parasites that
tapeworm are shaped like a tape

measure

28 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Date: …./.…/….....

2. Ecological Relationship

Interactions in Communities
All organisms are connected to each other in an ecosystem.

Organisms form relationships with each other because they are
connected. Some organisms compete against other organisms for
resources or space. Other organisms depend on each other to survive.
In most cases, many species share a habitat, and the interactions
between them play a major role in regulating population growth and
abundance.Together, the populations of all the different species that
live together in an area make up what's called an ecological community.

Interactions between two or more species are called interspecific
interactions—inter- means "between." Interspeciesinteractions can be
broken into five categories: Protocooperation, Mutualism, Commensalism,
Predation, and Parasitism

SCIENCE LEARNERS MATERIALS GRADE 6 29

Unit 1 Date: …./.…/….....

Protocooperation (+/+ interaction) Mutualism (+/+ interaction)
Protocooperation is a kind of In mutualism, two
partnership between two separate species have a long-term
species organisms in which interaction that is beneficial
both benefit, but the relationship to both of them .
is not necessary. For example;
Predatory birds sitting on cattle is a
protocooperation. Example, the bird
eats ectoparasites such as leeches,
etc.

Relationship between sea anemones Lichens are a perfect
and hermit crabs. Hermit crabs also example of mutualism
take up a young sea anemone to between the algae and the
add to their body, and become life fungi. Fungi supply the algae
partners. Once hermit crabs outgrow with nutrients, minerals and
their shell they also take in them the space. So algae produce
sea anemone to the fresh one. food for themselves and for
fungi.

30 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Date: …./.…/….....

Commensalism (+/0 interaction) Predation (+/- interaction)

Commensalism is one organism In predation, a member of one
benefits and the other organism species—the predator—eats part
isn’t benefited or harmed either or all of the living, or recently living,
way. body of another organism—the
prey. This interaction is beneficial
The shark and remora for the predator, but harmful for
relationship benefits both species. the prey . Predation may involve
Remoras eat scraps of prey two animal species, but it can
dropped by the shark. They also also involve an animal or insect
feed off of parasites on the shark’s consuming part of a plant, a
skin and in its mouth. This makes special case of predation known
the shark happy because the as herbivory.
parasites would otherwise irritate
the shark.

SCIENCE LEARNERS MATERIALS GRADE 6 31

Unit 1

Parasitism (+/- interaction). Date: …./.…/….....
In a parasitism, two species
Some parasites cause familiar
have a close, lasting interaction that human diseases. For instance, if
is beneficial to one, the parasite, there is a tapeworm living in your
and harmful to the other, the host.  intestine, you are the host and
the tapeworm is the parasite—
your presence enhances the
tapeworm's quality of life.

A parasitic plant is a plant that
derives some or all of its nutritional
requirement from another living
plant.

Brain Teasers

1. What are producers?

2. What are consumers?

32 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Quick Quiz

Put the letter A - E in front of the appropriate
sentences.

A. Competition B. Predation C. Mutualism
D. Commensalism E. Parasitism

1.____Flea on the skin of a dog.

2. ____A lion feeding on a deer.

3. ____A snake feeding on a rat.

4. ____Fungi at the back of a tree.

5. ____Orchid plant growing on a branch of a tree.

6. ____A tapeworm inside the intestine of a human.

7. ____A flowering plant and weeds in the same post.

8. ____A dog and a cat being fed with a piece of meat.
9. ____A bird feeding on the insects at the back of a
buffalo
10. ____A flowering plants and Orchid grow on a
branch of a tree.

SCIENCE LEARNERS MATERIALS GRADE 6 33

Unit 1

Words to Learn Date: …./.…/….....

Picture Word Meaning Thai Meaning

energy the capacity for doing
work

a person or thing that
consumer eatsorusessomething

producer the living organisms
which help to
produce food from
sunlight, soil and air

decomposer a bacterium, fungus,
or invertebrate that
feeds on and breaks
down dead plant or
animal matter

scavanger an animal that feeds
on carrion, dead plant
material, or refuse.

34 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

3. Food Chains

A food chain shows how plants and animals get their energy.

SCIENCE LEARNERS MATERIALS GRADE 6 35

Unit 1

Date: …./.…/….....

A food chain always The consumers are divided into 3
starts with a producer. This groups;
is an organism that makes its
own food. Most food chains Herbivores are animals that
start with a green plant, eat ONLY plants. They need
because plants can make a lot of energy to stay alive.
their food by photosynthesis. Many have to eat all day long
to get enough energy. Some
herbivores have a special
digestive system so they are
able to eat grass.

A living thing that eats other
plants and animals is called a
consumer.
A predator is an animal that eats
other animals. The animals that
predators eat are called prey.
Predators are found at the top of
a food chain.

36 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

A carnivore is an animal that gets its food from eating other
animals. They are also called “meat eaters”.
What kind of animals are carnivores?

Omnivores are animals that eat both plants
and other animals.
Many will eat the eggs of other animals.
Some omnivores are scavengers which
means they eat dead animals.
Most will eat plants that produce fruit and
vegetables. They also eat the fruit and
vegetables.

SCIENCE LEARNERS MATERIALS GRADE 6 37

Unit 1

Date: …./.…/….....

Food webs are the combination of all the food chains in an
ecosystem. They are complicated webs that represent the flow of energy.

38 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Date: …./.…/….....

Decomposers and scavengers break down dead plants and
animals. They also break down the waste (poop) of other organisms.
Decomposers are very important for any ecosystem. If they weren't in
the ecosystem, the plants would not get essential nutrients, and dead
matter and waste would pile up.
There are two kinds of decomposers, scavengers and decomposers.

Scavengers are animals that find dead animals or plants and
eat them. While they eat them, they break them into small bits. In this
simulation, flies, wasps and cockroaches are scavengers. Earthworms
are also scavengers, but they only break down plants.

SCIENCE LEARNERS MATERIALS GRADE 6 39

Unit 1

Many kinds of decomposers are microscopic, meaning that they
can't be seen without a microscope.
Others, like fungi, can be seen. Different
kinds of decomposers do different jobs in
the ecosystem.
Others, like some kinds of bacteria,
prefer breaking down meat or waste from
carnivores.



Actinolites only breakdown deadplants,
including hard to break down plants and
the waste of herbivores.

Others, like certain kinds of fungi, prefer fruits and vegetables.

40 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Unit Review Date: …./.…/….....

Direction: Circle the correct answer.

1. Which feature of a rose helps it grow without being eaten by large
animals?
A. flowers with bright colors C. small seeds
B. sharp thorns D. deep roots
2. How do adaptations help animals?
A. To escape animals C. To survive in their habitats
B. To hunt for food D. All of these are correct
3. A giraffe has a long neck in order to better reach leaves to eat. 
This is an example of______.
A. an adaptation C. response
B. environment D. stimulus
4. In which environment do plants with spines and waxy leaves are
well suited to survive?
A. Desert C. Temperate forest
B. Grassland D. Tropical rainfores

SCIENCE LEARNERS MATERIALS GRADE 6 41

Unit 1

5. Which of these is considered to be the largest habitat of the world?
A. Ocean C. Dessert
B. Forest D. Freshwater
6. Jelly fish belongs to which habitat?
A. Freshwater C. Ocean
B. Dessert D. Polar
7. Identify the animal that has shell as its body covering.
A. Lizard C. Yak
B. Tortoise D. Crocodile
8. Which symbols best describe commensalism?
A. +,+ C. +,-
B. +,0 D. 0,0
9. A tapeworm and a cat have this type of relationship.
A. Mutualism C. Parasitism
B. Commensalism D. Competition
10. Bacteria live in our body. 
A. Parasitism C. Mutualism
B. Commensalism D. all of them

____ / 10

42 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Match the sentences with the appropriate pictures.

1. _____________________________

2. ________________________

3. ________________________

4. ________________________

5. ________________________

A. Huge ears to help keep cool in African heat.
B. Strong legs for jumping.
C. Long neck for reaching on tall trees.
D. Webbed feet to help swim.
E. Black and white stripes to blend in with each other and confuse the
predator.

SCIENCE LEARNERS MATERIALS GRADE 6 43

Unit 1 Date: …./.…/….....

Hands - On Activity

Habitat Model

Directions:
1. Design your model, which
habitat would you like to make?
2. Make a model with your
group members.
3. present your model in front of
the class.

Materials:
1. coloured papers
2. boxes
3. glue
4. scissors
5. coloured pencils

44 SCIENCE LEARNERS MATERIALS GRADE 5

Unit 1

Team Evaluation Unsatisfactory Effort Needs Satisfactory Outstanding
Effort Improvement Effort Effort
Can cooperate with others (0 points) (1 points) (2 points) (3 points)
and has a positive attitude.
Can focus on the task given

Student participates and does
the work well. (Team Work)

Student shares and supports
the efforts of others.

Work is complete, well
organized and finished on
time.

Parents Evaluation

Unsatisfactory Effort Needs Satisfactory Outstanding
Effort Improvement Effort Effort
(0 points) (1 points) (2 points) (3 points)

Can cooperate with others
and has a positive attitude.

Can focus on the task given

Student participates and does SCIENCE LEARNERS MATERIALS GRADE 6 45
the work well. (Team Work)
Student shares and supports
the efforts of others.

Work is complete, well
organized and finished on
time.

Glossary

Unit 1 : Living Things and environment

Vocabulary Definition Meaning

camouflage hpirdeseenocredisguise the พราง
webbed pvaererstsepebenrtactiienaslaizveadrieltiymobf พังั พืืด
the type of place ที่�่อยู่อ�่ าศัยั
habitat
prey aarneimhaulnsteodr insects they เหยื่�อ
predator hunt their food นักั ล่า่
nocturnal
decomposer active at night ออกล่า่ กลางคืืน
herbivore
microscope decay ย่่อยสลาย

tapeworm animals eat plants สัตั ว์ก์ ิินพืืช
eianxslaatrbmuominraeetnootrbyujesecdts to กล้อ้ งจุลุ ทรรศ์์
burrow
energy ittnhatapetesatmirneeaasl hspuaarpreaesditelikse a พยาธิิตัวั ตืืด
temperture abyhaolesmoar ltluannniemladl,ug โพรง
wcaoprkacity for doing พลังั งาน
carnivore oopexffhpahysroseitcunsabselessqtssautonharcenectdiotyeldgtnhreeasets อุณุ หภูมู ิิ
animals eat meat สัตั ว์ก์ ิินเนื้้อ�

46 SCIENCE LEARNERS MATERIALS GRADE 6