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Our projects

Project 1 “Creating Your Own Water Cycle”

Engage and activate step

Trival: Water Cycle

Time: 45 minutes
1.- 5-10 minutes-explanation and organisation of activity
2.- 35 minutes- activity

Material: Trivial cards, small box

Description of activity
Divide the children up into teams
The aim of the game is to answer two questions correctly in each category, and so complete the trivial “cheese”
There are four categories: spelling, riddles, taboo and true or false. All of these categories are based directly on
information which the children have been taught about the water cycle.

Question card selection
The selections of question cards is random. If a question is answered incorrectly then it will be returned to the box
thus ensuring that another team, or even the same team, has the possibiltiy of answering the question.If a team has
gained a cheese for a category (ie, answered two questions correctly from a category) and selects a question from said
category then they may return the question card to the question box and select a new question card.

How does each category work.
All challenges are subjected to the time limits imposed by the judge.

Spelling (blue letters): one person from the team selects the card. Once they have seen the word they
select a person from their team to spell the word outloud. Only the person with the question card can see the word,
no other member of the team is permitted to see it. The selected team member has only one attempt to spell the
word correctly. If it is spelt incorrectly then the question card should be returned to the question box. Team
members should take turns at spelling words and not always select the same person for the challenge.

Riddles (black letters): a person from the team selects the card and reads the riddle out loud, allowing all
the teams to hear it. The person with the question card is then permitted to approach their team and discuss the
answer. There is only one attempt at guessing the riddle. If the riddle is answered incorrectly then the question card
should be returned to the question box.

Taboo(red letters): a member of the team selects the card. They are permitted to give a maximum of five
clues. Their team is not allowed to speak until the team member talking indicates that they have finished giving their
clues. There is only one attempt to guess the correct word, although the team members may discuss possible answers
among themselves before settling on a final answer. If answered incorrectly then the question card should be
returned to the question box.

True or false(Green letters): a member of the team selects the card and reads the statement out loud,
allowing all the teams to hear it. Then they are permitted to approach their team and discuss with them whether they
think the statement is true of flase. If answered incorrectly the card is returned to the box.

Problem:

What is the water cycle? Interactive video

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Research:

Every human, plant, and animal depends on water for survival. It's controlled by the sun, which produces
energy in the form of heat. This heat energy causes the water in the world's oceans, lakes, and even puddles in your
backyard to warm and evaporate. When water is heated, it changes from a liquid to a gas. This gas is called water
vapor, and the process is called evaporation. When plants give off water vapor, it's called transpiration. When water
evaporates, it rises into the cooler air, collects, and forms clouds. There, the water vapor molecules cool down and
change back into liquid water. This is called condensation. As more and more water vapor cools into the clouds, the
water droplets that form the clouds become larger and larger. These droplets get so big that the swirling winds in
the atmosphere can no longer hold them up. The droplets fall from the sky. Precipitation is the term for the falling,
condensed water molecules, which come down as rain, snow, sleet, or hail--depending on conditions in the
atmosphere.

Hypothesis:
We think that water cycle is the way the Earth uses and recycles water.

Material:
1. A large, clear bowl
2. Plastic Wrap
3. A weight
4. A smaller container (example: cut-down yogurt cup)
5. A rubber band or piece of string

Procedure:
Place the small container in the middle of the large, clear bowl. Fill

the bowl with a little water, being careful not to fill the small container inside. Cover the bowl with plastic wrap, and
fasten the plastic wrap around the rim of the bowl with your rubber band or string. Put a weight on top of the plastic
wrap in the center. (See Picture below.) Now put your contraption on a windowsill or somewhere that the sun will
hit it.

How long does it take for water to evaporate and condense on the plastic wrap? Where does the water go after it
condenses on the plastic wrap?

Record And Analyze Data:
The heat of the sun evaporated the water, which raised, condensed on the cool plastic, and fell into the small
container. This is a small-scale replica of the water cycle that occurs every day on earth.

More activities Water cycle game activitiesboard

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Project 2 “Rocks Cycle”

Engage and activate step

THE ROCK CYLE RAP

Time: 45 minutes
5 minutes-explanation of activity
40 minutes-activity

Material: ROCK CYCLE RAP lyrics (five copies, cut up), internet connection, photcopies of the lyrics
Rock Cycle Rap

Description of activity
1. Divide the class into five groups
2. Give each group a set of the cut up lyrics
3. Each group has to listen to the rap and order the lyrics
4. When the groups have the rap ordered correct the exercise
5. The children should copy the rap/give the children a photocopy of the lyrics
6. Sing the rap together

Topic: Rocks cycle

Content: Students investigate rocks cycle (erosion, soil types) as variable making biomes unique.

Goals:
A.Understand that relationships exist among the earth (geology and soil science), the water
(hydrology and oceanography) and the atmosphere (meteorology and atmospherics), and that the
relationship is best exemplified by the rocks cycle.
B. Understand the processes of volcanism and erosion. Focus on erosion.

Objectives:
Students will be able to describe the rock cycle and use it to identify types of rocks.
Students will associate rock and water cycle through processes like erosion, soil formation.
Lithosphere provides structure for water sheds, and filters/storage of water.
Water sheds provide transports of soil/soil nutrients.

Introduction:

Online activities: 1.- Learn and play “Rocks and Soils”
2.- Learn about rocks and minerals “Kids love rocks”
3.- Learning first contents about the “Rocks cycle”

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Development:

Children should learn: POSSIBLE ACTIVITIES Learning outcomes

That rocks are used for a Review children’s understanding of materials which Identify some rocks eg marble,
variety of purposes are naturally occurring, and those which are not, granite, slate and explain why they
through a visit to look at different types of rock used are used for a particular purpose eg
in a local environment eg school or shopping centre or use slate for a roof
of a video to illustrate uses of different rocks.
Explain that rocks are naturally occurring and that
many other building materials eg bricks are not.

That rocks can be grouped Present children with a collection of rocks to Group rocks according to
according to observable observe and group in terms of texture eg size, shape differences in texture and record
characteristics and arrangement of particles and appearance eg range of and justify the groupings
colours. Ask children to choose a criterion for
To observe and compare rocks grouping and ask other children to guess what this is. Allocate an additional rock to a
group and explain the decision

That differences between rocks Compare rocks in terms of how easily they are worn Use results of their tests to rank
can be identified by testing away. Help children to carry out a ‘rubbing’ test to rocks in order of ease of wearing
compare how well different rocks withstand being away and/or permeability
ground down, and record results. Help children test
for differences in permeability by dropping small
quantities of water on to rocks and observing
whether it remains on the surface or not.

That rocks are chosen for Children review, using secondary sources eg books, relate the use of particular rocks to
particular purposes because of CD-ROMs, the uses of different rocks and link these their characteristics and explain
their characteristics to their characteristics. why they are used eg that granite is
often used for steps to buildings because it
doesn’t wear away easily, that marble is
used because it is attractive to look at

Practice: Online activities:
1.- Interactive Vocabulary
2.- Interactive Rock Cycle
3.- Print teacher prompts at http://www.opb.org/education/iceageflood/viewing/. When the
vocabulary terms come up during the video, you might wish to stop the video to refer students to
the appropriate poster to remind them of the definition, and invite the student who prepared the
poster to personally help explain his or her word.
4.- Have students collect/bring in soil samples from different areas.

Checking For Understanding: Different Online activities, quiz. Students associate rock cycle with water cycle.
Student assays are well performed and logical conclusions are drawn that relate back to biome conditions.
Eg: The rock cycle diagram, What are rocks?,... The rock cycle, The rocks, soil and water

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Project 3 “Plants and life on Earth”

Engage and activate step

PASSWORD: FLORA

TIME: 45 minutes,
1. 5-10 minutes-explanation and organisation of activity
2. 35 minutes- activity

Material: Password cards, watch

Description of activity
1. Divide the class into two groups

2. One child takes a password card
3. The child has one minute to give clues to his/her team to help them guess which words they have

on the password card

4. The clue and the answer should only be one word
5. For each word guessed correctly a point is awarded. If all the words on a password card are guessed

within the time limit the team ia given five points.

If a team does not guess all the words on the password card, the card is returned to the pile.

Topic: PLANTS AND LIFE ON EARTH

1.- Plant Crossword: vocabulario relacionado con las plantas.

2.- Classify your knowledge about plants: realizarán unas tablas de clasificación de sus
conocimientos previos, lo que los gustaría aprender sobre las plantas, y lo que han aprendido al final
de la sesión.

3.- Plant observation: tendrán que observar, dibujar y describir una planta del entorno.

4.- Plants and life on earth: a través de un texto sobre la importancia de las plantas para la vida en
la tierra, seleccionarán información para realizar una presentación oral (power point, posters…) al
grupo sobre todo lo que han aprendido sobre la importancia de las plantas.

5.- A day without plants: para finalizar el proyecto, imaginarán cómo sería un dia en la tierra si no

existieran las plantas. Deberán representar una historia sobre el tema. (Look at plants-

worksheet 1-2-3-4)

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Project 4 “Classifying animals”

Engage and activate step

PIG TO PIG: FAUNA

Time: 45 minutes
1. 5-10minutes-explanation and organisation of activity
2. 35 minutes- activity

Material: Pig to pig vocabulary cards, pig to pig adjective cards, one dictionary per group.

Description of activity
1. Divide the class into five groups
2. Give each group five vocabulary cards
3. Choose one of the adjective cards
4. Each group has to decide which of their vocabulary cards best matches the chosen adjective card.

The groups have two minutes to reach an agreement and to prepare their arguement.
5. The point goes to the group with the best explanation
6. The groups can argue with other groups’ explanations
7. At the end of each turn a new vocabulary card is given to each group, meaning that each group

always has five vocabulary cards from which to choose

Topic: Classifying Animals

Overview These activities were designed to meet the needs of gifted children for extension beyond the
standard curriculum with the greatest ease of use for the educator. The steps (lessons) may be given to the students
for individual self-guided work, or they may be taught in a classroom or a homeschool setting. Assessment strategies
are included at the end of the project.

Introduction

This project explores the classification system used to identify animals. Most children are fascinated by
animals and often have an animal that is a particular favorite, possibly even an animal the child has never seen before.
Children also like to order and sort things, and this project melds both of these interests. This project is specifically
designed to move quickly beyond the knowledge level to high-level thinking. This project can be taught to an entire
class or given as a self-directed extension activity.

Learning Objectives
After completing the project in this unit, students will be able to:
.- Know and understand the seven levels of classification.
.- Apply that knowledge as they practice classifying animals.

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.- Evaluate and compare the classification of animals.
.- Devise a classification system for the objects in their homes.
.- Create a new species and classify it according to the principles of classification.

Preparation
a) Print the lesson plan on a color printer.
b) Have access to the Internet for student(s).
c) Gather supplies including paper, pen or pencil, crayons, colored pencils and/or fine-tip markers.

Step 1 Look at the pictures of these animals:

Then fill in the chart below: (We’ve given you an example.)

lives where? Type of skin? Size? Kind of babies?
land/sea/air bigger/smaller than a person living or eggs

Cow
Bear
Fish
Bird
Whale
Horse

With other animals make a similar chart

Looking at your chart, choose the two animals you think are the most similar and justify your choice in one sentence:
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________

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Step 2. Organizing the Animals: How It Happened

Back in the 18th century, a Swedish man named Carolus
Linnaeus thought it was important to organize living things, and he
developed a system to do just that. He started out interested in plants,
but he ended up ordering all life as he knew it.We still use the essence of
his system today. Scientists are constantly refining the system based on
new knowledge.Who knows? Maybe you will make a change in how
animals are organized! Putting animals in order like this is called
taxonomy. The taxonomists — people who name animals — use a book
called the International Code of Zoological
Nomenclature, or ICZN, to tell them the rules for classifying animals.

Linnaeus’s system has seven levels:
1. Kingdom
2. Phylum
3. Class
4. Order
5. Family
6. Genus
7. Species

Every animal on the planet, down to the most microscopic creature you can imagine, can be classified
according to this system. You can remember the order the system comes in with one of the following phrases.
The first letter of each word is the first letter of the level of classification. Pick the one you like the best and practice
saying it five times.
King Phillip, come out, for goodness’ sake!
Let’s look at each level, and an example using one common animal

These levels start out broadly — that means the top levels have the most animals, and they get narrower and
narrower as you go down. So, by the time you get to the species, there is only one animal in the group. You can
imagine these levels as an upside-down triangle.

Kingdom: Generally, scientists agree there are six kingdoms. The animal kingdom (called Kingdom Animalia) is just
one of those. In case you’re interested, the others are Achaebacteria, Eubacteria, Protists, Fungi and Plants.
Originally, Linnaeus only identified two kingdoms: plant and animal. Some scientists think that viruses should have
their own kingdom, but currently they are not included under this system.

Phylum: Within the animal kingdom, the animals are divided into more than 30 phyla (which is the plural of
”phylum”). You might be interested in Phylum Chordata – it’s the one humans and all animals with backbones are
in (do you see how “chordata” looks like the word “cord” – like spinal cord?). Phylum Arthropoda contains insects,
spiders and other animals with segmented bodies, like shrimp. Arthropods have their skeletons on the outside of
their bodies (think of the hard shell of a lobster) and other characteristics in common.

Class: The third level of classification is class. For example, Phylum Chordata has classes in it like birds, mammals
(Mammalia) and reptiles.

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Order: The next level, or rank, is order. Orders are smaller groups within the different classes. Lepidoptera is the
order of moths and butterflies. Carnivora is the order within Mammalia that has the most diversity in animal size.

Family: The fifth rank of classification is family. (When you get to this rank, people sometimes disagree about which
family an animal belongs to, so you may find that different sources tell you different things. This can even happen
with orders.) The family for dogs is Canidae.

Genus: This rank looks like “genius,” doesn’t it? It’s the second-to-last rank, and a genus may have only one or two
animals in it. If animals are in the same genus, they are really closely related. In fact, you may not be able to tell them
apart just by looking at them! When we write the name of the genus, we capitalize it and italicize it. For example, the
genus of dogs (and wolves, too!) is Canis.

Species: If animals can breed together successfully, they are a species.When an animal is called by its scientific name,
then that means it is being identified by its genus and species.We use a lowercase letter and italics for the species.
The scientific name of dogs is Canis familiaris; however, the scientific name of wolves is Canis lupus.

Step 3. Using What You’ve Learned
Look back at your chart of the animals that you did in Lesson 1. Let’s see how they fit into what we’ve just

learned. Using that chart and the chart on the last page of this lesson, answer the following questions:

1. Why do you think we left Kingdom off of the chart? What kingdom does each of these animals belong to?
_________________________________________________________________________________________

2. Look at the class of the Chilean flamingo. All birds belong to that class. Do you see why we call things to do with
airplanes “aviation”? Using that same idea, and looking at the order of the blue whale, can you make up a word that
means “as big as a whale”?
__________________________________________________________________________________________

3. Do you agree or disagree with this statement? If two animals are the same genus, then they must also be the same
family, order, class, phylum and kingdom.Why did you make that choice?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

4. Why do you think that we had to be more specific about the animals in this chart? Why can’t we just put “bear”?
Why did we have to say “grizzly bear”?
__________________________________________________________________________________________

5. Whales actually have suborders depending on whether they have teeth or baleen (comblike sieves that let water
out but keep their food in). Think about the name of the kind of doctor who puts braces on people’s teeth. Now
think about the name of the whale suborder Odontoceti. Do you think these are whales with teeth or whales with
baleen?
__________________________________________________________________________________________

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6. The family that horses belong to, Perissodactyla, means “odd toed.” Think about what a horse’s hoof looks like.
Can you think of any other animals not on this chart thatmight belong to that family?

__________________________________________________________________________________________

__________________________________________________________________________________________

7. Using the chart on the next page, write the scientific names of the cow, the flamingo and the whale.
Cow: ____________________________________________________
Chilean flamingo: ___________________________________________
Blue whale: ________________________________________________

Did you put the genus first with a capital letter? Good for you! When you see a species’ name written, it will be the
genus and the species, so the scientific name is sometimes just called “species.” Sometimes the genus will just be
listed as a capital letter with a period after it, like this: B. musculus.

Common Phylum Class Order Family Genus Species
name Chordata
Chordata Mammalia Artiodactyla Bovidae Bos taurus
cow Chordata Mammalia Carnivora Ursidae Ursus arctos horribilis

g rizzly Actinopterygi Perciformes Pomacentridaie Amphiprion ocellaris
be ar i chilensis
Aves musculus
c lo w n fis h caballus
Mammalia
Ch ile an Chordata Mammalia Ciconiiforme Phoenicopteridae Phoenicopteru
flam in g o ss
Chordata
B lu e w h ale Chordata Cetacea Balaenopteridae Balaenoptera

H o rse Perissodactyla Equidae Equus

Step 4. Working With Your Favorite Animal
Go to this Web site:
http://animaldiversity.ummz.umich.edu/site/index.html
In the search box, put in your favorite animal. Now write out its classification:
Kingdom:
Phylum:
Class:
Order:
Family:
Genus:
Species:

Look on the chart of animals in the previous lesson. Are there any animals on the chart in the same phylum
as your animal? Same class? Which animal do you think is the most closely related to your animal?
_____________________________________________________________________________________

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Go back to theWeb site and try to think of a few animals that would be very closely related to the first
animal you chose and classified above. For example, if you chose “tiger,” try “lion” and “panther.” How close can
you get? Can you get down to the same family? How about genus?

What animal could you find that was closest to yours? ________________________

Answers to Lesson 4. Working With Your Favorite Animal
The correct classification will depend upon the animal chosen. Use either the provided
Web site http://animaldiversity.ummz.umich.edu/site/index.html

Step 5. Classifying Your House

It’s not just animals that get organized. Think about the grocery store; is the cereal in the same area as the
fruit? No, each type of food is in its own space. You can easily tell how the grocery store classifies its items for sale
by looking at the signs above the aisles.

Now think about your house. Imagine that you needed to classify every item in your house. One way would
be to use the ideas that Linnaeus had – to start out with broad categories and get narrower. Let’s try it!

You are going to devise a seven-level system for classifying the things in your house. If you get confused
at any time as you are doing this, you can look at the examples at the end of this step (lesson).

1. First, let’s think about the broadest level. Is everything inside your house or do you have some things outside,
too?Maybe your first level needs to be the Kingdom Inside and the Kingdom Outside. If your family has other places
that you keep things you own (like a separate house or a storage unit), that might be a third kingdom. You may want
to have kingdoms based on sides of the house or things for parents and things for kids.

List your kingdoms here:

_________________________

_________________________

_________________________

2. Next, you need the next level down, phylum. Think about the things you have in one of your kingdoms. Can you
think of a few categories you could divide them into? You may want to choose phyla based on rooms (such as
Phylum Living Room, Phylum Kitchen). You may want to choose phyla based on the items’ size or what they are
made of. It’s up to you. Choose just one kingdom from your list above and create three phyla for it on the next page
(remember that phyla is the plural of phylum).

Phylum __________________________

Kingdom ________________ Phylum __________________________

Phylum __________________________

3. Pick one of the three phyla you created above and put it on the line below. Write the kingdom that phylum
belongs to on the line next to Kingdom. Think about the phylum you picked. In your mind, break it down into some
categories. For example, if your phyla were broken down by rooms, and you picked “Living Room” as your phylum,
how could you divide the things in your living room into categories? Could you break them down by what you do
with them? How about who uses them? How about what they are made of or where they are (wall, floor, closet)?
Don’t try to make the categories too small, because you have several levels left! These categories are your classes.
Think of three classes and list them on the diagram below:

Kingdom ________________

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Phylum ________________ Class _________________________
Class _________________________
Class _________________________

4. Now you are going to repeat this until you get to species. After class comes order (remember your sentence!), so
choose one class from above, list in on the line below and create three orders to go underneath it. Just keep thinking
about how you could narrow that group of things even more. Remember to look at the example at the end of this
section if you get stuck. List the kingdom and phylum, too, so you can keep track.

Kingdom: _____________________________

Phylum: _______________________________

Class ________________ Order _________________________
Order _________________________
Order _________________________

5. You only have a few levels to go! After order comes family, so choose one of your orders from above and do the
same thing you’ve been doing. Break it down into smaller categories.
Kingdom: _____________________________

Phylum: _______________________________
Class: _________________________________

Order ________________ Family _________________________
Family _________________________
Family _________________________

6. You only have two levels left! You are almost to a single item! Wow! Choose one family from your list above and
then break it down into three smaller groups. Remember that the next level will be an individual item, so be sure to
make the genera (that’s plural for more than one genus) very narrow.

Kingdom: ___________________________

Phylum: _____________________________

Class: _______________________________

Order: _______________________________

Family ________________ Genus _________________________
Genus _________________________
Genus _________________________

7. You are at the last step! You are down to individual items! Choose a genus from your list above, and name three
different species, or items, within that genus.

Kingdom: ____________________________

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Phylum: ______________________________
Class: ________________________________
Order: _______________________________
Family: _______________________________

Genus ________________ Species _________________________
Species _________________________
Species _________________________

8. Now choose one of your species listed above and list its entire scientific classification from kingdom on down:
Kingdom: ___________________________
Phylum: _____________________________
Class: _______________________________
Order: _______________________________
Family: _______________________________
Genus: _______________________________
Species: _______________________________

Examples

Look here for ideas if you get confused. There is an example of how to break things down into smaller
categories, and then there is an example of a scientific classification for an item. So that you don’t get stuck trying
to copy the example, we’ve used a school instead of a house for the example.

Do you see how the groups get smaller and smaller, ending in a single item? That is what you are trying to
do.
Kingdom: Classroom
Phylum: Students’ Supplies
Class: Language Arts
Order: Reading Center
Family: Books
Genus: Chapter Books
Species: “Tales of a Fourth Grade Nothing”

Here is an example of how one level could be broken down into several smaller categories. We’ll use the
level family from above for our example. Notice how each genus is a smaller part of the family of Books.

Family: Books Genus: Picture Books
Genus: Chapter Books
Genus: Textbooks

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Step 6. Create and Classify Your Own Animal

Imagine that you are a biologist studying animals in the wild. One day, while lying in your viewing spot, you
see an animal you have never seen before. You rush back to your tent and look through your encyclopedia of
animals, growing more and more excited as you realize that you have discovered a new species! As the discoverer
of this new species, you get the honor of naming it. Of course, being a fantastic scientist, you will follow the
classification system in place. That means that the only part of the animal’s name you will make up yourself is the
actual species name.

You go to thisWeb site:

http://animaldiversity.ummz.umich.edu/site/index.html

to find the closest animal you can find to the one you discovered. For example, if the animal you have discovered
looks a lot like a panther, look up “panther” on the Web site.

So get a clear picture of your animal in your mind. Is it a mammal? a fish? a bird? This works best if you
create an animal that is similar to your favorite animal you chose earlier, but yet slightly different. Draw a picture of
your new animal here:

List the animal’s classification below. Remember, its classification should be the same as the animal you
found that is almost the same as this one. The only difference will be the species.

Look at several other species within the genus so that you can think of something that makes your animal
slightly different than any other species in the genus. For example, it could be a different color or eat something
different or live on a different continent.

What is your species’ distinguishing characteristic?
__________________________________________________________________
Kingdom: _______________________________
Phylum: _______________________________
Class: _______________________________
Order: _______________________________
Family: _______________________________
Genus: _______________________________
Species: _______________________________

After you have classified your animal, including creating a species name, go back and label your picture with
one thing from each level that is unique to that classification. For example, if your animal is in Phylum Chordata,
draw a line to the animal’s backbone and write, “Phylum Chordata – backbone.” Do this for at least four levels. Look
back to the Animal DiversityWeb site you used before to search each of those levels. It will tell you what
characteristics are typical of that classification. You may also use an encyclopedia to help you. See the example on
the page.

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Assessment
Answers to Lesson 3: Using What You’ve Learned

1. Why do you think we left “Kingdom” off of the chart? What kingdom does each of these animals belong to?
Kingdom was left off because all animals belong to Kingdom Animalia.

2. Look at the class of the Chilean flamingo. All birds belong to that class. Do you see why we call things to do with airplanes
“aviation”? Using that same idea, and looking at the order of the blue whale, can you make up a word that means “as big as a whale”?
Answers will vary, but should include at least the root of “cetacean.”

3. Do you agree or disagree with this statement? If two animals are the same genus, then they must also be the same family,
order, class, phylum and kingdom.Why did you make that choice?
Answers will vary, but the correct answer is “Agree.” The classification system is top down, so if the animal is the
same as another at a lower level, they must be in the same higher levels.

4. Why do you think that we had to be more specific about the animals in this chart? Why can’t we just put “bear”? Why did
we have to say “grizzly bear”?
Again, answers will vary, but the key idea is that there is more than one species of bear.

5. Whales actually have suborders depending on whether they have teeth or baleen. Think about the name of the kind of doctor
who puts braces on people’s teeth. Now think about the name of the whale suborder Odontoceti. Do you think these are whales with teeth
or whales with baleen?
Suborder Odontoceti are whales with teeth.

6. The family that horses belong to, Perissodactyla, means “odd toed.” Think about what a horse’s hoof looks like. Can you
think of any other animals not on this chart thatmight belong to that family?
There are many possible answers, including zebras and rhinos. Check out this Web site for more information on this
order:
http://animaldiversity.ummz.umich.edu/site/accounts/information/Perissodactyla.html

7. Write the scientific names of the cow, the flamingo and the whale.
Cow: Bos taurus
Chilean flamingo: Phoenicopterus chilensis
Blue whale: Balaenoptera musculus

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 16

Project 5 “You and the environment”

Engage and activate step

ADVERTS: ENVIRONMENT

Time: 45 minutes
1. 5 minutes-Brianstorm
2. 5minutes-show videos
3. 5 minutes- explain task and organise groups
4. 20 minutes- preparation time in groups
5. 10 minutes-presentation of adverts

Material: Videos, internet connection
1st. Advert
2nd. Advert

Description of activity:
1. Elicit ideas of how we can protect the environment from the students
2. Show the adverts
3. Divide the class into five groups
4. Explain the task:
5. Create an advert, Save water,recycle, walk, save energy, reuse
6. Everybody in the group has to speak
7. Songs and chants are encouraged
8. Visual aids are acceptable but groups should be careful not to spend all thier time making visual

aids, it is more important to practise the dialogue.
9. Scripts can be read, it doesn’t have to be memorised
10. Present the adverts to the rest of the group

Topic: YOU AND THE ENVIRONMENT

What is the environment?
When we talk about our environment we mean everything in the world around us
which can affect our lives.
When we talk about the environment we mean everything in the world around us that
surrounds and affects all life on earth, including the air, food chains, the water cycle,
plants, animals and other humans.

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 17

Why the environment needs your help?
Five basic needs of human beings from the environment are oxygen, water, food, shelter and warmth.
We get these from the planet on which we live.

* We breathe oxygen from the air
* We get water from the rain which fills our lakes, rivers and creeks and
which we store in dams, reservoirs and water tanks.
* We get food from the plants, animals, fish and birds.
* We get shelter from the materials we take out of the earth and from
plants that grow in the earth (trees) to make our homes.
* We get warmth from the sun, fire, power (electricity, gas, oil) and our
clothing.

Apart from warmth and light from the sun, these all come from our planet.
But over the years the human population has grown and grown.This has had a huge
impact on the environment of our planet.

This impact has caused changes which have affected our atmosphere
* by polluting it (too much smoke, carbon dioxide and other 'green house gases' such

as methane),
* by making holes in the ozone layer which protects us from some harmful rays of the

sun

Everything living on the earth has basic needs. Humans have caused so many changes that many
living things cannot get what they need. Some of the changes have led to the extinction of many kinds of
wildlife (animals, plants, insects, etc).
We are beginning to realize that our basic human needs are being affected also.

Making changes
A lot of people have worked out ways that are likely to help our environment and we are already

starting to make a difference. We all need to try to change our ways to help the environment and ourselves.

How you can help the environment

Use less water
* Have showers rather than baths. Short showers use less water and also there is less use of energy

to heat the water. Have 3 minute showers by wetting yourself, switching off the water while you soap all
over and shampoo your hair, then turn the water back on and rinse under the shower, and then turn it off.
(Not keeping yourself clean in NOT an option.)

* Clean your teeth by putting water into a glass. Use the water for wetting your toothbrush, rinsing
your mouth and cleaning your brush.

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 18

* Help your family save water by using a watering can to water plants
and vegetables in the garden rather than using a hose. Maybe you
could help recycle the water from the washing machine.

* Use a bucket of water to wash your bike, or the dog.

* Help your school save water by switching off taps properly and using
the water fountain for drinking water.

Use less power
Things to do so you won't need to run the air-conditioner:
* Keep doors and curtains or blinds closed in summer during the day to keep out the heat.
* Open doors and windows on summer evenings to let cooler air into the house.
* During winter open curtains and blinds during the day to let in any sunshine, then close
them in the evening to keep in the heat.
Don't switch on lights during the day.
Switch off the computer, tv or radio if you are not using it.
Use the new light bulbs. 15 watts in a new bulb is equal to 75 watts in an old one. They last longer
too.
Switch lights off when you leave a room.
Turn your TV or computer off at the wall rather than use power by leaving it on standby.
At school remember to switch off lights when the room is empty.
Walk or use your bike whenever it is safe to do so.

Make less rubbish

Help make a compost heap or start a worm farm to use up food scraps.

Sort out the garbage into what can be recycled and what can't. Use the recycle
bin. You can find out where to recycle what by looking at this site.

www.recyclingnearyou.com.au/

Save computer paper by printing on both sides.

Recycle clothes, toys, books and games by giving them to another family,
charity shop or putting into a charity recycle bin at the supermarket.

At school you could
Recycle the uniform you have grown out of at the uniform shop
Use the recycle bin for paper and cardboard
Maybe start a school compost heap or a class worm farm.

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 19

Make your pet environmentally friendly!

If you have a cat, keep it inside at night. Cats like to hunt and many small native animals are killed
by them. Put small bells on its collar so that it can be heard.

Clean up after your dog when you go for a walk. I know it's yucky but if you use a plastic bag you'll
keep your hands clean, as well as the ground where others want to walk, and you might stop disease
spreading.

If you no longer want your pet rabbit, dog, cat, or even goldfish don't just dump it. These animals
can all survive in the wild, by taking the food of native creatures or killing animals, birds, fish and insects.
Help protect our wildlife by finding your pet a new home or talking to your vet about what you can do.

Have your dog or cat de-sexed so that there are not lots of unwanted baby animals brought into
the world. Perhaps you could make sure you only have boy rabbits, or only girl rabbits – so they do not
make babies.

Make less impact on the environment

If you can't find a bin, take your rubbish home.
If you are fishing, be careful that you don't leave hooks or bits of fishing line around. You could
harm fish or other water creatures. Put the fish back if it's small - it needs to grow up or there won't be any
more fish!
Stay off sand dunes at the beach so that they don't get damaged.
Looking for small creatures at the beach is fun, but be sure to put them back under cover or they
could die.

What else can you do?

You can find out more about our environment.
Here are some sites which will help you.

Learn about the sea
http://www.amsa.gov.au/kids/

Find out more about helping our environment
http://www.environment.gov.au/index.html

You could talk to the ranger at your nearest national park.
You could get involved at school or at home with one or more of the many organizations around
who are trying to help our environment. Here are a few of them.

Find out how you can help look after the land at
http://www.juniorlandcare.com.au/

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 20

What Kids say

"Plant more trees, they give us oxygen and shade." Damian
We take our rubbish home if we can't find a bin. Rubbish can hurt animals in the bush." Kate
"Cleaning up after your dog is yucky, but how would you feel if you stepped in it?"
"Dad put a hose on the washing machine so all the water comes into the garden and waters the
plants." Ryan
"I get all the stuff that I can recycle. I rinse them out and put them in the recycle bin. If they have
a 5c deposit on them I save them in a box then take them to the recycle place and I get the money
for them," Brooke
"I turn the lights off when I leave a room." Dallas
"We have a timer on the shower. You have to be quick if you wash your hair."
"We make compost with food scraps then we put it on the veggies. We have solar power too."
Maxine

Dr Kim says

For us to be healthy we need to live in a healthy environment. The small changes
each one of us can make will add up to big changes which will help make our
environment healthier now and in the future.

Another basic need for humans is contact with other humans. Everyone is unique
and special and we all need to learn to live with each other. We can do this by respecting
and accepting each other's differences, caring for each other and learning to work
together to help ourselves and our environment.

Inmersión lingüística Priego 2015 Colegio diocesano “Asunción de Nuestra Señora” 21

Plants

1 2345

6

7
8

9 10
11
12 13

14

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ACROSS DOWN

1 New plants grow from tiny ___________. 1 A tiny ________ can grow into a beautiful
4 Like all living things, plants _________ and plant.

change. 2 The part of the plant that holds the plant up
6 The __________ of a plant grow on the straight is the ____________.

stem. 3 Plants are _________ things.
8 Roots hold plants in the _________. 5 Plants give off __________ to help us
9 Most plants have ___________ that make
breathe.
seeds. 7 Insects carry ________ from flower to
12 All plants need sunlight, food, and
flower.
_________. 10 The __________ of a plant take in water
13 The stem carries _________ and water to
and minerals from the soil.
all the parts of the plant. 11 Sometimes, a plant can grow __________
14 Plants use ____________ to stay healthy.
that we can eat.

WORD BANK: Flowers, food, fruit, ground, grow, leaves, living, minerals, oxygen,
pollen, roots, seed, seeds, stem, water.

Plants

Solution:

S E E D S L G R OW

E TI X

E LEAVES Y

D MI G

NPE

GROUND

L

F L OWE R S

FE O

WA T E R N F OOD

UT

M I NERALS

T

Name: _________________________

Plant Vocabulary

Use the vocabulary words in the box to complete the sentences below.

seeds oxygen water

life cycle fruit pollen

leaves stem roots

1. New plants grow from ____________________.

2. Plants give off ____________________ to help us breathe.

3. The ____________________ of a plant grow underground.

4. Insects carry ____________________ from flower to flower.

5. The ____________________ of a plant shows how it grows, lives and dies.

6. All plants need sunlight, food and ____________________.

7. The ____________________ of a plant grow on the stem.

8. Sometimes, a plant can grow ____________________ that we can eat.

9. The part of the plant that holds it up straight is the ____________________.

©www.HaveFunTeaching.com

Name: ________________________________________

Plant Observation

Directions: Observe and draw a plant. Use the word list to describe your plant or add your own words.

stem leaf root flower petiole petal stamen
anther pistil seed seed coat stigma fruit thorn
straight round rough smooth prickly
soft brown white pointy blue yellow
green hard needle purple red chlorophyll filament
black bark scent

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