NS_4to_NPATHWAY_Teachers_guide_3 (2).pdf

Teacher’s Guide
3
PSEC_3_Teacher's Guide_P001-200.indd 1 1/29/19 09:42

58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Science Teacher’s Guide Level 3
First Edition: 2014
ISBN: 978-607-06-0966-4
Pathway to Science 3 is a collaborative work, created and designed by
the Department of Educational Research of Santillana.
© Richmond Publishing, S.A. de C.V. 2014
Av. Río Mixcoac No. 274, Col. Acacias,
Del. Benito Juárez, C.P. 03240, México, D.F.
Publisher: Justine Piekarowicz
Editor: Dominic Wright
Art and Design Coordinator: Marisela Pérez
Pre-Press Coordinator: Daniel Santillán
Cover Design: Erika Martínez
Cover Photograph: Máximo Ruiz, The Trifid Nebula
All rights reserved. No part of this work may be reproduced, stored in
a retrieval system or transmitted in any form or by any means without
prior written permission from the Publisher.
Richmond publications may contain links to third party websites or
apps. We have no control over the content of these websites or apps,
which may change frequently, and we are not responsible for the
content or the way it may be used with our materials. Teachers and
students are advised to exercise discretion when accessing the links.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission at
the earliest opportunity.
First published by Santillana del Pacífico S.A. de Ediciones
Printed in Mexico by
First Edition in Ecuador: 2019
ISBN: 978-9942-31-233-4
Printed in: Imprenta Mariscal
Editor: Dominic Wright, María del Carmen García

Table of Contents
Components of Pathway to Science for the Teacher .................. 4
Teacher’s Guide Organization ....................................................... 5
Student’s Book Organization ......................................................... 6
Digital Book...................................................................................... 9
Student’s Book Table of Contents................................................ 10
• Unit 1........................................................................................ 12
• Unit 2........................................................................................ 46
• Unit 3........................................................................................ 74
• Unit 4...................................................................................... 102
• Unit 5...................................................................................... 138
Glossary .........................................................................................174
Cutouts.......................................................................................... 183
Activity Cards............................................................................... 189
Scientific Research Skills............................................................ 197
Notes ............................................................................................. 198

Components of Pathway to Science
for the Teacher
1. Teacher’s Guide: The Teacher’s Guide contains the Student’s Book presented in
a smaller format with an annotated answer key. Other features include key language,
language extension activities, common mistakes and possible difficulties, explanations
of science concepts and suggestions for related apps.
2. Books with Printable Worksheets and Evaluations
• A book with two reinforcement and two extension worksheets per unit.
• A book with a choice of two evaluations per unit. Each item is based on a learning
objective, a specific skill and content from the Student’s Book so that the validity
of the evaluations is guaranteed.
• Books with Printable Worksheets and Evaluations at www.santillanadigital.com
Name: Class: Date:
D.R. © Richmond Publishing, S.A. de C.V., 2014
Unit 1 Pathway to Science 3
1. To understand the function of roots, a researcher put two plants in containers and put 100 ml of
water in each, labeling them A and B. Then he cut the roots of the plant in container B and left
the plant in container A intact. According to this experiment, answer the questions.
a. Which set of results do you expect the researcher to get? Explain.
Results 1 Results 2
b. Considering the results, what happens to the amount of water in each container over the four days?
c. What do you expect will happen with container A over the next few days?
Day
Amount of water in
container A (ml)
Amount of water in
container B (ml)
1 101 100
2 107 100
3 111 100
4 113 100
Day
Amount of water in
container A (ml)
Amount of water in
container B (ml)
1 99 100
2 95 100
3 90 100
4 84 100
Extension Worksheet 1
Fichas PS 3.indd 8 10/21/13 11:38 AM
d. Using results from the table, make a bar graph with the data from container A.
e. According to the experiment, what is the function of a plant’s roots?
f. Oxygen is a product of photosynthesis. Which plant structure should be manipulated experimentally
to affect oxygen production? Explain.
100 —
50 —
0 —
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Name: Class: Date:
Reinforcement Worksheet 1
1. Look at the image and answer the questions.
a. Write the names of the parts of the plant and briefly describe the function of each.
b. What would happen to the plant if structure C were cut off? Explain.
c. What would be the consequences for photosynthesis if structure A were damaged?
A
C
B
Fichas PS 3.indd 4 10/21/13 11:38 AM
2. Put the following sequence of a plant’s life cycle in order.
The fruit falls to the ground.
The flower is pollinated.
The seed germinates.
The flower develops.
Fruit grows.
Seeds grow inside the fruit.
3. Look at the images and answer the questions below.
a. What process in the reproductive cycle of plants is simulated with this technique?
b. What elements replace the paintbrush in nature? Name two.
Element 1:
Element 2:
c. Why are the stamens cut in stage A of the process?
A B C
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Pathway to Science 3
Name: Class: Date:
Test A
Mark the correct answers with a .
Look at the image and answer questions 1–3.
1
2
3
4
1 What are the names of structures 1 and 2?
A. Flower and stem.
B. Flower and leaf.
C. Leaf and root.
2 Which structure allows the plant to absorb water and minerals?
A. 2.
B. 3.
C. 4.
Unit 1 Evaluation
01 Evaluaciones PS 3.indd 4 10/21/13 11:45 AM
Unit 1 Test A
3 What happens if structure 3 is damaged?
A. The plant cannot transport water or minerals.
B. The plant cannot produce its own nutrients.
C. The plant continues to live normally.
Read about the experiment and answer questions 4 and 5.
A researcher leaves a celery plant in a container with red water. A few hours later, the researcher
observes that different structures of the plant have been dyed red.
4 What was the objective of the experiment?
A. To investigate the function of only the roots of a celery plant.
B. To investigate the function of only the stem of a celery plant.
C. To investigate the function of the roots and stem of a celery plant.
5 Which structures of the plant were probably dyed red?
A. The stem and roots.
B. The water and leaves.
C. The roots, stem and leaves.
6 What does a plant need to carry out photosynthesis?
A. Water, soil and oxygen.
B. Water, carbon dioxide and light.
C. Nutrients, light and oxygen.
7 What does fruit develop from?
A. Flowers.
B. Seeds.
C. Leaves.
PSEC_3_Evaluations_P001-108.indd 5 15/1/19 13:43
Name: Class: Date:
Test A
Mark the correct answers with a .
Look at the image and answer questions 1–3.
1
2
3
4
1 What are the names of structures 1 and 2?
A. Flower and stem.
B. Flower and leaf.
C. Leaf and root.
2 Which structure allows the plant to absorb water and minerals?
A. 2.
B. 3.
C. 4.
Unit 1 Evaluation
Unit 1 Test A
3 What happens if structure 3 is damaged?
A. The plant cannot transport water or minerals.
B. The plant cannot produce its own nutrients.
C. The plant continues to live normally.
Read about the experiment and answer questions 4 and 5.
A researcher leaves a celery plant in a container with red water. A few hours later, the researcher
observes that different structures of the plant have been dyed red.
4 What was the objective of the experiment?
A. To investigate the function of only the roots of a celery plant.
B. To investigate the function of only the stem of a celery plant.
C. To investigate the function of the roots and stem of a celery plant.
5 Which structures of the plant were probably dyed red?
A. The stem and roots.
B. The water and leaves.
C. The roots, stem and leaves.
6 What does a plant need to carry out photosynthesis?
A. Water, soil and oxygen.
B. Water, carbon dioxide and light.
C. Nutrients, light and oxygen.
7 What does fruit develop from?
A. Flowers.
B. Seeds.
C. Leaves.
PSEC_3_Evaluations_P001-108.indd 4 15/1/19 13:43
4

Richmond Publishing, S.A. de C.V., 2014
a from container A.
s roots?
ould be manipulated experimentally
10/21/13 11:38 AM
Teacher’s Guide Organization
Answer Key and Teaching Notes
• Initial Evaluation
• A Healthy Lifestyle
• Being Safe
• Taking Care of the
Planet
• Recommended Apps
• Section Organization
• Clarifying Concepts
• Common Mistakes
• Possible Difficulties
• In 5 minutes
Describe the needs of plants and the function of roots,
stems and leaves
Life Science
luminosity
Let’s Practice
2. Write the names of the main parts of the plant. Identify
3. Match the parts of the plant with the labels that represent their needs. Relate
Plants have three main structures or parts: the roots, the stem and the leaves. Through these, they get the
water, light and air that they need to live.
Let’s Summarize
water
air
ice
wood
soil
light
Light
1. Not heavy.
2. The brightness
produced by the sun,
a lamp, a fire, etc.
How is it used in
the text?
Word Focus
11
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15
Life Science
Answer Key and Teaching Notes Pathway to Science 3
Notes
Stress the idea that structures
such as flowers are not present in
all plants so that students will not
consider labeling them in activity
2 of the Let’s Practice section.
Clarifying Concepts
Students may not see the roots of
the plant clearly in activity 2. Point
them out so they can successfully
complete the activity.
Possible Difficulties
The text does not name soil as
one of the needs of plants. This is
because not all plants need soil.
However, soil does give plants a
foundation and it also gives them
minerals that are important for
their development.
Clarifying Concepts
Using the Word Focus as an
example, on the board write two
definitions for each of these
words: water (noun and verb), box
(noun and verb) and plant (noun
and verb). Take a class vote on the
way each is used in the text and
then call on volunteers to use the
words in example sentences.
Language Extension
leaves
roots
stem
Plants and Their Structures
Section
1
Unit 1
Plant Structures and Needs
1. Look at the picture and mark your answers with a . Infer
When Mariana moved to a new
house, she forgot to take out a plant
her mother had put in a box. A few
days later, she found it as shown in
the picture.
a. What parts of the plant withered?
roots leaves stem flowers
b. What was this plant missing in order to be healthy?
air water light shelter
c. What does a plant need to live?
Plants have three main structures or parts: the roots, the stem and the leaves. Through their parts, plants
receive the water, light and air that they need to grow. Some plants also have flowers, fruits and seeds.
with a . Infer
Let’s Connect
Cacti are able to accumulate water because they have adapted to live in dry places. Ferns,
on the other hand, need to live in humid environments.
Did You Know...?
10
14 Unit 1
UNIT 1:
PLANTS
Section 1: Plants and Their Structures
• Plant Structures and Needs
• The Function of the Roots
• The Function of the Stem
• The Function of the Leaves
Section Organization
Mention to students that only
some plants produce flowers and
fruits so that these structures
are not confused with the three
principal structures (roots, stem
and leaves).
Clarifying Concepts
Question b from Let’s Connect
uses the term “healthy” to mean
“in a normal state” and not
because it contracted a disease
from a microorganism. To guide
the activity, focus students on the
image.
Vocabulary nouns: air, brightness,
cactus/cacti, environment, fern,
flower, leaf/leaves, light, root,
seed, shelter, soil, stem, water
adjectives: healthy, withered
Skill Students can differentiate
between possible word meanings
Language Focus
Water, light, air and, in most cases, soil.
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stems and leaves
Life Science
luminosity
Let’s Practice
Let’s Summarize
water
air
ice
wood
soil
light
Light
1. Not heavy.
2. The brightness
How is it used in
the text?
Word Focus
11
15
Life Science
Notes
Clarifying Concepts
Possible Difficulties
their development.
Clarifying Concepts
Language Extension
leaves
roots
stem
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CN.2.1.7. To observe and describe the parts of a plant and explain their functions.
Describe how flowering plants change throughout their
life cycles
Life Science
1. Put the life cycle of a flowering plant in order from 1 to 6. Put in order
1 The seed germinates.
Pollination occurs.
The seed falls on the ground.
A flowering plant grows.
The fruit that contains the seeds is formed.
Plants are living things: they grow, reproduce and react. They also have a life cycle.
2. Why are seeds important in the life cycle of a plant? Explain
Let’s Practice
Let’s Summarize
Tomatoesandavocadosare
fruits, not vegetables. And
bananas and watermelons
are berries!
Fun Fact!
Makeadioramathatshows
each step of the life cycle
of a plant.
Challenge
Some plants do not have flowers, but they
do have seeds. They are called conifers
because they form cones with seeds inside.
These seeds will eventually make new plants.
Some examples of conifers are pines, firs
and cypresses.
Fun Fact!
21
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25
Life Science
In activity 1 of the Let’s Practice
section, remind students that
the plant cycle is dynamic and
develops continually, and therefore
never ends.
Clarifying Concepts
Mention to students that
nonflowering plants also provide
us with food, such as the pine nut,
which is the seed of various pine
trees.
In 5 Minutes
Remember that growth,
reproduction and stimulus
response are general
characteristics shared by all living
beings and aren’t characteristics
of only plants.
Clarifying Concepts
Notes
On the board, write: germination,
fruit formation, growth and
pollination. Form pairs and tell
students to look at activity 1 of
the Let’s Practice section and
categorize the steps into the four
stages of the plant life cycle on
the board. Allow some debate
about the overlap of stages (like
when the fruit falls to the ground).
Language Extension
5
3
6
2
4
Because the seeds allow a new plant to grow, completing one part of a plant’s life cycle.
stems and leaves
2. Karen wanted to prepare an experiment to show the function of a stem to her classmates. She found the
following pictures.
Help Karen finish her assignment.
a. What materials does Karen need to do this experiment? Identify
b. Which steps should she follow in this experiment? Go to Cutout 1 on page 159 and glue the steps
in the right order. Put in order
The main functions of the stem are to transport water and minerals and connect the parts of the plant.
Let’s Practice
Let’s Summarize
15
Life Science
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19
Life Science
On this page, it is possible to
work on the scientific skills of
identification, organization and
experimentation while conducting
the experiment together as
a class.
Clarifying Concepts
When the class conducts the
experiment, supervise students
to make sure they use the dye
correctly to avoid dangerous
situations.
Being Safe
Notes
Ask students to look at the
experiment in Let’s Practice.
In their notebooks, have them
write descriptions of the steps in
activity 2b: Use a dropper to add
several drops of dye to a vase
of water. Form pairs and have
them compare steps and write
questions based on each step:
What happens to the water when
we add dye? Have students take
turns asking and answering their
questions. If possible, they can
test their answers by performing
the experiment.
Language Extension
This page develops the scientific
skill of planning.
Scientific Skill
A dropper, dye, water and a jar.
Section 1 / Plants and Their Structures
The Function of the Stem
1. Watch the two stages of an experiment carefully and answer. Infer
Situation 1 Situation 2
a. What differences can you find between situation 1 and situation 2?
b. Why did the water level not decrease in situation 2?
c. What is the stem for? Mark with a .
day 1 day 1
day 5 day 5
Material that does not let water go up the stem.
If you do not remember
what infer means, ask
your teacher!
To absorb water and minerals.
To transport substances to all the parts of the plant.
d. Which plant should have more water and minerals in its leaves at the end of the experiment?
The stem’s function is to transport water and minerals absorbed by the roots to all the parts of the plant. It
also connects the roots with the leaves, flowers and fruit.
Let’s Connect
14 Unit 1
18 Unit 1
In the Let’s Connect section,
situation 2, call attention to the
ring that is attached to the stem
of the plant. This will facilitate
correct analysis of and answers to
the questions.
Inference demands that students
explain phenomena based on
observation. In this case, they
should explain why one plant
grows and another does not.
Clarifying Concepts
Grammar should: Which steps
should she follow?
Vocabulary nouns: experiment,
level, stage
verbs: connect, decrease, infer,
transport
Skill Students can write a
sequence of steps for an
experiment
Language Focus
skill of inference.
Scientific Skill
In situation 1, the plant is growing. In situation 2, the
plant is wilting. The amount of water in each is different.
The ring on the stem prevents water from reaching the leaves.
The leaves of the plant in situation 1.
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stems and leaves
following pictures.
Let’s Practice
Let’s Summarize
15
Life Science
19
Life Science
a class.
Clarifying Concepts
situations.
Being Safe
Notes
the experiment.
Language Extension
skill of planning.
Scientific Skill
U1 PStg3.indd 19 11/13/13 5:18 PM
long, thin, orange vegetable
The Function of the Roots
1. Look at the pictures and answer.
a. What structures do you see in both plants? Identify
b. What differences do you see between the two sets of roots? Compare
c. Which plant’s roots give it more support? Infer
The roots are the part of the plant that allow it to hold firmly to the ground and to absorb water and minerals
that are essential for its development and growth. In this case, water and minerals go from the soil to the root.
Plant 2
Plant 1
Let’s Connect
Some plants, like carrots, have a very thick main root with other thinner roots coming
from the thick one.
Did You Know...?
12 Unit 1
16 Unit 1
Students may think the carrot in
the picture is a fruit. Explain to
them that a carrot, like beets and
radishes, is a root, and forms part
of the plant. This will help them
answer the question in the Let’s
Connect section.
In response to question C,
students may answer “the carrot’s
root” because it is thicker. Focus
students’ responses on the size
of both plants to elicit the correct
response.
Common Mistakes
Grammar first conditional
questions: If you plant a carrot in
a flowerpot with soil, will it grow?
Vocabulary nouns: beet, carrot,
development, flowerpot, growth,
mineral, stone, support
verbs: absorb, plant, stabilize
adjectives: edible, essential, thin,
thick
Skill Students can ask and answer
first conditional questions
Language Focus
The root, the stem and the leaves.
The main root of the first plant is thicker, while the second has a lot of thin roots.
The one with more roots because the tree is bigger and needs more support to
remain strong.
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stems and leaves
dark red root
vegetable
small container for plants
2. Which of these roots will be able to absorb more water? Mark with a . Predict
3. Explain what will happen in each situation. Predict
The roots grow in the
opposite direction to
the stem.
The function of a plant’s roots is to absorb water and minerals and to stabilize the plant.
Situation 1
If you plant a carrot in a flowerpot with soil, will it grow?
Situation 2
If you plant a carrot in a flowerpot with stones, will it grow?
Let’s Practice
Let’s Summarize
There are many roots that we eat on a daily basis, such as carrots and beets. These roots
give us nutrients, such as vitamins and minerals, which help us grow and stay healthy. Do
you know of any other edible roots? Research and find out!
Staying Healthy
13
Life Science
17
Life Science
It can be difficult for students to
answer this question given that
the concept of surface absorption
is hard to understand at this level.
To resolve this issue, propose the
following question: If the roots in
each image are watered equally,
which will absorb more water?
Stress to students that in question
3, situation 2, the pot contains
stones and not soil, and stones
cannot retain water and nutrients
that plants absorb to survive.
Clarifying Concepts
Notes
Ask a first conditional question
to a student: If you plant a carrot
in your garden, will it grow? That
student must answer the question
and then use the main clause of
your question as the conditional
clause of another: If the carrot
grows, will you eat it? The next
student does the same, and
the game continues as long as
possible or until everyone has gone.
Language Extension
Yes, it can absorb water and minerals from the soil to grow.
No, stones do not provide the right conditions for the plant
to grow.
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• Some pages include the skills required by the
Ecuadorian Ministry of Education. The skills are found
at the bottom of the page with their corresponding code.
The digital lessons correspond to topics from the Ecuadorian
curriculum that are not found in the book. Lessons with
answers are found in the Santillana Teacher’s Platform.
Digital Lessons
5

Student’s Book Organization
Quiz Yourself
1. Look at the pictures.
a. How does a flower turn into a fruit? Explain
1 2 3
p
1 2 3
After pollination, the seed starts to grow and is completely covered by the ovary until the fruit is formed.
1. Describe the main stages of a flowering plant’s life cycle.
life cycles
Let’s Practice
Let’s Summarize
27
Life Science
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exhibit
It is important to include fruits
and vegetables in our diet. Experts
recommend eating five portions
a day.
Staying Healthy
Bring different fruits as a snack for a week and save
the seeds. Then think of a creative way to display
the seeds with a short description of what fruits they
come from, which part of the fruit is the ovary and
how the ovary protects the seed.
Challenge
Fruit Formation
Look at how the seed grows and how fruit is formed.
In order to make a new plant, seeds must get to a place where they can germinate and grow. This is known
as seed dispersal. In order for seed dispersal to happen, dispersal agents are needed, including the wind
and animals that eat fruit.
After pollination occurs
in the flower, the seeds
start forming inside the
ovary.
Fruit is formed inside the
flower as the walls of the
ovary start to grow.
Oncethewallsoftheovaryhavegrown
and covered the seeds completely,
the fruit is fully formed.
ovary
seed
fruit
1 2
3
Section 2 / Plant Reproduction
Let’s Connect
Essential Basics Skills: To acknowledge the importance of pollination and seed dispersal.
26 Unit 1
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Title and subtitle of section
Section Organized by
Learning Objectives
• Let’s Connect
• Let’s Explore
• Let’s Practice
• Let’s Summarize
• Quiz Yourself
What Do You Know? Initial Evaluation
1. Mark the plant characteristics with a .
They grow. They move. They react.
2. Classify the plants in the picture using the words below.
tree bush grass
3. What do plants need to live?
Scientiﬁc Skill: Infer and predict
4. Look at and describe the following pictures.
a. How is plant 2 different from plant 1?
b. What would happen to plant 1 if you cut its roots?
plant 1 plant 2
9
Life Science
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Unit 1
In this unit you will learn to:
• describe the needs of plants and the function of roots, stems and leaves.
• describe how flowering plants change throughout their life cycles.
• describe how plants are important to living things and the environment,
and propose protection measures.
• identify different types of plants.
• make inferences and predictions about plants.
• value the importance of taking care of forests.
s
s.
.
.
Plants
Key Words
native
life cycle
reproduce
pollinate
crop
Unit 1
8
U1 PSst3.indd 8 7/11/13 8:42 AM
Sections organized by
Learning Objectives
Initial Evaluation
Number and title
of unit
stems and leaves
Quiz Yourself
2. Look at the picture and answer.
a. In which part of the plant does photosynthesis occur? Circle.
Identify
b. What do plants need for photosynthesis? Explain
3. Talk with a partner about the importance of photosynthesis for all
living things. Apply
Leaves are one of a plant’s parts or structures. Their function is to produce nutrients through photosynthesis.
1. Draw a plant and include its main parts. Color the route that water and minerals take through the plant
in red, and explain the function of each structure.
Leaves:
Stem:
Roots:
Let’s Practice
Let’s Summarize
17
Life Science
U1 PSst3.indd 17 7/10/13 3:15 PM
emits
The Function of the Leaves
1. Look at the pictures and answer. Predict
a. What will happen to plant A after a week?
b. Why are leaves important to a plant?
Plants produce their own nutrients. This important process happens in the leaves. It is called photosynthesis.
In order to make photosynthesis possible, a plant needs water, carbon dioxide and light energy. Water is
absorbed by the roots and distributed by the stem. Carbon dioxide is a gas in the air that is absorbed by a
plant’s leaves. Light energy is energy the plant absorbs from the sun or other light sources. The photosynthesis
process makes nutrients for the plant and releases oxygen, which is essential for all living things.
Plant B
Plant A
Let’s Connect
Essential Basics Skills: To observe and describe the parts of a plant and explain their functions.
16 Unit 1
PSEC_3_SB_U1_P008-037.indd 16 1/8/19 5:00 PM
Sections Organized by Learning Objectives
Learning
Objectives
Initial Pages of the Unit
Pathway to Science 3 is organized into five units. In each unit you will find:
6

• Education through
Values
• Staying Healthy
• Did You Know…?
• Word Focus
• Fun Fact!
• Challenge
• Skills included
Features of Each Unit
Section 1 / A Healthy Diet
A Balanced Diet
1. Look at the picture and complete the activities. Identify
a. In the picture, mark the foods that are rich in vitamins.
b. Circle the child that is eating a healthy meal.
c. Which child do you think has a balanced diet? Why?
Could you only eat meat and drink milk every day? Definitely not! A balanced diet consists of a variety of foods
that give you the necessary amounts of different nutrients. Children do not need the same amount or types
of nutrients as adults because people’s needs depend on age, weight, height and physical activity.
The food pyramid was created to display the amount of each type of food a person should eat daily. It is a
chart shaped like a pyramid that shows you what you should eat more or less of. The foods at the bottom
should be eaten in larger quantities, and the foods at the top in smaller quantities.
Is your snack good? Yes, I love fruits
and vegetables!
Go to Activity Card 3
to see the food
pyramid.
Let’s Connect
Do not forget to drink five or six glasses of water every day.
Water is considered a nutrient because it is necessary for
our bodies to function.
Staying Healthy
Essential Basics Skills: To select foods for a balanced diet and classify them in energetic, builders
and regulators.
66 Unit 3
PSEC_3_SB_U3_P062-085.indd 66 1/8/19 4:58 PM
Healthy Eating Habits
1. Look at the picture and answer. Think about what you have learned
and what you already know. Infer
a. Do you think it is healthy to eat in front of the computer? Why
or why not?
b. How could the child’s health be affected if he consumes only
chocolate, potato chips and soft drinks?
Having healthy eating habits does not just mean having a balanced
diet but also considering other aspects like:
– the amount of food you eat daily—for example, eat the portions
appropriate for your age, height and physical activity. Also, remember
that it is not good to eat late at night.
– the way you eat—for example, chew your food well, eat sitting up
and not lying down, and do not eat too fast.
– good hygiene—for example, wash your hands before eating, brush
your teeth after eating, and keep food and cooking areas clean.
Let’s Connect
Don’t forget to
exercise at least
three times a week!
Games like soccer,
basketball and tag are all
fun ways to do physical
activity.
Tip
Obesity is a disease
causedbyeatingtoomuch
unhealthy food and not
exercising. People who
have these bad habits
develop too much body
fat. This disease can
cause other diseases
or problems, like heart
disease.
Did You Know...?
Essential Basics Skills: To explain the importance of a healthy diet according to their age and daily activities.
70 Unit 3
PSEC_3_SB_U3_P062-085.indd 70 1/8/19 4:58 PM
Healthy and Unhealthy Eating Habits
1. Read the situation and answer. Apply
Your classmate always brings candy, chocolate-chip cookies, potato chips and a soda for lunch. What
advice would you give about your classmate’s eating habits?
a. Eat more:
cookies and chips fruit and vegetables
b. Eat foods like:
salad and nuts hamburgers and french fries
c. Always drink:
eight glasses of water a day eight glasses of water a week
Cultural diversity is expressedin people’s customs andtraditions—forexample, in the food theyeat.It is important
to respect the food preferences and customs of your classmates and family members.
Education through Values
How much fruit do
you eat every day?
As you probably know, many people like to eat hamburgers, pizza and
ice cream. However, these types of foods are high in fat, salt and sugar
and can be harmful to your body if you eat them too often because they
are unhealthy.
On the other hand, eating fruits, vegetables, grains and low-fat meats,
milk and yogurt as part of your balanced diet are beneficial for your body
because they are healthy foods.
Let’s Connect
Honey is considered a healthy food because it has
nutrients that are necessary for your body, like
sugar. It also has medicinal properties because it
is an anti-inflammatory and a disinfectant.
Did You Know...?
Fat is a substance of animal or
vegetable origin that is necessary
for our bodies but is harmful if
eaten in large quantities.
Word Focus
Essential Basics Skills: To explain the importance of a healthy diet according to their age and daily activities.
68 Unit 3
PSEC_3_SB_U3_P062-085.indd 68 1/8/19 4:58 PM
Handling Food
Section
2
manipulated with
the hands
Clean and Fresh Food
a. In the second picture, circle nine differences between the two pictures. Compare and contrast
b. In which situation are the foods being handled and prepared properly? Explain
Before eating any food, it is necessary first to make sure it is clean and fresh (meaning it has not expired
or become moldy). When you eat food that is moldy, has not been washed or has not been washed very
well, microorganisms can enter your body and affect your health. In order to avoid this type of problem, it is
necessary to have good hygiene practices when handling food.
situation 1 situation 2
Let’s Connect
spill
dirty dishes
October 15 is Global Handwashing Day.
This simple action prevents infections
and passing contagious diseases to others.
Staying Healthy
Microorganisms are small organisms
that cannot be seen with the naked eye.
Word Focus
Essential Basics Skills: To identify and apply norms for corporal hygiene norms and food handling. To predict
the consequences of not following these norms.
74 Unit 3
PSEC_3_SB_U3_P062-085.indd 74 1/8/19 4:58 PM
a long seat for several people
Scientiﬁc Skill: Conclude
4. Look at the following pictures and answer.
a. What can you conclude from this situation? Mark your answer with a .
The girl can see through the window but not through the mirror.
There are some objects that we can see through, like windows, and others that we
cannot see through, like mirrors.
The girl can see through the window. The girl cannot see through the mirror.
1. In the drawing, mark the natural materials with a and the artificial materials with an .
2. Why are windows made of glass and not metal? Mark with a .
To keep out water when it rains.
To let light in so we can see through them.
3. Why are benches made of wood and not glass?
87
Physics and Chemistry
U4 PSst3.indd 87 7/10/13 3:21 PM
Unit 4
• distinguish between natural and artificial light sources.
• research through experimentation and explain certain characteristics of light.
• research through experimentation and explain certain characteristics of sound.
• summarize evidence from your observations to respond to a research question.
• value the importance of taking care of your hearing.
Light and Sound
Key Words
vibrate
illuminate
ray
sound
light slide
swing
set
sandbox
bench
86 Unit 4
U4 PSst3.indd 86 7/10/13 3:21 PM
Unit 4
Intermediate Evaluation
5. Use a drawing to explain what happens in each phenomenon. Give examples.
How Did You Do?
For each color a .
The Reflection of Light
The Refraction of Light
The Dispersion of Light
For each color a .
105
U4 PSst3.indd 105 7/10/13 3:23 PM
Let’s Check!
1. Circle the natural light sources in and the artificial light sources in .
2. Which of the following statements is incorrect? Mark it with an .
A. Light travels in a straight line.
B. Light travels in a curved line.
C. Light propagates in all directions.
D. Light travels at different speeds in different mediums.
3. What is the difference between transparent and translucent objects? Explain.
4. What characteristic does an object have if it creates a shadow when light is shined
on it? Explain.
104 Unit 4
U4 PSst3.indd 104 8/9/13 10:19 AM
Unit 4
Final Evaluation
How Did You Do?
For each color a .
3. Find a CD and a light source, like the sun or a flashlight. Shine the light source on
the CD and point it at a wall. Observe what happens. What phenomenon can explain
what happened? Describe.
4. Which of these is a property of sound? Mark the correct answer with a .
A. Sound only travels in a straight line.
B. Sound travels in a curved line.
C. Sound propagates in all directions.
D. Sound does not propagate.
5. Claudia is in a room where a stereo is playing music very loudly. She then goes to
the next room and the sound is less intense. Thinking about the characteristics
and properties of sound, what can you conclude?
Scientiﬁc Skill: Conclude
Find Test 4
Study
Page
For each color a .
Find Test 4
Study
y
Page
117
U4 PSst3.indd 117 7/10/13 3:24 PM
What Did You Learn?
1. Write an N next to the natural light source and an A next to the artificial light source.
2. Look at the picture.
a. Draw the shape in which the rays of light travel toward the book.
b. Could the girl read the book with the lamp turned off? Why or why not?
116 Unit 4
U4 PSst3.indd 116 9/3/13 5:21 PM
• What Do You Know?
Initial Evaluation
• Let’s Check!
• What Did You Learn?
Final Evaluation
Evaluation Pages
7

Pathway to Science D.R. © Richmond Publishing, S.A. de C.V., 2014
Test 5 Study Page • Summary
Solar System
Rotation
Earth spins on its axis approximately every 24 hours
in a west to east direction. The main effect of Earth’s
rotation is day and night.
Solar Eclipse
This occurs when the moon is between
Earth and the sun and projects its shadow
on the planet. Solar eclipses can be annular,
partial or total.
Phases of the Moon
Lunar Eclipse
This occurs when Earth is between the sun
and the moon and projects its shadow on
the moon. Lunar eclipses can be partial
or total.
Orbital Revolution
Earth revolves around the sun every 365
days, 5 hours and 49 minutes. The main
effect of this orbital revolution is to create
the seasons of the year. They are autumn/
fall, winter, spring and summer.
Waning crescent
Full
Waxing crescent New
Name: Grade:
Test 5 PSst3.indd 1 9/3/13 5:32 PM
• Science Lab
An experiment for students to put
their science research skills into
practice and gain practical knowledge
of the unit concepts.
• Test Study Page
A Summary and review of each
unit that students glue into their
notebooks.
Special Pages
Support Pages
• Cutouts
Images and texts to remove and glue in activities
throughout the book.
• Activity Cards
Separate cards in a handy envelope with
complementary experiments, activities and
materials.
Make inferences and predictions about plants
a long piece of wood or metal
Experimental Procedure
Supplies
– water
– a radish
– a ruler
– a marker
– aluminum foil
– 2 skewers
– a clear plastic cup
Steps
1. With the help of an adult, cut the ends of the radish.
2. Push a skewer through each side of the radish. This will create a
way to support the radish over the cup (see photograph 1). Warning:
be careful when using the skewers.
3. Pour water into the cup until it covers the bottom of the radish.
Mark the water level on the cup with the marker.
4. Cut a piece of foil and cover the top of the cup (see photograph 2).
5. After seven days, observe the water level and the bottom of the
radish.
6. Write your observations in your notebook.
Results
1. Did the root grow? yes no
2. What happened to the water level?
It increased. It decreased.
Conclusion
1. Was your prediction correct? yes no
2. According to your results, what is the main function of the root?
In this experiment, you inferred based on observation. The prediction allowed you to give an anticipated answer about
what was going to happen to the radish if it was left in a cup of water.
photograph 1
photograph 2
19
Life Science
U1 PSst3.indd 19 7/11/13 8:44 AM
Science Lab
Research Question
What would happen if we put a radish in a glass of water?
Hypothesis
The radish will absorb the water, allowing the root and the stem to
develop.
Prediction
1. Mark with a what you think will happen if you put a radish in water.
Roots will grow out of the radish. Therefore, the plant will grow.
Nothing will happen to the radish. Therefore, the plant will not grow.
Observation
Look and answer.
Basic Framework
The main structures of the plant are the roots, the stem and the leaves. Each one allows the plant to grow
and develop.
What is a Root’s Function?
When you infer, you are giving
a possible answer based on an
observation.
r y
Why do you think the carrot grew?
If you want to better
understand what predict
means, look at the example
in the Scientific Research
Skills foldout.
ook and answer.
learning
When you predict, you are giving an answer based on your knowledge about what you think is going
to happen in a particular phenomenon or process.
18 Unit 1
U1 PSst3.indd 18 7/10/13 3:15 PM
Pathway to Science.ec
How Can I Make a Garden?
Activity Card 1
What Do I Need?
• a wooden box
• plastic wrap
• a small shovel and rake
• a watering can
• soil
• basil, parsley and cilantro seeds
What Do I Do?
1. Cover the inside of the box with plastic
wrap. Use a pencil to poke some small
holes in the plastic to let the water drain.
2. Fill the box with a thick layer of soil.
3. Using the rake, make lines in the soil. Put
the seeds in, and cover them up with a
little bit of soil.
4. Leave the garden in a sunny place.
Remember, always
ask your
parents for help!
Don’t forget to
water your
garden!
Activity Card PS 3.indd 1 8/29/13 3:26 PM
161
Cutout 3
Use on page 46 (Unit 2).
Cutout 4
Use on page 72 (Unit 3).
Cutouts
PSEC_3_SB_U7_P159-172.indd 161 16/1/19 15:58
Students can download the
material from the Santillana
Digital Platform.
Digital Lessons
8

– two labeled containers, one with a label that says OW for organic waste, and the other IW for inorganic waste.
Steps
1. Put the peels in the OW container.
2. Put the plastic bag in the IW container.
3. Leave the containers outside for ten days.
Write down the changes in both containers every two days.
Results
1. Complete the table.
Observations Day 2 Day 4 Day 6 Day 8 Day 10
Apple peel
Plastic bag
2. Which object changes? Mark. apple peel plastic bag
Conclusions
1. Which waste is organic?
2. Which waste is inorganic?
3. Which type of waste takes less time to decompose?
4. According to the results, what is the difference between organic and inorganic waste?
Supplies
Remember that to
observe, you need to
use your senses!
– apple peel – plastic bag
In this experiment, you formulated a research question to prove a fact by means of experimentation.
Formulate questions about objects and their surroundings
59
Life Science
U2 PSst3.indd 59 7/10/13 3:18 PM
Science Lab
Observation
Look and answer.
Basic Framework
Thousands of kilograms of trash are produced on our planet daily. This waste can be classified as organic or
inorganic according to where it comes from.
What is the Difference between Organic and Inorganic Waste?
Scientific Skill: Formulate questions
Research Question
1. Which research question best fits your observations?
Which type of waste takes less time to decompose?
What do inorganic and organic waste have in common?
Hypothesis
Organic waste takes less time to decompose than inorganic waste.
Prediction
To create a research question,
you need to formulate questions
that will allow you to understand
facts through experimentation.
This type of question will lead to
new questions to continue your
research.
What happened to the banana peel?
Where there any changes in the plastic cap?
ese
Day 1 Day 3
1. Mark what you think is going to happen if you put an apple peel and a plastic bag in a container outside.
The plastic bag will decompose faster than the apple peel.
The plastic bag will not decompose and the apple peel will.
58 Unit 2
U2 PSst3.indd 58 7/10/13 3:18 PM
Observe, measure and record using scientific instruments and
standardized units
4. Put the vitamin C on the paper and weigh it.
5. Measure 50 ml of distilled water into the cylinder.
6. Pour the distilled water and vitamin C into the beaker and mix it with
the stirring rod.
7. Place three pieces of banana on each plate and label the plates
1–4.
8. Leave plate 1 as it is.
9. Add one spoonful of the vitamin C mixture to plate 2.
10. Wait five minutes. Observe and write what has happened to each
plate in the Results section. Would the same thing happen if you
added fruit juice to the bananas?
11. Now add orange juice to plate 3 and apple juice to plate 4.
12. Wait five minutes. Observe and write down your observations.
Results
1. Explain what happened to the pieces of banana on each plate.
plate 1:
plate 2:
plate 3:
plate 4:
Conclusions
1. What instrument did you use to measure the weight of the vitamin C?
2. What did you use to measure the volume of the distilled water?
3. How can you prove which fruits have vitamin C?
When you work with scientific instruments, you should always use them
correctly, understand what they measure and follow safety guidelines.
To measure is to obtain
precise information with the
appropriate instruments.
83
Life Science
U3 PSst3.indd 83 7/10/13 3:20 PM
Science Lab
mild viral infections of
the nose and throat
Observation
Basic Framework
Vitamins can be found in fruits and vegetables. A well-known vitamin is vitamin C. It helps us prevent colds
and stay healthy. When some fruits are cut open, they change color, which means they have become oxidized.
Vitamin C keeps fruits from oxidizing.
Vitamin C in Fruit
Scientific Skill: Use instruments to measure
Materials
– 4 vitamin C tablets – 12 pieces of banana – a bowl – distilled water
– 1 cup of apple juice – 4 plastic plates – a spoon – a stirring rod
– 1 cup of orange juice – a graduated cylinder – a scale – a beaker
Steps
1. Grind the vitamin C in the bowl.
2. Measure 1 gram of vitamin C on the scale.
3. Put a piece of paper on the scale. Observe how the teacher returns the scale to zero.
Research Question
How can we prove which fruits have vitamin C?
Hypothesis
If I add fruit juice that has vitamin C to a fruit that would normally become oxidized, the fruit will not change
color.
Prediction
If I peel a banana, it will darken (change color). If I add fruit juice with vitamin C, it will not change color.
Which foods would you eat to get vitamin C?
82 Unit 3
U3 PSst3.indd 82 7/10/13 3:20 PM
Scientific Research Skills
Process Example
Observation
You can obtain information about an object or a
situation by using your five senses.
A girl puts her head on the table and listens to the
sound produced when her friend knocks on the other
end of the table.
Research Questions
These come from observing a phenomenon or situation
that can be explained by asking questions.
Why does the girl hear a noise when her friend knocks
on the table?
Hypothesis
This is an anticipated answer to your research
question. It can be proved through experimentation.
The children answered:
– You can hear a noise because knocking on the table
produced vibrations.
Predictions
These are the results that you expect to obtain when
researching the phenomenon or new situation.
The children plan to prove their answer with the
following prediction:
– If you put a plate of rice on one end of the table and
knock softly on the other side, the plate will move.
This allows you to check or prove your hypothesis
and your predictions through exploration and
experimentation. In this stage, you gather supplies
and follow a procedure to complete the experiment
correctly.
In order to prove their hypothesis, the children do the
following experiment. They find a plastic plate and put a
little dry rice on it. They put the plate on one side of the
table. Then they knock on the other side and observe
what happens.
Results
This is the data or information you obtain from
experimenting and exploring. You can record and
represent the results in various ways. For example,
with drawings, diagrams, tables or graphs.
The children recorded their results as a drawing:
Before After
Conclusions
These are the central ideas that you will find from
analyzing the results. You will compare and contrast
them with your hypothesis to verify it. Conclusions
often allow you to formulate new research
questions.
The rice scattered over the plate and onto the table
because knocking on the table produced vibrations
that moved the plate. So they know that the sound is
produced by vibration.
What new research questions could you formulate
after doing this experiment?
Analyze
Evidence
and
Communicate
Observe
and
Question
Plan
and
Conduct
an
Investigation
e o e te
58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Science Student’s Book Level 3
First Edition: 2014
ISBN: 978-607-06-0906-0
Pathway to Science 3 is a collaborative work, created and designed by
the Department of Educational Research of Santillana.
Editor: Dominic Wright
Illustrations: Paula Gutiérrez Fischman, Marcelo Cáceres Ávila
Photographs: Jorge Quito Soto, César Vargas Ulloa
© THINKSTOCK: pp. 21, 34, 67, 100, 110, 163, 173 (iStockphoto);
p. 67 (moodboard); Hemera Technologies p. 163 (PhotoObjects.net);
John Foxx p. 110 (Stockbyte); Jupiterimages p. 34 (Comstock);
PhotoObjects.net p. 163 (PhotoObjects.net)
© C. Carreau/European Space Agency p. 124, Artist’s view of Mercury
© NASA/JPL/University p. 125, Neptune
REPOSITORIO © Grupo Santillana; © Editora Moderna, Ltda. / Adilson
Secco p. 97
All rights reserved. No part of this work may be reproduced, stored in
a retrieval system or transmitted in any form or by any means without
Richmond publications may contain links to third party websites or
apps. We have no control over the content of these websites or apps,
which may change frequently, and we are not responsible for the
content or the way it may be used with our materials. Teachers and
students are advised to exercise discretion when accessing the links.
The Publisher has made every effort to trace the owner of copyright
material; however, the Publisher will correct any involuntary omission at
the earliest opportunity.
First published by Santillana del Pacífico S.A. de Ediciones
Printed in Mexico by
portadilla PSst3.indd 2 9/10/13 10:12 AM
Student’s Book
3
How do plants reproduce?
What can we make out of
trash?
One way to answer these questions is to
use our:
They help us explain the
phenomena around us.
You can use these skills when you
are doing research projects and
science labs!
e
We welcome you to explore and understand the
skills you will use in different parts of the book.
They will help you answer many questions about the
world around you.
world around you.
Come with us to discover a fun way to learn
science!
Name
Glue your
picture here.
portadilla PSst3.indd 1 9/9/13 4:00 PM
The Digital Book is a digital version of the Student’s Book and it includes
audio recordings and extra resources. It is ready to be downloaded from
the Santillana Digital Platform.
Digital Book
The Scientific Research Skills Procedures develops
students’ knowledge of the scientific method and helps
them apply specific research skills in the classroom.
It also appears in the back of the Teacher’s Guide and
includes the following information:
• Research process
• Application through an example related to the
theme and grade level
• Stages of scientific research
Scientific Research Skills Procedures
Each stage of the experiment in the
Science Lab is shown in the same color as
it appears in the Scientific Research Skills
Procedures. The specific scientific skill that
students work on in each Science Lab is
explained during the experiment. Students
can also work with the Procedures to learn
more about the stages involved in scientific
research as they follow them
in the experiment.
Relationship between the Scientific Research
Skills Procedures and the Science Lab
9
Process Example
Observation
You can obtain information about
an object or a situation by using
your five senses.
A girl puts her head on the table
and listens to the sound produced
when her friend knocks on the
other end of the table.
Research Questions
These come from observing a
phenomenon or situation that can
be explained by asking questions.
Why does the girl hear a noise
when her friend knocks on the
table?
Hypothesis
This is an anticipated answer to
your research
question. It can be proved
through experimentation.
The children answered:
– You can hear a noise because
knocking on the table produced
vibrations.
Predictions
These are the results that you ex-
pect to obtain when researching
the phenomenon or new situation.
The children plan to prove their an-
swer with the following prediction:
– If you put a plate of rice on one
end of the table and knock softly on
the other side, the plate will move.
This allows you to check or prove
your hypothesis and your predic-
tions through exploration and
experimentation. In this stage,
you gather supplies and follow a
procedure to complete the experi-
ment correctly.
In order to prove their hypothesis,
the children do the following
experiment. They find a plastic
plate and put a little dry rice on
it. They put the plate on one side
of the table. Then they knock on
the other side and observe what
happens.
Results
This is the data or information you
obtain from experimenting and
exploring. You can record and
represent the results in various
ways. For example, with drawings,
diagrams, tables or graphs.
The children recorded their results
as a drawing:
Before After
Conclusions
These are the central ideas that
you will find from analyzing the
results. You will compare and
contrast them with your hypothesis
to verify it. Conclusions often allow
you to formulate new research
questions.
The rice scattered over the plate
and onto the table because
knocking on the table produced
vibrations that moved the plate.
So they know that the sound is
produced by vibration.
What new research questions
could you formulate after doing
this experiment?
Observe
and
Question
Plan
and
Conduct
an
Investigation
Analyze
Evidence
and
Communicate
58 St Aldates
Oxford
OX1 1ST
United Kingdom
Pathway to Science Student’s Book Level 3
First Edition in Ecuador: 2018
ISBN: 978-9942-31-166-5
Pathway to Science 3 is a collaborative work,
created and designed by the Department of
Educational Research of Santillana.
Editor: Dominic Wright, María del Carmen García
Illustrations: Paula Gutiérrez Fischman, Marcelo
Cáceres Ávila
Photographs: Jorge Quito Soto, César Vargas Ulloa
©REPOSITORIO: Editora Moderna, Ltda. (Brasil) p.
97; ©THINKSTOCK: iStock pp. 21 (pilipenkoD), 34
(John Beckman Jr), 40 (bdspn), 67 (Valua Vitaly),
90 (Mariakarabella), 95 (rifatp), 100 (Mariusz
Świtulski), 110 (Mark Hatfield), 125 (alexokokok),
151 (jerryhopman), 154 (MagicDreamer), 155
(ManishMamtani), 157 (tomofbluesprings), 158
(DedMorozz), 163 (DENIS KHVESHCHENIK, szsz),
173 (GUIFANG HUANG); moodboard p. 67 (Mike
Watson Images); Photodisc p. 157 (Photodisc);
PhotoObjects.net p. 163 (PhotoObjects.net,
Hemera Technologies); Stockbyte. pp. 34
(Jupiterimages), 110 (Stockbyte, John Foxx)
© C. Carreau/European Space Agency p. 124,
Artist’s view of Mercury
© NASA/JPL/University p. 125, Neptune
All rights reserved. No part of this work may
be reproduced, stored in a retrieval system or
transmitted in any form or by any means without
Richmond publications may contain links to third
party websites or apps. We have no control over
the content of these websites or apps, which may
change frequently, and we are not responsible for
the content or the way it may be used with our
materials. Teachers and students are advised to
exercise discretion when accessing the links.
The Publisher has made every effort to trace the
owner of copyright material; however, the Publisher
will correct any involuntary omission at the earliest
opportunity.
Printed in: Imprenta Mariscal

Student’s Book Table of Contents
10
Unit Section 1 Section 2 Section 3
Plants
pg. 10
Plant Reproduction
Education through Values:
Taking care of the planet
pg. 20
The Importance of Plants
pg. 30
Protecting
Resources
Types of Resources and
Waste
Respecting the environment
pg. 40
Protection of Resources
pg. 50
Food
A Healthy Diet
Respecting diversity
pg. 64
Handling Food
pg. 74
Light and Sound
Sources of Light
pg. 88
Light
pg. 92
Sound
pg. 106
Earth and the
Solar System
The Solar System and Its
Components
pg. 120
The Movements of Earth
pg. 128
Solar System Events
Working in groups
pg. 138
1
2
3
4
5
pages
8–37
pages
38–61
pages
62–85
pages
86–117
pages
118–149
Glossary
pages 150–158
Cutouts
pages 159–169
Unit Section 1 Section 2 Section 3 Science Lab
Plants
Plants and Their
Structures
pg. 10
Plant Reproduction
Taking care of the planet
pg. 20
The Importance of
Plants
pg. 30
What is a Root’s
Function?
pg. 18
Protecting
Resources
Types of Resources
and Waste
pg. 40
Protection of
Resources
pg. 50
What is the Difference
between Organic and
Inorganic Waste?
pg. 58
Food
A Healthy Diet
Respecting diversity
pg. 64
Handling Food
pg. 74
Vitamin C in Fruit
pg. 82
Light and
Sound
Sources of Light
pg. 88
Light
pg. 92
Sound
pg. 106
Does Light Travel Only
in a Straight Line?
pg. 102
Earth and the
Solar System
The Solar System and
Its Components
pg. 120
The Movements of
Earth
pg. 128
Solar System Events
Working in groups
pg. 138
Does the Moon Have
Different Shapes
during a Month?
pg. 146
1
2
3
4
5
pages
8–37
pages
38–61
pages
62–85
pages
86–117
pages
118–149
Glossary
pages 150–158
Cutouts
pages 159–169

11
Science Lab Evaluations Summary and Review
pg. 18
What Do You Know?
Initial Evaluation
pg. 9
Let’s Check!
pg. 28
What Did You Learn?
Final Evaluation
pg. 36
Test 1 Study Page
What is the Difference between
Organic and Inorganic Waste?
pg. 58
What Do You Know?
Initial Evaluation
pg. 39
Let’s Check!
pg. 48
What Did You Learn?
Final Evaluation
pg. 60
Test 2 Study Page
Vitamin C in Fruit
pg. 82
What Do You Know?
Initial Evaluation
pg. 63
Let’s Check!
pg. 72
What Did You Learn?
Final Evaluation
pg. 84
Test 3 Study Page
Does Light Travel Only in a Straight
Line?
pg. 102
What Do You Know?
Initial Evaluation
pg. 87
Let’s Check!
pg. 104
What Did You Learn?
Final Evaluation
pg. 116
Test 4 Study Page
Does the Moon Have Different Shapes
during a Month?
pg. 146
What Do You Know?
Initial Evaluation
pg. 119
Let’s Check!
pg. 136
What Did You Learn?
Final Evaluation
pg. 148
Test 5 Study Page
Evaluations Summary and Review Digital Section
What Do You Know?
Initial Evaluation
pg. 9
Let’s Check!
pg. 28
What Did You Learn?
Final Evaluation
pg. 36
Test 1 Study Page Time to teach: After page 29
Digital Lesson 1. Plants with seeds: Angiosperms
What Do You Know?
Initial Evaluation
pg. 39
Let’s Check!
pg. 48
What Did You Learn?
Final Evaluation
pg. 60
Digital Lesson 2. Primary renewable resources in Ecuador
Digital Lesson 3. Non-renewable natural resources
What Do You Know?
Initial Evaluation
pg. 63
Let’s Check!
pg. 72
What Did You Learn?
Final Evaluation
pg. 84
Test 3 Study Page Time to teach: Before Unit 3
Digital Lesson 4. Formation of soil
Digital Lesson 5. Types of soil
Digital Lesson 6. The Sun and the Moon
in ancestral agriculture
Digital Lesson 7. Ancestral agriculture technologies
What Do You Know?
Initial Evaluation
pg. 87
Let’s Check!
pg. 104
What Did You Learn?
Final Evaluation
pg. 116
Test 4 Study Page Time to teach: Before Unit 4
Digital Lesson 8. Characteristics of matter
Digital Lesson 9. Movement of objects
Digital Lesson 10. Simple machines
Digital Lesson 11. Force and gravity
Digital Lesson 12. Sources of energy
Digital Lesson 13. Forms of energy and transformations
Digital Lesson 14. Food mixtures
What Do You Know?
Initial Evaluation
pg. 119
Let’s Check!
pg. 136
What Did You Learn?
Final Evaluation
pg. 148
Digital Lesson 15. Astronomical observation instruments

Unit 1
• describe the needs of plants and the function of roots, stems and leaves.
• describe how flowering plants change throughout their life cycles.
• describe how plants are important to living things and the environment,
and propose protection measures.
• identify different types of plants.
• make inferences and predictions about plants.
• value the importance of taking care of forests.
s
s.
.
.
Plants
Key Words
native
life cycle
reproduce
pollinate
crop
Unit 1
8
12 Unit 1
nouns: bush, carbon dioxide, crop,
flower, fruit, germination, grass,
leaf, life cycle, light, nutrient,
ovary, oxygen, petal, pistil,
photosynthesis, plant, pollen,
pollination, reproduction, root,
soil, seed, sepal, shelter, stamen,
stem, tree
verbs: absorb, dissect, germinate,
grow, pollinate, react, reproduce,
survive
adjectives: edible, latent, native,
specialized
Unit Vocabulary
Using the illustration, promote the
protection of flora and fauna in
parks, public squares and green
spaces.
Taking Care of the Planet
Plants HD (www.sproutlabs.net/plants-hd.html): This
app provides an in-depth look into topics such as
seeds, germination, pollination, flowers, trees, fruits
and seed dispersal. Scientific information is combined
with quizzes and games to enhance learning.
Recommended Apps
Materials: paper or construction
paper
Divide the class into five groups
and assign each group a few
words from the unit vocabulary.
Hand out sheets of white paper
or construction paper and have
students draw each word on a
separate sheet and label it clearly
below. Display the flashcards
prominently in the classroom, and
use them to reinforce the concepts
throughout the unit.
Setting Off
tree
tree
tree
tree
bush
bush
grass

1. Mark the plant characteristics with a .
They grow. They move. They react.
2. Classify the plants in the picture using the words below.
tree bush grass
3. What do plants need to live?
4. Look at and describe the following pictures.
a. How is plant 2 different from plant 1?
b. What would happen to plant 1 if you cut its roots?
plant 1 plant 2
9
Life Science
13
Life Science
Notes
Students may not remember
the plant classifications while
attempting to complete activity 2.
If this is the case, it is important
that you guide them through the
comparison exercise in order to
distinguish certain characteristics
of each type of plant.
For this activity, students will
relate previous knowledge to
characteristics of living things,
plant classification and what
plants need to survive.
Initial Evaluation
All predictions offered in response
to the scientific skill question
should be considered correct. The
important thing is to evaluate the
explanation students give for their
answers.
Initial Evaluation:
Scientiﬁc Skill
They need water, air and sometimes soil.
Because it doesn’t have roots, it can’t absorb water from the soil so it looks drier.
It will start to dry out, like plant 2.

Section
1
Unit 1
Plant Structures and Needs
1. Look at the picture and mark your answers with a . Infer
When Mariana moved to a new
house, she forgot to take out a plant
her mother had put in a box. A few
days later, she found it as shown in
the picture.
a. What parts of the plant withered?
roots leaves stem flowers
b. What was this plant missing in order to be healthy?
air water light shelter
c. What does a plant need to live?
Plants have three main structures or parts: the roots, the stem and the leaves. Through their parts, plants
receive the water, light and air that they need to grow. Some plants also have flowers, fruits and seeds.
with a . Infer
Let’s Connect
Cacti are able to accumulate water because they have adapted to live in dry places. Ferns,
on the other hand, need to live in humid environments.
Did You Know...?
10
14 Unit 1
UNIT 1:
PLANTS
Section 1: Plants and Their Structures
• Plant Structures and Needs
• The Function of the Roots
• The Function of the Stem
• The Function of the Leaves
Mention to students that only
some plants produce flowers and
fruits so that these structures
are not confused with the three
principal structures (roots, stem
and leaves).
Clarifying Concepts
Question b from Let’s Connect
uses the term “healthy” to mean
“in a normal state” and not
because it contracted a disease
from a microorganism. To guide
the activity, focus students on the
image.
Vocabulary nouns: air, brightness,
cactus/cacti, environment, fern,
flower, leaf/leaves, light, root,
seed, shelter, soil, stem, water
adjectives: healthy, withered
Skill Students can differentiate
between possible word meanings
Language Focus
Water, light, air and, in most cases, soil.

stems and leaves
Life Science
luminosity
Let’s Practice
Let’s Summarize
water
air
ice
wood
soil
light
Light
1. Not heavy.
2. The brightness
How is it used in
the text?
Word Focus
11
15
Life Science
Notes
Clarifying Concepts
their development.
Clarifying Concepts
Language Extension
leaves
roots
stem

long, thin, orange vegetable
The Function of the Roots
1. Look at the pictures and answer.
a. What structures do you see in both plants? Identify
b. What differences do you see between the two sets of roots? Compare
c. Which plant’s roots give it more support? Infer
The roots are the part of the plant that allow it to hold firmly to the ground and to absorb water and minerals
that are essential for its development and growth. In this case, water and minerals go from the soil to the root.
Plant 2
Plant 1
Let’s Connect
Some plants, like carrots, have a very thick main root with other thinner roots coming
from the thick one.
Did You Know...?
12 Unit 1
16 Unit 1
Students may think the carrot in
the picture is a fruit. Explain to
them that a carrot, like beets and
radishes, is a root, and forms part
of the plant. This will help them
answer the question in the Let’s
Connect section.
In response to question C,
students may answer “the carrot’s
root” because it is thicker. Focus
students’ responses on the size
of both plants to elicit the correct
response.
Common Mistakes
Grammar first conditional
questions: If you plant a carrot in
a flowerpot with soil, will it grow?
Vocabulary nouns: beet, carrot,
development, flowerpot, growth,
mineral, stone, support
verbs: absorb, plant, stabilize
adjectives: edible, essential, thin,
thick
Skill Students can ask and answer
first conditional questions
Language Focus
The root, the stem and the leaves.
The main root of the first plant is thicker, while the second has a lot of thin roots.
The one with more roots because the tree is bigger and needs more support to
remain strong.

stems and leaves
dark red root
vegetable
small container for plants
2. Which of these roots will be able to absorb more water? Mark with a . Predict
3. Explain what will happen in each situation. Predict
The roots grow in the
opposite direction to
the stem.
The function of a plant’s roots is to absorb water and minerals and to stabilize the plant.
Situation 1
If you plant a carrot in a flowerpot with soil, will it grow?
Situation 2
If you plant a carrot in a flowerpot with stones, will it grow?
Let’s Practice
Let’s Summarize
There are many roots that we eat on a daily basis, such as carrots and beets. These roots
give us nutrients, such as vitamins and minerals, which help us grow and stay healthy. Do
you know of any other edible roots? Research and find out!
Staying Healthy
13
Life Science
17
Life Science
It can be difficult for students to
answer this question given that
the concept of surface absorption
is hard to understand at this level.
To resolve this issue, propose the
following question: If the roots in
each image are watered equally,
which will absorb more water?
Stress to students that in question
3, situation 2, the pot contains
stones and not soil, and stones
cannot retain water and nutrients
that plants absorb to survive.
Clarifying Concepts
Notes
Ask a first conditional question
to a student: If you plant a carrot
in your garden, will it grow? That
student must answer the question
and then use the main clause of
your question as the conditional
clause of another: If the carrot
grows, will you eat it? The next
student does the same, and
the game continues as long as
possible or until everyone has gone.
Language Extension
Yes, it can absorb water and minerals from the soil to grow.
No, stones do not provide the right conditions for the plant
to grow.

The Function of the Stem
1. Watch the two stages of an experiment carefully and answer. Infer
Situation 1 Situation 2
a. What differences can you find between situation 1 and situation 2?
b. Why did the water level not decrease in situation 2?
c. What is the stem for? Mark with a .
day 1 day 1
day 5 day 5
Material that does not let water go up the stem.
If you do not remember
what infer means, ask
your teacher!
To absorb water and minerals.
To transport substances to all the parts of the plant.
d. Which plant should have more water and minerals in its leaves at the end of the experiment?
The stem’s function is to transport water and minerals absorbed by the roots to all the parts of the plant. It
also connects the roots with the leaves, flowers and fruit.
Let’s Connect
14 Unit 1
18 Unit 1
In the Let’s Connect section,
situation 2, call attention to the
ring that is attached to the stem
of the plant. This will facilitate
correct analysis of and answers to
the questions.
Inference demands that students
explain phenomena based on
observation. In this case, they
should explain why one plant
grows and another does not.
Clarifying Concepts
Grammar should: Which steps
should she follow?
Vocabulary nouns: experiment,
level, stage
verbs: connect, decrease, infer,
transport
Skill Students can write a
sequence of steps for an
experiment
Language Focus
skill of inference.
Scientiﬁc Skill
In situation 1, the plant is growing. In situation 2, the
plant is wilting. The amount of water in each is different.
The ring on the stem prevents water from reaching the leaves.
The leaves of the plant in situation 1.

stems and leaves
following pictures.
Let’s Practice
Let’s Summarize
15
Life Science
19
Life Science
a class.
Clarifying Concepts
situations.
Being Safe
Notes
the experiment.
Language Extension
skill of planning.
Scientiﬁc Skill

emits
The Function of the Leaves
1. Look at the pictures and answer. Predict
a. What will happen to plant A after a week?
b. Why are leaves important to a plant?
Plants produce their own nutrients. This important process happens in the leaves. It is called photosynthesis.
In order to make photosynthesis possible, a plant needs water, carbon dioxide and light energy. Water is
absorbed by the roots and distributed by the stem. Carbon dioxide is a gas in the air that is absorbed by a
plant’s leaves. Light energy is energy the plant absorbs from the sun or other light sources. The photosynthesis
process makes nutrients for the plant and releases oxygen, which is essential for all living things.
Plant B
Plant A
Let’s Connect
16 Unit 1
20 Unit 1
Make students aware that the
leaves of Plant A are covered
with paper to keep light from
reaching them, while the leaves
of Plant B receive light directly.
This explanation will help students
answer the questions.
Students may have different
answers for question B in the
Let’s Connect section. Have them
look at the images, and stress the
importance of leaves in capturing
sunlight.
Tell students that plants also
eliminate liquid waste through
leaf transpiration.
In 5 Minutes
Vocabulary nouns: carbon
dioxide, gas, nutrient, oxygen,
photosynthesis, sun
verbs: produce, release
Skill Students can compare the
needs of different organisms
Language Focus
The plant will wilt because the leaves are covered.
The leaves capture light and allow the exchange of gases between the plant and its
environment.

stems and leaves
Quiz Yourself
a. In which part of the plant does photosynthesis occur? Circle.
Identify
b. What do plants need for photosynthesis? Explain
3. Talk with a partner about the importance of photosynthesis for all
living things. Apply
Leaves are one of a plant’s parts or structures. Their function is to produce nutrients through photosynthesis.
1. Draw a plant and include its main parts. Color the route that water and minerals take through the plant
in red, and explain the function of each structure.
Leaves:
Stem:
Roots:
Let’s Practice
Let’s Summarize
17
Life Science
21
Life Science
Notes
For the Let’s Practice question,
clarify that other parts of the
plant, such as the trunk and
branches, do not perform this
function.
Clarifying Concepts
Guide students so that they draw
three principal structures of
plants as well as the path water
takes from the roots to the leaves.
Photosynthesis is essential
to all living things because it
produces oxygen, a gas vital for
life. Photosynthesis also gives
plants the nutrients necessary
to live, which in turn serve as a
food source for other organisms,
including human beings.
Answer Key
In the Let’s Summarize
section, remember to include
oxygen among the products of
photosynthesis.
Clarifying Concepts
Form small groups. Give students
a few minutes to make two lists:
things plants need and things
humans need. Then ask them to
compare the two lists. Make sure
they recognize those that are
unique to each: Plants produce
their own food, humans obtain
food from other sources (plants,
other animals).
Language Extension
Water, carbon dioxide and light energy.
Capture light energy and carbon dioxide in order
to produce nutrients through photosynthesis.
Transports water and minerals and connects the
structures of the plant.
Absorb water and minerals and give support to
the plant.

Science Lab
Research Question
What would happen if we put a radish in a glass of water?
Hypothesis
The radish will absorb the water, allowing the root and the stem to
develop.
Prediction
1. Mark with a what you think will happen if you put a radish in water.
Roots will grow out of the radish. Therefore, the plant will grow.
Nothing will happen to the radish. Therefore, the plant will not grow.
Observation
Look and answer.
Basic Framework
The main structures of the plant are the roots, the stem and the leaves. Each one allows the plant to grow
and develop.
When you infer, you are giving
a possible answer based on an
observation.
r y
Why do you think the carrot grew?
If you want to better
understand what predict
means, look at the example
in the Scientific Research
Skills foldout.
ook and answer.
learning
When you predict, you are giving an answer based on your knowledge about what you think is going
to happen in a particular phenomenon or process.
18 Unit 1
22 Unit 1
Inference is not featured in
the Scientific Research Skills
Foldout and should be treated
as a separate subject. Explain
to students that when they
give an idea or explanation
about a phenomenon based on
observation, they are inferring.
In the case of lab experiments, in
response to why they think a plant
grows, students will be inferring
from observation.
Clarifying Concepts
Grammar will for predictions:
Roots will grow out of the radish.
Vocabulary nouns: knowledge,
radish, skewer
verbs: cover, develop, grow
Skill Students can make
predictions and discuss cause and
effect
Language Focus
This experiment develops the
scientific skills of inferring and
predicting.
Scientiﬁc Skill
When starting the Science Lab,
tell students to open up the
Scientific Research Skills Foldout
to review the processes and skills
involved in scientific research.
Remind them that the foldout
includes an example of each
process to help them understand
it more clearly.
Scientiﬁc Research
Skills Foldout
Because it had suitable conditions for
growth, like water and sunlight.

Make inferences and predictions about plants
a long piece of wood or metal
Supplies
– water
– a radish
– a ruler
– a marker
– aluminum foil
– 2 skewers
– a clear plastic cup
Steps
1. With the help of an adult, cut the ends of the radish.
2. Push a skewer through each side of the radish. This will create a
way to support the radish over the cup (see photograph 1). Warning:
be careful when using the skewers.
3. Pour water into the cup until it covers the bottom of the radish.
Mark the water level on the cup with the marker.
4. Cut a piece of foil and cover the top of the cup (see photograph 2).
5. After seven days, observe the water level and the bottom of the
radish.
6. Write your observations in your notebook.
Results
1. Did the root grow? yes no
2. What happened to the water level?
It increased. It decreased.
Conclusion
1. Was your prediction correct? yes no
2. According to your results, what is the main function of the root?
In this experiment, you inferred based on observation. The prediction allowed you to give an anticipated answer about
what was going to happen to the radish if it was left in a cup of water.
photograph 1
photograph 2
19
Life Science
23
Life Science
Since students already understand
the function of roots, they can
draw their own conclusions once
the experiment is completed.
Afterward, you can compare these
conclusions with the explanations
from the text.
Common Mistakes
While doing the experiment, be
sure students are careful when
putting the skewers through the
radish.
Being Safe
Due to external factors or not
following the directions correctly,
some groups will not get the
anticipated results. To avoid this,
invite students to observe the
results of other groups so that
they will be able to complete the
next activities.
Notes
Form groups and ask students
to discuss these questions: Why
did the experiment need the
skewers? The aluminum foil? Why
did you cut the radish first? The
conclusions are less important
than that students can come
up with reasons to support their
theories.
Language Extension
To absorb water and other nutrients so that the plant can grow.

Plant Reproduction
Section
2
Unit 1
transfer of pollen from
one flower to another
from the beginning to the end
The Life Cycle of Flowering Plants
As you already know, plants are living things: they grow, they reproduce and they react. Also, they experience
a series of changes throughout their lives, which means they have a life cycle. Look at the life cycle of a
flowering plant.
How do plants without
flowers reproduce? Do
some research!
When the fruit has developed seeds,
it falls from the tree.
On the ground, the seeds are released
and then germinate. This will allow a
new plant to grow.
When a plant is fully developed, flowers appear.
Flowers are involved in reproduction.
The pollination of the flower leads to the formation
of fruits and seeds, and a new cycle begins.
Let’s Connect
20
24 Unit 1
A
a
f
UNIT 1:
PLANTS
Section 2: Plant Reproduction
• The Life Cycle of Flowering Plants
• Seed Germination
• Pollination
• Fruit Formation
A common misconception among
students is that reproductive
cycles eventually stop; to avoid
this, explain that these are open
and dynamic processes that
develop in a fixed and continuous
order. In the case of plants,
the process doesn’t end with
germination, but continues to form
a fruit and, after that, a seed. This
last step will in turn produce a
plant, then a fruit, and so on.
Common Mistakes
Plants that do not have flowers
can reproduce through spores,
buds or fragmentation.
Answer Key
Vocabulary nouns: cone, conifer,
life cycle, pollination, reproduction
verbs: fall, form, germinate, react
adverbs: already, throughout
Skill Students can explain the life
cycle of flowering plants
Language Focus
CN.2.1.3. To predict the stages of the life cycle of plants, its changes and responses to stimuli by observing the seed
germination process. To acknowledge the importance of pollination.

life cycles
Life Science
1. Put the life cycle of a flowering plant in order from 1 to 6. Put in order
1 The seed germinates.
Pollination occurs.
The seed falls on the ground.
A flowering plant grows.
The fruit that contains the seeds is formed.
Plants are living things: they grow, reproduce and react. They also have a life cycle.
2. Why are seeds important in the life cycle of a plant? Explain
Let’s Practice
Let’s Summarize
Tomatoesandavocadosare
fruits, not vegetables. And
bananas and watermelons
are berries!
Fun Fact!
Makeadioramathatshows
each step of the life cycle
of a plant.
Challenge
Some plants do not have flowers, but they
do have seeds. They are called conifers
because they form cones with seeds inside.
These seeds will eventually make new plants.
Some examples of conifers are pines, firs
and cypresses.
Fun Fact!
21
25
Life Science
In activity 1 of the Let’s Practice
section, remind students that
the plant cycle is dynamic and
develops continually, and therefore
never ends.
Clarifying Concepts
Mention to students that
nonflowering plants also provide
us with food, such as the pine nut,
which is the seed of various pine
trees.
In 5 Minutes
Remember that growth,
reproduction and stimulus
response are general
characteristics shared by all living
beings and aren’t characteristics
of only plants.
Clarifying Concepts
Notes
On the board, write: germination,
fruit formation, growth and
pollination. Form pairs and tell
students to look at activity 1 of
the Let’s Practice section and
categorize the steps into the four
stages of the plant life cycle on
the board. Allow some debate
about the overlap of stages (like
when the fruit falls to the ground).
Language Extension
5
3
6
2
4
Because the seeds allow a new plant to grow, completing one part of a plant’s life cycle.

continue to exist
Seed Germination
1. Look at the pictures of the results of an experiment. Infer
a. Why did one of the seeds germinate?
Because it was watered.
Because it was not watered.
b. Which stage of the life cycle is being studied in this experiment?
fruit formation germination
As you saw in the activity above, a seed can develop into
a new plant. This process is called germination, and it
happens when the outside of the seed breaks open and a
new plant grows from it.
Some seeds are in a latent period, which means they
are in an inactive state waiting for the right conditions to
germinate. They need things like appropriate temperature
and water and enough light, which vary according to the type
of seed. Seeds can survive for long periods of time without
germinating thanks to their protective shell.
A bean seed that was not watered.
The flowering desert phenomenon is an example of seeds
after a latent period.
Let’s Connect
provided with water
A bean seed that was watered.
22 Unit 1
26 Unit 1
It is important to ensure that
the concept of germination is
clear because it is often used
erroneously as a synonym for
sprouting, growing and birth.
Clarifying Concepts
The latency state is not exclusive
to seeds but is also a stage of
the cycle of other structures,
such as spores. Remind students
that when it rains, places that
retain moisture are ideal for
mushrooms to grow, but when the
temperature rises, the mushrooms
disappear until it rains again.
Precise temperatures, along
with humidity, are the favored
conditions in which they reappear.
Clarifying Concepts
Grammar past passive: Because
it was watered.
Vocabulary nouns: conditions,
shell
verbs: break open, survive, water
adjectives: appropriate, inactive,
latent
Skill Students can describe
scientific processes using the past
passive
Language Focus
CN.2.1.3. To experience and predict the stages of the life cycle of plants, its changes and responses
to stimuli by observing the seed germination process.

life cycles
2. A scientist was studying the germination process of seeds. To do so, he planted six seeds from the same
plant in different flowerpots and exposed each one to different conditions. The scientist recorded the data
in a table like the one below. Analyze
Flowerpot 1 2 3 4 5 6
Average
temperature
(ºC)
0 5 10 15 20 25
Results after
two weeks
a. What is the best temperature for the germination of this type of seed?
5 °C 10 °C 20 °C
b. What elements should be present for germination to occur?
water air correct temperature
c. Which seed did not germinate?
2 4 6
Germination is the process in which a seed, in the right conditions, develops and grows into a plant.
Let’s Practice
Let’s Summarize
º is read as “degrees” and
C stands for Celsius.
Remember!
23
Life Science
27
Life Science
It may be taxing on students
to analyze the table given the
amount of variables. To ensure
that they understand, encourage
them to read each variable
separately. After that, analyze
the table as a class from top
to bottom: each flowerpot, the
temperature and the subsequent
results. This way, you will be able
to better respond to any questions
that may be posed.
In question b of the Let’s Practice
section, students might mention
that water is also necessary for
plant germination. Although
correct, it is not appropriate in
this context because the question
refers to the table, where the
temperature was the variable that
controlled germination.
Common Mistakes
Notes
On the board, write: The scientist
watered the beans. Guide the
class through the example by
showing that the object of the verb
becomes the subject of a passive
sentence: The beans were watered.
Form pairs. Ask students to
write the steps in the experiment
in Let’s Practice in the past
passive: Six seeds were planted
in six flowerpots. Each seed was
exposed to different conditions.
The data was recorded in a table.
Language Extension

Pollination
What are the functions of bees and the wind in plant reproduction? Discuss with a partner.
In order for plants to reproduce, it is necessary that pollen from the stamen reaches the pistil. This movement
is known as pollination, and it is made possible by pollinators such as insects, hummingbirds and the wind.
The stamen is the masculine
part of the flower. It produces
pollen.
The pistil is the feminine part
of the flower. It has specialized
parts for reproduction.
The sepals are the protective,
lower part of a flower. They are
usually green.
Petals come in many colors in
order to attract insects, which
help pollination.
1. Find a lily to dissect. First, you will need to take
off the petals. Then draw what you see. Observe
a. Where are the seeds?
Let’s Connect
24 Unit 1
28 Unit 1
It is important to take precautions
when dissecting to avoid
dangerous situations and
to guarantee the successful
completion of the activity.
Being Safe
Grammar present passive: The
stamens are cut off. Pollen is
extracted.
Vocabulary nouns: hummingbird,
petal, pistil, pollen, pollinator,
sepal, stamen, wind
verbs: attract, dissect
adjectives: feminine, masculine,
specialized
Skill Students can draw, label and
explain the parts of a flower
Language Focus
In activity 1 of the Let’s Connect
section, students may draw many
different representations of a lily.
The most important thing is that
the structures of the flower, which
will be explained afterward, have
been included.
The lily that students dissect may not have seeds, in
which case it will be difficult for them to answer the Let’s
Connect section. To help them answer, guide them in
observing the pistil, explaining that this is the zone for
reproduction and the formation of the seeds.
Clarifying Concepts
skill of using models.
Scientiﬁc Skill
The seeds are found at the base of the
flower, in the ovary. Drawings will vary.
CN.2.1.3. To experience and predict the stages of
the life cycle of plants, its changes and responses
to stimuli by observing the seed germination
process. To acknowledge the importance of
pollination.

life cycles
2. Below is one of the methods used to make a plant produce flowers of a different color. Analyze
The stamens of a flower of one color
are cut off. The pistil is left intact.
Pollen from a white flower is extracted
with a brush.
The pollen is then transferred to the
pistil of the colored flower.
a. What stage of the life cycle of plants does this method simulate?
germination fruit formation pollination
b. What does the brush represent? Explain.
Pollination is the way plants reproduce and requires the movement of pollen from the stamen to the pistil.
Some pollinators are insects, hummingbirds and the wind.
It is important to respect all living things. We take care of flowers because they are necessary for plants
to reproduce and they make the environment beautiful. What can you do to protect flowers?
Let’s Practice
Let’s Summarize
25
Life Science
29
Life Science
Notes
Explain to students that the
image shows a type of pollination
called “artificial pollination,”
which is used to maintain certain
characteristics of a plant such as
its color and shape.
Clarifying Concepts
Tell students that direct
pollination occurs when the
pollen of a flower inseminates the
pistil of the same flower; cross-
pollination occurs when the pollen
is transported from the stamen of
one flower to the pistil of another
plant; and artificial pollination
occurs as seen on this page.
In 5 Minutes
Materials: paper
Invite volunteers to share and
explain their flower drawings.
Make sure they include labels
for the parts. They should try to
explain what each part of the
flower does without reading from
the book.
Language Extension
Restate the importance of caring
for and respecting plants and
their parts. Flowers not only play
a part in plant reproduction but
are also an important source of
food for some insects, birds and
mammals. In this way, the natural
equilibrium of the environment
involves all the living things in it.
The brush represents the agent that pollinates the plant.

NS_4to_NPATHWAY_Teachers_guide_3 (2).pdf

NS_4to_NPATHWAY_Teachers_guide_3 (2).pdf

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