3. 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........................................................................................ 58
• Unit 3........................................................................................ 86
• Unit 4...................................................................................... 126
Glossary ........................................................................................ 180
Cutouts.......................................................................................... 191
Activity Cards............................................................................... 197
Scientific Research Skills............................................................ 203
Notes ............................................................................................. 204
PSEC_6_Teacher's Guide_P001-184.indd 3 1/29/19 09:35
5. Richmond Publishing, S.A. de C.V., 2014
Pathway to Science 6
e could you measure?
ave on the process of
10/21/13 3:58 PM
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
Explain the concept of energy and some of its forms and properties
Identify situations in your immediate environment that produce changes in energy
Forms of Energy
There are many different forms of energy. Some of them are as follows:
Mechanical energy depends on the position of a body and its velocity. There
are two forms of mechanical energy: potential energy and kinetic energy.
Kinetic energy is the energy associated with a body
in motion, such as the movement of a comet or a
wheelchair. The larger the mass and the greater
the velocity of a body, the more kinetic energy it
produces.
Potential energy is related to the position of a body. It has two different
forms: elastic potential energy and gravitational potential energy.
Elastic potential energy is the energy accumulated as a consequence
of the deformation of an elastic body, such as the bow shown in the
first photograph.
Gravitational potential energy is the energy associated with the
relative position of a body to the earth’s surface, like airplanes at a
certain altitude.
Since velocity increases kinetic energy, the injuries produced in a high-speed automobile accident
are also greater. That is why we need to be responsible and careful on the road, both as passengers
and pedestrians.
Staying Healthy
Physics and Chemistry 53
Tell students that two types of
potential energy exist: elastic
and gravitational. The first is
associated with the deformation
of elastic bodies like springs.
Gravitational potential energy is
the potential change in position of
a body due to the force of gravity.
Clarifying Concepts
Dark energy is a form of energy
that is distributed uniformly
throughout the universe. It acts
as a repulsive force that causes,
for example, the separation of
galaxies and the expansion of the
universe.
In 5 Minutes
Form pairs. Charge students
with the task of researching local
earthquake history either in their
city or their country. If you aren’t
located in an earthquake zone,
choose a nearby country. Ask:
What is the largest earthquake
that happened? When did it
happen? What kind of destruction
did it cause? Let the class discuss
their findings. Make sure students
know what to do during an
earthquake.
Language Extension
The attitude to be promoted here
is awareness of the importance
of personal safety and accident
prevention.
A Healthy Lifestyle
61
Notes
Answer Key and Teaching Notes Pathway to Science 6
Physics and Chemistry
U2 PStg6.indd 61 3/23/15 4:30 PM
Section
1 Energy
1
Connecting
The Concept of Energy
Energy is a concept that we hear about and use frequently, but we may not
always understand exactly what it is. Observe the following images and discover
what energy is capable of.
As you may have realized, energy has the capacity to produce changes in
the properties of bodies. These changes can affect the state of matter, as
well as its position, movement and size, among many other things. Where
can we find energy? We can find it throughout the whole world and universe.
It is a component of all matter. For example, the planets and stars all have
energy, as does food and even the pencil on your desk!
Can energy be measured? Of course! One of the units of measurement is a
calorie (cal), which is usually used to measure the amount of energy in food.
Another is the kilowatt-hour (kWh), which is used to measure the amount
of energy used over an hour. Another internationally recognized unit is the
joule (J).
The amount of energy released
during an earthquake can change
the form of the land, as occurred
in Chile in 1960.
The gazelle’s muscles transform
energy received from food into
movement and heat.
To measure the intensity of an
earthquake,themostcommonly
usedsystemistheRichterscale,
which measures the amount
of energy released. According
to this scale, an earthquake
with a magnitude of 7 releases
1,000 times more energy than
one with a magnitude of 5.
Did You Know...?
Unit 2
52
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UNIT 2: ENERGY
Section 1: Energy
• The Concept of Energy
• Forms of Energy
• Properties of Energy
Section Organization
The English scientist James
Prescott Joule is known for his
physics studies, specifically
with regards to electricity,
thermodynamics and energy. In
his honor, the unit for measuring
energy bears his name.
In 5 Minutes
Vocabulary nouns: altitude,
calorie, comet, earthquake, joule,
kilowatt-hour, kinetic energy,
magnitude, mechanical energy,
movement, pedestrian, position,
potential energy, Richter scale,
size, state, velocity, wheelchair
adjectives: elastic, gravitational
Skill Students can discuss
earthquake history and safety
Language Focus
60 Unit 2
72
points
2
points
9
6. Explain how your body receives and uses energy.
7. What types of energy and energy transformations can you recognize in the following situations?
Unit 2
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After finishing the evaluation, have students use the extra
materials based on their scores:
– Fewer than 25 points: Reinforcement Worksheets.
– 25 points or more: Extension Worksheets.
Reinforcement and Extension Worksheets
Consider activity 6 successfully
completed if students score at
least one point.
Extra Support
Ask students to explain the
functions of the body with regards
to energy.
Evaluation Part 6
Consider activity 7 successfully
completed if students score at
least six points.
Extra Support
Students can answer the following
questions, using the text:
– How are energy resources
classified?
– Why is it important to take care
of nonrenewable resources?
Evaluation Part 7
Have students work on the Test 2
Study Page to prepare for the unit
evaluation.
Test Study Page
80 Unit 2
Energy is obtained from the nutrients in food in order to maintain a
base metabolism and so that the body can do physical activities and
produce heat.
Electric energy is transformed into
light, kinetic and heat energy by the
computer. Chemical potential energy
is transformed into heat and kinetic
energy in the girl.
Chemical potential energy in gas is
transformed into heat energy that
transfers to the pot and then to the
water, which boils.
Elastic potential energy in the spring is
transformed into kinetic potential energy
in the spring and ball.
Take advantage of the image of
the lamp to encourage students
to use electric energy responsibly.
For example, unplug electrical
appliances when they are not
being used.
Taking Care of the Planet
Ask student to write about the
energy that they have: Where does
the energy in you come from?
What does it transform into?
Students should recognize that
stored chemical energy in food
transforms into kinetic energy,
heat that our bodies give off,
chemical energy in our cells,
sound energy when we speak or
make noise moving, electric energy
in the nervous system and brain,
and that some of it gets stored as
potential energy in body fat.
Language Extension
59
Quiz Yourself
1. Identify the form of energy described.
Energy produced by the movement of particles that make
up matter
Energy contained in matter—the amount of energy
depends on what the matter is made of
Energy that transfers between two bodies that have
different temperatures
Energy contained in the particles that form matter
Energy produced by the movement of electric charges
2. Describe situations that demonstrate these properties of energy.
a. Conservation:
b. Transference:
c. Transformation:
d. Storage:
3. Explain how energy is transformed in the following example.
Explain the concept of energy and some of its forms and properties
Identify situations in your immediate environment that produce changes in energy
Physics and Chemistry 59
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67
Notes
Answer Key and Teaching Notes Pathway to Science 6
Physics and Chemistry
The light and heat produced by a lightbulb is equal to the electric energy used.
In a glass of juice with ice, the juice transfers heat to the ice, which melts.
In a hair dryer, electric energy is transformed into kinetic and wind energy.
A cell phone battery that stores chemical energy.
Upon connecting the lamp to the outlet, electric energy is
transformed into light and heat energy.
thermal energy
chemical energy
heat
nuclear energy
electric energy
Explain that energy is neither
created nor destroyed, but instead
conserved. Due to this physical
law, energy transfers, transforms
and is stored, but is never lost.
Clarifying Concepts
Vocabulary nouns: conservation,
degradation, property, storage,
transference
verbs: compress, conserve,
create, deform, degrade, destroy,
transform
Skill Students can illustrate
energy concepts
Language Focus
Energy-efficient lightbulbs protect
the planet and its resources.
Education through Values
64
56
A traditional lightbulb is only capable of turning 5 percent of the total electric energy into
light, while the other 95 percent is transformed into heat. We recommend you use energy-
efficient lightbulbs because they transform 15 percent of the electric energy into light.
This helps care for the environment.
Education through Values
Properties of Energy
By studying the properties of energy, we can understand how it acts and reacts. In
this way, we can better understand the processes that occur in the universe and in
our own bodies. The most important properties of energy are stated in one of the
fundamental laws of science: the law of conservation of energy. This law states that
energy can neither be created nor destroyed but can only change form and flow from
one place to another. Therefore, the total amount of energy remains the same.
Energy has other properties besides transformation and conservation. Its other
properties include storage, transference and degradation.
Energy Can Transform
There are many devices that transform one type of energy into another.
A radio, for example, transforms electric energy into sound energy,
while a clothing iron transforms electric energy into heat. Electric
energy is not the only type of energy that can transform. In fact,
all energy can transform.
another.
ergy,
Section 1 / Energy
clothing
iron
portable
radio
Unit 2
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Unit 2
Students may relate radiant
energy only with light.
Nevertheless, tell them that
radiant energy also includes
waves that are not visible to the
naked eye, like alpha radiation
and X-rays.
Possible Difficulties
Radiant energy is transferred
through electromagnetic waves.
Electromagnetic waves include
radio waves, ultraviolet waves and
visible light, among others.
Clarifying Concepts
Form large groups. Each group
should play charades with the
types of energy listed in this and
the previous lesson. Student
A whispers an energy type to
Student B. Student B must mime
some way to interact with that
energy to the other students—for
instance, cupping a hand to the
ear for sound energy, acting cold
for thermal energy, etc. When the
other students guess the energy,
play passes to the next student.
Language Extension
55
Electric energy is produced by the movement
ofelectricchargesthroughconductivematerials.
Transmission of energy between
the particles of a copper wire.
Here is an example of an electric circuit. The
energy of the electric charges can move through
a copper wire, generating an electric current.
Radiant energy includes light, radio waves, ultraviolet and infrared rays, as well as
other forms of radiation. They can travel through space—that is, they do not need
matter to transport them.
The sun emits heat and different forms of radiant
energy that reach all parts of the solar system.
Sound energy is the energy transported in sound waves. Unlike light, sound
energy needs matter to be transported.
Sound energy transmits from the guitar strings to
the wood and then to the air.
Nuclear energy is contained in the particles that
make up matter, especially certain elements like
uranium and plutonium. A small number of these
chemical elements can produce a lot of energy,
but using them requires advanced technology.
nuclear power plant
Explain the concept of energy and some of its forms and properties
Identify situations in your immediate environment that produce changes in energy
Physics and Chemistry
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The sun emits energy in the
form of light and heat in huge
quantities. Stress the importance
of using sunblock and sunglasses
to protect oneself from this
radiation.
Education through Values
63
Notes
Answer Key and Teaching Notes Pathway to Science 6
Physics and Chemistry
• 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
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6. Student’s Book Organization
not much
Measure and interpret the information obtained by heating and cooling
water and the resulting changes in state
1. Go to Cutout 5 on page 177. Glue the changes in state in the correct boxes.
Identify
Evaporation Solidification
Condensation Fusion
2. Go to Activity Cards 4 and 5 and do the activities. Apply
Practicing
solid liquid gas
Summarizing
Water, unlike other
liquids, expands when its
temperature drops. This
special phenomenon is one
oftheanomalousproperties
of water. This expansion
causes the same amount of
liquid water to have more
volume and be slightly less
heavy as a solid. That is why
the water of a lake or river
freezes only on the surface
and living things are still
able to exist underneath.
Fun Fact!
Physics and Chemistry 103
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Section
Changes in State of Water
4
Transformations of Water
The red arrows indicate the progressive changes in state, and the blue arrows
represent the regressive changes in state.
Can you name at least one example of each change in state?
Out of the total amount of water on the planet, only 1 % is fresh water in a liquid state and
only 0.01 % is in rivers and lakes, and therefore available for use by humans. That is why it
is very important to conserve water and use it responsibly. This will help us
respect the environment.
Education through Values
sublimation
deposition
Connecting
fusion
solidification
vaporization
condensation
solid liquid gas
Unit 3
102
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Place Sea Level Santiago Mexico City La Paz Mount Aconcagua Mount Everest
Altitude (meters) 0 567 2,240 3,632 6,960 8,880
Boiling Point (°C) 100 98 92 88 83 70
Scientist 1 Scientist 2
Water has different boiling points. As altitude increases, the boiling point of water
decreases.
becomes a gas
What Do You Know? Initial Evaluation
1. Write the state of water in each box of the picture.
2. Can you see water that is changing state? What is the change? Explain.
3. Mark with a the characteristics of water that you can identify in the image.
Characteristics of Water
It is colorless.
It flows.
It adapts to its space.
It changes state.
Scientific Skill: Formulate conclusions
4. A group of scientists studied the relationship between altitude and the temperature at which water boils. Here are
the results of their experiment.
After analyzing the results, two scientists came to different conclusions.
a. Which conclusion do you think is more accurate for the study? Support your answer.
Physics and Chemistry 75
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Unit
In this unit you will learn to:
• explain that matter consists of moving particles in solid, liquid and gas states.
• differentiate between heat and temperature and demonstrate that heat flows from
a hot object to a cold one to create thermal equilibrium.
• understand and demonstrate changes in state of matter.
• measure and interpret the information obtained by heating and cooling water and
the resulting changes in state.
• formulate explanations and conclusions by comparing your results with your predictions.
Matter and Its
Transformations
Key Words
thermometer
heat
temperature
particle
conclusion
3
Unit 3
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Initial Pages of the Unit
Sections organized by
Learning Objectives
Initial Evaluation
Number and title
of unit
1. Collect a small shoe box and some small Styrofoam balls (all the same size
and enough to cover the bottom of the box). Record your observations.
• Place the balls in the box in an orderly way, covering the bottom of the box.
• Step 1: move the box from side to side and observe what happens.
• Step 2: next, take out half of the balls, move the box from side to side
again and observe what happens.
• Step 3: finally, leave just five balls and move the box. What happens?
a. What was represented in this activity? Associate
b. What do the balls represent? Associate
c. Match each step from the representation with the physical state it
represents. Infer
Explain that matter consists of moving particles in solid,
liquid and gas states
Practicing
Summarizing
Matter
empty space
consists of
between them there is they are attracted by
they are in constant
Step 1 Step 2 Step 3
gas liquid solid
Physics and Chemistry 77
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results
Section
1 Matter
The Structure of Matter
What do these photographs have in common? What are objects and people
made of?
Everything consists of matter: everything that you can see, such as cars, animals,
plants, sand, planets and even yourself in the mirror; and also everything you
cannot see, like air. Matter is everything that has mass and occupies space.
Since matter has mass and occupies space, it can measured.
What does matter consist of on the inside?
• Matter consists of small particles. These particles can be represented as
very small spheres.
• These particles are in constant motion. The particles are never still—they
move, vibrate and rotate, even in a solid state.
• Between particles there is empty space. Between them, there is no other
type of matter.
• Particles are attracted to one another by force. This determines whether the
particles are close together or separated.
These characteristics are known as the corpuscular theory of matter.
Connecting
Scientific models help us
understand characteristics
and predict outcomes.
However, they are not
completely reliable.
Did You Know...?
InthefourthcenturyBC,a
Greekphilosophernamed
Democritus proposed
that matter consisted of
particles that he called
atoms. Now we know
that particles make up
all matter.
Fun Fact!
Unit 3
76
Essential Basics Skills: To demonstrate the specific properties of matter. To experiment
and communicate results.
PSEC_6_SB_U3_P074-109.indd 76 1/8/19 3:05 PM
Sections Organized by Learning Objectives
Learning
Objectives
Pathway to Science 6 is organized into four units. In each unit you will find:
Title and subtitle of section
Section Organized by
Learning Objectives
• Connecting
• Exploring
• Practicing
• Summarizing
• Quiz Yourself
6
PSEC_6_Teacher's Guide_P001-184.indd 6 1/29/19 09:35
7. Pathway to Science 6
Features of Each Unit
results
Section
1 Matter
The Structure of Matter
What do these photographs have in common? What are objects and people
made of?
Everything consists of matter: everything that you can see, such as cars, animals,
plants, sand, planets and even yourself in the mirror; and also everything you
cannot see, like air. Matter is everything that has mass and occupies space.
Since matter has mass and occupies space, it can measured.
What does matter consist of on the inside?
• Matter consists of small particles. These particles can be represented as
very small spheres.
• These particles are in constant motion. The particles are never still—they
move, vibrate and rotate, even in a solid state.
• Between particles there is empty space. Between them, there is no other
type of matter.
• Particles are attracted to one another by force. This determines whether the
particles are close together or separated.
These characteristics are known as the corpuscular theory of matter.
Connecting
Scientific models help us
understand characteristics
and predict outcomes.
However, they are not
completely reliable.
Did You Know...?
InthefourthcenturyBC,a
Greekphilosophernamed
Democritus proposed
that matter consisted of
particles that he called
atoms. Now we know
that particles make up
all matter.
Fun Fact!
Unit 3
76
Essential Basics Skills: To demonstrate the specific properties of matter. To experiment
and communicate results.
PSEC_6_SB_U3_P074-109.indd 76 1/8/19 3:05 PM
Section 1 / Matter
States of Matter
In which state of matter is the water in each picture?
In general, there are three states of matter. These are solid, liquid and gas.
But what are the characteristics of each state? What makes them different from
each other?
Solid State
In the solid state, particles are attracted to one another by great force, so
the distance between them is very small.
Since the particles are located so close together, they have little
kinetic energy. They do not move from their positions but only
vibrate in place.
Since the particles have fixed positions, things in a solid state are
rigid and have a defined shape.
What do you think happens when the temperature of a solid rises?
Connecting
Representation of the movement
of the particles in a substance
in a solid state
Another property of solids is their hardness—in other
words, how easily they can be scratched. Plaster can
be scratched easily using a fingernail, so it is a soft
solid. However, a diamond cannot be scratched by any
other mineral, so it is considered the hardest mineral.
Fun Fact!
Unit 3
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Understand and demonstrate changes in state of matter
• Sublimation
This is the process in which a solid becomes a gas. During this process, a solid
absorbs the heat necessary to pass directly to a gas state without ever becoming
liquid. Some substances that experience this change are iodine and naphthalene.
• Vaporization
This is the process in which a liquid becomes a gas. It can occur through
evaporation or boiling.
Evaporation is the process in which only the particles on the surface of a
liquid obtain the kinetic energy necessary to turn into a gas. This process
occurs slowly and at any temperature.
Why do we put clothes in the sun to dry
after they have been washed?
Boiling is the process in which all the particles of a liquid, including those
on the interior, absorb heat and change state. The temperature at which
different liquids boil, called their boiling point, varies—for example, the boiling
point of water is 100 °C.
Representation of the evaporation process.
Representation of the boiling process.
Boiling water can burn
your skin. Never get close
to water in this state, and
always ask an adult to
turn on the stove.
Remember!
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Convection
In liquids and gases, heat can be transferred by a mechanism called convection.
3. To see what happens with this kind of
heat transfer, your teacher will show
you the following experiment. First, in a
beaker filled with water, your teacher will
add some small pieces of paper. Then
the water will be heated with a burner.
What happens to the pieces of paper
over time? Describe
When the beaker is placed on the burner, the
water on the bottom increases in temperature
and rises to the top. This pushes the cold
water on top toward the bottom, where it also
increases in temperature and then rises. This
is what causes the pieces of paper to move.
Radiation
What happens when you sit in front of
a fireplace? The temperature of your
body will rise, even if you are not in
direct contact with the fireplace. This
mechanism of heat transfer is called
radiation.
Radiation is the process of heat transfer
from one body to another through
electromagnetic waves and without
physical contact. The sun, for example,
transfers heat to the earth through
electromagnetic waves. Part of the
energy is absorbed by organisms,
which makes their particles increase
in kinetic energy, thus increasing their
temperature.
The blue arrows represent the movement of
the cold water, and the red arrows represent
the movement of the hot water.
Heat transferred through radiation.
Differentiate between heat and temperature and demonstrate that heat flows from
a hot object to a cold one to create thermal equilibrium
Underfloor heating, or
radiantheating,isasystem
that heats up the floor of
a room, increasing the
temperature of the whole
room.
Did You Know...?
Electromagnetic waves
transportenergy.Examples
of these waves are light
rays,X-raysandheatwaves.
Word Focus
Physics and Chemistry 89
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Evaluation Pages
Situation A Situation B
Weight of Soil (g) 5 20
What Do You Know? Initial Evaluation
1. Write the name of the layers of the earth in the boxes: core, mantle, atmosphere, lithosphere, hydrosphere.
2. Mark the layers where humans can exist with a .
Scientific Skill: Formulate and communicate conclusions
3. A group of researchers did the following experiment to simulate the effects of wind on soil with vegetation and without.
They then gathered the soil that was blown away in each situation and put it on a scale to weigh it. Here are the
results.
a. Explain what you observed in each situation.
Situation A:
Situation B:
b. What is the effect of wind on soil?
c. In your notebook, make a graph with the results from the experiment.
d. Discuss your conclusions with your classmates and exchange opinions.
Situation A Situation B
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Unit
In this unit you will learn to:
• describe the characteristics of the layers of the earth and how they allow life and provide
resources.
• identify the causes of the main problems that affect the earth’s layers and propose protection
measures.
• explain the formation of soil, its properties and the importance of protecting it from pollution.
• explain the consequences of erosion on the surface of the earth and identify the causes.
• formulate and communicate conclusions from analyzing soil.
Earth and Its Resources
Key Words
soil
erosion
overexploitation
ozone layer
pollution
4
Unit 4
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Unit 4
Intermediate Evaluation
points
8
3. List one human use and one resource that can be obtained from each part of the
biosphere.
a. Earth’s crust:
b. Oceans:
c. Troposphere:
d. Rivers:
4. Complete the table with two changes in each part of the biosphere and their causes. Then
think of two measures, either individual or collective, to avoid these changes.
points
18
Examples of changes in… Causes Preventative Measures
the atmosphere:
a.
b.
a.
b.
a.
b.
the hydrosphere:
a.
b.
a.
b.
a.
b.
the lithosphere:
a.
b.
a.
b.
a.
b.
Earth and the Universe 141
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1.
Let’s Check!
points
6
1. Complete the diagram with the components of the biosphere and their characteristics.
points
12
2. Complete the table.
Component of the Biosphere Importance to Living Things
Ozone
Lakes
Minerals
Groundwater
Soil
Carbon Dioxide
Unit 4
140
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Unit 4
Final Evaluation
points
9
points
6
3. Choose a resource associated with each component and explain how it influences human
development.
Component of the
Biosphere
What causes it to change? How can you protect it?
Atmosphere
Hydrosphere
Lithosphere
Atmosphere
Resource:
Explanation:
Lithosphere
Resource:
Explanation:
Hydrosphere
Resource:
Explanation:
4. Complete the table.
Earth and the Universe 157
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•
What Did You Learn?
1. Describe the characteristics of the zones of the biosphere.
a. Atmosphere:
b. Lithosphere:
c. Hydrosphere:
2. Using examples, explain why these components of the biosphere are important to living things.
a. Atmosphere:
b. Lithosphere:
c. Hydrosphere:
points
6
points
6
Unit 4
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• Education through
Values
• Staying Healthy
• Did You Know…?
• Word Focus
• Fun Fact!
• Challenge
• Skills included
• What Do You Know?
Initial Evaluation
• Let’s Check!
Intermediate Evaluation
• What Did You Learn?
Final Evaluation
7
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10. Student’s Book Table of Contents
10
Unit Section 1 Section 2
Energy in the
Environment
Education through Values:
taking care of the environment
Photosynthesis
– Everything Needs Energy
– Autotrophic and Heterotrophic Organisms
– The Contribution of Van Helmont to the Study of Plant
Nutrition
– Photosynthesis: The Intake of Material and Energy from
the Ecosystem
– Factors that Affect Photosynthesis
– The Effects of Temperature and Light
– Respiration and Photosynthesis
pg. 10
Systems of a Food Chain
– Understanding Organization in Nature
– The Components of an Ecosystem
– Organisms and Their Role in an Ecosystem
– Energy Flow in an Ecosystem
– Not All Energy Is Used
– Trophic Levels, Chains and Systems
pg. 28
Energy
Education through Values:
respecting the environment
Energy
– The Concept of Energy
– Forms of Energy
– Properties of Energy
pg. 52
Energy and Changes
– Energy and Objects
– Energy and Living Things
pg. 60
Matter and Its
Transformations
Education through Values:
working in groups and
respecting the environment
Matter
– The Structure of Matter
– States of Matter
pg. 76
Temperature and Heat
– Temperature
– Heat
– Thermal Equilibrium
– The Mechanisms of Heat Transfer
pg. 82
Earth and Its
Resources
Education through Values:
respecting the environment
The Layers of the Earth
– Composition of the Biosphere
– Characteristics of the Atmosphere
– The Importance of the Atmosphere for Life and
Obtaining Natural Resources
– Characteristics of the Hydrosphere
– The Importance of the Hydrosphere for Life and
Obtaining Natural Resources
– Characteristics of the Layers of the Earth
– The Importance of the Lithosphere for Life and
Obtaining Natural Resources
pg. 112
Changes in the Layers of the Earth
– Changes in the Atmosphere
– How Can We Protect the Atmosphere?
– Changes in the Hydrosphere
– How Can We Protect the Hydrosphere?
– Changes in the Lithosphere
– How Can We Protect the Lithosphere?
pg. 128
1
2
pages
8–49
pages
50–73
3
pages
74–109
4
Glossary
pages 160–170
Cutouts
pages 171–181
pages
110–159
Unit Section 1 Section 2 Section 3
Energy in the
Environment
Education through Values:
taking care of the environment
Photosynthesis
– Everything Needs Energy
– Autotrophic and Heterotrophic Organisms
–
The Contribution of Van Helmont to the Study
of Plant Nutrition
–
Photosynthesis: The Intake of Material and
Energy from the Ecosystem
– Factors that Affect Photosynthesis
– The Effects of Temperature and Light
– Respiration and Photosynthesis
pg. 10
Systems of a Food Chain
– Understanding Organization in Nature
– The Components of an Ecosystem
– Organisms and Their Role in an
Ecosystem
– Energy Flow in an Ecosystem
– Not All Energy Is Used
– Trophic Levels, Chains and Systems
pg. 28
The Effect of Human
Activity on Food
Chains
– Can a Food System Be
Changed?
– Natural Causes That
Alter Food Systems
– The Harmful Effects of
Human Activity
pg. 42
Energy
Education through Values:
respecting the environment
Energy
– The Concept of Energy
– Forms of Energy
– Properties of Energy
pg. 52
Energy and Changes
– Energy and Objects
– Energy and Living Things
pg. 60
Matter and Its
Transformations
Education through Values:
working in groups and
respecting the environment
Matter
– The Structure of Matter
– States of Matter
pg. 76
Temperature and Heat
– Temperature
– Heat
– Thermal Equilibrium
– The Mechanisms of Heat Transfer
pg. 82
Changes in State
– Changes in State of
Matter
– Progressive Changes in
State
– Regressive Changes in
State
pg. 98
Earth and Its
Resources
Education through Values:
respecting the environment
The Layers of the Earth
– Composition of the Biosphere
– Characteristics of the Atmosphere
–
The Importance of the Atmosphere for Life
and Obtaining Natural Resources
– Characteristics of the Hydrosphere
–
The Importance of the Hydrosphere for Life
and Obtaining Natural Resources
– Characteristics of the Layers of the Earth
–
The Importance of the Lithosphere for Life
and Obtaining Natural Resources
pg. 112
Changes in the Layers of the
Earth
– Changes in the Atmosphere
– How Can We Protect the Atmosphere?
– Changes in the Hydrosphere
– How Can We Protect the Hydrosphere?
– Changes in the Lithosphere
– How Can We Protect the Lithosphere?
pg. 128
Soil Formation
– Soil
– Soil Layers
– Soil Properties
– Types of Soil
pg. 142
1
2
pages
8–49
pages
50–73
3
pages
74–109
4
Glossary
pages 160–170
Cutouts
pages 171–181
pages
110–159
PSEC_6_Teacher's Guide_P001-184.indd 10 1/29/19 09:36
11. Pathway to Science 6
11
Section 3 Section 4 Science Lab Evaluations
The Effect of Human Activity on
Food Chains
– Can a Food System Be Changed?
– Natural Causes That Alter Food Systems
– The Harmful Effects of Human Activity
pg. 42
The Effect Light
Intensity Has on
Photosynthesis
pg. 24
What Do You Know?
Initial Evaluation
pg. 9
Let’s Check!
Intermediate Evaluation
pg. 40
What Did You Learn?
Final Evaluation
pg. 46
Solar Energy
pg. 66
What Do You Know?
Initial Evaluation
pg. 51
What Did You Learn?
Final Evaluation
pg. 70
Changes in State
– Changes in State of Matter
– Progressive Changes in State
– Regressive Changes in State
pg. 98
Changes in State of Water
– Transformations of Water
– The Heating Curve of Water
– The Cooling Curve of Water
pg. 102
Thermal
Equilibrium
pg. 92
What Do You Know?
Initial Evaluation
pg. 75
Let’s Check!
Intermediate Evaluation
pg. 96
What Did You Learn?
Final Evaluation
pg. 106
Soil Formation
– Soil
– Soil Layers
– Soil Properties
– Types of Soil
pg. 142
Erosion
– Types of Erosion
– Consequences of Erosion
pg. 152
The Water
Retention Capacity
of Different Types
of Soil
pg. 148
What Do You Know?
Initial Evaluation
pg. 111
Let’s Check!
Intermediate Evaluation
pg. 140
What Did You Learn?
Final Evaluation
pg. 156
Section 4 Science Lab Evaluations Digital Section
The Effect Light
Intensity Has on
Photosynthesis
pg. 24
What Do You Know?
Initial Evaluation
pg. 9
Let’s Check!
Intermediate Evaluation
pg. 40
What Did You Learn?
Final Evaluation
pg. 46
Time to teach: After page 44
Digital Lesson 1. Biodiversity in Ecuador
Solar Energy
pg. 66
What Do You Know?
Initial Evaluation
pg. 51
What Did You Learn?
Final Evaluation
pg. 70
Time to teach: After page 62
Digital Lesson 2. Traditional beverages of our country
Digital Lesson 3.Solar energy
Changes in State
of Water
– Transformations of
Water
– The Heating Curve
of Water
– The Cooling Curve
of Water
pg. 102
Thermal
Equilibrium
pg. 92
What Do You Know?
Initial Evaluation
pg. 75
Let’s Check!
Intermediate Evaluation
pg. 96
What Did You Learn?
Final Evaluation
pg. 106
Time to teach: After page 78
Digital Lesson 4. The importance of discoveries in the composition
of matter
Time to teach: After page 88
Digital Lesson 5. The use of thermic energy
Time to teach: After page 100
Digital Lesson 6. Matter: pure substances and mixtures
Digital Lesson 7. Chemical compounds
Digital Lesson 8. Traditional beverages
Erosion
– Types of Erosion
– Consequences of
Erosion
pg. 152
The Water
Retention Capacity
of Different Types
of Soil
pg. 148
What Do You Know?
Initial Evaluation
pg. 111
Let’s Check!
Intermediate Evaluation
pg. 140
What Did You Learn?
Final Evaluation
pg. 156
Time to teach: After page 130
Digital Lesson 9. Characteristics, elements and conditions
of climate
Digital Lesson 10. Characteristics of climate in Ecuador
Digital Lesson 11. Air quality
Time to teach: After page 137
Digital Lesson 12. Sold waste management
Time to teach: After page 154
Digital Lesson 13. Causes and consequences of the extinction
of species
PSEC_6_Teacher's Guide_P001-184.indd 11 1/29/19 09:36
12. Ask students to consider the illustration and describe it. Use it to promote respect and
appreciation for nature, the environment and all forms of life. Ask questions such as:
– How can we protect this kind of natural environment?
– Where do we throw trash away when we visit natural environments?
– If the fox in the illustration were injured, who would be affected?
Education through Values
In this unit you will learn to:
• explain photosynthesis and the contribution of scientists in this area.
• represent the transfer of energy and matter in an ecosystem.
• analyze the effects of human activity on food chains.
• plan and carry out research independently.
Energy in the
Environment
Unit
Key Words
ecosystem
contribution
respiration
biotic
abiotic
1
Unit 1
8
nouns: agriculture, autotroph,
bacteria, carbohydrate, carbon,
carbon dioxide, carnivore,
community, consumer,
contribution, decomposer,
ecosystem, energy, environment,
extinction, food chain, herbivore,
heterotroph, hunting, individual,
intensity, light, mammal, mass,
matter, migration, nutrient,
nutrition, omnivore, organ,
organism, oxygen, parasite,
pesticide, photosynthesis,
population, predator, prey,
procedure, producer, protein,
respiration, scavenger, soil,
species, temperature, variable
verbs: flow, manipulate, measure,
nourish, overexploit, reproduce,
survive, verify
adjectives: abiotic, autotrophic,
biotic, heterotrophic, inorganic,
living, multicellular, nonliving,
organic, toxic, trophic, unicellular,
vital
Unit Vocabulary
On the board, write the word
producer. Ask students to help
you write a definition next to the
word. If necessary, refer them to
the definition in the Glossary on
page 168 of the Student’s Book.
Draw an example of a plant next to
the definition. Have students copy
it in their notebooks. Form pairs
and tell students to do the same
for the key words and the other
words in activity 1. Have students
take turns quizzing each other
on their definitions. Encourage
them to keep a notebook as a
personal dictionary, adding words,
definitions and drawings as they
go through the book.
Setting Off
12 Unit 1
consumer
consumer
producer
c
a
b
decomposer
PSEC_6_Teacher's Guide_P001-184.indd 12 1/29/19 09:36
13. What Do You Know? Initial Evaluation
1. Write the function of each organism in the image: producer, consumer or decomposer.
2. Read the following descriptions. Then write the corresponding letters in the circles near the tree.
a. This is the part in charge of absorbing water and minerals.
b. This is where photosynthesis occurs.
c. This is the part that transports water and nutrients to the whole plant.
Scientific Skill: Experiment
3. A group of students found that two plants of the same species grew at a similar distance from a river but had the
following differences:
Based on this, two students decided to research why the plants had these differences. To do so, they did the
following experiments.
.
a. Which variable did the children modify in their experiments?
Student 1: Student 2:
b. Which student used a more appropriate method to find the difference between the plants? Explain your
answer.
Student 1 placed a seed in a jar with soil and
watered it for three weeks, increasing the amount
of water each day and leaving the jar in a sunlit
area the whole time.
Student 2 placed a seed in a jar with soil and
watered it with the same amount of water for
three weeks. Some days the plant was in a sunlit
location and other days it had no light.
1 2
9
Life Science
To complete this activity, students
should use their previous
knowledge of plant life. Elicit
this information and ask them to
complete the activity individually.
Then review answers as a class.
What Do You Know?
1. Students may add to the
information on the page by
saying that the rabbit is a
primary consumer and that the
fox is a secondary consumer.
Answer Key
After reinforcing the scientific skill
of experimenting, ask students to
read the students’ experimental
activity and distinguish each
of the variables. Indicate the
importance of developing this skill
since it is essential for successful
scientific research.
Initial Evaluation:
Scientific Skill
Concepts related to the scientific
method may seem difficult
to assimilate into lessons for
students of this age. Because
of this, review the process step
by step, creating a diagram on
the board and emphasizing the
variables that students should
identify.
Possible Difficulties
Food Web (www.spice.wa.edu.au/kimberley-food-webs): This app allows
students to explore the unique plants and animals found in Western
Australia and create a complete food web with producers, herbivores and
carnivores.
Recommended Apps
13
Answer Key and Teaching Notes Pathway to Science 6
Life Science
The amount of water. The amount of light.
Student 2 because according to the images, the difference is the amount of light that
each plant receives.
PSEC_6_Teacher's Guide_P001-184.indd 13 1/29/19 09:36
14. Take advantage of the information
on the page before starting by
creating a list of activities that
living things do, like walking,
hunting, eating and sleeping.
Help students understand that to
do these activities, even sleeping,
energy is needed.
Clarifying Concepts
Vocabulary nouns: autotroph,
carbohydrate, cell, energy,
heterotroph, lipid, mineral,
nutrient, organ, prey, protein,
stem, stimulant, tissue, vitamin
verbs: grow, nourish, obtain,
perform, react, reproduce
Skill Students can compare and
rank activities based on energy
use
Language Focus
feed
Section
1 Photosynthesis
1
Connecting
Even though they are different, all living
things share some characteristics—for
example, they all need energy.
Everything Needs Energy
Many living things exist on our planet. Can you think of any similarities between
them? Look at the following images and try to identify some similarities.
Were you able to identify any similarities? Although at first sight these living things
appear to be very different, if you look more closely, it is easy to find similarities
between them. For example, they are all living things and therefore consist of
cells, tissues and organs. They also react to stimulants in the environment, can
reproduce and need a place to grow.
Another important characteristic they have in common is the need to nourish
themselves to obtain the energy necessary to stay in good shape and to carry
out their normal functions. In the case of the eagle, ant and dog, it is easy to
see that they obtain their energy through the food they eat, but have you ever
asked yourself how plants obtain their energy?
Unit 1
10
UNIT 1: ENERGY IN THE ENVIRONMENT
Section 1: Photosynthesis
• Everything Needs Energy
• Autotrophic and Heterotrophic Organisms
• The Contribution of Van Helmont to the
Study of Plant Nutrition
• Photosynthesis: The Intake of Material and
Energy from the Ecosystem
• Factors that Affect Photosynthesis
• The Effects of Temperature and Light
• Respiration and Photosynthesis
Section Organization
14 Unit 1
PSEC_6_Teacher's Guide_P001-184.indd 14 1/29/19 09:36
15. The concept of energy is complex
for students at this age, so at this
stage there is no need to explain it
in much detail.
Possible Difficulties
This page discusses nutrients, a
concept introduced in fifth grade.
Take advantage of this to promote
a balanced diet that includes all
types of nutrients.
A Healthy Lifestyle
Some examples of autotrophic
organisms are weeds and bushes
as well as some bacteria like
photosynthetic cyanobacteria and
sulfur bacteria.
Some examples of heterotrophic
organisms are animals, fungi,
protozoa and the majority of
bacteria.
Answer Key
Materials: paper
Ask students to list on a piece
of paper the things they do in a
typical day. Have them add a few
of their favorite activities that they
may only do once a week or so.
Explain that some activities use
more energy than others, and have
students rank their activities by
the amount of energy they expend
on them. Finally, ask students
to write whether they have an
active or an inactive lifestyle and
anything they would like to change
about their routines.
Language Extension
an animal
eaten by
another
execute
Heterotrophic organisms, like lions,
obtain their nutrients by hunting and
feeding on their prey; autotrophs, such
as trees, can make their own nutrients.
What other examples of heterotrophs
and autotrophs can you think of?
Living things need energy to perform
all their tasks.
Why Do We Need Energy?
Every morning, from the time you get up, you need energy to do your daily
activities. Just like us, all living things need energy, and plants are not an
exception. They also need energy to produce flowers and fruit and so that parts
such as their stem and leaves can grow. We can see that energy is important
for all living things to maintain and develop their vital functions.
Where do living beings get their energy? The answer is from substances called
nutrients, which are consumed daily. Animals get their nutrients by eating other
living things, such as parts of plants or other animals, while plants can make their
own nutrients.
Living things that obtain their nutrients from other living beings are called heterotrophs,
and those that can make their own nutrients are known as autotrophs.
Explain photosynthesis and the contribution of scientists in this area
Nutrients are indispensable
substances for life as they
carryoutimportantenergetic,
structural and regulatory
functionsinourbodies.Some
examples of nutrients are
carbohydrates,lipids,proteins,
vitamins and minerals.
Fun Fact!
With a partner, write down
as many heterotrophs as
you can think of in 30
seconds. Then do the same
forautotrophs.Whothought
of the most?
Challenge
Life Science 11
15
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
PSEC_6_Teacher's Guide_P001-184.indd 15 1/29/19 09:36
16. So that students easily understand
the concepts of autotrophy and
heterotrophy, discuss the origin of
the words: auto means self; hetero
means other, unequal or different;
and troph means nutrition or diet.
In 5 Minutes
Students may think that fungi,
like the one in the image, are
autotrophic organisms. This
is because like plants, they do
not move around. Clarify that
it has the characteristics of a
heterotrophic organism because
it consumes other things, namely
decaying organic matter.
Clarifying Concepts
Vocabulary nouns: alga/algae,
carbon, cyanobacteria, inorganic
matter, organic matter, organism,
remains, terrarium
verbs: feed on, need
adjectives: autotrophic,
heterotrophic, similar, unlike
Skill Students can research and
present information
Language Focus
cadaver
Section 1 / Photosynthesis
Autotrophic and Heterotrophic Organisms
Heterotrophic organisms cannot make their own nutrients, which is why they
have to obtain them from the environment. This group includes all the organisms
that feed on other living things, their parts or their remains. In nature, we can
identify different types of heterotrophic organisms.
Unlike animals, but similar to algae and
cyanobacteria, plants are autotrophs
because they are capable of producing
their own nutrients. In order to do so,
however, there are certain requirements.
Have you ever heard that plants need
light? The light that comes from the
sun is the energy that plants need
to make their own nutrients. Plants
also need inorganic matter, which
is supplied by the environment. With
these elements, autotrophic organisms
can create organic matter, from which
they obtain the nutrients that they need
to live.
Heterotrophic organisms, such as animals,
feed on plants, other animals or both.
Plants, just like algae and
cyanobacteria, are autotrophic
organisms that make their own
nutrients from the sun’s energy
and inorganic matter from the
environment.
Some organisms, like
dragonflies, feed on other
animals.
Some organisms, such as
cows, only eat plants.
Some organisms, like fungi,
feed on dead organisms,
their remains or their waste.
Others, such as foxes, eat
both other living things and
plants.
and
s
cyanobacteria algae
algae
Connecting
Inorganic matter does
not come from living
things and does not
have carbon as its basic
element.
Organicmatterisrelated
to the structures and
functionsoflivingthings.
Word Focus
Unit 1
12
16 Unit 1
PSEC_6_Teacher's Guide_P001-184.indd 16 1/29/19 09:36
17. The chart, as simple as it seems,
may be complicated for students.
To avoid confusion, clarify that it
shows the height that plants reach
a month after being planted.
Possible Difficulties
Form groups. Assign an organism
from the lesson to each group or
allow them to choose their own,
as long as each group chooses
a different one. Give students
access to a library or the Internet
and have them research their
organism. They should discover
where it lives, how it gets energy
and a few other interesting
facts. Have groups present
their information to the class.
Make sure all group members
participate in the presentation.
Language Extension
1. Mark the autotrophic organisms in red and the heterotrophic organisms in blue. Identify
2. An experiment was conducted where two plants were grown from seed in different terrariums. One of the plants
was grown in the presence of light and the other with no light. After a month, the investigator measured them and
obtained the following results:
Using these results, answer the following questions.
a. Which plant grew more during the experiment? Identify
b. Why did this plant grow more? Interpret
c. Why did the plant that did not receive any light still grow? Infer
Practicing
Plant Height
Plant with Light (cm) Plant without Light (cm)
60 25
According to the way that living things obtain their energy and nutrition, they can be classified as
or .
Summarizing
Explain photosynthesis and the contribution of scientists in this area
Life Science 13
17
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
According to the chart, the plant with access to light grew more.
autotrophs heterotrophs
The plant grew more thanks to the light, which allowed it to fabricate more nutrients for growth.
It still grew because despite not receiving light, plant seeds contain nutrition for their first
stages of development and use it to grow.
PSEC_6_Teacher's Guide_P001-184.indd 17 1/29/19 09:36
18. Jan Baptist van Helmont was a
Belgian chemist, physicist, doctor,
alchemist and physiologist.
He was known for his experiments
dealing with plant growth and was
a pioneer in experimenting and
applying chemical principles to
his physiological investigations;
for this he is known as the “Father
of biochemistry.” He was also a
faithful believer in alchemy, as well
as the philosopher’s stone.
In 5 Minutes
Mention to students that the
comic shown in these pages is
only a graphic representation of
what Van Helmont actually did.
Clarifying Concepts
Vocabulary nouns: environment,
hypothesis, mass, planter, soil,
willow
verbs: conduct, decrease, get rid
of, increase, water
adjectives: dry
Skill Students can apply the steps
of the scientific process to an
experiment
Language Focus
18 Unit 1
Section 1 / Photosynthesis
The Contribution of Van Helmont to the Study
of Plant Nutrition
Four hundred years ago, it was not understood how plants received their nutrition
as it was thought that, just like animals, they obtained their nutrients from the
environment, specifically from soil. A Belgian scientist named Jan Baptist van
Helmont, however, decided to put this hypothesis to the test by doing the
following experiment.
Connecting
Whydoyouthinkthat
VanHelmontdriedthe
soilbeforemeasuring
its mass?
WhydoyouthinkVan
Helmont got rid of
the leaves that fell?
1580–1644
He watered the willow periodically with
rainwater, which did not contain nutrients
or minerals.
not humid
90.71 kg of dry soil was put into a planter, and a willow
with a mass of 2.3 kg was planted.
eliminated
He observed how the plant grew and he
got rid of any leaves that fell.
Unit 1
14
PSEC_6_Teacher's Guide_P001-184.indd 18 1/29/19 09:36
19. Van Helmont’s experiment is a
good example of a well-executed
experimental procedure, including
its conclusions, which though
erroneous, were based on the
knowledge available at the time.
Nevertheless, students may be
confused, as it may be evident
that this conclusion is wrong due
to their knowledge of the concept
of carbon dioxide. It is important
to stress that the evidence
available at that time supported
the results.
Possible Difficulties
Ask students to turn to the
Scientific Research Skills
Foldout. Go over each of the steps
in the scientific process with
them. Have them copy a chart of
the scientific process into their
notebooks and then turn back to
this lesson to fill out the chart
with Van Helmont’s experiment.
Check answers as a class.
Language Extension
19
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
got smaller
got bigger
As you can see, the willow had increased in mass by 74.44 kg, while the soil
had decreased in mass by 50 g. Van Helmont considered, therefore, that the
difference in the willow’s mass could be directly attributed to the water.
From this, he concluded that plants got nutrition and formed organic matter
only from water as it was the only thing that had been in contact with the plant
during the whole experiment, except for the soil in the planter.
Van Helmont’s conclusions take into account only soil and water. What other
elements are related to how plants obtain their nutrients? What about air and
light? To answer these questions, let’s see which factors affect the nutrition of
these organisms.
Even though Van Helmont made
an error in his conclusion, the
experiment followed all the steps
required in scientific research.
You can find these steps in the
Scientific Research Skills Foldout.
Explain photosynthesis and the contribution of scientists in this area
What conclusion do you think that Van Helmont drew after
conducting this experiment?
What happened
to the mass of
the soil and of
the willow after
five years?
He observed that the willow’s mass was 76.74 kg and the soil’s
mass was 90.66 kg.
Afterfiveyears,hetookthetree
from the planter and measured
the mass of the willow and of
the dry soil.
Life Science 15
PSEC_6_Teacher's Guide_P001-184.indd 19 1/29/19 09:36
20. To help students comprehend
the complex process of
photosynthesis, draw a summary
table on the board with the
substances necessary to carry out
this process and those produced
by it. This will accelerate the
comprehension of other activities
as well as the global process of
photosynthesis.
Clarifying Concepts
Vocabulary nouns: bacteria,
carbon dioxide, chemosynthesis,
chlorophyll, chloroplast, gas,
glucose, intake, leaf/leaves,
oxygen, photosynthesis, pore,
release, root, stomata
verbs: absorb, capture, lead,
release
Skill Students can practice
spelling vocabulary words
Language Focus
guided
guided
Photosynthesis: The Intake of Material and Energy
from the Ecosystem
Although Van Helmont observed that plants require water to make their own
nutrients, water is not the only factor necessary to do this.
Over the years, numerous scientific experiments have led humans to discover
the factors that are necessary for plants to produce their nutrients. Along with
water, they also need carbon dioxide and light.
Section 1 / Photosynthesis
Water: The roots absorb water
from the ground. Through the
plant’s stem, the water reaches
the leaves of the plant and
contributes to photosynthesis.
Connecting
Carbon dioxide is the
gas that living things
eliminateaswasteduring
respiration. It can be
found in air and water,
and plants absorb it to
use for photosynthesis.
Word Focus
Unit 1
16
20 Unit 1
CN.3.1.3. To understand about photosynthesis, nutrition and breathing of plants.
PSEC_6_Teacher's Guide_P001-184.indd 20 1/29/19 09:36
21. Tell students that glucose is one
of the nutrients plants can use to
satisfy their needs. The plant uses
it to build structures like leaves
and stems but can also store it
in its roots and fruits. These last
functions are beneficial to animals
since they eat the plants as food,
receiving glucose in this way.
Clarifying Concepts
Materials: strips of paper
Form groups. Have students write
vocabulary words from the unit so
far onto strips of paper and put
them in a pile. Have groups hold
spelling bees. Each student pulls
out a word and says it for the next
student to spell. If that student
cannot spell the word, he/she is
out until the next round.
Language Extension
liberated
liberated
Light: Very small structures called
chloroplasts are found in the cells of all
the green parts of a plant, especially
in the leaves. Chloroplasts contain
chlorophyll, a green pigment that gives
plants their characteristic color and allows
them to capture energy from sunlight.
Carbon dioxide: This gas is
present in the air and is of vital
importance to plants. Carbon
dioxide enters plants through
pores located on their leaves
called stomata.
Along with the water absorbed by their roots, plants require light and
carbon dioxide to make glucose, a nutrient from which they obtain energy
to perform their functions. In the process called photosynthesis, plants
also produce oxygen, a gas of vital importance not only for plants but also
for the majority of living things.
o
ow
ws
s
s
o
ow
w
Explain photosynthesis and the contribution of scientists in this area
Somebacteriadonotuselight
energy from the sun to obtain
their nutrients but instead
use the energy released in
inorganicreactionsinaprocess
called chemosynthesis.
Did You Know...?
Life Science 17
Tell students that photosynthesis
is a process that took many
years to be completely explained
and required the work of many
scientists from various countries,
which emphasizes the importance
of working collaboratively and
rigorously in the sciences with
the goal of arriving at knowledge
useful to humanity. Stress
teamwork and respect for the
opinions of everyone.
Education through Values
21
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
PSEC_6_Teacher's Guide_P001-184.indd 21 1/29/19 09:36
22. Even the reading of the graph
may cause difficulties for some
students. Copy the graph onto the
board and explain the information
so that students can then answer
independently.
Possible Difficulties
Vocabulary nouns: conditions,
factor, intensity
verbs: consider, rise, wither
adjectives: adequate,
photosynthetic
adverbs: efficiently, exclusively
Skill Students can discuss species
versus individual preference
Language Focus Section 1 / Photosynthesis
1. Using what you know about plant nutrition, what factors did Van Helmont not consider while doing his experiment?
Explain. Apply
2. A group of scientists put two plants in similar conditions and obtained the following results.
a. Which organism performed photosynthesis more efficiently? Interpret
b. What caused the difference in the amount of oxygen released by both plants? Explain. Infer
c. In what other way can you see which plant performed photosynthesis more efficiently? Explain. Apply
The contribution that Van Helmont made toward our knowledge of plant nutrition was his conclusion that they
find nourishment exclusively in , even though we now know they also need other things to live.
Photosynthesis is a process in which plants produce and
from , and .
Plant A Plant B
Amount of
Oxygen
Amount of Oxygen Released
by Two Plants
Practicing
Summarizing
Unit 1
18
22 Unit 1
He did not consider the presence of gases like carbon dioxide and oxygen because during
that time they were not yet known.
Plant B gave off a larger amount of oxygen, so it performed photosynthesis more
efficiently.
One of the plants carried out photosynthesis more efficiently than the other, and because
of this it gave off more oxygen.
By measuring the amount of glucose produced or how much it grew.
water
glucose
carbon dioxide water sunlight
oxygen
PSEC_6_Teacher's Guide_P001-184.indd 22 1/29/19 09:36
23. Commonly, when the word “affect”
is used, students tend to think of
it in a negative light. Clarify that a
factor can positively or negatively
affect a plant.
Clarifying Concepts
Take advantage of the information
presented here to remind students
that human beings can also be
affected by the temperature.
Stress healthy living habits during
periods of high temperature, like
drinking enough water, eating
vegetables, not exposing oneself
to sunlight for too long and using
sunblock.
A Healthy Lifestyle
Form groups and ask students to
compare their results from the
Challenge section. Specifically,
they should discuss the weather
that they each find preferable.
Ask: Is there variation? How much
of our preference is human and
how much is individual? Does
anyone in your group like cold
weather? Cloudy? Very hot? Why?
Have students share the most
extreme variations with the class.
Language Extension
dried up
got higher
A
21 ºC
B
0 ºC
Connecting
Factors that Affect Photosynthesis
Two identical plants were put in different locations in a house. Then they were
kept at different temperatures for two weeks. Plant A was kept at 21 °C while
plant B was left at 0 °C. After the two weeks, the following results were found.
Imagine if the earth’s temperature suddenly rose. Surely none of us would be
able to perform our daily activities because to do so humans require certain
conditions, such as adequate temperature.
The same happens to photosynthetic organisms. In the experiment above, the
plant that was kept at 21 °C had all the right conditions to perform photosynthesis
so that it could make its own nutrients and obtain energy. On the other hand,
the plant kept at a low temperature was not able to produce its own nutrients
and it withered.
Plants need carbon dioxide, water and the sun’s energy to perform photosynthesis.
Other factors or environmental conditions also regulate this process, such as
the temperature and the intensity of light a plant receives.
Explain photosynthesis and the contribution of scientists in this area
Human beings, just like
many other organisms,
are affected when the
temperature is too high,
especially in the summer.
During this time of year, it
is very important to follow
certain recommendations,
like drinking a lot of water,
wearing a hat and eating
more fruits and vegetables
to nourish your body with
vitamins and minerals.
Staying Healthy
At what temperature do you
feel most comfortable? To
find out, record the daily
temperature for a week
and write down how you
feel each day.
Challenge
Life Science 19
23
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
CN.3.1.3. To explain and deduce the importance of photosynthesis, nutrition and breathing of plants, for the
preservation of life.
PSEC_6_Teacher's Guide_P001-184.indd 23 1/29/19 09:36
24. To help with the comprehension
of this topic, show images of
diverse ecosystems where the
temperature is rising, from polar
ice caps to deserts. Ask questions
so that students understand that
temperature favors photosynthesis
and the development of plants up
to a certain point, but that it is
not the only factor. Tell them that
other factors, like the availability
of water or light, also directly
influence plant growth.
Clarifying Concepts
Vocabulary nouns: excess, lack,
light, lung, respiration, shelter,
temperature
verbs: adapt, breathe
adjectives: dexterous, maximum,
optimal, vital
adverbs: efficiently
Skill Students can research
ecological problems and develop
and present solutions
Language Focus
agile
The Effects of Temperature and Light
Think about how you feel on a really hot day. You may have noticed that when it
is very hot, people are less able to concentrate and do not do their daily activities
as efficiently. The same occurs when it is cold. Have you ever noticed that your
hands are not as dexterous when they are cold? This is not a coincidence; there
are factors such as temperature and light that affect how living things, including
autotrophs, function.
As you can see, in order for photosynthesis to occur, plants need to receive the
correct amount of light and grow in an adequate temperature.
Section 1 / Photosynthesis
Plants perform photosynthesis between certain
ranges of temperature. However, there is an optimal
temperature for each type of plant to reach its
maximum production of oxygen and glucose—for
example, there are some tropical plants that can
perform photosynthesis between 6 °C and 58 °C,
but their optimal temperature is 39 °C.
Tropical plants have adapted to high temperatures. During the summer, plants perform more photosynthesis than in
the winter because there is more light.
Connecting
deficiency
In addition, the process of photosynthesis requires
an optimal intensity of light. As the intensity of light
increases, like on long summer days, the production
of oxygen and glucose increases until it reaches a
maximum level. However, an excess of light, just
like a lack of light, can also produce a decrease in
the photosynthetic activity of a plant.
Unit 1
20
24 Unit 1
CN.3.1.3. To explain and deduce the importance of photosynthesis, nutrition and breathing of plants.
PSEC_6_Teacher's Guide_P001-184.indd 24 1/29/19 09:36
25. Commonly, students tend to see
photosynthesis and respiration as
opposite processes. Emphasize
that they are not opposites
but complementary, and that
respiration is not exclusive
to heterotrophs as students
sometimes think, but also takes
place in autotrophs.
Common Mistakes
Divide the class into five groups.
Assign each group one of the
following habitats: forest, jungle,
plains/tundra, beach, desert.
Call on a volunteer to read the
Education through Values box
aloud. Lead a class discussion on
the importance of conservation.
Give students Internet access and
ask them to research problems
specific to their environment. Have
each group then research and
brainstorm ways to mitigate these
threats and present their findings
to the class.
Language Extension
Education through Values
As you can see, respiration and photosynthesis are closely related
because:
• Photosynthesis consumes carbon dioxide and releases oxygen.
• Respiration consumes oxygen and releases carbon dioxide.
Therefore, there is a balance between both processes because the oxygen
released into the environment during photosynthesis is utilized by living things
during respiration, and the carbon dioxide produced during respiration is utilized
by plants to perform photosynthesis.
Respiration and Photosynthesis
Have you ever heard that forests and jungles are the earth’s lungs? Do you
know why? Well, the oxygen that plants in these places produce through
photosynthesis is vital for the respiration of the majority of living things across
the planet, including plants.
During photosynthesis, plants release oxygen into the environment, which is
then used by the majority of living things to breathe; as a result of breathing,
carbon dioxide, which is required by plants to make glucose, is released.
oxygen
oxygen
carbon
dioxide
carbon
dioxide
Explain photosynthesis and the contribution of scientists in this area
protection
from the
weather and
other animals
Given the importance of plants, it is vital to protect our green areas,
including forests and jungles, as they give us the oxygen that we need to
live. They also provide food and shelter to a large number of organisms.
Life Science 21
Take advantage of the explanation
of the complementary nature of
photosynthesis and respiration
to stress that all animal life,
including human, depends on
plant activity, and therefore
everyone is responsible for
protecting natural environments
and a city’s green spaces.
Education through Values
25
Answer Key and Teaching Notes Pathway to Science 6
Life Science
Notes
PSEC_6_Teacher's Guide_P001-184.indd 25 1/29/19 09:36
