As promised, here are the videos we have watched in class today:
As you watch, identify the structural and behavioural adaptations. Then, link these features to how they help the organism to adapt for (___________). In other words, always support the adaptation with reason(s).
Have fun watching! Do jot down points in your NSB as well so you won't forget what you've watched. Then, refer to your textbook again.
Can you relate to the various adaptation features better now? (:
1) CA1 practice papers set 1 & 2 (Booklet B selected answers): Click HERE.
2) Energy Activity Book:
Activity 1: page 2
Topical WS MCQ answers: pages 7 - 9
Section A: (2
marks each)
1) 4
2) 1
3) 3
4) 1
Activity 2: page 16
1. height of ramp 2. increasing 3. the axes 4. The toy car moved 40 cm on the ground. 5. As the height of the ramp increases, the distance moved by the toy car along the ground increases. 6. As the height of the ramp increases, the amount of gravitational potential energy that the toy car has increases.
Let's recap what we have learnt earlier on in class:
What is dispersal?
Can you recall the 4 types of dispersal methods?
Features / characteristics of the seeds
Why the need for dispersal?
Individual / Group Mini Project for Reproduction in Plants (OPTIONAL)
Have you ever noticed seeds on the ground? If not, time to keep your eyes peeled! Time to take a walk around your estate, to the park, beach, etc.
Pick up seeds that have various dispersal method. Do remember to wash and dry the seeds thoroughly(Remember our learning point in our Cells AA project? Groups who used seeds as chloroplasts had theirs germinated in slime, HAHA!). You may want to keep the seeds in ziploc bags and display (labelled) in a chart or any way you prefer. Some food for thought:
Can a seed disperse in more than 1 way (i.e. other methods of dispersal)? For example, if a sweet smelling seed can float, does it mean it will be dispersed by water?
I highly encourage all of you to try taking on this mini project, as this serves as a good exposure to traits of scientists, i.e. collecting and classifying data.
This is something different from the Electricity Project you have done, which is more of an application of what you have learnt, and the Cell Model Project, which hones your construction and labelling skill.
Extension activity:
While you are out on a walk, you can also draw pictures of flowers you see and label them according to the male and female parts. They may also take photos of these flowers and paste in their NSB.
First, what are we made of? Ever wonder about that before? Let's watch this first video on "Cell Theory".
Well, cells are so tiny; they needed to be seen with a microscope. How then, do cells, form us?
View the video below to recap - from cells to systems:
As we learnt to observe cells using a microscope in the lab , why not try a hand at using a virtual microscope? Click HERE.
Now, we know better on the similarities and differences with animal and plant cells, are you ready to learn more in depth of the various cell parts?
Animal Cells
Plant Cells
I truly enjoy reading your story on "A drop of blood". (:
There are some common misconceptions that I would like to address though:
1) Red blood cells transport oxygen, digested food and waste products like carbon dioxide too.
Watch video below for a better understanding:
What's in blood?
2) Blood vessels transport blood to small intestine. Red blood cells pick up digested food from the intestinal wall. Oxygen also enters the bloodstream at small intestine and it gets transported to all parts of the body where it's required
After watching these 2 videos, do continue to update your concept map on the "Circulatory System" in your Nature Study Book!
Learning doesn't end in the classroom, so make good use of your holidays to find out more! The library does provides good resources too, do explore them!
