Unit 3. Living things in their environment Exercise 3.4 Animal adaptations This exercise will give you practice in describing how particular features of animals adapt them to live in their habitat. 1. The drawing shows a crab, Crabs live on the sea bed. They feed on dead animals, and the remains of food that other predators have eaten, shell Jointed eg antenna’ Complete the table to describe three features of the crab that are adaptations for its way of life. Feature “How it helps the crab to surviveA\ ‘ (GLY Unit 3 ving things in their environment 2 Think of an interesting animal that lives in a particular habitat on land. ‘Make a drawing of your animal. Use labels to explain how it is adapted to survive in its habitat.. es\) Unit 3 Living things in their environment (& Exercise 3.3 Leafhoppers (This exercise is about food chains, and how humans can affect food chains.) Rice is an important food crop in many countries. The rice plants produce seeds, which are harvested and eaten by people. ‘The diagrarn shows this as a food chain. The arrows im the food chain show how energy passes from each step to the next, Sun = rice = humans 1 How does energy pass from the Sun to the rice? 2. How docs energy pass from the rice to the humans? 3 Other organisms, such as green Ieafhoppers, also like to cat the rice. Green leafhoppers also eat grass, but they prefer to eat rice. Suggest why the numbers of green leafhoppers are much larger in rice fields than in other places. 4, Some farmers keep carp and other fish in the water in their rice fields. ‘The carp cat the leafhoppers and their eggs. ‘Draw a food chain to show how energy passes from the Sun to the carp.( Unit 3 Living things in their environment Exercise 3.4 The great London smog This is a true account of a serious pollution event that happened many years ago. You will need to think about the causes and effects of pollution. You will also practise getting information froma graph, and using numbers to provide evidence. London, in England, used to be famous for its foggy atmosphere. In the 1950s, many people in London burned coal to heat their houses. Smoke and sulfur dioxide mixed with the fog, producing a smelly mixture called smog. Sulfiar dioxide irritates the nose and throat. People who have asthma or other problems with their langs can develop severe problems if they breathe in a lot of sulfur dioxide. In December 1952, the smog was especially bad. The graph shows the concentration of sulfur dioxide in the air during the first 15 days of that month. It also shows how many people in London died each day. 1000 800 600 concentration of sulfur dioxide / parts per million deaths perday 400 = —— 0.2 200 oe | i, 123 4 5 6 7 & 9 1011 12 13 14 15 date, starting at 1 December 19527 -N\ Unit 3 Living things in their environment (®) 4 The smog contained sulfur dioxide. Explain where the sulfur dioxide came from. 2 Onwhich day of December was the concentration of sulfur dioxide in the air the greatest? 3 What was the concentration of sulfur dioxide on that day? 4 It is recommended that people should nat be exposed to sulfiar dioxide concentrations greater than 0.2 parts per million. Draw a horizontal line on the graph to show this concentration, ‘Then work out the number of days between 1 and 15 December when the sulfur dioxide concentrations were above that level. 5 How many people died in London on 1 December .. 6 How many more people died on 8 December than on 1 December? 7 Describe the evidence from the graph which suggests that the sulfur dioxide might have caused some people to die. 8 Explain why we cannot be sure that it was the sulfur dioxide that caused people todic,( Unit 3. Living things in their environment Exercise 3-5 Melanoma in Australia ‘You will practise drawing a bar chart in this exercise. You will also have to think ofa sensible explanation for the patterns in the data, and to use your knowledge and understanding to make a prediction. “Australia is in the southern hemisphere. It is close to the hole in the ozone layer. ‘The map shows information about a type of skin cancer called melanoma in the year 2000, Nosthern : : : Terror in each state in Australia. Terry | gueesiond women 28 | ™en75 ‘The figures on the map are the number of men and women in every 100 000 who were diagnosed with melanoma. women 50 ‘Western Australla men $6 women 39 ‘South Austratia men 43 women 36 ‘eee fakes Cm AE = 4 Complete the bar chart to show this information. EG women number of people pertoo000 40 getting melanoma 20 ‘Western Northern South Queensland NewSouth — Vietorla. Tasmania Austalla —Teritory Australia Wates stateUnit 3 Living things in their environment (LB 2 Melanoma is oficn causcd by ultraviolet radiation that is absorbed by the skin. Suggest an explanation for the differences in the figures for men and women, shown on your bar chart. 3 The numbers of people with melanoma in Australia increased between 1983 and 2000. ‘Use what you know about the ozone layer to suggest why this happened. 4 Melanoma usually takes many years to develop. ‘Today, people in Australia are very careful to avoid exposing their skin to too much sunlight, Predict what will happen to the numbers of people in Australia getting melanoma in the future. Explain your prediction.ZN ‘ (GEA) Unit 3 ving things in their environment Exercise 3.6 Conserving giant pandas In this exercise, you will practise finding information in a written passage. Try to write your answers in your own words rather than just copying pieces from the passage Read the information about giant pandas, and then use the information and your own knowledge to answer the questions. Giant pandas live in China. They eat bamboo. | Bamboo is tough and difficult to digest. Giant pandas have a sixth ‘finger’ that helps them to hold bamboo stems firmly while they eat the bamboo. They have a large head with very strong jaw muscles, and very big molar teeth to help them to chew. Many bamboo forests have been cleared in China, to provide more land for farming and building houses. The numbers of giant pandas have Fallen so much that they are in danger of becoming extinct. To help to save the giant panda, China has created many nature reserves where the panda’ habitat is protected.‘ =) Unit 3 Living things in their environment (@) 1 Draw a food chain to show how giant pandas get their energy. 2 Describe three ways in which giant pandas are adapted for their way of life. For each adaptation, explain how it helps them to survive, first way ... second way third way ... 3. Explain why giant pandas are in danger of becoming extinct, 4 Many tourists to China want to see giant pandas, Suggest how this could be used to help to conserve the pandas.