Why do we

Bones are the hardest parts inside

your body. X-rays allow us to see

have bones?
bones, but you can also feel them by
touching your body. For example, you can
feel bones under the skin of your arm.

Bones are part of the skeletal system.

Key Words
bones
joints
ligaments
skeletal system
1. The boy in the picture injured his leg playing soccer. It hurt so badly he
skin
decided to go to the doctor. The doctor took an X-ray because he thought
X-rays
the boy might have hurt an internal part of his body.

1. What body parts can the doctor see in the X-ray?




ing
d raw ant 
n t
us o por .
Foc ost im r body 2. Describe the function of these body parts.
m ou
the e in y
bo n 

14 Curious Scientist
 The skeletal system consists of bones and joints.
Bones are rigid structures that give support and
strength to the body and protect its organs. Self-Awareness

Joints are areas where bones meet. The majority of Look at where you colored in the joints in the picture.
joints permit some movement. Joints also include other Try to move those joints in your own body. What joints
structures, like ligaments, which connect bones to each do you move when you walk? What joints do you
other. Joints are also called articulations. move when you write or talk?

2. Look at where the arrows point in the skeleton below.

Write “bones” or “joints” in each box. Then, color all
the joints in red.

Work It
Out!
Do the activity My
Skeletal System using
what you’ve learned.

3. Explain using your own words the importance of each

part of the skeletal system.

1. bones: 


2. joints: 


Curious Scientist 15
 The skeletal system serves very important functions in
the body.
Key
Bones act as the pillars of the body. They support the
body’s weight and give the body its shape. They also Lines of Research
work with muscles to help the body move. Do other animals have skeletons?

Bones also protect important organs from injury, such as Choose a species (or breed) of animal and find an
the brain, heart, and lungs. image of its skeleton. How is it similar to a human
skeleton? How is it different?

#KeyConcept
4. Match each organ to the bones that protect it. animal skeletons

5. Get into teams of three. Imagine you broke a bone.

How would you move? Act out each of the following
injuries for 30 seconds:

• a broken leg
• a broken arm
• a broken wrist
• a broken finger
• a broken rib
• a broken ankle

6. What might your body be like if you did not have a

skeleton?

Team Up!
Get into teams, go to Bone
Facts, and follow the
instructions.

16 Curious Scientist Can Identify the structures of the skeletal system and describe
their functions
 Can y o u n a m e y o u r
bon e s a n d j o i nt s ?
Look at the image of the skeleton. Study the names of the principal bones and
joints in the human body.

One way we classify bones is according to their shape. We have long bones,
like those found in our arms and legs, and short bones, like those in our
fingers and wrists. We have flat bones, like our ribs and the bones that make
up our cranium, and irregular bones, like the bones in our face and vertebrae.

Key Words
flat bones cranium
mandible
immovable joints
clavicle
irregular bones
long bones neck bones (vertebrae)
movable joints scapula
short bones shoulder
humerus
rib cage
spinal column elbow
(vertebrae)
1. Look at the diagram and answer the pelvis
following questions. radius hip
ulna wrist
1. What are the names of two bones or joints of
the leg?


femur
phalanges
2. What are the names of two bones or joints of
the arm? patella
knee


3. Which bones protect your brain?  fibula

your heart and lungs?  tibia

4. Which bones protect your heart and lungs?  ankle

5. The bones in the human body can be classified by
their shape as       , short, flat,

or       .

Curious Scientist 17
 2. Match each bone to its classification.
A joint is a connection between two or more bones.
flat bone Joints are classified according to the amount of
movement they allow.

Movable joints allow connected bones to move freely.

Knees, hips, and elbows are all freely movable joints.
Partially movable joints allow limited movement. The
long bone joints between the bones in the pelvis are partially
movable. Immovable joints do not allow any movement
between connected bones. The joints that connect the
cranium bones are an example of this type of joint.
irregular bone

short bone

3. Match each joint to its classification.

movable joint Work It

Out!
Do the activity Dancing
Bones using what
you’ve learned.

partially movable joint

Self-Awareness
immovable joint

Use the skeleton image to become aware

of the bones in your own body. Think about
the name of each bone and joint as you
scan your body from your toes up to your
cranium. When you reach a joint, give it a
move (if it’s a movable joint).

18 Curious Scientist
4. Fill in the blanks with the names of as many bones and joints as 5. Write each word from the box in the
you can remember. How many were you able to recall without correct category.
looking at the previous diagram?
scapula elbow

pelvis humerus

1. long bone:

2. flat bone:

3. movable joint:

4. partially moveable joint:

6. Discuss the following questions with your class.

• Can you give the bones their proper names now?

• Which bones do you think people are most likely to break?
• What bones have people in your class broken?

Team Up!
Key Get into teams, go to Living
Skeleton, and follow the
Lines of Research instructions.
Do you know what you should eat to keep bones healthy and strong?

Research diet and healthy bones.

#KeyConcepts
bones / diet

Can identify and describe the structures of the skeletal system and
their functions
Curious Scientist 19
 Why do we
have muscles?
In order to move your body, you need both the skeletal
system and the muscular system. The muscular
Key Words system consists of muscles and tendons. A muscle is
an organ that contracts and expands to create different
circulation
movements. Many muscles are connected to bones, but
involuntary muscle
muscles can also form part of the structure of organs like
muscle
the heart, stomach, and intestines. A tendon is a special
muscular system
kind of tissue that connects a muscle with a bone.
tendon
voluntary muscle
We have two types of muscles in our bodies. A voluntary
muscle is a muscle we control with our brain—in other
words, it moves when we want it to. Examples of this
type of muscle can be found in our arms and legs. An
involuntary muscle works without us having to think in
order to control it. These muscles are related to functions
such as blood circulation and the movement of food
through the body. They are also found in organs like the
heart and the stomach.

1. Answer the questions.

1. The muscular system is made up of 

and        .
The human body has many muscles. Each has a specific 2. What is the role of tendons?
location and function. Study the images to learn the names
of the principal voluntary muscles in your body. 

2. Match each muscle with its type below.

voluntary muscle involuntary muscle

20 Curious Scientist
3. Look at the muscle names. Write the part or parts of the body where each
muscle can be found: legs, abdomen, chest, arms, or shoulders.

1. deltoids 
2. quadriceps femoris 

3. biceps femoris 

4. pectoralis major 

5. rectus abdominis 

6. gastrocnemius 

7. triceps brachii 

8. soleus 

9. trapezius 

trapezius
pectoralis major

deltoids

biceps
triceps
brachii
rectus
abdominis
gluteus
maximus

quadriceps
femoris

biceps femoris

gastrocnemius Work It
Out!
soleus Do the activity Running
Muscles using what
you’ve learned.

Curious Scientist 21
 4. Use your memory to fill in the blanks with the correct words.
Key
The muscular system consists of               
Lines of Research
and               , which together with the skeletal
Do you know what happens
system allow the body to move. There are two types of muscles: to muscles when a person lifts
weights at the gym?
               and               .
Research why muscles expand
5. Match each movement with the correct muscle type. when a person lifts weights.

1. voluntary muscles a. the heart beating #KeyConcepts

weightlifting / muscles
b. kicking a soccer ball

2. involuntary muscles c. digestion

d. pedaling a bicycle Team Up!

Get into teams, go to
6. Write the names of the muscles. Muscle Map, and follow the
instructions.

Self-Awareness

Look at the image of the voluntary muscles, and think

about your own body, muscle by muscle. Starting with
the soleus and going up to the trapezius, try to contract
and release each muscle as you think of its name. Which
muscles are easy to contract? Which are more difficult?

7. Talk with a classmate about your muscle use.

• What muscles do you think you use the most?

• Do you walk a lot?
• Do you use the muscles of your arms and hands
to type?
• Do you do any form of aerobic exercise?
• What happens when you run longer than usual?
• How do your muscles feel?

22 Curious Scientist Can identify the body’s muscles and explain body movement
 How do muscles
m ove o u r b o n e s ?
The muscular and skeletal systems work together to make our bodies
move. Because these two systems are coordinated, they are also called the
musculoskeletal system or locomotor system.

Muscles work in pairs: one contracts while the other expands. The tendon
connecting the bone to the contracting muscle pulls the bone and causes it
to move.
Key Words
Look at the image of the boy sitting on the chair. To lift the foot and extend the
contracts
leg, the quadriceps femoris contracts while the biceps femoris expands.
expands
locomotor system
musculoskeletal system
strengthen
tendon

quadriceps femoris

1. Answer the questions.

1. What is the locomotor system?

biceps femoris


2. Write “Tendons” or “Joints” to make each

statement true.

           connect muscles bíceps brachii

and bones.

           connect bones to

other bones.

3. Which muscle expands and which muscle

contracts when the arm moves?

 triceps brachii

Curious Scientist 23
 2. Answer the questions. Physical activity and exercise can strengthen and
develop our musculoskeletal system. These activities
1. How does physical activity benefit the make our bones and muscles more flexible and
musculoskeletal system? resistant, too.


Riding a bicycle can strengthen the bones and muscles
 in your legs. Running or jogging is one of the most
complete exercises you can do. It strengthens many
2. What’s a type of exercise you can do to strengthen different muscles, especially in your legs. Swimming
your arms, back, and chest? strengthens all of your muscles, especially those in the
 arms, back, and chest. Dancing both strengthens bones
and muscles and improves flexibility.
3. What should you do to avoid injuries during physical
exercise? Exercise and physical activity also help your heart,
because the heart is a muscle, too!


To avoid injuries, always warm up before doing any

3. Complete the chart with the names of the most physical activity. This helps prepare your bones,
important muscles in your arms, legs, and back. Then, muscles, and joints for exercise.
propose a physical activity to strength each muscle.

Part of the body Muscles Physical activity

Work It
Out!
Do the activity
Anatomical Drawing
using what you’ve
learned.

Self-Awareness

What muscles do you use when you take

notes in class? Put your left hand on your
right arm (or the other way around, if you’re
left-handed) so that you can feel both the
a
n n ing biceps brachii and the triceps brachii. Do
r
n pla ity fo these muscles contract and expand as you
us o ctiv g.
Foc ical a o rnin write? Do they contract and expand when
s m
phy rrow you raise your hand?
o
tom

24 Curious Scientist
4. Fill in the blanks.

Key
The                         
Lines of Research
system is composed of the skeletal system and the
Do you know what a muscle cramp feels like?
muscular system. The skeletal system is made up of
Research muscle cramps. What are they? Why do
                         and they happen? How can you prevent them?
joints. The muscular system is made up of muscles
#KeyConcept
and                        . cramps

5. Look at the picture. Explain the action of the indicated

muscle when the girl squats down. 8. Work with a classmate. Interview each other using the
following questions. Be honest in your responses.

• Do you do any kind of physical exercise?

• Do you walk to class, play tag during lunchtime, or
participate in a sport?
• If you have a physical disability, do you do some
form of physical therapy?
• Why do you exercise?
• Do you enjoy exercise? If so, what makes
it enjoyable?

Team Up!
Get into teams, go to Sport
Muscles, and follow the
instructions.

6. Choose a specific type of physical activity (such as

running or dancing). Describe how it benefits the
musculoskeletal system.

7. Why does physical activity benefit the heart?

Can explain body movement and describe the benefits of physical

activity
Curious Scientist 25
 How does my
digestive
syst e m wo r k ?
1. Explain how digestion starts in the mouth.
Put a piece of bread in your mouth, but do not chew.
Wait one minute, and then chew and swallow it. Did
you notice any change in the food? This is because
digestion begins in the mouth. Teeth chew up the food
and break it down into smaller pieces. Salivary glands in
the mouth produce saliva. The tongue moves the food
and mixes it with the saliva. Together, these processes
make a bolus—a ball of food ready to be swallowed and
continue its journey down the digestive tract.

3. List foods that have a strong effect on your tongue,

teeth, and salivary glands. (For example, ice cream
2. Label the parts of the mouth below. Use the text as might make your teeth hurt.)
your reference.

Key Words
bolus
chew
digestion
glands
saliva
tract

26 Curious Scientist
 4. What are the four main types of nutrients in food?
Have you ever wondered what happens to food after
1. 
you swallow it? Where does it go? How is it used? The
answers to these questions are related to our digestive 2. 
system. This system is made up of organs which convert
food into nutrients and eliminate what we do not 3. 
need. These digestive organs surround our digestive 4. 
tract, which begins at the mouth and ends at the anus.
The digestive system also includes digestive glands,
which secrete various substances that convert food
into nutrients. Work It
Out!
Nutrients are components of food that give energy to an Do the activity Inside
organism. They also help regulate and repair the body. Benny’s Digestion using
Nutrients can be classified as carbohydrates, found in what you’ve learned.
foods like bread; proteins, found in foods such as eggs;
lipids and fat, found in oils; and vitamins and minerals,
found in fruits and vegetables.

5. Discuss the following questions with a classmate.

Then, use the chart to classify foods you like as
healthy or not nutritious.

Self-Awareness • What are some healthy foods you like to eat?

• What kinds of foods do you like that are not
Eat an apple. Feel how it is crushed and mixed with nutritious?
saliva in your mouth and how it feels passing through • Do you know how to cook healthy meals?
your esophagus. Try to feel your stomach moving
to digest it. What does this feel like? How did your Healthy
tongue and salivary glands react to the apple?

Not Nutritious

Curious Scientist 27
 Here are the stages of the digestive process.
Key
• Ingestion: This is when food enters the mouth.

• Digestion: This is the transformation of food in the digestive Lines of Research

tract. Teeth are used to chew food and break it down into smaller Did you know that there are good
pieces. Salivary glands produce saliva. The tongue moves and bacteria in the digestive system?
mixes the food with the saliva. All of these processes make a
bolus, a ball of food ready to be swallowed and continue down Research probiotics.
the digestive tract. The esophagus expands and contracts to push
the bolus down to the stomach. These movements are called #KeyConcept
peristaltic movements. probiotics

• Absorption: In the stomach, food and liquid are mixed with

digestive juices and then pass to the small intestine, where
other juices produced by the pancreas and the liver are added. 7. Fill in the chart with the stages of the
Nutrients are absorbed by the walls of the small intestine into the digestive process in order.
bloodstream.
egestion digestion
• Egestion: The remaining food goes to the large intestine, where
it is prepared for elimination. ingestion absorption

6. According to the concept box, where do you think is each organ

located? Label each organ of the digestive system.

Team Up!
Get into teams, go to
Digestive System Model,
and follow the instructions.

28 Curious Scientist Can identify the organs in the digestive system

 Wh a t a re t h e st e p s
of th e d i g e s t i ve
process?
The stomach is a muscular organ shaped like a bean, with walls that move Key Words
to help process food. The bolus gets to the stomach by traveling down the
absorbed
esophagus and through a valve called the cardiac sphincter. The function
egestion
of this valve is to allow food to pass to the stomach and prevent stomach
gastric
contents from entering the esophagus. Once in the stomach, food mixes with
intestine
gastric juices that help digestion. Proteins are digested in this process. Juices
muscular
and peristaltic movements convert the bolus into a thick liquid called chyme,
sphincter
which then enters the small intestine.

The small intestine produces intestinal juices, which combine with bile (from
the liver) and pancreatic juice (from the pancreas) to help convert nutrients in
chyle, a thinner liquid. After this, bile is stored in the gallblader.

1. Pair up with a classmate and review the names of the digestive system
organs. Some of them are mentioned in the concept box above. ing
d raw our
n
us o of y
Foc rocess eing
p tb
the akfas d.
e e
b r est
dig

Curious Scientist 29
 2. Discuss these questions with a classmate. Write an The chyle continues through the small intestine
answer to each one after discussing. as the next stage of the digestive process
starts: absorption. During this process,
1. How and where does the digestive process start? most nutrients and water go through the
If you don’t remember, go back and review. small intestinal wall. Small hairs called
villi allow nutrients to reach the blood,

which carries them to all the cells of the
 organism. The villi are very important in
the absorption process. For example, every
 day our small intestine receives six liters
of chyle, which is reduced to one liter after
2. How do the intestines contribute to digestion? being absorbed.


Waste, which we cannot use, passes to the large
 intestine, which forms and eliminates fecal matter in a
process called egestion. The large intestine absorbs
 any water, giving fecal matter its firm consistency.
Finally, the fecal matter is temporarily stored in a part
of the large intestine called the rectum. Then, with the
large help of bowel movements, it is expelled through a final
intestine sphincter: the anus.

cecum
Work It
Out!
rectum Do the activity The Name
appendix
of the Food using what
you’ve learned.

anus

3. Briefly summarize both the absorption and the

blood vessels elimination steps. Draw the process on a piece of paper
and show it to your classmates.
lymphatic vessels

small intestine villi

30 Curious Scientist
4. Complete the diagram. Write what food is called at each step of the
digestive process. Key
Small
Mouth Stomach Lines of Research
intestine
Did you know that typhoid and
cholera are digestive diseases?

Research digestive diseases.

#KeyConcept
digestive diseases

5. Explain the functions of the stomach and small intestine during digestion.
You can draw, write, or make a flowchart. Use your imagination!

Team Up!
Get into teams, go to
Intestines: Small and Large,
and follow the instructions.

Self-Awareness 6. What does healthy food look

like to you? In teams, describe
Have you ever tried to improve your five foods you think would be
eating habits? How can you improve the digested well by your stomach.
quality of foods you eat and the amount
of water you drink daily?

Can explain the digestive process Curious Scientist 31

 How do you get
y o u r e n e rg y ?
Key Words
autotroph
energy
heterotroph
All living things consist of cells, tissues, and organs. They react to
nourish
stimuli in the environment, they reproduce, and they need a place
organs
to grow. Living things also must nourish themselves to obtain the
tissues
energy they need to stay in good shape and carry out important
functions. It is easy to see how an eagle, ant, or frog obtains energy
by eating food. Have you ever wondered how plants get their
energy?

1. Using the ideas above, explain in your own words what all living
things have in common.

2. Draw two living things and describe how they get their energy from
other sources.

 

 

 

 

 

 

 

32 Curious Scientist
 All living things need nutrients. Nutrients are indispensable
substances that carry out important energetic, structural, and
regulatory functions in our bodies. Some examples of nutrients are Key
carbohydrates, lipids, proteins, vitamins, and minerals.
Lines of Research
A living thing that obtains nutrients from other living beings is called Do you know the difference
a heterotroph. A living thing that makes its own nutrients is known between organic and inorganic
as an autotroph. Heterotrophs include all organisms that feed on matter?
other living things, their parts, or their remains. Plants, on the other
hand, are autotrophs because they are capable of producing their own Research organic and inorganic
nutrients. Plants need sunlight and inorganic matter supplied by the matter.
environment to produce their own food.
#KeyConcept
organic and inorganic matter
3. Look at the photos. Mark ( ) the living things that are autotrophic.

Curious Scientist 33
 4. Mark the autotrophic organisms with an “A” and the heterotrophic organisms
with an “H.”

5. Use the following results to answer the questions.

Digital Skills
An experiment was conducted in which two plants were grown
from seeds in different terrariums. One plant was grown in the How do you know you are not an
presence of light, while the other was grown with no light. After autotroph? Use the Internet to research the
one month, the investigator measured the plants and obtained the main differences between autotrophs and
following results: heterotrophs.

Plant height

Plant with light (cm) Plant without light (cm)

60 25

1. Which plant grew more during the experiment?

 Work It
2. Why did this plant grow more? Out!

Do the activity Name
Heterotrophs and
 Autotrophs! using
what you’ve
3. Why did the plant that did not receive any light still grow? learned.


Team Up!
Get into teams, go to Design
Your Autotroph, and follow
the instructions.

34 Curious Scientist Can describe the difference between autotrophic and heterotrophic
organisms
 How is a n e c o syst e m
organized?
Living things in nature can be organized in the following ways:

• A species is a group of organisms with common characteristics that have

fertile offspring when they reproduce.
• A population is a set of living things of the same species that live in the
same area at the same time.
• A community includes populations of different species that live in the
same area at the same time.
• An ecosystem is formed by a community of living things, their
environment, and the relationship between them.

1. Circle the word that best describes each photo.

Key Words
biotic factors
components
develop
fundamental
single
species

ecosystem population community population

our
r a wy .
dd es
s an speci
u
Foc vorite
fa

species community species community

Curious Scientist 35
 2. Work with a classmate to research information about Every ecosystem is made up of two fundamental
each of the following ecosystems. Fill in the blanks components.
with the required information.
Biotic factors are all the living things that exist in an
ecosystem. Different types of plants, animals, fungi, and
bacteria are all biotic factors.

Abiotic factors include all the nonliving things in

an ecosystem, such as water, air, rocks, light, and
temperature. All of these factors are necessary for living
things to survive and develop.

No single organism in an ecosystem exists in isolation

from its environment. Even if an organism does not
interact with other organisms, it always interacts with
the abiotic factors that surround it.
Ecosystem name: 
In other words, biotic and abiotic factors always interact.
Species (one example): 

Population (one example): 

Community: 

Ecosystem name:  Ecosystem name: 

Species (one example):  Species (one example): 

Population (one example):  Population (one example): 

Community:  Community: 

Self-Awareness Work It
Out!
What can you do to take care of your ecosystem? Do the activity Create
Discuss ideas with your class. a Community for the
Ecosystem using what
you learned.

36 Curious Scientist
3. Look at the picture. List an example of each ecosystem
component in the chart. Biotic factors Abiotic factors

bushes air

4. Get into small teams. Key

• Choose one ecosystem. Lines of Research

• Complete the graphic Did you know that some species in a
organizer by writing an community help other species survive?
Team Up!
example for each category.
• Share your description Get into teams, go to Animal Research protocooperation.
with the class and have Interview, and follow the
them guess which instructions. #KeyConcepts
ecosystem it is. protocooperation / ecosystem / survival

Abiotic factors

Biotic factors

Species Population Communities

Can define the levels of organization of living beings and identify

the components of an ecosystem
Curious Scientist 37
 How do living
hic h
In w stem d
sy
t
of
ype ou
oy
beings interact in
an ecosystem?
eco ?
live

Key Words If you observe nature closely, you’ll find many different
aquatic types of living things and diverse ecosystems. Although
consumed a wide variety of ecosystems exist, there are three
mutualism main types.
predation
sustainable • Aquatic ecosystems: Living organisms develop and
1. Label each ecosystem with a terrestrial interact in bodies of water such as oceans, lakes,
word from the box. or rivers.
• Terrestrial ecosystems: Living organisms develop
rivers jungles coasts and interact on land.
• Mixed ecosystems: Living organisms develop and
lakes forests deserts interact in areas where water meets land, such as
coasts and wetlands.
grasslands wetlands oceans

Terrestrial

Aquatic

Mixed

38 Curious Scientist
 There are many kinds of relationships among living
beings in ecosystems. For example, a cow interacts with
grass by eating it. A bird interacts with a tree by making Work It
a nest in its branches. The following are some types of Out!
interactions that can occur between two organisms. Do the activity
Interactions in Nature
Competition: This is when two organisms compete for using what you
the same resource, like food or shelter. learned.

Predation (Predator-Prey): This is when one living thing eats

another for food. A predator eats other animals for nutrients,
the animal that is consumed is the prey.

Mutualism: In this case, two living things mutually benefit

from their interaction.

f
Living beings also interact with the abiotic components eo
i c tur our
of the ecosystem. For example, when animals breathe, p y
wa ith
they interact with the air around them. Some animals Dra ator w tion.
red en
interact with rocks, twigs, and soil to make nests. a p ll att
f u

2. Write the type of interaction below each picture.

Entrepreneurship

If you were living in a mixed type of

ecosystem, what kind of sustainable
business might you start? Give examples.

 

Curious Scientist 39
 3. Look at the following images of ecosystems. Circle the correct type.

a. mixed b. terrestrial c. aquatic a. mixed b. terrestrial c. aquatic a. mixed b. terrestrial c. aquatic

4. Get in pairs. Discuss how you interact with the ecosystem in which you
live. Write your conclusions in the graphic organizer and share them with Team Up!
the rest of the class.
Get into teams, go to
Wonderful Ecosystems, and
How do I interact with What abiotic factors follow the instructions.
biotic and abiotic surround me?
factors?

Where do I live?

Which type of What other organisms

ecosystem is this? live here?
Key

Lines of Research
Did you know that there are
different types of competition
between animals in an ecosystem?

Research animal competition.

5. Discuss with your classmate. What are some ways you can be more #KeyConcepts
respectful of your ecosystem? animal competition / interspecific /
intraspecific

40 Curious Scientist Can identify different types of ecosystems and interactions among biotic
factors
 How do plants and
animals ad a pt t o t h e ir
environment?
Key Words To survive, plants and animals develop adaptations in relation to the following:

adaptation
• the way they move • the temperature in the environment
elongated
• the type of food they eat • the quantity of available water
fangs
• attacks from predators
grind
scarcity
Here are some examples of ways plants adapt to their environment.
store
How do plants resist heat? In dry environments, many plants have thick stems and leaves
with a kind of jelly inside to store water. Such plants are called succulents, and the majority
have spines instead of leaves. This reduces water loss and helps protect them from animals.

Collaboration How do plants live in the cold? Some plants lose all their leaves to avoid freezing and
other harm during the cold of winter, in the spring the produce new leaves for the warm
summer months. These are called deciduous plants.
As a group, create a plan
to help new students How do plants get enough light? Some plants grow huge leaves that help absorb even
adapt to your school. more sunlight.
Be sure to come up
with special activities
that will make all new 1. Explain where the following plants might live and how they adapt
students feel involved and to their environment.
welcome at your school.

tion
s olu red
a e
c u s on ndang
Fo e
ave ies.
to s spec

Curious Scientist 41
 2. Explain each adaptation. How do animals adapt to their environment? Here are
some examples.

Movement: Certain animals adapt to their environment

by adapting body parts that help them move.
• Animals from terrestrial ecosystems have feet
adapted to the different conditions that they move in.
• Many animals from aquatic ecosystems have
elongated bodies and fins that permit them to
move easily through water.
• Some animals, like birds, have feet but can also fly
because they have developed wings and light bones.
• Some animals that live in mixed ecosystems have
1. adaptations that allow them to move both in water
and on land.

Teeth and diet: An adequate diet is one of the most

important necessities for animals. The type of teeth an
animal has is directly related to the type of food it eats.
• Herbivores have large teeth and flat molars to grind
vegetables.
• Carnivores have large, sharp fangs that they use to
tear the meat of their prey.
• Omnivores have flat teeth and molars in addition
to slightly sharp fangs.

Body coverings: The body covering of an animal relates

to the environment in which it lives and can give it
various advantages.
• Some animals possess tough body coverings that
protect them from the attacks of predators.
• Some body coverings keep animals from losing
water in very dry environments.
2. • Animals from cold environments have body
coverings that prevent the loss of heat.

Self-protection: Some animals develop very specific

characteristics and behaviors to protect themselves.
• Camouflage is when animals display colors and
shapes that blend in with the environment. This
allows them to hide from predators and to surprise
their prey.
• Mimicry is an adaptation in which
harmless animals imitate
the colors and shapes of
poisonous or dangerous
animals. Work It
• To endure times Out!
of cold or scarcity Do the activity Animal
3.
of food, some Adaptations Tic-Tac-
animals hibernate. Toe using what you
learned.

42 Curious Scientist
3. Choose the correct word from the box to complete each 4. Work in pairs.
sentence.
• Choose one adaptation, and find an example of an
aquatic terrestrial harmless omnivores animal or plant with this adaptation—e.g., animal
body covering: porcupine.
dry mixed hibernate • In the space below, explain how this adaptation
helps the animal or plant survive.
herbivores sunlight tough • Present your findings to the rest of the class.
• Practice respectful listening: Keep your eyes on the
presenters and your body still; stay silent until the
1. In             environments, plants presentation is finished.
have thick stems.

2. Animals from             ecosystems

have feet to move.

3. Some plants grow huge leaves to absorb more

            .

4.             have flat teeth and molars

in addition to slightly sharp fangs.

5. Animals from             ecosystems

have elongated bodies.

6. Some             animals imitate

colors and shapes of poisonous animals.

7. Some animals have             body

coverings to protect themselves
from predators.

8.             have large teeth and flat Team Up!

molars.
Get into teams, go to My
9. Some animals             to endure Favorite Animal’s Adaptations,
times of cold or scarcity. and follow the instructions.
10. Animals in             ecosystems have
adaptations to move both in water and on land.

Key

Lines of Research
Did you know there are marine iguanas?

Research the adaptations of marine

iguanas in the Galapagos.

#KeyConcepts
marine iguanas / Galapagos Islands

Can identify the adaptations that allow animals and plants to survive in
their ecosystem
Curious Scientist 43
 How much water
does t h e E a r t h h ave ?
If you looked at the Earth from space, you would see that it is mainly blue.
This is because most of its surface consists of water. For this reason, Earth
is often called “The Blue Planet.” Because water is incredibly important for
organisms and fundamental to life, scientists have tried eagerly to find water
on other planets.

ch
w mu t Do you know how much water there is on Earth? Three-fourths of our planet’s
h o us
s on ans m be surface is covered in water. Earth’s water is distributed in clouds, seas,
u
Foc r hum ay to oceans, streams, lakes, rivers, underground rivers, polar caps, and
te d
wa
k per hy. glaciers. In the hydrosphere, water can exist in a solid state, such as
dri
n lt
hea icebergs or glaciers, a liquid state, like the oceans, or a gas, like water
vapor in the air we breathe.

Key Words
eagerly groundwater
fourths lagoons
glaciers streams
1. Complete the information in the organizer.

Water covers
Earth is also known as
            
            .
of the Earth’s surface.

Planet Earth

Water can be found in a

Earth’s water can be found in Water can be found in a
             state,
a              state,              state, such as vapor in the air we
such as icebergs or glaciers. such as the oceans and seas. breathe.

44 Curious Scientist
2. Write “F” if the picture shows fresh water and “S” if it
shows salt water. Explain your answer to a classmate.
Self-Awareness

Did you know that the human body is largely made

up of water? Investigate how much water your body
has. What percentage of it is water?

Earth’s water comes in many types, which can be

classified into two large groups: salt water and fresh
water. It is estimated that 97% of water on Earth is salt
water, and the other 3% is fresh water. Salt water is
found in oceans, while fresh water is found in rivers, lakes,
 lagoons, polar ice caps, glaciers, and groundwater.

Fresh water takes the form of ice in polar areas and

mountain tops. Large amounts of fresh water also flow
through rivers. These rivers form in mountains or hills
and run into the ocean. Water that does not reach the
ocean accumulates in lagoons or lakes.

Groundwater infiltrates through rivers, lakes, and rain.

This water is fresh and clean, ideal for human use and
an important reserve for the future.

Finally, the atmosphere contains water in the form of

vapor, or tiny drops that form clouds. We can use this
water when it falls as precipitation.

Since Earth has far less fresh water than salt water,
 and much of that fresh water is frozen in polar ice caps
or glaciers, it is essential that we take care of our water
supply.

Team Up!
Do the activity Distribution
of Water, using what you’ve
learned.

Curious Scientist 45
 3. Fill in the chart to show the distribution of fresh water and
salt water on Earth.

4. Get into pairs. Investigate and describe an example of

a place where you can find all of the different types
Key of water below. If possible, use an example from your
own country.
Lines of Research
Why is Earth called “The Blue Planet”?

Research the pink planet and other planets that are Place:
known for their color and what they are called.

#KeyConcepts
colored planets / blue planet Solid reserves of water:

Rivers:
Team Up!
Get into teams, go to Saving
Water, and follow the
instructions. Groundwater:

Oceans:

46 Curious Scientist Can identify the proportion of the Earth’s surface covered by water and the
distribution of fresh and salt water
 Are all forms of
water the same?
The deepest known part of an ocean has a depth of 11,000 meters and is found in the Pacific. It
is not easy to live here, since the temperature can be below 0°C. Since sunlight cannot reach this
Key Words depth, it is completely dark. Many animals that live in this environment do not have eyes.

aphotic Just like Earth's land areas, the bottom of the ocean is covered with mountains,
away volcanoes, and plains.
octopus
shore The ocean has two main zones: the photic zone and the aphotic zone. If you travel
squids underwater in a submarine, you will pass through the photic zone, which is about the first
underwater 200 m below the surface. This zone has sunlight and a moderate temperature, and most of
the ocean’s animal life can be found here.

As you descend to the aphotic zone, sunlight disappears. The temperature becomes colder
and diverse forms of life can be found. This zone is inhabited by animals such as octopuses
and squids.

1. Underline the correct word to complete each sentence.

1. Landforms at the bottom of the ocean are like / unlike those on

the surface of the Earth.
2. The deepest known part of the ocean is more / less than
12,000 meters deep.
3. Temperatures in the deepest part of the ocean are
warm / cold and can reach temperatures below 0°C.

2. Fill in the table with information from the text.

Photic zone Aphotic zone

Depth: Depth:

Living things: Living things:

ie s
o r mov
oks r
m e 5 bo re wate
Na t u Luminosity: Luminosity:
fea s.
that venture
ad

Temperature: Temperature:

Curious Scientist 47
 3. List three different lake zones. A lake is an accumulation of water surrounded by land.
Lakes are much smaller and less deep than oceans, and
1.  most have fresh water. Just like oceans, lakes are divided
2.  into zones. The littoral zone is the area closest to the
shore. Away from the shore, the limnetic zone includes
3.  the top portion of the water that receives sunlight, while
the profundal zone is the deepest part that receives
no sunlight.

Creativity and Innovation The position of zones in a lake can change as temperature
and other factors in the environment change.
Did you know salt water can be transformed into
fresh water? This is done through a process called
desalination. Research the desalination process. What 5. Make a drawing or diagram to show the lake zones
are the steps? described above.

4. Circle the lake zones in the puzzle below.

A M S D F G H J K

V L L C A P O T Y

L I T T O R A L N

M M N D E O E R T

L N D U F F A R C

O E F F O U N E W

R T O E R N G R B

W I R B E D X Z A

U C M P S A R Y H

N R T C T L M U N

Work It
Out!
Do the activity Making a
Mural, using what
you’ve learned.

48 Curious Scientist
6. Fill in the table to compare characteristics of lakes and 7. Fill in the blanks to complete the paragraph.
oceans.

The ocean is home to a great diversity of

Lakes vs. Oceans                    .

Type of The quantity and variety depends on factors such as

Size Depth
water
                   and

                  .
Lakes
The deepest parts of the ocean have

                   sunlight, and

temperatures are lower.

The ocean can be divided into the

Oceans                    zone, which

receives sunlight, and the

                   zone, which does

not receive any sunlight.
Example of a lake in your country:

Example of an ocean in your country:

Team Up!
Get into teams, go to
Experiment, and follow the
instructions.

Key
8. Get into pairs.
Lines of Research
Did you know that not all lakes have fresh water? • Name three aquatic animals.
• Your classmate tells you whether each animal
Research salt water lakes. belongs in salt water or fresh water.
• Switch roles and repeat the activity.
#KeyConcept • Use research to check your answers. Share your
salt lakes results with the class.

Name of animal Type of water

Can identify the stages of the water cycle and explain the importance of
water for living things
Curious Scientist 49
 Is that a high
or a low tide?
Can the sea level change? Yes! Every day, the level of the sea rises and falls.
This phenomenon is called the tide. Tides can be seen at the beach, which
grows wider or becomes more narrow according to the sea level.
Key Words
During low tide, water moves away from the beach, making it wider. The
educational
lowest point the water reaches is called low water, or low tide. High tide
narrow
happens when the sea rises again, making the beach narrower. The highest
ocean current
point the water reaches is called high water, or high tide.
sea level
seismic
The moon is primarily responsible for the tides. When the earth and moon
wave
are close, they attract each other. This causes the water in the ocean to move,
creating one or more low and high tides every day.

1. Define each term below.

Low tide High tide

t
w wha n
kno o
an
o you st oce
D e
larg rth is?
the Ea

It is also called … It is also called …

50 Curious Scientist
 Have you ever heard of the El Niño current? What about
the La Niña current? These names refer to ways water
moves in the ocean. Work It
Out!
An ocean current is the movement of a large amount of Do the activity Wave
water in a sea or ocean. These currents have different Formation using what
depths and directions and are caused by differences in you’ve learned.
temperature, salt content, and wind. Ocean currents
move in a way similar to rivers.

Depending on where an ocean current starts, it can be

either cold or warm. These currents can alter regional
weather and cause floods and droughts in some areas
of the world. They can also affect the diversity of living Digital Skills
things in a particular area.
Can you explain to your classmates how tides and
A wave is caused by the movement of air on the surface
currents work? Did you know you can view educational
of the ocean. Waves can be smooth and gentle, or they
channels about this topic on YouTube? Find as many
can be large and powerful, such as the ones found
videos as you can about tides and currents. Also look
during a storm. In some cases, seismic activity such as
for experiments people have conducted related to
an earthquake can cause very large waves to form.
these phenomena. Then, create your own educational
video and share it!

2. Complete the following information about

ocean currents.

Main causes: Disasters that

can result:

Ocean
currents

Examples of this
phenomenon:

Curious Scientist 51
 3. Circle terms related to water movement in the puzzle.

Key
A M S D F G H J L
Lines of Research
L O W T I D E T A Did you know there are two kinds
of tides?
Z U A C V B N B N
Research solar and lunar tides.
M N V D E S O R I

L T E U F Y O R Ñ #KeyConcept
solar and lunar tides
O A F F O X M E A

H I G H T I D E B

W N R B E C X Z A

C U R R E N T S H

N O Ñ I N L E U N Team Up!
Get into teams, go to Natural
Disasters, and follow the
instructions.

Water Movement
4. Get into pairs and fill in the
chart below.

Tides Waves Currents

are. . . are. . . are. . .

52 Curious Scientist
Can identify the types of water movement in the ocean
 W h a t ’s fo rc e ?
When you move a box or lift up your backpack, you are applying force. But, what
is force? It is defined as an interaction between two or more objects that can:

• cause a change in the movement of each interacting object

• make an object move or stop it from moving
• change the shape of or deform an object.

When two objects interact, they exert forces upon each other.

We will discuss two types of forces:

Contact force: The body exerting the force is in physical contact with the
Key Words receiving body.
classified Example: someone pushing a box
contact
deform Non-contact force: The body exerting the force is not in physical contact with
elastic the receiving body.
exerting
rigid Example: a magnet attracting paper clips

1. In the images below, mark the objects exerting force with a star and circle
the objects receiving force.

2. Collect a magnet and two paper clips. Put the clips on the table
and move the magnet near them.

1. What happened?

on
m e thing y as
so tl 2. What type of force is seen in this case?
Push k as gen
d e s
your ible.
poss 

3. Separate the paper clips from the magnet. What type of force
did you apply?

Curious Scientist 53
 3. Collect a rubber band and a piece of clay. Objects can be classified according to their reaction
to force.
1. Pull the rubber band. Push on the clay.
2. What happened to the shape of the rubber band and Rigid objects: These objects only change when a very
clay when you applied force? strong force is applied.


Examples: iron, steel

Elastic objects: These objects return to their original

shape when force is no longer being applied to them.
3. Which of the objects returns to its normal shape
when force is no longer applied? Examples: rubber bands, metal springs


Plastic objects: These objects do not return to their
 original shape when force is no longer being applied.

Example: clay
4. Look at the following objects and write whether they
are “rigid,” “elastic,” or “plastic.”

Self-Awareness
Work It
Out!
Are you aware of the force you exert upon the things
Do the activity Elastic! around you? What happens when you apply force
using what you’ve to everyday objects such as clothing, bread, pencils,
learned. doors, or mud? What happens if you push or pull too
hard on these objects?

54 Curious Scientist
5. Collect the following materials: a scale, a metal spring,
a 30-cm ruler, and five objects with different masses.
(The objects could be a pencil, an eraser, a pencil
sharpener, a pencil case, and a notebook, for example.)

• Use the scale to measure the mass of the

five objects.
• Use the ruler to measure the length of the metal
spring (without stretching it).
• Hang the first object from the spring, as shown in
the image. Measure the length of the spring now.
Do the same with the other four objects and record
the results in the table.

Length of the
Object Mass (grams)
metal spring (cm)
6. Fill in the blanks to summarize the lesson.

Force is an                   
between two or more objects.

Two bodies                   

force when interacting with each other. There are two
general types of force:

                  

and                   .

Forces can                   

objects. According to an object’s reaction to force, it can

be classified as                   ,

                  , or

                  .

Key
Team Up!
Lines of Research
Get into teams, go to
Do you know who Isaac Newton
Contact Force, and follow
was and how he is related to our
the instructions.
understanding of forces?

Research Isaac Newton.

7. Get into teams of three.
#KeyConcepts
Isaac Newton / laws • Discuss magnets. When do you use them?
• Look around the classroom. Can you recognize
objects that use or contain magnets?
• Make a list with your team and share it with the class.

Can define what force is and identify the different types Curious Scientist 55
 How can I go
faster?
Remember: The direction of a force can be vertical (up or down), horizontal (left or right), or
diagonal (a combination of up or down with left or right).

During a tennis match, the ball is constantly in motion. However, it changes direction
each time a player applies force to the ball by hitting it with a racket.
Key Words
Just like in tennis, there are many other situations where force causes changes in the
car crash movement of a body (object). One example is when you are sitting on a swing and
headed someone pushes you.
match
opposing A body in motion can change direction when a force is applied to it from the front, side,
swing or back. For example, if a body were headed diagonally and hit from the side, it might
tennis change its direction to straight. If it were traveling straight and hit from the front, it would
move in the opposite (negative) direction.

1. Write the direction each arrow represents (“vertical,” “horizontal,”

or “diagonal”).

1. 2. 3.
ut
d abo
rien e
l l a f st tim th
Te la wi
the layed
p s.
you arble
m 2. Find a marble and place it on your desk. Push it gently so that
it moves.

1. What would happen if you applied an opposing force to its

direction of motion?

2. What would happen if you applied force in a different direction?

56 Curious Scientist
3. Use a toy car to analyze the following situations. Force can change the shape of a body and also the
direction of motion. But, can it change its speed? Yes! In
1. Place the car on the table and keep it steady. fact, every time a force is applied to a body, it can change
Then apply force. its speed.

If enough force is applied to a body at rest, that body

will start moving. If force is applied to a body in motion
in the same direction, the body’s speed will increase. If
an opposing force is applied to a body in motion, the
body’s speed will decrease or the direction of the motion
will change.

3. Make the car move slowly again. Then apply force that
opposes the motion.
How does that force change the car’s speed?


2. Place the car on the table and apply only enough

force to make it move slowly. Then apply more force
in the same direction as the motion.

How does that second force change the car’s speed?

Entrepreneurship
How does that second force change the car’s speed?

 Would you rather start a company that designs toy

cars or real cars? What’s exciting about the option you
 chose? What innovations would you bring to the field?

Work It
Out!
Do the activity Swings
and Forces using what
you’ve learned.

Curious Scientist 57
 4. Draw arrows to represent the force needed to produce each change.

1. Move a toy that is at rest. 3. Change the direction of motion of a marble.

2. Decrease the speed of a toy train. 4. Increase the speed of a shopping cart.

5. Fill in the blanks on the organizer to summarize this lesson.


Team Up!
Force can change Get into teams, go to
 Car Crash, and follow the
instructions.

6. Get into teams of four and discuss

• What objects do you use every day that need different types
of force to set into motion? How can you control their direction
and speed?
• How does force affect other activities in your life? Can you
practice this principle in sports or other activities?

Key

Lines of Research
Do you know what a magnet is? Why do
they have two sides? How do they work?

Research magnetism and how it works.

#KeyConcepts
magnets / magnetism

58 Curious Scientist
Can explain the effects of force on direction and speed of motion
 What is gravity?
Key Words When two objects are touching, the interaction between their surfaces is called friction,
or frictional force. The strength of this interaction depends on the characteristics of the
friction
surfaces that are touching.
frictional force
gravitational force
One characteristic that affects the frictional force is texture. For example, some surfaces
porous
have a porous texture, such as carpet, while others are smooth, like paper.
slippery
touching
Another factor is the weight of the bodies in contact. For example, a heavier object pushed
against the floor exerts more force on the floor than a lighter object would. This increases
the frictional force between the surfaces.

The force of friction opposes the motion of objects.

1. Collect an eraser, tape, piece of carpet, and piece of

paper. Then follow the instructions below.

• Tape the piece of carpet onto the table. Place the

eraser on top and push it with your hand.

s
ace
s urf .
two her
h i ng smoot
c
tou is
s on which
u
Foc d see
an

• Tape the piece of paper to the table. Place the

eraser on top and push it with your hand.

• In which situation is it more difficult to move the

eraser? Where is the frictional force stronger?

Curious Scientist 59
 2. Place a cardboard box on the floor and push it. Then Our planet has a force that attracts objects to its surface.
put a few books inside the box and push it again. It is called the force of gravity, or gravitational force.
Gravity is a non-contact or distance force.

The amount of gravity that Earth exerts on a body

depends on the body’s mass. For example, if we
compare the gravitational force that Earth exerts on a car
with the gravitational force it exerts on an ant, the force
of gravity on the car is stronger. This is because the car
has a greater mass than the ant. The weight of an object
is the force exerted on it by gravity.

Which is more difficult to push? Explain. Sometimes, we use the words weight and mass
as synonyms. However, the concepts are different.

Mass is the amount of matter in a body. Weight is the
 measurement of how strongly the force of gravity pulls on
a body.

3. Hold an object in your hand. Softly toss it into the air. The force of gravity can be felt on other planets and
What happens? What force is in action here? celestial bodies, like the moon. Gravity also attracts
planets in the solar systems to the sun and attracts the

moon to Earth. This gravitational force keeps celestial
 objects in orbit.

4. On which body does gravity exert the most force? Circle

your answer.

Work It Entrepreneurship
Out!
Do the activity Slippery Imagine you sell different types of floors. How
Floor using what you’ve can understanding friction help you be a better
learned. salesperson?

60 Curious Scientist
5. Look at the pictures below. Why is the force of gravity 7. Draw something that helps you remember the
exerted on the suitcase in each image the same? definition of each force in the boxes below.

Force of friction Force of gravity

Team Up!
Get into teams, go to
8. Get into teams of three.
Rolling Marble, and follow
• Choose four different (non-living) objects in
the instructions.
your classroom.
• Write them on the pyramid below, with the lightest
at the top and the heaviest at the bottom.
6. In which case is the force of friction between the two • Guess the weight of each object in kilos. (You can
surfaces greater? research online to help you make an educated guess.)
• Use a scale to check your answers and fix your
a. when an empty pencil case is pushed on a table pyramid if necessary.
b. when a full pencil case is pushed on a table

Key

Lines of Research
Do you know other gravitational
theories? Have you heard of the
Brans-Dicke theory of gravitation?

Research the Brans-Dicke theory

of gravitation.

#KeyConcept
Brans-Dicke theory

Can define frictional and gravitational force Curious Scientist 61

 Key Words
What is ?
attraction
magnet
magnetic
ele ct ro m a g n et i s m
repulsion
rubbing
static
Magnetic force is a non-contact force. It can be a force of
attraction (when two things move towards each other)
or repulsion (when they push away from each other).
1. Collect a magnet and a few paper clips. Move the
magnet toward the clips. What happens? Is it a force Each magnet has two sides, or poles, with opposing
of attraction or repulsion? characteristics. One is north (positive) and one is south
(negative). Two sides with the same charge—for

example, two norths—repel each other. Sides with
 opposite charges—north and south—attract each other.

2. Find two magnets with the poles marked north and

south. Then complete the following activities.

S N N S

1. Move the north pole of one magnet toward the north

pole of the other. What happens?

Circle the force at play: attraction / repulsion

2. Move the north pole of one magnet toward the

south pole of the other. What happens?
re

n d s a uth
o
o u r ha are s ur
dy s o
pal
m of y d

ten
Pre s-the e tops es-an
t pol
Circle the force at play: attraction / repulsion gne d th .
ma es, an north teract
po l e
ar em i n
ds h
3. Move the south pole of one magnet toward the han ave t
h
south pole of the other. What happens?

Circle the force at play: attraction / repulsion

62 Curious Scientist
3. Circle the type of electrical force (attraction or repulsion) Just like magnetic force, electric force can establish
that would result between the two charged particles. connections between bodies. When charged bodies are
moved toward each other, their interaction depends on
the electric charge each one carries.
1.
An electric charge is a characteristic that some bodies
develop through interactions such as rubbing against
another body. Objects that have an electric charge interact
attraction / repulsion with each other. There are positive and negative charges.

Two bodies with the same electric charge—whether

positive or negative—repel each other, so the electrical
2.
force between them is repulsion. Two bodies with
different electric charges—one negative and the other
positive—attract each other, so the electrical force
between them is attraction.
attraction / repulsion
Static electricity happens when the electric charge on
the surface of one object is transferred to another object
3. that has less charge. Static electricity is what makes
your hair stand on end after you go down a slide or rub a
balloon on your head.

attraction / repulsion

4. Draw arrows showing if the particles above would Collaboration

move toward or away from each other.
With a classmate, research static shock. Why do we
5. Give two examples of situations in which static sometimes give each other shocks when we shake
electricity happens. hands? Search online to understand why this exchange
1.  of energy happens.

2. 

6. Can you add a third example? When else have you

experienced static electricity?

Work It
Out!
Do the activity Static
Strategies using what
you’ve learned.

Curious Scientist 63
 7. Write whether each picture shows “magnetic force” or
“electric force.”

  

8. Discuss each situation above with a classmate. Decide

if the force is always there between the objects or if
Team Up!
an action is required to make it happen, and write your
conclusions below. Get into teams, go to
Charged Race, and follow
the instructions.

Key

Lines of Research
9. Color and label the poles of each magnet below to create Do you know who James Clerk
the force indicated. Maxwell was? What do you know
about his contribution to science?

Attraction: Research A Treatise on Electricity

and Magnetism.

Repulsion: #KeyConcept
A Treatise on Electricity and
Magnetism
10. Get into teams of four to discuss static shock.

• When was the last time you felt it? Did it

happen when you shook someone’s hand?
Did It happen when you touched a doorknob?
• How would you describe this shock to someone
who has never felt it?
• Is there anything you can do to avoid static shock?
• Is there anything you can do to create static shock?

64 Curious Scientist
Can define magnetic and electric force
 Key Words
Why are forces
so important?
gravity
draw
fall
orbit
distance
atmosphere
Have you ever wished you could fly, but every time you tried, you landed on the ground?
That happened because of gravity. Gravity is the force that draws objects down. It holds
down the atmosphere and the air we need to breathe.
Work It
There is also gravity in space. The Sun’s gravity keeps planets in their orbit around it. It
Out!
makes sure planets maintain a comfortable distance so that they don’t crash into each other.
Use what you’ve learned
to complete the activity
Sort It Out. 2. Explain what will happen to the Earth if the
Sun does not have gravity.

1. Read the statements and decide if they are True or False.

1. Gravity is the reason

why we stay on the TrueFalse
ground.

2. We can live on
the Earth without TrueFalse
gravity.

3. The Earth is the only TrueFalse

place with gravity.

4. Gravity is a force
that draws objects TrueFalse
towards each other.

Curious Scientist 65
 What happens when we move two objects against each
other? We create friction. For example, move your index
finger against your thumb for a few seconds; and then,
try to separate them. Is it easy to separate them?

The friction force you find in different objects depends

3. Rub your hands together for ten seconds. on the materials they are made of. Rough surfaces
Then, answer the questions. produce more friction. An example of this is when you
strike a matchstick against the rough surface on the
1. What kind of force did you use? match box.

 4. What force is being used in the following activities?

Put them into the correct categories.
2. What happened to your hands?

3. Where else have you seen this force in action?

Discuss your answers with a classmate.


Gravitational Frictional

Technology

Airports around the world use electromagnetic

technology in their security checkpoints to detect
metals. Have you ever seen one? Why do you think
this technology is important? What kinds of things
make the alarms beep?

Magnetic Electric
5. Work in pairs. Choose one of the examples
from Exercise 4 and describe in detail how
force is applied.

66 Curious Scientist
 Electricity and magnetism are two types of energy. You 7. What if these forces did not exist? Draw what you
can’t have one without the other. To create electricity, we think will happen if these forces disappeared from
need magnets. our lives.

We see and use electricity when we turn on a lamp, T.V.,

fan, phone, and other electric devices in our home. no gravity

Magnets, apart from being essential in creating

electricity, are necessary when using a compass to find
a location. The Earth’s core is mostly iron that creates a
magnetic field as it spins. We have the North and South
poles because of the magnetic field. That magnetic field
helps the compass find its way.

6. Label each image with the type of force it shows.

no friction

no magnetism

8. Work in groups of four. Describe the importance of

each force. Share your conclusions with another group.

Team Up!
Get into teams. Go to
Defying Gravity and follow
the instructions.

Can give examples of each kind of force Curious Scientist 67

 Who were the
Key Words
Bering Strait
first Americans?
domesticated America was not always populated by human beings. How and where did the first
hunters inhabitants arrive on the continent? Different research studies have approached this
Ice Age question, but we still donʼt have a definite answer.
nomadic
sedentary The most accepted theory is that the first inhabitants of America were groups of
hunters who arrived from Asia across the Bering Strait. The last Ice Age, over twelve
thousand years ago, made this crossing possible. During this time, ocean levels lowered,
uncovering land that used to be submerged under water. This formed a natural passage
between Asia and America which different animal species and groups of humans were
able to cross.

Another theory suggests that groups of humans could have come from Oceania, they
crossed the Pacific Ocean on rafts, and arrived on the coasts of Antarctica and the
southern tip of South America.

Finally, one theory suggests that ships might have traveled along maritime routes in the
Pacific Ocean from Polynesia to the coasts of America.

1. According to researchers, which other route might humans have followed to

reach America? Draw it on the map.

70 Wise Citizen
 The first groups of humans that arrived in America were
nomadic. This means they moved from place to place
in search of food instead of having a fixed settlement Multicultural Awareness
where they lived. They gathered fruit and hunted
animals for food, which required living in homes that Get into teams of three. Discuss the following questions:
were easy to put together and take apart.
• What do you have to do to get your food? Do you
These groups were separated into bands, each of which open the refrigerator?
was made up of approximately twenty people who were • Do you go to the supermarket?
usually related. Daily activities were different for each • How are your experiences similar and different?
gender: adolescent and adult men were responsible • How do people in other places around the world
for hunting woolly mammoths, mastodons, mildons, get their food?
saber-tooth tigers, and bears, while women and children
gathered fruits or eggs and hunted smaller animals.

2. Answer the questions.

Work It
1. What does it mean to be nomadic? Out!
 Do the activity My
Nomadic Home using
 what you’ve learned.

2. Why did early Americans move from place to place?



3. How were these early groups formed?




why
d say o be
4. What was each person’s task? n t
us a ike
Foc ould l ic.
w d
you noma


Wise Citizen 71
 As these bands moved throughout the continent, they began to adapt to the
natural environment of America.
Key
Gradually, different ways of life developed in different places. The end of the
Ice Age led to the extinction of the megafauna and to the beginning of climate Lines of Research
and weather patterns we see now on this continent. What other animals were
domesticated in the Americas?
Over many years, these groups of humans developed a process of observing
plant cycles. This led to the discovery of agriculture approximately 9,000 Research domesticated animals
years ago. Around the same time, they successfully domesticated some in America.
animals, which was the beginning of livestock farming. Because of these
developments, many bands stopped being nomadic and became more #KeyConcept
sedentary. This changed their social organization and ways of life. By domesticated animals
the 15th century, different American peoples showed different levels of
development: some maintained their nomadic ways, while others formed large
civilizations, such as the Mayas and the Aztecs.

3. Answer the following questions.

1. What events allowed some human groups to become sedentary?



2. Agriculture developed in the Americas approximately

a. 900,000 years ago

b. 90,000 years ago

c. 9,000 years ago

3. What are some examples of large ancient civilizations of the Americas?



Team Up!
Get into teams, go to you
c an e a
Megafauna Gallery, and How sticat
e ?
follow the instructions. dom ama
ll

72 Wise Citizen Can recognize theories about how America became populated
 Who were
the Maya?
The Maya civilization was one of the great civilizations
of Mesoamerica. The ancient Maya lived in independent
city-states that were joined as a confederation.

The Maya inhabited the Yucatan Peninsula in an area that

is now part of modern-day Mexico, Guatemala, Belize,
Honduras, and El Salvador. The height of the Maya
civilization was its Classic Period, from 250 to 900 CE.
Descendants of the ancient Maya are still around today.

Key Words
city-states
civilizations
commerce
confederation
descendants
hierarchy

1. Answer the following questions.

1. In what modern-day countries was the

Maya civilization located?

2. When was the Classic Period of the

Maya? Circle the correct answer.

a. 1500-200 CE   

b. 250-900 CE   

c. 950-1524 CE

Wise Citizen 73
 Ancient Maya society was organized in a hierarchy. At the
top of the pyramid of power were the priests. They were
the leaders of each city-state. Then came members of the
noble class, which included war chiefs and government
officials. Noble status was determined only by birth. Below
the nobility were merchants who enjoyed more freedom
and privileges than many other groups. Then came the
artisans and agricultural workers. Agricultural workers lived
in the areas surrounding the cities and paid the nobility a
third of what they produced as tribute. At the bottom of the
pyramid were slaves, who were prisoners of war, criminals,
or children of other slaves.

Women prepared food and used looms to weave cotton.

Men participated in agriculture, trapped animals, and
carved objects from wood or jade.

2. Label the pyramid below according to Maya social hierarchies. Work It

Out!
Do the activity A Day
in the Life using what
you’ve learned.

74 Wise Citizen
 The Maya economy was based on agricultural work. Corn
was the primary food of the Maya, but they also planted
Team Up!
cotton, beans, sweet potatoes, yucca, and cocoa. Along
with agricultural activities, the Maya fished, hunted, and Get into teams, go to Native
gathered wild fruit. They maintained active trade, or Crops, and follow the
commerce, between cities and with other peoples and instructions.
cultures of America. As currency, the Maya used cocoa
seeds and other valuable objects.

3. Complete the following activities.

Key
1. Cross out the item that was not part of Maya
agriculture and diet. Lines of Research
Do you know the history of chocolate?

Research cacao beans. What other

Mesoamerican civilizations had access
to cacao? Why was it so valuable?

#KeyConcept
cacao history

2. What was the role of corn in the Maya civilization?



3. Who did the Maya trade with?

4. Discuss the following questions with a classmate.


 • What else do you know about the ancient Maya?

• Have you studied the Maya civilization
in school before?
4. Define the concept of civilization, and then explain • Have you or your classmate visited any
why the ancient Maya were considered to be one. Maya ruins?
• What else would you like to learn about the
Maya?

Multicultural Awareness

How does trade contribute to multicultural

exchange?

Can describe the social, political, and economic organization of the Maya Wise Citizen 75
 What were the
r i b u t i o n s ?
Maya’s co nt
The Maya made extraordinary contributions to astronomy. They created
a solar calendar with 365 days that regulated both civil and agricultural
activities. They also created a second lunar calendar that had 260 days
and regulated religious activities. The Maya made important astronomical
observations and came close to calculating the movements of the Earth.

The Maya also created a numerical system based on the number 20 that allowed
them to work with large quantities and even included the concept of empty, or
zero. They also created a writing system of hieroglyphs, recording events from
their own history, astronomical notes, and mythology on steles (stone tablets)
and codices (early books). Two well-known Maya texts are the Popol Vuh, in
which the origin of the world, Maya civilization, and natural phenomena are
explained, and the Chilam Balam, which describes historical events.

1. Answer the questions.

Key Words 1. Describe the two Maya calendars. What were their different functions?
architecture
astronomy
codices
hieroglyphs
Maya
steles

2. On what number was the Maya numerical system based?

5    10    20    100

2. Circle “T” for true or “F” for false.

1. The Maya developed their own writing system.

T/F

2. The Chilam Balam explains the origin of the world.

T/F

76 Wise Citizen
3. Answer the questions. The Maya also had great achievements in
architecture. They built important ceremonial
1. What kinds of buildings were in the centers of centers within their settlements. These
citystates? Circle the correct answer. centers functioned as the headquarters of
each city-state. The monuments in these
a. ceremonial centers b. commercial centers centers expressed the power of each Maya city.
They included large and decorated pyramids
c. universities that functioned as temples, palaces, and
astronomical observatories.
2. What was the purpose or function of the pyramids?
The Maya also built public places, such as

grounds with benches where they could play
 ball games. The ball game was a ritual sport. In
its most popular version, players hit the ball with

their hips and tried to get the ball into a stone
hoop that was a little bigger than the ball.
3. What were the rules of the Maya ball game?


Work It
Out! Multicultural Awareness
Do the activity Keeping
Track of the Sun and Can you think of other cultures that built temples? What
Moon using what did they look like? What were their functions? Do you
you’ve learned. know any other culture that built pyramids?

Wise Citizen 77
 4. Use what you have learned to answer the questions.

1. What were some of the main cultural developments of the

Maya civilization?

2. How were Maya buildings “expressions of power”? Who do

you think they were trying to impress?


Key

3. How is astronomy related to agriculture? Lines of Research

Do you know how the Maya

contributed to the development
 of humanity?

Research more about the Maya’s

contributions. Talk to a classmate
about what you found.

Team Up! #KeyConcept

Maya’s contributions
Get into teams, go to
Monumental City, and
follow the instructions.

5. Get into teams of three or four. Discuss the

following questions.

• Why do you think the creation of a writing system

is considered a great cultural achievement?
• How does a society benefit from having a writing
system?
• How important is writing (and reading) in your
own life?
• What would our lives be like without a written
language?

78 Wise Citizen Can identify characteristics of Maya culture

 What did the
Maya believe in?
Key Words The Maya followed polytheism, meaning they believed in more than one god. In fact, they
believed in many. Maya gods had a hierarchy, but the most important were: Itzamna, Yum
childbirth
Kax, Chac, Ixchel, Ah Puch, and Xaman Ek. Itzamna was considered in Maya mythology
crafts
as the god of wisdom, science and was also related to sun, heaven, and crafts. Yum Kax
hierarchy
was the god of corn and agriculture. Chac was related to rain and thunders. Ixchel was the
mythology
goddess related to fertility and the moon. Ah Puch was the dark god of the underworld, so
polytheism
he was related to death and destruction. Finally, there was Xaman Ek, who was related to
ruler
merchants because he represented the Polar star that guided travelers. The Maya believed
that the universe was divided into three parts: the sky, the earth, and the underworld.
According to Maya beliefs, the sky was divided in thirteen levels, Earth was a big square, and
the underworld was divided in nine levels. These three spaces were divided in four parts
according to the Cardinal points. On Earth there were four Ceiba trees on each Cardinal point
and one more in the middle called Ceiba Madre. The Ceiba Madre communicated heaven,
Earth and underworld. Mayas believe that these trees support heaven.

1. Answer the questions. 3. Analyze the text in the concept box and draw
how you imagine Maya universe according to
1. According to Maya mythology, what three the description.
parts made up the universe?

2. What is polytheism?


2. Match each Maya god to its main characteristic.

1. god of death and a. Itzamna

destruction

2. god of merchants b. Chac

3. god of wisdom,
science, and crafts c. Yum Kax

4. god of the rain d. Ah Puch

5. goddess of fertility
and the moon e. Ixchel

6. god of corn
and agriculture f. Xaman Ek

Wise Citizen 79
 4. Match each illustration to a number (1–5) to The Creation of Human Beings
show the order in which it was created in as told in the Popol Vuh
Maya mythology.

The gods first created animals, but because these

animals did not have a voice, they could not praise the
gods and were condemned to be food for human beings.
1.
The gods then decided to make a human out of clay, but he
could not move. He was given the gift of speech, but he had
no intelligence. He soon got wet and fell apart.

Then, the gods made humans out of wood. But these

humans had no hearts or memory of their gods, so the gods
sent a great flood that destroyed them all.
2.
After this, the gods created humans from straw, but these
humans could not communicate with their creators either.
They climbed into the trees, and this is how monkeys came
to be.

Finally, the gods made true humans out of white and

yellow corn. These men worshiped their gods and became
3. the Maya people.

4.
Work It
Out!
Do the activity The
Sky, the Earth, the
Underworld using
what you’ve
learned.

5.

Multicultural Awareness
5. What were the final, true humans made of? What was
the significance of this crop to the Maya? Do you know any other cultures’ creation myths?
What other stories have you heard about the creation

of the universe, the world, and human beings?


80 Wise Citizen
6. Answer the questions.
Team Up!
1. Name one Maya god and explain why you think he
or she was important to Maya society. (For example: Get into teams, go to Maya
Ah Mun, the god of corn, must have been important Gods, and follow the
to the Maya because corn was their most important instructions.
crop.)

2. According to Maya mythology, priests, warriors,

and women who died in childbirth rested in the sky
instead of in the underworld. Why do you think
these specific groups received special treatment in
the afterlife?


3. According to Maya mythology, how were

humans created?




Key 7. Discuss the following questions with your classmates.

Lines of Research • What is the role or purpose of mythology?

Do you know of any Maya rituals? • Why do different cultures create stories that
explain the origin of the universe, the world, and
Research how the Maya worshipped their gods in human beings?
temples. Did they make any offerings or sacrifices? • How do you think these stories get passed on
through the generations?
#KeyConcept
Maya beliefs

Can identify important characters in Maya culture Wise Citizen 81

 How was Aztec
society organized?
The Aztecs came from a nomadic hunting people who traveled from north
of the central high plains of Mexico. They settled on a plateau along the
banks of Lake Texcoco around the year 1200. While living in this region,
they picked up influences from two other civilizations that had come before
them: the Teotihuacan and the Toltec. The territory of the Aztecs extended
from the Atlantic to the Pacific Ocean.

According to Aztec legend, the main god, Huitzilopochtli, gave instructions to

build a temple in the place where an eagle was seen eating a snake. In the year
1370, the Aztecs founded the city of Tenochtitlan in the middle of Lake Texcoco.
Aztec culture reached its height 50 years later, becoming a powerful state.

1. Answer the following questions.

1. Where did Aztecs come from?



2. When did Aztecs settle on the banks of Lake Texcoco?



3. When was Tenochtitlan founded?



2. What do you think an Aztec temple would look like? Draw a picture
below.

Key Words
artisans
Aztec
laborers
merchants
nobility
slaves

82 Wise Citizen
 At the top of the Aztec social organization was the
Tlatoani
Tlatoani, or king-priest, who was a military chief,
supreme judge, and representative of the gods.
He shared power with the Supreme Council, made
up of the capullec. These were the chiefs of the
calpulli, groups of families who were assigned a
common piece of land. After the Tlatoani, came
the nobility, made up of family of the Tlatoani as
well as the city’s princes, priests, military chiefs, nobility
and capullec. The nobility received tributes from
other social groups. The merchants, or pochtecas,
also had a privileged social and economic position.
pochtecas

The largest part of the population was made up of

agricultural workers, laborers, and artisans. These
were called macehualtin. Serfs and slaves held the
lowest social position. Serfs were free, but were Macehualtin
forced to work for the state or for specific people.
Slaves were controlled by their masters and did not
have rights. Many slaves were offered as sacrifices
serfs and slaves
during religious ceremonies.

Social mobility was almost impossible and could

only be earned through merit or prestige in the
military or priesthood.

Multicultural Awareness
3. Answer the following questions.
Imagine you were a young person in Aztec
1. Why is it said that the Aztecs were made up of a society. What would you do if you were a serf?
combination of cultures from Mesoamerica? How would you try to achieve social mobility?


2. What circumstances made social mobility possible? Work It

Out!

Do the activity Play
 Aztec Society using
what you’ve learned.

3. What was the largest part of the population made up of?



Wise Citizen 83
 4. Read “Warrior Training” and answer the questions.

Warrior Training 1. Why do you think warrior training was so important

When a boy was born, his parents offered him to the for the Aztecs?
house of the Telpochcalli, where the other boys were 
being raised. The parents said to the boy’s teachers,
“We are informing you that out Lord gave us a child, 
like a jewel or beautiful feather; because it is a
male, it is not beneficial that we keep him at home,
showing him the jobs of a woman. Because of this, 2. Why do you think Aztec boys weren’t raised in their
we give him to you as if he were yours. We entrust parents’ home?
you with this because you are responsible for raising 
young boys so they become brave men who will
serve their gods in war.” 

5. Research the regions mentioned in this section. On the Key

map below, circle the region where the Aztecs came
from and the place where they ended their trip. You Lines of Research
don’t have to indicate the exact place. Do you know the characteristics of Lake Texcoco?

Research Lake Texcoco.

#KeyConcepts
Lake Texcoco / history / characteristics

Team Up!
Get into teams, go to
Aztec Codex, and follow
the instructions.

6. Pair up with a classmate and

guess the people in Aztec society.

• Take turns describing a group of people

in the Aztec social organization without
saying the name.
• Your classmate has to guess the people
you are describing.
• Swap roles and see who can describe and
guess most groups.

84 Wise Citizen Can describe the origins and social and political organization of
Aztec civilization
 What was life like in
Aztec culture?
Like the Maya, the Aztec were polytheists who used two different calendars and had a
system for cultivating crops adapted to their natural environment.

Regardless of social position, the daily lives of both Aztec men and women depended on
Key Words the commands of the gods. For example, all wars were carried out in the name of the god
Huitzilopochtli. The goal of these wars was to submit other people to Aztec rule and to
calmecac
obtain slaves to sacrifice during religious festivals. A warrior who died would rise up to a
chinampas
world in which he was protected by the gods. Aztec life was harsh, with very strict rules
cultivating
everyone was expected to follow. Education was mandatory. Women were educated by
harsh
their mothers to do household chores. Men had two options for schooling: the calmecac,
mandatory
which was a boarding (live-in) school for nobility where boys prepared to hold public
polytheists
positions as adults, and the telpochcalli, a place where children from other social groups
went to school.

1. Why do you think Aztec heaven was believed to be a

place where warriors were protected by gods? Why
would Aztec people see this as a reward?

2. Give three reasons why you think women and men

were educated differently in Aztec culture.

Reason 1: Reason 3:

Reason 2:

Wise Citizen 85
 The Aztecs’ main economic activities were agriculture and trade.
Agriculture developed into sophisticated systems of slashing and logging
in the higher regions, irrigation on the plains, and chinampas on the
banks of Lake Texcoco. Chinampas were man-made islands used as
gardens, built and placed on the lakebed using tree trunks to support
them. These chinampas were prepared on narrow, rectangular strips
made with layers of reed, aquatic plants from the lake, mud, soil, and
more mud on the top to sow plants. The land was fertilized with natural
fertilizers such as guano, and the main crops were corn, tomatoes, cocoa,
beans, and peppers.

3. Identify food items we inherited from the Mesoamerican people.

1. corn

2. tomatoes

3. cocoa

4. beans

5. chilli peppers

5. With a classmate, discuss what chinampas

4. Answer the following questions. show about Aztecs’ ability to adapt to their
environment. What other cultures have
1. How are social differences evident in the Aztec adapted their farming to the environment in
education system? unusual ways?

 Work It
Out!

Do the activity
Chinampa using what
2. What were the main economic activities of the Aztecs? you’ve learned.


3. What were chinampas?



86 Wise Citizen
 6. Read the extract from the letter Hernan Cortes
The Plaza of Tlatelolco sent to the emperor and answer the questions.

Tlatelolco has a plaza so large it is approximately twice the 1. Was the Plaza of Tlatelolco bigger or smaller
size of the market in Salamanca. It is closed in by gates. All than the market in Salamanca?
kinds of goods are sold in the market, such as jewelry made

of gold, silver, lead, brass, copper, tin, stone, bones, shells,
snails, and feathers. There are carved stones and stones yet
to be carved, as well as adobe, bricks, and wood. There is 2. Were big dogs sold in the market?
a street where hunters sell all kinds of birds, rabbits, deer,

and small dogs. There are streets where a variety of plants
from medicinal roots to herbs are plucked from the ground
and sold. 3. How do you think the author felt about the Plaza
of Tlatelolco?
Hernan Cortes. Carta al emperador Carlos V

(Letter to Emperor Charles V). October 30th,
1520 (adaptation). 

Team Up! 7. Draw an image of what you think an Aztec market

Get into teams, go to Aztec might have looked like. Compare your drawings in
Agricultural Cycle, and follow teams. Are they very different? Why?
the instructions.

Multicultural Awareness

Do you know how people spend their days in other

countries? Do you think all the children in the world
go to school? Do you think everyone eats the same
food or plays the same games as you? Share your
thoughts with a classmate.

Key

Lines of Research
Did you know that in the Calmecac noble boys
received religious and military education?

Research Calmecac.

#KeyConcept
Calmenac

Can describe the customs and main economic activities of the Aztecs Wise Citizen 87
 Who were the
Key Words
creators A zt e c g o d s ?
fertility
priests
sacrifice
According to Aztec legend, there was only one god in the beginning. Ometecuhtli. He
universe
created another pair of gods to populate the universe: Tonacatecuhtli, the lord of our
worshiped
flesh, and Tonacacihuatl, the lady of our flesh. Both were symbols of fertility and were
worshiped with offerings of ears of corn. They had four sons: Xipe Totec, Tezcatlipoca,
Quetzalcoatl, and Huitzilopochtli, the creators of the worlds to come and all their beings.

Xipe Totec is known as the

“Skinned One.” He offered
his skin, which represents
cornhusks, to humans so they
could have food. He was the
god of agriculture, fertility,
and spring, and the creator of
the first sun.
ec
n Azt ur
wa yo Tezcatlipoca was born with
Dra l with n.
b o tio the claws and fangs of a
sym atten
full
jaguar. He was the god of the
night sky and the inventor of
fire. He was also the twin and
opposite of Quetzalcoatl.

1. How do you imagine the Aztec gods? Choose one god

from the concept box and draw it according to what
they represent. Explain your drawing to the class.

88 Wise Citizen
 Quetzalcoatl, the “Feathered Serpent,” was the god of the wind. It was
believed he was responsible for the invention of the calendar, the arts,
industry, and the discovery of cocoa.

Huitzilopochtli was the god of war. During religious festivals, he was

represented by a mummified hummingbird carried by priests. He
fed upon human blood, which is why Aztecs fought “flower wars” to
obtain prisoners for sacrifice.

Tlaloc was the god of lightning, thunder, and rain. Because of this,
he was very important to agricultural workers. His name came from
“Tlali,” which means land, and “Octli,” which means wind.

2. Write a paragraph about Aztec religion using the following concepts.

chinampas gods polytheism calendars

3. Answer the questions below.

Art
1. Which god represented spring?
 What do you think of the Aztec way of depicting
facts using codices and other art forms?
2. Which god represented the arts?


3. Which god represented lightning and thunder?

Work It

Out!
Do the activity
The Gods and Their
Missions using what
you’ve learned.
Wise Citizen 89
 4. Discuss with a classmate which gods stand out to
you the most and why. Write your own conclusion after
Team Up!
the discussion.
Get into teams, go to A God
of My Own, and follow the
instructions.

Key

Lines of Research
What do you know about the Templo Mayor?
5. From what you have learned today and in previous
lessons, role-play what you think a typical day for the
Aztecs would be like. Use the space below to write
Research the Templo Mayor.
your dialogues.
#KeyConcept
Templo Mayor

90 Wise Citizen Can describe the Aztec gods

 Key Words What do you
know about
blend
Caribbean

America?
complex
inhabit
landscapes
subcontinent

1. Identify the following subcontinents and oceans on America is the second-largest continent on the
the map below. planet. It is located in the Western Hemisphere
and it is surrounded by the Pacific, Atlantic, Arctic,
• Color: and Southern Oceans. America is made up of three
• North America - green subcontinents: North America, Central America, and
• Central America - yellow South America. Within each region there are many
• South America - orange different countries and societies that have adapted to
diverse landscapes and have changed continuously
• Label the oceans: Pacific, Atlantic, Arctic, over time.
and Southern.
• North America: This is a large region that extends
from the North Pole to the beginning of the
Central American isthmus.
• Central America and the Caribbean: Central
America is an isthmus or a narrow strip of land
that joins North America with South America.
• South America: South America extends from
the end of the Central American isthmus at the
northern border of Colombia to the southern tip
of Chile.

English-speaking countries consider North and South

America separate continents.

ral
C ent try
ea oun
Nam can c ull
eri rf
Am th you n.
wi ent
io
att

Wise Citizen 91
 One characteristic of the countries that make up America is that all were
colonies of other countries at one time. We see this revealed through
cultural traits such as language, customs, food, and religion.

Example:
a
m ing
a om
• North America was colonized by the British, French, and Spanish;
o n n od fr .
therefore, English, French, and Spanish are the predominant languages us fo ca
Foc ular meri
p
in this area. po uth A
• To the east of the isthmus of Central America, we find the Caribbean So
Sea. This is where the mountainous Antilles Islands are located. Central
America was mostly colonized by Spain, which is why the majority of
these countries are Spanish-speaking. It is also possible to find other
languages in the Caribbean such as English and French.
• South America was colonized by the Portuguese and the Spanish.
Because of this, the predominant languages are Portuguese in Brazil and
Spanish in countries such as Argentina, Chile, Colombia, and Venezuela.
Work It
It is important to mention that before Europeans arrived, rich and complex Out!
civilizations including the Mayas, the Incas, and the Aztecs used to inhabit
America. The blend of those ancient cultures with European traditions Do the activity My
created the modern countries we know today. Favorite American
Country using what
you’ve learned.

Multicultural Awareness
GREELAND

Choose one ancient civilization that lived in

CANADA America before European colonization. Find
some interesting facts about it and share
them with your classmates.
UNITED STATES OF AMERICA
Atlantic Ocean

BAHAMAS
MEXICO CUBA HAITI

2.
BELIZE DOMINICAN REPUBLIC
GUATEMALA HONDURAS
Caribbean Sea
PUERTO RICO
JAMAICA
Write the name of one country from each
EL SALVADOR
NICARAGUA VENEZUELA
GUYANA
SURINAME
American subcontinent.
COSTA RICA COLOMBIA
FRENCH GUIANA
PANAMA

ECUADOR BRAZIL
Pacific Ocean
PERU
BOLIVIA

PARAGUAY

URUGUAY

ARGENTINA
CHILE

92 Wise Citizen
3. Fill in each blank with a word from the box. 4. Work in small teams.

English isthmus colonies Chile North America • Choose a country in America.

• Write trivia questions about this
subcontinents French Spanish Brazil blend country in the spaces below. Ask about
information such as geographical
Colombia Caribbean Sea features, culture, and history.
• Present your trivia questions to the rest
of the class.
1. America is divided into three             .
2. All countries in America were             
of other countries at one time.

3. Language, food, and religion show a cultural

             between Native American

and European cultures.

4.              was colonized by the English,

French, and Spanish.

5. Central America is an             .

6. The mountainous Antilles Islands are located in
the             .

7. Most of the countries in Central America

speak             

8. You may find people who speak             

and              in the Caribbean Islands.

9. South America extends from the northern border

Team Up!
Get into teams, go to Locate
of              to the southern tip of
the Country, and follow
            . the instructions.

10. Portuguese is spoken in              .

Key

Lines of Research
Did you know that a flag represents the ideals of a country?

Research symbols in the American flag.

#KeyConcepts
American flag / flag symbols

Can locate America and identify its three subcontinents Wise Citizen 93
 How much do you know
about the terrain
Key Words
eastern
erosion

of North and Central

lowlands
made up
marshes

America?
terrain

1. Read the information on both pages. Fill in the blanks

The North American landscape is made up of many with words from the box
different types of terrain, including the Rocky Mountains,
the Appalachian Mountains, the Canadian Shield, the Sierra Madre Canadian Shield lowlands
Central Plains, and the Coastal Plains. Each landscape
provides people with many natural resources and highlands Guatemala Mexican Plateau
sources of energy. These resources provide a foundation
for the well-being of communities and economic growth. Rocky Mountains Appalachians Central Plains

1. The             extends from the

Mackenzie River to the Great Lakes region. It is
thousands of years old and was eroded by rivers
and ice.

2. The             are found between

the Coastal Plains and the Rocky Mountains. Many
important economic activities have developed here
because of the Mississippi and Missouri Rivers.

al
n atur our 3. The             is an important part of
t sy
Wha s doe the Mexican terrain and is divided into a western and
ce rain
e s our y’s ter eastern part.
r ntr e?
cou rovid
p
4. The             are located east
of the Canadian Shield. Their average altitude is
2,000 meters.

5. The             lies between the Sierra

Madre Oriental and the Sierra Madre Occidental.

6. The             go from western

Sustainability Canada to New Mexico.

7. Santa María is a volcano in            .

Research some protected areas in America. What
strategies are being used to keep these landscapes 8. The             in Central America
free from human damage? How could you help?
are hot and humid, while the            
are cooler and drier.

94 Wise Citizen
The oldest terrain in North America is the Canadian 2. Fill in the graphic organizer with three examples of
Shield, which extends from the Mackenzie River in terrains in each country.
Canada to the Great Lakes. A shield is a section of land
surface from thousands of years ago that has been
Terrain
eroded by the movement of rivers and ice.

East of this shield are the Appalachian Mountains, Canada United States
which cover Canadian and U.S. territories and reach an
average altitude of 2,000 meters. This mountain system
was formed by plate collision, followed by erosion from
rivers and glaciers. The Rocky Mountains, which extend
from western Canada to New Mexico, formed in a similar
way. South of the Appalachians are the Coastal Plains,
a flat terrain composed of marshes and plains. The
Central Plains are located between the Coastal Plains
and the Rocky Mountains. This flat region is known for
its forestry, livestock farming, and agriculture, aided by
the presence of the Mississippi and Missouri Rivers. The Mexico
Central Plains are part of the Great Plains, which extend
north up to Canada.

The western mountain ranges are chains of mountains

surrounding valleys, including many in California. Here
we find a large variety of crops such as grapes, citrus,
and other fruits. Coal, copper, lead, and uranium mines
are also common in this area.

In Mexico, two mountain ranges stand out: the Sierra

Madre Occidental, which extends along the coast of
the Pacific Ocean, and the Sierra Madre Oriental, which
extends along the eastern part of the country. The
Mexican Plateau is a plain that lies between them.

Central America is covered by a chain of rugged

mountains that extend through the center of the region.
Some mountains are enormous and include active
volcanos like the Santa María in Guatemala and the
Arenal in Costa Rica.

On each side of these highlands are lowlands along the

Atlantic and Pacific coasts. These zones are generally
hot and humid, while the highlands are cooler and drier.

Work It
Out!
Do the activity Pin
the Terrain on the
Map using what
you’ve learned.

Wise Citizen 95
 3. Label each mountain range on the map.

Atlantic Ocean

British Columbia

1. Canadian Shield Newfoundland

2. Rocky Mountains
Great Lakes
3. Appalachian Mountain Range
4. Sierra Madre Oriental
5. Sierra Madre Occidental New Mexico
Alabama

Artic Ocean

Pacific Ocean

4. Get into small teams.

• Discuss how terrain helps people decide

Team Up!
where to live. Get into teams, go to Travel
• Consider factors such as available natural Agency, and follow the
resources and altitude. instructions.
• Write your conclusions and share them with
the rest of the class.

Key

Lines of Research
Did you know that many Native American tribes
believe powerful spirits live on mountaintops?

Research mountain legends in North America.

#KeyConcepts
Native American legends /
Native American traditions

96 Wise Citizen Can describe the geographical features and the principal landforms
of North America
 you know about
What do
Key Words Sou t h A m e r ic a ’ s
terrain?
border
height
peak
range
reach
volcanic
One of the most important terrains in South America is the Andes. This mountain range
is tall and rocky with a lot of volcanic activity. Beginning in Venezuela, the Andes reach
all the way to Antarctica, stretching a distance of 8,500 kilometers. The average height
of the Andes is around 3,500 meters, and the highest peak is Mount Aconcagua, which
is located in Argentina and more than 6,900 meters tall. The next tallest peaks are the
Nevado Ojos del Salado, located on the border between Chile and Argentina, and Mount
Pissis in Argentina.

VENEZUELA GUYANA
SURINAME
FRENCH GUIANA
COLOMBIA

ECUADOR

1. Label the following places on the map: PERU

• The Andes BRAZIL

• Mount Aconcagua
• Nevado Ojos del Salado BOLIVIA

• Mount Pissis PARAGUAY

URUGUAY

ARGENTINA
on
o c us g the
F n
oni k CHILE
e nti st pea
m he w.
hig u kno
yo

Wise Citizen 97
 2. Circle the pictures that show the natural resources The Andes include many natural resources. They contain
that can be found in the Andes Mountain Range. a large reserve of fresh water and mineral deposits such
as iron, copper, silver, zinc, tin, lead, and gold. The
Andes are also the habitat of a large variety of animal
and plant species.

In the Andes between Peru, Paraguay, Chile, Bolivia, and

Argentina we find the Altiplano. This is a large plateau
where living things must adapt to difficult weather
conditions and altitude in order to survive. The largest
part of this territory is located in Bolivia.

Compared to other mountain ranges, the Andes are

young. Although they formed millions of years ago,
this was much later than others such as the Rockies
and Appalachians. Because of this, the Andes still have
many active volcanoes and are high in altitude.

3. Answer the questions.

1. Name the countries in which the two highest

mountain peaks of the Andes are found.

2. Name one characteristic of the Andes.



Work It
Out!
Do the activity
Snakes and Ladders
using what you’ve
learned.

Art

Are you familiar with any landscape paintings? Find

some on the Internet and research information about
the artist. Then discuss with your friends what you
like most about these paintings.

98 Wise Citizen
4. Fill in the chart with examples of each type of terrain found on
the American subcontinents.

North America South America Central America

Ranges

Plains

5. Get into teams of four.

• Research village life in the Bolivian Altiplano, focusing on one

of the following aspects: climate, food, traditions, language, or Key
economic activities.
• Write your notes in the space below.
• Give an oral presentation about your topic to the rest of the class. Lines of Research
Do you know where the highest peaks
in the world are?

Research the highest peak on

each continent.

#KeyConcepts
orography / peaks

Team Up!
Get into teams, go to
Influential Terrains, and
follow the instructions.

Can describe the geographical features and the principal landforms

of South America
Wise Citizen 99
 How is t h e we a t h e r
Key Words
atmospheric pressure
in you town?
diversity
hydrology
Climate is the state of the atmosphere over a period of time in a certain place. It includes
inland
temperature, humidity, precipitation, atmospheric pressure, and wind. These elements
subcontinent
are affected by latitude, distance from the ocean, and air currents, which vary from place
wide
to place and create a diversity of climates.

Due to its massive size, North America has practically every climate type in the world.
A large area of North America is inland and far from the ocean, so this part has a
continental climate. That means the ocean does not affect its weather. This climate type
exists only in very wide land areas.

In the Canadian north, summers are cool and winters are very cold. As you move south,
the climate along the Atlantic coast of the USA becomes tropical. The climate along the
Pacific coast includes warm, semiarid, and desert climates.

1. Use the information to answer the questions.

1. Name two reasons why North America has a diversity of climates.

2. What is the predominant climate in the northern part of this

subcontinent?

3. Define climate.
ing
n am at
n h
us o ories t
Foc t n
e s ce i
thre ke pla ther.
ta ea
o w yw
sn
4. What is a “continental climate” and where can it take place?

100 Wise Citizen

 Situated between the United States and Canada is the
most important hydrological region of North America:
Multicultural Awareness the Great Lakes. This region includes Lake Erie, Lake
Huron, Lake Michigan, Lake Superior, and Lake Ontario.
Did you know that the weather in North America and
the world has changed over the years? This is due Important rivers of North America include the
to a phenomenon called climate change. Investigate Mississippi, Missouri, and Colorado rivers. These rivers
the causes of climate change and how it might affect have many uses, such as generating hydroelectric
different environments. energy, irrigating crops, and serving as transportation
routes. During the 19th and 20th centuries, dams
and navigation canals were built to allow even more
people to take advantage of this water resource.

The hydrology and climate of North America allow

Work It large areas of coniferous forest to grow in the northern
Out! part of the subcontinent. Farther south are prairies
Do the activity where corn, wheat, and rice are produced.
Describing My Country,
using what you’ve
learned.

2. Complete the information in the organizer.

There are important lakes such

as             and

Hydrology of North America                 .

They also allow the existence of

          in the south.

There are important rivers such

as the             and

The hydrology and climate allow
             rivers.
                to
grow in the north.

Wise Citizen 101

 3. Choose a state in your country. Complete the
information about its characteristics and climate. Paste your photo/drawing here:
Paste a descriptive photograph or drawing of this
place in the space on the left.

Name of the place:

Description of the climate:

Important regions:

Landscape characteristics:

4. Exchange information about the place you chose in

Activity 3 with a classmate. Discuss and write two
Team Up! advantages and two disadvantages of living in such
Get into teams, go to an environment.
Knowing Contest, and
follow the instructions.
Advantages Disadvantages

Key

Lines of Research
Did you know that North America consists
of more territories than just Mexico, Canada,
and the United States?

Research the countries and territories of

North America.

#KeyConcepts 5. With your classmate, discuss reasons why it is

North America / territories important for people to understand the climate
in which they live and work. How does this make
you a responsible citizen?

102 Wise Citizen Can describe North America’s climate and hydrology
 How’s the weather
in Central and
S o u t h A m e r ic a ?
The most important factors affecting weather are ocean
air masses, large mountain ranges, and latitude.
Key Words
Central America is a warm region. On the eastern coasts
air currents mountain ranges
of this part of the continent, warm air currents cause a
factors precipitation
large amount of precipitation.
landscapes vegetation
In South America, cold water currents from Antarctica
1. Circle the correct answer. and the South Pole determine weather. In the northern
part of the subcontinent, tropical climates predominate,
1. One of the most important factors affecting while the south has temperate, cold, and polar climates
weather is... influenced by the ocean.
a. large mountain ranges. b. deserts.
c. plains. In the eastern part of the subcontinent, tropical and
warm temperate climates are found. In the west are
2. What kind of climate predominates in the northern desert, semiarid, warm temperate, cold temperate, and
part of South America? cold climates.
a. temperate   b. polar   c. tropical

3. Desert climates are found in which region of 2. Name three climates found in South America and the
South America? main characteristics of each.
a. east   b. north   c. west

4. What adjective best describes Central Climate 1 : Climate 2 : Climate 3 :

America’s weather?
a. polar   b. warm   c. dry

gs
o son
w
et tion
Nam t men your
tha with .
iv e rs
e ntion
r att
full

Wise Citizen 103

 3. Compare the hydrology of North and South America. South America’s rivers and lakes make up some of the
Use the chart to describe the lakes, rivers, and weather largest fresh water reserves in the world.
of each region.
The rivers that flow into the Atlantic Ocean are long,
wide, and full of rocks and dirt. The rivers flowing into
the Pacific Ocean are shorter and fast-flowing.
North America South America

Significant lakes in this area include Lake Nicaragua

(Nicaragua), Lake Maracaibo (Venezuela), and Lake
Titicaca (Peru/Bolivia).

Just as in North America, the hydrology and climate of

South America allow a wide diversity of vegetation.
Tropical vegetation grows in the Amazon and Caribbean
regions, tundra is found in the extreme south, and
rainforest covers large parts of the north.

5. If you had to choose between North American and

South American weather and hydrology, which would
4. Investigate the different landscapes of South you chose and why?
and Central America. Then answer the

following questions.

• Which landscape is more like the place where you

live? Why?
• How similar are the weather and hydrology to
where you live?

Work It
Out!
Do the activity
Amazing Rivers, using
what you’ve learned.

Communication

In pairs, talk about the most extreme weather you have

ever felt, both cold and hot. How did you feel? What
measures did you take to combat the situation? Record
your experiences and report them to the class.

104 Wise Citizen

6. Use the following information to make a drawing of each climate.

Tropical Rainforest Pacific Desert Region Pampas

Climate: hot and humid with Climate: driest desert in the Climate: warm, dry, and semiarid
rain throughout the year world, surrounded by mountains with steppe vegetation

Drawing: Drawing: Drawing:

7. Get into pairs.

• Imagine you are making an adventure film.

Team Up! • Choose a place in Central or South America to film
Get into teams, go to it, based on weather and hydrology.
Memory Lane, and follow • Report why you chose that particular place and
the instructions. how it relates to the plot of your film.

Key

Lines of Research
Did you know the longest river on Earth is
in South America?

Research rivers in South America.

#KeyConcepts
South American rivers

Can describe Central and South America’s climate and hydrology Wise Citizen 105
 What are our
natu ra l re s o u rc e s ?
Natural resources are things present in nature that human beings can use to meet their
needs. Natural resources are found around the world, but the distribution of these
resources is not even.

Key Words A natural resource can be renewable or nonrenewable. Renewable resources are items
that can be continuously created, such as animals, vegetables, or wind.
distribution
forestry
Nonrenewable resources exist in a limited supply, and more cannot be created.
natural resources
Examples include petroleum and minerals. It is important to use nonrenewable resources
nonrenewable
carefully so that they do not run out.
renewable
supply
Natural resources in America can be classified as follows:

• water resources, such as the Amazon River

• forestry resources, such as wood and plants
• mineral resources, such as gold, silver, and copper
• marine resources, such as tuna fish and sardines
• agricultural resources, such as corn, coffee, and wheat
• livestock resources, such as sheep, pigs, and cows.
ost
t h e m omic
e on
Nam nt ec 1. Classify the following resources according to whether
a n
or t ty i
imp activi wn. they are forestry, mineral, marine, agricultural, or
r to livestock resources.
you

Resource Category

Peanuts

Cotton

Iron

Wood

Fish

106 Wise Citizen

2. Where do you think forestry and agricultural activities Economic activities can be primary, secondary, or
take place in Mexico? Color those places green. Where tertiary. Primary activities deal with the extraction of
do you think marine activities take place in Mexico? natural resources. Secondary activities refer to work
Color those places blue. in industries, where natural resources are processed.
Tertiary activities are services.

Primary, or extractive, activities include forestry, fishing,

livestock farming, agriculture, and mining. Economic
activities take place in many different landscapes. In
the countryside, land is used for agriculture, forestry,
and livestock, while in the city buildings are used for
industrial and service activities.

Work It
Out!
Do the activity
American Resources
using what you’ve
learned.

3. Look at the image above and complete the chart.

Name of the activity

Art

Characteristics Create a mural that invites tourists to your

country by portraying one of your country’s most
important resources. Do not include text; instead,
Type of resource
represent your message through pictures.

Type of economic activity

Wise Citizen 107

 4. Choose a natural resource and link it to a secondary
and tertiary activity. Explain how they relate.

Resource:

Secondary Activity Tertiary Activity

5. Get into pairs.

Team Up!
• Discuss answers to the following question: “Why is
Get into teams, go to it important to take care of natural resources?”
Resources Map, and follow • Come up with a measure people can take to help
the instructions. this happen.
• Write your main points below and explain them to
the class. Does the class agree?

Key

Lines of Research
Did you know that coffee is an important
natural resource of Central and South America?

Research coffee as a natural resource.

#KeyConcepts
coffee / natural resource

108 Wise Citizen Can identify the natural resources existing in America
 How c a n we p ro m ot e t h e
rights of the child?
Did you know that children have a day dedicated just to them? Universal Children’s
Day is celebrated on November 20th and it was created to promote international
togetherness, raise awareness among children worldwide, and improve children’s
welfare.

Human rights are moral principles or norms that grant guarantees inherent to human
beings simply for being born. Throughout history, war, violence, and poverty led to the
Universal Declaration of Human Rights, signed in 1948, recognizing these rights as
universal, inalienable, and indivisible.

Children’s rights were declared in 1959 under the United Nations Declaration of the
Rights of the Child, which guarantee and protect the universality of the rights, the right
to special protection, and the right to protection from discrimination, among others.

1. Match the three characteristics of human rights to their

definitions.
Key Words
1. Universal a. cannot be separated
Children’s Day inalienable
grant poverty
2. Inalienable b. g
 ranted regardless of nationality,
guarantees war
age, gender, or economic or cultural
background

3. Inalienable c. cannot be denied or taken away

2. Answer the questions.

1. In your own words, write what it means that human rights are
universal, inalienable, and indivisible.


et
p lan
h e r
you

wt
Dra h with on.
t i
Ear attent 
fu l l
2. Why is it important to respect the rights of people?


Wise Citizen 109

 3. Circle the things that are guaranteed in the United Over time, people have come to understand that
Nations Declaration of the Rights of the Child. Cross children and adolescents have their own unique
out the statements that are not a part of it. characteristics that should be protected. The signing
of the United Nations Declaration of the Rights of the
1. Having enough to eat Child, in 1959, was followed by the Convention on the
Rights of the Child, the first international instrument to
2. Having a home protect and ensure children’s rights.

3. Eating ice cream every week There are 54 articles in the Convention on the Rights of
the Child. Some of the basic rights included are:
4. Belonging to a country
• the right to equality regardless of race, religion,
5. Going to school and nationality
• the right to survive and develop safely
6. Going to work • the right to live with their parents (unless their
parents act against their rights)
7. Being and feeling safe • the right to be protected from violence
• the right to have a name and a nationality
8. Being able to travel on their own around the world • the right to freedom of expression
• the right to privacy
4. Why do you think the right to play is included in the • the right to a good standard of living (which
Convention on the Rights of the Child? includes health care, shelter, and nutritious food)
• the right to free primary education
• the right to special care if they have a disability
• the right to play
• the right to be protected from dangerous work

Multicultural Awareness

How different do you think children’s lives are in

countries around the world? What are some things
you think all children have in common?

Work It
Out!
Do the activity
Children’s Rights
Gallery using what
you’ve learned.

110 Wise Citizen

5. Mark the situations that respect the rights of the child with
a and those that do not with an . Explain your choice.

Situation Yes No Explanation

Andy is 12 years old. His family is very poor, so he

must work weekends at a street market in order to
contribute money to the family.

Sophia is 8 years old and lives in the countryside. She

and her sister must walk two hours to get to school.

Fran is 10 years old. She felt sick in gym class,

so her teacher took her to the nurse’s office and called
her mother to come take her to the doctor.

6. Write two examples of children’s rights not being respected in

your city or community and why you think so.
Team Up!
Get into teams, go to
Example 1 Example 2
Rights Watch, and follow
the instructions.

Key

Lines of Research
Have you ever heard of UNICEF, the
United Nations International Children’s
Emergency Fund?

Research UNICEF and its work

protecting children’s rights
around the world.

#KeyConcepts
UNICEF / Human Rights

7. Get into teams of five and share your examples. Then, write a
list of things all children need to have a good childhood and
future life.

Can define why the rights of the child are universal Wise Citizen 111
 What are my Key Words
fulfilled

rights?
guardian
parent
principle
ratify
signed

1. Answer the questions.

The Convention on the Rights of the Child was signed
in 1989 in order to ratify the Declaration of the Rights 1. Why do you think 18 was chosen as the age when
of the Child. The objective was for every country that people stop being children?
signed it to promise to incorporate the rights into their

laws and make sure they are fulfilled. The convention
declared that every person under the age of 18 needs 
care and protection from adults and the state.

2. Do you agree with this age limit? Would you propose a

different age? Why?

te a
d pas ou as 2. In the chart below, write ways in which children of
n y
da of
Fin raph child! different age groups need and receive protection from
tog ger their parents and the state.
pho youn
a
Ages 0-2 Ages 3-5 Ages 6-8

Ages 9-11 Ages 12-14 Ages 15-17

112 Wise Citizen

3. Look at the following lines said by a parent or Adults must protect the best interests of children and
guardian and write what a child might respond. think about how their decisions affect them. A country’s
law must support this principle to ensure the dignity
and proper development of children and adolescents.

We’re moving to It is important for people to be aware that children

a different city. have the right to express their opinions, ideas, and
points of view, and to voice their opinions when
decisions affect them.

Children also have the right to access information.

Governments should promote radio and television shows,
You have to join newspapers, and websites that provide information
your school‘s developed for children’s understanding. This should
soccer team. include information in indigenous languages. Children
should also have access to children’s books.

4. What are some ways in which you’ve expressed

your opinion recently?
Sustainability

Some say the hardest thing about having a successful

program is not getting started but keeping it going.
What do you think is necessary for a human rights
organization to keep going year after year?

5. List shows, websites, and books that are made

especially for children.

Shows Websites Books

Work It
Out!
Do the activity
A Day in My Life using
what you’ve learned.

Wise Citizen 113

 6. Look at each image. Next to it, describe the right it represents.

Team Up!
Get into teams, go to
Radio Show, and follow
the instructions.

8. Get into groups of four.

• Discuss Article 2 of the Convention on the Rights of

Key the Child. (Article 2 guarantees protection for every
child regardless of race, religion, disability, and any
other characteristics.)
Lines of Research • What are some ways in which the Mexican
Did you know that there are some government helps protect children
countries that use children as soldiers from discrimination?
in war? • Can you think of more ways your school or
government can help protect every child’s right to
Research Red Hand Day. nondiscrimination?

#KeyConcepts
Red Hand Day / soldiers

7. Talk to a classmate about the rights each image

above represents.

114 Wise Citizen Can identify the different rights of the child
 W h y is o u r p a r t ic ip a t io n
in the community
important?
A society is a group of people who work together to
reach goals that are difficult to attain individually. In order to get along, people have
tried different ways to organize society.
Key Words
In order to meet their social needs, people participate in groups such as school clubs,
attain
neighborhood meetings, and other community organizations. Participation in these
bulletin boards
groups allows us to take action in a positive way to achieve goals through mutual
discussion
support and solidarity.
get along
mutual
To achieve a community’s goals, it is necessary to work together and act respectfully
solidarity
toward others. For example, if your class wants to carry out a project that will affect
everyone, it should be discussed in a class meeting where all students have a chance to
express their opinions. Discussion and dialogue are fundamental to any community, since
they help us to live together in harmony.

1. Why is respect important when participating in a

community?


ith
n d sw .
ha udent
h a ke st
S llow
fe 2. Look through school or local newspapers, bulletin boards, or
a
street flyers to find examples of community participation. Write
four examples of communities that people in your school or town
can join.

Wise Citizen 115

 3. List two ways in which a child can help out in a family By law, children and adolescents are not allowed to do
(for example, through a specific chore or decision). certain kinds of work or expose themselves to certain
dangers. However, there are many communities in which
they can participate, as long as their moral, mental, and
physical integrities are not threatened.

Although the objective of a community is to meet the

needs of its members, living together is not always
harmonious. Often, interactions among people can
cause conflicts that arise from different interests or
needs. Conflicts are a part of everyday life and are
not necessarily negative. Instead, they can present an
opportunity to dialogue and come to an agreement.
4. List two ways in which students can participate
actively in your school. To reach a peaceful solution to a conflict, the people
involved must accept and respect the differences
that exist among them. They also must recognize the
diversity of interests and needs different community
members have. It is especially important not to get
angry or become aggressive during a conflict. Instead,
it is better to think and speak calmly about ways to
find a solution.

5. Look at the conflicts below. In each box, write a

possible solution to the conflict. Sustainability

How are countries collaborating to help stop

global warming? Do all countries agree on
Two sisters what needs to be done?
want to watch
different shows
on television at
the same time.

Work It
Out!
Do the activity
My Communities using
A school receives what you’ve learned.
a donation. Some
people want to
use it to build a
theater, while
others want to
renovate the gym.

116 Wise Citizen

6. Read the text about Jerome’s community participation 7. List the communities Jerome participates in:
and underline the activities Jerome does.
1. 
2. 
Hello, I’m Jerome! Even though I’m only 10 years
old, I lead a very busy life. At school, I’m the class 3. 
treasurer and also part of a recycling committee. 4. 
I play soccer at my neighborhood sports club twice
a week, and, on Saturdays, I go with my family to
an environmental group that promotes activities 8. Choose one of the communities Jerome participates
like planting trees, picking up trash in public in. Think of a possible conflict that could arise in that
spaces, and encouraging people to take care of the group and propose how they might solve it.
environment.

Conflict: Solution

9. Get into teams of four.

Team Up! • Take turns acting out the scenarios below.

Two people act out and two people watch
Get into teams, go to each scenario.
Conflict Resolution, and follow • After each conflict is acted out, the two people
the instructions. watching must guide the characters in a dialogue to
solve the conflict.
• Switch roles for each scenario so that everybody
gets to act and guide.

Key Scenario 1:
Two classmates are working together on a project
Lines of Research about a major world city. They have to decide what
Do you know what an earthquake city to focus on.
is? Did you know that Mexico City
was struck by a big one in 1985? Character A: You want to focus on Paris.
Character B: You want to focus on Mexico City.
Research the 1985 Mexico City
earthquake.

#KeyConcepts Scenario 2:
Mexico City earthquake / 1985 A family is trying to decide where to go on vacation.

Character A: You’re a grandparent and you would

like a calm vacation on a beach.
Character B: You’re a grandchild and you would like
to go to Disneyworld.

Can explain why participation in the community is important Wise Citizen 117
 How can I help to
Key Words solve a conflict
in my community?
approval
bullying
collaborate
disagreement
establish
When you notice a problem in your community, you can collaborate with others to come
proposed
up with a successful solution.

In any community, it’s important to share your own ideas and needs while also listening
to what others have to say. Disagreement and dialogue are part of life, but make sure
you are always respectful when you express your disagreement. If you are rude or
aggressive, other people won’t feel comfortable sharing their thoughts.

When it comes to problem solving, more minds are better than one! A team can come up
with more ideas than a single person. People’s different experiences will help the team
come up with a solution that keeps everyone’s needs in mind.

1. Circle the words associated with successful participation in a

f community.
m eo
n a er
e t he e mb
t m
Wri mily who is . honesty anger freedom
fa d ou
a
f r ien han y
or t
u n ger
yo justice respect cooperation

violence rage lies

dialogue tolerance selfishness

2. Choose one word you circled above and write it in the gold box.
Then, explain why you think it is related to successful participation
in a community in the gray box.

118 Wise Citizen

 You can follow these steps to solve a problem
at your school:

1. Identify a problem that you and your classmates

can fix.
2. Write a list of possible solutions.
3. Choose one of the solutions, keeping in mind the
time and resources available. If you cannot agree on
a solution, take a vote.
4. Establish the steps of the project.
5. Write a simple report with the name of the project,
the identified problem, the proposed solution, and
3. Look at the steps Helen and her classmates followed the steps.
as they worked on a school community project. 6. Ask an authority figure at your school for
Number the steps in the correct order. authorization to put the project into action.
7. After receiving approval, create a campaign to
   They decided how long the project would last and inform the rest of your school community about
established the steps they would follow. your initiative.
8. Do the project and write a final report.
   They requested a meeting with the principal and
showed her the report. She liked the initiative and
gave them permission to do it.

   They got together and made a list of how they Digital Skills
could solve the problem. They had a lot of ideas.
There’s an app for almost anything in the world
1 They realized that the smallest children were being
   these days. You might not be surprised to learn, then,
pushed around and bullied by the bigger kids that there are apps to help people solve conflicts
during recess. with family members, coworkers, and friends. Go
online and see what you can learn about how
   They picked their favorite idea: creating a mediation and conflict resolution apps work!
committee that watches over and prevents younger
children from being bullied.

   They started a campaign where they hung posters

around the school to share information about the
problem and the initiative. Work It
Out!
   They created a report with the name of the project, Do the activity
its purpose, and their plan of action. Peaceful Resolution
using what you’ve
   They put the project into action and had good learned.
results. Then they wrote a final report about the
project.

4. Discuss with a classmate:

• Is bullying a problem at your school? Why do you

think so?
• How can this problem be prevented?
• How can you help people who are already
being bullied?

Wise Citizen 119

 5. Read each situation. Determine the conflict and how it can be solved.

Situation Conflict Solution

Anthony’s class must decide

whether to go to an amusement
park or the countryside for their
end-of-the-year field trip. A
student in the class knows of a
house they can use for free in the
countryside, but several students
don’t want to go.
Karen lost her flute in music class
and accused her classmate of
taking it. However, he says this is
not true and that Karen blames
him for everything.

6. Get into teams of four to act out ways of expressing

disagreement respectfully.

• Look at the first speech bubble below. Go around the circle

Team Up!
and have each student propose one respectful response Get into teams, go to
of disagreement. Anti-Bullying Initiative, and
• Make a list of phrases you can use to respectfully express follow the instructions.
disagreement (“Actually, I think       would be better”).
• Continue the activity, taking turns responding to the other two
speech bubbles with respectful disagreement.

We should come to school

We should cancel
Key seven days a week instead
school and play all of five! We would be able to
the time instead! learn a lot more!
Lines of Research
Do you know what the Salt March was?
When did it happen? What was it for?

Research the Salt March.

To stop global warming,
#KeyConcept we should all stop using
Salt March electricity immediately!

120 Wise Citizen Can identify opportunities to solve conflicts through participation in
the community
 Key Words
What can I do to
avoid conflict
disagreement
introduce
prevent

in my community?
connection
respectful
welcome

Conflict arises when people have disagreements. We often disagree with other people
who live in our community. Every day, we are in contact with people around us, and each
Work It of us has our own ideas and personality.
Out!
Use what you’ve learned What can you do in your community to help prevent conflict?
to complete the activity
Be Ready. For example, to make someone feel welcome, you can introduce yourself and ask their
name to make a connection. Avoid calling them other names, and you will develop
respectful relationships.

2. Unscramble the letters to form the correct words.

r e
e
1. g d         
t m a
s i e n

n
c o
2. i         
e t n o
n c

m
1. A new student starts at your school. In the space 3.
I e
c w         
below, write a short text to introduce yourself and e
o
make them feel welcome.

3. Complete the sentences below with the words from

Exercise 2.

1. It is important to                
new people to our community.

2. My dad says that respecting each other helps build

strong                .

3. A                 doesn’t mean

we have to end a friendship.
Wise Citizen 121
 Here are some other ways that you can help
prevent conflict in your community:
Digital Skills
Think about what you have in common with
Sometimes, when people communicate by text or email other people. Focusing on what you share with
there are conflicts or confusion. Why do you think this another person makes it easier to agree on
happens? something before a conflict starts.

Wait. Don’t react immediately. Take a deep

breath and try to understand what’s happening.
Take a break or calmly ask a question to better
4. Look at the pictures below and write what you think understand the situation. Listen to what the
happened in between the first and last pictures. other person is saying without interrupting them.
Share your ideas with a classmate. Decide if it might be better to walk away than
have an argument.

5. Answer the questions bellow.

1. Think of a time where there was conflict in

the playground. Where were you?

2. How did it start?



3. How did it end?



4. In your opinion, was it possible to avoid the

conflict? How?

122 Wise Citizen

6. Look at the flow chart and use arrows to connect If you have a conflict with another person and can’t reach
the clouds with ways to solve a conflict. Look at the an agreement, ask someone who is thoughtful and a good
examples. Share your ideas with a classmate. listener to listen to the problem to objectively solve the it.
This person can be a teacher or a parent.

A classmate kicks
you under the desk.
7. Look at the flow chart in Exercise 6. Read and follow
the instructions below.

• In the chart, color the path according to what the

number of the statement says.
• The path to solve a conflict.
You are annoyed
You kick them back. • The longest path to solve a conflict.
but stay calm.
• The fastest path to start a fight.
• Color your own path and have a classmate guess
what it is for.
• Color the path your classmate describes to you.
You turn around
and ask them: They kick you again.
What’s wrong? 1 2 3 4 5

They say it was You start yelling

an accident at them.

You accept You don’t accept

the apology. the apology.

8. Discuss the following questions

with a classmate.

Conflict solved! Conflict not solved! 1. Did you avoid conflict

on your first try?
2. Why or why not?

Team Up!
Get into teams, go to
Stop! and follow the instructions.

Can suggest ways to avoid conflicts in the community Wise Citizen 123
 Key Words
Can everything
be art?
art
display
emerged
everyday
frame
pop
Many of us think of art as something found in a museum or gallery, inside a
frame and far away.

When someone says “art,” the first thing that comes to mind might be a piece
of art created by a famous artist like Vincent van Gogh or Leonardo da Vinci.

But in recent years, an artistic movement called Pop art has emerged. Pop
art shows us that art is everywhere—that we can use any material,
object, or image and display it as art.
n
us o r
Foc g you This has led some art experts to question what can be
l i n n .
g
st
whi rite so considered art. Where can we draw the line between
o
fav what is and isn’t art? How can we judge if a piece of art
is on the same level as famous pieces like Da Vinci’s
Mona Lisa or Michelangelo’s David?

1. Analyze the pictures. Answer the questions.

1. Which of the objects do you think are art?



2. What do you think the art objects are meant to express?



3. Why do you think the rest of the objects are not art?


4. What kinds of things do you think can be displayed as art in a gallery

or museum?

126 Creative Artist

 A very famous person in art history is Andy Warhol. He was an artist who
took everyday objects, such as cans of soup, and turned them into art.

Warhol was asked to paint everything that made him happy, so he did. He
painted images of his favorite actors, actresses, and singers, treating these
subjects as worthy of being presented at an art exhibition. Warhol displayed
objects and images that were common in people’s lives, things that no one
else thought could be part of an exhibition.

By doing this, Warhol opened the door to a pop art movement in which
movies, pop stars, politicians, cars, road signs, flags, and even product labels
were celebrated as art.

2. Let’s copy Warhol! In the space below, use an artistic style to represent
a common object that makes you happy.

Well-Being

A study published in Norway

revealed that people who
regularly visit galleries, theatres,
concerts, and museums tend to
be less depressed and generally
healthier than those who don’t.
How do you feel when you visit
an art exhibition?

Work It Out!
Do the activity Let’s Visit
the Kitchen using what
you’ve learned.

Creative Artist 127

 Pop art includes the following characteristics:

• a focus on common objects and/or people Key

• intense colors
• well-defined lines
• references to popular mass culture, such as movies, television, Lines of Research
advertising, comic books, food, and current events What do people think about
• use of visual styles copied from the media contemporary art?

Research contemporary art.

3. Follow these steps to create your own piece of pop art.
#KeyConcepts
• Write each letter of the alphabet on a slip of paper. contemporary art / modern art
• Put all of the letters in a bag.
• Each student takes a letter.
• Think of a common object that starts with that letter.
• Draw it in the space below.
• Cut out pieces of magazines and newspapers and paste them
in to “decorate” your artwork.
Team Up!
Get into teams, go to
Everyday Art, and follow
the instructions.

4. Discuss with a classmate whether you agree with the statement,

“Anything can be displayed as art.” Be honest in your answer.

128 Creative Artist Can understand that everyday objects can be turned into and
presented as art
 Is t h e re a r t in
the streets?
Urban art, or street art, refers to any kind of art that is made in public spaces and is not
usually legal. Governments forbid and prosecute most of these artistic expressions.
Key Words
Street art is the result of an artist’s own initiative,
commission
without a commission or permit. It often
forbid
expresses the artist‘s opinion.
initiative
migration
Graffiti, which can be seen almost everywhere
prosecute
around the world, is defined as drawings or marks
urban
made on walls or signs in public places.

1. In the following space, draw examples of graffiti you’ve seen near your
house or on the way to school. Share your drawing with a classmate and
discuss what you think it means.

n
us o rtoon
Foc ca
i n g a ace.
w f
dra f your
o

Creative Artist 129

 Although graffiti on walls and doors may come to mind when you
think of street art, there are many other ways this art is expressed,
such as posters, stickers, and music.

The goal of street art is to surprise observers with eye-catching

messages that make them think about society and its problems.

2. Look at this example of graffiti. It shows Paddington

Bear, a well-known character among children and
teenagers in England. Had you ever seen Paddington
Bear before? Discuss with your class.

Work It
Out!
Do the activity Graffiti
Name Tag using what
you’ve learned.

Adaptive Thinking

Governments in countries like England

and Mexico have regulations against
urban art. These have led to art being
erased just hours after it is completed,
as well as artists being prosecuted. Why
do you think governments do this? Are
people bothered by this art? Where
would you make this kind of urban art?

3. Research any information into the graffitti of Paddington Bear and answer
the questions below.

• What is the main topic?

• What does the image represent?
• Why do you think the artist used a children’s icon to talk about
migration?
• Do you think migration is a crime? Or, on the contrary, should people be
allowed to enter and exit all countries freely?

130 Creative Artist

4. Follow the instructions to make your own street art.

• If you could leave a message with graffiti for the government, Key
what would it say? Be honest with yourself and only choose a
subject that really matters to you. Lines of Research
• Imagine you’re one of the most important urban artists in the Find out who Banksy is. What is he
country, and you want many people to see your message. famous for?
• In the space below, draw your message as if it were on the
street. Remember that the more eye-catching it is, the more Research Banksy’s importance in the
people will notice it. world of street art.

#KeyConcepts
graffiti / street art / Banksy

5. Discuss the following questions with your classmates.

• Do you like this kind of art?

Team Up!
• Do you think these artistic demonstrations are OK?
Get into teams, go to • Or, on the contrary, do you think the government is right in
Street Art, and follow erasing them?
the instructions. • Talk about the difference between making art and making public
spaces dirty.
• What do you think can be considered urban art?

Can recognize that art can be found in the streets Creative Artist 131
 Key Words
Could a toilet
belong in a
art
found object
idea

museum?
revolutionized
purpose
ready-made

1. Look at the photo below and answer the questions.

Found object is a modern artistic movement whose
1. Do you think Fountain is art? purpose is to take everyday objects and assign them new
meanings depending on the message the artist wants

to communicate.

An object is considered art when the artist uses it to
2. Why or why not? express an idea and to make us think about the material in
a different context.


 Marcel Duchamp was one artist who did this. During an

exhibition in Paris, he revolutionized art by presenting an

artwork titled Fountain—which was a urinal.


Focu
s
obje on findi
ct in ng a
that your n
coul h ouse
d be
art.

132 Creative Artist

There are three movements within found object art.
Work It
• “Ready-made” is exactly what Duchamp presented. Out!
It suggests changing the context of an existing Do the activity
object to give it a new meaning. Museum of I using what
• “Arte povera” is the use of simple, everyday, you’ve learned.
preferably non-industrial materials (such as plants,
cords, bags, or logs) to make works of art.
• “Assemblage” means joining together parts of
everyday objects to create new forms.

2. Look at the photos. Answer the questions.

1. What objects does the first photo show?



2. What does the second photo show?


Technology
3. Which photo shows found object art? Why?
Many works of found object art have been
 lost to fires and other situations. However, these
 artworks are remembered through stories and
pictures. Have you ever used the Internet to search
 for a piece of art which no longer exists?

Creative Artist 133

 The purpose of found object art is to communicate a Key
message. The materials chosen depend on what the artist
wants to show.
Lines of Research
Research artistic assemblage.
3. Use the following space to create your own found
What works did you find? Did you notice if many
object art. Use cuttings of everyday objects to make
artists use machines?
an artwork with “honesty” as the main topic. Then
explain your artwork to a classmate.
#KeyConcepts
assemblage / montage

Team Up!
Get into teams, go to Find
Objects, and follow the
instructions.

134 Creative Artist Can identify common objects that were turned into art
 Is that trash or art?
Key Words
arisen
Humans produce way too much junk nowadays; almost everything we consume produces
discard
waste, which has become a major social and environmental problem. However, an artistic
junk
movement has arisen from this problem that uses waste as the basic material for artwork.
trash art
useful
What some people see as objects to discard because they are no longer useful, others
waste
see as the perfect materials for making art.

This movement, called trash art or junk art, mainly involves the use of inorganic waste to
make artistic creations.

1. Answer the questions.

1. Have you ever seen art made from trash? Explain.



2. What is your favorite animal?



3. How would you represent this animal using trash?



ing
n say to
us o od
Foc t is go h.
i as
why use tr
re

Creative Artist 135

 One well-known trash artist is Michel Landy. This artist created a huge trash
container and filled it with artworks to be destroyed at a real dump. His
idea was to show that no matter what kind of art or its value, it can always Work It
be discarded. Out!
Artists such as Bernard Pras, Derek Gores, Leo Sewell, and Erika Iris Simmons Do the activitye Bowl
use discarded objects such as paper, metal, plastic, toys, and cleaning using what you’ve
products to create works of great artistic value. learned.

Another example is Tim Noble and Sue Webster. These artists make artworks
using piles of trash. At first glance, they simply look like junk, but when light
shines at them from a certain angle, they cast shadows showing detailed
human forms.

2. Look at the photo and answer the questions.

1. What materials can you recognize in the photo?

2. Which is art: the physical object or the shadow?

3. Why do you think the work produces this effect?

Politics

Do you think artworks can be lost? What are

the causes to lose an artwork? Find some
examples through history and share them with
your classmates.

136 Creative Artist

3. Now it’s your turn to become part of this movement. In the following
space, draw your favorite animal. Decorate it by pasting magazine cuttings,
wrappers, or other scraps.

e
a gin
i m e
a nd n mak
u s a .
Foc you c er clip
at a p
wh p
ha
wit

4. Get into teams to discuss the following questions.

Key
• How can you reuse inorganic trash at home?
• What objects do you think are discarded the Lines of Research
most often? Do you know how to recycle paper?
• Do you know of any crafts that can be made from What do you think are the benefits? Would you like
trash? What are they? to try it?

Research recycling.
Team Up!
#KeyConcepts
Get into teams, go to
trash art / recycling
Statues, and follow the
instructions.

Can understand that art can be created with inorganic trash Creative Artist 137
 Is red paint better
than ketchup?
Materials and tools for professional artists have been perfected so much throughout
the years that artists can pretty much express ideas exactly how they imagine them.
However, is there any reason we can’t also use alternative elements to make artwork?

Key Words There isn’t! We can do it!

alternative From painting the walls of a cave to using foods to make colorful dyes, our ancestors
artistic have always relied on everyday elements to communicate their artistic ideas.
artwork
discover Nowadays, many contemporary artists also use alternative materials, letting their
materials imaginations loose to create amazing things!
self-portrait

1. This Mona Lisa is made of coffee beans.

What are three alternative elements you
could use to make a similar piece? Write
or draw them in the space on the right.

2. If you could recreate a different painting using alternative

materials, which painting would it be? What materials would
you use?

138 Creative Artist

 Using alternative materials can keep us going whenever
we run out of art supplies or ideas.

We are always limited in the resources we have

available. However, this should never keep us from Work It Out!
reaching our goals. In fact, limitations can even help Do the activity My Self-Portrait
us—because they force us to discover new materials using what you’ve learned.
and solutions we might never have imagined.

For example, our ancestors discovered that many food

products could be used as natural coloring to dye
their clothes.

3. Do you think you could find an alternative to watercolors?

Try painting a Mona Lisa using water and coffee instead
of watercolors.

Well-Being

Do you think you could use alternative materials to

make other things besides artwork? How would this
affect your life and the people around you?

Research alternative materials used by people in other

countries. Discuss your findings with classmates.

wa
Dra g can
n
ycli ull
rec your f
h .
wit ention
a tt

Creative Artist 139

 We can use alternative materials not only in two-dimensional works
but in three-dimensional works as well. These can be as small or
as big as your imagination allows. Even architects sometimes use Team Up!
alternative materials to create extraordinary artworks. Get into teams, go to
Hodgepodge!, and follow
We can also use these materials to explore other senses, like the instructions.
hearing and touch. For example, we can create musical instruments
and other objects that are not only beautiful but useful.

4. What is your favorite musical instrument? Draw a sculpture of it

or, even better, design your own new instrument.

5. Work with a classmate to find an artwork you like.

Now, imagine you must copy it using alternative
Key materials instead of traditional ones. Discuss the
following questions:
Lines of Research
Do you know any contemporary artists? • Why did you choose this artwork? Did you both
know about it?
Research the work of Vik Muniz. • What materials could you use to copy it?
• Imagine combining not just colors but also smells
#KeyConcepts and flavors. What would you use? How would it
contemporary artists / Vik Muniz smell? Would it look tasty?

140 Creative Artist Can analyze two- and three-dimensional pieces of art created with
unconventional materials
 Key Words
Are there limits to
u s e
beyond
concept
otherwise
w h a t w e c a n
m a ke a r t ?
reinforce

to
spark
watercolors

1. Answer the following questions. Compare your

answers with a classmate. Experimenting with alternative materials can spark our
imagination. It can help us come up with new ideas and
1. Do you think using grape juice to paint a picture combine materials in ways we otherwise might never
of grapes would reinforce the idea you want to have considered.
express? Why?
Alternative materials also give us a way to explain a

concept in a clear and unique way. We can even go
 beyond the visual to experiment with smells and flavors.

2. Could you create your own watercolors by dissolving New materials lead to new ideas, which lead to the
some candy in plain water or using soda? Why? discovery of even more exciting materials.


 2. Write a list of 10 materials you think could spark

your creativity. Think and be prepared to explain your
3. What would you draw using your own watercolors? reasons for choosing them.


 1

4. Do you think you would express your own 2

ideas better if you used materials you created
yourself? Why?
3

4


10

Creative Artist 141

 At first, finding alternative materials for your creations
may seem difficult, but once you begin trying new
options, you’ll see that nothing can stop you—even if
you can’t find the exact material you wanted.

Little by little, you’ll build up a catalog of ideas you can

use anytime you need inspiration.

3. Follow the instructions.

• Cut an image from a magazine.

• Make a sketch of the image in the space below.
• Using alternative materials and a blank piece of
paper, create a painting based on the sketch your
created. Use the magazine clipping to
guide your color selection.
• Be prepared to show your artwork to your
classmates and explain to them why you chose
certain alternative materials. Well-Being

Did you know that the color blue relaxes people

and the color red makes people angry? Find objects
that make you happy with the colors that help you
feel better, and put them in your room to create a
happy space.

4. How did you feel while working on your painting? Did

you like it? Why? Draw a face that shows how you felt,
and explain why you felt that way.

Work It
Out!
Do the activity Looks
Good, Smells Even
Better! using what
you’ve learned.

142 Creative Artist

5. Think of another artwork you could create with different
alternative materials. What is it? What characteristics does it
have? List the materials and steps you would need to create it.

Team Up!
Get into teams, go to
Unexpected… Encounters?,
and follow the instructions.

Key

6. What alternative materials could you use to make a mountain, Lines of Research
clouds, and a river in a landscape? Write them in the chart. Then, What are some unusual materials you
write the materials one of your classmates chose. Discuss with think artists have used in their work?
the class how different these are and what you think about that.
Research alternative materials in art.

Mountain Clouds River #KeyConcepts

alternative materials / art
Me

7. Discuss the questions below with a

classmate. Be prepared to share your
opinions with the class.

• Describe a moment when you felt inspired.

• What kinds of things make you feel
creative?
• How does nature affect your creativity?
Mountain Clouds River
My classmate

Can create two-dimensional artwork using unconventional materials Creative Artist 143
 Can paper seem
like rock?
We have already explored using alternative materials in
two-dimensional creations. But we can also make three-dimensional works of art which
Key Words
have not only length and width but a third dimension: depth.
creations
nowadays By creating sculptures with whatever materials we have on hand, we can begin to
depth experiment with weight and volume. We can also reuse items we once thought were trash.
reuse
sculpture Nowadays, there are even fashion lines that make use of recycled materials such as tin cans,
tin plastic bags, and other objects. Great artists find ways to turn trash into beautiful pieces of art.

1. Look at the photographs. What is each piece of art made of?

What does it represent?

1 Materials: 3 Materials:

Representation of: Representation of:

Materials: Materials:
2 4

Representation of: Representation of:

144 Creative Artist

2. Look for a famous sculpture made of alternative
materials. Paste a small picture of it. Describe what it
is made of and what it represents. Work It
Out!
Do the activity Man
of Stone using what
you’ve learned.
Paste picture
here

3. What is the heaviest sculpture you ever saw that was

made from alternative materials? What materials
were used?

4. Think of how you could use alternative materials to

make the largest possible sculpture weighing under
1 kilogram. Sketch it below.

Economy

How could you use alternative materials at home to

recycle or help your parents save money?

Creative Artist 145

 It is often true that the bigger an object is, the heavier
it is. However, we can also find many large objects that
Team Up!
are lightweight—and small objects that are heavy.
In teams, go to Where
Monsters Live, and follow Artists can use this feature to trick the eye. They can
the instructions. design cars that appear much lighter than they actually
are, or furniture that looks heavy but weighs very little.

5. Tell a classmate about your idea. Explain what 7. In your own words, write a text explaining your
materials you will need and how you will create it. sculpture. Use the following questions to help you:
Use the speech bubbles below to write ideas before
your discussion. • Why did you use those materials?
• Why did you use those colors?
• What does your sculpture represent?
• What type of sculpture is it?

Key

Lines of Research
Do you think it is possible to make great
sculptures and art out of trash or very
affordable materials?

Research pop art and steampunk art.

#KeyConcepts
pop art / steampunk art

6. Go home and create it. You have everything

you need!

146 Creative Artist Can create three-dimensional artwork using unconventional materials
 Key Words
What is
improvisation?
creative
improvise
necessity
performance arts
television
Improvising means doing something in the moment
unexpected
without planning it beforehand. We improvise in
our daily lives all the time—often without realizing
it. For example, we don’t plan out every conversation
1. Answer the following questions about improvisation. we have, and we often react with creative solutions
when problems arise or something new and
1. Circle the one that is NOT an example of improvisation: unexpected happens.
a. making lunch with what you find in the
refrigerator What if you planned to eat a ham sandwich but realized
b. planning your birthday party a month there was no ham in the refrigerator? Would you use
before your birthday a different ingredient? Or imagine you wanted to play
c. solving an unexpected problem football on the street instead of a football field. What
could you use in place of the goal? There is a famous
2. Imagine you’re at school and discover that you forgot saying: “Necessity is the mother of invention.” In other
your lunch. You don’t have money to buy anything words, problems force us to use our imagination to find
at the cafeteria. What can you do? Improvise a way new solutions.
to eat.
This process can be especially fun to watch on
television. Have you ever seen a cooking show in which
chefs make dishes out of unexpected ingredients?
Have you watched fashion designers compete to make
the most interesting outfit out of surprise materials?
Contestants on those shows have limited time to create
their projects. This requires them to solve problems even
more creatively.

What other television shows have you seen that

depend on improvisation?
3. Imagine you just found out about a school
parade happening today. Everybody must
wear a costume, but you don’t have one.
Look around the room and list five materials
and tools you could use to create a costume in
ten minutes!

Creative Artist 147

 2. Circle examples of performance arts. Improvisation is popular in the arts, especially
performance arts, which take place in front of a live
dance music painting audience. Common performance arts include dance,
music, and theater.
writing sculpture theater
Even when we improvise, we still depend on what we
3. Have you ever been to an arts performance? have learned before to respond to a new situation.
Was it planned and practiced, or was there some A classical ballet dancer, for example, will likely include
improvisation? Describe the performance below. classical ballet steps in an improvised dance. A musician
who improvises will use what they already know about
their instrument and music.

Jazz musicians often improvise. John Coltrane, for

example, would play a written melody but improvise
other parts of the song. Each time the song sounded a
little different.

It’s not only jazz musicians who do this. The American

band The Grateful Dead was also known for improvising
during songs. Think of a music band you like. How would
you feel if they played their songs a little differently each
time? Why do you think musicians do this?

Improvisation is also very common in theater. For

example, in improvisation comedy actors receive quick
instructions and immediately begin to act. Watching
improvisation comedy can be very exciting. You might
even feel a little worried: What if the actor gets nervous
or can’t think of anything funny to do or say? But
improvisation can be very exciting when things work
well. Every moment is surprising and new!
4. Listen to “My Favorite Things” by jazz musician John
Coltrane. Discuss with a classmate: Do you think this
was an improvisation or was it all planned? How does
the song make you feel?
Well-Being

When is it good to improvise in life, and when is it

important to make plans?

Work It
Out!
Do the activity
Improvisation Chef
using what you’ve
learned.

148 Creative Artist

5. Play Dancer and Mirror with a classmate.

• Find a place in the classroom where you can stand in front of each other.
• Decide who will be the dancer and who will be the mirror.
• The dancer slowly moves their arms and body. The mirror copies them.
• Don’t think too much! Improvise!

6. Use these questions to discuss your experiences.

• What was interesting about being the dancer?

• What was interesting about being the mirror?
• Did you prefer being the dancer or the mirror?

7. Play The Question Game.

• Get into teams of four. Choose two people to be the

first actors.
• The other two team members—the waiting actors—decide
on a setting and a situation. For example: You are at school
and it starts to rain lizards! You are in the supermarket and
the lights go out!
• The two actors start acting out the scene, but they can only
speak in the form of questions.
• If an actor forgets to use a question or takes too long to
speak, one of the waiting actors says “Next!” and takes
their place.
• Continue with the scene until everyone has participated.

Is it raining Did one fall on

lizards? your head?

Team Up!
In teams, go to Classroom
Band, and follow the
instructions.
Key

8. Team up with a classmate and reflect on Lines of Research

The Question Game. Have you ever watched a comedy show? Did they
perform planned-out scenes, or did they improvise?
• How was the game difficult?
• How was the game interesting? Research improvisational comedy.
• Were there any fun moments in the activity?
• Discuss strengths and challenges each of you faced #KeyConcepts
while improvising. Be respectful when discussing improvisational comedy
your classmate’s performance.

Can learn and practice improvisation through exercises about real or

imaginary situations
Creative Artist 149
 Can you improvise
Key Words
combination
Exquisite Corpse

a story?
fairy tale
narration
surprise
surrealist A story is a narration of an event or series of events.
Events and characters in a story can be real or imagined.

1. Read about stories and improvisation. Then, write There are many different ways to write stories.
“True” or “False” next to each statement. Sometimes writers plan characters and plot points
before sitting down to write. Other times writers work
1. Improvisation is impossible to do without a clear plan. They see where the story takes
when writing.       them. Some writers say you have to surprise yourself in
order to surprise your reader.
2. All writers work the same way.      
In any case, unexpected things always happen when
3. A story can be written by more you put pen to paper or fingers on a keyboard. The
than one person.       words don’t exist until you write them. In this way,
improvisation is always a part of writing!
2. Write for two minutes.
Imagine you have to write a story now. What would
• Take two minutes to write about your favorite fruit, happen in your story? How would you choose your
vegetable, or dish. characters or location? Improvisation exercises can
• Consider your five senses when you describe it. help you begin a story. For example, give yourself
How does it taste, smell, and look? Does it remind two minutes to write about your favorite place on
you of anything? earth. Or open up a magazine and write about the first
• Don’t plan—just start writing without checking as picture you see.
you go. Continue until two minutes are up.
You can also create stories as a group. Take turns
making up one or two sentences of the story. Or play
the game Exquisite Corpse. Surrealist artists played this
game to pass the time. Write two lines of a story, cover
the first line, and let the next person continue. In the
end, uncover the story and read it aloud. What is left is
an unexpected combination of ideas!

Focu
s on
the writ
nam ing
favo e of y
rite our
su
hero per
.

150 Creative Artist

3. Answer the following questions. If you’re not sure how to begin writing, one good place
to start is with a story that already exists. You can retell
1. Why might it be easier to change a story you know it with new details or change it in interesting ways.
than to create one from scratch?
Did you know that the famous writer William

Shakespeare often used stories that already existed?
 He didn’t always keep the same details, but readers can
find his characters and stories in other books. The story
2. What are some examples of authors who have of Romeo and Juliet, for example, already existed before
used previously known stories and changed details Shakespeare wrote his famous play in the 16th century.
or endings?
In turn, many writers have borrowed Shakespeare’s

stories and made them new. The musical West Side
3. What are some fairy tales or other stories you know? Story, for example, is a modern version of Romeo and
Write three titles in the spaces below. Juliet set in New York City instead of Verona, Italy.

Changing the setting of a popular story can make an

interesting writing project. Imagine what “Cinderella”
would look like in modern day Mexico. Or imagine
what would happen if “The Three Little Pigs” took
place on the ocean floor. You can also tell a story from
a different point of view. In The True Story of the Three
Little Pigs, the writer Jon Scieszka tells the story from
the point of view of the wolf.

Another interesting exercise is to change the end of a

well-known story. It’s a fun way to update a story or add
an unexpected twist!

Technology
4. Share the names of your stories with a classmate.
Did you choose any of the same stories? Do you have a Do you think technology can change art?
favorite story? How could this happen? Give an example.

Work It Out!
Do the activity Three Words
using what you learned.

Creative Artist 151

 5. Write an alternate ending for each popular story.

Humpty Dumpty sat on Humpty Dumpty had a All the king’s horses Alternate ending
a Wall. great fall. and all the king’s men
couldn’t put Humpty
together again.

A girl named Belle Belle becomes Belle and the Beast Alternate ending
becomes prisoner of a friends with magical fall in love, which
Beast who is really a characters in the breaks the evil spell
prince under a spell. castle, but her and turns the Beast
relationship with the into a prince again.
Beast is complicated.

6. Fill in the chart below about a story you know.

Key
Characters: Place:

Lines of Research
Where do fairy tales come from?

Research the origins of fairy tales.

#KeyConcepts
fairy tales

Title:

Team Up!
Get into teams, go to Exquisite
Corpse, and follow the
instructions.
Beginning: Middle: End:

7. Tell a classmate an alternate ending

for that story.

152 Creative Artist Can apply improvisation techniques to change the ending of a story
 Can you Key Words

improvise
beliefs
fantastic
legend

a legend?
script
supernatural
versions

1. What is a legend? A legend is a popular story based on a real event but

with fantastic or supernatural details added. Every

culture has its own legends. These stories can tell
 us a lot about the experiences, beliefs, and views of
that culture.


One well-known Mexican legend is “La Llorona,” or “The

2. Had you read or heard the legend of “La Llorona” Crying Woman.” A common version of the legend tells
before? Identify possible real and fantastic elements of of a beautiful Mexican woman named Susana who lived
the legend. during colonial times. Her father was European and
her mother was from Mexico. Susana fell in love with
Santiago, who had recently arrived from Spain.
Real Fantastic
Susana and Santiago had three children, but Santiago
refused to marry Susana because he felt she did not
belong in his social class. When Santiago married
another woman, Susana, in anger and pain, drowned
herself and her three children in the river. Since then,
her ghost walks the streets at night, dressed in a white
gown, crying aloud for her children.

There are other versions of “La Llorona” as well. Some

say she appeared evenbefore the Spanish arrived in
Mexico as a goddess warning the Mexica about the
destruction of Tenochtitlan.

3. Look at the list of Mexican legends with a classmate. Legends help us remember and imagine the past. We
Do you know any of them? Translate their names into may not know which parts of a legend are invented and
English and add any other Mexican legends you know which really happened, but we can identify obvious
to a list in your notebook. Look at the example. magical elements and guess at some historical details.
“La Llorona,” for example, tells us a lot about the strict
and unfair social rules and expectations that existed in
Leyenda del autobús The Legend of the colonial Mexico.
fantasma Ghost Bus
Leyenda del callejón Modern legends exist as well. You may have heard the
del beso legend of the chupacabra, a mysterious creature that
Leyenda de la mano attacks animals in the fields. Or, if you live in Mexico
peluda City, you may be familiar with the legend of the huge rat
that appears in La Merced market.

Creative Artist 153

 4. How does improvisation relate to legends? Legends are shared through word of mouth. Since there
is no script or story to read, the speaker must improvise
the words. In each telling, the speaker may forget or
invent details. The legend becomes new again every
time it is told.

Just like in a game of telephone, legends change each

time they are told. The change isn’t necessarily on
5. Work with a classmate to choose a Mexican legend and purpose, but it happens. The older a legend, the more
fill in the graphic organizer about it. likely it is to have changed, and more versions of it
probably exist.
Characters: Place:
Legends don’t have a single original author and we don’t
know who the first person to tell a legend was. Legends
are the product of many years and many people. They
belong to a culture and are often shared by adults with
younger generations.

Some legends are scarier than others, but ghosts are

quite common. Do you ever share scary legends with
Title:
family or friends? It can be fun to do this at night under
the moonlight or sitting by a bonfire.

Legends bring us together and tell the story of our

culture. They also bring magic into our lives—and force
Beginning:
us to be creative in retelling the stories ourselves.

6. Use the following questions to discuss the legend with

your classmate.
Middle:
Did you recall the same story details?
Where did you first hear this legend?
What elements do you think are real?
Are any of the elements scary?

End:

Work It
Out!
Do the activity Writing It
Down using what you
Politics
have learned.

Research different legends that explain nationalism

in your country and other countries.

154 Creative Artist

7. Choose a Mexican legend. Draw a comic strip of its plot.

8. Think of a possible new ending for this legend. Write it below.

Key

Lines of Research
Do you know the legend of Sleepy
Hollow or any other legends from the
United States?

Research American legends.

#KeyConcepts
United States legends

Team Up!
Get into teams, go to
Legends Around the World,
and follow the instructions.

ing
n ask s
o
us ent
Foc r par end
yo u g
ut a le w.
abo ey kno
th

9. Get into teams of three. Tell one another your legends, using your
own ending.

Can apply improvisation techniques to change the ending of a legend Creative Artist 155
 Key Words
How do you s h ow a
harden
molded
poured
quartz three - d i m e n s i o n a l
feeling?
remains
row

1. Look at these images of ancient

sculptures. Write or draw down Sculpture is the art of carving or modeling in three dimensions using materials
two emotions they make you feel. such as marble, metal, or clay. Montages of several different materials can
also be combined to make sculptures.

Some remains of scuptures are as old as cave paintings. Just like those
paintings, these sculptures are believed to have had a magical purpose
related to life and death. For example, the first Chinese emperor Qin Shi
Huangdi ordered his people to make what is now known as the “Terracotta
Army.” This army consists of row after row of perfectly molded clay soldiers,
each different, with weapons and horses. The soldiers were placed around the
emperor’s tomb with the idea that they would accompany him in death.

Sculpture, just like other

forms of art, is made to
evoke certain emotions.
For example, the
terracotta soldiers show
emotions such as being
ready for battle and
awaiting orders. What
emotions do you think
they would show if
instead of soldiers they
were farmers? What if
they were children?

Different people
can have different
emotional reactions to art. For example, you might feel admiration for the
soldiers if you want to become a soldier when you grow up. Or you might feel
fear when looking at such a large army.

156 Creative Artist

2. Name the material used to make each work of art Many materials can be used
below. Then tell how each sculpture and its material to make sculptures, but
makes you feel. these may vary depending
on where and when the
sculpture was created. For
example, nowadays we
can make sculptures using
recycled plastic.

Here are some of the most

common materials used to
  make sculptures:
 
Clay: fine grains of rock mixed with
water; can be modeled while soft and
baked in an oven to harden.

Rock: a very hard material that requires special tools

to sculpt. Examples include marble and jewelry stones
such as jade and quartz.

Metal: materials such as gold, silver, bronze, or iron that

 can be carved on directly or melted and poured into
molds.


Wood: a very malleable

material that can be carved
or assembled to make
any shape.

Animals: parts such as elephant tusks and sea shells.

Materials used for sculptures can be left in their natural

colors or painted. Sculptures can also consist of two
 or more materials combined. Strong materials such as
metal or stone can give a sense of strength or rigidity,

while softer objects such as clay and wood can create
the opposite sensation.

Well-Being

Work It
Practicing some kind of art is known to help your
emotional development. How could you use
Out!
sculpture to develop your emotions? Do the activity Earth Day,
using what you’ve
learned.

Creative Artist 157

 3. Write one sentence to explain the ideas you think each modern
sculpture represents.
Team Up!
In teams, go to Olympics,
and follow the
instructions.

4. Get into teams of five to discuss the following questions:

Key
• Have you seen a sculpture representing a historical
event? Which event? Lines of Research
• What sculptures or objects do you know that What do you think they built in old Rome
represent an academic or athletic triumph? to celebrate military victories?
• What kinds of sculptures might you create to
represent emotions such as happiness, sadness, Research triumphal arches.
or love?
#KeyConcepts
triumphal arches / monument / sculpture

158 Creative Artist Can observe several sculptures that represent emotions and ideas
 Can sculptures
last forever?
As you explored in the previous lesson, many artists use
Key Words sculptures to express ideas and emotions.

attached
Many sculptures can’t be moved; instead, they are
indoor
attached to a specific place. These are called static
portray
sculptures. One example is the Statue of Liberty, a gift
relief
from France to the United States representing friendship
stone
between the two countries. Another example is the
thickness
Angel of Independence in Mexico. Both sculptures are
fixed to a base and have been there for over 100 years.

Most static sculptures are of great size and are meant to

last a long time. For example, the famous Olmec stone
heads have lasted over 2,000 years.

1. Answer the questions.

1. What are some static sculptures you know about?

But there are also many examples of small static

sculptures. These sculptures were often used to
 decorate indoor spaces.

2. Why do you think these sculptures should be static?



Creative Artist 159

 2. Write whether you think each sculpture is high, mid-, Sculptures can be classified by their materials, the way
or low relief and what idea or feeling you associate they represent objects or people, whether they can be
with it. moved, and their relief. A relief is a shape carved into or
fixed upon a wall or other surface so that it stands out.
Here are levels of relief a sculpture can have:

• High relief: The shape completely stands out

from the wall or surface.

• Mid-relief: Only half of the shape’s thickness

stands out from the wall or surface.

• Low relief: Less than half of the shape’s thickness

stands out.

1. 


Look at the image above and note how it uses different

kinds of relief—low and mid-relief—in the same piece.
The parts with more relief stand out and attract the
viewer’s attention.

2.  This is an important detail because it shows that the

artist chose to emphasize the people in the sculpture.


Adaptive Thinking
Work It
Out!
You can make ceramics by mixing clay with water, Do the activity Sculpting,
molding it into the desired shape, and baking it in an using what you’ve
oven to harden it. learned.
What other materials do you know of that change
their shape or texture when heated?

160 Creative Artist

3. Design your own static sculpture to portray a feeling.

• Decide what emotion or feeling you want to represent: happiness,

sadness, anger, or something else.
• Plan a sculpture that can be exhibited on a wall.
• Make a sketch, or quick drawing, to show what you want your sculpture
to look like. You can use different types of relief.
• In the space to the right, write the topic of your sculpture and draw your
first sketch.

4. Use modeling clay to make your sculpture.

Team Up!
• Divide your modeling clay into two parts, one
smaller than the other. In teams, go to Exhibition,
• Mold the larger part in such a way that it is and follow the
completely spread out. Then, using wooden sticks instructions.
or your fingers, carve shapes to create depth.
• Use the remaining modeling clay to create some
high-relief areas.
5. Discuss the following questions with your classmates:

• Have you seen any of the sculpture types you

Key studied in this lesson in museums or in the streets?
Which ones?
Lines of Research • If you could make a giant sculpture, what would be
Have you seen the Egyptian architecture in Giza? the topic? What materials would you use? Would it
be the work of several people or just you?
Research the Great Sphinx of Giza. • What responsibilities do cities or countries have
toward the important sculptures they contain?
#KeyConcepts Should they build parks around them? Should the
Sphinx / Egypt / Giza sculptures be free to view? Why?

Can create their own static sculpture to represent their own feelings
and ideas
Creative Artist 161
 Key Words Can a sculpture
move?
dynamic
entirety
fixed base
innovation
mobile
viewer You have already explored static sculptures, which are
fixed to a place so that they don’t move or change. Static
sculptures last for a long time.
1. Answer the following questions.
After many years of making this kind of sculpture,
1. How did Alexander Calder bring innovation to the Alexander Calder decided to go one step further. He
art of sculpture? created a more dynamic kind of sculpture, which he
named mobile sculpture. Just as its name suggests, this

kind of sculpture is never static; instead, it is moved by
 an engine or by blowing air.

2. What is the purpose of mobile sculpture? In order to see a mobile sculpture in its entirety, the
viewer must move around the work as it moves.


3. Why might a sculpture seem different when seen

from another angle?

4. Have you ever seen a mobile sculpture? Draw it

below and tell whether you liked it or not.

 If you’ve ever seen a baby mobile, you may have an

idea about how mobile sculpture works. The artwork
changes constantly depending on the position of the
viewer and the movement of the sculpture. Because
most sculptures remain static, seeing a mobile sculpture
can be a new and unexpected experience.

162 Creative Artist

2. Discuss with a classmate how each of these mobile Mobile sculptures can be classified into two main
sculptures makes you feel and why. groups:

• Mobile sculpture with a fixed base: Only some

elements move and turn, while the base
remains static.
• Completely mobile sculpture: Every part of the
sculpture is free to move; lightweight materials
are often used to increase movement.

Sculptors have many resources to choose from to create

a motion effect—for example, lights, magnets, wind,
or strings.

An important idea of mobile sculpture is that beauty

doesn’t stand still and can be better appreciated while
constantly changing. Sculptors can use movement
in addition to color, shape, and texture to represent
emotions such as freedom, love, and peace.

Work It Out! Economy

Do the activity Hanging Art
using what you’ve learned. Do you know how much a sculpture can sell for? Do
you believe one could cost millions of pesos? Why
do you think that might be true? What does this
price reflect?

Creative Artist 163

 3. Create a mobile sculpture with the topic “Rivers, Lakes,
and Oceans.”

• Decide what feeling you want your sculpture

to express.
• Find examples in books, magazines, or the Internet
of how other artists have addressed this topic.
• Draw a sketch of your sculpture and make a list of
materials you will need. You can use any materials
you want, even water.
• Build your mobile sculpture.
• Share your work and view your classmates’
sculptures. How did different students address the
topic in different ways?

4. Get into teams of three to discuss the following

questions.

• What did you like about this kind of sculpture?

What didn’t you like?
• What emotions did the sculptures make you feel?
• What do you think about when you see a mobile
sculpture in motion?

Key

Lines of Research
Have you seen a mobile sculpture with a Team Up!
fixed base?
In teams, go to Mobile Emotions,
and follow the instructions.
Research Nicolas Schoffer and his work.

#KeyConcept
Nicolas Schoffer

164 Creative Artist Can create their own mobile sculpture to represent their feelings and ideas
 How c a n w e an a ly ze a
tw o - d im e n s io n a l
piece of art?
Key Words
In previous lessons, you learned that two-dimensional art has width and length only;
elements
that is, it exists in one plane. Photographs, engravings, and paintings are examples of
gallery
two-dimensional art. In this section, you’ll learn how to analyze this kind of art so you
impress
can begin to become an art expert.
photographs
religious
You’ve probably visited a gallery or museum and seen a person admiring a painting—
theme
perhaps talking about the shapes, the color, or the use of light. What that person is
doing is observing details of the piece and finding the elements used in art analysis.
These elements are very simple and, if you learn them well, you can impress everyone
the next time you stand in front of a painting or photograph!

First, you will want to identify the theme of the piece, in other words, the idea the artist
wanted to represent. This could be an emotion, a religious belief, a myth, a social issue,
or, simply, a topic such as animals or everyday objects.

1. Identify the theme of each piece of artwork.

Creative Artist 165

 Once you’ve determined the theme, observe After observing the general appearance of a work of art, look more
the general appearance of the piece of art. closely at details, starting with the use of light. The following are
Start by identifying the technique the artist ways a painter might use light in an artwork:
used, such as the following:
• Uniform: illuminating everything
• Fresco: mineral colors on a • Contraposition: playing with lights and shadows
preparation of quicklime and sand
• Tempera: colors dissolved in water Perspective is the fictional representation of planes in a picture.
and fixed using egg yolk, milk, or any The following are ways to show perspective:
other greasy substance
• Oils: colors dissolved in oil • Hierarchical: The biggest shapes have the greatest importance.
• Watercolors: colors dissolved in water • Cavalier: The closest characters have a larger size.
so that they are almost transparent • Linear: Everything is presented as if following straight lines
that meet at a single point in the distance.

2. Match each picture with the characteristics that best

describe it.

oils cavalier contraposition water colors linear uniform

Well-Being Work It
Out!
Have you ever seen people working as guides in Complete the activity
museums describing the artwork? Their goal is to My Piece using what
help visitors understand the art better. Do you think you’ve learned.
they achieve this goal? Why do you think many
people feel better when they understand what
they’re seeing?

166 Creative Artist

 Finally, artists use composition to organize the elements in their piece. Master lines such as the ones below can describe
the structure of the work. These lines can be joined together to form more complex layouts. Here are the most common
master lines:

Symmetric Triangular Circular Diagonal L-shaped

3. Draw a master line over each piece, showing its composition layout.

Key

Lines of Research
Do you know the artwork The Kiss?

Find out more about Gustav Klimt.

#KeyConcepts
Klimt / modernism / textures

4. Discuss with two classmates:

• Do you think what you learned here will

help you when you go to a museum and
look at art?
• Is this analysis something you can do
quickly or does it take time?

Team Up!
Get into teams, go to
Analyzing, and follow
the instructions.

Can analyze a two-dimensional piece of art Creative Artist 167

 How can we a n a lyz e a
thre e - d i m e n s i o n a l
piece of art?
To analyze a piece of art means to assess its elements, determine what we know about
it, and find out what it can tell us.

An art analysis should include the following parts:

• Identification     • Description     • Commentary

Identification means providing general information about the artwork, such as the author’s
name, the title of the piece, its measurements, when it was made, and its current location.

Key Words The description tells the type of artwork and important details about the piece in as
specific a way as possible. To describe three-dimensional artwork, for example, you
art
would tell which of the following three kinds of sculptures it is:
assess
commentary
• Freestanding: The sculpture can be observed from every angle.
freestanding
• Relief: The sculpture was made on a wall or other surface.
identification
• Kinetic, or mobile: The sculpture has moving parts.
kinetic

1. Look at the image below. Write what type of sculpture

it is and its topic.

Type: 

Topic: 

168 Creative Artist

2. Look at each sculpture below. Write the type of texture A description of a three-dimensional piece of art should
it has and the materials used to make it. also mention the materials used to make it. As you have
already learned, a sculpture can be made of clay, rock,
1. metal, wood, animal products, fabric, or plastic—or a
combination of these materials. It is also important to
mention the texture of the piece, which can be described
as smooth, rough, or mixed. Consider the piece below,
for example:

2.

This piece is a freestanding sculpture made up of the

materials plastic, metal, and fabric. The texture is mixed.
The topic of this sculpture is the sea.

Work It

Out!
 Complete the activity
Self-Analysis using what
you’ve learned.
3. 4.

Technology

3-D printers can print all kinds of three-

dimensional objects. These printers can
work with materials such as plastics,
  metals, and even food. How could you
use a 3-D printer to make works of art?
 

Creative Artist 169

 3. Look at the sculpture and its identification sheet. Finally, an important part of art analysis is our own
Name the sculpture type, its texture, and the materials commentary. This commentary expresses our personal
of which it was made. Then, write a paragraph of thoughts on the artwork as well as the emotions it
commentary about the piece that includes your own makes us feel.
thoughts and emotions.

Title: Sun Stone, commonly known as a solar calendar

Author: unknown
Size: 3.58 m in diameter, 0.98 m thick
Weight: 24,590 kg
Completion date: between 1250 and 1521
Location: National Museum of Anthropology in
Mexico City

This piece is known as a solar calendar because it tracks

the passing of days according to the position of the sun.
This solar calendar also has the symbols of different
eras engraved upon it. Originally, it was located in the
Zócalo, or public square, of the city. After the Spanish
conquest in 1521, however, the sculpture was buried. It
was not until 1790 that it was “discovered” again during
a construction project. Authorities decided to exhibit this
work at the National Palace. In 1964, it was moved to
the National Museum of Anthropology, where you can
still find it today.
4. Discuss the following questions with your classmates:
Type: 
• Do you prefer two-dimensional or
Texture:  three-dimensional artwork? Why?
• Which kind do you think expresses
Materials:  movement better?
• Are there any sculptures in your community?
Commentary:  Describe them.
• If you could add any sculpture you wanted to your

community, what would it look like? What would it
 communicate?


Key

Lines of Research
How big can sculptures made out of LEGOs be?

Find out more about the work of Nathan Sawaya.

Team Up!
Get into teams, go to #KeyConcept
Exhibition, and follow the Nathan Sawaya
instructions.

170 Creative Artist Can analyze a three-dimensional piece of art

 How can we analyze a
Key Words
deeper
static sculpture?
delve
In the previous lesson, you learned how to make a formal analysis of a piece of art,
lying down
including identification, description, and commentary.
meant
resting
Now, we will delve deeper into the details you should consider when analyzing static
static
sculptures. We’ll also explore other elements you can look at to make your evaluation
more complete.

First, observe how the piece was made.

• Volume: This is the quality of having a three-dimensional mass. To analyze

volume, you might ask yourself: Is this sculpture meant to be viewed only from
the front? Or does it have multiple points of view? If you see, for example, that
arms, legs, or other elements point out in different directions to the one the face
is, you are looking at a sculpture with multiple points of view.

• Movement: This is the sense of motion that a sculpture can create, even if it is
still. Some sculptures show figures that are seated or lying down, so they are
said to be resting. Figures that are shown running or walking are considered to
be in dynamic movement.

1. Analyze the texture, volume, and movement

of each sculpture pictured below.

Texture:  Texture:  Texture: 

Volume:  Volume:  Volume: 

Movement:  Movement:  Movement: 

Creative Artist 171

 Here are some other elements that can reveal details unique to each artwork:

• Light: This is how the artist intended for the work to receive light. Light can be homogeneous, totally illuminating
the sculpture, or it can be contrasted, meaning the sculpture only receives light in certain parts.
• Color: Painted or decorated sculptures are polychromic, while those that keep the natural colors of their materials
are non-polychromic.
• Shapes: These can be abstract, when the artist makes their own interpretation of the objects represented
(as we usually see in modern art); or naturalistic, when the artist copies details of nature (as in ancient Greek
and Roman sculptures).
• Elements of expression: When the sculpture shows a naked body, we can evaluate its anatomy; or, if the sculpture
is clothed, we can evaluate the fabrics and textures depicted.

2. Imagine changing the volume, movement, and shape

of the following sculpture. Draw your changes in the
space below. Technology

Michelangelo’s David is one of the most renowned

and admired pieces of artwork in history. This is
because of the way the artist sculpted the muscles
and structures of the human body in great detail.
What materials and tools do you think Michelangelo
used? Do you think it would be easier to sculpt
David now using modern technologies?

3. Use art materials to add polychromy to the

sculptures below.

Work It
Out!
Complete the activity
Museum Visit using
what you’ve learned.

172 Creative Artist

4. Analyze the elements of each sculpture using what
you’ve learned in the last two lessons. 1. Volume: 
2. Movement: 
3. Light: 
4. Color: 
5. Shapes: 
6. Elements of expression: 


7. Type of sculpture: 
8. Texture: 
9. Materials: 

1. Volume: 
2. Movement: 
3. Light: 
4. Color: 
5. Shapes: 
6. Elements of expression: 


7. Type of sculpture: 
8. Texture: 
9. Materials: 
5. Discuss the following questions in teams of three.

• Is it easy or difficult for you to analyze a static

sculpture? Why?
• Do you think it is necessary to be able to touch a
sculpture in order to analyze it? Key
• How fragile do you think sculptures are?
• What other characteristics of static sculptures Lines of Research
could you explore or learn about? Are realistic, lifelike sculptures of great heroes a
thing of the past, or have artists continued to create
sculptures like these?

Team Up! Research Tina Allen.

Get into teams, go to
Scattergories, and follow #KeyConcepts
the instructions. Tina Allen / African-American

Can analyze a static sculpture Creative Artist 173

 How can we analyze a
mobile sculpture?
You can analyze a mobile sculpture in much the same way you would analyze a static
sculpture. In addition to observing details such as volume, color, and texture, you also
observe the movement of the piece.

As you learned in previous lessons, some sculptures are static, meaning they don’t move.
A static sculpture can show a resting figure, or it can simulate movement. A mobile
sculpture, on the other hand, actually moves.
Key Words
art piece Fully mobile sculptures are made
kinetic up of elements that can all move
mobile sculpture freely. Other sculptures have
raindrops some moving parts while the
simulating base remains fixed. These are
wire called mobile sculptures with a
fixed base.

1. Write whether each sculpture below is static or mobile. If it is static, tell if 2. Sculptures usually have a topic,
it is resting or simulating movement. If it is mobile, tell if it is fully mobile or such as mythology, an emotion,
has a fixed base. or a certain person. If you could
make a mobile sculpture for your
school, what would its topic be?
Where would you place it? Write
your answer in the space below.

 

174 Creative Artist

3. Look at each sculpture below. Write whether you think An analysis of a mobile sculpture includes an
it moves naturally or by computer. identification, description, and commentary. When
describing a mobile piece, it is important to understand
and explain how the sculpture moves.

For example, the mobile

sculpture Kinetic
Rain at Singapore’s
airport consists of two
separate plates, one
hanging above the other.
Between the plates are
608 aluminum raindrops
suspended with wire.

A computer program
controls the movement
 of each drop, arranging
 them in shapes such as
airplanes and kites.


 
Other mobile sculptures move naturally with the help
 
of the wind or other elements.
 

 

Work It
Politics Out!
Complete the activity
Aside from being beautiful, art can be a form of Toy Mobiles using what
protest. How do you think a work of art could you’ve learned.
criticize a government?

Creative Artist 175

 4. Fill in the blanks to analyze the following art piece.

Title: The Bucket Fountain

Author: Burren and Keen
Date of completion: 1969
Location: C
 uba Street in Wellington, the capital
of New Zealand

Type of sculpture: 

Type of base: 

Texture: 

Materials: 

Colors: 

How does it move? 

This sculpture consists of a series of buckets that fill

with water until they reach their limit, at which point
they throw water to lower buckets. The fountain was
designed so that the falling water usually drenches
passersby. On windy days, water can fall several meters
away from the fountain.

The Bucket Fountain is a city icon, and people love 5. Discuss the following questions with two classmates.
interacting with it. They sometimes add detergent to
make bubbles. In 2014, for a limited time, the water was • What type of sculpture would you prefer to make, a
turned black and a sign was placed reading “Beware oil static or mobile one?
spill” as a way to protest oil extraction. • What do you find most interesting about
analyzing sculptures?
Comments: • Have you watched a movie or TV series where
sculptures come to life? Which one?


 Key

Lines of Research

What type of sculpture do you think is most common?

Research mobile sculptures.

Team Up! #KeyConcept

mobile sculpture
Get into teams, go to Fire
Sculpture, and follow the
instructions.

176 Creative Artist Can learn the bases to analyze a mobile sculpture
 What materials
Key Words

can I use?
mobile
balance
abstract
interconnected
kinectic
static
Have you ever seen a baby playing with objects hanging above
their crib? If you have, you have seen a mobile. Mobiles are
designed for babies to have fun and interact with colors and
different shapes; mobiles aren’t static. Alexander Calder is one of
Work It the most important mobile artists.
Out!
Baby mobiles and mobile artworks have some things in common.
Use what you’ve learned First, they need balance and movement for the artistic effect the
to complete the activity artist wants. Second, they are made up of different objects, usually
Alexander Calder. abstract shapes, interconnected with wires, strings, metal, or
rods. Things like air currents, a slight touch, or even a small motor
can make them move. Because they move, they are called kinetic
sculptures.

2. Fill in the blanks with the words in bold from the text.

1.              are structures you can

usually find hanging above cribs.

2. What characterizes mobiles is that they need

             and

             to create an artistic effect.

3. They are made of different objects like abstract

shapes              with wires,

1. Discuss the question with a classmate. What materials
were used to create these hanging sculptures? strings, or similar objects.

4.              sculptures are moved

by air currents, touch, or small motors. They do not

remain             .

Creative Artist 177

 Alexander Calder had a curious mind, so he liked to do 4. Look at the piece of art. Identify what it is made of and
experiments. He used wires, wood, and other materials fill in the spaces below with your ideas. There is an
to represent things he found in real life, but he also used example to help you.
abstract shapes and he gave the materials he used his
own meaning in his art.

3. Look at the sculptures. Answer the questions.

a plastic ball

1. What are they?

2. What are they made of?

3. What do you think they mean?

5. Work in groups of four. Follow the instructions.

• Compare your answers from Exercise 4.

• Create a list of what other materials can be used to
create sculptures and what they can represent. For
example, broccoli can be used for hair.
• Share your answers with other groups.

178 Creative Artist

 Like Alexander Calder, other artists have also used
colors and shapes to create abstract art to express their
emotions and ideas.

To know what other people think or feel, we need to

ask them. It is also challenging to understand what a
piece of abstract art represents. When you go to an art
gallery, you can see that the artist has written a short
text to explain their work.

6. Draw a new sculpture using the materials listed in

Exercise 5. 8. Draw the draft of your sculpture representing happiness.
Remember to use the objects you chose in Exercise 7.

7. Look at the objects in the picture. Circle five of them to

create a piece of art that represents happiness.

Team Up!
Get into teams. Go to Sculpture
me and follow the instructions.

Can identify materials to create two-dimensional and

three-dimensional sculptures
Creative Artist 179
 CurioSu s
cientist
• Do other animals have skeletons?
• Diet and healthy bones
• Why muscles expand when a person lifts
weights
• Muscle cramps
• Probiotics
• Digestive diseases
• Organic and inorganic matter
• Protocooperation
• Animal competition
• The adaptations of marine iguanas in the
Galapagos
• The pink planet and other planets that are
known for their color and what they are called
• Salt water lakes Solar and lunar tides
• Isaac Newton
• Magnetism and how it works
• The Brans-Dicke theory of gravitation
• A Treatise on Electricity and Magnetism

180
 Wiseizen
Cit
• Domesticated animals in America
• Cacao beans
• More about the Maya’s contributions
• How the Maya worshipped their gods in
temples
• Lake Texcoco
• Calmecac
• The Templo Mayor
• Symbols in the American flag
• Mountain legends in North America
• The highest peak on each continent
• The countries and territories of North America
• Rivers in South America
• Coffee as a natural resource
• UNICEF and its work protecting children’s
rights around the world
• Red Hand Day
• The 1985 Mexico City earthquake
• The Salt March

181
 C re a t i ve
Artist
• Contemporary art
• Banksy’s importance in the world of street art
• Artistic assemblage
• Recycling
• The work of Vik Muniz
• Alternative materials in art
• Pop art and steampunk art
• Improvisational comedy
• The origins of fairy tales
• American legends
• Triumphal arches
• The Great Sphinx of Giza
• Nicolas Schoffer and his work
• Do you know the artwork The Kiss?
• How big can sculptures made out of LEGOs be?
• Tina Allen
• Mobile sculptures

182