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PARTE
Fichas de trabalho
4
REFORÇO 8 Influência do ambiente nas plantas N.O:
NOME:
1
TURMA:
DATA:
Observa a tabela, que representa três plantas em diferentes estações do ano. Atendendo aos dados da tabela, assinala com uma cruz (X) a opção correcta para cada caso. 1.1 "QMBOUB"ÏVNBQMBOUBy
PLANTA
yEFGPMIBDBEVDB yEFGPMIBQFSTJTUFOUF yRVFQFSEFBQBSUFBÏSFBQBSBSFTJTUJSBPGSJP
ESTAÇÃO QUENTE
ESTAÇÃO FRIA
A
1.2 "QMBOUB#ÏVNBQMBOUBy yEFGPMIBDBEVDB yEFGPMIBQFSTJTUFOUF yRVFQFSEFBQBSUFBÏSFBQBSBSFTJTUJSBPGSJP
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1.3 "QMBOUB$ÏVNBQMBOUBy yEFGPMIBDBEVDB yEFGPMIBQFSTJTUFOUF yRVFQFSEFBQBSUFBÏSFBQBSBSFTJTUJSBPGSJP 2
As plantas não têm todas as mesmas necessidades de água. Observa as plantas seguintes e distribui-as consoante a sua necessidade de água. A
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Classifica as seguintes frases como verdadeiras (V) ou falsas (F). "0QJOIFJSPÏVNBQMBOUBBEBQUBEBBSFHJÜFTTFDBT #0DJQSFTUFÏVNBÈSWPSFEFGPMIBDBEVDB $0NVTHPÏVNBQMBOUBRVFQSFDJTBEFNVJUBMV[ %"TQMBOUBTRVFWJWFNFNMPDBJTNVJUPIÞNJEPTUÐNGPMIBTEFHSBOEFTEJNFOTÜFT &0HMBEÓPMPQFSEFUPEBBQBSUFBÏSFBEVSBOUFBFTUBÎÍPGSJB
122
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PARTE
4
".1-*"±°0 Influência do ambiente nas plantas
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
Classifica as seguintes afirmações como verdadeiras (V) ou falsas (F). ""TQMBOUBTOÍPSFBHFNBPBNCJFOUFRVFBTSPEFJBN #"TQMBOUBTNPWFNTFTFNTFEFTMPDBSFN $"TSBÓ[FTEBTQMBOUBTDSFTDFNOBEJSFDÎÍPEBT[POBTTFDBTEPTPMP %0BHSJÍPÏVNBQMBOUBRVFWJWFFNMPDBJTNVJUPTFDPT
2
Observa as figuras, que representam as mesmas plantas em duas situações diferentes. 2.1 &YQMJDBDPNPDBEBVNBEBTQMBOUBTFTUÈBEBQUBEBËFTUBÎÍPGSJB 7FSÍP A
3
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4
Compara, quanto à necessidade de luz, um girassol e um feto.
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123
PARTE
4 Fichas de trabalho
*/5&(3"±°0 Diversidade nas plantas 1 N.O:
NOME:
1
TURMA:
DATA:
No quadro seguinte estão registadas as características principais da planta do trigo. Completa a coluna da esquerda com os termos, conforme os exemplos. t %JTUSJCVJÎÍP t 5JQPEFQMBOUB
t 'PMIBT t $BVMF
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CARACTERÍSTICAS DO TRIGO Tipo de planta
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Variedades
$MBTTJGJDBEBTTFHVOEPBFTUBÎÍPEPBOPFNRVFDSFTDFNUSJHPEF*OWFSOP TFNFOUFJSB OP0VUPOPFDPMIFJUBOP7FSÍPTFHVJOUF FUSJHPEF1SJNBWFSB TFNFOUFJSBFN.BSÎP FDPMIFJUBOP0VUPOPTFHVJOUF $MBTTJGJDBEBTQFMPDPOUFÞEPFNHMÞUFOUSJHPEVSP FMFWBEPDPOUFÞEPFNHMÞUFO FUSJHP NBDJP FMFWBEPDPOUFÞEPFNBNJEP $VMUJWBEPFNUPEPNVOEP$POTUJUVJBTFHVOEBNBJPSDVMUVSBEFDFSFBJT BTFHVJSBPNJMIP 0HSÍPEFUSJHPÏVNBMJNFOUPCÈTJDPVTBEPQBSBGB[FSGBSJOIB QSJODJQBMDPOTUJUVJOUFEP QÍP OBBMJNFOUBÎÍPEPTBOJNBJTEPNÏTUJDPTFDPNPVNJOHSFEJFOUFOPGBCSJDPEFDFSWFKB
1.1 0TFTRVFNBTTFHVJOUFTNPTUSBNPTUSÐTDFSFBJTNBJTDVMUJWBEPTOPNVOEPPNJMIP PUSJHP FPBSSP["UFOEFOEPËTTVBTDBSBDUFSÓTUJDBT TFMFDDJPOBPRVFSFQSFTFOUBPUSJHP #
A
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PARTE
4
*/5&(3"±°0 Diversidade nas plantas 2
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
Lê as informações sobre as espécies de árvores existentes no nosso país e responde às questões. O castanheiroÏVNB ÈSWPSFEFGPMIBDBEVDB DVKBDPQBQPEFDIFHBSBPT NFUSPTEFEJÉNFUSP "TGPMIBTNFEFNBUÏ DFOUÓNFUSPT TÍPMBSHBT EFOUBEBT NBJTDMBSBT OBQÈHJOBJOGFSJPS "TTFNFOUFT BTDBTUBOIBT FODPOUSBNTFOPJOUFSJPS EFGSVUPTFTQJOIPTPT "TVBNBEFJSBUFN BDUVBMNFOUF HSBOEFWBMPS
A oliveiraÏVNBÈSWPSF FNHFSBM CBJYB EFUSPODP SFUPSDJEP1PTTVJGPMIBT PQPTUBT MBODFPMBEBT FQPOUJBHVEBTDPN QFDÓPMPNVJUPDVSUP EFDPSWFSEFFTDVSB TFNCSJMIP"TGMPSFT TÍPQFRVFOBTFPTGSVUPT BTB[FJUPOBT NFEFN BDN DPOGPSNF BWBSJFEBEF0)PNFN FYUSBJB[FJUFEBTB[FJUPOBT EFTEFB1SÏ)JTUØSJB
O pinheiro-bravo ÏVNBÈSWPSFEFGPMIBT QFSFOFT FNGPSNBEF BHVMIB FNQBSFMIBEBT EFDPSWFSEFFTDVSB SÓHJEBTFHSPTTBT 0USPODPUFNVNBDBTDB FTQFTTB DPNGJTTVSBT "TGMPSFTTÍPQJOIBT DØOJDBT DBTUBOIPDMBSBT RVFOÍPPSJHJOBNGSVUPT NBTMJCFSUBNTFNFOUFT DPNVNBBTB EFTJHOBEB QPSQFOJTDP
A laranjeiraUFNGPMIBT MBODFPMBEBT EFDPSWFSEF CSJMIBOUF0USPODPÏDVSUP FBDPQBBSSFEPOEBEB "TGMPSFTEBMBSBOKFJSBTÍP CSBODBT DFSPTBTDPN DJODPQÏUBMBT 0GSVUPÏFTGÏSJDPFHSBOEF MBSBOKB
FYJTUJOEPEJWFSTBT WBSJFEBEFT
"MUVSBNÈYJNBN
"MUVSBNÈYJNBN
"MUVSBNÈYJNBN
"MUVSBNÈYJNBN
1.1 2VBMEFTUBTÈSWPSFTQPEFBUJOHJSNBJPSQPSUF
1.2 5SBOTDSFWFBTGSBTFTRVFEFTDSFWFNPTGSVUPTEFDBEBÈSWPSFBQSFTFOUBEB "$BTUBOIFJSP
#0MJWFJSB
$1JOIFJSPCSBWP
%-BSBOKFJSB
1.3 $PNPTFDMBTTJGJDBNBTGPMIBTEPQJOIFJSPCSBWPRVBOUPËOFSWBÎÍP
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
125
PARTE
1.4 &OVNFSBBTDBSBDUFSÓTUJDBTEBGMPSEBMBSBOKFJSB
Fichas de trabalho
4
1.5 2VBMEFTUBTÈSWPSFTQPTTVJGPMIBTMBODFPMBEBT DPNQFDÓPMPDVSUPFEFDPSWFSEFNBUF
1.6 $MBTTJGJDBDPNPWFSEBEFJSBT 7 PVGBMTBT ' BTBGJSNBÎÜFTTFHVJOUFT "0QJOIFJSPCSBWPQFSEFBTTVBTGPMIBTOP*OWFSOP #"PMJWFJSBUFNVUJMJEBEFQBSBP)PNFNIÈNVJUPUFNQP $0QFOJTDPÏVNBDBSBDUFSÓTUJDBEBTTFNFOUFTEPQJOIFJSPCSBWP %"TGPMIBTEPDBTUBOIFJSPUÐNBNBSHFNSFDPSUBEB &"DPSPMBEBGMPSEBMBSBOKFJSBÏGPSNBEBQPSVNOÞNFSPQBSEFQÏUBMBT '"PMJWFJSBUFNVNUSPODPBMUPFEJSFJUP 1.7 5 FOEPFNDPOUBBTDBSBDUFSÓTUJDBTEBTGPMIBTFEPTGSVUPTEFTUBTÈSWPSFT MJHBDBEBOPNF ËTSFTQFDUJWBTJNBHFOT
'PMIBT t
t
t
t
t
t «SWPSFT
t $BTUBOIFJSP
t 0MJWFJSB
t 1JOIFJSPCSBWP
t -BSBOKFJSB
1.8 0CTFSWBBJNBHFNEFVNBGMPSEFMBSBOKFJSB #
$
A
1.8.1 *OEJDBPOPNFEFDBEBVNEPTØSHÍPTBTTJOBMBEPT A—
#
1.8.2 $PNPÏDPOTUJUVÓEPPØSHÍP#
1.8.3 3FGFSFBGVOÎÍPEPTØSHÍPT"F$
126
'VOÎÍP"
'VOÎÍP$
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
$
PARTE
4
*/5&(3"±°0 Diversidade nas plantas 3
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
Lê o texto e responde.
%FVNMBEP P"UMÉOUJDP%PPVUSP BSJBEF"WFJSP/B3FTFSWB /BUVSBMEBT%VOBTEF4ÍP+BDJOUP "OHFMJOBKÈOPTFTQFSBQBSBOPT HVJBS QFMPT TFHSFEPT EBT EVOBT 0 QJOIBMCSBWP QMBOUBEP DPN PPCKFDUJWPEFTFHVSBSBTBSFJBT ÏBNPOPDVMUVSBEFpinheiroNBJT CFNDPOTPMJEBEBEB&VSPQB "USBWFTTBNPTVNBQFRVFOBQPOUFEFNBEFJSBF"OHFMJOBGBMB EBTWBMBTEFESFOBHFNRVFGPJOFDFTTÈSJPBCSJS jQPSRVFPpinheiro OÍPHPTUBEFEFNBTJBEBIVNJEBEFx-PHPBEJBOUF BHVJBBSSBODBVNB QFRVFOBQMBOUBj&VTPVVNBEFGFOTPSBEBacáciax TPSSJj"GJOBM FMB GPJJOUSPEV[JEBQBSBBKVEBSOBGJYBÎÍPEFBSFJBTFQBSBBKVEBSBTOBUJWBT BTPCSFWJWFSx.BT DPNPOPVUSPTQPOUPTEPQBÓT BDBCPVQPSJOWBEJSUVEP OVNBDPNQFUJÎÍPUPUBMNFOUFEFTMFBMDPNBTPVUSBTQMBOUBTj"acácia UFNVNBSFTJTUÐODJBFYUSBPSEJOÈSJB NBOUÏNBTTFNFOUFTBEPSNFDJEBT EVSBOUFPUFNQPOFDFTTÈSJPBUÏFODPOUSBSBTDPOEJÎÜFTJEFBJTx "OHFMJOB MPHP BQPOUB j0T tojos TÍP ØQUJNPT GFSUJMJ[BOUFTx 4FHVFTFVNQFRVFOPBSCVTUP Psamouco RVFWFJPEPT"ÎPSFT j'PSBNTFOEPJOUSPEV[JEBTOPWBTFTQÏDJFTBRVJQBSBFOSJRVFDFS BPNÈYJNPPTTPMPTx FYQMJDB "TEJGFSFOUFTFTQÏDJFTEFQMBOUBTWÍPTFTVDFEFOEP TFMWBHFOT&IÈ cogumelosJNFOTPT FOPSNFT BDBTUBOIBEPTFTUFTGVOHPTTÍPØQUJNPT TJOBJTEBTBÞEFEPBNCJFOUF"EJBOUF WFNPTVNcarvalho alvarinho VNamieiro jQSØQSJPEF[POBTIÞNJEBTxj0Tcarvalhos RVFFYJTUFN FNUPEPPTPMPQPSUVHVÐT BQFTBSEPTFVDSFTDJNFOUPMFOUP TÍPØQUJNPT QBSBEFGFOEFSPTpinheirosEFJODÐOEJPTx $IFHBNPTBVNBDMBSFJSB POEFIÈDBTJOIBTRVFGPSBNDPMPDBEBTQBSBBUSBJSPTQÈTTBSPTJOTFDUJDJEBT.BJT VNBWF[ QBSBQSPUFHFSFNPTpinheirosEBBNFBÎBEFQSBHBT 1PVDPEFQPJT WFNPTPGBOUÈTUJDPchoupoDBÓEP DPCFSUPEFmusgoFQFRVFOBTGPMIBTBSFCFOUBS&MFDBJV NBTMPHP BTSBÓ[FTTFBHBSSBSBNËUFSSBQBSBQSPDVSBSPTTFVTOVUSJFOUFT "TcamarinheirasBQBSFDFNOPTËCFJSBEPDBNJOIP/PJOÓDJP BTDBNBSJOIBT GSVUP QBSFDFNVNQPVDP BNBSHBT NBTGBDJMNFOUFHPTUBNPTEPTBCPSFUPSOBTFEJGÓDJMQBSBSj4BCFN BTQMBOUBTDPOUBNOPTIJTUØSJBT FBQSFTFOÎBEBTcamarinheiras RVFHPTUBNCBTUBOUFEFIVNJEBEF RVFSEJ[FSRVFFTUBNPTBBQSPYJNBSOPTEP NBSx1PVDPEFQPJT PVWJNPTPPDFBOPSVHJS"UÏRVFDIFHBNPTBPQJOIBM GFJUPEFÈSWPSFTFOPSNFTFPOEVMBEBT pinheirosDFOUFOÈSJPT RVFUÐNSFTJTUJEPËQSFTTÍPEPWFOUP EBÓBTVBGPSNB
BPTBM BUPEPPUJQPEFDPOEJÎÜFT 1SPWBEJTTPTÍPPTlíquenes RVFTFGPSNBSBNTPCSFPTUSPODPTj²PÞOJDPMVHBSEPQBÓTPOEFDPOUJOVBBFYJTUJS GPSNBÎÍPEFEVOBTx$IFHBNPTBP"UMÉOUJDP Sol BEBQUBEP
1.1 &YQMJDBQPSRVFSB[ÍPy a) yGPJOFDFTTÈSJPBCSJSWBMBTEFESFOBHFN
b) yGPSBNDPMPDBEBTDBTJOIBTQBSBBUSBJSQÈTTBSPTJOTFDUÓWPSPT
c) yPDIPVQPDBÓEPUFNQFRVFOBTGPMIBTBSFCFOUBS
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
127
PARTE
Fichas de trabalho
4
1.2 1SFFODIFDBEBCMPDPDPNPOPNFEPTFSWJWPRVFDPSSFTQPOEFËTDBSBDUFSÓTUJDBTSFGFSJEBTOPUFYUP «SWPSFEFTPMPTTFDPT QMBOUBEB 1MBOUBSFTJTUFOUFRVFJOWBEF BTUFSSBT JNQFEJOEPPDSFTDJNFOUP QBSBUSBWBSPBWBOÎPEBTBSFJBT EFPVUSBTQMBOUBT
&TQÏDJFOBUJWBEPT"ÎPSFT JOUSPEV[JEBQBSBFOSJRVFDFS PTTPMPT
«SWPSFRVFFYJTUFFNUPEP 1MBOUBVUJMJ[BEBQBSBUPSOBSPT PUFSSJUØSJPFRVFDPOUSJCVJQBSB TPMPTNBJTGÏSUFJT FWJUBSBQSPQBHBÎÍPEPTJODÐOEJPT
«SWPSFDBSBDUFSÓTUJDBEF[POBT IÞNJEBT
'VOHPTNVJUP JNQPSUBOUFTQBSB PFRVJMÓCSJPEPT BNCJFOUFT
128
1FRVFOBQMBOUBRVF TFEFTFOWPMWFTPCSF USPODPTFPVUSBT TVQFSGÓDJFTSVHPTBT
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
1MBOUBEF[POBTIÞNJEBT 4FSFTWJWPTRVF DVKPGSVUPÏCSBODP TFEFTFOWPMWFNTPCSF FBNBSHP PTUSPODPTEBTÈSWPSFT UBOUPNBJTRVBOUP NFOPTQPMVÓEBGPS B[POB
PARTE
4
3&'03±0 A célula: unidade dos seres vivos
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
O microscópio é um instrumento muito usado no estudo dos seres vivos. 1.1 2VBMÏPTFOUJEPRVFÏBVYJMJBEPQPSFTUFJOTUSVNFOUP
1.2 $PNQMFUBPRVBESPDPNPTOÞNFSPTEBGJHVSB 1FÎBTEPNJDSPTDØQJP
1
/ÞNFSPEBGJHVSB
1BSBGVTPNJDSPNÏUSJDP 1Ï 0CKFDUJWBT
4
0DVMBS
1BSBGVTPNBDSPNÏUSJDP 6
#SBÎP
7 8
3FWØMWFS
1MBUJOB
-V[ $BOIÍP
2
As figuras representam a mesma preparação microscópica de um tecido observada em dois microscópios. Analisa as imagens e responde. #
A
1
0DVMBS3
0DVMBS3
2.1 $ BMDVMBPQPEFSEFBNQMJBÎÍPEFDBEBNJDSPTDØQJP TBCFOEPRVFBBNQMJBÎÍPEBPCKFDUJWB"ÏEF3 FBEBPCKFDUJWB#ÏEF3 .JDSPTDØQJP"
.JDSPTDØQJP#
2.2 $PNQMFUBBMFHFOEBEBGJHVSB"DPNPTOÞNFSPTDPSSFDUPT .FNCSBOBDFMVMBS
$JUPQMBTNB
/ÞDMFP
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
129
PARTE
3
Classifica as afirmações seguintes como verdadeiras (V) ou falsas (F). ""FTQÏDJFÏPHSVQPRVFQPTTVJNBJPSOÞNFSPEFPSHBOJTNPT #0TTFSFTQMVSJDFMVMBSFTTÍPDPOTUJUVÓEPTQPSNBJTEPRVFVNBDÏMVMB $6NNJDSPTDØQJPÏVNJOTUSVNFOUPRVFTFSWFQBSBBNQMJBSPCKFDUPT %5PEPTPTTFSFTWJWPTTÍPDPOTUJUVÓEPTQPSDÏMVMBT &"BNQMJBÎÍPEPNJDSPTDØQJPPCUÏNTFEJWJEJOEPPWBMPSEBPDVMBSQFMPWBMPSEBPCKFDUJWB
Fichas de trabalho
4
3.1 $PSSJHFBTGSBTFTRVFDPOTJEFSBTUFGBMTBT
4
Estabelece a correspondência entre os termos da coluna 1 e 2. $PMVOB
5
$PMVOB
* 3FJOP
t
t A — Equus caballus
** $MBTTF
t
t #"OJNBM
*** &TQÏDJF
t
t $.BNÓGFSP
Observa os seguintes seres vivos e responde às questões.
1PNCP
4BQP
-BHBSUJYB
4BQBUFJSB
5.1 6 UJMJ[BOEPBDIBWFEJDPUØNJDBEBQÈHJOBEPUFVNBOVBM EFUFSNJOBBDMBTTFEFDBEBVNEPT TFHVJOUFTBOJNBJT3FHJTUB QPSPSEFN PTOÞNFSPTRVFTFHVJTUF
t 1PNCP
t 4BQP
t -BHBSUJYB
$MBTTF $MBTTF $MBTTF
5.2 3FGFSFVNBDBSBDUFSÓTUJDBRVFUFQFSNJUBEJTUJOHVJSBDMBTTFEBMBHBSUJYBEBDMBTTFEPTBQP
5.3 " TBQBUFJSBGB[QBSUFEPGJMPBSUSØQPEFT$POTVMUBBDIBWFEJDPUØNJDBEBQÈHJOBEPUFVNBOVBM FSFGFSFVNBDBSBDUFSÓTUJDBQBSUJDVMBSEFTUFGJMP
130
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
".1-*"±°0 A célula: unidade dos seres vivos
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
O microscópio é um instrumento que tem ajudado os cientistas a estudarem melhor os seres vivos. 1.1 3FGFSFRVBMÏBHSBOEFVUJMJEBEFEPNJDSPTDØQJP
1.2 " TQFÎBTTFHVJOUFTGB[FNQBSUFEBDPOTUJUVJÎÍPEPNJDSPTDØQJP4FMFDDJPOBBTRVFQFSUFODFN ËQBSUFØQUJDBEPNJDSPTDØQJP 1BSBGVTPNJDSPNÏUSJDP 1Ï 0CKFDUJWBT 3FWØMWFS 2
#SBÎP 1BSBGVTPNBDSPNÏUSJDP $BOIÍP
&TQFMIP 0DVMBS 1MBUJOB
As figuras representam observações microscópicas de duas preparações. Analisa-as e responde. #
A
2.1 *OEJDBRVBMEBTGJHVSBT "PV# SFQSFTFOUBTFSFTVOJDFMVMBSFTFKVTUJGJDBBUVBSFTQPTUB
2.2 -ÐBJOGPSNBÎÍPTFHVJOUFFDBMDVMBPQPEFSEFBNQMJBÎÍPEBPCKFDUJWBVTBEBOFTUBPCTFSWBÎÍP
3
t "QSFQBSBÎÍP"FTUÈBNQMJBEB3 t /FTUBPCTFSWBÎÍPVTPVTFVNBPDVMBSDPNBBNQMJBÎÍP3
A figura representa o sistema de classificação actualmente utilizado.
A
3.1 *OEJDBPOPNFEFDBEBVNEPTSFJOPTSFQSFTFOUBEPT A—
#
$
# $
D— D
E— 3.2 3FGFSFVNBDBSBDUFSÓTUJDBQBSUJDVMBSEPSFJOPBTTJOBMBEPDPNBMFUSB"
E
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
131
PARTE
4
Justifica a frase: «O cavalo (Equus caballus) e o burro (Equus asinus) fazem parte da mesma classe e do mesmo género, mas são de espécies diferentes.»
5
Lê o texto e responde.
Fichas de trabalho
4
0TBVUPSFTEPNBOVBMEspécies de Mamíferos do MundoBGJSNBNRVFBEJGFSFOÎBHFOÏUJDBFOUSFMPCPTFDÍFT ÏNFOPSEPRVF PRVFDPOGJSNPVBPQJOJÍPEBDPNVOJEBEFDJFOUÓGJDBEFRVFPMPCPFPDÍPTÍPEPNFTNP HÏOFSPFEBNFTNBFTQÏDJFCanis lupus*TTPTJHOJGJDBRVFPDÍPEPNÏTUJDPTVSHJVEPMPCPFRVFÏ OPNÈYJNP VNBWBSJFEBEFPVVNBTVCFTQÏDJF 1PSDBVTBEJTTP PBOUJHPOPNFDJFOUÓGJDPEPDÍPCanis familiaris EBEPQPS-JOFVFN GPJUSPDBEPQBSB Canis lupus familiaris IUUQQUXJLJQFEJBPSH BEBQUBEP
5.1 &YQMJDBQPSRVFSB[ÍPNVJUPTBVUPSFTEBDPNVOJEBEFDJFOUÓGJDBDPOTJEFSBNRVFPDÍPFPMPCPTÍP NBNÓGFSPTEPNFTNPHÏOFSPFEBNFTNBFTQÏDJF
5.2 $PNPTFSFTPMWFVFTTBBMUFSBÎÍPOBDMBTTJGJDBÎÍPDJFOUÓGJDBEPDÍP
6
Lê o texto e responde.
/BGMPSFTUBEB"NB[ØOJB DJFOUJTUBTEFTDPCSJSBN VNBnova espécie de formiga0JOTFDUPOÍPUFN PMIPT PDPSQPÏQÈMJEPFOBCPDBQPTTVJNBOEÓCVMBT NBJT DPNQSJEBT EP RVF P SFTUP EB DBCFÎB 'PJ FODPOUSBEPVNÞOJDPFYFNQMBSFOUSFBTGPMIBTDBÓEBT OPTPMPNBTBTPCTFSWBÎÜFTTVHFSFNRVFPTFVIBCJUBU ÏTVCUFSSÉOFP"GBMUBEFWJTÍPFBVTÐODJBEFDPSTÍP QJTUBTJNQPSUBOUFT 1PSDPNQBSBÎÍPEBTDBSBDUFSÓTUJDBTEFTUBGPSNJHB DPNBTEFPVUSBTFTQÏDJFTDPOIFDJEBT PTDJFOUJTUBT FTUÍPDPNEJGJDVMEBEFFNJODMVJSFTUBOPWBFTQÏDJF OVNHSVQPUBYPOØNJDPKÈEFGJOJEP 4FSÈRVFUFNEFTFSDSJBEBVNBOPWBTVCGBNÓMJB IUUQXXXTDJFODFOFXTGPSLJETPSHBSUJDMFT BEBQUBEP
Martialis eureka
6.1 3FGFSFEVBTDBSBDUFSÓTUJDBTEFTUBOPWBFTQÏDJFEFGPSNJHB
6.2 *OEJDBVNNPUJWPRVFMFWFPTDJFOUJTUBTBTVHFSJSRVFPIBCJUBUEFTUBGPSNJHBÏTVCUFSSÉOFP
132
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
3&'03±0 Importância da água para os seres vivos
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
As figuras mostram a água em vários estados na Natureza. A
#
$
D
E
F
G
H
1.1 $PNQMFUBPRVBESPBTTJOBMBOEPDPN9PFTUBEPFNRVFTFFODPOUSBBÈHVBFNDBEBVNBEBTTJUVBÎÜFT ESTADO
*NBHFN
4ØMJEP
-ÓRVJEP
(BTPTP
A # $ D E F G H
2
O Pedro deitou um pouco de anilina azul em pó na água e agitou a mistura. No final, verificou que o pó da anilina desapareceu e que a água ficou colorida de azul. Observa os esquemas que mostram o procedimento do Pedro e responde às questões. "OJMJOB
«HVB
«HVBB[VM
2.1 $PNQMFUBBTGSBTFTDPNVNEPTUFSNPTTFHVJOUFT
t 4PMVÎÍP t 4PMWFOUF t 4PMVUP
""ÈHVBÏP
#"BOJMJOBÏP
$"ÈHVBB[VMÏB
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
133
PARTE
2.2 0RVFDPODMVJVP1FESPEFTUBFYQFSJÐODJB 4FMFDDJPOBBSFTQPTUBDPSSFDUB
4 Fichas de trabalho
"BOJMJOBÏVNBTVCTUÉODJBJOTPMÞWFMOBÈHVB "BOJMJOBÏVNBTVCTUÉODJBTPMÞWFMOBÈHVB "ÈHVBÏVNCPNEJTTPMWFOUF 2.3 4FP1FESPDPOUJOVBTTFBEFJUBSBOJMJOBOBÈHVB PRVFÏRVFPCTFSWBSJB
2.4 2VFOPNFUJOIBFTTBOPWBTPMVÎÍP
3
Da seguinte lista de substâncias, selecciona as que são insolúveis na água. "[FJUF "ÎÞDBS $IPDPMBUFFNQØ
4
$BGÏ 'BSJOIB .BOUFJHB
Observa as imagens seguintes e responde às questões. #
A
$
4.1 'B[DPSSFTQPOEFSBDBEBMFUSBVNEPTTFHVJOUFTQSPDFTTPT FIGURA
FILTRAÇÃO
DECANTAÇÃO
FERVURA
A # $
4.2 %PTTFHVJOUFTQSPDFTTPT TFMFDDJPOBPRVFVUJMJ[BSJBTQBSBSFUJSBSTVCTUÉODJBTFNTVTQFOTÍPOBÈHVB 'FSWVSB "EJÎÍPEFTVCTUÉODJBTRVÓNJDBT 5
'JMUSBÎÍP %FTUJMBÎÍP
Observa as figuras e responde às questões. A
#
5.1 3FHJTUBEVBTEJGFSFOÎBTFOUSFBTEVBTQBJTBHFOT
5.2 *OEJDBEVBTDBVTBTRVFQPTTBNUFSMFWBEPËTJUVBÎÍP#
134
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
".1-*"±°0 Importância da água para os seres vivos TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
1
Explica, por palavras tuas, a importância da água para os seres vivos.
2
A Carolina misturou num recipiente sal e água, tendo de seguida agitado a mistura. Observa a figura, que representa o procedimento da Carolina e responde às questões. #
A
4BM
4
$
«HVB
«HVB1TBM
2.1 *OEJDBPRVFSFQSFTFOUBNBTMFUSBT" #F$
A—
#
$
2.2 "TPMVÎÍPPCUJEBOBGJHVSBÏTBUVSBEBPVOÍPTBUVSBEB +VTUJGJDBBSFTQPTUBDPNEBEPTEBGJHVSB
2.3 &YQMJDB QPSQBMBWSBTUVBT PRVFÏVNBTPMVÎÍPTBUVSBEB
3
A figura representa a determinação de duas propriedades da água — o ponto de fusão e o ponto de ebulição. 3.1 $ PNQMFUBBGJHVSBFTDSFWFOEPOPTFTQBÎPT FNCSBODPBTUFNQFSBUVSBTRVFPTUFSNØNFUSPT NBSDBN 3.2 3FGFSFNBJTEVBTQSPQSJFEBEFTEBÈHVBQVSB
4
A Maria e o Tomás recolheram três amostras de água — A, B e C — em locais diferentes, e quiseram analisar algumas das suas propriedades, que registaram no quadro seguinte. PROPRIEDADES "NPTUSBT
$PS
$IFJSP
1BMBEBS
1BSUÓDVMBTFNTVTQFOTÍP
A
-ÓNQJEB
*OPEPSB
"HSBEÈWFM
"VTFOUFT
#
-ÓNQJEB
*OPEPSB
4BMHBEP
"VTFOUFT
$
"DBTUBOIBEB
$PNDIFJSP
/ÍPGPJUFTUBEP
1SFTFOUFT
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
135
PARTE
4.1 2VBMEBTBNPTUSBTQPEFSÈTFSEFÈHVBQPUÈWFM +VTUJGJDBBUVBSFTQPTUB
Fichas de trabalho
4
4.2 0RVFEFWFSJBNGB[FSPTEPJTBNJHPTQBSBFMJNJOBSBTQBSUÓDVMBTFNTVTQFOTÍPOBBNPTUSB$
4.3 " .BSJBTVHFSJVBP5PNÈTRVFFYQFSJNFOUBTTFNPQBMBEBSEBBNPTUSB$&MFSFDVTPVTF $PODPSEBTDPNBQPTJÎÍPEP5PNÈT +VTUJGJDBBUVBSFTQPTUB
5
Lê a notícia e responde.
"TDÉNBSBTUFSÍPEFDPMPDBSOBWJBQÞCMJDB FDPQPOUPTQBSBPTDJEBEÍPTEFJUBSFNPØMFPEFGSJUBS EPNÏTUJDPBUÏ$PNFTUBNFEJEB SFEV[TFPQFSJHP EBDPOUBNJOBÎÍPEPTPMPFEBÈHVBFBVNFOUBTF QPS FYFNQMP BQSPEVÎÍPEFCJPDPNCVTUÓWFJT 0T ØMFPT BMJNFOUBSFT VTBEPT QBSB DP[JOIBS WÍPQBTTBSBTFSDPMPDBEPTOPPMFÍP&TUFTSFTÓEVPT QFSJHPTPT RVFNVJUBTWF[FTTÍPEFJUBEPTQFMPTDBOPT DPOUBNJOBOEPTPMPTFSFDVSTPTIÓESJDPT QBTTBSÍP BTFSSFDPMIJEPTFFODBNJOIBEPTQBSBSFDJDMBHFN "DUVBMNFOUF TÍPQSPEV[JEBTBNJMUPOFMBEBT EFØMFPTVTBEPTFÏPTFDUPSEPNÏTUJDPRVFNBJT DPOUSJCVJQBSBPQSPCMFNB.BTPTFTUBCFMFDJNFOUPT JOEVTUSJBJTFEFSFTUBVSBÎÍPUFSÍPEFSFDJDMBSUBNCÏN PTTFVTSFTÓEVPT IUUQEOTBQPQUJOJDJPQPSUVHBMJOUFSJPS BEBQUBEP
5.1 $PNFTUBOPWBNFEJEB RVBMÏPSFTÓEVPRVFTFQSFUFOEFSFDPMIFSFFODBNJOIBSQBSBSFDJDMBHFN
5.2 5 SBOTDSFWFEPUFYUPBTFYQSFTTÜFTRVFNPTUSBNDPNPFTUFTSFTÓEVPTQPEFNTFSQFSJHPTPTRVBOEP TÍPUSBUBEPTDPNPMJYPDPNVN
5.3 3FGFSFVNFYFNQMPEFBQSPWFJUBNFOUPEFTUFSFTÓEVPBUSBWÏTEBSFDJDMBHFN
5.4 "RVFNTFEJSJHFFTUBNFEJEB 4FMFDDJPOBBPQÎÍPDPSSFDUB ""QFOBTBPTFDUPSEPNÏTUJDP QPSRVFÏPRVFNBJTDPOUSJCVJQBSBPQSPCMFNB #5BOUPBPTFDUPSEPNÏTUJDPDPNPBPTFTUBCFMFDJNFOUPTJOEVTUSJBJTFEFSFTUBVSBÎÍP $"QFOBTBPTFTUBCFMFDJNFOUPTJOEVTUSJBJTFEFSFTUBVSBÎÍP
136
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
REFORÇO 11 Importância do ar para os seres vivos TURMA:
1
Que nome tem a camada gasosa que envolve a Terra?
2
Completa o crucigrama. $PSQPOPFTUBEPHBTPTP 0BSUFNGPSNBy 0BSEJNJOVJEFWPMVNF 0BSOÍPUFNDPS 0BSOÍPUFNHPTUP 0BSOÍPUFNDIFJSP
3
Fichas de trabalho
N.O:
NOME:
DATA:
G A S O S O
Completa o quadro seleccionando as propriedades de cada um dos gases. (ÈT
$PNCVSFOUF
*ODPNCVSFOUF
5VSWBBÈHVBEFDBM
.PEFSBEPSEFDPNCVTUÜFT
0YJHÏOJP %JØYJEPEFDBSCPOP "[PUP
4
Selecciona as condições necessárias à realização de uma combustão. "6NHÈTDPNCVSFOUF #6NHÈTJODPNCVSFOUF $6NBTVCTUÉODJBDPNCVTUÓWFM %6NBTVCTUÉODJBJODPNCVTUÓWFM &5FNQFSBUVSBBEFRVBEB
5
As imagens representam uma experiência realizada numa aula de Ciências da Natureza para estudar a composição do ar. #
A
'BTFJOJDJBM
'BTFGJOBM
5.1 0RVFPCTFSWBTUFOBGBTFGJOBMEBFYQFSJÐODJB
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
137
PARTE
5.2 $PNQMFUBBTGSBTFTTFMFDDJPOBOEPBPQÎÍPDPSSFDUBQBSBDBEBVNB
4 Fichas de trabalho
""WFMBBQBHPVTFQPSRVFDPOTVNJVPy yB[PUP yWBQPSEFÈHVB
#/BGBTFGJOBM BÈHVBTVCJVOPJOUFSJPSEBDBNQÉOVMBQPSRVFGPJPDVQBSPMVHBSEPy yB[PUP yWBQPSEFÈHVB
yPYJHÏOJP yEJØYJEPEFDBSCPOP
$/BGBTFGJOBM BTQBSFEFTEBDBNQÉOVMBGJDBSBNFNCBDJBEBTQPSRVFIPVWFMJCFSUBÎÍPEFy yB[PUP yWBQPSEFÈHVB
6
yPYJHÏOJP yEJØYJEPEFDBSCPOP
yPYJHÏOJP yEJØYJEPEFDBSCPOP
Observa as figuras. #
A
$
D
6.1 *EFOUJGJDBRVBMÏPHÈTRVFFTUÈBTFSVTBEPFNDBEBTJUVBÎÍP A— 7
$
# D—
Lê a seguinte notícia.
2VFNWJWFOPDBNQP RVBOEPDIFHBBDJEBEFTDPNP-JTCPBPV1PSUP TFOUFMPHPBEJGFSFOÎBEPBSRVF SFTQJSB0BSÏNBJTjQFTBEPx DIFJSBBGVNPEPTUVCPTEFFTDBQFEPTBVUPNØWFJT EBTGÈCSJDBT FOGJN BDBCPV EFFOUSBSOVNBNCJFOUFVSCBOPQPMVÓEP*TUPQBSBRVFNWJWFOPDBNQP2VFNNPSBOBTHSBOEFTDJEBEFTIÈ NVJUPRVFTFIBCJUVPVËQPMVJÎÍPBUNPTGÏSJDB0RVFFTUBTQFTTPBTEFTDPOIFDFNÏRVFBRVBMJEBEFEPBS ÏNFEJEBEJBSJBNFOUFF DPOIFDFOEPPBSRVFSFTQJSBNPT ÏQPTTÓWFMFWJUBSDSJTFTEFBTNB BMFSHJBTFPVUSBT EPFOÎBTEPGPSPSFTQJSBUØSJP BMÏNEPBRVFDJNFOUPHMPCBMy IUUQXXXOBUVSBMJOLTBQPQU(BEBQUBEP
7.1 0RVFQFOTBTTPCSFBRVBMJEBEFEPBSOBTHSBOEFTDJEBEFT
7.2 4VCMJOIBOPUFYUPEVBTDBVTBTEBQPMVJÎÍPBUNPTGÏSJDBOBTDJEBEFT 7.3 *OEJDBEVBTEPFOÎBTPSJHJOBEBTQFMBQPMVJÎÍPBUNPTGÏSJDB
7.4 3FGFSFEVBTGPSNBTEFFWJUBSBQPMVJÎÍPBUNPTGÏSJDB
138
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
".1-*"±°0 Importância do ar para os seres vivos TURMA:
DATA:
1
Refere duas vantagens da existência da atmosfera para os seres vivos.
2
A figura representa uma experiência realizada numa aula de Ciências. Procedimento: "DFOEFSBNUSÐTWFMBTJHVBJT" #F$ *OWFSUFSBNTF BPNFTNPUFNQP EPJTGSBTDPTEFUBNBOIPT EJGFSFOUFTTPCSFBTWFMBT#F$
Fichas de trabalho
N.O:
NOME:
#
A
$
Observação: "WFMB"NBOUFWFTFBDFTBEVSBOUFUPEBBFYQFSJÐODJB "WFMB#GPJBQSJNFJSBBBQBHBSTF "WFMB$EFNPSPVNBJTUFNQPBBQBHBSTF 2.1 &YQMJDBQPSRVFSB[ÍPTFBQBHBSBNBTWFMBT#F$
2.2 1PSRVFSB[ÍPBWFMB$EFNPSPVNBJTUFNQPBBQBHBSTF
2.3 2VBJTGPSBNPTDPOTUJUVJOUFTEPBSRVFGJDBSBNEFOUSPEPTGSBTDPTEFQPJTEFBTWFMBTTFBQBHBSFN
3
Observa as imagens e completa as frases. #
A
«HVBPYJHFOBEB 1 %JØYJEPEFNBOHBOÐT
"S
"/BGJHVSB" PGØTGPSPNBOUÐNTFBDFTPQPSRVF
#/BGJHVSB# PGØTGPSPBQBHPVTFQPSRVF
$"QSPQSJFEBEFEPPYJHÏOJPRVFKVTUJGJDBFTUBTJUVBÎÍPÏ
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
139
PARTE
4
Completa o quadro com os termos adequados. 0YJHÏOJP
Fichas de trabalho
4
*OTVGJDJÐODJBTSFTQJSBUØSJBT
'BCSJDPEFCFCJEBTHBTFJGJDBEBT &YUJOUPSFTEFJODÐOEJPT
5
'FSUJMJ[BOUFTEPTPMP
Lê com atenção o seguinte texto.
"QPMVJÎÍPBUNPTGÏSJDBQSPWPDBEBQFMBTGÈCSJDBTFQFMPTBVUPNØWFJTÏBHSBOEFDBVTBEPSBEBTDIVWBT ÈDJEBT RVFQFSJPEJDBNFOUFBUJOHFNPTQBÓTFTJOEVTUSJBMJ[BEPT$FSUPTQPMVFOUFTTÍPMBOÎBEPTOBBUNPTGFSB FBÓTPGSFNVNBUSBOTGPSNBÎÍPRVÓNJDB WPMUBOEPQBSBB5FSSBTPCBGPSNBEFDIVWBTBDJEJGJDBEBT EFTUSVJOEPBGBVOB FBGMPSB EBOJGJDBOEPGMPSFTUBTFBUÏFEJGÓDJPTy 5.1 3FHJTUBBTEVBTDBVTBTEFQPMVJÎÍPBUNPTGÏSJDBSFGFSJEBTOPUFYUP
5.2 $PNBBKVEBEPUFYUP EJ[DPNPTFGPSNBNBTDIVWBTÈDJEBT
5.3 4VHFSFEVBTGPSNBTEFFWJUBSBTDIVWBTÈDJEBT
6
Lê a seguinte notícia.
1BSUJOEPEFVNNBUFSJBMEFTFOWPMWJEPQPSQFTRVJTBEPSFTKBQPOFTFT FOHFOIFJSPT IPMBOEFTFTFTUÍPBDSJBSBQSJNFJSBFTUSBEBWFSEF DBQB[EFFMJNJOBSEBBUNPTGFSB BQPMVJÎÍPFNJUJEBQFMPTWFÓDVMPTRVFOFMBTFNPWJNFOUBN .BJT DPOIFDJEPT QFMB TJHMB NOx PT ØYJEPT EF OJUSPHÏOJP FTUÍP FOUSF PTQJPSFTHBTFTQPMVFOUFTFNJUJEPTOBBUNPTGFSB TFOEPPTQSJODJQBJTSFTQPOTÈWFJT QFMBDIBNBEBDIVWBÈDJEB 0DJNFOUPQVSJGJDBEPSEFBSSFDFCFOBTVBGØSNVMBVNBEJUJWPËCBTFEFEJØYJEP EFUJUÉOJP2VBOEPFYQPTUPËMV[EP4PM PNBUFSJBMSFBHFDPNPTØYJEPTEFOJUSPHÏOJP USBOTGPSNBOEPPTFNOJUSBUPT RVFTÍPJOPGFOTJWPTBPNFJPBNCJFOUF#BTUBVNB DIVWBQBSBRVFUPEPPQØJOFSUFTFKBMBWBEPFBFTUSBEBGJRVFMJNQBEFOPWP IUUQPCMPHWFSEFCMPHTTBQPQU BEBQUBEP
6.1 0RVFÏVNBjFTUSBEBWFSEFx
6.2 1PSRVFSB[ÍPMIFUFSÍPEBEPFTUFOPNF
6.3 $PNPGVODJPOBPDJNFOUPEFTUBTFTUSBEBT
140
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
3&'03±0 As rochas, o solo e os seres vivos TURMA:
DATA:
1
Explica, por palavras tuas, o que é uma rocha.
2
Observa as figuras seguintes que representam duas rochas — A e B — com o registo das suas propriedades. #
A
t t t t
Fichas de trabalho
N.O:
NOME:
3PDIBEFDPSDMBSBFDPNHSÍPTCFNWJTÓWFJT $POTUJUVÓEBQPSHSÍPTVOJEPT NBDJÎB 2VBOEPCBGFKBEB OÍPDIFJSBBCBSSP /ÍPGB[FGFSWFTDÐODJBDPNPTÈDJEPT
t t t t
3PDIBEFDPSWBSJÈWFMFTFNHSÍPTWJTÓWFJT $POTUJUVÓEBQPSHSÍPTVOJEPT NBDJÎB 2VBOEPCBGFKBEB DIFJSBBCBSSP /ÍPGB[FGFSWFTDÐODJBDPNPTÈDJEPT
2.1 *EFOUJGJDB EBTQSPQSJFEBEFTSFGFSJEBT BTRVFQFSNJUFNEJTUJOHVJSBTSPDIBT"F#
2.2 6 UJMJ[BOEPBDIBWFEJDPUØNJDBEBQÈHJOBEPUFVNBOVBM DMBTTJGJDBDBEBVNBEBTSPDIBT SFHJTUBOEP EFNPEPPSEFOBEP PTOÞNFSPTEBDIBWFRVFTFHVJTUF
3PDIB"
/ÞNFSPTEBDIBWF
3PDIB#
/ÞNFSPTEBDIBWF
2.3 "TSPDIBTTÍPVUJMJ[BEBTQFMP)PNFNQBSBWÈSJBTGJOBMJEBEFT
3FGFSFEVBTVUJMJEBEFTQPTTÓWFJTEBTSPDIBTSFQSFTFOUBEBTQFMBTMFUSBT"F#
3PDIB"
3PDIB#
2.4 .FODJPOBVNBSFHJÍPEPOPTTPQBÓTPOEFQPEFTFODPOUSBSFNBCVOEÉODJBDBEBVNBEFTUBTSPDIBT
3PDIB"
3PDIB# %&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
141
PARTE
3
Completa o crucigrama.
3PDIBVUJMJ[BEBQBSBGB[FSQFÎBTEFPMBSJB .JOFSBMVUJMJ[BEPOPGBCSJDPEFBMHVOTSFMØHJPT 3PDIBRVFGB[FGFSWFTDÐODJBDPNPTÈDJEPT 1SPQSJFEBEFEBTSPDIBT 3PDIBNVJUPBCVOEBOUFOPBSRVJQÏMBHPEPT"ÎPSFT 6NEPTNJOFSBJTDPOTUJUVJOUFTEPHSBOJUP
Fichas de trabalho
4
4
R O C H A S
Observa a figura, que representa o perfil de um solo, e responde. 4.1 $PNQMFUBBMFHFOEBEBGJHVSB 1
)PSJ[POUF" )PSJ[POUFPVNBOUBNPSUB 3PDIBNÍF )PSJ[POUF$ )PSJ[POUF#
4.2 *OEJDBFNRVFIPSJ[POUFTÏQPTTÓWFMFODPOUSBSNBJPSRVBOUJEBEFEF a) NBUFSJBJTPSHÉOJDPT
b) NJOFSBJT 5
Identifica o tipo de solo representado em cada uma das imagens. A
6
#
A drenagem é um dos processos de correcção do solo. Selecciona a frase que indica o seu significado. "&OSJRVFDFPTPMPFNÈHVB #3FNFYFPTPMPUSB[FOEPËTVQFSGÓDJFBTDBNBEBTNBJTQSPGVOEBT $4FSWFQBSBSFUJSBSEPTPMPBÈHVBFNFYDFTTP %"EJDJPOBTVCTUÉODJBTBPTPMPRVBOEPFTUFÏQPCSFFNTVCTUÉODJBTNJOFSBJT
7
Selecciona as medidas correctas para a conservação de um solo. "1MBOUBSÈSWPSFTFN[POBTQPVDPBSCPSJ[BEBT #1SBUJDBSVNUJQPEFBHSJDVMUVSBDPNDVMUVSBTJOUFOTJWBT $6UJMJ[BSBEVCPTRVÓNJDPTFNWF[EFFTUSVNF %$PMPDBSNBJTQPTUPTEFWJHJBOBTGMPSFTUBT &5SBUBSDPOWFOJFOUFNFOUFEPTMJYPT '6UJMJ[BSBJODMJOBÎÍPEPTUFSSFOPTQBSBDVMUJWP
142
4
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
4
".1-*"±°0 As rochas, o solo e os seres vivos
1
TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
Observa a figura, que representa uma amostra de granito, e responde. 1.1 & YQMJDB QPSQBMBWSBTUVBT QPSRVFSB[ÍPPHSBOJUPÏDPOTJEFSBEP VNBSPDIB
2
O Diogo colheu uma amostra de rocha com as seguintes características: t $PSFTDVSB t $POTUJUVÓEBQPSHSÍPTVOJEPT NBDJÎB t 'PSUFNFOUFMBNJOBEB 2.1 6 UJMJ[BOEPBDIBWFEJDPUØNJDBEBQÈHJOBEPUFVNBOVBM DMBTTJGJDBBSPDIB SFHJTUBOEP EFNPEP PSEFOBEP PTOÞNFSPTEBDIBWFRVFTFHVJTUF
/ÞNFSPTEBDIBWF
3PDIB
2.2 3FGFSFEVBTQPTTÓWFJTVUJMJEBEFTEBSPDIBRVFBDBCBTUFEFJEFOUJGJDBS
3
Observa as figuras, que representam diversas fases da formação de um solo. A
#
$
D
4 1
3.1 6UJMJ[BOEPBTMFUSBTEBTGJHVSBT PSEFOBBT EFGPSNBBUSBEV[JSBTFRVÐODJBDPSSFDUBEPTBDPOUFDJNFOUPT
3.2 'B[BMFHFOEBEBGJHVSB% 1—
4—
3.3 *OEJDBRVBMÏBPSJHFNEBNBUÏSJBNJOFSBMQSFTFOUFOPTPMP
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
143
PARTE
3.4 0TPMPSFQSFTFOUBEPQPEFTFSDMBTTJGJDBEPDPNPVNTPMPNBEVSP
4 Fichas de trabalho
3.4.1 +VTUJGJDBBUVBSFTQPTUB
3.5 %JTUJOHVFTPMPQSJNJUJWPEFTPMPNBEVSP
4
Observa com atenção os gráficos seguintes, que se referem à composição de três solos diferentes, e responde. A 50% Água
25% Matéria orgânica
#
$ 50% Ar
25% Matéria mineral
25% Água
50% Matéria mineral (areia)
46% Matéria mineral
25% Ar
4% Matéria orgânica
4.1 2VBMEPTTPMPT" #PV$ÏCPNQBSBBBHSJDVMUVSB 4.1.1 +VTUJGJDBBUVBSFTQPTUB
4.2 *OEJDBPTPMPNBJTQFSNFÈWFM 4.2.1 +VTUJGJDBBUVBSFTQPTUB
5
Relaciona cada um dos problemas do solo com o processo de melhoramento a utilizar. 1SPCMFNBT EPTPMP
6
144
1SPDFTTP EFNFMIPSBNFOUP
0TPMPFTUÈTFNÈHVB
t
t ""EJÎÍPEFBSFJB
0TPMPFTUÈTFNBS
t
t #3FHB
0TPMPFTUÈTFNNBUÏSJBPSHÉOJDB
t
t $"EVCBÎÍP
0TPMPÏQPVDPQFSNFÈWFM
t
t %"EJÎÍPEFBSHJMB
0TPMPUFNÈHVBFNFYDFTTP
t
t &%SFOBHFN
0TPMPÏNVJUPQFSNFÈWFM
t
t '-BWSB
Nas margens do rio Douro, onde o terreno é muito inclinado, é possível observar culturas em socalcos. Explica qual é a vantagem deste tipo de culturas.
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
"35*$6-"±°0 Ciências da Natureza — Português 1 TURMA:
Fichas de trabalho
N.O:
NOME:
4
DATA:
As Ciências estão presentes na literatura… Irene Lisboa
GPSNBEBQFMB&TDPMB/PSNBM1SJNÈSJBEF-JTCPB GF[ FTUVEPTOB#ÏMHJDB FN'SBOÎBFOB4VÓÎBGPJQSPGFTTPSBEP&OTJOP*OGBOUJMFEFQPJT JOTQFDUPSBPSJFOUBEPSB'PJVNBQFEBHPHBDPNJEFJBTBWBOÎBEBTQBSBBÏQPDB "PMPOHPEBTVBWBTUBPCSB FTDSFWFVMJUFSBUVSBQBSBDSJBOÎBTFKPWFOT UFYUPT EFQFEBHPHJB DSØOJDBTFOPWFMBT 1
O texto seguinte é um excerto da obra Uma Mão Cheia de Nada, Outra de Coisa Nenhuma, de Irene Lisboa. Lê e responde, utilizando os teus conhecimentos de Ciências da Natureza. Interpreta e explora o texto de acordo com as orientações dos teus professores de Português e/ou de Estudo Acompanhado.
"SJCFJSBUPSOBSBTFGVOEB2VFNFEPOIPTÓUJP$PNFÎBWBNFBQBSFDFSGPSBEPNVOEP.BTBÈHVBJB DPOUJOVBOEPBGPSNBSUSBODFMJOT RVFPSBTFEJWJEJBN PSBTFKVOUBWBN&FVBBWBOÎBSy1FMBSJCFJSBBDJNB PT FOPSNFTQFESFHVMIPTRVFBPCTUSVÓBNUJOIBNEFTFSSPEFBEPTBDVTUP1PSÏN BTFHVJSFSBTFNQSFOPWP VNB DPJTBRVFFVOÍPFTQFSBWBy1BSBWBVNQPVDP"TMBHBSUJYBTUBNCÏNNFTPCSFTTBMUBWBN0VWJBTFQSJNFJSP VNBSFTUPMIBEB2VFTFSJB &TØEFQPJTÏRVFTFWJBNDPSSFS-BHBSUJYBTHSBOEFT RVBTFDPNPMBHBSUPT®TWF[FT UBNCÏNNFQBTTBWBNCPSCPMFUBTËGSFOUF "DFSUBBMUVSBEFJDPNVNQFHPNBJPSFEFJYFJNFGJDBSBPMIÈMP"ÈHVBUFNPQPEFSEFNFGBTDJOBS DSFJP RVFKÈEJTTF$FOUPTEFCJDIJOIPTQSFUPT QFSOBMUBT DPSSJBNOFMBWFSUJHJOPTBNFOUF&SBVNQFHPUSBORVJMPF TPNCSJP"RVFMFTCJDIJOIPTQBSFDJBNEPJEPTQBSBWBNEFSFQFOUF EFQPJTUPSOBWBNBPTFVEFTBUJOPQBSBWBNEF OPWPy$IBNBWBNTFBMGBJBUFT&YDJUFJPTDPNVNQBV[JOIP7FJPPTPMEBSNFOBTNÍPT TØVNMFWFSBJPEFTPM 2VFCPOJUPRVFUVEPBRVJMPFSB"DIBMSBEBEBÈHVB VNBFTQÏDJFEFDIPSPPVRVFJYBRVFOÍPUJOIBEFTDBOTP UPSOPVNFBBUSBJS "ÈHVBDIPSBQVTNFFVBEJ[FSEFNJNQBSBNJN&ÏRVFDIPSB %VBTSPMBTHPSEJOIBTWJFSBNCFCFSËSJCFJSB*BVNCBOEPEFMBTBMÈQPSDJNB MÈUÍPFNDJNB "ÈHVBDIPSB DPOUJOVBWBFVQFOTBOEP TFOUBEPDPNPUBMQBV[JOIPOBNÍP BFYDJUBSPTBMGBJBUFT RVFGVHJBN 1PSGJNEFTWJFJPTPMIPTEPQFHPFDPNFDFJBWFSSPEFMBTEFMV[1FOTFJFNDPOUJOVBSBTVCJS NBTBDIFJRVFOÍP QPEJBNBJT0OEFFTUBSJBFV 0OEFUFSJBKÈDIFHBEP IRENE LISBOA Uma Mão Cheia de Nada, Outra de Coisa Nenhuma &EJUPSJBM1SFTFOÎB
1.1 &OVNFSBPTNBUFSJBJTUFSSFTUSFTSFGFSJEPTOPUFYUP
1.2 2VFBNCJFOUFFTUÈEFTDSJUPOPUFYUP
1.3 %ÈFYFNQMPEFVNBOJNBMDJUBEPOPUFYUPQBSBDBEBVNEPTHSVQPTTFHVJOUFT
"WFT
3ÏQUFJT
*OTFDUPT
1.4 2VBJTTÍPBTDBSBDUFSÓTUJDBTEPDPSQPEPTBMGBJBUFTRVFPUFYUPSFGFSF
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
145
PARTE
Fichas de trabalho
4
"35*$6-"±°0 Ciências da Natureza — Português 2 NOME:
N.O:
TURMA:
DATA:
As Ciências estão presentes na literatura… Michel Tournier OBTDFVFN1BSJT4FHVJVPDVSTPEF'JMPTPGJB FUSBCBMIPVFNSÈEJP1SPDVSBFOHMPCBSBMHVOTGJMØTPGPTOPTTFVTDPOUPT FIJTUØSJBT DPNPSexta-feira ou Vida SelvagemFNRVFSFUSBUB3PCJOTPO $SVTPF²DPOTJEFSBEPVNBVUPSEFDSJBOÎBTFDPOTJEFSBRVFBTTVBT PCSBT UÐN UBOUP NBJT WBMPS RVBOUP NFOPS GPS B JEBEF EPT TFVT MFJUPSFT 1
O texto seguinte é um excerto da obra Sexta-Feira ou Vida Selvagem, de Michel Tournier. Lê e responde, utilizando os teus conhecimentos de Ciências da Natureza. Interpreta e explora o texto de acordo com as orientações dos teus professores de Português e/ou de Estudo Acompanhado.
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"35*$6-"±°0 Ciências da Natureza — Português 3 TURMA:
Fichas de trabalho
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As Ciências estão presentes na literatura… Isabel Allende EFOBDJPOBMJEBEFDIJMFOB USBCBMIPVDPNPKPSOBMJTUB FFTDSJUPSBEFTEFPTBOPT1VCMJDPVPTFVQSJNFJSPSPNBODF PTVDFTTPNVOEJBM A Casa dos Espíritos FN0TTFVTMJWSPTFTUÍPUSBEV[JEPTFNNBJTEFJEJPNBT FDPOTUJUVFNVNDBTPÓNQBSEFTVDFTTP.VJUPTGPSBNBEBQUBEPTBPDJOFNB UFBUSP ØQFSBFballet. 1
O texto seguinte é um excerto da obra O Bosque dos Pigmeus, de Isabel Allende. Lê e responde, utilizando os teus conhecimentos de Ciências da Natureza. Interpreta e explora o texto de acordo com as orientações dos teus professores de Português e/ou de Estudo Acompanhado.
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1.1 2VBMÏBNBUÏSJBQSJNBEPWJOIPEFQBMNB CFCJEPQFMPTCBOUPT
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"35*$6-"±°0 Ciências da Natureza — Português 4 N.O:
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As Ciências estão presentes na literatura… Robert Louis Stevenson OBTDFVFN&EJNCVSHP OB&TDØDJB POEF FTUVEPV%JSFJUP NBTOVODBDIFHPVBFYFSDFS'PJQPFUB FOTBÓTUB BVUPSEFSPNBODFT FMJWSPTEFWJBHFOT NBTPMJWSPRVFPJNPSUBMJ[PVGPJA Ilha do Tesouro QVCMJDBEP FN 1
O texto seguinte é um excerto da obra A Ilha do Tesouro, de Robert Louis Stevenson. Lê e responde, utilizando os teus conhecimentos de Ciências da Natureza. Interpreta e explora o texto de acordo com as orientações dos teus professores de Português e/ou de Estudo Acompanhado.
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148
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"35*$6-"±°0 Ciências da Natureza — Matemática 1 TURMA:
Fichas de trabalho
N.O:
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As Ciências e a Matemática são inseparáveis… 1
Lê a informação seguinte, observa a tabela e responde. 3FMFNCSBRVFUSFQSFTFOUBBVOJEBEFEFNBTTBUPOFMBEB ULH
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"35*$6-"±°0 Ciências da Natureza — Matemática 2 N.O:
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As Ciências e a Matemática são inseparáveis… 1
Lê o texto seguinte, observa os dados, compara e responde.
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Lê o texto, e responde às questões.
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A barata é campeã de velocidade entre os animais. Pode percorrer um metro por segundo, o que, tendo em conta o seu tamanho, num homem equivaleria a correr a 150 km/hora. 3.1 $BMDVMBNFOUBMNFOUF a) PTNFUSPTRVFVNBCBSBUBQFSDPSSFOVNNJOVUP b) OVNBIPSB
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"35*$6-"±°0 Ciências da Natureza — Matemática 3 N.O:
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As Ciências e a Matemática são inseparáveis… 1
A água é um bem que faz parte do nosso dia-a-dia. Abrimos uma torneira e corre com abundância, olhamos em redor e aí a vemos no rio, no mar ou na chuva que cai. De facto, na superfície da Terra há enormes quantidades de água, mas quase toda é salgada. Analisa o gráfico ao lado e, para teres uma ideia mais concreta desta diferença, responde às questões.
Água doce 2,8% Água salgada 97,2%
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"35*$6-"±°0 Ciências da Natureza — Matemática 4 TURMA:
Fichas de trabalho
N.O:
NOME:
DATA:
As Ciências e a Matemática são inseparáveis… 1
Lê a informação apresentada de seguida e responde às questões.
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153
PARTE
Fichas de trabalho
4
$0.&.03"±°0 4 de Outubro: Dia Mundial dos Animais O cão é o melhor amigo do Homem.
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154
Observa as imagens e regista em cada espaço o artigo da Declaração Universal dos Direitos dos Animais que mais se relaciona com cada uma das situações.
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2
Muitos elefantes têm sido abatidos por caçadores furtivos ao longo de décadas, com o objectivo único de retirar as presas, que atingem preços altíssimos no mercado negro. Observa a imagem e diz o que pensas desta situação.
3
Faz uma pesquisa sobre o tráfico (comércio ilegal) de animais selvagens. Apresenta as tuas conclusões em folheto ou cartaz. Podes pesquisar em http://www.sosanimal.com/ ou http://www.renctas.org.br/pt/home/
4
Antes de cada Verão é hábito passar na televisão uma campanha sobre o abandono de animais domésticos.
4 Fichas de trabalho
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5
Tens animais de estimação? Ou gostarias de ter? Então, segue algumas recomendações para seres um/a dono/a responsável e amigo/a. /ÍPEFJYFTPUFVBOJNBMJSËSVBTP[JOIP-FWBPTFNQSFDPNUSFMB 3FDPMIFBTGF[FTEPUFVBOJNBMRVBOEPPMFWBTBQBTTFBSOBSVBMFWBVNTBDP EFQMÈTUJDP FOGJBBNÍPDPNPVNBMVWB SFDPMIFBTGF[FTFWJSBPBPDPOUSÈSJP 'PSOFDFMIFÈHVBMJNQB BMJNFOUBÎÍPEFRVBMJEBEFFVNMPDBMBEFRVBEPQBSB EPSNJS 7BDJOBP TFHVJOEPPTDPOTFMIPTEPWFUFSJOÈSJP "TTFHVSBBTVBIJHJFOF 5SBUBPDPNSFTQFJUPFDBSJOIP 'POUFIUUQEJSFJUPTEPTBOJNBJTOPTBQPQUJOEFYIUN BEBQUBEP
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Fichas de trabalho
4
$0.&.03"±°0 16 de Novembro: Dia Nacional do Mar «Que inapropriado chamar Terra a este planeta, quando é evidente que deveria chamar-se Oceano.» ARTHUR C. CLARKE
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t / BÏQPDBEPT%FTDPCSJNFOUPT BMJHBÎÍPEF1PSUVHBMBPNBSNBSDPV B)JTUØSJBEF1PSUVHBMFPinício da globalizaçãoOP.VOEP QPJT BTUSPDBTDPNFSDJBJT DVMUVSBJT DJFOUÓGJDBTFUFDOPMØHJDBTQSPNPWFSBN PEFTFOWPMWJNFOUPEPOPTTPQBÓTFBUSBOTNJTTÍPEFDPOIFDJNFOUPTFOUSF PTQPWPT t 0TNBSFTFPDFBOPTSFQSFTFOUBNIPKFy yVNNFJPEFDPNVOJDBÎÍPFEFUSBOTQPSUFFTTFODJBM yVNBGPOUFEFBMJNFOUPTFGÈSNBDPT EFFOFSHJBFEFSFDVSTPTHFPMØHJDPT yVNJNQPSUBOUFGBDUPSEFCFNFTUBSFRVBMJEBEFEFWJEBEBTTPDJFEBEFT yVNJNQPSUBOUFBHFOUFOBSFHVMBÎÍPEPDMJNB OBSFUFOÎÍPEFEJØYJEP EFDBSCPOPFOBQSPEVÎÍPEFPYJHÏOJP OBSFDJDMBHFNFBSNB[FOBNFOUP EFQPMVFOUFT t /PFOUBOUP IÈBNFBÎBTFSJTDPTRVFBGFDUBNBT[POBTDPTUFJSBT PBNCJFOUFNBSJOIPFBTVBCJPEJWFSTJEBEFPTBDJEFOUFTNBSÓUJNPT BQPMVJÎÍPNBSJOIB BTBDUJWJEBEFTJMÓDJUBT DPNPBQFTDBJMFHBM FBTBMUFSBÎÜFTDMJNÈUJDBT1PSJTTP ÏOFDFTTÈSJPEFTDPCSJSOPWBTGPSNBT EFDPPQFSBÎÍPJOUFSOBDJPOBMFEFHFTUÍPEPTSFDVSTPTNBSJOIPTEFDBEBQBÓT Uma grande área marítima representa uma grande riqueza, mas também um grande desafio para Portugal! 156
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Por que razão é que Arthur C. Clarke, autor de obras de divulgação científica, considera que é inapropriado chamar Terra a este planeta?
2
Se a área do território nacional de Portugal é cerca de 90 000 km2, calcula a área marítima que actualmente está sob a responsabilidade do nosso país.
3
Enumera três ameaças que afectam os oceanos.
4
Debate com os teus colegas o significado das expressões destacadas na informação da página anterior.
5
Pinta as figuras que representam benefícios que os oceanos proporcionam ao Homem e completa a legenda de cada uma com termos ou expressões retirados da informação da página anterior.
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4 Fichas de trabalho
1
157
PARTE
Fichas de trabalho
4
$0.&.03"±°0 21 de Março: Dia Mundial da Floresta O maior carvalho saiu de uma bolota!
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São o habitat de diversos animais e plantas, com um papel muito importante no equilíbrio da fauna e da flora.
São um factor de moderação do clima e retêm a água das chuvas no solo, o que evita inundações e controla a humidade. São um espaço de lazer para actividades em contacto com a Natureza: passeios, caminhadas, observação de plantas e animais.
Protegem os solos da erosão, pois reduzem o impacto dos ventos e das chuvas fortes.
São uma fonte importante de produtos como madeiras, alimentos e combustíveis (os resíduos florestais, chamados biomassa) e de matérias-primas como resina, celulose e cortiça.
1
158
Curiosidade "DPNFNPSBÎÍPEP%JBEB«SWPSFUFWFMVHBSQFMBQSJNFJSBWF[OP/FCSBTDB &6"
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Apresenta dois exemplos da importância das florestas para a vida na Terra.
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A floresta em Portugal
4
Economia da floresta (gráfico)
Fichas de trabalho
Nem tudo é bom… %BEPTEB$PNJTTÍP&VSPQFJB EF EJ[FNRVF1PSUVHBM ÏPQBÓTEP4VMEB&VSPQBRVFUFWFNBJTJODÐOEJPTGMPSFTUBJT OPTÞMUJNPTBOPT Nem tudo é mau… "QFTBSEBSFEVÎÍPEBGMPSFTUB UFNPTVNQBÓTGMPSFTUBM QPJT BQBJTBHFNjGMPSFTUBMxDPCSFBJOEBNBJTEFVNUFSÎPEPUFSSJUØSJP OBDJPOBMFFODFSSBVNBHSBOEFCJPEJWFSTJEBEF
40 35
36% 33%
30 25
23%
20 15
A floresta também fica doente 0OFNÈUPEFEPQJOIFJSPÏVNWFSNFNJDSPTDØQJDPRVFBUBDB NVJUBTFTQÏDJFTEFQJOIFJSP"GFDUBPTJTUFNBEFDJSDVMBÎÍPEB ÈSWPSF FOGSBRVFDFOEPB FPDPOUÈHJPFOUSFBTÈSWPSFTPDPSSF BUSBWÏTEFVNJOTFDUPRVFTFBMJNFOUBOPTSBNJOIPTFSFCFOUPT EFÈSWPSFTBEVMUBTFUSBOTQPSUBPWFSNF &TUBEPFOÎBRVFBUJOHJVSFDFOUFNFOUFBGMPSFTUBQPSUVHVFTB QPEFDBVTBSHSBWFTQSFKVÓ[PTTFOÍPGPSFNBQMJDBEBTNFEJEBT EFDPNCBUFFEFQSFWFOÎÍP
10 8%
5 0 Papel e publicações
Silvicultura e caça
Madeira e resinosos
Cortiça
As árvores da nossa floresta
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2
Qual é a actividade dos recursos florestais com maior dimensão na economia?
3
Refere dois problemas que têm prejudicado a floresta portuguesa nos últimos anos.
4
Identifica as três espécies de árvores que predominam na floresta portuguesa.
5
Escreve no bloco de fala uma mensagem para sensibilizar a população para a importância da floresta. Usa a tua imaginação e escreve em bom português!
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159
PARTE
Fichas de trabalho
4
$0.&.03"±°0 22 de Março: Dia Mundial da Água Só se sente falta de água quando o pote está vazio! 1SPWÏSCJPQPQVMBS
Em 22 de Março de 1992, a Organização das Nações Unidas (ONU) proclamou este dia como o Dia Mundial da Água e redigiu um documento intitulado «Declaração Universal dos Direitos da Água»: 1. " ÈHVBGB[QBSUFEPQBUSJNØOJPEPQMBOFUB$BEBDPOUJOFOUF DBEBQPWP DBEBOBÎÍP DBEBSFHJÍP DBEB DJEBEF DBEBDJEBEÍP ÏQMFOBNFOUFSFTQPOTÈWFMBPTPMIPTEFUPEPT 2. " ÈHVBÏBTFJWBEPOPTTPQMBOFUB&MBÏDPOEJÎÍPFTTFODJBMEFWJEBEFUPEPPWFHFUBM BOJNBMPVTFS IVNBOP4FNFMBOÍPQPEFSÓBNPTDPODFCFSDPNPTÍPBBUNPTGFSB PDMJNB BWFHFUBÎÍP BDVMUVSBPV BBHSJDVMUVSB 3. 0 TSFDVSTPTOBUVSBJTEFUSBOTGPSNBÎÍPEBÈHVBFNÈHVBQPUÈWFMTÍPMFOUPT GSÈHFJTFNVJUPMJNJUBEPT "TTJNTFOEP BÈHVBEFWFTFSNBOJQVMBEBDPNSBDJPOBMJEBEF QSFDBVÎÍPFQBSDJNØOJB 4. 0 FRVJMÓCSJPFPGVUVSPEPOPTTPQMBOFUBEFQFOEFNEBQSFTFSWBÎÍPEBÈHVBFEPTTFVTDJDMPT&TUFT EFWFNQFSNBOFDFSJOUBDUPTFGVODJPOBOEPOPSNBMNFOUFQBSBHBSBOUJSBDPOUJOVJEBEFEBWJEBTPCSF B5FSSB&TUFFRVJMÓCSJPEFQFOEF FNQBSUJDVMBS EBQSFTFSWBÎÍPEPTNBSFTFPDFBOPT QPSPOEFPTDJDMPT DPNFÎBN 5. "ÈHVBOÍPÏTPNFOUFIFSBOÎBEPTOPTTPTQSFEFDFTTPSFTFMBÏ TPCSFUVEP VNFNQSÏTUJNPBPTOPTTPT TVDFTTPSFT"TVBQSPUFDÎÍPDPOTUJUVJVNBOFDFTTJEBEFWJUBM BTTJNDPNPBPCSJHBÎÍPNPSBMEP)PNFN QBSBDPNBTHFSBÎÜFTQSFTFOUFTFGVUVSBT 6. "ÈHVBOÍPÏVNBEPBÎÍPHSBUVJUBEB/BUVSF[BFMBUFNVNWBMPSFDPOØNJDPFMBÏ BMHVNBTWF[FT SBSB FEJTQFOEJPTBFQPEFFTDBTTFBSFNRVBMRVFSSFHJÍPEPNVOEP 7. " ÈHVBOÍPEFWFTFSEFTQFSEJÎBEB OFNQPMVÓEB OFNFOWFOFOBEB%FNBOFJSBHFSBM BTVBVUJMJ[BÎÍP EFWFTFSGFJUBDPNDPOTDJÐODJBFEJTDFSOJNFOUP QBSBRVFOÍPTFDIFHVFBVNBTJUVBÎÍPEFFTHPUBNFOUP PVEFEFUFSJPSBÎÍPEBRVBMJEBEFEBTSFTFSWBTBDUVBMNFOUFEJTQPOÓWFJT 8. " VUJMJ[BÎÍPEBÈHVBJNQMJDBSFTQFJUPËMFJ"TVBQSPUFDÎÍPDPOTUJUVJ VNBPCSJHBÎÍPKVSÓEJDBQBSBUPEPPIPNFNPVHSVQPTPDJBMRVF BVUJMJ[B&TUBRVFTUÍPOÍPEFWFTFSJHOPSBEBOFNQFMP)PNFN OFNQFMP&TUBEP 9. " HFTUÍPEBÈHVBJNQÜFVNFRVJMÓCSJPFOUSFPTJNQFSBUJWPT EBTVBQSPUFDÎÍPFBTOFDFTTJEBEFTEFPSEFNFDPOØNJDB TBOJUÈSJBFTPDJBM 10. 0 QMBOFBNFOUPEBHFTUÍPEBÈHVBEFWFMFWBSFNDPOUB BTPMJEBSJFEBEFFPDPOTFOTPFNSB[ÍPEBTVBEJTUSJCVJÎÍP EFTJHVBMTPCSFB5FSSB
160
1
Procura no dicionário o significado dos termos que não conheces.
2
Explica por palavras tuas o enunciado dos artigos 4 e 10.
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/PDia Mundial da Água PTQBÓTFTTÍPDPOWJEBEPTBSFBMJ[BSBDUJWJEBEFTQBSBDPOTDJFODJBMJ[BSPQÞCMJDPTPCSF BDPOTFSWBÎÍPFEFTFOWPMWJNFOUPEPTSFDVSTPTIÓESJDPT
4 Fichas de trabalho
.BTBÈHVB GPOUFEBWJEB FTUÈFNDSJTFEFWJEPBWÈSJBTDBVTBT DPNPPBVNFOUPEBQPQVMBÎÍPNVOEJBM BQPMVJÎÍP BNÈHFTUÍPEPTSFDVSTPTIÓESJDPT BTBMUFSBÎÜFTDMJNÈUJDBTFBGBMUBEFDPOTDJÐODJBEFNVJUBTQFTTPBT Quais são, então, os desafios da água? t . FMIPSBSPBDFTTPËÈHVBQPUÈWFMFBP TBOFBNFOUPCÈTJDP t .FMIPSBS B FGJDÈDJB EPT TJTUFNBT EF JSSJHBÎÍP t 1MBOFBSFHFSJSNFMIPSPTSFDVSTPTIÓESJDPT QBSBPEFTFOWPMWJNFOUPFCFOFGÓDJPEF UPEPTPTQPWPT t %JNJOVJSBQPMVJÎÍPEBÈHVB
3
A água está em crise devido a várias causas. Observa as figuras, que ilustram algumas dessas causas, e faz a legenda da situação a que se referem. A
4
#
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Observa o mapa, que mostra o acesso à água potável no mundo. 4.1 &NRVFTJUVBÎÍPTFFODPOUSB1PSUVHBM 4.2 2VBMÏPDPOUJOFOUFFNRVFBTQPQVMBÎÜFTUÐNNFOPSBDFTTPËÈHVBQPUÈWFM
5
Todos devemos contribuir para a conservação da água. Ilustra as medidas que se seguem, tão fáceis de adoptar.
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$0.&.03"±°0 22 de Abril: Dia Mundial da Terra O laço essencial que nos une é que todos habitamos este pequeno planeta. Todos respiramos o mesmo ar. Todos nos preocupamos com o futuro dos nossos filhos. E todos somos mortais. JOHN KENNEDY
O Dia Mundial da TerraDPNFNPSBTFBEF"CSJM EFTEF "JEFJBTVSHJVFN RVBOEPGPJPSHBOJ[BEPOPT&6" PQSJNFJSP QSPUFTUPDPOUSBBQPMVJÎÍP &TUFEJBTFSWFQBSBSFMFNCSBSBQPQVMBÎÍPNVOEJBMEBTVBSFTQPOTBCJMJEBEFOBQSPUFDÎÍPEPQMBOFUB Tenho aproximadamente 4,5 biliões de anos e 510,3 mil milhões de km2 de área total.
A quantidade de água salgada é 30 vezes a de água doce, e 50% da água doce do planeta está situada no subsolo.
O homem esquece-se de que o lixo não tratado e, por vezes, tóxico contamina o solo e a água. E produz cada vez mais lixo!
A temperatura em todo o mundo está a aumentar graças ao dióxido de carbono e outros gases que os homens enviam todos os dias para a atmosfera.
Este aumento de temperatura poderá provocar a extinção de milhares de espécies animais.
Com o degelo, as águas dos oceanos vão subir e provocar grandes inundações em diversos pontos do planeta. Muitas cidades que se encontram em zonas costeiras estarão em risco.
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PARTE
$POUVEP P)PNFNBJOEBFTUÈBUFNQPEFFWJUBSNVJUPTQSFKVÓ[PT5PEPTEFWFNPTDPOUSJCVJS 7ÐPRVFQPEFTGB[FSOBFTDPMB Organiza recolhas de cartuchos usados de impressoras e fotocopiadoras para reciclar.
Certifica-te de que os computadores entram em modo «sleep» quando inactivos e que ficam desligados quando acaba o trabalho.
Reutiliza caixotes de cartão para colocar em cada sala um depósito de papel e outro de embalagens. Encaminha os desperdícios para o ecoponto.
Se for possível, utiliza a bicicleta para ires para a escola. É um veículo não poluente e fazes exercício físico!
Desliga as luzes se a luz solar for suficiente para iluminar a sala.
Conserva o papel: evita impressões desnecessárias, usa sempre os dois lados da folha, recolhe os desperdícios da reprografia e faz pequenos blocos-notas. Se possível, usa papel reciclado.
Fichas de trabalho
Evita copos e garrafas descartáveis: reutiliza a garrafa de água, enchendo-a várias vezes, e incentiva os professores a usarem uma chávena pessoal para tirar o café na máquina.
4
Ao lanche, substitui alimentos empacotados por fruta ou cenouras, pelo menos alguns dias por semana. É mais saudável e fazes menos lixo.
1
Refere duas possíveis consequências que poderá ter o aumento da temperatura na Terra.
2
Apresenta outra sugestão que contribua para a protecção da Terra.
3
Faz autocolantes ou avisos para as salas com «lembretes» tais como: t j"QBHBBMV[OPGJOBMEBBVMBx t j/ÍPUFFTRVFÎBTEFEFTMJHBSPDPNQVUBEPSx t j1ÜFPMJYPOPTFVMVHBSx
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Organiza um concurso interturmas para ver quem consegue separar mais lixo. Pede a colaboração das funcionárias e regista quantas caixas de papel e de embalagens vão sendo retiradas das salas. Afixa um gráfico com esses dados e actualiza-o com regularidade. No fim de cada período, elege a Turma Amiga da Terra. %&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
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Fichas de trabalho
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$0.&.03"±°0 22 de Maio: Dia Internacional da Biodiversidade É a beleza da Natureza que salvará o mundo… desde que nós salvemos a beleza… DOSTOIEVSKI FTDSJUPS
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Podes ser um agente da biodiversidade! Como?
4 Fichas de trabalho
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Fichas de trabalho
4
$0.&.03"±°0 5 de Junho: Dia Mundial do Ambiente Há o suficiente no mundo para todas as necessidades humanas. Não há o suficiente para a cobiça humana. MAHATMA GANDHI o
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Conversa com os teus colegas sobre a frase de Gandhi acima citada e explica o seu sentido.
2
Enumera três factores que prejudicam o ambiente.
3
Organiza um concurso de desenho para uma mascote do Ambiente na escola.
4
Organiza uma acção de limpeza na escola ou no teu bairro. Se já estiver organizada, participa!
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Ilustra com um desenho cada uma das «dicas» de comportamentos amigos do Ambiente. Não te esqueças de os pôr em prática!
4 Fichas de trabalho
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22
23
24
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
PARTE
&426&.".6%0 "TSPDIBT PTPMPFPTTFSFTWJWPT 563.":
Esquemas mudos
/O:
NOME:
5
%"5":
Granito
6UJMJ[BÎÍPEBTSPDIBT
2
3
4
5
6
7
8
9
10
11
12
13
14
Areia, xisto e mármore
Argila
Calcário
Basalto
1
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB
187
PARTE
'PSNBÎÍPEPTPMP
Esquemas mudos
5
1 2 3
4 1FSGJMEFVNTPMP
1
2
3
4
5
188
%&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB