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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

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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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122


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".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

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4

Compara, quanto à necessidade de luz, um girassol e um feto.


123

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*/5&(3"±°0 Diversidade nas plantas 1 N.O:

NOME:

1

TURMA:

DATA:

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*/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

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125

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*/5&(3"±°0 Diversidade nas plantas 3

1

TURMA:

Fichas de trabalho

N.O:

NOME:

DATA:

Lê o texto e responde.

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c) yPDIPVQPDBÓEPUFNQFRVFOBTGPMIBTBSFCFOUBS


127

PARTE

Fichas de trabalho

4

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128

1FRVFOBQMBOUBRVF TFEFTFOWPMWFTPCSF USPODPTFPVUSBT TVQFSGÓDJFTSVHPTBT


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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

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4

0DVMBS

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2

As figuras representam a mesma preparação microscópica de um tecido observada em dois microscópios. Analisa as imagens e responde. #

A

1

0DVMBS3

0DVMBS3

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129

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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.

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4BQBUFJSB

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t 1PNCP

t 4BQP

t -BHBSUJYB

$MBTTF $MBTTF $MBTTF

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5.3 " TBQBUFJSBGB[QBSUFEPGJMPBSUSØQPEFT$POTVMUBBDIBWFEJDPUØNJDBEBQÈHJOBEPUFVNBOVBM FSFGFSFVNBDBSBDUFSÓTUJDBQBSUJDVMBSEFTUFGJMP

130


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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

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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


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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


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


/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

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6.2 *OEJDBVNNPUJWPRVFMFWFPTDJFOUJTUBTBTVHFSJSRVFPIBCJUBUEFTUBGPSNJHBÏTVCUFSSÉOFP

132


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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

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(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

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133

PARTE

2.2 0RVFDPODMVJVP1FESPEFTUBFYQFSJÐODJB 4FMFDDJPOBBSFTQPTUBDPSSFDUB


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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 # $

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'JMUSBÎÍP %FTUJMBÎÍP

Observa as figuras e responde às questões. A

#

5.1 3FHJTUBEVBTEJGFSFOÎBTFOUSFBTEVBTQBJTBHFOT

5.2 *OEJDBEVBTDBVTBTRVFQPTTBNUFSMFWBEPËTJUVBÎÍP#

134


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".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

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A

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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


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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


137

PARTE

5.2 $PNQMFUBBTGSBTFTTFMFDDJPOBOEPBPQÎÍPDPSSFDUBQBSBDBEBVNB


""WFMBBQBHPVTFQPSRVFDPOTVNJVPy yB[PUP yWBQPSEFÈHVB

#/BGBTFGJOBM BÈHVBTVCJVOPJOUFSJPSEBDBNQÉOVMBQPSRVFGPJPDVQBSPMVHBSEPy yB[PUP yWBQPSEFÈHVB

yPYJHÏOJP yEJØYJEPEFDBSCPOP

$/BGBTFGJOBM BTQBSFEFTEBDBNQÉOVMBGJDBSBNFNCBDJBEBTQPSRVFIPVWFMJCFSUBÎÍPEFy yB[PUP yWBQPSEFÈHVB

6



Observa as figuras. #

A

$

D

6.1 *EFOUJGJDBRVBMÏPHÈTRVFFTUÈBTFSVTBEPFNDBEBTJUVBÎÍP A— 7

$

# D—

Lê a seguinte notícia.

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7.1 0RVFQFOTBTTPCSFBRVBMJEBEFEPBSOBTHSBOEFTDJEBEFT

7.2 4VCMJOIBOPUFYUPEVBTDBVTBTEBQPMVJÎÍPBUNPTGÏSJDBOBTDJEBEFT 7.3 *OEJDBEVBTEPFOÎBTPSJHJOBEBTQFMBQPMVJÎÍPBUNPTGÏSJDB

7.4 3FGFSFEVBTGPSNBTEFFWJUBSBQPMVJÎÍPBUNPTGÏSJDB

138


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


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


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


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


143

PARTE

3.4 0TPMPSFQSFTFOUBEPQPEFTFSDMBTTJGJDBEPDPNPVNTPMPNBEVSP


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.


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


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.

"TDBCSBTRVF3PCJOTPOEPNFTUJDBSBFFODFSSBSBFNSFEFTIBWJBNSFHSFTTBEPBPFTUBEPTFMWBHFN.BT DPNP RVBTFUPEPTPTBOJNBJTRVFWJWFNFNMJCFSEBEF UJOIBNTFPSHBOJ[BEPFNHSVQPTDPNBOEBEPTQFMPTCPEFTNBJT GPSUFTFFYQFSJFOUFT&TUFTCPEFTDIFGFTPCFEFDJBNQPSTVBWF[BVNCPEFSFJ EFVNBFOWFSHBEVSBFGPSÎBUFSSÓWFJT RVFTFDIBNBWB"OEPBS 2VBOEPVNQFSJHPBNFBÎBWBVNSFCBOIP FTUFSFVOJBTFHFSBMNFOUFOVNBDPMJOBPVOVNSPDIFEPFUPEPT PTBOJNBJTEBQSJNFJSBGJMBCBJYBWBNBDBCFÎBFPQVOIBNBPJOJNJHPVNBCBSSFJSBEFDIJGSFTJOUSBOTQPOÓWFM 4FYUB'FJSBJOWFOUBSBVNEJWFSUJNFOUPQFSJHPTP NBTRVFPFOUVTJBTNBWB-VUBWBDPNPTCPEFTRVFTVSQSFFOEJB JTPMBEPT4FGVHJBN BQBOIBWBPTBDPSSFS"HBSSBWBPTQFMPTDPSOPTFPCSJHBWBPTBEFJUBSFNTF1BSBNBSDBSPT WFODJEPT BUBWBMIFTBPQFTDPÎPVNQFRVFOPDPMBSEFMJBOBT "DPOUFDFV QPSÏN RVFEVSBOUFVNBEFTTBTDBÎBEBTBPCPEF4FYUB'FJSBSFDPMIFVVNBQFRVFOBDBCSBRVF FODPOUSBSBGFSJEBOPSFDÙODBWPEFVNSPDIFEP5JOIBVNBQBUBEBGSFOUFQBSUJEB&SBVNBDBCSJOIBNVJUPOPWB CSBODB BJOEBTFNDIJGSFT4FYUB'FJSBGF[MIFVNBTUBMBTDPNQBVTFBUPVMIBTËWPMUBEPPTTPGSBDUVSBEP$PN DFSUF[BRVFVNBDBCSBNBJTWFMIB FNBJTSB[PÈWFM TFUFSJBIBCJUVBEPBFTTFBQBSFMIPRVFBJNQFEJBEFEPCSBS PKPFMIP.BTBQFRVFOBDBCSB"OEBBTTJNBCBQUJ[BSB4FYUB'FJSBOVODBFTUBWBRVJFUB4BMUBWBDPNPVNB MPVDBFUJOIBNVJUBTEPSFTRVBOEPDBÓBTPCSFBTUBMBT%FSFTUP BDBCBWBTFNQSFQPSTFEFTFNCBSBÎBSEFMBT FQVOIBTFBBOEBSEFMBEP TPMUBOEPHSJUPTMBODJOBOUFT "PQJOJÍPEF3PCJOTPOFSBRVFEFWJBNBCBUÐMB&NUPEPTPTQBÓTFTEP.VOEPTFBCBUFNBTDBCSBT PTDBSOFJSPTFBUÏPTDBWBMPTRVFQBSUFNVNBQFSOB²RVFFTTFTBOJNBJTOÍPDPOTFHVFNTVQPSUBSBQSJTÍP EPHFTTPPVEBTUBMBTRVFJNPCJMJ[BNPTPTTPTGSBDUVSBEPT 4FYUB'FJSB QPSÏN PCTUJOPVTFFNRVFSFSTBMWBS"OEB+ÈRVFFMBOÍPQPEFBOEBS OFNDPSSFS OFNTBMUBS QPJTCFN JNPCJMJ[ÈMBJBDPNQMFUBNFOUF"NBSSPVB QPSUBOUP BVNRVBESBEPEFNBEFJSBDPMPDBEPOPDIÍP "PQSJODÓQJP EFJUBEBEFMBEP "OEBEFCBUJBTFFCBMJBBUBMQPOUPRVFDPSUBWBPDPSBÎÍP.BTSFTJHOPVTF FDPOTFOUJVFNDPNFSBFSWBCFNDIFJSPTBFCFCFSBÈHVBGSFTDBRVF4FYUB'FJSBMIFMFWBWBEVBTWF[FTBPEJB "PDBCPEFUSÐTTFNBOBT 4FYUB'FJSBMJCFSUPVB"DBCSJOIBRVJTMPHPDPSSFS NBTPTNÞTDVMPTFTUBWBN EFTUSFJOBEPT$BNCBMFBWB DPNPTFUJWFTTFCFCJEPWJOIP'PJOFDFTTÈSJPFOTJOBSMIFOPWBNFOUFBBOEBS y "DPOUFDFV OPFOUBOUP RVFFNCPSBUJWFTTFSFBQSFOEJEPBDPSSFS "OEBOVODBNBJTRVJTQBTUBSTP[JOIB#FN QPEJBQÙMBOPNFJPEFVNQSBEPDPCFSUPEFFSWBTFGMPSFT PVTPCBGPMIBHFNUFOSBEFVNQFRVFOPBSCVTUP BTDBCSBTQSFGFSFNBTGPMIBTËTFSWBT RVFFMBCBMJB WPMUBWBQBSB4FYUB'FJSB ËFTQFSBEFRVFFTUFMIFEFTTF OBNÍPBTQMBOUBTRVFDPMIFSBQBSBFMB MICHEL TOURNIER Sexta-Feira ou a Vida Selvagem &EJUPSJBM1SFTFOÎB

1.1 %FTDSFWFPSBMNFOUFBPSHBOJ[BÎÍPTPDJBMEPTHSVQPTEFDBCSBTTFMWBHFOT 1.2 4VCMJOIBBTGSBTFTRVFTFSFGFSFNBPTIÈCJUPTBMJNFOUBSFTEBTDBCSBT

146


PARTE

"35*$6-"±°0 Ciências da Natureza — Português 3 TURMA:

Fichas de trabalho

N.O:

NOME:

4

DATA:

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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"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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As Ciências e a Matemática são inseparáveis… 1

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"35*$6-"±°0 Ciências da Natureza — Matemática 2 N.O:

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Lê o texto seguinte, observa os dados, compara e responde.

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"35*$6-"±°0 Ciências da Natureza — Matemática 3 N.O:

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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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Lê a informação apresentada de seguida e responde às questões.

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$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.


7"*%&'²3*"4 /°0"#"/%0/&04&6"/*."-

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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

5.1 %FTFOIBBRVJPUFVBOJNBMEFFTUJNBÎÍPPVPRVFHPTUBSJBTEFUFS&TDSFWFMIFVNBEFEJDBUØSJB


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Fichas de trabalho

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$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

"EF0VUVCSPEF 1PSUVHBMBTTVNJVSFTQPOTBCJMJEBEFTOVNBEBTÈSFBTNBSÓUJNBTNBJTFYUFOTBT EB&VSPQB FBNBJPSEB6OJÍP&VSPQFJB DPNVNBEJNFOTÍPWF[FTTVQFSJPSBPUFSSJUØSJPOBDJPOBM &N PEJBEF/PWFNCSPGPJJOTUJUVDJPOBMJ[BEPDPNPPDia Nacional do Mar &N 1PSUVHBMBQSFTFOUPVË0SHBOJ[BÎÍPEBT/BÎÜFT6OJEBT 0/6 VNBQSPQPTUBEFBMBSHBNFOUP EBTVBÈSFBNBSÓUJNB1SFUFOEJBBNQMJBSFNDFOUFOBTEFRVJMØNFUSPTRVBESBEPTBÈSFBTPCKVSJTEJÎÍPOBDJPOBM OPTPMPFTVCTPMPNBSJOIPFBTTJNUFSBDFTTPBWBMJPTPTSFDVSTPTRVFFTUÍPOPDIBNBEPjNBSEFOJOHVÏNx

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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.



1

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Fichas de trabalho

4

$0.&.03"±°0 21 de Março: Dia Mundial da Floresta O maior carvalho saiu de uma bolota!

1SPWÏSCJPQPQVMBS

&N FOBTFRVÐODJBEFVNBQSPQPTUBEB$POGFEFSB ÎÍP&VSPQFJBEF"HSJDVMUPSFT GPJFTUBCFMFDJEPP%JB'MPSFTUBM .VOEJBMQBSBTFOTJCJMJ[BSBTQPQVMBÎÜFTQBSBBJNQPSUÉODJB EBGMPSFTUBOBNBOVUFOÎÍPEBWJEBOB5FSSB &NEF.BSÎPEFJOÓDJPEB1SJNBWFSBOP )FNJTGÏSJP/PSUFGPJDPNFNPSBEPPQSJNFJSPDia Mundial da FlorestaFNWÈSJPTQBÓTFT FOUSFPTRVBJT1PSUVHBM Porque são as florestas tão importantes? São o pulmão da Terra: fornecem o oxigénio que respiramos.

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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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


.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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5

Todos devemos contribuir para a conservação da água. Ilustra as medidas que se seguem, tão fáceis de adoptar.

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'POUFTIUUQXXXVOFTDPQUDHJCJODJFODJBUFNBTDJF@UFNBQIQ UOPUÓDJBTTBQPQUNVMUJNÏEJBJOGPHSBöBT/BUVSMJOL0/6 %&4"'*04 t $JÐODJBTEB/BUVSF[B t oBOP t .BUFSJBMGPUPDPQJÈWFMª4BOUJMMBOB$POTUÉODJB

161

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Fichas de trabalho

4

$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.

162


As doenças tropicais poderão aumentar e dar origem a novas epidemias.

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$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

4

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

163

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Fichas de trabalho

4

$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?


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$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.

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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!


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