Essential Science 3 Teacher's book - Santillana.pdf

Teacher’s Book

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• Essential Science teaches basic concepts of Science,Geography and History through English.

• Content and language are carefully interwoven in Essential Science.

• The syllabus covers all the scientific contents whichstudents require at this level.

• The language objectives correlate with those set out in the Cambridge Young Learners suite.

Essential Science

Science, Geography and History

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ActivityBook

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• The Student’s Book guides students towardscurricular objectives.

• A series of presentations explain key concepts inclear and simple language.

• Basic activities in the Student’s Book give studentsthe confidence to ask simple questions, and makeshort, descriptive statements.

• The Student’s CD gives an extensive selection ofrecorded texts.

• The students’ self-confidencewill grow, as their fluency andpronunciation improve.

• Learner autonomy isencouraged.

• The Activity Book provides reinforcement and extension activities.

• It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress.

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• Essential Science provides a wealth of material toteachers and students. This gives teachers greatflexibility to choose. They can adapt their work in view of the time the students spend on Science,Geography and History in English.

• Internet resources are available for teachers andstudents on our websites. Links encourage studentsto go further in their research.

• Posters and flashcards give teachers importantvisual back-up.

• Richmond Student’s Dictionary: a valuable referencetool.

• Assessment, Extension and Reinforcementworksheets provide teachers with additionalresources.

Teacher’s Book

ScienceScience, Geography and History

Essential3

www.richmondelt.com

LEVEL

3

FINS,WINGSAND LEGS

• This Teacher’s Book offers page-by-page teachingsuggestions, solutions to the Activity Bookactivities, and a guide to other resources.

• The Teacher’s CDs contains aselection of recorded texts as well asall the Student’s CD recordings.

• Richmond World Facts Readersprovide a series of stimulating and carefully graded texts on Geography,Science, Culture and History.

• 58 readers at 6 levels of proficiency areavailable.

www.richmondelt.com

LEVEL

3

CLOUDS

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 3, SECOND CYCLE

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• The life cycle• Living things• Animals and plants • Where animals

and plants live

• Comparing photos• Completing a chart

• Pollution01. Living things

• Touch• Sight• Hearing• Taste• Smell

• Completing a chart• Doing an experiment

• Blind people02. Our senses

• Movement• The skeleton• Muscles• How we use our muscles

• Labelling a diagram• Doing an experiment

• Changes in the body

03. Our body

• The classification of animals• What animals eat• How animals are born

• Classifying pictures• Labelling photos

• Animal protection

04. Animals

• Vertebrates• Invertebrates

• Matching photos and diagrams

• Completing index cards

• Respecting small animals

05. Vertebrates andinvertebrates

• The Earth• Solids, liquids and gases• Changes in matter

• Analysing a picture• Labelling a diagram

• Pollution06. The Earth

• Characteristics of water• Water as a resource• The three states of water• The water cycle

• Comparing photos• Labelling pictures

• Water as a valuableresource

07. Water

Nat

ural

sci

ence

s

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Geo

grap

hy a

nd H

isto

ry

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• Air as a gas• The atmosphere

• Classifying pictures• Comparing photos

08. Air

• Stems, leaves and roots• Trees, bushes and grass

• Compiling information about plants in our region

• Labelling a picture

09. Plants

• Plant seeds and fruit• Plants are born• Plants grow and change

• Drawing the life of a bean plant• Doing an experiment

10. Flowering plants

• Changes in the landscape• Mountains and flat lands

• Completing descriptions• Labelling a map

• Water• The coast and the sea• Weather

• Drawing a weather map• Describing coastal relief

• Cleanbeaches

• Fresh air

• Protection of plants and trees

• Fruit in season

• Landscapes in our region

12. Water andweather

• Cities, towns and villages• Transport

• Interpreting graphs• Compiling information about

our area

• Customs and traditions

13. Population

• Crop and animal farming• Industry

• Labelling a chart• Making a relief model

• The right to work

14. Work

11. The landscape

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The Student's Book

indicates anInternet Activity.

indicates a reading activity.

Title

• This is thenumber andtitle of the unit.

Activities

• Activities at the bottomof the page reinforcebasic concepts, andpractise structures andvocabulary.

• Some are linked tocitizenship themes.

indicates RichmondWorld Facts Readers.

indicates that theactivity shouldfirst be doneorally.

indicates that itcan also be usedas a writingexercise.

shows that it isalso recorded.

Read

• Information is organised into numbered sections.

6 OUR SENSES

1. The senses

We need our senses in order to understand our surroundings.

We have five senses: sight, hearing, smell, taste and touch. Each sense goes with an organ in the body.

• We use our eyes to see. They are the organs of sight.

• We use our ears to hear. They are the organs of hearing.

• We use our nose to smell. It is our organ of smell.

• We use our tongue to taste. It is our organ of taste.

• We use our skin to feel. It is our organ of touch.

2. Touch

Our body is completely covered by skin.Through our skin we feel cold, heat and pain.

Some parts of our body are very sensitive. For example, the skin on our fingers is very sensitive. However, the skin on our legs is not so sensitive.

Our sensesLOOK

Make more sentences. Change the underlined words. We use our skin to feel.

READ

Imagine you are in this room. Your eyes are covered.What can you know?

The skin on our hands is verysensitive. We can use our handsto model a piece of clay.

5

Look

• The units beginwith a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit.

EXPRESSING FACTS

Water can be found in three different states.

Rivers, lakes, drinking water liquid water.Ice, snow, hailstones is / are solid water.Water vapour a gas.

Water

DESCRIBING PROPERTIES

The Earth is surrounded by an enormous layer of gases called the atmosphere.

In the lower parts of the atmosphere, there is a lot of oxygen.The higher parts of the atmosphere, there is a little oxygen. In outer space, there is no oxygen.

Air

Essential language

• The EssentialLanguage sectionsummarises all thekey language used atthis level.

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The Activity Book

Multicultural non-sexist education

Healtheducation

Consumereducation

Road safety Environmentaleducation

Citizenship Sex education

Peaceeducation

• Learner autonomy:the students assesstheir own progress.

I can do it

58

Living things

born (be)

breathe

cold

die

grow

habitat

life cycle

need

pollution

reproduce

root

soil

sunlight

warm

Our senses

blind

cochlea

colour-blind

ear canal

ear drum

eyeball

eyebrow

eyelash

eyelid

eyesight

flavour

focus

hearing

inner ear

iris

lens

outer ear

protect

pupil

retina

salty

short-sighted

sight

skin

smell

soil

sour

GlossaryName Date Project 3INVESTIGATION SHEET

37

Question: How does water affect the growth of plants?

Method: How can you find the answer?

What resources do you need?

How much time do you need?

Hypothesis: What do you think will happen?

Results: How can you record your results?

How often do you take measurements?

What are you looking for?

Conclusions: Compare your results with your hypothesis.

What do your results show you?

Evaluation: Was the experiment a good one?

What did you learn?

What went wrong, if anything?

Can you improve it next time?

Design and carry out an experiment. Answer these questions.

AN EXPERIMENT

Model answers:

Ta§æ two plantfi, wa†e® o>æ

Two plantfi in potfi, wa†e®.

Abou† th®ææ ∑æekfi.

T™æ o>æ withou† wa†e® wil¬ d^æ.

Dra∑ å pictu®æ o® å char†.

E√±r¥ 2 o® 3 dayfi.

To ßææ iƒ t™æ plantfi a®æ growin@.

T™æ firs† plan† ifi

T™æ plan† withou† wa†e® ifi

Yefi.

Plantfi >æe∂ wa†e® to li√¶.

I forgo† to wa†e® t™æ plan†.

Yefi. I ca> ∫¶ mo®æ ca®efu¬.

®egularl¥ an∂ do no† wa†e® t™æ ot™e®, t™e> compa®æ.

bi@ an∂ ™ealth¥. T™æ ot™e® o>æ ifi dr¥ an∂ wil†e∂.

dyin@.

Glossary

• Students use theglossary to recordthe vocabularythey have learned.

Projects and tasks

• Projects and taskslead the students toreflect, and carry outsimple experiments.

Contents

2

Living things

Our senses

Our body

Animals

Vertebrates and invertebrates

The Earth

Water

Air

Plants

Flowering plants

The landscape

Water and weather

Population

Work

Past and present

I can compare living things and non-living things.I can identify animal and plant habitats.

I can identify our five senses. I can name the parts of the eye and the ear.

I can name some bones and muscles.I can say how we use our muscles.

I can classify animals in different groups.I can identify what different animals eat.

I can identify vertebrates and invertebrates.I can name the characteristics of mammals.

I can identify the three parts of the Earth.I can compare solids, liquids and gases.

I can say where we find water.I can describe the water cycle.

I can describe the characteristics of air.I can identify some atmospheric phenomena.

I can identify stems, leaves and roots. I can compare trees, bushes and grasses.

I can name some of the parts of a flower.I can describe how plants grow.

I can identify different landscapes.I can name the parts of a mountain.

I can describe the course of a river.I can talk about the weather.

I can compare cities, towns and villages.I can identify some means of transport.

I can identify some types of work.I can talk about the needs of industry.

I can talk about the past.I can make a family tree.

3

6

10

13

16

25

27

30

32

35

40

44

48

51

53

PROJECT 1: Animal index cards 20PROJECT 2: Make a skeleton to study bones and joints 21-24PROJECT 3: An experiment 37PROJECTS 4-7: Make objects to experiment with air 38-39PROJECT 8: Make a relief model of your autonomous community 56-57GLOSSARY: 58-64

UNIT

Readand tick

I CAN DO IT

Extra

Worksheet 1. Date Apply your knowledgeTHE LIFE CYCLE

2. How do living things begin? Connect.

1. What do living things do? Match and write.

3

a®æ bor>

1

2 4

5

6

B

C

D

E

F

• reproduce • eat • are born • die • grow

3

A

• The Activity Bookoffers a wealth ofactivities.

Activities

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UNIT 0

16

UNIT CONTENT

Assessment criteria

• Learning the characteristics of living things• Identifying living and non-living things• Classifying living and non-living things• Distinguishing living from non-living things• Describing the life cycle of some living things in the right order• Identifying the needs of living things• Recognising that people are living things

Content objectives

1. Distinguishing living things from non-living things2. Understanding the meaning of the life cycle3. Understanding that nutrition, movement, growth and reproduction

are common life processes4. Learning characteristics of animals and plants5. Distinguishing animals and plants6. Understanding that living things only live in places where all their needs

are satisfied7. Understanding that living things can live on land or in water8. Developing a responsible altitude towards animals, plants and their habitats

Language objectives

1. Describing and identifying objects, people and animals (present simple): Living things grow. Non-living things do not grow.

2. Comparing and contrasting: Some living things … Other living things …

3. Describing ability: Animals can move. Plants cannot move.

4. Talking about habits and facts: Animals live … Do bison live …?

• Everything around us: livingand non-living things

• The life cycle of living things• Characteristics of animals and

plants• The needs of living things

• Distinguish living things fromnon-living things

• Classify different living thingsinto animals or plants

• Sequence correctly the eventsin the life cycle of living things

• Interest in knowing about andprotecting living and non-livingthings around us

CONCEPTS PROCEDURES ATTITUDES

Contents

UNIT 1

Living things

RESOURCES

Resource folder

• Reinforcement and extension

– Reinforcement: Worksheet 1

– Extension: Worksheet 1

• Assessment

– Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*

Internet resources

www.richmondelt.comwww.indexnet.santillana.es

Teaching strategies

http://www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=29Advice for teaching Science to students whose firstlanguage is not English.

Living things

http://www.bbc.co.uk/schools/revisewise/science/living/Information and interactive activities and tests aboutliving things.

Life processes and living things

http://www.zephyrus.co.uk/biologytopics.htmlClick on What are living things? or The Five Kingdomsof living things for pictures, information and interactive puzzles. Useful for students and teachers.

Other resources

• Richmond World Facts• Richmond Student’s Dictionary• Flashcards• Posters

* Not yet available in English

PLANES,TRAINS

AND MORE

PLANES,TRAINS

AND MORE

LEVEL

2

www.richmondelt.com

WHERE DOPLANTS

GROW?

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

8

Solutions

• There aresolutions toall Activity Bookactivities.

Contents forScience skills

54

1. Use these words to label the parts of the skeletons. Then colour the skeletons.

2. Use these words to complete the sentences.

• Animals with a skeleton are called .

• The skeleton is made up of .

• All vertebrates have a .

Worksheet 14. Date Apply your knowledgeVERTEBRATE ANIMALS

16

skul¬

Match.

The skull • • is made up of many vertebrae joined together.

The spinal column • • is an external protection of the body.

Invertebrates • • is made up of the bones in the head.

An exoskeleton • • are animals with no bones on the inside.

VOCABULARY

bones

backbone

vertebrates

• skull • spinal column • ribs • legs • tail

skul¬

¬e@

ribfi

spina¬colum>

tai¬

spina¬colum>

√±r†ebra†efi

bo>efi

backbo>æ

Worksheet 15. Date Apply your knowledgeCOMPARE SKELETONS

17

1. Look carefully. Then read and circle.

2. Read and circle.

A B

What are the differences between the human skeleton (A)and the cow’s skeleton (B)?

• The human skeleton has got / has not got tail bones.

• It has more / fewer bones in the legs.

• It has two / four legs.

• The cow has two / four legs.

What are the differences between the human skeleton (A) and the chimpanzee’s skeleton (C)?

• The chimpanzee’s arm bones are longer / shorter than its legs.

• Human arm bones are longer / shorter than human leg bones.

C

Activity B

ook

The Teacher's Book

Internet resources Other resources

Materials for reinforcement and extension

Contents forEnglish skills

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10 OUR BODY

1. Movement

We make many different movements through the day. Our muscles and bones work together to move our body.

• Bones are hard and rigid. We cannot bend our bones.

• Muscles are soft and flexible. Many muscles are joined to bones. When muscles move, they pull and push the bones.

A voluntary movement is when we make a movement that we want to, for example, when we pick up a glass.

An involuntary movement is one that we do notcontrol. For example, we touch something hot,and then take our hand away quickly.

Our body LOOK

Look at the boy. What parts of his body can he bend? Decide and complete. He can bend…

READ

The body

Running is a voluntary movement.

arm

limbs

head

neck

shoulder

hip

elbow

wrist

ankle

knee

trunk

910

CONTENT AND LANGUAGE DEVELOPMENT

Parts of the body: Simon says

Ss study the names of parts of the body.They stand up. Say: Simon says touch your head. The Ss mustobey the instructions. Then continue giving instructions to touchother parts of the body, beginning with the phrase: Simon says.Occasionally this phrase is omitted, which means the studentsmust not obey the instructions. Any student who does, is out ofthe game and has to sit down. The winners are the Ss leftstanding.

1

Content objectives: 1, 4, 5, 8.

Language objectives: 1.

Vocabulary

body, bones, head, involuntary movement, limbs, muscles, trunk, voluntary movement

M.A. … arm (elbow) … leg (knee).

Special attention

• Understanding that bones and muscles are connected to each other and worktogether

Hands on

Presentation

• Present with . The Ss say if thefollowing movements are voluntary orinvoluntary: Moving our hand away when weprick a finger (I). Raising your hand to aska question (V). Opening a book (V). Closingyour eyes when a fly is buzzing round (V or I). Your heartbeat (I).

• The Ss learn the names of parts ofthe body by looking at the photo of the boyand focussing on the highlighted words:head, limbs, trunk … The other wordsdescribe the parts which make up thesethree main sections. For example: Thelimbs are the arms and legs. The legincludes the knee and the ankle.

• Play to practise the vocabulary. 17

LOOK

161READ

Making a puppet

• Draw the parts of a puppet: head and neck, trunk, limbs (in two sectionsto include elbows and knees), handsand feet. Mark where a hole needs to be made.

• Make photocopies of the puppet andgive them to the Ss. They stick thepuppet onto cardboard and then cutout the figure and make holes whereindicated. Fix the pieces with pins.

• Ss move the joints of the puppet.

Changes in the body. Children growand become men and women. Ask Ss howthe body of the boy in the photo willchange as he grows. Then choose anotherphoto in the book of a girl and ask howher body will change.

35

Special attention

• Understanding that bones are beneath theskin and muscles

• Learning the vocabulary

• Passive forms: are joined …

Hands on

Presentation

• Present and with and .Ask: Are bones hard? Are they soft? Whatwould happen if we didn’t have a skeleton?What would our body be like? (a sack,a balloon without air …).

• Ss touch their chest and find their ribs andsternum. Explain that these bones protectthe lungs and heart.

• Suggest they learn the names of the bonesby starting at the top of the head andworking their way down to the feet,visualising the bones they are naming.

• Present with . To illustrate the jointsin the body refer the Ss to page 10 of thebook. Then ask the Ss to do the activity.

• Present with .

Activity Book, pages 10, 22 and 23.R

21LOOK

203

191821READ


Names of bones. Make photocopies of the skeleton but erasethe names of the bones. Ss study the names for 5 minutes. Then, without looking, they write them in the correct place.

Vocabulary game: Hangman

The Ss study the vocabulary related to the skeleton. Then onestudent chooses a word and writes on the BB the spaces for eachletter, for example: _ _ _ _ (N E C K)The Ss say letters of the alphabet to guess the word. Correctletters are written in the spaces but if the letter is not in the word,the S at the board begins to draw the Hangman. When someoneguesses the word correctly, it is their turn to choose a word.

2

1

Content objectives: 1, 2, 3,4, 5.


Vocabulary

ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,skeleton, wrist, names of the most important bones

Our bones

• Ss touch their hands and describewhat they feel. Ask: What can you feelunder the skin? Is there anything hard?What shape are the hard parts? Arethey big? Can they move?

• Tell the Ss that what they can feel arethe bones. Ask them: What do younotice if you touch your index finger?It is in three sections, each with a bone.

Calcium. We need calcium to grow andto be healthy. Milk and dairy products likeyoghurt and cheese are rich in calcium.

OUR BODY 11

LOOK

Make more sentences. Change the underlined words. The shoulder is a joint in our arms.

The skeleton 1. The skeleton

The skeleton is made up of all the bones in ourbody. The skeleton has two important functions:

• It holds the body up. It gives it shape.

• It protects the most delicate parts of the bodylike the brain, the heart and the lungs.

2. The parts of the skeleton

The skeleton is made up of bones and cartilage.

• Bones are hard and rigid. They are different in shape and size. For example, the bones in our fingers are small and short. The bones in our legs are big and long.

• Cartilage is soft and flexible. We have cartilage at the end of some of our bones, for example, our nose.

3. The joints

A joint is a place where two bones meet. Some bones are joined together so closely that they cannot move, for example, the bonesin the skull. Other bones have a special jointwhich means they can move.

Our joints are important for movement:

• The neck is the joint between the head and the trunk.

• The shoulder, elbow and wristare the joints in our arms.

• The hip, knee and ankleare the joints in our legs.

The skeleton

ulnahumerus

vertebra

spinal column(backbone)

skull

sternum(breastbone)

ribs

jawbone

fibula

tibia

femur

pelvis

radius

READ

11

12

13

14

M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.The knee is a joint in our legs. The elbow is a joint in our arms.

9

Content objectives

• A cross-referenceto the contentobjectiveson the previousdouble page.

Language objectives

• A cross-reference to the language objectives.

Special attention

• Points which may be difficult for the students in both Science and English.

Vocabulary

• This presented inalphabetical order.

• It is recommended that students learn it.

Presentation

• The suggestions include texts as well as graphicmaterials, such asphotographs, drawings,diagrams and graphs.

Activity Book

This symbol indicatesa revision activity.

This symbol indicatesan extension activity.

E

R

Content and languagedevelopment

• These activities combineScience and Languageskills.

Hands on

• A classroom experience,which is motivating andsimple to do.

Citizenship

• Citizenship themesare identified withsymbols.

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Techniques

Various learning skills can help students to master thecontents of Essential Science:

Memorisation• To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise them in order.

• In order to teach human bones, for example, askstudents to begin with their head, and movedownwards until they reach their feet.

• Touching the corresponding parts of their bodies canhelp memorisation.

Photographs• The photographs help students to obtain information.

It can be helpful to ask the students to study a picture before they have read the caption or received any other external information.

• Focus the students’ attention: What do you see in thephoto? Can you see …?

• Go on to analyse the picture systematically,highlighting all the details.

Drawings• These drawings represent parts of the human body,

plants, etc. Some are realistic, while others aresimplified.

ulnahumerus

vertebra


sternum(breastbone)

ribs

jawbone

fibula

tibia

femur

pelvis

radius

skull

10

Learning skills• To extract information, it is important to study

the whole picture carefully as well as look at thedetails.

• The students study the accompanying texts, whichgive the names of the different parts or functions.

Highlighted words• These are printed in bold. They highlight key points

and vocabulary.

Experiments• Before an experiment begins, the students are asked

to predict how they think it will end.

• Students need to have a clear idea of anexperiment’s different stages.

• Point out the following:

• material they will need

• initial situation

• sequence of events

• final result

Enquiry questions• Learning should never be a purely mechanical

process. Questions can be used to elicit priorknowledge, and find out students’ ideas.

• Students should be encouraged to predict what theywill learn: What do you know about mammals? Whatdo you think this unit / this page is going to be about?

• Comparison questions encourage students to relateinformation from different sections: In what ways are… different from …?

• This type of question should be adapted to thelanguage level of the class.

Activities• Initially, the activities at the bottom of the page

should be done orally with the whole class. Later,most can be written down, either as homework or aswhole class activites. This will help students tomaster the key concepts and language.

• Some citizenship questions may be difficult for thestudents in English. It is advisable to begin byeliciting short, simple replies, for example, hearing,smell, taste and touch, in response to the question:What senses are very important to blind people?

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Recorded Material

Some sections of each Unit are recorded on theStudent’s CD. There is a more complete selection oftexts on the Class CD.

• The listening exercises can be used in the presentation stage of the Unit.

• Students should listen to the recording at least twice before they check their answers.

• The exercises can be corrected on the board,or by looking at the text in the book.

• For revision purposes, the listening exercises can be used at the end of the unit to recyclevocabulary or revise the content.

• At the end of each unit on the Class CD,there is an additional recorded text for use with higher level classes.

• The recorded material will help students with thepronunciation of new language and vocabulary.

Essential Language

The Essential Language section in the Student’s Book(pages 49 – 54), summarises the main functions andstructures.

Here are some practical suggestions for using thissection:

Expressing facts• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underlineexamples of the structure in each unit, either copyingthe texts, or using pencils.

• The verb to be born: The students ask and answerquestions about how different animals are born.

• Passive verb forms: Students identify the structure:verb to be + past participle, and write examples fromeach unit.

Expressing ability• Can / cannot: Students ask questions related to

examples from the unit, for example: Can birds swim?

Describing functions• Verbs, concrete nouns, abstract nouns: Students

copy the tables into their notebooks. They test eachother in pairs.

Defining• Prepositions of place: Students copy the texts, or

use pencils to underline prepositions of place. In pairs they ask each other: Where is …?,and answer using the correct preposition.

• Relative pronouns: Students identify examples ofrelative pronouns (who … which …). They write True /False sentences to test their partners, using relativepronouns to give correct or incorrect definitions.

Describing• Properties: verb to have: The students write

affirmative and negative sentences.

• Describing a process, using linking words: First, next,then, etc. The students find more examples ofprocesses using these linkers in other units.

• Landscapes: There is / there are + singular / pluralnouns. Students find and underline more examplesof this structure in other units.

• The weather: Students write examples to describethe weather today, or in different seasons of the year.

DESCRIBING PROPERTIES

DESCRIBING A PROCESS

We classify fruit into two groups.Fleshy fruits have a lot of water. Pears, apples, and melons are fleshy fruits. Nuts do not have a lot of water. Acorns and peanuts are nuts.Ask and answer.

Are apples a fleshy fruit? Yes, they are. / No, they aren't.Are melons nuts? Yes, they are. / No, they aren't.

First, the flowers grow. Then, the flowers become fruit. Next, the fruit falls and opens. Then, the seeds fall out of the fruit into the soil. Finally, the seeds grow into new plants.

Flowering plants

DESCRIBING LANDSCAPES

DEFINING

There are different types of landscape.Mountain landscapes narrow rivers, villages and forestsFlat landscapes cities, farms and motorwaysCoastal landscapes cliffs, the sea and tourist townsMatch.

You: We can see motorways. Your partner: Flat landscapes.

Mountains have three parts.The summit

the highest part of a mountain.The slopes is / are the sides of a mountain.The foot

the lowest part of a mountain.

The landscape

ESSENTIAL LANGUAGE 53

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Linking units and contents• Before students look at the Contents list, write a few

titles on the left of the board: Living things; Oursenses; Our body; The Earth; The landscape; Waterand weather.

• On the right, write, in a different order, some of theinformation about the titles: Animals and plants;Sight, hearing, taste, smell and touch; The skeleton;Solids, liquids and gases; Mountains and flat lands;The coast and the sea.

• Students volunteer to go to the board and draw a linebetween a title and its information.

• The students now have the list of contents (page ii ofthe Student’s Book), open in front of them. Draw onthe board something to represent a title, forexample, a dog (Unit 4), and a mountain (Unit 11).

• Students guess which unit is referred to. Studentsthen volunteer to draw other titles on the board, andthe activity continues. They may also do this activityin pairs.

Anagrams• Write anagrams on board, for example RATEW

(WATER) and ask the students to say which unit isbeing referred to. The students could do this in pairs.

About this book

Multiculturalnon-sexist education

Healtheducation

Consumereducation

Road safety Environmentaleducation

Citizenship Sexeducation

Peaceeducation

Contents01Learning to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

01 Living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Animals and plants. Where do animals and plants live?

02 Our senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6Sight. Hearing. Taste and smell

03 Our body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10The skeleton. Muscles. How do we use our muscles?

04 Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14What do animals eat? How are animals born?

05 Vertebrates and invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Vertebrates. Invertebrates

06 The Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20Solids, liquids and gases. Changes in matter

07 Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Water, a valuable resource. The three states of water. The water cycle

08 Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27Air is a gas. The atmosphere

09 Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30Plants have stems, leaves and roots. Trees, bushes and grasses

10 Flowering plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33Plant seeds and fruit. Plants are born. Plants grow and change

11 The landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Changes in landscapes. Mountains and flat lands

12 Water and weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40The coast and the sea. Weather

13 Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43Cities, towns and villages. Transport

14 Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Crop and animal farming. Industry

14 Essential language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49

PAGE

Notes:

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General questions• Ask general questions:

How many units are there in the book?

What is the first / last unit about?

What do you think you will study in Unit (5)?

What are Units 6, 9, 13 about?(These questions can also be asked in pairs.)

Which unit is about animals / plants / the earth?(These questions can also be asked in pairs.)

Which units discuss ‘water’?

Which unit do you like best / is most interesting foryou?

Pairwork activities• In pairs, the students test each other:

A: The Earth?

B: Unit 6. Animals?

A: Unit 4. Population?

B: Unit 13.

Answers: a – 2; b – 8; c – 1; d – 14; e – 10; f – 4; g – 12; h – 5; i – 3; j – 7; k – 9; l – 11; m – 13; n – 6.

ABOUT THIS BOOK• Look at these pictures.

Match them to the units on the opposite page. Then look at the book. Check your answers.

Unit 1 Unit ......... Unit 10 Unit .........

Unit ......... Unit ......... Unit 13 Unit .........

Unit 12 Unit 5 Unit ......... Unit 7

Unit ......... Unit .........

A B

G

DC E

H

K L M N

J

F

I

Learning to learn

Notes:

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14

You already know a lot!• This section shows students that they already have

considerable prior knowledge.

• Explain that this will help them throughout the year.

• This section can also be used as a diagnostic test atthe beginning of the year.

• For example, to establish prior knowledge of theparts of the body, photocopy the boy on page 10,removing the text. Ask students to label the picture.

• Choose how many words to include according to thelevel of the class.

YOU ALREADY KNOW A LOT!

ANIMALSCan you name five animals?Where do they live?What do they eat?

PARTS OF THE BODYEar, leg…Think of more words.

FOODDo you know the names of three meals?Can you name five types of food?

PLANTSCan you name three trees or flowers?

LANDSCAPESWhat can you see in the country?What can you see in a city?

WEATHERDo you know three weather words? Today it is…

PLACESCan you name three cities in your region?Can you name three European countries?

TRANSPORTDo you know more examples?Buses, planes, …

• These are topics you willstudy this year.You already know a lot!

TITLEWhat is the number of the unit?What is the title?

What is the first section on the page?

LOOK AT THE PHOTOWhat animals can you see?Can you see water?Think about what you see in photos.Photos have a lot of information.

What is the second section on the page?

EXPLANATIONSThese paragraphs have important information. Important words are like this: the life cycle.

SYMBOLS• The text is on the CD

• Richmond World Facts

• There is an Internet activity

• Speak

• Read

• Write

ACTIVITIESThese exercises give you practice in ESSENTIAL SCIENCE.

Notes:

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15

Focus on the pageUse the text in the right-hand column of page 2 to showthe students how their textbook is organised.

TITLE AND PHOTO

• Ask the students to tell you the number and title of the unit. Then ask them to look at the photo and predict what they think the unit will be about: What do you think this unit is going to be about?

• Explain that photos include a great deal ofinformation. Ask the students: What can you see in the photo?

• If their language level allows it, suggest that theycompare this African landscape with their own region or country: Is this landscape different fromyour region? (It’s dry …)

• Further suggestions for teaching page 3 are given on page 18 of this Teacher’s Book.

• The use of photos is discussed in the Learning skillssection on pages 10–11 of this Teacher’s Book.

EXPLANATIONS AND SYMBOLS

• Explain that the students have their own Student’s CD.

• Students should listen to the recordings at home,which will help them to assimilate what they havelearned.

• It is helpful if they sometimes listen to the recordingswithout using the Student’s Book. This sharpenstheir auditory capacity.

• The recordings also help them to work on their pronunciation.

• Further suggestions for exploiting the recording are given in the Learning skills section on pages 10–11.

ACTIVITIES

• Some activities reinforce acquisition of the scientificcontents. Others focus on citizenship reflection.

• Suggestions for exploitation are given in the Learning skills section on pages 10–11.

2. The life cycle

The life of all living things has a beginning and an end. Some living things, like trees, have a very long life. Other living things, like insects, have a very short life.

Living things are born, grow, relate to each other, reproduce and die. This process is called the life cycle.

People are living things, and so we have a life cycle too.

1. Living and non-living things

Everything around us can be put into twogroups: living things and non-living things.

• Living things are born, grow, eat, breathe and reproduce. People, animals and plantsare all living things.

• Non-living things do not eat or grow. The Sun and rocks are non-living things.Objects that people make, like tables or cars, are also non-living things.

Living things LOOK

die reproduce grow eat breathe

Make more sentences. Change the underlined words. All living things are born.

READ

In Africa

Look at this photo. Point and identify.

• animals• water• air• earth• plants

Which of these are living things?

1 2

LIVING THINGS 3

Notes:

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16

UNIT CONTENT

Assessment criteria

• Learning the characteristics of living things• Identifying living and non-living things• Classifying living and non-living things• Distinguishing living from non-living things• Describing the life cycle of some living things in the right order• Identifying the needs of living things• Recognising that people are living things

Content objectives

1. Distinguishing living things from non-living things2. Understanding the meaning of the life cycle3. Understanding that nutrition, movement, growth and reproduction

are common life processes4. Learning characteristics of animals and plants5. Distinguishing animals and plants6. Understanding that living things only live in places where all their needs

are satisfied7. Understanding that living things can live on land or in water8. Developing a responsible altitude towards animals, plants and their habitats

Language objectives

1. Describing and identifying objects, people and animals (present simple): Living things grow. Non-living things do not grow.

2. Comparing and contrasting: Some living things … Other living things …

3. Describing ability: Animals can move. Plants cannot move.

4. Talking about habits and facts: Animals live … Do bison live …?

• Everything around us: livingand non-living things

• The life cycle of living things• Characteristics of animals and

plants• The needs of living things

• Distinguish living things fromnon-living things

• Classify different living thingsinto animals or plants

• Sequence correctly the eventsin the life cycle of living things

• Interest in knowing about andprotecting living and non-livingthings around us


Contents

UNIT 1

Living things

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17

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Teaching strategies

http://www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=29Advice for teaching Science to students whose firstlanguage is not English.

Living things

http://www.bbc.co.uk/schools/revisewise/science/living/Information and interactive activities and tests aboutliving things.

Life processes and living things

http://www.zephyrus.co.uk/biologytopics.htmlClick on What are living things? or The Five Kingdomsof living things for pictures, information and interactive puzzles. Useful for students and teachers.

Other resources



PLANES,TRAINS

AND MORE

PLANES,TRAINS

AND MORE

LEVEL

2

www.richmondelt.com

WHERE DOPLANTS

GROW?

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml

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18

2. The life cycle

The life of all living things has a beginning and an end. Some living things, like trees, have a very long life. Other living things, like insects, have a very short life.

Living things are born, grow, relate to each other, reproduce and die. This process is called the life cycle.

People are living things, and so we have a life cycle too.

1. Living and non-living things

Everything around us can be put into twogroups: living things and non-living things.

• Living things are born, grow, eat, breathe and reproduce. People, animals and plantsare all living things.

• Non-living things do not eat or grow. The Sun and rocks are non-living things.Objects that people make, like tables or cars, are also non-living things.

Living things LOOK

die reproduce grow eat breathe

Make more sentences. Change the underlined words. All living things are born.

READ

In Africa

Look at this photo. Point and identify.

• animals• water• air• earth• plants

Which of these are living things?

1 2

LIVING THINGS 3


Sequencing. Write on the BB the verbs: reproduce, are born,relate to each other, die, grow.

The Ss write these verbs in the correct sequence in the followinglife cycle.

Beginning: … → … → … → … → … End

Answers: are born – grow – relate to each other – reproduce – die.

Comprehension. Write the sentences on the board. The Ss choose the correct alternative in each sentence.

Trees have a LONG / SHORT life.Insects have a LONG / SHORT life.

Answers: 1. long. 2. short.

2

1

Content objectives: 1, 2, 3.

Language objectives: 1,2, 3.

Vocabulary

life cycle, living things, non-living things

All living things die.

All living things reproduce… grow… eat… breathe.

Special attention

• Understanding that plants, althoughthey cannot move, are living things

• The use of the verb: to be born

• The use of the auxiliary verb: do innegative sentences in the present simple

Hands on

Presentation

• Ask the Ss: What do you noticeabout the photo? What animals can yousee? Where are they? What are theydoing? What plants can you see? Tell theSs that animals and plants are livingthings.

• Then ask: Is there water in the photo? Is there earth? Is there air? Ask the Ss:Are air, earth and water living things?Explain that they are non-living things.

• Write a list of words on the BB: stones,grass, dog, tree, butterfly, worm, book,pencil, mountain, sea. Ask the Ss toclassify the words into living or non-livingthings, for example: Stones are non-livingthings. Grass is a living thing.

• Present and with and ,and do the activity.

Activity Book, page 3.

Activity Book, page 4.E

R

21READ

LOOK

Living things change

• Draw two pictures on the blackboard(BB) of how you are now and how youwere when you were younger. Thestudents (Ss) draw similar pictures.

• Ask the Ss to think about how theyhave changed. They compare their hair,teeth, height, the size of their feet, andthe things they have learnt: My feet arebig now. I can speak English now …

• Point out that living things, includingpeople, change throughout their lives.

1 2

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19

Special attention

• Understanding that people belong to theanimal group of living things

• Understanding that plants make their ownfood

• The use of the auxiliary verb do in thequestion form in the present simple tense

Hands on

Presentation

• Ask the Ss: Can animals move? Canplants move? What do animals eat? Doplants eat? How do they get food? The Sssuggest answers. Then the teacher writeson the BB: Plants do not move. Plantsmake their own food. Animals move.Animals eat other living things. Present with .

• Divide the BB into two halves.Ask the Ss to write the names of plants inone half and the names of animals in theother half. They can use the words on page4 of the book. Then ask them to chooseone in each column and make sentences.

COMPARE

1

READ

4 LIVING THINGS

READ

COMPARE

1. Animals and plants

Plants and animals are living things. How do they differ from each other?

• Plants cannot move. They are fixed to the ground by their roots. Plants make their own food using water, minerals from the soil and sunlight.

• Animals, including people, cannot make their own food. They need to eat plants and other animals. Animals can move from place to place.

Animals and plants

The heron can fly over the tree.However, the tree cannot move.

tree

ferns

butterfly

frog

• Look at the photos. Choose one animal. How do you know it is an animal?Choose one plant. How do you know it is a plant?

3

bird


Can. Write the following sentences on the BB. Ss copy and complete them with can or cannot.1. A frog … move. 3. A bird … move.2. A tree … move. 4. Ferns … move.Answers: 1. can. 2. cannot. 3. can. 4. cannot.

Comprehension. Now write these sentences and ask Ss to copy them and circle the correct answers.1. Trees / frogs eat insects.2. Trees / frogs make their own food.3. Trees / frogs can move.4. Trees / frogs have roots.5. Trees / frogs cannot move.Answers: 1. frogs. 2. trees. 3. frogs. 4. trees. 5. trees.

2

1

Content objectives: 4, 5.


Vocabulary

animals, move, plants, roots

Model answer (M.A.) A frog is an animal because it can move andeats other living things. Ferns are plants because they cannotmove and they make their own food.

Animal and plant mobiles

• In class, Ss make mobiles by using a coat hanger, some string and pictures of living things.

• Ss use only pictures of animals or plants.

• Ss make pictures and hang them from the mobile on different lengthsof string.

• When the mobiles are finished, ask:What living things can you see? Arethey plants or animals?

3

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20

Special attention

• Understanding that living things only live inplaces where there is everything they need

• Expressions of quantity: some, some of them, others

Hands on

Presentation

• Tell the Ss that living things arerelated to the place where they live. Earth,water, air, temperature and sunlight are allimportant. Explain that living things musthave everything they need to live. Pollutionmay be harmful to the bison’s drinkingwater, and to the plants they eat.

• Ss look at the picture of the polarbears. Ask them: What colour are they?What colour is the place where they live?Do they have fur? A lot or a little? Polarbears have fur to protect them from thecold. Their fur is the same colour as theice that surrounds them. Present with

. The SS then read the text and do theactivity.


‘Life in a drop of water.’

This additional recorded text is formore advanced classes.

5E

R

1

READ

LOOK

4


Comprehension. Write the sentence halves on the BB. The Ss copy them and draw lines to match them. Alternative: make photocopies of page 21. The Ss cut out the sentence halves and match them.

1. A habitat a. live in warm places.2. Sardines b. have different needs.3. Different living things c. is a place where a plant or animal lives.4. Lions d. live in cold places.5. Polar bears e. live in water.

Answers: 1 – c. 2 – e. 3 – b. 4 – a. 5 – d.

1

LIVING THINGS 5

1. Animal and plant habitats

A habitat is a place where a plant or animal lives. Different animals and plants live in different habitats. They need water, air, soil, sunlight and food in the places where they live.

• Different living things have different needs.Some of them can only live in very cold places.Others can only live in very warm places.Some living things need a lot of water. Others can live without water for several days.

• Living things can live on land or in water.Sardines and water lilies live in water. Lions and trees live on land.

Where do animals and plants live?

Polar bears live in very coldplaces.

Look at this photo. Do bisonlive in hot or cold areas?

What do they need? (Think about water and plants.)

Is pollution dangerous to these animals?

LOOK

READ

bison water lilies lions polar bears trees on land in water in warm places in cold places

Make more questions. Change the underlined words. Do sardines live in water?

4

M.A. Where do lions live? Is it warm or cold? Do polarbears live in cold places? Do trees live on land?



Vocabulary

cold places, habitat, in water, needs, on land, warm places

Earthworms

• Take a jar containing soil and wormsinto class. Ask: How can we find outabout living things?

• Pour the contents of the jar carefullyonto a piece of cardboard. Ss lookclosely at the worms and describe them.

• Explain that the worms’ habitat is soil.They need humidity to live. They eatthe remains of living things.

Pollution. Pollution can be harmful toanimals. They are affected by pollution inthe air, the water and the earth.

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21ESSENTIAL SCIENCE 3 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

1 A habitat

2 Sardines

3 Different living things

4 Lions

5 Polar bears

a live in warm places

b have different needs

c is a place where a plant or animal lives

d live in cold places

e live in water

Match.Answers:1 – c. 2 – e. 3 – b. 4 – a. 5 – d.

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22

Activity B

ook

Worksheet 1. Date Apply your knowledgeTHE LIFE CYCLE

2. How do living things begin? Connect.

1. What do living things do? Match and write.

3

a®æ bor>

1

2 4

5

6

B

C

D

E

F

• reproduce • eat • are born • die • grow

3

A

ea† grow ®eprodu©æ d^æ

Worksheet 2. Date Apply your knowledgeIDENTIFY LIVING THINGS AND NON-LIVING THINGS

4

1. Connect all the living things.

DORMOUSE

It sleeps a lot.

DOG

It jumps and plays.

FINISH

MUSSEL

It attaches itself to rocks

and moves very little.

SNOWMAN

It disappears in the Sun.

START

Cross out the non-living things.

• cactus • mosquito • child • penguin • hammer • dog

• palm tree • snowman • house • sardine • torch • horse

VOCABULARY

POPLAR TREE

Its leaves fall in the winter.New leaves grow

in the spring.

ROBOT

It can move and talk.

TORCHIt helps us to see in the dark.

WIND

It moves sailboats.

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23

Worksheet 3. Date Apply your knowledgeANIMAL HABITATS

5

1. Where do the animals live? Complete the chart. Colour the animals.

WHERE ANIMALS LIVE

North Pole Jungle Desert

polar bear toucan desert fox

seal

walrus

camel

jaguar

tapir

arctic fox

gorilla

pola® ∫¶a®ßea¬walrufiarcti© ƒo≈

touca>jagua®gorillåtapi®

∂eßer† ƒo≈caµe¬

Notes:

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24

UNIT CONTENT

Assessment criteria

• Associating the senses with their organs• Understanding how our senses work: perceive information from the world

around us• Identifying the parts of the eye and ear

Content objectives

1. Using the senses to discover and describe the environment: shapes, sizes,colours, smells and tastes

2. Identifying the five senses and how they work3. Distinguishing the parts of the eye4. Understanding that we need light in order to see5. Identifying the path that sound takes in the ear6. Understanding what taste buds are for7. Appreciating the importance of all the senses8. Differentiating healthy and unhealthy habits to look after our sense organs

Language objectives

1. Explaining the purpose of an object: We need our senses in order to … We use our eyes to see …

2. Conditions that are always true (zero conditional: if + present tense):If there is … we cannot see …

3. Expressing recommendation / obligation: We should … We must …

4. Describing where things are: in the centre; at the back; inside; behind

5. Describing movement: into; along; to

6. Making comparisons: Animals can smell better than …

• Touch: feel cold, heat, pain• Sight: see shapes, colours,

sizes, distances, position• Hearing: distinguish sounds• Taste: distinguish flavours• Smell: distinguish smells

• Associate each sense with an organ in the body

• Interpret anatomical diagramsof the senses

• Identify the parts of the eyeand ear

• Appreciate the importance ofthe senses in order to react tothe surroundings

• Interest in developing ahealthy lifestyle to take care of the sense organs


Contents

UNIT 2

Our senses

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25

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Sense organs

http://faculty.washington.edu/chudler/chsense.htmlInformation and activities about the senses.

Eyes

http://www.healthyeyes.org.uk/index.php?id=1Information and activities for caring for eyes.

Other resources


* Not yet available in English www.richmondelt.com

LEVEL

3

LET’SMAKE

MUSIC

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26

6 OUR SENSES

1. The senses

We need our senses in order to understand our surroundings.

We have five senses: sight, hearing, smell, taste and touch. Each sense goes with an organ in the body.

• We use our eyes to see. They are the organs of sight.

• We use our ears to hear. They are the organs of hearing.

• We use our nose to smell. It is our organ of smell.

• We use our tongue to taste. It is our organ of taste.

• We use our skin to feel. It is our organ of touch.

2. Touch

Our body is completely covered by skin. Through our skin we feel cold, heat and pain.

Some parts of our body are very sensitive. For example, the skin on our fingers is very sensitive. However, the skin on our legs is not so sensitive.

Our sensesLOOK

Make more sentences. Change the underlined words. We use our skin to feel.

READ

Imagine you are in this room. Your eyes are covered.What can you know?

The skin on our hands is verysensitive. We can use our handsto model a piece of clay.

5


Comprehension. Ask the Ss if the following sentences are true or false.

1. Our fingers are very sensitive. 3. Our body is covered by skin.2. We use our tongue to hear. 4. We use our nose to feel.

Answers: 1 – T. 2 – F. 3 – T. 4 – F.

Vocabulary. Write the table on the BB.

Ask the Ss to copy and complete the spaces.

Parts of the Body Senseseyes 2. 3. 1. hearing smelltongue skin 4. 5.

Answers: 1. sight. 2. ears. 3. nose. 4. taste. 5. touch.

2

1



Vocabulary

ears, eyes, hearing, nose, sight, skin, smell, skin,taste, tongue, touch

M.A. We use our ears to hear. We use our eyes to see.We use our nose to smell. We use our tongue to taste.

Special attention

• Understanding that all of the body issensitive to touch but certain areas, suchas the hands, are very sensitive. We usethem to find out more about oursurroundings

• Understanding the infinitive of purpose: …to see, … in order to understand …

Hands on

Presentation

• To help Ss answer the first question,ask them: What can you smell? (the cake)What can you hear? (my friends blowing outthe candles, children’s voices) What canyou taste? (the sweets) What can you feel? (the paper cups, the serviettes …)

• Present and with and .

• Ask Ss what sense we use when we do thefollowing: smell an orange, taste an apple,decide how big a house is, hear a friend’svoice, decide how smooth a piece of paper is.

• Ask Ss: How do your parents know if youhave a temperature? (They put their handsor lips on your forehead because handsand lips are sensitive parts of the body.)

Activity Book, pages 6, 7.E

7621READ

LOOK

We sense things by touching them

• Bring a bag and several objects toclass, for example, a sponge, crepepaper, shiny paper, a stone, a book,a pencil, a pencil sharpener and chalk.Before you show them to the class,ask: How can we find out about thesenses?

• Put one object in the bag at a time.Without looking at it, Ss take turns toput their hands in the bag, hold theobject and describe it: It’s round. It’ssoft … The other Ss try to guess whatit is.

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27

Special attention

• Interpreting the diagram of the eye

• Distinguishing between the modal verbs:should, must

• Negative structure: We cannot see anything

Hands on

Presentation


• Present with . Explainthat an eyeball has volume, like a balloon.In the diagram we can see inside theeyeball.

• We normally see the eye from the front,protected above and below by the eyelids.

• The colours (which are not real) helpidentify the different parts of the eye.

• Ask Ss: How do we close our eyes? (Wemove our eyelids.) What do we call the littlehairs on our eyelids? (eyelashes) What areour eyebrows made of? (little hairs)

Activity Book, pages 8, 9.R

10LOOK AND READ

9821READ

We should alwayshave enough lightwhen we read or write.

We must take goodcare of our eyes.

OUR SENSES 7

9 LIVING THINGS

1. Our eyes

We use our eyes to see. Some parts are for vision. Other parts are for protection.

• We use the eyeball, pupil, iris, lens and retina to see.

• The eyelids, eyelashes and eyebrows all protect our eyes.

Sight

The eye

LOOK AND READ

READ

True or false? Decide and make more sentences.

We use our eyelashes to see. Eyelashes protect our eyes.

eyebrow

eyelashes

eyelids

pupil

This is in the centre of the eye.The light goes through the pupil.

eyeball

The eyeball is round. lens

This is inside the eye. It is behind the pupil.

We use the lens to focus on things. retina

This is at the back of the eye. The light goes through the pupiland reaches the retina.

iris

The iris surrounds the pupil. It can be brown, green or blue.

2. Light

If there is only a little light, we cannot see objects very well. If it is completely dark, we cannot see anything. We need light in order to see.

We can see colours, shapes, sizes, position and distances with our eyes.

6

7


Comprehension. Write the following words and sentences on the BB. Ss complete the sentences with the correct word.

inside / back / surrounds / centre / round

1. The retina: This is at the … of the eye. (back)2. The pupil: This is in the … of the eye. (centre)3. The lens: This is … the eye. (inside)4. The eyeball is … (round)5. The iris … the pupil. (surrounds)

A class survey. Ss find out the most common eye colour in the class. They carry out a survey by asking each other:

What colour are your eyes? How many students have brown eyes?Green eyes?

At the end of the activity they give their results.

2

1


Language objectives: 2, 3.

Vocabulary

eye, eyeball, iris, lens, protect, pupil, retina, to see, sight

M.A. We use our eyelashes to see - false. Eyelashes protect our eyes – true. Other possible answers: We use the pupil to see. We usethe lens to see. Eyelids protect our eyes. Eyebrows protect our eyes.

Eyes and distances

• Hold a pen in one hand and the top of the pen in the other. Close one eyeand hold your hands about 40centimetres from your body. Ask the Ssto make a prediction: What will happenif I try to put the top on the pen?Carry out the experiment.

• Ss carry out the same experiment.

• Explain that we need both eyes tocalculate distances. With only one eyewe cannot put the top back on the pen.

Looking after our eyes. To look afterour eyes, we should read with enoughlight, have our eyesight checked, and wearglasses or contact lenses if we needthem.

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28

Special attention

• Understanding that the outer ear is theexternal part of the ear and that there isthe inner ear inside the head

• Understanding that sound is a vibration

• Following the path of sound by means of prepositions and verbs of movement

Hands on

Presentation

• Present with .

• Present with . The leftpart of the diagram is the part of the earwe can see, the right section is what isinside the head.

• The colours of the diagram distinguish thedifferent parts: the outer ear and the earcanal are coloured pink, the ear drum isgreen, the small bones are brown and thecochlea is blue.

• Take a piece of cardboard and make itvibrate by moving it with the hand. Explainthat sound is a vibration. When soundreaches the ear drum, it vibrates like thecardboard and transmits the vibration to the small bones.

Activity Book, page 9.R

12LOOK AND READ

111READ


Comprehension. Write the following words on the board. The Ss complete the sentences with the correct word.

bones / brain / ears / cochlea / drum / canal

1. Vibrations go into our outer … (ears)2. They go along the ear … (canal)3. The vibrations reach the ear … (drum)4. The movement of the eardrum reaches the small … (bones)5. The … collects the information (cochlea)6. It sends the information to the … (brain)

1

8 OUR SENSES

READ

LOOK AND READ

1. Our hearing

There are two parts:

• We can see the outer parts. These are our two ears.

• The inner ears are inside our head. They are very delicate.

We can hear different sounds. We can tell where sounds come from.

Hearing

We can distinguish the differentsounds that a xylophone makes.

How we hear sound

Look. Follow the path that sound takes.

1. Sound vibrates. Thevibrations go into ourouter ears. They go along the ear canal.

2. The vibrations reach theear drum. It vibrates.

3. The movement of theeardrum reaches thesmall bones. Then it goes to the cochlea.

4. The cochlea collects the information. It sends it to the brain.

outer ear

ear drum

cochlea

small bones

ear canal

small bones cochlea ear canal outer ear ear drum

Follow the path that sound takes. Put these words in order.

8

ear, ear canal, ear drum, small bones,cochlea



Vocabulary

cochlea, ear, ear canal, ear drum, hearing, inner ear, outerear, small bones, sounds

Where sounds come from

• The Ss close their eyes. Clap yourhands once. The Ss say where thesound is from. Now stand in differentplaces in the classroom and clapagain. The Ss say: The sound is fromthe BB. The sound is from the window …

• Tell Ss that we use our ears not only tohear, but to detect where sounds comefrom.

Noise. Loud noises can damage ourears. It is important not to have thevolume too loud when we use headphones.

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29

Special attention

• Understanding that taste and smell arerelated

• Use of the defining relative pronoun: … somebody who is lost

• Use of preposition and gerund: by following

Hands on

Presentation

• After completing the table the Ssmake sentences like: Lemons are sour.Ham is salty.

• Present and with and .Tell the Ss that when we have a cold wecannot appreciate the taste of foodbecause we cannot smell it. The sense oftaste and smell are closely related. We canprove this by tasting food with our eyesclosed and our nose covered up.

‘Is the sense of touch important?’This additional recorded text is forpractice with more advanced classes.

15E

141321READ

COMPARE


Comprehension. Read out the following sentences for Ss to correct.

1. Ham is sour.2. Chocolate is salty.3. Bananas are sour.4. Cake is salty.5. Pizzas are sweet.6. Lemons are salty.

Answers: 1. salty. 2. sweet. 3. sweet. 4. sweet. 5. salty. 6. sour.

1

OUR SENSES 9

Taste and smell

READ

What senses are very important to blind people? In which situations do they use them?

COMPARE

• Copy and complete. Add more food.

sweet

salty

sour

lemons ham bananas cake

1. Taste

We taste food and drink with our tongue. The surface of our tongue is full of small dots called taste buds.We use these to distinguish flavours.

We distinguish four different flavours: sweet, salty, sour and bitter.

2. Smell

When we breathe, air goes in through our nose. We also use our nose to distinguish different smells. Our nose is our organ of smell.

Animals can smell better than people. For example, dogs can find somebody who is lost by following a trail.

They can taste the water melon. They can smell the flowers.

The perception of smells

• Place a glass of lavender water in thecorner of the classroom.

• Ask the Ss: What do you notice? Ss willnotice the smell. Ask them to say whenthey first smell it, and to identify it.

• Explain that as it evaporates,it spreads round the room. We noticeit when it reaches our noses.

• Ask the Ss to predict: What will happenafter a while? (The Ss will stop beingaware of the smell.)



Vocabulary

flavours, nose, smell, taste, taste buds

M.A. All the senses are important except sight. With smell they can identify a flower; with hearing a person, with touch an objectand with taste an apple.

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30

Worksheet 4. Date Apply your knowledgeTHE FIVE SENSES

6

1. These words are related to the senses. Use the key to colour them.

2. Protect your skin! Circle the things you should not touch with your hands.Then complete the sentence.

3. Look at the objects. How do these things protect us? Decide and complete.

sight: red hearing: blue touch: green

taste: yellow smell: orange

• cold water • a hot pan • insecticide • soap

• a hot iron • boiling water • ammonia

We should not touch

with our hands because they are bad for our skin.

1

2

3

å ho† iro>

heat Sun cold

2. They protect our eyes from the .

3. They protect our hands from the .

1. They protect our ears from the .

EAR DRUM IRIS SOFT BIT TER

YEL LOW EYE LID MU SIC

HOT RED PER FUME SALT Y

EAR FLA VOUR NOSE COL OUR

, å ho† pa>, boilin@ wa†e®,

inßectici∂æ o® ammoniå

col∂

Su>

™ea†

Activity B

ook

Object What is it? How do you know?

Worksheet 5. Date TasksUSE YOUR SENSE OF TOUCH

7

1. What can you find out using your sense of touch?

You need:

A partner and some objects. For example:

a pencil a book a ball

a rubber a glue stick a DVD

Instructions:

1. Your partner sits on a chair. Blindfold him or her.

2. Put one object in his or her hands.

3. Ask: What is it?

4. Write the answer on the chart.

5. Ask: How do you know?

6. Write the answer on the chart.Use these words.

• round • square • long • rectangular

å bal¬ I†´fi å bal¬. I†´fi roun∂.

å πenci¬

å rub∫e®

å boo§

å DVD

å gl¤æ stic§

I†´fi å πenci¬.

I†´fi å rub∫¶®.

I†´fi å boo§.

I†´fi å DVD.

I†´fi å gl¤æ stic§.

I†´fi roun∂.

I†´fi lon@.

I†´fi squa®æ.

I†´fi ®ectangula®.

I†´fi lon@ an∂ roun∂.

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Worksheet 6. Date Tasks HOW GOOD IS YOUR EYESIGHT?

8

2. Find and colour two fruits, two animals and two tools.

Match.

blind when you can only see certain colours

short-sighted when you cannot see

colour-blind when you cannot see distant objects clearly

VOCABULARY

A

B

A B

1. Look carefully and answer the questions.

• Which line is longer? Circle A or B.

• Which circle is larger? Circle A or B.

They arethe same.

They arethe same.

Worksheet 7. Date TasksSIGHT AND HEARING

9

1. Draw one of your eyes. Match the words.

2. Identify and match. Then colour.

outer ear • • cochlea

ear drum • • three small bones

• What colour is your iris?

• What colour is your pupil?

eyelid

iris

pupil

eyebrow

eyelashes

bl¤æ

blac§

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UNIT CONTENT

Assessment criteria

• Distinguishing between voluntary movements and involuntary movements• Knowing the characteristics of bones and muscles and how they work together• Naming some bones and muscles• Interpreting anatomical diagrams• Developing healthy habits for bones, muscles and joints

Content objectives

1. Identifying main organs and basic functions: bones, muscles and joints2. Learning about the skeleton and its functions3. Understanding what joints are and their purpose4. Interpreting anatomical diagrams5. Identifying characteristics of bones and muscles6. Understanding what muscles are for and how they work7. Distinguishing voluntary muscles from involuntary muscles8. Associating different movements with the muscle used9. Recognising the importance of sports and physical exercise

Language objectives

1. Giving definitions: A voluntary movement is … An involuntary movement is …A joint is a place where …

2. Impersonal statements: The skeleton is made up of … Bones are joined together.

3. Describing possession: our skin; their movements

4. Expressing contrast: However, …

5. Expressing functions: We use … to raise / to bend …

6. Explaining how a movement occurs (reflexive pronouns): by itself; by themselves

• Bones and muscles:characteristics and names of main ones

• Body movements: voluntaryand involuntary

• The skeleton: parts and functions

• Joints: location• How muscles work

and movement

• Distinguish between voluntaryand involuntary movements

• Interpret anatomical diagramsand apply the new vocabularycorrectly

• Explain how muscles work

• Interest in developing goodhabits for taking care of theskeleton and muscles


Contents

UNIT 3

Our body

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33

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


The skeleton

http://www.primaryresources.co.uk/online/humanbody.swfInformation about the human skeleton.

The human body

http://kidshealth.org/kid/bodySimple explanations about the human body. Useful for students.

Protecting bones and muscles

http://www.sciencenewsforkids.org/articles/20040505/Feature1.aspInformation about warming up before exercising.Useful for students.

This information was provided by kidsHealth, one of the largest resources online for medicallyreviewed health information written for parents, kids and teens. For more articles like this one, visit www.kidsHealth.org or www.teensHealth.org. © 1995-2006 The Nemovis Foundation.

Other resources



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34

10 OUR BODY

1. Movement

We make many different movements through the day. Our muscles and bones work together to move our body.

• Bones are hard and rigid. We cannot bend our bones.

• Muscles are soft and flexible. Many muscles are joined to bones. When muscles move, they pull and push the bones.

A voluntary movement is when we make a movement that we want to, for example, when we pick up a glass.

An involuntary movement is one that we do notcontrol. For example, we touch something hot,and then take our hand away quickly.

Our body LOOK

Look at the boy. What parts of his body can he bend? Decide and complete. He can bend…

READ

The body

Running is a voluntary movement.

arm

limbs

head

neck

shoulder

hip

elbow

wrist

ankle

knee

trunk

910


Parts of the body: Simon says

Ss study the names of parts of the body.They stand up. Say: Simon says touch your head. The Ss mustobey the instructions. Then continue giving instructions to touchother parts of the body, beginning with the phrase: Simon says.Occasionally this phrase is omitted, which means the studentsmust not obey the instructions. Any student who does, is out ofthe game and has to sit down. The winners are the Ss leftstanding.

1



Vocabulary

body, bones, head, involuntary movement, limbs, muscles, trunk, voluntary movement

M.A. … arm (elbow) … leg (knee).

Special attention

• Understanding that bones and muscles are connected to each other and worktogether

Hands on

Presentation

• Present with . The Ss say if thefollowing movements are voluntary orinvoluntary: Moving our hand away when weprick a finger (I). Raising your hand to aska question (V). Opening a book (V). Closingyour eyes when a fly is buzzing round (V or I). Your heartbeat (I).

• The Ss learn the names of parts ofthe body by looking at the photo of the boyand focussing on the highlighted words:head, limbs, trunk … The other wordsdescribe the parts which make up thesethree main sections. For example: Thelimbs are the arms and legs. The legincludes the knee and the ankle.

• Play to practise the vocabulary. 17

LOOK

161READ

Making a puppet

• Draw the parts of a puppet: head and neck, trunk, limbs (in two sectionsto include elbows and knees), handsand feet. Mark where a hole needs to be made.

• Make photocopies of the puppet andgive them to the Ss. They stick thepuppet onto cardboard and then cutout the figure and make holes whereindicated. Fix the pieces with pins.

• Ss move the joints of the puppet.

Changes in the body. Children growand become men and women. Ask Ss howthe body of the boy in the photo willchange as he grows. Then choose anotherphoto in the book of a girl and ask howher body will change.

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35

Special attention

• Understanding that bones are beneath theskin and muscles


• Passive forms: are joined …

Hands on

Presentation

• Present and with and .Ask: Are bones hard? Are they soft? Whatwould happen if we didn’t have a skeleton?What would our body be like? (a sack,a balloon without air …).

• Ss touch their chest and find their ribs andsternum. Explain that these bones protectthe lungs and heart.

• Suggest they learn the names of the bonesby starting at the top of the head andworking their way down to the feet,visualising the bones they are naming.

• Present with . To illustrate the jointsin the body refer the Ss to page 10 of thebook. Then ask the Ss to do the activity.

• Present with .

Activity Book, pages 10, 22 and 23.R

21LOOK

203

191821READ


Names of bones. Make photocopies of the skeleton but erasethe names of the bones. Ss study the names for 5 minutes. Then, without looking, they write them in the correct place.

Vocabulary game: Hangman

The Ss study the vocabulary related to the skeleton. Then onestudent chooses a word and writes on the BB the spaces for eachletter, for example: _ _ _ _ (N E C K)The Ss say letters of the alphabet to guess the word. Correctletters are written in the spaces but if the letter is not in the word,the S at the board begins to draw the Hangman. When someoneguesses the word correctly, it is their turn to choose a word.

2

1



Vocabulary

ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,skeleton, wrist, names of the most important bones

Our bones

• Ss touch their hands and describewhat they feel. Ask: What can you feelunder the skin? Is there anything hard?What shape are the hard parts? Arethey big? Can they move?

• Tell the Ss that what they can feel arethe bones. Ask them: What do younotice if you touch your index finger?It is in three sections, each with a bone.

Calcium. We need calcium to grow andto be healthy. Milk and dairy products likeyoghurt and cheese are rich in calcium.

OUR BODY 11

LOOK

Make more sentences. Change the underlined words. The shoulder is a joint in our arms.

The skeleton 1. The skeleton

The skeleton is made up of all the bones in ourbody. The skeleton has two important functions:

• It holds the body up. It gives it shape.

• It protects the most delicate parts of the bodylike the brain, the heart and the lungs.

2. The parts of the skeleton

The skeleton is made up of bones and cartilage.

• Bones are hard and rigid. They are different in shape and size. For example, the bones in our fingers are small and short. The bones in our legs are big and long.

• Cartilage is soft and flexible. We have cartilage at the end of some of our bones, for example, our nose.

3. The joints

A joint is a place where two bones meet. Some bones are joined together so closely that they cannot move, for example, the bonesin the skull. Other bones have a special jointwhich means they can move.

Our joints are important for movement:

• The neck is the joint between the head and the trunk.

• The shoulder, elbow and wristare the joints in our arms.

• The hip, knee and ankleare the joints in our legs.

The skeleton

ulnahumerus

vertebra


skull

sternum(breastbone)

ribs

jawbone

fibula

tibia

femur

pelvis

radius

READ

11

12

13

14

M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.The knee is a joint in our legs. The elbow is a joint in our arms.

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36

Special attention

• Understanding that apart from thevoluntary muscles that appear in thepictures, we have muscles in other parts ofthe body, for example, the tongue and theheart


• Verbs with infinitive: … when we want to

• Use of the reflexive pronoun: … bythemselves

• Possessive adjectives: our arms, theirmovements

Hands on

Presentation

• Use your body to show Ss theposition of the muscles in the drawings.For example: This is the deltoid muscle. This muscle is the biceps. Play and tellSs to listen and point to the muscles.

• Present and with and .Then ask the Ss to do the activity.

and Activity Book, page 11.ER

242321READ

22

LOOK


Comprehension. Write the two halves of each sentence on theboard for the Ss to match.

1. We move our voluntary muscles a. moves all the time.2. The involuntary muscles b. when we want to.3. We need muscles c. in order to move.4. The heart muscle d. move by themselves.

Answers: 1 – b. 2 – d. 3 – c. 4 – a.

Types of muscles. Ask Ss: Are the following voluntary orinvoluntary muscles?

1. the tongue. 2. the abdominal muscles. 3. the masseter. 4. theheart.

Answers: 1. involuntary. 2. voluntary. 3. voluntary. 4. involuntary.

2

1

12 OUR BODY

READ

LOOK

1. Muscles

The muscles in these pictures are just under our skin.

However, there are muscles in other parts of our body, for example, in the stomach.

We need muscles in order to move.

Muscles

Make more questions. Change the underlined words. Do we use the trapezius muscle when we walk?

2. Types of muscles

We divide muscles into two groups.

• We move our voluntary muscleswhen we want to. The muscles in our arms are voluntary muscles.

• The involuntary muscles move by themselves.We do not control their movements. For example, the heart is a muscle. It moves all the time.

biceps

pectoral

masseter

trapezius

deltoid

abdominal

gemellus(rotatingmuscle)

quadriceps

trapeziusdeltoid

dorsal

gluteal

gemellus

Muscles 15

M.A. Do we use the deltoid muscle when we raise our arm? Do we usethe gemellus when we walk? Do we use the biceps muscle when we write?



Vocabulary

move, muscle, involuntary, voluntary, names of the mostimportant muscles

Anatomical model of the arm

• Use sticky tape to attach a cardboardhand to one end of a rectangular pieceof cardboard (the forearm). At theother end use a pin (the elbow) toattach another rectangular piece ofcardboard (the arm).

• Put all the pieces in line. Place a pieceof wool at the top of the rectanglesand one at the bottom. Stick each endof the wool to a rectangle.

• By pulling the top piece of wool thearm bends at the elbow and the handmoves upwards. On pulling the lowerpiece of wool, the arm returns to itsoriginal position.

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37

Special attention• Understanding that muscles vary in size

• Interpreting the diagrams of stretching thearm and bending the arm

• Use of the reflexive pronoun: … move byitself

Hands on

Presentation• Play . Ss imitate the

movements they see in the photos of thechildren. They feel the muscle that isworking. They will notice that it is hard.When the muscle stops working, it is soft.

• Play . Help Ss to observecarefully the diagrams of what an armlooks like inside. The bones are colouredyellow, the muscles red and we see theoutline of the arm and the hand. Ask theSs to predict what will happen when theybend and stretch their arms as in thediagram. Ask: What will happen when thebiceps becomes shorter? And when itstretches? When is the biceps harder?

• Present with .


‘Ready, steady go.’28E

E

271

26LOOK AND READ

25LOOK AND READ


Muscles and parts of the body. Write the following words andsentences on the BB. The Ss write one of the words in theappropriate sentence.

shoulders / arms / walk / waist / run

1. We use the deltoid muscle to raise our … (arms)2. We use our abdominal muscles to bend at the … (waist)3. We use the quadriceps and gemellus when we … or …

(walk, run)4. We use the trapezius to raise our … (shoulders)

1

OUR BODY 13

How do we use our muscles?

1. Movement

The skeleton cannot move by itself. We need our muscles to move our bones.

• Muscles change in size. They move the part of the body they are connected to.

• Muscles are flexible. They become short or long without breaking.

For example, when the biceps muscle is short, it pulls on the radius. We bend our arm.

When the biceps muscle is long, we stretch our arm.

Each muscle has a special job

LOOK AND READ

Stretching the arm

Bending the arm

biceps(muscle)

radius(bone)biceps

(muscle)

radius(bone)

LOOK AND READ

We use thetrapezius to raiseour shoulders.

We use thedeltoid

muscle toraise our

arms.

We use ourabdominal muscles to bend at the waist.

The quadriceps andgemellus worktogether when wewalk or run.

16

17

Our muscles

• Ask the Ss: How can we find out aboutour muscles?

• In pairs, Ss analyse how the musclesof the face move when we makegestures, for example, when we smile,raise our eyebrows, and look angry,surprised or frightened.

• In each case, Ss touch their faces tofeel when the muscles are harder.



Vocabulary

bending muscle, flexible, size, stretching muscle

Exercise. Physical exercise helps us togrow and be healthy. It is important to doexercise every day.

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38

skul¬

Worksheet 8. Date Apply your knowledgeTHE SKELETON

10

1. Label the skeleton.

• femur • skull • tibia • ulna • sternum (breastbone)

• humerus • fibula • ribs • jawbone • spinal column (backbone)

2. Use these words to complete the text.

Our skeleton is made up of more than 200 . They are used to hold

our up. Our protect our heart and lungs.

The protects the brain. The ,

and the are leg bones.

bo>efi

• body • femur • ribs • skull • tibia • fibula • bones

ulnå

s†ernuµ

rib

ƒemu®

bod¥

skul¬

fibulå

ƒemu® tibiå

ribfi

spina¬

huµerufi

jawbo>æ

colum>tibiå

fibulå

traπeziufi

Worksheet 9. Date Apply your knowledgeMUSCLES

11

1. Classify the muscles.

• pectoral • deltoids • trapezius • gemellus (rotating muscle)

• dorsal • quadriceps • biceps

a) When I raise my arms:

b) When I run:

Which muscles do you move? Look at Activity 1. Decide and write.

2. How can you protect your spinal column? Decide and tick three.

Do not carry heavy things. Swim regularly. Do not take long walks. Sit with your back straight.

Match the three columns.

elastic • • muscle

flexible • • bone

rigid • • muscleis hard or impossible to bend

can stretch and later recover its shape

can change without breaking

VOCABULARY

TRUNK LEGS ARMS

∂eltoidfi, bi©epfi

@eµellufi, quadri©epfi

πectora¬

dorsa¬

@eµellufi

quadri©epfi

∂eltoidfi

bi©epfi

Activity B

ook

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Worksheet 10. Date TasksFITNESS ACTIVITIES

12

The heart is a muscle. Exercise keeps it strong and healthy.

Feel your pulse after exercise. Is your heart beating more rapidly?

How many of these activities can you do in one minute?

Instructions:

1. Work with a partner and time each other with a watch.

2. Write down the answer. Answers will vary.

1. Jump skips 2. Star jumps

/ one minute / one minute

3. Running lengths 4. Step ups


5. Sit ups 6. Hand walks


Notes:

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UNIT CONTENT

Assessment criteria

• Using vocabulary correctly: viviparous, oviparous, carnivore, herbivore, omnivore

• Applying animal classification criteria• Obtaining information from photos

Content objectives

1. Recognising and comparing basic features of different animals: movements, senses, birth, nutrition, external features, reproduction

2. Classifying animals using different criteria

3. Learning that carnivores, herbivores and omnivores eat different types of food

4. Identifying examples of carnivores, herbivores and omnivores

5. Learning how oviparous animals and viviparous animals are born and howthey grow

6. Identifying examples of oviparous and viviparous animals

Language objectives

1. Giving information: Present Simple: affirmative, negative, interrogative2. Describing movement: walk, fly, swim, crawl

3. Classifying animals: Herbivores eat plants.

4. Talking about groups: some … others

5. Giving examples: such as, for example

6. Possessive adjectives: their mother’s milk

• Classification of animals usingfood as criteria: carnivores,herbivores, omnivores

• Classification of animals usinghow they are born as criteria:oviparous, viviparous

• Classify animals using differentcriteria

• Study photos to obtaininformation from them

• Respect animal life


Contents

UNIT 4

Animals

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41

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Endangered animals

http://www.worldwildlife.org/endangered/index.cfmInformation about wildlife protection and conservation.

Invertebrates

http://www.kidport.com/RefLib/Science/Animals/AnimalIndexInv.htmPictures and information on the main types. Useful for students and teachers.

The animal kingdom

http://www.kidport.com/RefLib/Science/ScienceIndex.htmA variety of animal topics including animalclassification and animal comparison. Useful for students and teachers.

Other resources



LEVEL

3

FINS,WINGSAND LEGS

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42

14 ANIMALS

AnimalsCOMPARE

• How are these animals similar? How are they different?

• Put the animals into two groups.

owl

pelicandeer

READ

1. The classification of animals

We can classify animals using different criteria.

• The skeleton.Vertebrates have a skeleton. Invertebrates do not have a skeleton.

• The way animals are born.Viviparous animals are born from their mother’s womb. Oviparous animals are born from eggs.

• The food they eat. Some animals eat meat, some eat plants and some eat both meat and plants.

• The way animals move.Some animals walk, some fly, some swim and some crawl along the ground.

fin

tailscales

moutheye

trunk

A fish

The shape of fish helps them to movequickly through water.

LOOK

head

puma

1819


Listening. Write the following questions on the BB and ask Ssto circle the correct answers after listening again to .

1. Vertebrates have a skeleton. YES / NO2. Invertebrates do not have a skeleton. YES / NO3. Viviparous animals are born from eggs. YES / NO4. Oviparous animals are born from eggs. YES / NO5. Some animals eat plants. YES / NO6. Some animals swim. YES / NO

Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.

29

1



Vocabulary

to be born, classification, food, head, movement,skeleton, scales, tail, trunk

Special attention

• Use of do not in the negative form

• Verb: to be born

Hands on

Presentation

• Write these sentences on theBB: How many legs does it have? Does ithave a beak? Does it have hair (fur)? Doesit have feathers? Ask the Ss to comparethe animals and divide the animals intotwo groups: Owls and pelicans are birds.Deer and puma are mammals.

• Present with . Explain thatusing criteria to classify means looking ata specific aspect. For example, if we arelooking at the way animals are born,animals can be viviparous or oviparous.Ask the Ss to name the four criteria for theclassification of animals mentioned in thebook.

• Say the parts of the fish. Play and tell Ss to listen and point to the partsof the fish.

30LOOK

291READ

COMPARE

Classifying animals

• Distribute some photos of animals inclass.

• Call out different animalcharacteristics. For example: animalswith feathers, animals that swim,animals with bones, animals born from eggs …

• The Ss having animals with thosecharacteristics stand up and show the photos.

• Ss say: The cat has bones. The sardineswims. The elephant eats grass …

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43

Special attention

• Animals which eat fish and insects arecarnivores

• Irregular plurals: teeth, deer, foxes

Hands on

Presentation

• Ask the Ss: What is the pony eating?(grass) Do dogs eat plants? (no)

• Present with . Then ask the Ssto say if the animal is a herbivore or acarnivore. Elephants eat grass. (Elephantsare herbivores.) Caterpillars eat leaves …Wolves eat rabbits … Otters eat fish …

• Explain that an animal’s teeth or beak isadapted to the type of food it eats. Eagleshave sharp, hooked beaks to eat meat.Cows have large, flat teeth to eat grass.


311READ

LOOK

ANIMALS 15

Make more sentences. Change the underlined words. Bears are omnivores.

What do animals eat?

LOOK

READ

• What is the ponyeating?

• Name three otheranimals that eatplants.

• Do dogs eat plants?

1. Animals and food

Animals are living things, so they need to eat food. We classify animals into three groups: herbivores, carnivores and omnivores.

• Herbivores eat plants. They eat different parts of plants such as leaves, roots and fruit. Herbivores have special teeth to help them cut and chew plants.

• Deer, cows and rabbits are herbivores.

• Carnivores eat other animals.Carnivores hunt and eat meat. They have sharp teeth. They have excellent eyesight.

• Foxes, eagles and lions are carnivores.

• Omnivores eat plants and other animals. • Bears and chimpanzees are omnivores.

Foxes arecarnivores. Theyeat mice, rabbitsand other animals.

Bears are omnivores. They eat fish, fruit and honey.

20


Listening. Write these questions on the BB. Play again andask the Ss to note down their answers. Then correct the answerstogether.

1. How many groups of animals can we classify? (three)

2. What do herbivores eat? (plants)

3. Is a rabbit a herbivore? (yes)

4. What do carnivores eat? (other animals)

5. Name one animal that is a carnivore. (foxes, eagles, lions …)

6. What do omnivores eat? (plants and animals)

7. Is a chimpanzee a carnivore? (No. It is an omnivore.)

311



Vocabulary

carnivore, herbivore, omnivore

M.A. Rabbits are herbivores. Deer are herbivores. Foxes arecarnivores. Eagles are carnivores. Chimpanzees are omnivores.

Animal and food memory game

• Find pictures of animals and their food.

• Form groups and distribute the pairs ofpictures. The groups mix up the pairsand place them face down.

• Players turn over two cards at a timeand say what they are. If the cardsmatch (animal and food), they keep thecards; if they do not match, they placethe two cards in their original position.

• Players keep turning over cards until allcards have been removed. The winneris the player with the most cards.

Poison traps. Sometimes poisonedmeat is used to kill wild animals. Thispractice is cruel. The animal suffersbefore dying and other unintended victimsare also killed.

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44

Special attention

• Understanding that viviparous animals areformed inside the mother’s body and comeout at the moment of birth

Hands on

Presentation

• Focus the attention of the Ss on thephotos: Which are adult animals? Whichare baby animals? What do you noticeabout them? Talk about the way animalslook after their babies: Calves drink theirmother’s milk; Birds put food in the baby’sbeak; Female orangutans carry babiesclose to their bodies; Female leopards licktheir cubs.

• Present and with and .Point out that viviparous animals drink theirmother’s milk when they are born and staywith their mother until they are able to lookafter themselves. However, someviviparous animals are independent and receive no care from their parentswhen they are born.


‘The fox, a very clever animal.’34E

R

333221READ

LOOK


Listening. Write the two halves of the following sentences on the BB. The Ss listen again to and match the halves. Ss check their answers in their textbook.

1. Oviparous animals a. are born live.2. Birds b. do not keep their eggs warm3. Viviparous animals c. are born from eggs.4. Sardines and flies d. keep their eggs warm.5. Cats and dogs e. are viviparous.

Answers: 1 – c. 2 – d. 3 – a. 4 – b. 5 – e.

32

1

16 ANIMALS

READ

LOOK

1. How animals are born

We classify animals into two groups: viviparous animals and oviparous animals. This depends on how they are born.

• Oviparous animals are born from eggs.The female animals lay the eggs. Some oviparous animals, like birds, then keep their eggs warm. Others, like sardines and flies, do not keep their eggs warm.

• Viviparous animals are born live.Animals such as cats and dogs are viviparous.

How are animals born?

Make more sentences. Change the underlined words. Flies are oviparous animals.

2. How baby animals grow

Some oviparous animals are independent when they are born. For example, snakes leave their eggs. The baby snakes move around and find food.

Other oviparous animals cannot look after themselves. For example, baby sparrows stay with their parents. The adult birds feed them and protect them.

Viviparous animals depend on their mothers when they are babies. They drink their mother’s milk.

Look at these photos.

How do these animalslook after their babies?

orangutans

cheetahs

a cow and a calf

birds

21

M.A. Dogs are viviparous animals. Cats are viviparous animals.Sardines are oviparous animals. Birds are oviparous animals.


Language objectives: 4, 5, 6.

Vocabulary

to be born, eggs, oviparous, viviparous

The life cycle

• Prepare drawings or photos of differentstages in the life cycle of an oviparousanimal and a viviparous animal.Example: an egg, a chick breaking the shell, a newborn chick, a youngchicken, a hen.

• Make photocopies and distribute thepictures to the Ss in jumbled order forthem to put in the correct order.

Small fish. Fish need time to grow intoadults and reproduce. Fishing laws prohibitcatching very small fish.

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45ESSENTIAL SCIENCE 3 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.

1. Are the sentences true or false? Correct the false ones.

1. Mice eat foxes. True / False

2. Omnivores have sharp teeth. True / False

3. Carnivores have excellent eyesight. True / False

4. Bears are omnivores. True / False

5. Herbivores have special teeth to hunt and eat meat. True / False

2. Circle the correct word.

1. Snakes are OVIPAROUS / VIVIPAROUS animals.

2. Snakes LEAVE / STAY WITH their eggs.

3. Baby sparrows LEAVE / STAY WITH their parents.

4. Viviparous animals depend on their FATHERS / MOTHERS when they are

babies.

5. They drink their mother’s WATER / MILK.

Answers:1 – F. Foxes eat mice. 2 – F. Carnivores have sharp teeth. 3 – T. 4 – T. 5 – F. Herbivores have special teeth to help them cut and chew plants.

Answers:1. oviparous. 2. leave. 3. stay. 4. mothers. 5. milk.

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46

Worksheet 12. Date Apply your knowledgeANIMALS INTERACT

14

1. Use these words to label the picture.

2. Find the animals in the word search. Then classify.

D E A G L E N B U

Y S A R D I N E Z

M F L Y W L M X T

O S S N A I L T W

G H W O R M T V L

M D O L P H I N L

Animals that crawl:

and

Animals that fly:

and

Animals that swim:

and

Match.

• excellent eyesight

• excellent sense of hearing

• very quick

• excellent sense of smell

VOCABULARY

snai¬

• fin

• eye

• mouth

• tail

• scales

™ea∂

trun§

fi>

tai¬ e¥æ

mout™sca¬efi

worµ

eag¬æ fl¥

sardi>æ dolphi>

13

Worksheet 11. Date TasksANIMAL FOOD

2. Are these animals carnivores, herbivores or omnivores? Decide, label them and colour their food.


• eat other animals.

• eat plants.

• eat plants and other animals.

pelican

eagle

squirrel

turtle

Carnivores

Omnivores

Herbivores

omnivo®æbrown bear

Carnivo®efi

Herbivo®efi

Omnivo®efi

herbivo®æ

omnivo®æ

carnivo®æ

omnivo®æ

Activity B

ook

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47

Worksheet 13. Date Apply your knowledgeCLASSIFY ANIMALS

15

1. Classify the animals.

Vertebrates Invertebrates

Type of animal

Viviparous Oviparous

How it is born

eagle

butterfly

beetle

lizard

rabbitfox

mouse

eag¬æ

lizar∂

but†erfl¥

∫¶et¬æmoußæfo≈

lizar∂

rabbi†

fo≈

rabbi†

moußæ

but†erfl¥

∫¶et¬æeag¬æN

otes:

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48

UNIT CONTENT

Assessment criteria

• Classifying animals using different criteria• Distinguishing vertebrates and invertebrates• Identifying the different parts of the bodies of vertebrates and insects• Identifying and describing birds, mammals, insects and other invertebrates• Applying animal classification criteria• Obtaining information from drawings and photographs

Content objectives

1. Understanding differences betweeen vertebrates and invertebrates2. Identifying the parts of vertebrate bodies

3. Learning that mammals are vertebrates, viviparous and drink their mother’smilk when they are babies

4. Discovering that birds are vertebrates, oviparous and have feathers on theirbodies

5. Identifying protective coverings of some invertebrates

6. Knowing that insects are a kind of invertebrate with six legs and two antennae

7. Finding out about the main stages in the life cycle of some insects

Language objectives

1. Defining parts of the body: The skull protects the head.

2. Talking about quantities: All; some; most; almost all; many

3. Present Simple singular and plural: An insect has … All insects have …

• Vertebrates: skeletons;invertebrates: no bones

• Mammal, bird and insectcharacteristics

• Identify the different parts ofvertebrate bodies

• Identify the different parts ofinsect bodies

• Apply the criteria learned toclassify animals into birds,mammals or insects

• Obtain information fromdiagrams and photographs

• Interest in learning aboutanimals


Contents

UNIT 5

Vertebrates and invertebrates

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49

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Mammals

http://www.bbc.co.uk/nature/animals/mammals/Information about mammals, their habitats andbehaviour. Children’s zone with games

Invertebrates

http://www.insecta-inspecta.com/Information and activities about insects.

Let’s talk about insects

http://www.urbanext.uiuc.edu/insects/12.htmlA clever ant explains about insects using pictures and simple text. Useful for students and teachers.

Other resources



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50

VERTEBRATES AND INVERTEBRATES 17

1. Animal skeletons

Vertebrates are animals with a skeleton. The skeleton is made up of bones. The bones are joined togetherto hold the body up. They protect it.

All vertebrates have a spinal column.

2. Vertebrate bodies

Vertebrate bodies have several parts:

• The head. The skull protects the head.

• The trunk. The spinal column, ribs, shoulders and hips are all in the trunk.

• The limbs. The bones are long. Some vertebrates have legs. Others have wings or fins. Some vertebrates, like snakes, have no limbs.

• The tail. This is an extension of the spinal column. There are very small vertebrae in the tail.

Vertebrates and invertebratesCOMPARE

READ

spinal column

spinalcolumn

ribs

ribs

skull

skull

fish

leopard

Classification of vertebrates

mammals

birds

reptiles

amphibians

fish

duck

• Match the skeletons to the animals.

• Are the skeletons similar?spinal column

ribs

skull a

b

c

22

23

25

24


Vocabulary. Write the following list of vocabulary on the BB andthen read aloud the first sentence. The Ss must say which wordfinishes the sentence correctly. Then do the same with the othersentences.

a spinal column / fins / legs / vertebrae / no limbs / wings

1. Birds have … (wings)2. Fish have … (fins)3. Snakes have … (no limbs)4. All vertebrates have … (a spinal column)5. Some vertebrates have … (legs)6. The tail has very small … (vertebrae)

1



Vocabulary

head, invertebrate, limbs, spinal column, tail, trunk,vertebrate

Special attention

• Interpreting diagrams of animal skeletons

• Understanding that fish are vertebratesand that most fish have a skeleton madeof bones

Hands on

Presentation

• Play and tell Ss that in orderto match the skeletons to the animals,they must look at the silhouette. (fish – a;duck – b; leopard – c) The skeleton givesshape to the body.

• Ask the Ss to locate the spinal column ineach picture. This is a characteristic of allvertebrates. Ask the Ss: Can you describethe spinal column? (long and made up ofsmall bones called vertebrae) Where is it?(The spinal column extends from the headto the tail.)

• Play and practise the vocabulary. Present and with and . Tell Ssthat the diagram shows vertebrate groups.Ask them to write sentences: Dogs are mammals. Robins are birds.Crocodiles are reptiles …


383721

36READ

35COMPARE

Observing animals

• Ask the Ss: How can we find out aboutanimals? (Elicit: Observe them.)

• The Ss study an animal, for examplean ant, in its natural habitat. Ss draw apicture and write what the animal wasdoing.

• Ask Ss to observe a pet. If possible,take a pet animal to class, such as aturtle or a hamster. Give someobservation guidelines: Look at hair,feathers. Look at how it moves. Lookat what the head, eyes … are like.

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51

Special attention

• Understanding that marine mammals are not fish, although they live in water

• Distinguishing differences between all,almost all, most, many, some, other …

• Expressing contrast: however

Hands on

Presentation

• Do the matching activity togetherPlay .

• Ask the Ss how they know if ananimal is a mammal or not: Is a cow amammal? And a sheep? What do theydrink when they are babies? (their mother’smilk)

• Ask the Ss: Does a bird or fish drink itsmother’s milk? How do fish and birds eatwhen they are babies? Can you describetheir bodies? The Ss then read and and do the activity.


21

READ

39

COMPARE

18 VERTEBRATES AND INVERTEBRATES

COMPARE

Vertebrates

Match the words to the pictures.

• feathers -parrot • wings • ears

• skin • legs • bones

• beak • eggs • udders

parrot

Describe birds. Make more sentences. Birds are vertebrates. They have…

1. Mammals

Mammals are vertebrates. They are born live.They drink their mother’s milkwhen they are babies.

• All mammals breathe air.

• Most mammals are land animals. However,some mammals, like dolphins, are aquatic.

• Most mammals have hair on their bodies.However, aquatic mammals have bare skin.

• Almost all mammals walk or swim. However, bats can fly.

READ

2. Birds

Birds are vertebrates. They are born from eggs.They have feathers on their bodies.

• All birds breathe air.

• Birds have two legs and two wings. All birds have wings. However, not all birdscan fly, for example penguins.

• Many birds, such as sparrows, live on land.They can fly and walk.

• Other birds, such as ducks, live on land and water. They can fly, swim and walk.

cow

26

27 28


Listening. Write the following sentences on the BB and tell theSs to copy them in their notebook. Then Ss listen to andand circle the correct answer.

1. Mammals are born a) from eggs b) live2. Most mammals are a) land animals b) aquatic animals3. Bats can a) swim b) fly4. Birds are a) invertebrates b) vertebrates5. Birds have a) feathers b) udders

Answers: 1 – b. 2 – a. 3 – b. 4 – b. 5 – a.

4140

1



Vocabulary

birds, eggs, feathers, hair, mammals, milk

Bird feathers

• Collect different types of feathers andexplain their function: What arefeathers used for? (Feathers are usedfor flying, to keep birds warm, and toattract mates.) Compare the differentfeathers: small, soft, large, pointed.

• Show that the base of the feather ishollow. Tell Ss that in the past,feathers were used for writing byintroducing ink into the hollow part(quill).

M.A. They have feathers on their bodies. They have two legs and two wings.They breathe air. Many birds live on land. Other birds live on land and water.

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52

Special attention• Understanding that the bodies of

invertebrates are soft, even though theyhave hard protective coverings

• The difference between a shell and an exoskeleton

Hands on

Presentation• Present , and with ,

and .

• Check comprehension by asking the Ss tocomplete the sentences with shells orexoskeletons. Beetles have …(exoskeletons). Mussels have … (shells).Ask Ss which sentences are false: Insectshave six legs. All insects have wings. (F) Allinsects are invertebrates. Insects are bornfrom eggs.

• Look at the insect. Ask Ss: What do younotice about the insect? How many wingsdoes it have? (two pairs) How many legs?(six) How many antennae? (two)

• Finally, distribute photocopies of theactivity on the opposite page and ask Ss tochoose the correct word.

• Play and to practise the vocabularyof the illustrations.

Activity Book, pages 18, 19.

‘The storks are coming!’47E

R

4542

46

4443321READ


Listening. Write the words and gapped sentences on the BB.The Ss listen again to and complete the sentences. Then they check their answers on page 19.

flies / air / walk / herbivores / eggs / dragonflies / insects /omnivores

1. Insects are born from … (eggs)2. Young … are called larvae. (insects)3. All insects breathe … (air)4. Butterflies are … (herbivores)5. … are carnivores. (dragonflies)6. Flies are … (omnivores)7. Insects with wings fly or … (walk)8. Insects … wings walk. (without)

46

1

VERTEBRATES AND INVERTEBRATES 19

1. How invertebrates protect their bodies

Invertebrates have no bones. Some invertebrates have a protective covering.

• Shells are hard and strong.

• Exoskeletons can be thick or thin. Crabs have thick exoskeletons. Beetles have thin exoskeletons.

Some invertebrates, like jellyfish and worms, have no protective covering.

2. Insects

Insects are a kind of invertebrate.

An insect has three parts to its body.

• The head has a mouth, two eyes and two antennae.

• The thorax has wings and legs. Most insects have wings. All insects have six legs.

• The abdomen is joined to the thorax.

3. Insect life

Insects are born from eggs. Young insects are called larvae. Some larvae are caterpillars. They have no wings or antennae.

• All insects breathe air.

• Some insects, like butterflies, are herbivores. Other insects, like dragonflies, are carnivores. Others, like flies, are omnivores.

• Insects with wings fly or walk. Insects without wings walk.

Invertebrates

Describe insects. Make more sentences. Insects are invertebrates. They have…

READ

earth worm

mussel

head

eye

antenna(feeler)

abdomenleg

wingthorax

beetle

crab

31

30

29

M.A. They have a head, thorax and abdomen.They have two antennae. They have six legs. Theyare born from eggs. They breathe air.



Vocabulary

abdomen, exoskeleton, head, insect, invertebrate, shell,thorax

Make a dragonfly

• Put a ball of plasticine on the point ofa pencil to make the head.

• Put plasticine all around the pencil forthe thorax. The rest of the pencil is theabdomen.

• Make wings with paper and glue themon the thorax. Make two eyes out ofplasticine; two antenna and six legswith toothpicks.

Respecting animal life. Ants and othersmall animals deserve our respect.

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53ESSENTIAL SCIENCE 3 • Photocopiable material © Richmond Publishing - Santillana Educación, S.L.

Read the sentences and choose the correct word.

1. Crabs have THICK / THIN exoskeletons.

2. Beetles have THICK / THIN exoskeletons.

3. Jellyfish HAVE / HAVE NO protective covering.

4. ALL / MOST insects have wings.

5. ALL / MOST insects have six legs.

6. Butterflies are HERBIVORES / OMNIVORES.

7. Dragonflies are HERBIVORES / CARNIVORES.

8. Flies are HERBIVORES / OMNIVORES.

9. Insects WITH / WITHOUT wings can fly.

10. Young insects are called CATERPILLARS / LARVAE.

Answers:1. thick. 2. thin. 3. have no. 4. most. 5. all. 6. herbivores. 7. carnivores. 8. omnivores. 9. with. 10. larvae.

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54

1. Use these words to label the parts of the skeletons. Then colour the skeletons.


• Animals with a skeleton are called .

• The skeleton is made up of .

• All vertebrates have a .

Worksheet 14. Date Apply your knowledgeVERTEBRATE ANIMALS

16

skul¬

Match.

The skull • • is made up of many vertebrae joined together.

The spinal column • • is an external protection of the body.

Invertebrates • • is made up of the bones in the head.

An exoskeleton • • are animals with no bones on the inside.

VOCABULARY

bones

backbone

vertebrates

• skull • spinal column • ribs • legs • tail

skul¬

¬e@

ribfi

spina¬colum>

tai¬

spina¬colum>

√±r†ebra†efi

bo>efi

backbo>æ

Worksheet 15. Date Apply your knowledgeCOMPARE SKELETONS

17

1. Look carefully. Then read and circle.

2. Read and circle.

A B

What are the differences between the human skeleton (A)and the cow’s skeleton (B)?

• The human skeleton has got / has not got tail bones.

• It has more / fewer bones in the legs.

• It has two / four legs.

• The cow has two / four legs.

What are the differences between the human skeleton (A) and the chimpanzee’s skeleton (C)?

• The chimpanzee’s arm bones are longer / shorter than its legs.

• Human arm bones are longer / shorter than human leg bones.

C

Activity B

ook

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55

Worksheet 16. Date Apply your knowledgeDIFFERENCES BETWEEN ANIMALS

18

1. Match each invertebrate animal with its body covering.

2. What characteristics do these groups of animals have? Decide and tick. Then draw an insect and a fish.

Mammals Birds Insects Fish

They breathe air.

They are oviparous.

They are viviparous.

They have wings.

They have fins.

They have a skeleton.

They have six legs.

slug

lobster

oyster SHELLjellyfish

beetle

snail

Insect Fish

EXOSKELETON

NEITHER SHELL NOR EXOSKELETON

Worksheet 17. Date TasksIDENTIFY INSECT BODY PARTS

19

1. Label the body parts of a bee.

Answer key

• eye

• antenna (feeler)

• leg

• wing

• abdomen

• head

butterfly

mosquito dragonfly grasshopper

beetle ant

win@

2. Complete the pictures and colour them.

e¥æ

antennå

™ea∂

¬e@

abdoµe>

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Name Date Project 1ANIMAL FILES

20

Name of animal:

Animal group (reptile, bird):

Description (what it looks like, size, etc.):

Eating habits (omnivore, carnivore, herbivore):

Normal habitat (country, type of environment and home):

Name of animal:

Animal group (reptile, bird):

Description (what it looks like, size, etc.):

Eating habits (omnivore, carnivore, herbivore):

Normal habitat (country, type of environment and home):

Answers will vary. ANIMAL INDEX CARDS

Anacondå

Repti¬æ

Nea® ri√±rfi or swampfi.

Dar§ g®ee> wit™ lar@æ blac§ spotfi,

uπ to 9 µet®efi lon@.

includin@ crocodi¬efi, ∂ee®, etc.

It sπendfi å lo† oƒ tiµæ i> t™æ wa†e®. I† ifi foun∂ i>

Sout™ Aµericå.

T™e¥ ∑±ig™ abou† 2-3 kg. T™e¥ a®æ

dar§ g®ee> an∂ blac§, wit™ whi†æ spotfi an∂ å ¥ello∑ ∫±a§.

Cormoran†

Bir∂

Carnivo®æ: t™e¥ a®æ ex©el¬en†

T™e¥ a®æ aquati© birdfi,

fis™erfi. T™e¥ di√¶ to catc™ t™ei® p®e¥.

so t™e¥ li√¶ >ea® la§efi o® pondfi. T™e¥ ca> ∫¶ foun∂ al¬ o√±®

t™æ worl∂.

Carnivo®æ: al¬ kindfi oƒ animalfi,

22

MAKE A SKELETON TO STUDY BONES AND JOINTS

1. Glue the skeleton on a thin piece of card.Cut out the parts of the skeleton.

Project 2

skull

humerus

sternum

femur

tibiafibula

radius

spinalcolumn

ribs

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Notes:

23

2. Label each bone.3. Use fasteners to join the parts of the skeleton at the joints.

Project 2

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UNIT CONTENT

Assessment criteria

• Knowing what parts of the Earth are made up of water, land or air• Distinguishing between the three states of matter• Giving examples of solids, liquids and gases• Identifying the changes in the states of matter

Content objectives

1. Understanding that the Earth is spherical and made up of water, land and air2. Understanding that the Earth provides the necessary conditions for the

existence of life3. Identifying the properties of solids, liquids and gases4. Recognising the states of matter5. Identifying examples of solids, liquids and gases6. Identifying changes in matter in the surroundings7. Understanding what a change in state is8. Identifying different changes in state

Language objectives

1. Explaining where things are: in water; on dry land; inside the balloon

2. Describing appearance: Liquids / gases do not have a shape. Solids keep …

3. Conditions (zero conditional: always true): If we burst …, the air spreads …

4. Describing a process: First, next …

5. Giving simple instructions: Mix, add, boil, cook …

6. Explaining a logical sequence: When we heat …, it becomes …

• The composition of the Earth• The states of matter• Changes in matter• Changes in the state of matter

• Compare the characteristics ofmatter in its three states

• Explain changes in matter inthe surroundings

• Interest in explainingscientifically what can be seenor has been observed


Contents

UNIT 6

The Earth

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59

UNIT 0

RESOURCES

Resource folder




• Test and assessment





Internet resources


Solids, liquids and gases

http://www.primaryresources.co.uk/science/science3a.htmAn index of worksheets and activities for teachersworking with the properties of matter.

Science activities for all ages

http://www.bbc.co.uk/schools/scienceclips/index_flash.shtmlIn alphabetical order, click on: Solids and liquids or Changing states or Gases around us. Useful for students and teachers.

Other resources



http://www.chem4kids.com/files/matterintro.html

MAKING

MOUNTAINS

www.richmondelt.com

LEVEL

4

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60

20 THE EARTH

The Earth LOOK

READ

1. The Earth

Our planet is the Earth. It is round. In photos taken from spacethe Earth looks blue. It is called the Blue Planet.

The Earth has three parts: water, land and air.

• Water covers most of the Earth. Oceans, seas, lakes and rivers are called the hydrosphere.

• Dry land is the part of the Earth above water. There are continents and islands.

• Air surrounds the Earth. It is called the atmosphere.

2. Life on Earth

Our planet has everything that living things need. It has air and water. The Sun gives us heat and light.

• Many animals and plants live in water.

• Human beings, animals and plants live on dry land.

• Animals like butterflies move through the air.

Islands are surrounded by sea.

Turtles live in the sea. They go on land to lay their eggs.

Choose a name for the Earth.

• The Green Planet

• The Dead Planet

• The Blue Planet

• The Living Planet

Complete the sentence. The Earth has three parts: …

32


Classifying vocabulary. Make a table with the headings:Hydrosphere, Dry land, Atmosphere. Copy lakes, air, islands,rivers, oceans, continents, seas on the BB. Students copy and classify the words.

Answers: Hydrosphere: lakes, rivers, oceans, seas. Dry land:islands, continents. Atmosphere: air.

Comprehension. Copy the half sentences on the BB. Students match the halves.

1. Many animals and plants … a. through the air.2. Human beings live … b. live in water.3. Butterflies move … c. on dry land.

Answer key: 1 – b. 2 – c. 3 – a.

2

1



Vocabulary

air, atmosphere, dry land, hydrosphere, water

… water, soil and air.

Special attention

• Understanding that there is land under theseas and oceans

• Understanding that life on Earth dependson light and heat from the sun

• Distinguishing between prepositions to describe location (on, in, above, from)and movement (through the air)

Hands on

Presentation

• Describe the photo: This photographwas taken from space.

• Ask the Ss to study the photo: What colourare the oceans? (blue) And the land?(brown) What are the white parts? (clouds)

• Ask the Ss to think of a name for theEarth: What is the predominant colour? Are there living things here? etc. Probableanswers: The Blue Planet. The Living Planet.

• Ask the Ss what is necessary for life: Whatdo we need to live? Water? Heat? Light?Explain the importance of the Sun: We cannot live without sunlight.

• Present and with and .The Ss read and do the activity.


494821READ

LOOK

Water pollution. Contaminatingsubstances from houses and factoriesreach rivers and seas. They harm manyliving things.

The Earth

• Show a globe of the Earth. Ask the Ss:What shape is the Earth? Is it square or round? (round)

• Tell the Ss to look at the seas and dryland: Which area is bigger? (the sea)Most of the Earth is covered by water.

• The Ss find where they live.

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61

Anticipated difficulties

• Understanding that liquids and gases donot have a shape

• Dependent prepositions: depends on …made up of … take the shape of …

Hands on

Presentation

• Identify the matter in eachphotograph. Ask the Ss: In photograph 1we can see sand: What is it – a solid, a liquidor a gas? (a solid) In 2 we can see smokefrom a volcano. Is it a solid, a liquid or agas? (a gas) In 3 we can see a waterfall.Is it a solid, a liquid or a gas? (a liquid)

• The smoke in Picture 2 is a gas. (Show itsshape, colour and the fact it is rising.) The Ss can deduce this by eliminatingother possibilities. Sand is a solid and a waterfall is a liquid. It is therefore a gas in picture 2.

• Present with . The Ss read anddo the activity. Write a summary table onthe board which includes the three statesof matter, their properties and examples.(See Content and Language development.)


501READ

COMPARE

THE EARTH 21

Solids, liquids and gases

3

Look at these photos.Which photo shows a gas?

1

2

3

COMPARE

READ

1. Solids, liquids and gases

Everything is made up of matter.

Matter is in one of three states: solid, liquid or gas.

• Solids always keep their shape. • Rocks and metals are solids.

• Liquids do not have a shape. Their shape depends on the container they are in. For example, water can change and take the shape of a glass or a bottle.

• Water and perfume are liquids.

• Gases do not have a shape. Their shape also depends on the container they are in. If we burst a balloon, the air that was inside the balloon spreads quickly.

• Air is a gas.

Geysers are formed by liquidwater and water vapour. These rise from inside the Earthup to the surface.

Make more questions. Change the underlined words. Is perfume a solid?

2

1

3

33


Summary table

Revise content with true or false statements.

1. Rocks are liquids (F – solids) 4. Perfume is a gas. (F – a liquid)2. Air is a gas. (T) 5. Water is a solid. (F – a liquid)3. Metals are solids. (T) 6. Air is a solid (F – a gas)

1



Vocabulary

gases, liquids, matter, solids

M.A. Is perfume a liquid? Is paper a solid? Is air a gas?

SOLIDS LIQUIDS GASESI I I

have a shape do not have a shape do not have a shapeoccupy the largest

possible spaceI I I

rocks, metals water, perfume air in a balloon

Liquids do not have a shape

• Take into class a jug of water andtransparent containers of differentshapes.

• Pour the water from the jug into thecontainers. Show how the water hasone shape in the jug and then takes on a different shape in each container.

• Ask the Ss to explain what they haveseen.

• If this activity is carried out beforestarting the unit, give the studentspossible explanations to choose from.

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Special attention

• Understanding that matter stays the samewhen there is a change in state

Hands on

Presentation

• Ask the Ss: Before cooking, is therice hard or soft? (hard) After cooking, is ithard or soft? (soft) What makes the milksweet? (sugar) Can we see the sugar inthe milk? (no) Does the cinnamon changethe flavour of the milk? (yes) Tell the Ssthat when we cook the rice pudding thereare changes in matter.

• Explain changes in matter by comparingthe following examples:– Matter stays the same: changes in the

position of a ball when it bounces andwhen we make a car out of plasticine.

– Changes in matter: making yoghurt orcheese from milk and baking dough.

• The Ss then read the text and do theactivity.


‘Salt works.’53E

525121READ

LOOK


Practising sequence

• Write the instructions for the recipe, one per line,and photocopy it.

• Cut each list of instructions into strips, one sentence per strip.

• Put the strips for each list into an envelope and give oneenvelope to each pair of Ss.

• Ss work together to put the strips back into the correct order.

• Ss check their answers with the textbook.

Comprehension. The Ss copy and complete these sentences:

1. When we heat water it becomes … (water vapour)2. When we freeze water it becomes … (ice)3. When we heat ice it becomes … (water)

2

1

22 THE EARTH

READ

LOOK

1. Types of change

Things are continually changing.

• Sometimes objects change, but the matterstays the same. When we drop a bottle, itbreaks. However, the pieces are still glass.

• Sometimes matter changes and becomessomething else. When we make a fire, wood burns and becomes ash, water vapour and gas.

Changes in matter

2. Changes in state

Matter also changes when it goes from one stateto another.

• When we heat water, it becomes water vapour.This is a gas. The water has evaporated.

• When we freeze water, it becomes ice. This is a solid. The water has solidified.

• When we heat ice, it becomes liquid wateragain. The ice has melted.

A recipe for rice pudding

• First, mix milk and sugar.

• Next, add cinnamon to the milk.

• Then, boil the milk. Add the rice.

• Finally, cook the pudding for 30 minutes.It is ready to eat!

How does the food change? Can you still see the sugar? Does the milk taste sweeter? Is the rice hard or soft?

water vapour ice solid gas

Make two more sentences. Change the underlined words. Drinking water is a liquid.

34 35

M.A. Water vapour is a gas. Ice is a solid.



Vocabulary

become, stay, change, evaporated, matter, melted, solidified

Butter melts

• Take into class some pieces of butterof different sizes. Put each piece on aplastic plate and leave them in a warmplace. Ask: What do you notice aboutthe pieces? Are they solid or liquid?(solid)

• Ask the Ss: What will happen to thebutter? (It will be liquid.) At the end ofthe class ask: Are the pieces stillsolid? (no) Are they liquid? (yes)Explain that they are melting, or havemelted completely.

• Ask: Is it still butter? (yes) Tell the Ssthat the heat has made the butterchange state. It is still butter but nowit is not solid, it is in a liquid state.

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63

1. Look, think and tick the correct answers.

A piece of wood falls on the floor withoutbreaking. What happens to the wood?

It changes place and shape. It changes place but not shape.

A glass full of water breaks. What happens to the water?

The water keeps the shape of the glass. The water spreads all over the table.

When a balloon breaks, When a balloon breaks, what happens to the air inside?

The air stays inside the pieces. The air spreads in the room.

It rains on the roof. Where does the water go?

It stays on the tiles. It runs to the lowest place.

Match and draw small examples.

• They adopt the shape of the container they are in.

• They keep the same shape, even if we change the container.

• They occupy as much space as possible.

VOCABULARY

solids

liquids

gases

Worksheet 19. Date Apply your knowledgeQUESTIONS ABOUT THE STATES OF MATTER

26

Answers may vary.

25

Worksheet 18. Date TasksOBSERVING THE EARTH

1. Use the key to colour the Earth. Then label the parts of the map.

2. Complete.

When we look at the Earth from outer space, we can distinguish two colours. Brown is the colour

of the , and blue is the colour of the and .

The layer of air that surrounds the Earth is called the .

3. Classify the pictures with colours.

Solids: yellow Liquids: green Gases: blue

land: brown

seas and oceans: dark blue

atmosphere: light blue

1

2

3

1

2

3

lan∂

lan∂

ßeafi an∂

o©eanfi

ßeafi o©eanfi

atmosp™e®æ

atmosp™e®æ

Activity B

ook

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UNIT CONTENT

Assessment criteria

• Knowing the characteristics of water and understanding its importance• Recognising the places where we can find water in different states• Identifying the three states of water and its changes• Describing the water cycle

Content objectives

1. Understanding the characteristics of water2. Understanding that water is necessary for life3. Analysing the uses of water4. Discovering the places where we can find water 5. Knowing about drinking water and where it comes from 6. Relating changes of state to the water cycle7. Identifying and sequencing the water cycle8. Appreciating water and caring for this valuable resource on the Earth

Language objectives

1. Asking for information: Does it have …? Can you …?

2. Giving information: Water has … Water is …

3. Identifying location: There is … in the sea / at the north pole / on the earth

4. Countable and uncountable nouns: There is a lot … There are a few …

5. Talking about excess / insufficient amounts: too much, not enough

6. Describing a change: When liquid water gets very cold … When ice gets warm

7. Defining a process: It is condensation when …

8. Conditional: If it is very cold, the water freezes

• Living things need water tosurvive

• The characteristics of water• Places where we can find

water on the Earth• The three states of water:

solid, liquid and gas• The water cycle

• Explain the characteristicswhich distinguish water fromother liquids

• Identify water in differentstates

• Describe and give examples ofthe changing states of water

• Explain the water cycle

• Understand that water belongsto all of us and is a preciousresource


Contents

UNIT 7

Water

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UNIT 0

RESOURCES

Resource folder




• Assessment





Other resources



LEVEL

3

FOLLOW A

RIVER

Internet resources


States of water

http://www.nyu.edu/pages/mathmol/textbook/3gradecover.htmlWhat is water? Solid, liquid or gas. Useful for studentsand teachers.

Water

http://www.epa.gov/safewater/kids/Graded games and activities about water.

Water cycle

http://www.biology.ualberta.ca/facilities/multimedia/uploads/alberta/watercycle.html

An animated water cycle including definitions. Usefulfor students and teachers.

http://ga.water.usgs.gov/edu/watercycle.html

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66

WATER 23

1. Water has no smell, taste or colour Water is a liquid. It does not have its own shape. Its shape depends on the container it is in. The same quantity of water changes shape when it goes out of a bottle and into some glasses.Pure water has no smell, colour or taste.

2. Water is necessary for lifePeople, animals and plants cannot survive without water. • A plant dries up and dies without water. • People and animals can go for many days without eating,

but only four days without drinking. People need at least 1 litre of water a day to survive.

• Many animals live in water.

Water LOOK

READ

Hippos spend a long time in water.

oilperfume

vinegar

waterAnswer the questions abouteach liquid.

• Does it have a smell?

• Does it have a flavour?

• Does it have a colour?

• Can you wash in it?

• Can you water plants with it?

What do people need water for?

36


Question forms. Write the following sentences on the BB. Ss copy them in their notebooks and then circle the correct answer.

1. Does vinegar have a smell? YES / NO2. Does oil have a flavour? YES / NO3. Can you water plants with perfume? YES / NO4. Can you wash in oil? YES / NO5. Does water have a colour? YES / NO6. Can we live without water? YES / NO

Answers: 1. yes. 2. yes. 3. no. 4. no. 5. no. 6. no.

1



Vocabulary

liquid, necessary, need, pure water, water

M.A. We need water for drinking, cooking, bathing, washing clothes anddishes, cleaning, toilets, watering plants, washing street, swimming pools…

Special attention

• Understanding water does not have its ownshape

• Question forms and word order: Does it have …? Can you use …?

• Prepositions of movement: It goes out of a bottle, into some glasses

• Verb: have in the negative: It does not have… Pure water has no smell

Hands on

Presentation

• Refer to the previous lesson abouthow liquids do not have a shape. Take theliquids to class so the Ss can smell them.Ask: What do you notice about water?Water is the only liquid that has no smell,taste or colour. It is also the only liquid weuse to wash in and to water plants.Emphasize the importance of water for allliving things.

• Present and with and .Ask: why do we need water? The Ss thinkof all the uses of water.

555421READ

LOOK

Aquatic living things

• Prepare a large blue poster paper andput it up on the BB.

• Hand out markers and ask the Ss todraw and write the names of livingthings we find in water. For example:seaweed, coral, octopus, fish, whales,dolphins, sponges, frogs.

We need water. Every day we usemany litres of water without thinking.Propose a situation: What happens if thereis no water? Tell the Ss that we mustencourage people to save water.

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Special attention

• Understand that most of our drinking watercomes from rain

• Countable / Uncountable nouns: There isvery little rainfall. There are only a fewrivers

Hands on

Presentation

• Use a globe and atlas to show thepolar ice caps. Remind the Ss that ice isfrozen water. Compare the size of the icecaps to the size of a country.

• Tell Ss that when it rains, water seeps intothe soil and accumulates underground. Wecan extract it and use it for drinking andwatering.

• Ask: Can you drink the water in your home?Why? (It has been cleaned and purified tomake it safe to drink. Chlorine is usuallyadded to drinking water.)

• Present , and with , and .Ss then do the activity.

585756321

READ

24 WATER

Water, a valuable resource

Water is a valuable resource. How can we save water at home?

READ

1. Where can we find water?

We can find water in many different places.

• There is water in the sea, rivers and lakes.

• There is water underground.

• There is water on the tops of mountains in the form of snow.

• There is water in the huge blocks of iceat the North and South Poles.

2. Drinking water

Drinking water is water that is safe for people to drink. There is a lot of water on the Earth, but not much drinking water. We cannot drink water from the sea because it has too much salt.

In some parts of the world, there is very littlerainfall, and there are only a few rivers andreservoirs. The people who live in these dryareas, like Ethiopia, walk several kilometresevery day to find drinking water. They take water from wells in the ground.

3. Water in our country

In some areas it rains a lot. In other areas it rains very little, and there is not enough drinking water,especially in the summer.

Water from rainfall is stored in reservoirs.However, in very dry years there is not enough water in the reservoirs. We have to use less water.

Snow is made of water.

Drinking water is water that is safe to drink.

We store water from rainfall in reservoirs.

37

38


Listening. Write the following sentences on the BB. Ss listen again to and choose the correct answer.

1. There is a lot of water on the Earth. YES / NO2. There is a lot of drinking water on the Earth. YES / NO3. We can drink water from the sea. YES / NO4. Ethiopia has a lot of water. YES / NO5. Ethiopia is a dry area. YES / NO

Answers: 1. yes. 2. no. 3. no. 4. no. 5. yes.

57

1



Vocabulary

drinking water, ice, lakes, reservoirs, rivers, sea,snow, underground, wells

M.A. Shower instead of bath, turn the tap off when I clean my teeth.

A water filter

• Place a funnel in a clear bottle. Place apaper filter in the funnel. Put a layer offine sand, about four cm, in the bottomof the filter. Mix a handful of sand andwater. Pour this sandy water in thefunnel.

• Ask the Ss to predict what will happen:What will happen to the water? Showthem that the water is clear when itcomes out of the funnel: What do younotice about the water now? (It’sclear.) The sand remained in the filter.

Drinking water is precious. Somepeople have to walk several kilometres to find drinking water. Then they have totransport it to their home. Many peoplehave no taps or toilets in their home.

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68

Special attention

• Identifying the processes involvingcondensation

• Understanding that clouds are made upof tiny drops of liquid water

• Abbreviated phrase: So is the water … The water in the rivers lakes and seas isalso liquid water

• Describing changes: verb get adjective become adjective

Hands on

Presentation

• Ask Ss: Think about ice and rain.Can you compare them? What is ice? (solidwater) What is rain? (liquid water) What iswater vapour? (a gas) Water has differentproperties in each state. For example,when it is a gas (water vapour), it does nothave its own shape but when it is a solid(ice), it does.

• Present and with and .Ask Ss: What happens when we put waterin the freezer? (The water freezes andbecomes ice.) What happens when weremove the ice from the freezer? (The icemelts and becomes liquid water.) Thisshows that water can change from onestate to another but it is still water.

and Activity Book, pages 27, 28.ER

605921READ

LOOK


Comprehension. The Ss copy and complete the sentences withthe correct word.

Condensation / Evaporation / Melting / Solidification

1. … is when water freezes. (Solidification)2. … is when ice gets warm. (Melting)3. … is when liquid water gets hot. (Evaporation)4. … is when water vapour gets cold. (Condensation)

Vocabulary. Ask the Ss to find one word in each list which isdifferent from the others and say why.

1. ice / sea / snow / frost / hailstones2. water vapour / lakes / sea / clouds / rivers

Answers: 1. sea because it is a liquid. 2. water vapour because itis a gas.

2

1

WATER 25

1. The three states of water

Water can be found in three different states: liquid, solid and gas.

• The water we drink is liquid water. So is the water in the rivers, lakes and the sea. Clouds are made up of tiny drops of liquid water.

• Ice, snow and hailstones are solid water. • Water vapour is a gas.

2. Water can change states

Water can change from one state to another.

• When liquid water gets very cold, it freezes and becomes a solid (ice, frost or snow). This is solidification.

• When ice or snow gets warm, it becomes liquid water. This is melting.

• When liquid water gets hot, it becomes water vapour. This is evaporation.

• When water vapour gets cold, it becomes liquid water. This is condensation.It is condensation when windows steam up on a cold day.

The three states of water

Complete the sentence. The three states of water are liquid, ...

LOOK

READ

At the South Pole, ice covers almost all the land.

Look at this photo. Where is the water?

When it is very cold, the drops of water freeze on the leaves.We call this frost.

39

40

… solid and gas

Content objectives: 6.


Vocabulary

condensation, evaporation, gas, liquid, melting, solid,solidification, states

Water evaporates

• Take a glass of water into the class.Add salt and stir to dissolve it.

• Then pour the water onto several flatplastic plates. Put the plates in a warmplace. Ask: What do you think willhappen to the water?

• After a while there will be no water onthe plates, only salt crystals.

• Explain that the water evaporated andthe salt was left in a solid state on theplate.

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69

Special attention

• Understanding that water vapourcondenses in the air to form clouds

• Understanding that the water cycle takesplace everywhere on the Earth and thecycle is continuous

• Zero conditional: If it falls …, If it is verycold …

Hands on

Presentation

• Ask the Ss to look up the word cycle in thedictionary: a cycle is a process that isrepeated in the same order withoutstopping. The same can be said about thewater cycle; it is continuous and neverstops.

• Present the cycle with .Photocopy page 26 of the Student’s Bookand cut out each drawing. Then tape themtogether to form a circle. Use arrows toshow the sequence.

• Point out that the water cycle involveschanges from one state to another andalso water movement. A large quantity ofwater in the sea evaporates and the cloudswhich are formed move over dry land.


‘Old steam locomotives.’62E

R

61LOOK AND READ


Comprehension. Write the following text on the BB. Ss copy thesummary into their notebooks and choose the correct words.

Liquid water evaporates because of heat from the 1. CLOUDS /SUN. The liquid water becomes water vapour.The water vapour rises in the air and changes into tiny 2. RIVERS /DROPS of water.The drops form clouds and the clouds 3. FALL / MOVE. Waterfrom the clouds falls to the earth as rain.If it is very 4. HOT / COLD, the water freezes and falls as snow.The water from rain and snow forms rivers, lakes and ponds.If it falls on the 5. SKY / LAND, it is used by plants or becomesunderground water.6. SOME / ALL water goes into the sea or evaporates.

Answers: 1. sun. 2. drops. 3. move. 4. cold. 5. land. 6. some.

1

sea

river

snow

rainclouds

26 WATER

The water cycle

LOOK AND READ

2. The water vapour rises in the air. It changes into tiny drops of water. The drops form clouds. The clouds move.

1. Liquid water in the sea, rivers and lakes evaporates because of heat from the Sun. The liquid water becomes water vapour.

watervapour

evaporation

river

sea

clouds move

clouds water vapour

4. The water from rain and snow forms rivers, lakes and ponds. If it falls on to the land, it is used by plants or becomes underground water. Some water goes into the sea or evaporates. The water cycle starts again!

evaporation

river

sea

the Sun

underground water

3. Water from the clouds falls to the earth as rain.If it is very cold, the water freezes and falls as snow.

41

Cloud formation

• Pour hot water into a glass and cover itwith clear plastic wrap. Tiny drops ofwater will appear on the plastic wrapinside the glass. Ask: What can yousee inside the glass now? Whathappened to the water?

• Tell Ss the liquid water evaporated andbecame water vapour. Then the watervapour condensed on the plastic andformed tiny drops of water. Cloudsform in a similar way.



Vocabulary

clouds, evaporate, evaporation, falls, freezes, heat,lakes, ponds, underground water, water vapour

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70

Worksheet 21. Date TasksWATER CONSUMPTION

28

2. Use the words to complete the answers. Then write your own idea.

What can you do to save water?

• I can take a and not a .

• I can turn the off when I brush my .

• .

In which rooms do you use the most water?

1. Look at the picture. Use the key to colour the picture.

• Blue: pipes for drinking water.

• Red: pipes for waste water.

• Use any colour for the rest of the picture.

tap shower bath teeth

bathrooµ, kitc™e>

sho∑±® bat™taπ

I ca> ußæ dis™ wa†e® to c¬ea> m¥ bi§æ an∂ ska†efi.†æet™

Modelanswer:

1. Where are the different states of water found? Decide and draw them on the landscape.

• snow • hail • rain • clouds • a lake • a river

Complete the sentences with these words: liquid, gaseous, solid.

• The water in snow is in a state.

• The water in a river is in a state.

• The water in clouds is in a state.

2. Match and write.

• freezing • melting • evaporation

3. What to do? Decide and write heat water, heat ice or freeze water.

• To make water vapour: .

• To make ice: .

• To turn ice into water: .

27

Worksheet 20. Date Apply your knowledgeTHE STATES OF WATER

Answers may vary.

soli∂

liqui∂

gaßeoufi

evaporatio> f®æezin@ µeltin@

™ea† wa†e®

f®æeΩæ wa†e®

™ea† i©æ

Activity B

ook

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Worksheet 22. Date Apply your knowledgeTHE WATER CYCLE

29

1. Look carefully at the picture. Order the sentences. Colour the picture.

Streams and rivers carry the water back to the sea.

Liquid water in the sea, rivers and lakes evaporates.

The water forms rivers, lakes and ponds. Underground water dampens the lower layers of soil.

The water from the clouds falls back to the land as rain.

The water vapour rises in the air and forms clouds.

Classify these words: ocean, lake, sea, reservoir, rain, snow

Fresh water:

Salt water:

VOCABULARY

1

2

3

4

5

15

4

32

la§æ , ®eßervoi®, rai>, sno∑o©ea>, ßeå

Notes:

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72

UNIT CONTENT

Assessment criteria

• Appreciating the importance of air and oxygen for living things• Knowing the characteristics, basic composition and uses of air• Knowing the structure and functions of the atmosphere• Identifying some atmospheric phenomena

Content objectives

1. Understanding that air is necessary for life2. Appreciating the uses of air3. Analysing the characteristics of air4. Knowing the composition of air5. Learning about the atmosphere, its functions, and some atmospheric phenomena6. Appreciating the importance of breathing clean air

Language objectives

1. Describing the uses of air: to breathe; in tyres; for pushing sailing boats

2. Stating facts: zero conditional: If we burst a balloon, the air escapes.

3. Making comparisons: It weighs less than…; there is more … than …

4. Describing a hypothetical situation: 2nd conditional: If there were … the Sunwould burn …

• The air: importance,composition, physicalcharacteristics

• The atmosphere: the layer ofgases surrounding the Earth

• The atmosphere and itsfunctions: filters the Sun’s raysand has the oxygen we needto breathe

• Atmospheric phenomena:precipitation, wind, storms

• Interpret diagrams• Identify everyday situations in

which air is useful to people• Apply the characteristics of

gases to air• Associate oxygen in the

atmosphere with life• Analyse why the atmosphere is

necessary for living things• Identify some atmospheric

phenomena

• Appreciate the importance ofbreathing clean air


Contents

UNIT 8

Air

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73

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Earth observatory

http://earthobservatory.nasa.gov/Images and information about space, the atmosphereand oceans. Useful for students and teachers.

The atmosphere

http://www.ace.mmu.ac.uk/kids/index.htmlInformation sheets and games about taking care of our atmosphere. Useful for students and teachers.

Other resources



LEVEL

3

CATCHINGTHE WIND

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74

AIR 27

1. We breathe air

Animals and plants need air to breathe. We can live for a few days without food. We can also live for a short time without water.However, we die if we cannot breathe.

Some animals, such as whales and dolphins, live in water, and come to the surface to breathe. Fish have special organscalled gills for breathing air in water.

2. Other uses of air

Animals, like butterflies and birds, fly through air.

People use air in many different ways.

• There is air in the tyres of cars and bicycles.

• There is air in the rubber rings that we use to learn to swim.

• Air pushes sailing boats through water.

• Aeroplanes move through the air.

AirLOOK

READ

Why does this girl need specialequipment underwater?

Is it important to open the windows often at home and in the classroom?

Rubber rings contain air.

42


Listening. The Ss copy the following sentences in their notebooks and try to complete them. Then they listen again to and check their answer.

1. Animals and plants need … to breathe. (air)2. Some animals live in … (water)3. … have special organs called gills for breathing in water. (fish)

Comprehension. Write the following exercise on the BB and ask the Ss to match the two halves of the sentences.

1. We can live for a few days a. if we cannot breathe.2. We can live for a short time b. without water.3. We die c. without food.

Answers: 1 – c. 2 – b. 3 – a.

2

63

1



Vocabulary

air, breathe, underwater

M.A. Yes, because we need to let fresh air enter theroom and the air in the room escape.

Special attention

• Understanding that some marine animalsbreathe air

• Identifying air in different places and objects

• Infinitive or gerund to describe purpose:Some animals come to the surface tobreathe. Fish have gills for breathing.

Hands on

Presentation

• Ask Ss: Can you swim underwater?Can you breathe underwater? What do youdo? There is no air underwater and that is why we cannot breathe. To breatheunderwater, we need compressed air tanks.Ask the Ss to point to the air tank in the photograph.


• Ask Ss to make up sentences with wordsassociated with air. Isabel blows up aballoon. Charlie inflates his bicycle tyres.


646321READ

LOOK

Experiment with air

• Ask the Ss to predict what will happenwhen you put an empty bottle into acontainer of water: What will you hear?(a sound) What will you see? (bubbles)Carry out the experiment. The bubblesare the air that was in the bottle.

• When the water enters the bottle, theair escapes. Since air weighs less thanwater, bubbles rise to the surface.

Ventilation. Frequent ventilating isimportant, especially in closed spaceswhere there are a lot of people, forexample, in classrooms and cinemas.

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75

Special attention

• Understanding that air does not have itsown shape

• Understanding that air occupies thegreatest possible space

• Zero conditional: If + present + present: Ifwe burst a balloon, the air escapes

• Superlative: … the greatest possible space

Hands on

Presentation

• Ask Ss: Is there air around us?(yes) Can we breathe underwater? (No, there is no air.) How can we breatheunderwater? (with air tanks) How canastronauts breathe in space? (They wearspecial suits that have their own airbecause there is no air in space.)

• Explain the figure. There are 100little squares: 72 red (nitrogen), 21 green(oxygen), 1 yellow (other gases). Ask Ss:Which is the main gas in the air? (the onewith the most little squares: nitrogen)


• The Ss complete the sentence.


666521

READ

COMPARE

28 AIR

Air is a gas

COMPARE

1

2

3• Which photos show places with air?

• Where is the air?

READ 1. The characteristics of air

Air is a gas. Like all gases, air does not have its own shape. It takes the shape of the container it is in.

Air occupies the greatest possible space. If we burst a balloon, the air escapes. The balloon deflates.

Hot air weighs less than cold air. There is hot air in hot air balloons. This is why they go up.

2. The composition of air

There are different gases in air. The main gases are nitrogen and oxygen.

There is more nitrogen than oxygen in air. However, oxygen is very important. Living things need oxygen to breathe.

Gases in the air

nitrogen

oxygen other gases

Hot air balloons

Complete the sentence. The main gases in air are … and …

43

44


Word order. Write the words on the BB. The Ss put them in order to make 5 sentences.

1. is / air / gas / a2. less / than / hot air / cold air / weighs3. air / gases / in / are / there / different4. important / is / oxygen / very5. oxygen / things / living / need / to / breathe

Answers: 1. Air is a gas. 2. Hot air weighs less than cold air. 3. There are different gases in air. 4. Oxygen is very important.5. Living things need oxygen to breath.

1



Vocabulary

gas, nitrogen, own shape, oxygen, space

nitrogen …. oxygen

Balloons and air

• Inflate some balloons and ask: Why dothey inflate? (because air enters theballoons) Where does the air comefrom? (our lungs)

• Pass a big balloon and a small onearound the class and ask: What do younotice about the two balloons? Whichhas more air? (the big balloon) Whichweighs more? (the big balloon) Doesthis mean air has weight? (yes)

• Untie the knot in one balloon and askSs: What is going to happen? (Whenwe untie the knot, the air escapes andthe balloon deflates.)

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76

Special attention

• Understanding that the atmosphere is alayer of gases

• Understanding that the atmosphere filtersthe Sun’s rays

• Describing location: lower, higher, outside

• Describing a hypothetical situation: If therewere no atmosphere, …

Hands on

Presentation

• Look at the illustrations together.The top one shows the Earth, theatmosphere and outer space. Ask Ss:Where can we find the most oxygen? (in the lower parts of the atmosphere)

• The illustration below shows how theatmosphere protects us from the Sun’srays. The bottom illustration shows theeffects of the wind.

• Present , and with , and .


‘Wind power.’70E

R

696867321

READ


Comprehension. The Ss choose the correct word.

1. There is more oxygen is in the LOWER / HIGHER parts of theatmosphere.

2. There is very little oxygen in the LOWER / HIGHER parts of theatmosphere.

3. In outer space THERE IS / THERE IS NO air or life.

Answers: 1. lower. 2. higher. 3. there is no.

Vocabulary. Write the following three words on the BB: storms / precipitation / wind

Ss copy the definitions and match them to the correct word.1. rain and snow (precipitation)2. the movement of air (wind)3. rain, wind, thunder, lightning (storms)

2

1

AIR 29

1. What is the atmosphere?

The Earth is surrounded by an enormous layerof gases. This is the atmosphere.

The atmosphere has many gases, for example, oxygen and water vapour.

• The oxygen that living things need to breathe is in the lower parts of the atmosphere.

• There is very little oxygen in the higher parts of the atmosphere.

• Outer space is outside the atmosphere. There is no air and no life.

2. The functions of the atmosphere

The atmosphere has some very importantfunctions:

• It has the oxygen that we need to breathe.

• The atmosphere filters the Sun’s rays. If there were no atmosphere, the Sun would burn us more.

3. Atmospheric phenomena

There are different phenomena in the atmosphere.

• Precipitation is rain and snow.

• Wind is the movement of air.

• Storms have rain, wind, thunder and lightning.

The atmosphere

READ

The Earth’s atmosphere protects us from the Sun’srays.

We cannot see air. However, we can see the effectsof wind. Wind moves the branches of trees.

the Earth

the Earth

outer space

atmosphere

atmosphere

theSun

no oxygen

a lot of oxygen

a little oxygen

Some of theSun’s raysbounce off theatmosphere.

True or false? Decide and make moresentences.

There are no gases in the atmosphere.

Oxygen is in the lower parts of the atmosphere.

45

There are no gases in the atmosphere. (F)

Oxygen is in the lower parts of the atmosphere. (T)



Vocabulary

atmosphere, filter, outer space, oxygen, precipitation,storms, Sun’s rays, wind

The heat of the Sun

• Fill two plastic bottles with the samequantity of water and put the caps on.

• Place one in the sun and the other inthe shade. Ask the Ss: What willhappen to the water after half an hour?

• After a half hour or more, take thewater temperature with a thermometer.The temperature of the water in thebottle in the sun will be higher becauseit has been heated by the Sun.

Sunscreens. We need to usesunscreens to protect our skin whenwe are out in the Sun. They help preventsunburn and skin cancer.

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77

Worksheet 24. Date Apply your knowledgeWEATHER CONDITIONS

31

1. Label each picture: snow, rain, or wind. Then match and write a benefit and a risk of each.

• Benefits: clean energy; water for agriculture; winter tourism• Risks: avalanches; floods; hurricanes and tornadoes

2. Look at the picture. What is polluting the air?

Benefit:

Risk:

Benefit:

Risk:

Benefit:

Risk:

wa†e® fo® agricultu®æ

floodfi

win†e® tourisµ

avalanc™efi

c¬ea> e>erg¥

hurrica>efi an∂ tornadø±fi

Smo§æ an∂ gaßeß froµ t™æ

houßæ, t™æ ca® an∂ t™æ

factor¥

Worksheet 23. Date TasksAIR

30

1. Circle everything that needs air to live or to work.

Complete the text with the words: Sun, air, water and the colours of the rainbow.

After it rains we can see a rainbow in the sky. Light from the

hits drops of in the .

You can see the colours of the rainbow:

Then write the names of the colours in order: red, orange, yellow, green, blue, indigo, violet.

1.

2.

3.

4.

5.

6.

7.

2. Colour the rainbow:

65

43

21

7

®e∂oran@æ

¥ello∑

g®æe>

bl¤æ

indigo

vio¬e†

wa†e® ai®

Su>

®e∂, oran@æ, ¥ello∑, g®æe>, bl¤æ,

indigo an∂ vio¬e†

Activity B

ook

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UNIT CONTENT

Assessment criteria

• Knowing that plants make their own food• Identifying the different parts of a plant• Distinguishing between trees, bushes and grasses• Showing interest in protecting plants

Content objectives

1. Understanding that nutrition, growth and reproduction are common lifeprocesses for plants

2. Understanding the characteristics of plants3. Identifying the parts of a plant and their characteristics4. Understanding the effect of light, air, water and temperature on plant growth5. Distinguishing hard stems from soft stems6. Classifying plants according to the type of stem: trees, bushes and grasses7. Identifying examples of trees, bushes and grasses8. Understanding the importance of plants for all living things

Language objectives

1. Describing actions: adjectives of manner: grow quickly; grow very slowly; not grow well

2. Describing conditions: first conditional: If the air is … will not grow.

3. Identifying parts of plants: There are usually two parts …

4. Superlative adjectives: Trees are the biggest plants.

5. Prepositions of movement and location: out of, far from, close to

• Plants are living things, theyare born, grow, make theirown food, and react

• Parts of plants: stems, leaves,roots

• Types of plants using stems as a classification criteria: trees, bushes, grasses

• The importance of plants

• Identify the characteristics ofplants

• Distinguish the parts of a plant• Classify plants into trees,

bushes and grasses

• Interest in protecting plants• Appreciate the importance of

plants for all living things


Contents

UNIT 9

Plants

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79

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


The parts of a plant

http://www.primaryresources.co.uk/online/plant.swfAn easy matching game.

Plants need light and water to grow

http://www.ngfl-cymru.org.uk/vtc/plants_light_water_to_grow/eng/Introduction/default.htmInformation and different interactive activities help tolearn about plants. Useful for students and teachers.

Other resources



http://www.kidport.com/RefLib/Science/HowPlantsGrow/HowPlantsGrow.htm

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80

30 PLANTS

PlantsLOOK

READ

Look at this photo.

• Do you think the jungle is full of life?

Describe plants. Make more sentences. Plants are living things. They...

1. Plants are living things

Plants are born and grow. Some plants, like geraniums, grow very quickly. Others, like oak trees, grow very slowly.

Plants make their own food. They use their roots to take waterand minerals from the soil. Plants use this mixture and sunlight to make food in their leaves.

Like animals, plants reproduce. All plants are born from other plants.

2. Plants react to their surroundings

Plants react to their surroundings. If the air is too hot or cold, they will not grow well.

Plants cannot move from one place to another. However, they can grow towards light, and the roots can grow towards water in the ground.Plants grow towards the light.

46

47


Listening. Write the following sentences on the BB. The Ss listen again to and correct them.

1. Plants are born and die.2. All plants grow very quickly.3. Plants make food in their trees.4. All animals are born from other plants.

Answers: 1. … and grow. 2. Some plants … 3. … their leaves. 4. All plants …

71

1



Vocabulary

born, grow, react, reproduce, towards

M.A. … are born. … grow. … make their own food. … growtowards light.

Plants grow towards the light

• Make a big hole in the side of anopaque box with a cover.

• Place a young, fast-growing plantinside. Ask the Ss: What will happen to the plant?

• After several days, remove the plantand show how it has grown towardsthe light.

Special attention

• Understanding that plants make their ownfood from inorganic substances

• Comprehending that plants react to change

• Infinitive of purpose: they use their roots to take …

• Prepositions: from the soil, in their leaves

• First conditional: if present future: If the air is … they will not grow …

Hands on

Presentation

• Point out that plants are livingthings. In some parts of the rainforest,plants take up all the space.

• All plants grow towards the sunlightbecause they need light to make food. Ifwe move a plant, after a few days it willcontinue growing towards the light.

• Present and with and . Ask Ss:Are plants living things? (Yes, plants areborn and grow.) How are plants differentfrom animals? (Plants make their own foodand cannot move.)


727121

READ

LOOK

Cultivated plants. We are responsiblefor the plants we have in our homes. Weshould give these plants the care theyneed: water, light, soil and fertiliser.

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81

Special attention

• Irregular plurals: leaf – leaves,branch – branches

Hands on

Presentation

• Present , and with ,and .

• Look at the drawings and point out thedifference between oak tree roots (a thick,long, main root with other thin roots) andwheat plant roots (many roots all the samesize).

• Tell Ss that flowers are also a part of aplant, but not all plants have flowers.


75

7473321READ

PLANTS 31

Plants have stems, leaves and roots

READ

1. Stems

Stems grow above the ground. There are usually two parts to the stem: the main stem and the branches.

Some stems are hard. Others are soft.

• Hard stems are made of wood. Trees have hard stems (trunks).

• Soft stems are usually green. Grasses have soft stems.

3. Roots

Roots fix the plant in the ground. The roots are connected to the stem.

hard stems

branches soft stems

main stem (trunk)

roots of the oak tree

roots of the wheatplant

oak leaf olive leaf

2. Leaves

Leaves grow on the stems and the branches.Each type of plant has a different type of leaf.

Complete the sentences.

Hard stems…

Soft stems…

48


Listening. Write on the BB the two halves of the sentences belowand tell the Ss to match them after listening again to .

1. Hard stems a. are usually green.2. Trees have b. are made of wood.3. Soft stems c. soft stems.4. Grasses have d. hard stems.

Answers: 1 – b. 2 – d. 3 – a. 4 – c.

Vocabulary. In pairs, one student draws a plant, including theroots, stem and leaves. The other draws a tree, including roots,trunk, branches and leaves. They exchange pictures and label the different parts of their partner’s picture. They check theiranswers in the book.

2

73

1



Vocabulary

branches, hard stems, leaves, main stem, roots, soft stems, stem

M.A. … are made of wood. … are usually green.

Leaves

• Show Ss several types of leaves, andask them to compare them: What doyou notice about the leaves? Askabout their shape, the colour and theedges.

• Ask Ss to touch them and say if theleaves are soft, rough or smooth. Ssshould touch the leaf veins and realisethat they can feel them better on theunderside than on the outer surface.

• Glue the leaves onto some paper andorganise them by specific criteria(shape, edges …).

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82


Comprehension. Write these words on the BB: stem, green,hard, bush, soft, trunk. Then write the following sentences on theBB or photocopy page 83. Tell the Ss to copy and complete themwith one of the words. Some words may be used more than once.

1. A poplar is a tree. It has a … stem called a … Branches growout of the ... far from the ground.

2. Rosemary is a … It has a hard … Branches grow out of the …close to the ground.

3. Clover is a grass. Grasses have a … flexible stem. The stem isusually …

Answers: 1. hard, trunk, trunk. 2. bush, stem, stem. 3. soft, green.

1



Vocabulary

branches, bushes, flexible, grasses, hard stem, soft,trees, trunk

Making cologne

• Use a pestle and mortar to crushsome aromatic leaves: lavender, pine,eucalyptus, rosemary. Ask the Ss:What do you notice about the leavesnow? (They smell more strongly.)

• Add some alcohol, mix, and pourthrough a filter. Pour the filtered liquidinto a spray bottle.

• When you crush the leaves, the oil isreleased and is mixed with the alcohol.Spray the mixture and smell.

Special attention

• Distinguishing the three types of plants:trees, bushes and grasses

• Superlative adjectives: biggest, smallest

• Opposite prepositions: close to, far from

Hands on

Presentation• Stems are valuable criteria for

classifying plants into trees, bushes andgrasses.

• Ask the Ss: What do you think thedifference is between trees and bushes?Point out that the difference between treesand bushes is not size but where thebranches start growing. Branches growclose to the ground on bushes and far fromthe ground on trees.

• Ask Ss: Which plants have hard stems?(trees and bushes) Which plants havebranches? (trees and bushes) Whichplants have flexible stems? (grasses)

• Present , and with ,and .


‘The holm oak.’79E

R

78

7776321READ

LOOK

Recycled paper. Trees are used tomanufacture paper. Recycled paper tosave trees.

32 PLANTS

READ

LOOK

1. Trees

Trees are the biggest plants.They have a hard stemcalled a trunk.

Branches grow out of the trunk far from the ground.

A poplar is a tree.

2. Bushes

Bushes also have a hard stem.

Branches grow out of the stemclose to the ground.

Rosemary is a bush.

3. Grasses

Grasses have a soft,flexible stem.

The stem on grasses is usually green.

Clover is a grass.

Trees, bushes and grasses

rosemary

poplar

clover

• Put the plants in order, from the biggest to the smallest.

How can we protect trees and plants?

49 50 51

M.A. . By helping to prevent forest fires, by never pickingleaves, breaking branches or harming tree trunks

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Complete the sentences below with these words. You can use the words more than once.

1. A poplar is a tree.

It has a stem called a

Branches grow out of the far from the ground.

2. Rosemary is a

It has a hard

Branches grow out of the close to the ground.

3. Clover is a grass.

Grasses have a flexible stem.

The stem is usually

green hard bush

soft trunk stemAnswers:1. hard,trunk,trunk. 2. bush,stem,stem. 3. soft,green.

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84

Worksheet 26. Date Apply your knowledgeTHE PARTS OF A PLANT

33

1. Identify and label the parts of a melon.

• fruit • stem • seeds • flower • leaf • roots

2. Colour the part of the plants we eat. Then match and write the names.

3. Do you know the names of trees and plants? Write the vowels and find out. Then copy the names of the four trees or plants.

lettuce pea strawberry leek tomato carrot

P

•

P L

R

T

M

L

K

T

S

•

•

CC

T

• roots • leaves • fruit • stem • seeds

ßæedfi

¬ea√±fi

OA popla®

frui†

flo∑±®

¬eaƒ

rootfi

ßæedfi frui† s†eµ frui† roo†

tomato

cactufi

¬æe§

s†eµ

O

A

A

UE

E

O

1. Tick the true sentences.

• Plants move, just like animals. • Plants and animals are living things. • Trees do not usually live very long. • Plants eat other plants. • Plants need water and light to make food.

2. What trees and plants are there near you? Circle them.

holm oak

banana tree

pine tree ash treegiant

sequoia

Look at the pictures and match.

hard stem • • Wheat and some other plants have many small roots.

soft stem • • Grasses have soft stems. They are usually green.

small roots • • Trees have a hard stem, called a trunk. It is made of wood.

VOCABULARY

cactus

Worksheet 25. Date Apply your knowledgePLANTS ARE LIVING THINGS

32

Model answer:

Activity B

ook

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Worksheet 27. Date TasksIDENTIFY PLANTS

34

Which plant names are missing in the garden? Look at the chart and find them. Write them in the correct places.

TREES BUSHES GRASSES

elm pinecypress acacia

rosemary boxrose bush oleander

geranium daisypansy tulip

1. Look at the garden. Use the key to colour the different paths.

Red: for trees

Blue: for bushes

Yellow: for grasses

elm

acacia

box

oleander

geraniumpansy

cyp®esfi

roßæ bus™

dais¥tuliπ

roßemar¥

pi>æ

Notes:

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UNIT CONTENT

Assessment criteria

• Identifying the different parts of a flower• Knowing that fruits grow from flowers• Classifying fruits into fleshy fruits and nuts• Associating flowers, fruits and seeds with plant reproduction• Appreciating the importance of fruits and seeds in our diet

Content objectives

1. Identifying the main parts of a flower and their functions2. Distinguishing types of fruit3. Understanding the purpose of seeds4. Associating flowers, fruits and seeds with plant reproduction5. Describing the life processes of a plant6. Understanding the importance of plants for all living things

Language objectives

1. Describing different parts of a flower: Most flowers have petals …

2. Defining the functions of these parts: … which protect …

3. Classifying fruit: fleshy fruit, nuts; some fruit …, others …

4. Describing a process: First, then …

5. Describing development: It gets bigger / taller / thicker

6. Making comparisons: several years / a long time / the longest

• Plants reproduce: flowers,fruits, seeds

• Parts of flowers: petals, corolla,sepals, calyx, stamens, ovary

• Fruits grow from flowers• Types of fruits: fleshy fruit,

nuts• Seeds are inside fruit• Plants are born and their parts

grow and change

• Identify the different parts of a flower

• Classify fruits into fleshy fruitand nuts

• Put the life processes of plantsin the right order

• Analyse pictures to obtaininformation

• Recognise the importance of plants for people


Contents

UNIT 10

Flowering plants

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87

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


The parts of a plant

http://www.primaryresources.co.uk/online/plant.swfAn easy matching game.

Plants need light and water to grow

http://www.ngfl-cymru.org.uk/vtc/plants_light_water_to_grow/eng/Introduction/default.htmDifferent interactive activities help to learn about plants.Useful for students and teachers.

Other resources



COCONUT:SEED OR FRUIT?

www.richmondelt.com

LEVEL

4

COCONUT:SEED OR FRUIT?

http://www.kidport.com/RefLib/Science/ScienceIndex.htm

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FLOWERING PLANTS 33

Flowering plantsLOOK

LOOK AND READ

1. Flowers come out in the spring

Plants do not have flowers all year round. When spring starts, new flowers appear. Flowers grow from stems.

2. Flowers have different parts

Most flowers have petals, sepals, ovaries and stamens.

• The petals are the coloured part of the flower.All the petals together are the corolla.

• The sepals are the small green leaves which protect the flower before it opens. All the sepals together are the calyx.

• The stamens and the ovary are in the middleof the flower. The stamens make pollen,and the ovary makes ovules.

• When a male pollen joins with a female ovule,a seed is made.

READ

opencalyx

closed calyx

stamens

corolla

petals

sepals

ovary

They make honeywith the nectar. Honey is their food in winter.

Flowers are essential for bees. They collect nectar

and pollen from flowers.

Pollen is at the ends of the stamen. Nectar is in the middle of the corolla.

Bees depend on flowers

52


Listening. Write the following sentences on the BB. The Sslisten again to . They must decide which ONE of the sentencesis NOT correct.

1. Petals are coloured.2. All the petals together are the corolla.3. The sepals are small green leaves.4. All the sepals together are the ovules.5. The stamens and the ovary are in the middle of the flower.6. The stamens make pollen.

Answers: Incorrect sentence – 4. All the sepals together are thecalyx.

81

1



Vocabulary

calyx, corolla, ovary, ovules, petals, pollen, sepals,stamens

Special attention

• Understanding how seeds form

• Prepositions of location: in the middle of;at the end of

• Collective nouns: corolla, calyx

Hands on

Presentation

• Explain that the drawing representsa cross-section of a flower. Ask Ss tocompare the drawing and the picture of thecarnation. You can see a bud on the left.The calyx is closed to protect the flower.We only see the petals when the flower isopen; the stamens and the ovary arehidden by the petals.

• Present and with and .Ask Ss which sentences are true. Flowersare born in spring. (T) Flowers grow fromroots. (F) Flowers grow from stems. (T) Stamens are a part of a flower. (T) The calyx is a part of a flower. (T)

•

Present the three photos with the texts.


LOOK AND READ

818021READ

LOOK

Changing flowers

• First, put some blue food colouring in avase one quarter full of water.

• Then, put several white carnations inthe vase. Cut the stems at an angle.Ask the Ss: What will happen to theflowers? (They will turn blue.)

• After a while the carnations will turnblue.

• Explain that the blue colouring travelsup the stem of the flowers. This is howwater in the ground rises from theroots and is distributed to all parts of the plant.

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89

Special attention

• Distinguishing between the whole fruit(nuts) and the seed

• Understanding that we eat some seedssuch as peanuts

• Countable / uncountable nouns: a differentfruit, fruits, fleshy fruit

• Classifying fruit: some … others …

Hands on

Presentation

• Seeds are inside fruit. Ask Ss tocompare the different seeds: Avocadoseeds are big, brown and round. Kiwiseeds are very small and black.

• Distinguish the whole fruit (nuts) from theseed inside.

• Some seeds, like plum seeds and peachseeds, have thick protective coverings.Others, like melon seeds, have thinnercoverings. Tomato seeds are even softer.


• The Ss do the activity.


838221READ

LOOK

34 FLOWERING PLANTS

Plant seeds and fruit

LOOK

1. Fruits

Fruits grow from flowers. Each plant produces a different fruit. Fruits have different colours, shapes and sizes.

We classify fruit into two groups: fleshy fruit and nuts.

• Fleshy fruit is juicy because it has a lot of water. Pears, apples and melons are fleshy fruits.

• Nuts do not have a lot of water. Acorns and peanuts are nuts.

2. Seeds

Seeds are inside fruit. Some fruits have only one seed. Others have a lot of seeds.

Some seeds, like tomato seeds, are soft. Others, like lemon seeds, are hard.

plum

pepperWhere can you see theseeds in this fruit?

kiwilemon

water melon

avocado

fleshyfruit

fleshy fruit

nut

nut

peach

acorn

melon

seeds

seed

seed

seeds

tomato peanut

READ

Make more questions. Change the underlined words.

Are pears a fleshy fruit? Are pears nuts?

pumpkin

53


Comprehension. Read out the following descriptions and askthe Ss to guess which fruit is being described.

1. It is fleshy. It is big, round, green or yellow. We eat it in summer.2. It is red or green. It is bigger than a tomato. It is in salads.3. It is a yellow fruit like an orange but not as sweet.4. It is a big round fruit which is dark green on the outside

and red on the inside. We eat it in summer.

Answers: 1. melon. 2. pepper. 3. lemon. 4. water melon.

A class survey. Ask the Ss to name as many fruits as possibleand write them on the BB. Then ask them to write the name of theirfavourite fruit on a piece of paper. One student collects the papersand reports back to the class on the most popular fruit among the Ss.

2

1



Vocabulary

fleshy fruit, nuts, seeds

M.A. Are peaches a fleshy fruit? Are peaches nuts?Apples, bananas, almonds, pistachios…

Studying fruits and seeds

• Ask Ss to bring different fruits to class:cherries, avocado, pear, apple, melon,watermelon, peach, tomato, pumpkin,kiwi …

• Open the fruits to study the seeds:Ask: How many are there? Where arethey? What are they like?

Fruit in season. Fruit provides us withessential vitamins. We should eat a varietyof fruits every day. Fresh fruit in season isless expensive and easier to find in themarket.

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90

Special attention

• Understanding that fruits and seeds comefrom flowers

• Following the sequence of how plants areborn: first … then … when …

Hands on

Presentation

• The drawing of the flower on the leftside shows the parts that will become thefruit and seeds.

• The right side shows the sequence thatoccurs after the pollen joins with theovules. This process is gradual andhappens slowly.

• Present with . Ask Ss: Whichgrows first, the flower or the fruit? (theflower) In which part of the plant do theseeds grow? (inside the fruit)

• After Ss have done the exercise at thebottom of the page, ask them to copy thesentences in the right order.

841READ

LOOK


Comprehension. Write the following sentences on the BB. The Ss copy them and circle the correct answer.

1. Plants are born from seeds. YES / NO2. First the flowers grow. YES / NO3. The petals inside the flowers become fruit. YES / NO4. The fruit has seeds inside YES / NO5. The seeds fall out of the fruit. YES / NO6. A new plant grows from each seed. YES / NO

Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.

1

FLOWERING PLANTS 35

Plants are born

LOOK

Inside,the seeds grow.

The petals fall.

It changes colour. It is an apple.

Look at these pictures. Do apples come from apple flowers?

apple flower

The ovarybecomes a fruit.

1. Plants are born

Plants are born from seeds.

This is how plants reproduce:

• First the flowers grow. Then the ovaries inside the flowers become fruit.They have seeds inside.

• When the fruit is ripe, it falls to the ground. It opens. The seeds fall out of the fruit.

• The seeds are in the soil. They slowly grow into a new plant. A new plant grows from each seed.

READ

How do plants reproduce? Put these sentences in the right order.

The flowers become fruit. The plants grow and have new leaves.

Flowers grow on the plant. The seeds grow into new plants.

The seeds fall out of the fruit into the soil. The fruit falls and opens.

1

It gets bigger.

54

From top to bottom and left to right: 2, 1, 4, 6, 5, 3.



Vocabulary

flowers, fruits, ovaries, seeds

Germination

• First, place some moist cotton in aglass jar.

• Then, place several lentils on top ofthe cotton.

• Moisten the cotton as needed. Ask theSs: What will happen to the lentils?

• Ss observe the first thing to come outis a small root and then a little greenstem.

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91

Special attention

• Understanding that, over time, seeds cangrow into complete plants, even into trees

• Comparative adjectives: taller, thicker …

Hands on

Presentation

• Present with . Point out thatroots always grow down. They obtain thewater they need in the ground.

• Stems always grow up. They find thesunlight they need to live and grow.

• Use the drawings and textsto make a diagram with all the plant’s lifeprocesses. Include the contents on thispage and the previous one. The Ss canalso add sentences to the exercise onpage 35.


‘Hungry plants.’87E

E

LOOK AND READ

851READ


Listening. Write on the BB the sentences describing the life of a bean plant. The Ss copy the sentences and as they listen to ,they underline the correct alternative in each sentence. They listen twice and then check the answers in their book.

1. The TREE / SEED falls to the ground.2. The seed takes in WATER / AIR and gets bigger.3. A BIG / SMALL root grows from the seed.4. The plant grows SMALLER / TALLER and more leaves grow.5. The roots and the stem GO / GROW.6. The stem and the first few SEEDS / LEAVES grow.

Answers: 1. seed. 2. water. 3. small. 4. taller. 5. grow. 6. leaves.

86

1

36 FLOWERING PLANTS

Plants grow and change

READ

LOOK AND READ

1. Plants grow

Plants grow if they have the right soil and water.

During the life of a plant, its stem grows and new leaves grow.

• The stem gets taller and thicker. Hard stems divide into branches.

• The roots grow down into the ground. They divide into smaller roots.

• The leaves get bigger and new leaves grow.

Some plants live longer than others. Some plants only live for a few months. They grow flowers and fruit, and then they die.

Other plants live for several years. Trees can live for a very long time. Trees are the plants that live the longest.

seeds

bean pod

The stem and thefirst few leavesgrow.

A small root growsfrom the seed.

The seedfalls to theground.

The plant grows tallerand more leavesgrow.

The seed takes inwater and gets bigger.

GERMINATION

GROWTH

The life of a bean plant

The fruit of a bean plant is the bean pod.Inside the pods are the seeds. The seeds are called beans.

The roots and the stemgrow.

55

56

Plants grow

• First, cut the middle section of aplastic bottle to make a cylinder and line it with black paper.

• Then, place a germinated lentil inside.Next, cover both ends of the plant with moist soil. Ask the Ss:What will happen to the lentil?

• After a while, a green sprout (stem andleaves) will grow up, and a white sprout(root) will grow down.

• Finally, turn the cylinder over. After a while, the root will grow downand the stem will grow up.



Vocabulary

change, grow, leaves, roots, stem

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92

Match the sentence halves.

1. When spring starts a. before it opens.

2. Flowers grow b. ovules.

3. The petals are c. new flowers appear.

4. All the petals together are d. the calyx.

5. The sepals protect the flower e. from stems.

6. All the sepals together are f. pollen.

7. The stamens make g. the corolla.

8. The ovary makes h. the coloured part of the flower.

ESSENTIAL SCIENCE 3 • Photocopiable material © Richmond Publishing - Santillana Educación, S. L.

Answers:1 – c. 2 – e. 3 – h. 4 – g. 5 – a. 6 – d. 7 – f. 8 – b.

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93

Worksheet 29. Date TasksSEEDS AND FRUITS

36

1. What colour are the seeds of these fruits? Decide and colour.

melon watermelon peach avocado pearpeas

2. Look at the pictures and circle. Green: fleshy fruit. Brown: nuts.

3. Draw the life of a bean plant in the correct order.

Read the definition. Tick the correct answer.

• a group of leaves that protects the flower: sepals corolla

• the part of the plant with pollen at the top: stamen ovary

• the coloured part of a flower: petals sepals

VOCABULARY

1 2 3 4

35

Worksheet 28. Date Apply your knowledgeTHE PARTS OF A FLOWER

1. Label the parts of this flower.

• corolla

• petal

• stamen

2. Use the key to colour the parts of the flowers.

petals: blue sepals: green stamens: yellow ovary: green

3. Read and answer the questions.

• Bees gather pollen from flowers. What part of the flower is the pollen on?

• They protect the flower before it opens. What are they?

• When we say a rose is yellow, what part of the flower are we talking about?

staµe>

corollåπeta¬

t™æ staµenfi

t™æ ßepalfi

t™æ πetalfi

Activity B

ook

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38

MAKE OBJECTS TO EXPERIMENT WITH AIR

1. Make a weather vane.

2. Make an anemometer.

Project 4

Project 5

Name Date Project 3INVESTIGATION SHEET

37

Question: How does water affect the growth of plants?

Method: How can you find the answer?

What resources do you need?

How much time do you need?

Hypothesis: What do you think will happen?

Results: How can you record your results?

How often do you take measurements?

What are you looking for?

Conclusions: Compare your results with your hypothesis.

What do your results show you?

Evaluation: Was the experiment a good one?

What did you learn?

What went wrong, if anything?

Can you improve it next time?

Design and carry out an experiment. Answer these questions.

AN EXPERIMENT

Model answers:

Ta§æ two plantfi, wa†e® o>æ

Two plantfi in potfi, wa†e®.

Abou† th®ææ ∑æekfi.

T™æ o>æ withou† wa†e® wil¬ d^æ.

Dra∑ å pictu®æ o® å char†.

E√±r¥ 2 o® 3 dayfi.

To ßææ iƒ t™æ plantfi a®æ growin@.

T™æ firs† plan† ifi

T™æ plan† withou† wa†e® ifi

Yefi.

Plantfi >æe∂ wa†e® to li√¶.

I forgo† to wa†e® t™æ plan†.

Yefi. I ca> ∫¶ mo®æ ca®efu¬.

®egularl¥ an∂ do no† wa†e® t™æ ot™e®, t™e> compa®æ.

bi@ an∂ ™ealth¥. T™æ ot™e® o>æ ifi dr¥ an∂ wil†e∂.

dyin@.

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Notes:

39

3. Make a spiral mobile that spins in hot air.

4. Build a toy that moves with the force of the air.

Project 6

Project 7

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UNIT CONTENT

Assessment criteria

• Distinguishing the different types of landscapes: mountain, flat, coastal• Understanding the causes of changes in landscapes: natural, artificial• Identifying the parts of a mountain: summit, foot, slopes • Studying pictures to obtain information from them• Describing landscapes using the correct terms

Content objectives

1. Distinguishing the physical features of different landscapes: mountain, flat,coastal

2. Recognising changes in the environment and identifying their cause 3. Learning about mountains 4. Identifying the parts of a mountain: summit, foot, slopes 5. Distinguishing valleys and plains 6. Describing how people can damage the environment

Language objectives

1. Describing geographical features of landscape: we can see mountain / flat / coastal

2. Describing how landscapes change: Wind and rain wear down …3. Describing shapes of mountains: highest part, lowest part

4. Prepositions of movement and location: over, through, between

• Types of landscapes: mountain,flat, coastal

• Natural and artificial changes in landscapes

• Definition and parts of a mountain

• The shape of mountains• Flat land: plains, valleys

• Differentiate the three types oflandscapes: mountain, flat,coastal

• Distinguish natural andartificial changes in landscapes

• Observe, analyse and describephotographs of differentlandscapes

• Analyse the impact of peopleon landscapes

• Interest in our natural heritageand helping to preserve it


Contents

UNIT 11

The landscape

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97

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Volcanoes

http://volcano.und.edu/vwdocs/kids/kids.htmlInformation, activities, games and stories aboutvolcanoes.

Map of Spain

http://www.graphicmaps.com/webimage/countrys/europe/es.htmMaps of Spain and Europe with quick facts and figures.Useful for students and teachers.

Test your geography knowledge

http://www.lizardpoint.com/fun/geoquiz/index.htmlClick and find quizzes for world geography for anoverall perspective. Useful for students and teachers.

Other resources



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THE LANDSCAPE 37

The landscapeLOOK

Look at this photo.

• What do you see?

1. Landscape

When we drive through the countryside in a car, we see flat lands,mountains, rivers, reservoirs, forests, villages and factories.

The landscape is made up of all of the things we can see in a place.

2. Different landscapes

There are different types of landscape.

• Mountain landscapes. We can see mountains, with narrow rivers, forests, villages and steep roads.

• Flat landscapes. We can see flat land, wide rivers, farms, cities, and motorways.

• Coastal landscapes. We can see cliffs, the sea and tourist towns.

READ

This is a landscape of flat landused for agriculture.

What kind of landscape is there in your region?

57


Listening. Write the following words on the BB and ask the Ssto copy them. Ss listen again to and circle the words they hear.

mountains / lakes / rivers / reservoirs / forests / jungles / villages / monuments / roads / flat land / farms / airports / cities / motorways / cliffs / ships / sea / towns / buses

Answers: mountains, rivers, forests, villages, roads, flat land,farms, cities, motorways, cliffs, sea, towns.

Vocabulary. In groups of three, the Ss choose a differentlandscape, either mountain, flat or coastal and draw a picture toillustrate the geographical features listed on page 37. Then they exchange drawings and label the features on their partner’s drawing.

2

89

1



Vocabulary

landscape: coastal landscape, flat landscape, mountain landscape

M.A. a flat landscape / a coastal landscape / a mountainlandscape

Special attention

• Identifying characteristics of different typesof landscapes

• Phrasal verb: is made up of

Hands on

Presentation

• Ask Ss to name things they can seein the photos. Write words for them tochoose from on the BB: sky, clouds, beach,rain, air, land, mountains, sea, river, crops,trees, island, houses, snow, sand, cars,cliffs, boats.

• Show a photograph of a coastal landscapeand repeat the previous exercise. Ask Ss:What do you take to the mountains in thesummer? What do you take in the winter?What do you take to the coast in thesummer?

• Present and with and .898821READ

LOOK

Comparing photographs

• Take some photos to class of differentlandscapes: mountain landscapes, flatlandscapes and coastal landscapes.Ask Ss to compare the landscapes:What do you notice about thislandscape? …

• Write the three different landscapes onthe BB. Ask Ss to name things in thephotos and write the words under thecorrect landscape. For example, seaunder coastal landscape.

Protecting natural landscapes.Governments protect natural landscapeswith regulations and laws. They alsoprotect the living things which inhabitthem.

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99

Special attention

• Distinguishing between natural changesand artificial changes in landscapes

• Imagining landscapes before and afterchanges

Hands on

Presentation

• Ask Ss: How do trees changewith the seasons? (In winter trees losetheir leaves; in spring, new leaves grow)When do flowers grow? (in spring) Whenare landscapes wet / dry? (when it rains /when there are floods / when it doesn’train / when there are droughts) Whatcolour is the landscape in summer / winter?

• Take a news article about a naturaldisaster to class. Ask students what thelandscape was like before and after.

• Use photos to analyse artificial changes inlandscapes. Ask Ss: What do you noticeabout this photo? What was the landscapelike before the tunnel / the bridge / theroad / the houses was / were built?

• Present and with and .The Ss then read the texts and do theactivity.


919021READ

COMPARE


Listening. Write the following sentences on the BB. Ss listen twice to decide if the sentences are true or false. If they are false they correct them.

1. In spring many trees lose their leaves.2. During the winter new leaves grow. 3. Rain and wind wear down the soil and rocks.4. Natural disasters change the landscape.

Answers: 1 – F. In winter … 2 – F. During the spring … 3 – T. 4 – T.

Pronunciation. Write on the BB the words: droughts, floods,hurricanes, volcanic eruptions, earthquakes. Ask Ss to focus onthe pronunciation of these words. Play the last sentence of therecording again and ask Ss to repeat the words.

2

90

1



Vocabulary

artificial changes, disasters, natural changes

Volcanoes

• Make a volcano out of plasticine.

• Place a tube of toothpaste in the centre.

• Squeeze the toothpaste tube firmly to simulate an eruption. The toothpaste is the lava.

Environmental impact. People have a great capacity for changing theenvironment with technology andmachines. It is important to controlenvironmental change.

38 THE LANDSCAPE

Changes in landscapes

COMPARE

1. Natural changes in landscapes

There are natural changes in landscapes.

• The seasons change.For example, in winter many trees lose their leaves. However, during the spring new leaves grow.

• Rain and wind wear down the soil and the rocks.

• Natural disasters like droughts, floods,hurricanes, volcanic eruptions andearthquakes all change the landscape.

2. Artificial changes in landscapes

People change landscapes. There are artificial changes, for example:

• Building villages, cities and farms.

• Building roads, bridges and dams across the rivers.

• Mining minerals and rocks.

• Electrical power lines.

• Crops and tree plantations.

• Disasters caused by fire.

READ

Look at the photos.

• What is the same in the two photos?What is different?

• Which is a summerlandscape? Whichis an autumnlandscape?

Make more sentences. Change the underlined words.

Floods cause natural changes in landscapes.

1 2

58 59

M.A. Volcanic eruptions … natural …The seasons … natural …Building bridges … artificial … Electrical power lines … artificial.

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100

Special attention

• Distinguishing the shape of mountains andhow mountains can be grouped

• Prepositions of movement and location:over, through, between

Hands on

Presentation

• Present , and with ,and . Explain that mountainroads are usually steep and narrow withmany curves. Roads through the plains areusually wide and straight. Ask Ss: Wherecan we build roads more easily, in themountains or on the plains? (plains)

• Ask Ss: Is there a lot of land to grow cropsin the mountains? (no) Can we travel easilyfrom one side of a mountain to the other?(no) Why do few people live in themountains? (life is difficult, fewer jobs …)

• Ask similar questions about flat land.


Activity Book, pages 42, 43 and 56.E

R

94

9392321READ


Vocabulary. Write the following words and sentences on the BBand ask Ss to copy them into their notebooks, completing eachone with the correct word from the list.

pass / hills / tunnel / steep / range

1. Mountains are highlands with … slopes. (steep)

2. Low mountains are called … (hills)

3. Several mountains together are called a mountain … (range)

4. We can travel over mountains using a mountain … (pass)

5. We can travel through mountains using a … (tunnel)

1

THE LANDSCAPE 39

Mountains and flat lands

READ

1. The shape of mountains

Mountains are high lands with steep slopes.Low mountains are called hills. Several mountains together are called a mountain range.

We can travel over mountains using a mountain pass. We can also travel through the mountains using tunnels.

2. The parts of a mountain

Mountains have three parts:

• The summit is the highest part of the mountain.

• The foot is the lowest part.

• The slopes of the mountain are the sides that go from the foot to the summit.

3. Flat land

Plains are huge extensions of flat land.

Many plains have fertile soil, and people grow crops there.

Valleys are the flat lands between mountains.

Rivers start in the mountains, and run through the valleys.

Complete the sentence.

A mountain has three parts:...

This is a mountain range.

Many towns and cities are on flat land called plains.

The parts of a mountain.

the summit

the slopes

the foot

60

61

62

… summit, foot and slopes.



Vocabulary

hill, mountain pass, mountain range, mountain, plains,slopes, summit, tunnel

Mountains

• Ask Ss to make mountains withplasticine.

• They place the mountains on posterpaper to create a mountain landscape.

• Discuss the difference betweenmountains and plains, the shape ofmountains, the different heights of thethree parts.

• Makes signs with the words: mountain,valley, plains, summit, slopes, foot anduse toothpicks to stick them wherethey belong.

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Write the words in the box in the correct column.

Natural changes Artificial changes

mining trees lose their leaves disasters caused by fire

droughts dams new leaves grow wind

farms rain building cities earthquakes

electrical power lines floods

Answers:Natural: trees lose their leaves,droughts,new leaves grow,wind,rain,earthquakes,floods. Artificial: mining,disasters caused by fire,dams,building cities,farms,electrical power lines.

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10

2

Worksheet 31. Date Apply your knowledgeLAND FORMS

41

2. Complete the description with: village, trees or castle.

Find the incorrect word in each sentence. Change it and write the corrected sentence.

• If we go up a mountain slope, we reach the foot of the mountain.

• Low mountains are called chains.

• A long line of mountains is called a valley.

VOCABULARY

• There is a on the summit.

• There are on the slopes.

• There is a at the foot of the mountain.

1. Colour the landscape. Identify and label the landforms.

• mountain range • mountain • hill • valley • plainmountai> ran@æ

Iƒ ∑¶ go dow> å mountai> sloπæ, ∑¶ reac™ t™æ foo†

Lo∑ mountainfi a®æ cal¬e∂ hillfi.

A lon@ li>æ o£ mountainfi ifi cal¬e∂ å ran@æ.

mountai>val¬e¥

plai>

cast¬æ

t®æefi

villa@æ

oƒ t™æ mountai>.

Worksheet 30. Date TasksDIFFERENT LANDSCAPES

40

1. What can you see in each postcard? Circle A or B.

2. Copy the picture and add these things.

• a road • a bridge • a reservoir • two houses • a forest

A B

• I see a mountain landscape. A B • I see a mountain range. A B

• I see a flat landscape. A B • I see a hill on flat land. A B

• I see a wide river. A B • I see a town. A B

• I see a narrow river. A B • I see a village. A B

• I see motorways and factories. A B • I see crops. A B

Activity B

ook

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10

3

Worksheet 33. Date TasksDRAW A RELIEF MAP

43

N

S

W E

11

1

1

1

2

2 3

3

3

3

3

1. Follow the instructions and label the map. Model answer:

1. Colour the map: brown; yellow; green.

2. Label: Cantabrian Range, Pyrenees, Iberian System, Central System, and Betic Systems.

3. Mark the approximate location of the capital of your Autonomous Community.

1 32

Cantabria> Ran@æ

Py®e>æefi

Madri∂

I∫±ria> Sys†eµ

Centra¬ Sy

s†eµ

Beti© Sys†eµ

Worksheet 32. Date Read and learnMOUNTAINS

42

1. Read carefully.

2. Complete the index card.

Where is it?

What animals live there?

Describe the landscape:

NAME:

The Yorkshire DalesThe Yorkshire Dales National Park is an area in the Northof England. It is very beautiful, and many tourists visit it.

In the Yorkshire Dales there are big rocks that look likepeople or animals. These rocks have names. One is called The Cow, and another is The Calf.

There are also animals. There are sheep and rabbits, andthere are many fish in the rivers. Beautiful flowers andtrees grow there.

Is there a place like the Yorkshire Dales near where you live?

I> t™æ Nort™ oƒ Englan∂.

S™æeπ, rabbitfi, fis™.

T™e®æ a®æ man¥ bi@ rockfi an∂ å ri√±®a† t™æ foo† oƒ t™æ rockfi.

T™æ Yorkshi®æ Da¬efi

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UNIT CONTENT

Assessment criteria

• Knowing what rivers are and describing their characteristics• Recognising coastal relief (gulf, bay, cape, island …)• Identifying differences in the weather• Identifying the differences in weather on the plains, in the mountains,

and near the sea• Interpreting pictures of landscapes• Appreciating natural parks and reserves and showing interest in conserving them

Content objectives

1. Understanding what a river is and describing its characteristics2. Identifying the three parts of a river3. Distinguishing coastal relief (gulf, bay, cape, island) 4. Recognising differences in the weather5. Identifying weather characteristics on the plains, near the sea and in the

mountains 6. Describing how people can improve the environment

Language objectives

1. Describing the course of a river: start in, run through, flow down to

2. Comparing different stages in the river: less water, more water, not as quickly

3. Identifying land formations: A peninsula is … Islands are … 4. Talking about weather conditions: It is colder … It rains less …

• Rivers: definition andcharacteristics (course, flow)

• Coastal relief: beaches, cliffs,capes, gulfs

• Types of weather• Weather symbols

• Describe characteristics ofrivers

• Interpret a diagram about thecourse of a river and the threeparts

• Interpret a drawing aboutcoastal relief

• Study photographs oflandscapes to obtaininformation

• Match weather symbols withthe information they represent

• Keep our rivers and coastsclean

• Respect and protect naturalareas


Contents

UNIT 12

Water and weather

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105

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Human and physical geography

http://www.scalloway.org.uk/Aspects of human and physical geography. Useful for teachers.

Climate kidshttp://www.dnr.state.sc.us/climate/sercc/education/education.htmlActivities, games and resources about weather.

Other resources



0 207

Kilometres

SCALE

A U S T R A L I A

Gr e a t

B a r r i e r R e e f

T imorSea

Ara fu raSea

TasmanSea

I N D I A N

O C E A N

PAPUA NEW GUINEA

Cora lSea

INDONESIA

GreatAustralian

Bight

S O U T H E R N

O C E A N

Gulf ofCarpentaria

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106

40 WATER AND WEATHER

Water and weather LOOK

READ

The course of a river

Look at the three parts of a river.

Look at the photo. Is it a river or a lake?

• Is the water moving?

• Where does the water come from?

• Do you know a river like this?

LOOK AND READ

1. Rivers

Water is a very important element in alandscape. It is in rivers, lakes and reservoirs.

Rivers are made of moving water.

• Rivers start high in the mountains, or from an underground source.

• They run through flat lands and get bigger.More water goes into them from rainfall and other rivers.

• They flow down to the sea or into another river.

2. The course and the flow of a river

The course of a river is the route the river takes.

The quantity of water in a river is called the flow.In some places, rivers have a lot of water in theautumn and in the spring. It rains more, and snow melts in the mountains.

Reservoir

The upper course:The river is narrowand there is lesswater. It flows veryquickly.

The middle course:The river is wider.There is more water.It does not flow asquickly.

The source: This is in the mountains.

The lower course:The river is much wider, and there is now much more water.It flows slowly.

Make more sentences. Change the underlined words. The upper course: the river flows quickly.

63 64


Comprehension. Write the following questions and answers onthe BB. The Ss copy them into their notebooks and circle thecorrect answer.

1. Where is the source of a river? In the mountains / sea2. Where does the river flow very In the upper / lower course

quickly?3. Where is the river wider? In the upper / middle course4. Where is there more water? In the upper / middle course5. Where does the river flow slowly? In the upper / lower course

Answers: 1. in the mountains. 2. in the upper course. 3. in themiddle course. 4. in the middle course. 5. in the lower course.

1



Vocabulary

course, flow, lower course, middle course, river, source, upper course

M.A. … middle … not as fast. lower … slowly

Special attention

• Understanding the meaning of course andflow

• Distinguishing the parts of a river

• Adjectives: narrow Adverbs: quickly Comparisons: It does not flow as quickly

Hands on

Presentation

• Ask the Ss: What do you noticeabout the photo? How do we know that thisis a river? We know it is a river becausethe water is moving. Water in rivers comesfrom the mountains, where it accumulatesand flows down to lower lands.


• Play . Then the Ss readthe text. Then ask: What are the parts of ariver? (upper, middle and lower course) Whyis there more water in the middle coursethan in the upper course? (the river iswider) Why does water flow more slowly in the lower course? (there is much morewater)

• Ss could look up information about a localriver (name, location of source and mouth).


97LOOK AND READ

969521READ

LOOK

Rivers of the world

• Use a globe or atlas to show someimportant rivers (Orinoco, Nile,Danube …). Ask: Do you know anyimportant rivers? Where are they?

• Ask Ss to look at the length and course.

• Make a chart on the BB. Write theseheadings: Rivers of the world – Countryand complete it together. For example:Nile – Egypt, Amazon – Brazil,Mississippi – United States,Yangtse – China …

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107

Special attention

• Identifying types of relief

• Passive forms: surrounded by, are called

• Relative prounouns: land which touches …

• Prepositions: next to, on all sides

Hands on

Presentation


• If we go from A to B we can see: the sea, an archipelago, the coast,a peninsula, a bay, a cape, a gulf, a beach,an island. Play .

• Compare the cliff (high coastline) in thephoto with the beach (low coastline) in thedrawing. Ask the Ss: What do you noticeabout the photo and the picture? (Thereare huge rocks next to the sea in the photoof the cliff. There is only sand on thebeach.)


100

LOOK

999821READ

WATER AND WEATHER 41

The coast and the sea

READ

1. Land and sea

A peninsula is a piece of land surrounded by water on all sides except one.

Islands are pieces of land which are surrounded by water on all sides.

When several islands are close to each other they are called an archipelago.

2. The coastline

The coastline is land which touches the sea.

• There are low coastlines which form beaches.Beaches are flat extensions of sand next to the sea.

• There are high coastlines which form cliffs.Cliffs are huge rock walls next to the sea.

• Imagine that you are going from A to B.Describe the relief that you see.

Complete the sentence.

A coastline has different types of relief:islands, ...

LOOK

archipelago

bay

gulf

beac

h

island

peninsula

cape

B

A

The water from the Atlantic Oceanhits the rocks. It creates a cliff.

Coastal relief

A coastline has different types of relief: gulfs, capes, bays, islands and peninsulas.

65 67

66


Vocabulary. Ask the Ss to copy the following incomplete words.Then read the definitions and ask the Ss to complete the words.

1. P _ N _ N S _ L _ (peninsula)2. _ _ L A N _ S (islands)3. A R C _ _ P _ _ A _ O (archipelago)4. C _ A _ T _ I N _ (coastline)5. B _ A C _ _ _ (beaches)

1. a piece of land surrounded by water on all sides except one2. pieces of land surrounded by sea3. several islands close to each other4. land which touches the sea5. flat extensions of sand next to the sea

1



Vocabulary

archipelago, bay, beach, cape, cliff, coast, coastalrelief, gulf, island, land, peninsula, sea

archipelago, peninsula, cliff, beach, gulfs, capes, bays

Dunes

• Sprinkle a layer of sand in a shoeboxcover.

• Tell Ss to blow gently across thesurface through a straw. Ask the Ss:What will happen to the sand? (The airwill move the sand. The sand will pileup like dunes at the beach.)

• Explain that the energy from the windmoves the sand. When the sand buildsup, dunes and ripples form.

Beaches and rubbish. To preventpollution from getting on the sand and in the water, do not leave rubbish onbeaches (plastic bags, tins, bottles, food).The beach might not be safe on your next visit.

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108

Special attention

• Understanding what influences the weather

• Comparative forms: drier, hotter, lower

• Impersonal form to talk about weather

Hands on

Presentation

• Ask Ss to comparehurricanes, gales and breezes: Which isthe strongest / fastest? Explain thathurricanes are fastest, then gales, andthen breezes. Ask: What happens when thewind blows very hard? (It can damagetrees, buildings, electrical power lines.)

• Present and with and . ShowSs a weather map from a newspaper. Askthem to interpret the symbols.

• Play to practise the vocabulary.

• Ask the Ss why we study weather. (To planagriculture, prevent disasters, organisetrips, prepare clothes …)


‘The Spanish imperial eagle.’

The recording can be used with the ActivityBook, page 46.

104E

R

103

10210121

LOOK AND READ


Listening. Write the following words on the BB and then thequestions. Ss listen again to and complete each sentencewith the correct word.

sea / hotter / plains / colder / snows

1. In winter it is … (colder)

2. In summer it is … (hotter)

3. In the mountains it rains and … more often. (snows)

4. Near the … it is not so cold in winter. (sea)

5. It usually rains more than on the … (plains)

102

1



Vocabulary

cloudy, cold, dry, raining, sunny, warm, weather, windy

Charting the weather

• Ask the Ss: What’s the weather liketoday? How can we know aboutchanges in the weather?

• Draw a chart and write two headings:Day and Weather. Under Day, write thedays of the week. Ask Ss to copy thechart and to record the weather duringthe week. They use weather symbolsfrom the book.

• They write sentences to go with thesymbols: It is cloudy. It is snowing.

Driving in bad weather. When theweather is bad, drivers need to beespecially careful to avoid accidents.

42 WATER AND WEATHER

LOOK AND READ

Weather

TYPES OF WIND ACCORDING TO WIND SPEED

breeze gale hurricane

A sunny day with a few clouds. This is the beginningof summer.

1. Types of weather

In order to see what the weather is like, we look around us. We can see if it is sunny, or if it is raining.

We can also use a weather map. A weather map tells us if it is warm or cold, if it is raining or windy.

When we describe the weather we use words like: hot, cold, sunny,raining, dry, windy or cloudy.

2. Differences in the weather

The weather can change during the day.

It also changes in each season. In winter, it is colder, and in some regions it snows. In summer, it is hotter. It usually rains less.

It is different from one place to another.

On the plains, the winters are cold. The summers are very hot. It is usually drier than in the mountains, or on the coast.

In the mountains, the temperatures are lower than on the plains. It rains and snows more often.

Near the sea, it is not so cold in winter. It usually rains more than on the plains.

Weather symbols

Draw a simple map of your region, with the names of six cities. Draw one weather symbol next to each city.According to your map, what is the weather like today?

It is sunny.

It is raining. It is windy. It is snowing.

It is cloudy. It is foggy.

68

69

Students draw their maps as indicated. Then in pairsthey ask each other: What’s the weather like in….?

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1. Describe the weather in summer.

2. Describe the weather in winter.

3. Describe the weather on the plains.

4. Describe the weather in the mountains.

5. Describe the weather near the sea.

Write sentences.

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11

0

1. Colour the picture. Identify and label.

• peninsula • island • cape • gulf • beach • cliff

Think and match.

course of a river • • flat extension of sand next to the sea

flow of a river • • the quantity of water in a river

cliff • • huge rocks next to the sea

beach • • the route a river takes

VOCABULARY

Worksheet 35. Date Apply your knowledgeCOASTAL LANDFORMS

45

∫±ac™

caπæislan∂

πeninsulå

gulƒclif£

Activity B

ook

1. Unscramble the name of each river. Then colour the rivers blue and number them.

2. Think and tick.

What happens to a river when it does not rain for a long time?

The course of the river gets bigger. The flow of the river gets smaller.

What happens to a river when the snow in the nearby mountains melts?

The flow of the river increases. The river freezes.

3. Why did they put up these signs at the reservoir? Decide and match.

Because they do not want any litter in the water.

Because they do not want any pollution from the boats’ fuel.

Because they want the fish to grow.

1

2

3

1. It goes through Zaragoza.

2. ORBE:

2. It passes near Zamora.

4. EDURO:

3. It passes through Toledo.

6. AOJT:

4. It goes through Badajoz.

8. IANADAGU:

5. It ends in the Doñana National Park.

10. GVDUAQUIRLIA:

Worksheet 34. Date Apply your knowledgeRIVERS

44

N

S

W E

Zaragoza

Zamora

Toledo

Badajoz

Doñana

E B R O

NO LITTERING

NOFISHING

NO BOATS ALLOWED

D U E R O

T A J O

G U A D I A N A

G U A D A L Q U I V I R

1

3

2

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1

1. Look at these maps of Ireland. Read the texts.Then draw the symbols in the correct circles.

sunny cloudy rain snow storms windy

47

Worksheet 37. Date TasksDRAW A WEATHER MAP

It is a spring day.

There are storms in the North.

It is sunny in the South.

There is some sun and it is windy in the East.

It is cloudy in the West.

It is a winter day.

It is snowing in the North.

It is cloudy in the East.

It is cloudy in the South.

It is raining and it is windy in the West.

Worksheet 36. Date Read and learnBIRDS OF PREY

46

1. Read carefully and answer the questions.

2. Tick the meaning of wingspan: The distance from one wing tip to the other. The height of the eagle. The height the eagle flies.

3. Identify and label the animals.

Answer:

What is the bird’s name? .

Where does it live? .

Why is it protected? .

rabbit

vulture

lizard

squirrel

eagle

The Spanish Imperial Eagle Eagles are magnificent birds. The rarest bird of preyin Europe is the Spanish imperial eagle. It lives in the mountains, forests and grasslands of Spain.This large bird of prey hunts during the day.

Its wingspan, which is the distance from one wing tip to the other, measures two metres. The Spanishimperial eagle has a different colouring from othereagles. It is black-brown in colour. Its head and neckare pale, and there are large white areas on itsshoulders.

The Spanish imperial eagle is a protected species,and it is in danger of extinction.

eag¬æ

Spanis™ imπeria¬ eag¬æ

I> t™æ mountainfi, fo®estfi an∂ grosslandfi oƒ Spai>.

Becaußæ i† ifi i> dan@e® oƒ extinctio>.

lizar∂vultu®æ

rabbi†

squir®e¬

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112

UNIT CONTENT

Assessment criteria

• Defining population• Using the terms immigrant and emigrant correctly• Distinguishing between rural populations and urban populations• Classifying of means of transport (vehicles) by type of transport• Appreciating means of transport• Respecting rural and urban ways of life

Content objectives

1. Understanding what population is and how it changes2. Distinguishing immigrants from emigrants3. Differentiating cities, towns and villages4. Understanding the differences between urban populations and rural

populations5. Assessing the pros and cons of different forms of transport6. Recognising the importance of transport for people7. Appreciating rural life and village life

Language objectives

1. Giving definitions: A place where … The people that live there …2. Identifying groups: demonstrative pronouns: These people

3. Describing cities: superlative forms: The biggest settlements, the most populated

4. Talking about transport: by land / sea / air

5. Defining purpose: We use vehicles to go …, Ships are for moving …

• Population growth andmigratory movements

• Urban populations and ruralpopulations

• Means of transport (vehicles)and facilities

• Interpret a population bargraph

• Classify means of transport(vehicles) by type of transport

• Analyse pictures of differenttowns and cities to describetheir similarities anddifferences

• Reading maps to locate cities• Interpret drawings about

population and transport

• Appreciate rural and urban life• Recognise the importance

of transport


Contents

UNIT 13

Population

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113

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Human and physical geography

http://www.scalloway.org.uk/Aspects of human and physical geography. Useful for teachers.

Transport activities

http://education.dot.gov/k5/gamk5.htmActivities and games about transport andcommunications. Useful for students.

Transport in big cities

http://www.tfl.gov.uk/tfl/initiatives-projects/education/Multimedia presentations and teachers’ resources. Usefulfor students and teachers.

Other resources



39

13

53 56

14 9

73 79

23

7

6471

228

64 68

229

64 68

188

72 77

10 11

6977

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114

POPULATION 43

PopulationREAD

LOOK

Make new questions. Change the year. How many inhabitants were there in 1960?

Graphs showing the census

A census shows the number of inhabitants in a place.

We can give this information in graphs.

Spain's population increased after the census of 2001.

In 2006 it was 44 million.

emigrants

deaths

births

immigrants

Reasons that explain the increase or decrease of a population.

1. Settlements

A settlement is a place where people live. The people that live there are the inhabitantsof the settlement. The number of inhabitants is called the population.

The population gets bigger for two reasons:

• More people are born than die.

• People come in from other places. These people are immigrants.

Sometimes, the population gets smaller:

• More people die than are born.

• People go away to other places. These people are emigrants.

0

1950 1960 1970 1981 1991 2001

5

15

20

30

40

45

Number of inhabitantsin millions

Years

35

25

10

Graph showing the evolution of Spain’s population.

70


Vocabulary. The Ss copy the definitions and match thecorresponding word to each one.

population / settlement / inhabitants

1. A place where people live (settlement)2. The people who live in a place (inhabitants)3. The total number of people who live in a place (population)

Easily confused words. Ask the Ss to write a definition ofIMMIGRANT and EMIGRANT.

Answers: Immigrants are people who come in from other places.Emigrants are people who go away to other places.

2

1



Vocabulary

census, emigrant, graph, immigrant, inhabitants,population

M.A. How many inhabitants were there in 1970? How manyinhabitants were there in 1991?

Special attention

• Distinguishing the difference betweenimmigrants and emigrants

• Interpreting population bar graphs

• Get comparative adjective: gets bigger

Hands on

Presentation

• Present with and look at thedrawing. Then tell Ss to answer increaseor decrease. Ask: What happens if morepeople die than are born? (decrease) Whathappens if many immigrants come?(increase) What happens if many emigrantsleave? (decrease)

• Discuss the graph. The x axis:number of inhabitants; y axis: years. Theheight of the bars shows the number ofinhabitants there were in each year.



R

LOOK

1051READ

Course graph

• Draw the x axis and y axis on the BB.

• On the x axis write the names of thegroups in third year (3A, 3B, 3C …).

• Draw the bar for each course to showthe number of students. Ask: Howmany students are there in our group?Which group has more students?

Our surroundings. Peace begins withour family at home, with our friends atschool, in our neighbourhood with ourneighbours, Ask what we can do toencourage peace.

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115

Special attention

• Understanding the difference between ruralpopulation and urban population

• Noun people plural verb: People are …

• Verb: to do work

Hands on

Presentation

• Ask the Ss to compare the photos.Write words to choose from on the BB: sky,clouds, tall buildings, low buildings, trees,cultivated land, narrow streets, widestreets, cars, countryside … Ask: What doyou notice about the photos? Where do themost people live? Where is there morenoise?

• Present , and with , and .Ask Ss to give examples of urban and ruraljobs.


108107106321

READ

44 POPULATION

Cities, towns and villages

READ

1. Cities, towns and villages

Many people live and work in towns and cities.Towns and cities are examples of urban populations.

Other people live and work in villages in the countryside. This is the rural population.

There are three main differences between cities, towns and villages: the size, the number of inhabitantsand the type of work that people do.

2. Urban populations

Cities are the biggest settlements, and the most populated.

Their inhabitants do many different types of work. For example, they work in business,government, education and other services.

3. Rural populations

Villages are small settlements and do not have many inhabitants. Some villages get bigger, and become towns or cities.

Many of the people who live in villages work in farming or small businesses.

This is a small village.

San Francisco is a big city with tall buildings and wide avenues in the United States.

This is a small town in Great Britain.

Complete the sentences. Urban populations work in… Rural populations work in…

71


Listening. The Ss copy the words and sentences below. Afterlistening again to , they complete each sentence with one ofthe words.

three / rural / inhabitants / work / urban

1. Towns and cities are examples of … populations. (urban)2. People who live in villages in the countryside are the …

population. (rural)3. There are … main differences between cities, towns and

villages. (three)4. One of the differences is the number of … (inhabitants)5. Another difference is the type of … that people do. (work)

106

1



Vocabulary

cities, inhabitants, rural population, towns, urbanpopulation, villages, work

M.A. Urban populations work in business. … education.Rural populations work in farming. … small businesses.

Improve our surroundings

• The class makes a group proposal toimprove the neighbourhood or town.They consider these things: urbanfurniture: benches, flower boxes,wastepaper bins …; pedestriancrossings, traffic signs; basic services:schools, doctors; shops and banks;parks and gardens; leisure.

• Ask Ss what they could improve andhow.

Customs and traditions. People havedifferent customs and traditions in ruraland urban areas. They deserve our respectbecause they enrich our cultural diversity.

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116

Special attention

• Matching types of transport and facilities

• Impersonal statements using the passive:… is widely used, need to be sent quickly

• Expressions of purpose: We use … to go

• Phrasal verb: Planes take off

Hands on

Presentation

• Present with .

• Ask the Ss to guess the means oftransport: It goes in and out of ports.(boat) It moves on railways. (train) It haswings and engines. (plane) It has bigwheels and many seats. (bus)

• Ask the Ss to write sentences usingwords in the airport picture. The fuel tankscontain fuel for the planes. The controltower controls take-off and landing of theplanes …

‘Some towns grow and othersdisappear.’ The recording can be used withActivity Book, page 49.

110E

LOOK

1091READ


Vocabulary. Write the following list of vocabulary on the BB:

planes / ports / fly / roads / airports / stations / containers /passenger terminal / railways / ships / runway / cars / take off /buses / to land / control tower

Ask Ss to make three columns in their notebooks with theheadings below. Then they write the words under the correctheading.

BY LAND BY AIR BY SEA

Answers: By land: roads, stations, railways, cars, buses. By air:planes, fly, airports, passenger terminal, runway, take off, to land,control tower. By sea: ports, containers, ships.

1

control tower

fire brigade

car park

passenger terminal

transport forpassengersand goods

fuel tanks

runway

POPULATION 45

Transport

READ LOOK

1. Transport

We use vehicles to go from one place to another. We also use vehicles to move goods.

• Transport by land• Cars, buses, and trains travel by land. • We build roads, railways and stations.

Land transport is very widely used.

• Transport by air• Planes transport people. They also take

goods which need to be sent quickly. • Planes fly in and out of airports.

• Transport by sea• Ships transport people. They are also used

for moving large quantities of goods. This means of transport is slower.

• Ships sail in and out of ports. There arespecial machines in ports for lifting containers.


Cars are an example of land transport.

Many people use buses to travel in cities.

An airport is like a big city

Most big cities have an airport. Airports are often built several kilometres from the city. This is because of the noise the planes make.

• Where do the planes take off and land?

72

M.A. Planes … air. Ships … sea.



Vocabulary

airport, by air, by land, by sea, ports, roads, stations,transport, travel, vehicles

Transport map

• Guide the interpretation of a transportmap.

• Point out colours, lines and thickness,drawing and symbols.

• Ss interpret the map to answerquestions. For example: How can wetravel from A to B? Can we go by roadfrom C to D?

Traffic signs and regulations. To begood pedestrians and drivers, people mustrespect all the traffic signs and safetyregulations to avoid accidents.

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Write the words in the box in the correct column.

planes ports fly roads airports stations

containers passenger terminal railways ships

runway cars take off buses to land

control tower

By land By air By sea

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11

8

Worksheet 39. Date Read and learnTOWNS

49

1. Read carefully.

2. Why can a population get bigger? Give two reasons.

a)

b)

3. What does a town need to keep the population from getting smaller? Think and circle.

• jobs • medical services • parks • amusement parks • schools

• shops • good transportation • beaches • universities • cinemas

Some towns grow and others disappear

Many towns and villages have existed for over a thousand years. However, not all of them have developed equally.

Some have grown quickly in a short time, and are now cities. Others have grown little by little, and have not changed much.

Some towns and villages have seen theirpopulations decrease. Today their populationsare so small that there are more empty housesthan inhabited ones. Some even have fewer than 50 inhabitants.

We must preserve our villages and towns, and their history. They are a very important part of our regional and national heritage.

Mo®æ πeop¬æ a®æ bor> tha> d^æ.

Peop¬æ coµæ froµ ot™e® pla©efi to li√¶ t™e®æ.

Activity B

ook

Worksheet 38. Date Apply your knowledgePOPULATION

48

1. Observe, colour and complete.

2. Read, decide and tick.

This is a This is a

A village / town A city

It has the largest area.

It has a small population.

It has tall buildings.

People work in farming.

Explain the meaning.

immigrant:

emigrant:

VOCABULARY

tow>.

A πerso> who coµefi froµ anot™e® countr¥.

A πerso> who hafi ¬e‡† hifi ow> countr¥.

cit¥.

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9

Worksheet 40. Date TasksFIND TOWNS AND CITIES

50

1. Read the clues. Complete the names with the missing vowels. Then connect the name to the place.

N

S

W E

_ V _ _ D _

B _ R G _ S

P _ M P L _ N _

B _ RC _ L _ N _S _ V _ L L _

1. The running of the bulls takes place here.

2. The largest city in Catalonia.

3. There is a famous cathedral here.

4. The largest city in Andalusia.

5. Some important prizes are given here.

2. Complete. Model answer:

Name of the town / city where I live:

Important monuments or sights:

A O A

CórdobåT™æ mosq¤æ, t™æ Jewis™ quar†e®

U O

O I E O

E I A A E O A

Notes:

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120

UNIT CONTENT

Assessment criteria

• Defining active population • Classifying work based on jobs and economic sectors• Identifying dry crops and irrigated crops• Classifying farm animals by type of animal• Distinguishing raw materials from industrial products• Appreciating and respecting the work done by people

Content objectives

1. Understanding what the active population is2. Distinguishing work by economic sectors, and rural and urban populations3. Distinguishing irrigated crops and dry crops4. Recognising different kinds of animal farming5. Understanding industry6. Following a product from its manufacture to end result7. Identifying professions

Language objectives

1. Asking for information: question forms: What do these people do? Do as auxiliary verb and main verb

2. Defining different groups: People who work …3. Present participle used as an adjective: working people

4. Describing a farm: Some crops …, other crops …5. Describing different kinds of animal farming: cattle / sheep / equine …6. Distinguishing between different materials: raw materials, industrial products

• The active population andtypes of work people do

• Crop farming: irrigated crops,dry crops

• Different kinds of animalfarming

• Industrial products• The transformation of raw

materials into industrialproducts

• Classify types of crops andwhere farm animals live andeat

• Differentiate raw materials andindustrial products

• Interpret pictures about work,crop farming and animalfarming

• Appreciate all the differenttypes of jobs and the peoplewho do them


Contents

UNIT 14

Work

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121

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources


Farming

http://www.friendlyfarmclub.com/Games, facts, vocabulary and activities on and aboutthe farm. Useful for students.

Glass recycling

http://www.glassforever.co.uk/Information and games about glass and recycling.

Images of a toy factory

http://www.designboom.com/contemporary/toys3.htmlA German photographer visits toy factories in China.Useful for students.

Other resources



http://www.fsa.usda.gov/ca/agforkids.htm

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122

46 WORK

Work

Look at the photos.People do many different jobs.

• What jobs do thesepeople do?

1. Work

People work to earn money. With this money, they buy the things they and their families need.

Working people form the active population. These are people over the age of 16 who have jobs. Most working people retire when they are about 65.

2. Types of work

People do many different kinds of work.

• Some people obtain resources from the land, for example, farmers. Others obtain resources from the sea, for example, people who work in fishing.

• Some people have industrial jobs, transforming resources into products.

• Some people provide services for other people, for example, doctors and teachers.

LOOK AND READ

LOOK

Give examples of the active population.

People who work in animal farming, people who work in…

Active population

Providing servicesPeople who workin banks, transport,health servicesand government

TransformingresourcesPeople who workin factoriesand construction

Obtaining naturalresourcesPeople who work in cropand animal farming,mining and fishing

Different types of job.

1

2

3

73

74


Listening. Write the following sentences on the BB. Ss listenagain to and underline the correct alternative in eachsentence.

1. People work to earn MONEY / HONEY.2. With this they buy the things they EAT / NEED3. The active population are working people over the age

of 60 / 16.4. Most working people retire when they are about 60 / 65

Answers: 1. money. 2. need. 3. 16. 4. 65.

111

1



Vocabulary

active population, farmers, fishing, industrial jobs, obtain resources, services, transform resources, work

M.A. crop farming, mining, fishing, factories, banks, transport,health services, government

Special attention

• Understand service as it refers to work

• Prepositions: over the age of, about 65,obtain resources from, transformingresources into, provide services for

Hands on

Presentation

• Ask the Ss to describe what they cansee in the photos: 1. A crop farmer drivinga harvester. 2. Industrial workerspackaging products in a factory. 3. A doctor / nurse working in a hospital.

• Present and with and . Tell Ss that people who arenot working but are able to work, forexample the unemployed, are also includedin the active population.

• The diagram classifies different types of jobs.

112

11121LOOK AND READ

LOOK

Role-play

• The Ss role-play different types of jobs.

• Ss use the first person singular todescribe what the job is, where they doit, what they use, what they wear, whythey like it …

• For example: I’m a teacher. I work in aschool. I teach science to nine-year oldstudents.

The right to work. Everybody has theright to work. Physically challenged peopleand women often have difficulty findingjobs.

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123

Special attention

• Distinguishing types of animal farming

• Understanding the meaning of crops:irrigated and dry crops

Hands on

Presentation

• Ask the Ss: What food do you think we canget from animal farming? And cropfarming? Make a list of products on theBB: fruit, vegetables, cereals, cheese,eggs, feathers, leather, meat, milk,processed meats, wool …


• Ask the Ss to make sentences usingthe words in the boxes: Oranges areirrigated crops. We eat cereals forbreakfast. Olives grow in Spain. Explainthat the drawing on the right shows a cattlefarm. Ask them to make sentences withthe words in the drawing: Animals drinkwater from the drinking trough. The farmermilks the cows in the milking shed.

LOOK

11411321WORK 47

Crop and animal farming

LOOK

READ

2. Animal farming

Farmers breed animals for food and other products.

There are different kinds of animal farming: • Cattle farming (bulls and cows).• Sheep farming. • Pig farming. • Equine farming (horses and donkeys). • Poultry farming (chickens and eggs).

1. Crops

Crop farming is the cultivation of plants, used mainly for food. • Some crops need a lot of water.

These are irrigated crops, for example, fruit and vegetables.

• Other crops grow mainly with rain water. These are dry crops, for example, olives and some cereals.

Crop farming

Dry cropsgrapes

Irrigated cropsfruit

cereals

cereals

olives

vegetables

bull

pighorse

chicken

sheep

crops

silos milking shed

milk truck

feeding trough

stablesfor cows

houses

tractor

drinking trough


Pig farming – pigs; cattle farming – bulls;…

75 76


Comprehension. Read aloud the following sentences and Ssdecide if they are true or false. If they are false, they try to correctthem.

1. Crop farming is the cultivation of trees. T / F2. Dry crops grow mainly with rain water. T / F3. Fruit and vegetables are dry crops. T / F4. Irrigated crops need a lot of water. T / F5. Poultry farming refers to chicken and eggs. T / F6. Cattle farming refers to pigs. T / F

Answers: 1 – F … of plants. 2 – T. 3 – F They are irrigated crops. 4 – T. 5 – T. 6 – F It refers to bulls and cows.

1



Vocabulary

farming, dry crops, equine farming, irrigated crops, pig farming, poultry farming, sheep farming

M.A. Sheep farming - sheep; equine farming - horses anddonkeys; poultry farming - chicken and eggs.

Farm animals

• Ask the Ss to make farm animals with plasticine. Sizes should be in proportion.

• The Ss draw the different animalhomes.

• They write the animal’s name on the home.

• The Ss place each animal in the right home.

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124

Special attention

• Distinguishing raw materials and industrialproducts

• Understanding the industrial process

• Active / passive sentences: the sameperson made … The objects we use aremade …

Hands on

Presentation

• Bicycles are alike because theyare made industrially with machines whichmake many identical pieces.

• The diagram shows that rawmaterials are transformed into industrialproducts.

• Present and with and . The Ssanalyse which objects around them aremade in factories. They should concludethat this is the majority.

• Ss make a chart showing raw materialsand industrial products: wood – furniture;fruit – jam; leather – shoes; rubber – tyres …

Activity Book, pages 51, 52.E

11611521

READ

COMPARE


Vocabulary. Write the two columns of words on the BB. The Sscopy them and then draw a line to match the words on the left tothe definitions on the right.

1. cotton a. transport2. paper b. raw material3. metal works c. energy4. steel d. industrial product5. lorries e. factory6. electricity f. product

Answers: 1 – b. 2 – d. 3 – e. 4 – f. 5 – a. 6 – c.

1

48 WORK

COMPARE

Industry

READ

1. Industry

Most of the objects we use are made in factories.

We use raw materials to make things.For example, wood is a raw material.

We use wood to make paper. Paper is not a raw material. It is an industrial product.

2. What industry needs

Industry needs four things:

• Raw materials like wood and cotton.

• Factories with special machinery.

• Energy, like electricity and gas, to make machines work.

• People who do the work.

Why are all these bikes the same?

• The same person made all these bikes.

• Machines can make many identical pieces.

Raw materials

Transport

Factory

iron ore

textile factorymetal works

Product clothessteel

cotton

trains lorries

The process of transformation in two types of industry

Complete the sentence. Industry needs four things:…

77

78

M.A. … raw materials, factories, energy, people



Vocabulary

energy, factory, industrial product, industry, raw materials

Handicrafts and industry

• Take to class two of the samehandcrafted objects and two of thesame industrially-produced objects.

• Ask the Ss to compare them: What doyou notice about these objects?Explain that handcrafted products arenever exactly the same.

• Industrial objects can be identical.

Safety at work. Industry and workersneed to follow certain safety rules toprevent accidents. Companies shouldprovide use gloves, masks and helmetswhere necessary.

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12

5

Worksheet 42. Date TasksTHE MANUFACTURING PROCESS

52

1. Imagine you are making a cart like the one in the picture. Organise your work.

1. MATERIALS

Circle the materials you want to use.

2. TOOLS

Colour the tools you need.

3. PROCESS

Who can help you? Decide and tick.

a plumber a carpenter an electrician

4. FINISHING

Colour the materials you would use to finish your cart.

2. Answer.

What did you make?

What materials did you use?

What colour did you paint your cart?

purp¬æ

soµæ woo∂, å hamµe®, nailfi an∂ pain†

å car†

51

Worksheet 41. Date Apply your knowledgeMANUFACTURED PRODUCTS

1. Label the pictures: raw material or manufactured product.

Complete the sentences. Use cotton, milk or fish.

Canned sardines are made with

Cheese is made from

T-shirts are made of

2. What manufactured foods do you eat? Name three. Model answer:

Circle the professions. Green: people who obtain natural resoucesRed: people who make thingsBlue: people who provide services

VOCABULARY

ra∑ ma†eria¬

MINERTEACHER

FACTORY WORKER

DRESSMAKER

TAXI DRIVER

CONSTRUCTION WORKER CATTLE FARMER

DENTIST FISHERMAN

POLICEMAN / POLICEWOMAN

manufactu®e∂ produc†

manufactu®e∂ produc†manufactu®e∂

produc†

ra∑ ma†eria¬

ra∑ ma†eria¬

fis™.

mil§.

cotto>.

yoghur† b®ea∂ chocola†æ

Activity B

ook

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12

6

Worksheet 44. Date TasksA FAMILY TREE

54

1. Draw pictures of your family, or glue photos on the page. Model answers:Use these words and complete your family tree.

grandmother father grandmother mother

sister / brother grandfather grandfather

sis†e®µæ

brot™e®

sis†e®

mot™e®

grandfat™e®grandmot™e®

grandmot™e®

grandfat™e®

fat™e®

53

Worksheet 43. Date Apply your knowledgePAST AND PRESENTExtra

1. Think and number the pictures 1, 2 or 3. (1 oldest; 3 newest)

Describe the changes in kitchens. Write electric, wood or fireplace.

In the past, people cooked food over a .

Then later they used a cooker with a fire inside.

Today we use cookers.

2. Remember three of your experiences and complete the sentences. Model answers:

• Last week I was

• Last month

• Last year

Match each word with its meaning.

biography • • a written summary of historical events in order

history • • a description of a person’s life

legend • • a story about past events (These events may or may not be true.)

VOCABULARY

I visi†e∂ m¥ cousinfi i> Burgofi.

I ©e¬ebra†e∂ m¥ birthda¥.

studyin@ fo® å Langua@æ exaµ.

e¬ectri©

woo∂

fi®epla©æ

2 1 3

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7

56

MAKE A RELIEF MODEL OF YOUR AUTONOMOUS COMMUNITY

1. Look at this model of Ireland. Then draw the outline of your Autonomous Community on a big piece of card. Cover it with green plasticine.

2. Mark the elevated lands on the green plasticine. Cover them with yellow plasticine.

Project 8 Worksheet 45. Date TasksCOMPLETE A TIMELINE

55

1. Read, decide and write.

• My 1st birthday. • I went to school.

• My 5th birthday. • I learned to read.

You can ask your family for help. You can add your own information. Model answers:

YEAR

1998

1999

2001

2002

2003

2004

2005

2006

I wafi bor>.

M¥ firs† birthda¥.

I ∑±n† to schoo¬.

I ¬ear>e∂ to ®ea∂.

M¥ fift™ birthda¥.

I ¬ear>e∂ to ri∂æ å bi§æ.

I go† å do@.

Wæ mo√±∂ to å >e∑ houßæ.

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All rights reserved. No part of this book may be reproduced,stored in a retrieval system or transmitted in any form or by anymeans, electronic, mechanical, photocopying, recording or other-wise, without the prior permission in writing of the publisher.

© 2006 by Santillana Educación, S. L./Richmond PublishingTorrelaguna, 60. 28043 Madrid

Richmond Publishing is an imprintof Santillana Educación, S. L.

PRINTED IN SPAINPrinted in Spain

ISBN: 84-294-4384-3CP: 857371D.L.:

Richmond Publishing4 Kings Street CloistersAlbion PlaceLondon W6 0QTUnited Kingdom

Essential Science, Science, Geography and History, for Year 3 of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C. GUERRINI

Contributing authors: Cristina Zarzuelo, Jane KilnerEnglish language editors: Martin Minchom, Cathy Myers, Encarnación Diez, Sheila Klaiber, Lesley Thompson, Nancy Konvalinka

English language specialist: Jeannette West

Art director: José CrespoDesign coordinator: Rosa MarínDesign Team:

Cover: Martín León-BarretoInterior: Rosa Barriga

Artwork coordinator: Carlos AguileraDesign development: Raúl de Andrés, José Luis García and Javier TejedaTechnical director: Ángel García EncinarTechnical coordinator: Marisa ValbuenaLayout: María Delgado, Miguel Á. Mora-Gil, Lourdes Román and Linocomp, S. L.Proofreader: Lorenzo AntónResearch and photographic selection: Amparo RodríguezPhotographs: DIGITALVISION; EFE/SIPA-PRESS/Dickinson; SERIDEC PHOTOIMAGENES CD; WWF/ADENA; ARCHIVO SANTILLANA

57

4.U

se b

lue

plas

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e to

mak

e th

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in y

our

Aut

onom

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Com

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5.Fi

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by

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onth

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plas

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the

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Pro

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8

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Documents

Essential Science 3 Teacher's book - Santillana.pdf