Test fotocopiables 3º Primaria Science Macmillan

Macmillan Publishers Limited 2011 PHOT

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Test

Name Class

diagnostic

1 Circle the odd ones out.

(a) skull eyes spine

(b) wrist shoulder lung

2 Identify the food groups.

3 Are these sentences about animals true or false?

(a) Mammals and birds are vertebrates. True / False

(b) Tigers are omnivores. True / False

(c) Giraffes live in the grasslands. True / False

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2

2

3

(b)

(e)

(a)

Fruit and vegetables

(c)

Meat and fish

(d) Sugary foods


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4 Complete the sentences about animals.

(a) Reptiles, , fish, insects and birds lay eggs.

(b) Vertebrates have a .

(c) Fish breathe with their .

5 Match the parts of the plant with what they do.

6 Identify the forms of water.

7 Label the diagram with Sun, Earth and moon.

Take in water.

Take in air and sunlight.

Supports the plant.

Produces seeds.

solid

3

3

2

(a) flower

(b) stem

(c) leaves

(d) roots

3(a)

(b)

(c)

a b c


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8 Complete the sentences about transport with goods or people.

(a) Lorries, tankers and vans are transport for .

(b) Cars, bikes and buses are transport for .

9 Colour the natural material green and the manufactured material red.

10 Are these people using a push or a pull force?

11 Circle the things that need electricity.

12 Identify objects from the past or present.

present

2

2

2

3

3

TEST TOTAL 30

a b c d e

a

a

a

b

b

b c d

Teachers Notes

End of Year TestBetween completing the Term 3 Test and the End of Year Test, spend some time revisiting the material covered during the year. Sing some of the unit songs that the pupils have particularly enjoyed and, through games and discussion, review the main concepts learned in each unit.

* It is strongly recommended that you avoid setting pupils the Term 3 Test and End of Year Test too close together.

Materials: question cards (enlarged for the board); question cards (sets A and B for pupils), Blu Tack or stickytape

1 Play Noughts and crosses Use the sixteen question cards to make a large noughts and crosses grid on the board. Divide the class

into two teams. Ask them to choose a name for their team and a captain.

Encourage the pupils in the Noughts team to select the question they want to answer by saying I want question (three), please. Read the question out loud. The pupils should confer before the team captain gives the final answer. If a pupil answers correctly, remove the question card and ask him/her to put either a nought or a cross in its place. Repeat for the Crosses team.

The winning team is the first one to make a line (horizontal, vertical or diagonal) of noughts or crosses.

2 Play Question and answer in pairs Organise the pupils into pairs. One child in each pair is A and the other is B. Give all the Pupils A set A of

the question cards and key and give Pupils B set B of the question cards and key.

Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the questions in pairs. They check their partners answers using the key. If the pupil answers correctly, they should keep the card. The pupil with the most cards at the end of the game is the winner. Tell the pupils that they must answer every element of the question correctly to win the card.

3 Do the test Explain what the pupils must do in each activity and make sure they all have the necessary materials.

Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having difficulty.

End of Year

1 a. nutrition, b. interaction, c. reproduction

1 point for each correct answer (3 points)

2 a. sight (example), b. ears, c. smell, d. tongue, e. touch


3 a. (Three types of bones are) long, short and flat bones.

b. (Three types of joints are) flexible, semi-flexible and fixed.

point for each of long, short, flat, flexible, semi-flexible, fixed (3 points)

4 a. mammal (example), b. live, c. lungs d. gills, e. beak, f. eggs, g. invertebrate, h. backbone, i. exoskeleton

point for each correct answer (4 points)

5 a. Petals, matched with number 2 (example). b. Stamens, pollen, matched with number 3. c. Sepals matched with number 4. d. carpel, seed(s) matched with number 1.


6 a. savannahs, b. deserts, c. tropical rainforests, d. temperate forests


7 producer (example); consumer; consumer; decomposers


8 a. water cycle (example), b. evaporation, c. condensation, d. rain e. precipitation, f. collection


9 a. coastal, b. mountain, c. flat


10 a. Meanders are bends on a river. (example)b. The mouth is where the river ends. c. Tributaries are small rivers that join the main

river. d. The source is where the river begins.


11 (From top to bottom:) a. topsoil, b. subsoil, c. bedrock.


12 a. True.b. False. Motorbikes and buses are public

transport. c. False. Cargo ships are a form of sea transport.

d. True.

1 point for each correct answer (3 points in total)

13 a. farmer (example) / primary (example), b. craft worker / secondary, c. teacher / tertiary.


14 a. oldest (example), b. historic centre, c. outskirts, d. new part(s)


Total for the test 45 points

Test Key End of Year


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Name Class

1 Identify the life processes of living things.

2 Complete the sentences about the senses.

Our eyes are the sense organs of .

Our are the organs of hearing.

Our nose is the organ of .

Our is the organ of taste.

Our skin is the organ of .

3 Answer the questions about bones and joints.

(a) What are three types of bones?

(b) What are three types of joints?

sight

end of year

3

4

3

a

a

b

c

d

e

b c


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4 Complete the texts about the animals.

gills mammal lungs backbone live beak eggs exoskeleton invertebrate

A dog is a .

Its babies are born .

It breathes with its .

Fish have fins, scales and .

Birds have feathers, a and wings. All birds lay

.

A snail is an .

It does not have a .

Spiders and crabs have an .

5 Write the parts of the flower. Match.

(a) attract insects. 2(b) S have p at their ends.

(c) S protect the flower before it opens.

(d) The c is the part of the flower where the s develop.

mammal

Petals

4

41

2 3

4

a

d

b

e

c


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6 Complete the text about habitats.

Some habitats are the Arctic region, (a) s , (b) d , (c) t r and (d) t f .

7 Complete the food chain.

The grass is the

.

The rabbit is a

because it eats the grass.

The fox is also a

because it eats the rabbit.

The fungi are

.

8 Complete the text about the water cycle.

Water on Earth is always changing state and place. This is known as the

(a) . The Sun heats water causing

(b) . When the water vapour cools, it turns into

water drops and forms clouds. This is (c) .

When clouds cool, water falls as (d) or

snow. Rain and snow are both types of (e) .

Water eventually goes back to rivers and the sea. This is called

(f ) .

producer

water cycle

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3

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9 Identify the landscapes.

This is a

landscape.

This is a

landscape.

This is a

landscape.

10 Match to make definitions of the parts of a river.

(a) Meanders is where the river ends.

(b) The mouth are bends in a river.

(c) Tributaries is where the river begins.

(d) The source are small rivers that join the main river.

11 Label the soil layers.

12 Are these sentences about transport true or false? Correct the false sentences.

(a) Buses and ferries are for carrying people True / False

(b) Motorbikes and bikes are public transport. True / False

(c) Cargo ships are a form of air transport. True / False

(d) Land vehicles can cause noise and air pollution. True / False

3

3

3

3

a b c

(a)

(b)

(c)


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13 Look at the pictures and complete the sentences.

(a) A works in the sector.

(b) A works in the sector.

(c) A works in the sector.

14 Complete the sentences about the city.

The (a) part of the city is the (b) .

On the (c) of the city there is usually lots of space to build new buildings.

The (d) of the city has wide, straight streets and the buildings are new.

farmer primary

oldest

3

2

TEST TOTAL 45

Teachers Notes

Where we live

Materials: CD 3; Unit 12 poster; Word cards: hospital, library, sports centre, car park, park, zebra crossing, telephone box, gas pipes, water pipes, electricity cables, telephone cables, sewer pipes, metro train; a map(s) of the pupils town.

1 Poster activity Focus the pupils on the poster and ask them to identify things, encouraging them to use language such as

Theres a and I can see a .

Ask them Do you live in a village, a town or a city? What is there in our village/town/city?

2 Villages, towns and cities Write two headings on the board: Villages and Towns and cities. Ask the pupils to tell you about villages,

towns and cities and write, or ask them to write, their ideas on the board in the two columns.

Encourage the pupils to compare and contrast Villages and Towns and cities, e.g. Villages are small but towns and cities are big. Villages have low buildings but towns and cities have high buildings, etc.

3 CD352 Sing the City song

Ask the pupils Do you think our village / town / city has always been the same or has it changed over time? How do villages and towns and cities change? Accept all reasonable answers.

Elicit the three main parts of a city if pupils do not offer them (historic centre, new part, outskirts).

Ask the pupils if they remember the City song from Lesson 3 (see Pupils Book Teachers Notes Lesson 3 for lyrics). Play CD 3 (track 52). Sing the song and encourage the pupils to join in.

4 Word card game Hand out the word cards and have the pupils with a word card come out to the front of the class.

Point to the pupils at the front of the class and say to the rest of the class These children have word cards with services we have in a town or city. Can you guess them?

Encourage them to ask the pupils individually Is it a visible / underground service? and then to guess the services. Is it a telephone box / metro train?, etc.

5 Map activity Display a map of the pupils village, town or city, or hand out a number of maps to small groups of pupils.

Ask the pupils to try to identify places and services on the maps. Ask them to identify the key if there is one.

Ask Can you find the historic centre / new part / outskirts? Where is our school? Where do you live?



unit 12

Where we live

Test Key

1 a. city, b. village, c. town


2 a. small (example), b. big, c. very big, d. farming, e. offices, f. few, g. many, h. main, i. shops, j. few, k. many


3


4 a. historic centre, b. new part, c. outskirts


5

Visible services Underground servicesschools (example)

hospitalslibraries

zebra crossingstelephone boxes

street lamps

sewer pipeselectricity cables

metro trainsgas pipes

water pipes


6 a. the castle (example), b. the hospital, c. the car park, d. the car park, the church, the post office, the restaurant; e. D2, E3, C3, f. one of the squares in the outskirts such as E5 or A5 because there is space to build new buildings.



unit 12

(b)

(c)

(a) historic centre outskirts

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Test

Name Class

1 Identify the places and write village, town or city.

2 Complete the sentences about villages, towns and cities.

many few small farming big mainshops very big offices many few

(a) Villages are .

(b) Towns are .

(c) Cities are .

(d) People who live in villages often work in or tourism.

(e) People who live in towns and cities often work in and factories.

(f ) Villages have services.

(g) Towns and cities have services.

(h) Villages usually have one street with shops.

(i) Towns and cities have many squares, parks, churches and

.

(j) Villages have inhabitants.

(k) Towns and cities have inhabitants.

small

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3 Label the parts of the city.

4 Complete the sentences about cities.

(a) The oldest part of the city is the .

(b) There are usually lots of flats, offices and shops in the

of the city.

(c) There is lots of space to build new buildings in the

of the city.

5 Classify these services.

schools sewer pipes electricity cables metro trains gas pipes hospitals telephone boxes libraries

zebra crossings water pipes street lamps

Visible services Underground services

schools

(b)

(c)

(a)

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6 Look at the map and answer the questions.A B C D E

1

D1 restaurant

2

B2 post office

D2 museum

3

A3 car park C3 town hall E3 castle

4

C4 church

5

C5 hospital

(a) What place is in the east of the city?

(b) What place is in the south of the city? .

(c) What place is in the west of the city?

(d) What places are in these squares?

A3 C4

B2 D1

(e) In which square can you find the following places?

the museum the castle the town hall

(f ) Which is a good place for an airport? Why?

the castle

TEST TOTAL 35

11

car parkcastlechurchhospitalmuseumpost officerestauranttown hall

Teachers Notes

Work

Materials: CD 3, Unit 11 poster; Word cards: farmer, teacher, factory worker/industrial worker, doctor, craft worker, builder, miner, hairdresser, fisherman; some Blu Tack; a hand-crafted object and a mass-produced object (from home)

1 CD333 Say the Jobs chant

Ask the pupils if they remember the Jobs chant from Lesson 1 (see Pupils Book Teachers Notes Lesson 1 for lyrics). Play CD 3 (track 33). Say the chant and encourage them to join in.

2 Poster activity: Jobs Focus the pupils on the poster and ask them to identify the jobs, e.g. This is a fisherman.

Then ask What does your mother / father do? and encourage them to answer My father is a . Then ask What do you want to be when you grow up? and encourage them to answer When I grow up I want to be a ...

3 Word card poster game Divide the class into two groups. Hand out the word cards to the pupils in one half of the class.

Ask a pupil with a word card to say a definition for their word card or describe the job in order for the pupils in the other half of the class to guess what it is. When a pupil guesses, he or she goes and places the word card in the correct place on the poster.

4 Work sectors review Ask the pupils if they can remember the three work sectors. Have volunteers come and write them on the

board: Primary sector, Secondary sector and Tertiary sector. Ask them to say what the people in each sector do, e.g. People who work in the Primary sector obtain or process natural products.

5 The primary sector Ask the pupils to tell you jobs in the primary sector, e.g. A farmer works in the primary sector.

Write on the board Farming and Fishing and ask the pupils to tell you what they know about each activity. You may like to build up spidergrams:

FARMING

Dry crops Irrigated crops

IntensiveExtensive

LivestockArable

FISHINGFar from the coast

Stay at sea a long time

Go out every day

Big ships

Near the coast

Small ships

CoastalDeep sea

unit 11

Teachers Notes

6 The secondary sector Show the pupils the hand-crafted object and the mass-produced object and ask Where do you think

these things were made? Who made them?

Hold up the hand-crafted object and ask Do you think there are many more objects exactly the same as this one? (No, its unique.) Repeat the question for the mass-produced object (Yes, it is mass-produced.)

7 The tertiary sector Ask the pupils if they can remember the names of the six service industries.

Have volunteers come and write them on the board giving an example of a person who works in each one. Encourage them to write A teacher works in education. A secretary works in administration, etc.



unit 11

Work

Test Key unit 11

1 a salary

1 point for the correct answer (1 point)

2 a. People who work in the primary sector obtain or process natural products.

b. People who work in the secondary sector transform natural products into manufactured products.

c. People who work in the tertiary sector provide a service.

2 points for each correct answer (6 points)

3 a. (Most people work in the primary sector in) country B.

b. (Most people work in the tertiary sector in) country A.

2 points for each correct sentence (4 points)

4

Primary sector Secondary sector Tertiary sectorfarmer (example)

minercraft worker

factory workershop assistant

hairdresser


5 a. True (example), b. False, c. True, d. True, e. False, f. True


6

Coastal fishing Deep-sea fishingFishing happens near the coast. (example)

Fishermen go out to sea every day in small boats.Fishing happens a long way from the coast.

Fishermen go out to sea for weeks or months.


7 a. craft (example), b. industry, c. craft workers, d. machines, e. unique, f. mass-produced, g. factories


8 a. help us learn new things. (example)

b. look after our health.

c. help us when we go on holiday.

d. take us from one place to another or transport goods.

e. help sell products to customers

f. help organise work in offices.

1 point for each correctly matched statement ( 5 points)



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Test

Name Class

1 Answer the question.

What do we call the money people earn from their jobs?

2 Match and write sentences about the three job sectors.

People with jobs in the

secondary sector provide a service.

tertiary sector transform natural products into manufactured products.

primary sector obtain or process natural products.

(a) People with jobs in the

.

(b)

.

(c)

.

3 Look at the diagrams and answer the questions.

Country A Country B Key

Primary sector

Secondary sector

Tertiary sector

In which country do most people work

(a) in the primary sector?

(b) in the tertiary sector?

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4 Classify these jobs.

hairdresser farmer miner shop assistant craft worker factory worker

Primary sector Secondary sector Tertiary sector

farmer

5 Are these sentences about farming true or false?

(a) All crops need water to grow True / False

(b) In intensive farming animals live outside. True / False

(c) Olive trees and wheat need just rainwater to grow. True / False

(d) In free-range farming animals have more space to move. True / False

(e) Dry crops need more water than just rainwater to grow. True / False

(f ) Tomatoes and rice are irrigated crops. True / False

6 Classify these sentences about fishing.

Fishermen go out to sea every day in small boats. Fishing happens a long way from the coast.

Fishing happens near the coast. Fishermen go out to sea for weeks or months.

Coastal fishing Deep-sea fishing

Fishing happens near the coast.

5

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7 Complete the text about craft and industry.

unique mass-produced craft factories Craft workers industry machines

Manufactured products are made by transforming natural products into

other materials. This can be done by (a) or by

(b) .

(c) use simple tools or their hands to make manufactured products and industrial workers use

(d) to make these products.

Products made by craft workers are (e) . Products

made by industrial workers are (f )

and are usually made in (g) .

8 Match.

(a) People with jobs in education help organise work in offices.

(b) People with jobs in health care help us when we go on holiday.

(c) People with jobs in tourism help sell products to customers.

(d) People with jobs in transport look after our health.

(e) People with jobs in retail help us learn new things.

(f ) People with jobs in administration take us from one place to another or transport goods.

craft

6

5

TEST TOTAL 35

Teachers Notes

Transport and communication

Materials: CD 3; Unit 10 Poster

1 CD315 Say the Transport chant

Ask the pupils if they remember the Transport chant from Lesson 1 (see Pupils Book Teachers Notes Lesson 1 for lyrics). Play CD 3 (track 15) and ask them to listen.

Divide the class into two groups.

Say Lets see which group says the chant the best. Ask the first group to say the chant and then ask the second group. Congratulate each group on how well they said it.

2 Poster activity: Transport Divide the class into four groups. Focus them on the poster.

Ask a member of each group to come out to the poster and identify a form of transport or communication, e.g. This is a car or to make a sentence about transport or communication, e.g. This ship is for carrying goods.

Write one point for each correct word and 2 points for each statement. Pupils cannot repeat what has been said before their turn.

3 Land, air or sea? Write three headings on the board: On land, By air, By sea and ask the pupils to tell you the forms of

transport for each group.

Encourage them to say A car travels on land; A ship travels by sea, etc.

4 Descriptions game Read out these descriptions for the pupils and ask them to guess the forms of transport you are talking

about:

This vehicle is a form of public transport or private transport. It travels by air. It is very fast. (A plane.)

This vehicle is a form of private transport. It has two wheels. It can cause noise pollution. (A motorbike.)

This vehicle is a form of public transport. It is very long. It is a good form of transport in the city because it goes underground. (A metro train.)

Now ask the class to write a similar description of a form of transport.

Ask volunteers to come out to the front of the class and read their descriptions for the rest of the class to guess.

5 Communication Write on the board Personal communication and Mass communication.

Ask the pupils to tell you what they know about each of these types of communication. Write their suggestions on the board.

Ask them which forms of communication they use.

unit 10

Teachers Notes6 Computers hangman Ask the pupils When do you use a computer? Encourage them to answer I use a computer to play

games, send emails to my friends, look at the internet, etc.

Say Lets play hangman with some words you know about computers. Play hangman on the board with the words computer, internet, browser, website, search engine, retrieve, process.



unit 10

Transport and communication1

On land By air By seacar

motorbikebike/bus

vantrain

planehelicopter

ferryocean linercargo shipUnderground

metro train

(car = example)


2 a. False. Land vehicles usually have wheels. (example)

b. False. We use planes when we want to travel long distances.

c. True.

d. False. Helicopters can land in difficult places.

e. True.

f. True.

g. False. Ferries and ocean liners carry people. / Cargo ships carry goods.


3 a. (An advantage of using private transport is that) we can travel where and when we want.

b. (It is important to try to use public transport) because we can reduce air pollution.

2 points for each full and correct answer (4 points)

4 a. We use personal communication to communicate with another person.

b. We use mass communication to send information to a lot of people.


5 a. (These are) advertisements.

b. A responsible consumer.


6 a. newspaper (example), b. mobile phone (example), c. email, d. radio, e. face to face, f. letter, g. internet, h. television, i. landline telephone, j. parcel

Circled: newspaper (example), radio, internet and television

1 point for each correct word

1 point for each correctly circled word (11 points)

7 a. computer (example), processes, b. website, c. search engine, d. browser, e. internet



Test Key unit 10


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Test

Name Class

unit 10

1 Complete the chart with the forms of transport.

On land By air By sea

c

mo

b

v

t

p

h

f

o l

c s

Underground

me

2 Are these sentences about transport true or false? Correct the false sentences.

(a) Land vehicles sometimes have wheels. True / False

(b) We use planes when we want to travel short distances. True / False

(c) Land vehicles travel by road or rail. True / False

(d) Planes can land in difficult places. True / False

(e) Forms of sea transport arent as fast as planes. True / False

(f ) Land vehicles can cause noise and pollution. True / False

(g) Ferries and ocean liners carry goods. True / False

ar

Land vehicles usually have wheels.

5

6


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3 Answer the questions about transport.

(a) What is an advantage of using private transport?

(b) Why is it important to try to use public transport?

4 Write two sentences about communication.

personal communication

to communicate with

to send information

to lots of people.

mass communication

another person.

(a) We use .

(b) We use .

5 Answer the questions.

(a) What are these?

(b) What do you call someone who thinks before they buy something?

4

2

2


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6 Identify the forms of communication. Circle the forms of mass communication.

7 Complete the definitions about computers and the internet.

search engine computer internet browser processes website

(a) A is a complex machine that stores, retrieves and

information.

(b) A is a place on the internet that gives you information.

(c) We use a to look for information on the internet.

(d) A is a program that allows you to visit a website.

(e) The is a global network of computers.

newspaper mobilephone

computer

11

5

TEST TOTAL 35

d

h

i j

b

f

c

g

a

e

Teachers Notes

The top layer of Earth

Materials: CD 3; some soil, newspaper, rubber gloves (optional); Poster Unit 9, Word cards: mole, rabbit, bird, hedgehog, worm, snail, ant, slug, topsoil, subsoil, bedrock; some Blu Tack; a large sheet of paper or card for each small group of pupils

1 Exploring soil Put some soil on a sheet of newspaper at the front of the class. Ask the pupils to come out and observe

and/or touch the soil and describe it. Encourage them to use language such as There is There are It has Its . If the pupils do not mention rocks, stones, humus, water or air, elicit them by asking What else can we find in soil?

2 CD32 Say the Soil rap

Ask the pupils if they remember the Soil rap from Lesson 2 (see Pupils Book Teachers Notes Lesson 2 for lyrics). Play CD 3 (track 2). Ask them to listen and say the rap along with the CD.

3 Poster activity: Soil Focus the pupils on the poster. Ask volunteers to come out and point out and name the different things

that they can see.

Divide the class into two and hand out the word cards to pupils in one half of the class. Ask the pupils to describe, mime or say a definition for their word card in order for the pupils in the other half of the class to guess it. When a pupil guesses, he or she goes and places the word card in the correct place on the poster.

4 Labelling soil layers Draw a basic diagram showing the layers in soil on the blackboard. Ask Are these layers the same or

different? What can we find in the different layers? Have volunteers label the layers saying This is the top layer, it is called topsoil, etc.

5 Making a soil ecosystem poster Divide the class into groups. Give each group a large blank sheet of paper or card. Ask them to draw a soil

ecosystem and to label it with as much information as possible. Set a time limit, such as 5-10 minutes.

When the pupils have finished, have each group present their soil ecosystem to the class.

6 Types of soil Ask the pupils to name the different types of soil. Write the names on the blackboard as three headings:

Fertile, Poor, Arid. Now ask the pupils to tell you the characteristics of the three types of soil. Say Tell me about these types of soil. Then ask them to tell you what plants can grow in the different types of soil and where we can find the different types of soil.

7 Rocks and minerals Ask the pupils if they remember what minerals are. Ask Why do we need rocks and minerals? Accept all

valid answers, e.g, We need minerals to make lots of everyday things.

unit 9

Teachers Notes8 Do the test Explain what the pupils must do in each activity and make sure they all have the necessary materials.


unit 9

The top layer of earth

Test Key

1 a. rocks (example), b. minerals, c. humus, d. air, e. water, f. humus, g. dead plants, h. nutrients, i. top layer, j. live, k. grow


2 a. Subsoil (example), 2b. Bedrock, 3 c. Topsoil, 1

1 point for each correctly matched picture and each word (5 points)

3 a. water, b. fertile, c. colour, d. humus


4 a. Catus arid, b. olive tree poor, c. potato plant fertile.


5 a. that grow in the soil (example), b. dead plants and animals, c. eat slugs and snails, d. turn into humus, e. allow air and water into the soil.


6 a. True (example).

b. False. Minerals are non-living things.

c. True.

d. True.

e. True.

f. False. Some minerals are very rare.

g. False. We eat some minerals.


7 a. make jewellery, b. make roofs on houses, c. put on food.



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Test

Name Class

unit 9

1 Answer the questions about soil.

What is soil?

Soil is made up of particles of (a) r and (b) m , (c) h , (d) a , and (e) w .

What do decomposers do?

Decomposers help to turn dead plants and animals into (f ) h .

What is humus?

Humus is the remains of (g) d p .

What does humus contain that plants need?

It contains (h) n that plants need to grow.

Where can we find soil?

We can find soil in the (i) t l of the Earth.

Why do trees and plants need soil?

Trees and plants need soil to (j) l and (k) g .

2 Complete the texts about soil and number the soil layers.

(a) is the middle layer of the soil. It has very little humus. It is hard.

(b) is the bottom layer of soil. It is very hard. It is made up of bigger rocks.

(c) is the top layer of soil. It is soft and has lots of humus.

ocks

Subsoil

5

10

1

2

3


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3 Complete the sentences about soil.

(a) We can classify soil by the quantity of humus and it contains.

(b) Soil can be , poor or arid.

(c) The of soil can tell us a lot about it.

(d) If soil is dark, it usually means that it has lots of .

4 Match the plants to the type of soil.

(a) cactus poor

(b) olive tree fertile

(c) potato plant arid

5 Match to make sentences about soil.

(a) Animals eat plants turn into humus.

(b) Slugs and snails eat that grow in the soil.

(c) Birds and hedgehogs eat slugs and snails.

(d) Plant and animal remains allow air and water into the soil.and excrement

(e) Tunnels made by worms in the soil.

(f ) Animals shelter dead plants and animals.

water

5

3

3


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TEST TOTAL 35

6 Are these sentences about rocks and minerals true or false? Correct the false sentences.

(a) Rocks make up the solid part of the Earth. True / False

(b) Minerals are living things. True / False

(c) Minerals are the materials rocks are made of. True / False

(d) We need minerals to make computers. True / False

(e) Minerals are used to make lots of everyday things. True / False

(f ) All minerals are very rare. True / False

(g) We can eat all minerals. True / False

7 Match to make sentences about the minerals.

(a) We use gold to make roofs on houses.

(b) We use salt to make jewellery.

(c) We use slate to put on food.

6

3

Teachers Notes

Landscapes

Materials: CD 2; Unit 8 poster; Word cards: mountain, hill, valley, plain, plateau, beach, cliff, upper course, middle course, lower course, meanders, mouth, bay, cape, island, archipelago; photos or magazine cut-outs of landscapes (showing natural and man-made features); Blu Tack

Preparation: In the previous lesson, ask the pupils to bring their own photos or magazine cut-outs of landscapes to the class.

1 CD244

CD2

45 Say the Landscapes chants

Ask the pupils if they remember the Landscapes chants from Lesson 1. Ask them to stand up. Play CD 2 (tracks 44 and 45) and have them listen and say the chants (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Poster activity: Landscapes Hand out the word cards to pairs of pupils. Ask them to come out to the poster and stick the word cards

on the corresponding features. Ask each pair to then give a definition of that feature, for example This is an island. An island is an area of land that is surrounded by water.

3 Talking about landscapes Ask the pupils to get into groups with the photos or cut-outs of landscapes that they have brought in

and ask them to talk about the features that they can see. Encourage them by asking Is this a mountain landscape, a flat landscape or a coastal landscape? Can you see a river? Which part of the river is it? When they have finished, you may like to ask a pupil to stick three photos or cut-outs on the board and to describe one of them. The rest of the class has to guess which picture they are describing.

Use the photos or cut-outs to point out man-made and natural features in the landscapes. Point to a feature and ask the pupils to say if it is natural or man-made.

4 Mountain and flat landscapes Draw a mountain on the board and have volunteers label it.

Discuss whether a flat or mountain landscape is best for growing crops. Remind the pupils that in a mountain landscape, crops are usually grown in the valleys and very little grows at the summit. Discuss how flat landscapes are good places for growing crops.

5 Rivers Draw a river on the board and write the first letter of the three main parts. Ask the pupils to come and

label the river and say the parts. (Source, mouth, meander, tributaries, upper course, middle course, lower course.) Ask Where do most rivers end? (In the sea / At the coast.)

6 Coastal landscape game Divide the class into six groups. Ask each group to write a definition of a feature of a coastal landscape:

beach, cliff, cape, bay, island, archipelago. Have each group read their definition to the class and when a pupil from another group guesses the feature, he or she draws and labels it on the board.

At the end of the game, the pupils should have drawn and labelled a coastal landscape on the board.

unit 8

unit 8Teachers Notes7 Changing coastal landscapes Discuss with the pupils how large tourist towns on the coast used to be small fishing villages. Ask them

to say what can be found now in the big tourist resorts. Encourage them to say Now there are hotels, apartments, shops, restaurants, marinas, etc.



Landscapes

unit 8Test Key

1 a. hills (example) / valleys b. plateaus c. beaches / capes


2

LandscapesNatural features Man-made features

cliffs ports

mountains bridges

valleys roads

forests fields

plateaus towns

1 point for each correct answer (9 points) (cliffs = example)

3


4 a. Very few plants and animals live at the summit of a mountain. (example)

b. Farmers plants crops in valleys.

c. A flat landscape has plains.

d. A flat landscape is a good place for growing crops.

e. A coastal landscape is next to the sea.

f. Most coastal towns were originally small fishing villages.


5 a. upper course, b. middle course, c. lower course


6 a. source (example), b. meanders, c. tributaries, d. mouth


7

1 point for each correct answer (5 points) (beach = example)

a.

b. c. d. e. f.

8 Suggested answer: Most towns on the coast were originally small fishing villages. People go on holiday to the coast, and now many of these villages are very big tourist resorts with hotels, apartments, restaurants and shops.

1 point for mentioning what villages were like in the past 2 points for two characteristics / features of coastal resorts today. (3 points)


capebay

archipelagocliffislandbeach

a

c

e

b

d

f

summita. b. slopesc. foot


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Test

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unit 8

1 Complete the sentences.

(a) A mountain landscape has mountains, h and v .

(b) A flat landscape has plains and p .

(c) A coastal landscape has b , cliffs, islands, bays, and c .

2 Classify these features.

cliffs ports bridges mountains valleys forests roads fields plateaus towns

LandscapesNatural features Man-made features

cliffs

3 Label the mountain.

ills

9

3

4

(b) (a)

(c)


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4 Write the correct sentences about the different landscapes.

(a) Many / Very few plants and animals live at the summit of a mountain.

(b) Farmers plant crops in valleys / at the summit of a mountain.

(c) A flat landscape has hills / plains.

(d) A flat landscape is a good / bad place for growing crops.

(e) A coastal landscape is far away from / next to the sea.

(f ) Most coastal towns were originally small fishing villages / large cities.

5 Label the river.

Very few plants and animals live atthe summit of a mountain.

3

5

(a)

(b)

(c)


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6 Complete the text about rivers.

The place where a river begins is called the (a) s . When the river becomes wider it forms bends called (b) m . Small rivers joining the main river are called (c) t . A river ends its journey at the sea or a lake. This is called the (d) m .

7 Complete the features of a coastal landscape. Label them on the picture.

b b c

i c a

a p e

8 Look at the pictures and answer the question.

How do coastal landscapes change?

ource

TEST TOTAL 35

3

3

5

(c)

(e)

(a) cape

(b)

(d)

(f )

Teachers Notes

Water and air on Earth

Materials: CD 2; Unit 7 poster; ice cubes, a glass of water, pictures of a rain gauge, a thermometer, a weather vane and an anemometer (or the names of these instruments written on small pieces of paper); Word cards: atmosphere, solid, liquid, gas, ocean/sea, river, lake, icecap, around, water, resevoir; Blu Tack

1 CD230 Say the Water chant

Ask the pupils if they remember the Water chant from Lesson 1. Say Lets say the chant. Play CD 2 (track 30) and encourage the pupils to listen and join in (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Air and water Ask the pupils where air is found. Discuss with the pupils why air and water are so important for us and

other living things. (We need air to breathe. We need water to live. Plants need air and water to grow.)

3 States of water Show the pupils the ice cubes and glass of water and, in turn ask Whats this? (Water.) Ask How are they

different? (Water is liquid and ice is solid.) Say These are two states of water. Can we find water in any other state? (Yes, we can find water as a gas.)

4 Poster activity: Water on Earth Focus the pupils on the poster and ask them if they can remember the two types of water found on Earth.

(Saltwater and freshwater.)

Hand out the word cards and ask the pupils to come and put them on the poster. Then ask a volunteer to come and point to all the pictures that show saltwater. Repeat for freshwater.

5 Characteristics of air and water memory game Ask the pupils if they can remember the two main gases that make up air. (Oxygen and nitrogen.)

Ask the pupils if they can remember the characteristics of air and water. Tell them that they are going to play a memory game. Say Air and water have no smell. Ask a volunteer to repeat what you have said and to add another characteristic of air and water. Now ask a second pupil to repeat the first and second characteristic and to add a third, and so on.

Repeat the game with different pupils in front of the class. You may then wish to divide the class into groups of four and ask them to play again.

6 Weather game Ask What is weather? (Weather is the state of the atmosphere in a certain place at a certain time.) Say Lets

play Hangman with some weather words. Divide the class into two teams and play Hangman on the board with the following words: precipitation, temperature, wind, calm, breeze, gale, hurricane, snow, hail, rain. Award a point to each team for each correctly guessed word.

Each time the pupils guess a word, ask them to try to define it. You may like to award another point if they do so correctly.

unit 7

Suggested definitions:Precipitation is water falling from the atmosphere.Temperature is how hot or cold it is.Wind is moving air.Calm is when there is no wind.A breeze is when there is a little wind.

A gale is a strong wind.A hurricane is a very strong wind.Snow is solid precipitation.Hail is precipitation in the form of balls of ice.Rain is liquid precipitation.

Teachers Notes unit 7

7 Guess the weather instrument Ask a volunteer to come out to the front of the class and show him/her the picture (or name) of one of the

instruments for measuring weather. Ask him/her to describe it to the rest of class, so they can guess what it is.

When the class guess correctly, ask the pupil at the front to write the name of the instrument on the board.

8 Saving water Ask the pupils why it is important to try and save water. Ask individual pupils to say how they save water

each day.



Water and air on Earth

unit 7Test Key

1 a. (All living things need) air and water (to live).

b. (Air is found mainly) in the atmosphere.

c. (The three states of water are) solid, liquid and gas.

point each for: air, water1 point each for: atmosphere, solid, liquid, gas (5 points)

2 a. saltwater (example), b. freshwater, c. lakes, d. icecaps, e. Reservoirs.


3 a. False. Air consists mainly of oxygen and nitrogen. (example)

b. True.

c. False. Air and water have no taste.

d. True.

1 point for each correct True/False answer 1 point for the corrected sentence. (4 points)

4 a. Weather, b. Precipitation, c. Wind


5 a. anemometer (example) / how fast the wind is moving

b. rain gauge / rainfall c. thermometer / the temperature


6

Precipitation Wind

snowhailrain

galehurricane

breeze

1 point for each correct answer (5 points) (snow = example)

7 Suggested answers: a. We can turn off the taps when were not

using them.

b. We can collect rainwater to water the plants.


8 water cycle 1. Sun (example), evaporation 2. clouds, condensation 3. precipitation 4. rivers, sea




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Test

Name Class

unit 7

1 Answer the questions.

(a) What do all living things need to live?

(b) Where is air mainly found?

(c) What are the three states of water?

2 Complete the text about water on Earth.

Most of the water on Earth is (a) s and only a little is (b) f .

Oceans and seas are saltwater. Rivers, (c) l , groundwater and (d) i are freshwater. (e) R are man-made lakes for storing freshwater.

3 Are these sentences true or false? Correct the false sentences.

(a) Water consists mainly of oxygen and nitrogen. True / False

(b) Air and water have no smell. True / False

(c) Air and water have taste. True / False

(d) Air and water have no colour. True / False

altwater

Air consists mainly of oxygen and nitrogen.

5

4

4


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4 Complete the definitions with Wind, Weather and Precipitation.

(a) is the state of the atmosphere at a certain time in a certain place.

(b) is water falling from the atmosphere to the ground.

(c) is moving air.

5 Write about these instruments.

6 Classify these weather words.

snow gale hail rain hurricane breeze

Precipitation Wind

snow

5

5

3

(a) We use an to measure

.

anemometer

(b) We use a to measure

.

(c) We use a to measure

.


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7 Write two ways we can save water.

(a)

(b)

8 Complete the labels to explain the water cycle.

The w

TEST TOTAL 35

7

2

The wind moves the clouds and the water drops fall as p .

5 Precipitation eventually goes to r and back to the oceans and s .

Now the cycle begins again.

21

34

The S heats water and some of the water evaporates and rises. This is called e .

un The water vapour turns into water drops and forms c . This is called c .

Teachers Notes

Habitats

Materials: CD 2; Unit 6 poster; Word cards: Arctic region, savannah, desert, tropical rainforest, temperate forest, producer, consumer, decomposer; Blu Tack

1 CD216 Say the Habitats chant

Ask the pupils if they remember the Habitats chant from Lesson 1. Say Lets say the chant. Play CD 2 (track 16) and encourage the pupils to join in with you (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Poster activity: Habitats Focus the pupils on the poster. Ask them to name the different habitats that they can see. Hand out

the word cards for the five different habitats and ask the pupils to come and put each one by its corresponding picture. Encourage them to describe each habitat as they do this, for example, This is a savannah. Its very hot and dry. Its humid in summer, etc.

Ask the pupils to name animals that live in each habitat and ask them how each animal can live in this habitat, for example, The polar bear lives in the Arctic habitat. It can live in the cold Arctic region because it has thick, white fur.

3 Water habitats Ask the pupils if they can tell you the names of some water habitats. (Oceans, seas, rivers, lakes.) Ask the

pupils how these are different. (Oceans and seas are saltwater and rivers and lakes are freshwater.)

Ask volunteers to tell you some animals they know that live in each type of habitat. (Jellyfish and octopus live in oceans and seas. Frogs live in rivers and lakes, etc.)

4 Definitions: Poster activity Focus the pupils on the poster again and ask What is a habitat? Can you make a definition for the word

habitat? Encourage them to try to make a definition in pairs and refer them to their Pupils Book if they are having difficulty.

Repeat the process for ecosystem, population and community.

5 The food chain Write these words on the board jumbled up: fish, plants, frog, fox, fungi, rabbit, grass, heron, insect. Ask the

pupils to say what each animal eats, for example, Fish eat plants, other animals or both. Frogs eat insects. Rabbits eat grass and plants.

Now ask the pupils if they can make food chains using the words on the board. Invite volunteers to come out to the board, circle the words they need, number them and join them with a line.

Hand out the producer, consumer and decomposer word cards to other volunteers and ask them to come and put each one by the relevant word in a food chain on the board.

1 grass 2 rabbit 3 fox 4 fungi

Ask the pupils to talk about each food chain, for example: The grass is the producer. The rabbit eats the grass. The fox eats the rabbit. The fox and the rabbit are consumers. The fungi are decomposers.

unit 6

Habitats1 a. Deserts (example) / dry, b. Tropical rainforests / humid, c. Arctic region / very cold,

d. Savannahs / humid, e. Temperate forests / cool / cold


2 a. Oceans and seas are saltwater habitats.

b. Rivers and lakes are freshwater habitats.


3 a. Deserts: camel (example), scorpion

b. Savannahs: zebra, giraffe

c. Tropical rainforests: parrot, monkey

d. Arctic region: Arctic fox, polar bear

e. Temperate forests: fox, rabbit

f. Oceans and seas: octopus, shark


4 a. A habitat is a specific place where living things live. (example)

b. An ecosystem forms when communities interact with other communities and their surroundings.

c. A population is a group of the same living things that live in the same place at the same time.

d. A community forms when populations interact with each other.


5 a. ecosystem (example), b. Sun, c. producers, d. consumers, e. decomposers, f. food chain


63

4

2

1

a. rabbit (example) / consumer (example), b. grass / producer, c. fungi, d. rabbit / consumer



unit 6Test Key


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Test

Name Class

unit 6

1 Identify and describe the habitats using these words.

Deserts very cold cool Tropical rainforests humid Arctic region Savannahs cold dry

Temperate forests humid

Natural & Social Sciences: Tests & Photocopiables (worksheets)06.01bMac/eps/Illustrator BW s/semcdesignStudio: Peters & Zabransky

10

are hot and

.

Deserts

are hot and

.

The is

.

are hot.

They are in summer

and very dry the rest of the year.

are both

warm and in summer,

and in winter.

a

b

c

d

e


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2 Match to make sentences about water habitats.

Oceans and seas are Rivers and lakes are

freshwater habitats. saltwater habitats.

(a)

(b)

3 Classify these animals by their habitats.

fox giraffe camel parrot octopus monkey polar bear zebra rabbit scorpion Arctic fox shark

(a) Deserts (b) Savannahs

(c) Tropical rainforests (d) Arctic region

(e) Temperate forests (f ) Oceans and seas

4 Match to make definitions.

(a) A habitat forms when populations interact with each other.

(b) An ecosystem is a specific place where living things live.

(c) A population forms when communities interact with other communities and their surroundings.

(d) A community is a group of the same living things that live in the same place at the same time.

camel

11

3

2


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5 Complete the text about the food chain.

consumers food chain decomposers producers ecosystem Sun

Living things in an (a) interact with each other and their habitat to get food. Plants use energy from the (b) to make their own food. We call plants (c) .

Animals cant make their own food, so they eat plants and other animals. We call animals (d) .

When living things die they provide food for (e) . These clean the dead material and give nutrients back to the soil. Plants need these nutrients to make their own food and so the process starts again. This process is called the (f ) .

6 Order the food chain and complete the sentences.

(a) The eats the grass. The rabbit is the

.

(b) The makes its own food. Its the .

(c) The are decomposers.

(d) The fox eats the . The fox is a.

ecosystem

rabbit consumer

TEST TOTAL 35

5

4

1

Teachers Notes

Plants

Materials: CD 2; Unit 5 poster; a flowering plant (with leaves); Word cards: stem, leaves, grass, bush, tree, branches, trunk, flower, sepal, petal, stamen, carpel; sentence cards: Seeds need warmth, water, sunlight and air to germinate. Roots grow down from a seed. A stem grows up. Leaves grow on the stem. A flower grows on the plant. Seeds develop in the carpel. The plant dies but new plants can grow from its seeds.; Blu Tack

1 CD23 Say the Plants chant

Ask the pupils if they remember the Plants chant from Lesson 1. Play CD 2 (track 3). Say the chant and encourage the pupils to join in with you (see Pupils Book Teachers Notes Lesson 1 for lyrics).

2 Poster activity: Plants Focus the pupils on the poster and ask them to identify the different types of plants that they can see.

Encourage them to say There are grasses, etc.

Hand out the word cards and ask the pupils to come and put them on the poster, explaining each one as they do so, for example, This is a bush. It has a hard, thick stem.

3 Talking about plants Show the pupils the flowering plant you have brought in. Ask them to identify the different parts and say

what they are for. Point and say, for example, These are the leaves. / They use sunlight to help make their own food. (It may be difficult to show the roots, but you could point to their position on the outside of the pot.)

Focus the pupils attention on the flower and ask Why do plants have flowers? (The flower is the reproductive part of the plant.) Encourage the pupils to name the different parts of the flower and say what they are for.

Point to a leaf on the plant. Ask the pupils to name the two parts. (Blade, stalk.) Then ask the pupils to say what type of leaf margin the leaf has: serrate, lobed, entire, dentate, sinuate or palmate. Invite volunteers to draw the different leaf margins on the board.

4 Sentence card game Point out the flower on the plant again and ask the pupils if they remember what develops inside the

carpel. (Seeds.) Ask them what grows from a seed. (A new plant.) Draw the following on the board: a seed underground, the Sun in the sky and water falling on the seed, and say Seeds need water, warmth, sunlight and air to germinate. What happens next? Invite a volunteer to come to the board and draw the next stage of the life cycle of the plant and explain what happens. Repeat the procedure until the life cycle is complete.

Now ask seven pupils to come out to the front of the class. Give them each a sentence card and then ask them to stick their sentences by the corresponding pictures drawn on the board. When the pupils have stuck the sentence cards on the board, ask them to read them to the class.

If the pupils find this activity challenging, repeat the activity with another group of pupils.

5 Why we need plants Discuss with the pupils how we use plants in different ways. Ask them to name things that come from

plants. Encourage them to say Plants give us food, oxygen, medicines, wood for building houses, etc.

unit 5

Teachers Notes unit 56 Do the test Explain what the pupils must do in each activity and make sure they all have the necessary materials.


stamenPlants

unit 5Test Key

1 a. Grasses (example), b. soft, c. thin d. Bushes, e. hard f. Trees, g. trunk


2

d. Roots (example), e. Leaves, f. stem, g. stem


3 Suggested answers: a. produce new leaves all year b. lose all their leaves in autumn

1 point for an acceptable definition of each type of plant (2 points)

4

serrate dentate entire

sinuate lobed palmate

a.

d.

b.

e.

c.

f.

1 point for each correctly matched name with its picture (5 points) (serrate = example)

5

1 point for each correct answer (5 points) (stamen = example)

6 True. (example)

False. The stamens have pollen at their ends. / The sepals protect the flower before it opens.

True.

False. The petals attract insects to the flower. / The stamens have pollen at their ends.

1 point for each correct True/False answer 1 point for each corrected sentence (5 points)

7 5, 4, 3, 1 (example), 2


8 Suggested answers: any two of the following:

vitamins, minerals, oxygen, wood, paper, heat, shelter, medicine



a.

a.

leaves

b.

b.

stem c. c. d.

e.

f.

rootspetal

sepal

carpel

stalk

blade


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Test unit 5

Name Class

1 Complete the sentences about the different types of plants using these words.

trunk Bushes soft Grasses Trees thin hard

(a) have a (b) stem. They are (c) and flexible.

(d) have a thick, (e) stem with low branches.

(f ) have a thick, hard stem called a (g) .

2 Label the plant and complete the sentences.

(d) absorb water and minerals and fix the plant into the ground.

(e) use sunlight to help make their own food.

(f ) The carries water and minerals to the rest of the plant.

(g) The supports the plant.

Grasses

Roots

PHOT

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6

(a)

(b) (c)


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3 Look at the picture and answer the question about plants.

What is the difference between evergreen and deciduous plants?

Evergreen plants (a)

but deciduous plants (b)

.

4 Match the leaves with the types of margins.

5 Label the flower and the leaf.

2

5

5

serrate

palmate

entire

dentate

lobedsinuate

a b c

d e

f

(b)

(d)

stamen(a)

(c)

(f )

(e)


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6 Are these sentences about the parts of a flower true or false? Correct the false sentences.

(a) The reproductive organs of a plant are in the flower. True / False

(b) The stamens protect the flower before it opens. True / False

(c) The carpel is the part of the flower where the seeds develop. True / False

(d) The petals have pollen at their ends. True / False

7 Order the sentences about the life cycle of a plant.

(a) The plant dies, but new plants can grow from its seeds.

(b) A flower grows on the plant.

(c) Leaves grow on the stem.

(d) Most seeds need warmth, water, sunlight and air to germinate. 1

(e) A root grows down and a stem grows up from the seed.

8 Write sentences about things that plants give us.

(a) Plants give us .

(b) Plants .

(c) Plants .

food

5

4

2

TEST TOTAL 35

Teachers Notes

Animals

Materials: CD 1; Unit 4 poster; animal cards (see Annexe I); Pupils Book (for reference)

Preparation: Photocopy/ies of Animal cards

1 Poster activity Focus the pupils attention on the poster and ask them to tell you the names of the animals that they can

see. Encourage them to say This is a snail, etc.

Draw a fish and a worm on the board and ask How are they different? Elicit A fish is vertebrate and a worm is an invertebrate.

Ask Which animals have a backbone - vertebrates or invertebrates? (Vertebrates.) Ask What are we - vertebrates or invertebrates? (Vertebrates.)

2 CD159 Say the Invertebrates rap

Ask the pupils if they remember the Invertebrates rap from Lesson 3. Play CD 1 (track 59). Sing the song and encourage the pupils to join in with you (see Teachers Notes Lesson 3 for lyrics).

3 Classification game Make one or more copy of the animal cards (see Annexe 1) so that there is one animal for each pupil in the

class.

Ask Can you remember some ways to classify animals? Write the pupils suggestions on the board. You may wish to build up a concept map like the one on page 50 of the Pupils Book.

Say I am going to give you a card with the name of an animal on it. You must find out the other pupils animals and get into the groups that I say. Hand out a card to each pupil.

Call out ways of classifying animals and give the pupils time to mingle. They should ask each other what animal they have and form animal groups.

Once they are in animal groups, ask them what the name of their group is. (We are vertebrates. We are carnivores.) Have them say their animal names and ask the rest of the class to say if the group is correct. Some pupils may have joined the wrong group. Invite pupils to say whether any of the animals have been classified wrongly.

Suggested groups:

Vertebrates and InvertebratesVertebrates: dog, dolphin, chameleon, eagle, frog, toad, monkey, snake, bear, chicken, cow, penguin, shark, crocodileInvertebrates: snail, butterfly, worm, spider

Mammals, birds, fish, reptiles and amphibiansMammals: dog, dolphin, monkey, cow, bearBirds: eagle, penguin, chickenFish: sharkReptiles: chameleon, crocodile, snakeAmphibians: frog, toad

Viviparous and oviparousViviparous: dog, dolphin, monkey, bear, cowOviparous: chameleon, eagle, crocodile, snake, frog, toad, shark, snail, butterfly, worm, spider, penguin, chicken

Herbivore, carnivore and omnivoreHerbivores: snail, butterfly, worm, cow, monkeyCarnivores: dog, dolphin, chameleon, eagle, crocodile, snake, frog, toad, penguin, shark, Omnivores: bear, chicken

unit 4

unit 4Teachers Notes4 Characteristics of vertebrates game Ask the pupils to tell you the five groups of vertebrates again and write them on the board.

Divide the class into five groups and nominate mammal, bird, fish, reptile and amphibian to the groups.

Say I am going to say a characteristic of a group of animals. If your group of animals has this characteristic, stand up.

Suggested prompts:These animals have live babies and the babies drink their mothers milk. (Mammals.)These animals have a body covered in scales or a shell. (Reptiles.)These animals have feathers. (Birds.)These animals live in water and breathe through their gills. (Fish.)These animals breathe with lungs. (Mammals, birds, reptiles and amphibians.) Ask Do all amphibians breathe with lungs? (No, only adult amphibians.)These animals can breathe through their moist skin. (Amphibians.)These animals have fins, scales and gills. (Fish.)Their babies live in water but the adults live on land and in water. (Amphibians.)Many of these animals have fur. (Mammals.)

5 What do animals eat? Draw a Venn Diagram on the board like the one in the Teachers Notes for Lesson 6. Ask the pupils to

suggest animals that can go in each group.

When they have finished, ask them to tell you another title for each group Instead of Animals that eat plants, we write Herbivores; instead of Animals that eat plants and other animals, we can write Omnivores; instead of Animals that eat other animals, we can write Carnivores.

Ask three volunteers to come out to the board and change the titles accordingly.

Suggested Venn Diagram:

Animals that eat plants

girafferabbitchicken

tigercrocodile

Animals that eat plants and other

animals

Animals that eat other animals

bear

6 Invertebrates Draw a worm, a snail, a spider and a crab on the board. Ask the pupils How are all these animals the

same? (They are all invertebrates.) How are they different? (They have different bodies; the worm has a soft body, the snail has a shell, the spider has a thin exoskeleton and the crab has a thick exoskeleton.)

Ask the pupils to give you examples of other invertebrates with these different types of bodies.

Suggested answers:Soft body Shell Thin exoskeleton Thick exoskeletonJellyfish mussel butterfly lobster spider millipede

unit 4Teachers Notes7 Insect mind maps Ask the pupils What do you remember about insects? and listen to their answers.

Build up three mind maps on the board. Alternatively, you may prefer the pupils to do their own mind maps in small groups and then compare them.

Suggested mind maps:

symmetrical

Physical characteristics

head

thorax

abdomen

antennaesix legs

wings / no wings

lay eggs

Reproductionmetamorphosis

larvaepupa

(chrysalis)

herbivores Diet carnivores

grasshoppers dragonflies



Animal cards

Print out and cut along dotted lines.

dog dolphin chameleon eagle

frog toad monkey snake

bear chicken snail butterfly

worm spider cow penguin

shark crocodile

Classifying animals1 a. invertebrates / dont have, b. vertebrates / have


2Mammals Birds Fish Reptiles Amphibians

dolphin eagle sardine chameleon tadpole

bat chicken shark crocodile toad

monkey

1 point for each correct answer (10 points) (sardine = example)

3 a. All baby mammals drink their mothers milk. (example)

b. Birds have feathers, a beak and wings.

c. Mammals, bird and reptiles breathe through lungs.

d. Amphibians can live on land and in water.

e. Fish and baby amphibians breathe through gills.

f. Adult amphibians have four legs.


4 a. thin exoskeleton, b. thick exoskeleton, c. shell


5 a. False (example), b. False, c. True, d. True


6 a. viviparous (example), b. live babies, c. oviparous, d. lay eggs, e. incubate


7 a. Herbivores eat plants.

b. Carnivores eat other animals.

c. Omnivores eat plants and other animals.


8 a. fur, b. feathers, c. scales



unit 4Test Key


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Name Class

unit 4

1 Complete the texts.

These animals are

.

They

a backbone.

These animals are

.

They a backbone.

2 Classify the vertebrates.

Mammals Birds Fish Reptiles Amphibians

sardine

4

10

a

b


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3 Answer the questions about vertebrates using sentences.

(a) What do all baby mammals drink?

(b) Which animals have feathers, a beak and wings?

(c) How do mammals, birds and reptiles breathe?

(d) Which group of animals can live on land and in water?

(e) How do fish and baby amphibians breathe?

(f ) How many legs do adult amphibians have?

4 Complete the sentences about invertebrates bodies.

(a) Insects, spiders and millipedes have a

(b) Crabs and lobsters have a .

(c) Snails have a .

5 Are these sentences about insects true or false?

(a) Insects use their antennae to fly. True / False

(b) All insects have wings. True / False

(c) Some insects are herbivores and others are carnivores. True / False

(d) Baby insects are called larvae. True / False

All baby mammals drink theirmothers milk.

5

3

3


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6 Complete the text about how animals reproduce.

viviparous lay eggs live babies oviparous incubate

Animals reproduce in two ways. Mammals are (a)

which means they have (b) . Invertebrates, birds,

fish, reptiles and amphibians are (c) which means

they (d) . Some invertebrates (e)

their eggs. This means they keep the eggs warm while the baby

grows inside.

7 Match to make sentences about what animals eat.

(a) Herbivores eat plants and other animals.

(b) Carnivores eat plants.

(c) Omnivores eat other animals.

8 Write about the animal coverings.

Mammals have .

Birds have .

Fish and reptiles have .

viviparous

TEST TOTAL 35

4

3

3

a

b

c

Teachers Notes

We can move

Materials: CD 1; Unit 3 poster; Unit 3 word cards

1 Poster game Divide the class into two teams. Encourage the pupils to think of a name for their team. Have each group

form a line. Ask the pupils to come out alternately to the poster and point to and name things they know. Encourage them to say This is a skeleton. This is the masseter, etc.

Award one point each time a pupil identifies and names something correctly. The team with the most points is the winner.

2 CD141 Sing the Bones song

Ask the pupils if they remember the Bones song from Lesson 2. Play CD 2 (track 5). Sing the song and point to the bones on your own body. Encourage the pupils to join in with you.

3 What do you know about bones and muscles? Write on the board two titles: Bones and Muscles. Ask What do you know about bones and muscles?

Write the pupils suggestions under each title. You may like to prompt them with questions such as Can you describe bones? What are bones for? Can you tell me some bones? etc.

Suggested answers:Bones Muscleshard soft when relaxedrigid move our bonesstrong voluntarysupports our body involuntaryall the bones are the skeleton contractadults have 206; babies more relaxskull heartscapula muscles in stomachhumerus masseterribs pectoralsulna bicepsradius abdominalspelvis quadricepsfibula deltoidstibia trapeziusfemur tricepsvertebrae calf musclesspine flatshortlongneed calciumare connected by joints

unit 3


4 Word card game Put all the word cards for the unit in a pile face down on a table. Ask pupils to come out one by one, and

pick up a word card. Ask them to gives clues to the rest of the class in order for the class to guess what that word card is. Give some examples first: This is a bone in our leg. (Femur.) These are muscles in our chest. (Pectorals.)

When a pupil guesses correctly, he/she should stick the word card in the correct place on the poster.

5 Types of bones and joints Ask the pupils if all bones are the same. (No.) Ask Can you tell me three types of bones? (There are long,

short and flat bones.) Ask the pupils to give you examples of long, short and flat bones but naming and pointing to them on the poster. (The femur and the tibia are long bones. The vertebrae are short bones. The bones in the skull are flat bones.)

Repeat the procedure for joints. Ask Are all joints the same? (No.) Can you tell me three types of joints? (There are flexible, semi-flexible and fixed joints.) Ask the pupils to give you examples of flexible, semi-flexible and fixed joints by pointing them out and naming them on the poster. (The elbow is a flexible joint. The vertebrae are semi-flexible joints. There are fixed joints in our skull.)

6 How do muscles work? Ask the pupils to point to muscles in their arm. Encourage them to identify the biceps and triceps. Ask

them to show you how they contract and relax. Ask When do muscles get shorter - when they contract or when they relax? (When they contract.) When do muscles get longer - when they contract or when they relax? (When they relax.)

Repeat the process for the leg muscles.



We can move1 a. locomotor (example), b. skeleton, c. torso,

d. supports / protects, e. rigid, f. calcium, g. soft, h. bones, i. move


2 a. semi-flexible, b. fixed, c. flexible


3

e.

a.

b.

d.

c.

f.

g.

h.

i.

skull

spine

femur

fibula

radiusulna

humerus

ribs

pelvis

masseterpectorals

quadriceps

biceps

abdominals

calf muscles

d.

e.

f.

a.

b.

c.

point for each correct word point for each correct spelling (14 points) (Ulna = example)

unit 3Test Key

4 a. short / spine (example), b. long / arms and legs, c. short / toes, d. flat / skull


5 a. True, b. False, c. True




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Test

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unit 3

1 Complete the sentences about the locomotor system.

bones torso supports rigid calcium protects skeleton soft move locomotor

(a) The system includes bones, muscles and joints.

(b) All the bones in our body make up the .

(c) The skeleton has three parts: the skull, and limbs.

(d) The skeleton our body and the delicate organs inside.

(e) Bones are hard and .

(f ) We need for strong and healthy bones.

(g) Muscles are when relaxed.

(h) Joints connect our .

(i) Muscles and joints allow us to our bones.

2 Are these joints flexible, semi-flexible or fixed?

locomotor

9

3

a b c


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3 Complete the names of the bones and muscles. Label them on the diagrams.

ul pe fi fe sk hu ra ri sp

n a

ma pe ca mu qu

ab bi

14

ulna

(e)

(a)

(b)

(c)

(d)

(a)

(b)

(c)

(f )

(g)

(h)

(i)

(d)

(e)

(f )


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4 Write about these bones.

(a) There are bones in our .

(b) There are bones in our .

(c) There are bones in our .

(d) There are bones in our .

5 Are these sentences about muscles true or false?

(a) When muscles contract, they get shorter. True / False

(b) When the triceps contract, the biceps relax. True / False

(c) Involuntary muscles move automatically. We can control involuntary muscles. True / False

short spine

TEST TOTAL 35

6

3

long

short

flat

short

spine

skull

arms and legs

toes

Teachers Notes

The senses

Materials: CD 1; realia or pictures of coffee, lemons, honey and crisps, sight, eyes, hearing, ears, smell, nose, taste, tongue, touch, skin word cards

1 CD124 Sing the Senses rap

Ask the pupils if they remember the Senses rap from Lesson 1. Say Lets sing the rap. Play CD 1 (track 24). Sing the song and encourage the pupils to join in with you.

Play the rap again and encourage the pupils to point to each sense organ as they sing it.

2 Fill the gaps Hand out the sight, eyes, hearing, ears, smell, nose, taste, tongue, touch, skin word cards. Write the following

gap fill sentences on the board and ask the pupils to come and stick the word cards in the correct spaces.Our are the sense organs of .Our are the sense organs of .Our is the sense organ of .Our is the sense organ of .Our is the sense organ of .

Invite other pupils to say whether the sentences are correct and to correct the incorrect sentences.

3 Play Odd one out Write or say three key senses vocabulary items and ask the pupils to say which is the odd one out and

why.

Suggestions:eyelids, olfactory nerve, iris (Olfactory nerve is the odd one out because it is a part of the nose while the others are parts of the eye.)taste buds, ear drum, cochlea (Taste buds is the odd one out because they are for the sense of taste while the others are parts of the ear.)retina, three small bones, pupil (Three small bones is the odd one out because they are part of the ear while the others are parts of the eye.)outer ear, skin, inner ear (Skin is the odd one out because it is the sense organ of touch while the others are parts of the ear.)

4 Labelling game Draw a large eye, ear, nose and tongue on the board. Ask Can you remember the parts of the sense

organs? Tell them that they are going to play a game.

Divide the class into two groups. Have each group choose two representatives who will label the diagrams. Name the teams A and B.

Begin with Team A. Have them send their representatives out to the board and label the diagrams as quickly and accurately as possible. Time them with the stopwatch. Award two points for each correct label and one point for labels that are misspelt but clear. Repeat for Team B.

Scoring: Add one second onto a teams time for each missing or very badly spelt label.

Answers: eyelids, eyebrows, eyelashes, iris, pupil, retina, inner ear, middle ear, outer ear, cochlea, three small bones, ear drum, nostrils, olfactory nerve, taste buds.

unit 2


5 Flavours game Ask the pupils if they can remember how many different flavours we can detect. (Four.) Ask How do we

detect different flavours? (With the taste buds on our tongue.) Show the pupils the realia or pictures of the coffee, lemons, honey and crisps and ask them to say what each one tastes like. (Coffee is bitter, lemons are sour, honey is sweet and crisps are salty.)

Put the realia or pictures on four different tables and ask the pupils to stand up and go to the table with the flavour they like best. Count the pupils and identify the most popular flavour.

Ask the pupils if they can think of any more foods with each flavour.

6 True or false? Write these statements on the board and ask the pupils to say if they are true or false.

Ask them to correct the false ones.

The brain receives information from the five sentences. (True.)The nervous system is made up of our eyes and our nose. (False.) The nervous system is made up of our brain and our nerves. (True.)The nervous systems controls are body. (True.)The brain is a sense organ (False) The brain is the most important part of the nervous system. (True.)



The senses1 a. smell (example), b. taste, c. hearing, d. sight, e. touch


2 a. skin / touch (example), b. ears / hearing, c. nose / smell, d. tongue / taste, e. eyes / sight.


3


4 a. hearing (example), b. sounds, c. quiet, d. middle ear, e. inner ear, f. outer ear, g. cochlea, h. three small bones, i. eardrum.

1 point for each correct answer (8

Documents

Test fotocopiables 3º Primaria Science Macmillan