essential science 4 teacher's book - santillana modificado

8/10/2019 Essential Science 4 Teacher's Book - Santillana Modificado

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Teacher’s Book



2

• 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 which

students require at this level.

• The language objectives correlate with those

set out in the Cambridge Young Learners suite.

Essential Science

• The Student’s Book guides students towards

curricular objectives.

• A series of presentations explain key concepts in

clear and simple language.

• Basic activities in the Student’s Book give students

the confidence to ask simple questions, and make

short, descriptive statements.

• The Student’s CD gives

an extensive selection of

recorded texts.

• The students’ self-confidence

will grow, as their fluency and

pronunciation improve.

• Learner autonomy is

encouraged.

• 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.



4

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 4, SECOND CYCLE

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• Animal needs

• Plant needs

• Living things from the past

• Comparing pictures

• Labelling photos

• Animalsin extinction

01. Animalsand plants

• Food groups

• A healthy diet

• The digestive system

• Analysing diagrams

• Classifying food

• Exerciseand digestion

02. Food

• The respiratory system

•Blood circulation

• Excretion

• Labelling diagrams

•Ordering information

• Blood donors03. Breathing

• The reproductive system

• Pregnancy

• The stages of growth

• Classifying pictures

• Ordering information

• Respect forelderly people

04. Men and women

• The life cycle

• Animal nutrition

• Plant reproduction

• Plant nutrition

• Ordering pictures

• Keeping records

• The importanceof fresh food

05. Life cycles

• Astronomical bodies

• The Solar System

• The Earth’s orbit

• The seasons

• Completing a table

• Comparing photos

• Spaceexploration

06. The universe

• The properties of rocks

• The uses of rocks

• Types of soil

• Classifying minerals

• Matching words and pictures

• Preservingmonuments

07. Minerals

N a t u r a l

s c i e n c e s



5

G e o g r a p

h y

a n d

H i s t o r y

UNIT CONCEPTS PROCEDURES CITIZENSHIP

• Ecosystems

• Food chains

• Types of habitat

• Completing a text

• Drawing a food chain

08. Ecosystems

• Colours

• Luminous and non-luminousbodies

• Heat

• Completing a table

• Building a kaleidoscope

09. Light

• The properties of materials

• Natural and artificial

materials• Simple and complex

machines

• Identifying simpleand complex machines

•

Classifying materials

10. Materials

• Administrative divisions

• Autonomous Communities

• The frontiers of Spain

• Interpreting maps

• Describing photographs

11. Wheredo we live?

• Continents

• Oceans

• The countries in Europe

• Finding information on maps

• Completing maps

• Peacefulcoexistence

• Respectfor theenvironment

• Preventingburns

• Recycling

• Appreciationof diversity

12. Oceans andcontinents

• Government institutions

• The media

• Commerce

• Tourism

• Analysing photographsand diagrams

• Compiling informationabout our area

• Rightsand dutiesof citizens

13. Governmentand society

• Periods in history

• Changes in society

• Recognising objectsin illustrations

• Describing a journey

• Respect forour heritage

14. The Romans



6

The Student's Book

indicates anInternet Activity.

indicatesa readingactivity.

Title

• This is the

number and

title of the unit.

Activities

• Activities at the bottom

of the page reinforce

basic concepts, and

practise structures and

vocabulary.

• Some are linked tocitizenship themes.

indicates Richmond

World Facts Readers.

indicates that theactivity shouldfirst be doneorally.

indicates that itcan also be usedas a writing

exercise.

shows that it isalso recorded.

Read

• Information is organisedinto numbered sections.

ANIMALS AND PLANTS 3

Animals and plantsLOOK

READ

Look at the photo.

• What is this animal

eating?

• What else does it need

in order to survive?

1. What do animals need?

Animals need water, food and the right temperature.

They live in places where they find the things they need.

Water

All animals need water.

Aquatic animals, like fish and dolphins, live in water.

Food

All animals eat other living things.

Herbivores eat plants, and carnivores eat other animals.

Omnivores eat plants and animals.

Temperature

Some animals live in very hot places. They rest during the day.

They look for food at night, when it is not so hot.

Other animals live in cold places.

They have thick fur or fat under their skins.

This gives them protection from the cold.Some land animals, like ducks,spend a lot of time in the water.

carnivores plants omnivores animals

Make more questions. Change the underlined words. Do herbivores eat plants and animals?

1

Look

• The units begin

with a LOOK or

COMPARE

section which

focuses

attention on thetheme of the

unit.

DESCRIBING RELATIVE POSITION

EXPRESSING DURATION

THE PLANETS

Mercury is next to the Sun.

Mercury is between the Sun and Venus.

Venus is next to Mercury.

Venus is between Mercury and the Earth.

Make more sentences. Then ask and answer questions.

I s Mercury nex t t o the Earth? Yes, i t i s. / No, i t i sn 't .

Is the Earth between Venus and Mars? Yes, it is. / No, it isn't.

Th rth t k h r t r t t m l t l

The universe

DESCRIBING A PROCESS

PLANT REPRODUCTION

First, when the fruit is ripe, it opens.

Then, the seeds come out and fall to the ground.

Next, the seed absorbs water from the soil and the seed opens.

Then, a root grows down into the soil.

Finally, a small stem grows.

Essential language

• The Essential

Language section

summarises all the

key language used at

this level.



Contents

2

Living things

Our senses

Our body

Animals

Vertebratesand 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 r oots.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 21-24

PROJECT 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

7

The Activity Book

Multiculturalnon-sexist education

Health

education

Consumer

education

Road safety Environmental

education

Citizenship Sexeducation

Peace

education

• Learner autonomy:

the students assess

their own progress.

I can do it

57

Glossary

carnivore

dinosaur

Diplodocus

fossil

herbivore

omnivore

reptile

soil

sunlight

temperature

Triceratops

Tyrannosaurus

anus

balanced

blood

bone

breakfast

calcium

chewing

diet

digestion

dinner

energy

faeces

grow

healthy

intestine

lunch

mineral

mouth

muscle

oesophagus

protein

stomach

substance

tea

vitamin

37

Project 6

SOIL SAMPLES

Instructions:

Separate soils and see what they are made of.

1. Collect three different soil samples: 2. Cut the tops off three plastic bottles.

sandy soil, soil with clay, soil with humus.

3. Place each soil sample in a bottle. 4. Add water to each bottle and stir.

5. Leave the bottles untouched overnight. 6. Observe the samples and answer.

1. Which sample has the most sand?

(Hint: Sand and gravel are small bits of rock that sink to the bottom.)

2. Which sample has the most clay?

(Hint: Clay is very fine and stays suspended in the water so it looks brown for a time.)

3. Which sample has the most humus?

(Hint: Leaves and sticks often float on top of the water.)

4. Which soil sample has the most layers?

Date

SEPARATING SOIL SAMPLES

T™æ soi¬ froµ m¥ ßecon∂ bott¬æ.

T™æ soi¬ froµ m¥ firs† bott¬æ.

T™æ soi¬ froµ m¥ thir∂ bott¬æ.

T™æ soi¬ wit™ cla¥.

Glossary

• Students use the

glossary to record

the vocabulary

they have learned.

Projects and tasks

• Projects and tasks

lead the students to

reflect, and carry out

simple experiments.

Contents

Animals

and plants

Food

Breathing

Men and women

Life cycles

The universe

Minerals

Ecosystems

Light

Materials

Where dowe live?

Oceans andcontinents

Governmentand society

The Romans

I can talk about what plants need.

I can identify some dinosaurs.

I can classify food into groups.I can name the parts of the digestive system.

I can name the organs of the respiratory system.I can describe how blood circulates in our body.

I can name the sex organs of men and women.I can describe people at different stages of growth.

I can talk about what animals eat and how they breathe.

I can describe the stages in plant reproduction.

I can identify the astronomical bodies of the Solar System.

I can explain how the Earth’s orbit causes the seasons.

I can classify minerals.I can describe types of soil.

I can talk about the characteristics of an ecosystem.I can describe a food chain.

I can identify the characteristics of light.I can compare conductors and insulators.

I can classify materials according to their origin.

I can name some simple and some complex machines.

I can identify the Autonomous Communities of Spain.I can name the countries which share frontiers with Spain.

I can locate the six continents and the five oceans on a map.I can describe the continent of Europe.

I can talk about the institutions of the Spanish State.I can identify jobs in the service sector.

I can describe a Roman city.

I can name some important inventions.

3

7

11

15

18

24

27

29

32

34

40

43

45

49

UNIT

Readand tick

✔I CAN DO IT

PROJECT 1: 21PROJECTS 2-5: 22-23PROJECT 6: 37PROJECTS 7-9: 38-39

PROJECT 10: 52PROJECT 11: 54-56GLOSSARY: 57-64

15

Worksheet 13. Date Apply your knowledge THE LIFE CYCLE

1. Number the pictures in chronological order. Then answer the questions.

Match.

birth •

umbilical cord •

pregnancy •

VOCABULARY

• when the baby leaves its mother’s womb

• the time a baby spends in its mother’s womb

• it connects the baby to its mother during pregnancy

• Which photo was taken when Mary was 16 years old?

• Which photo was taken most recently?

• Name two changes in Mary.

1

• The Activity

Book offers

a wealth of

activities.

Activities



17

UNIT 0

16

UNIT CONTENT

Assessment criteria

• Realising animals and plants can only live in places where they find the thingsthey need

• Obtaining information from drawings and photographs

• Appreciating fossils as testimonies from the past

• Caring for and protecting nature

Content objectives

1. Understanding what animals and plants need to survive

2. Understanding that nutrition is a common life process

3. Understanding how animals and plants interact with the habitat

4. Understanding the effect of light, water and temperature on plants

5. Discovering that there were living things in the past which do not exist today

6. Learning what fossils are

7. Developing a responsible attitude towards animals and plants

Language objectives

1. Describing the needs of animals and plants (present simple): All animals need water. Some plants live in water.

2. Expressing purpose: They use these substances to make …

We study fossils to know …

3. Talking about time and place: during the day; at night; in places where …

4. Expressing quantity: a little; a lot of; all; most; not many

5. Comparing and contrasting: Some animals … , other animals …

6. Describing extinct animals (past simple): Dinosaurs were like reptiles.

It walked on two legs.

7. Expressing general truths (present perfect): Some living things have disappeared. Some remains of living things have become rocks.

• Animals need: water, food,the right temperature

• Plants need: water, soil, light,the right temperature

• Living things from the past;fossils

• Classify animals intocarnivores, herbivores

and omnivores• Match animal and plant

adaptations with the place where they live

• Obtain information fromphotographs

• Protect animals and plants

CONCEPTS PROCEDURES ATTITUDES

Contents

UNIT 1

Animals and plants

RESOURCES

Resource folder

• Reinforcement and extension

–Reinforcement: Worksheet 1

–Extension: Worksheet 1

• Assessment

–Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOC OPIABLE R ES OU RC ES S PECIAL PROGR AMMES *

Internet resources

www.richmondelt.com

www.indexnet.santillana.es

Endangered animals

http://www.worldwildlife.org/endangered/index.cfm

Information about wildlife protection and conservation.

Strategies

http://www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=29

Advice for teaching Science to students whose first language is not English.

Life processes and living things

http://www.zephyrus.co.uk/biologytopics.html

Click on What are living things? Or The Five Kingdoms

of living things for pictures, information andinteractive puzzles. Useful for students and teachers.

Other resources

• Richmond World Facts

• Richmond Student's Dictionary

• Flashcards

• Posters

* Not yet available in English

ANIMAL

LOOK -ALIKES

www.r ichmondelt.com

LEVEL

4

8

Solutions

• There are

solutions to

all Activity Book

activities.

Contents for

Science skills

8 5

A c t i v i t y B o ok

32

translucenttransparent

artificialnatural

starfi

opaque

Apply your knowledge CLASSIFY

1. Look and colour. Then complete the table with objects from the picture.

LIGHT PASSES / DOES NOT PASS THROUGH OBJECTS

lum ino us no n-l umi no us

OBJECTS PRODUCE LIGHT

Worksheet 27. Date

Model answer:

windo∑

cand¬efi

mirrorfi

t™æ Moo>

®e‡¬ectorfi matc™efi

curtai> wal¬

33

1. Draw and colour the shadow projected by each vase.

2. Match each object with the materal.

Then write conductor or insulator below each material.

Define these words.

Transparent object:

Opaque object:

Translucent object:

VOCABULARY

wool

plastic

glass

wood

iron

Worksheet 28. Date Apply your knowledge LIGHT AND HEAT

conducto®

insulato®

insulato®

conducto®

insulato®

i† allowfi ligh† to pasfi throug™

i† dø±fi no† allo∑ ligh† to pasfi throug™

i† allowfi soµæ ligh† to pasfi throug™

The Teacher's Book

Internet resources Other resources

Materials for reinforcement

and extension

Contents for

English skills



18 19

■ Special attention

• Understanding that plants can only live in

places where they find the things they need

• Realising that plants make their own food.

■ Hands on

■ Presentation

• Ask theSs to compare the photos.

• Focus on picture 1. Ask: Is there much light

in the picture? (No, it’s dark.)

• Focus on picture 2. Ask: What happens

if we plant a weeping willow in a dry place?

(It dies.)

• Focus on picture 3. Ask: Where is the

moss? (on the tree trunks) Does it need

a lot of sunlight? (No,it needs shade.)• The Ss read and listen to .

• Ask: Where do plants get food? (They make

their own food.) How do they get it water?

(through roots) Ask about the care

received by plants at home, at school,

in public gardens …

• The Ss do the activity at the bottom

of the page.

Activity Book, page 3.R ➔

21

READ



READ

Look at the photo.


eating?






Water



Food




Temperature






car ni vore s pl ant s om ni vore s a ni mal s

Make more questions. Change the underlined words. Do herbivoreseat plants and animals?

1

4 ANIMALS AND PLANTS

READ

1. What do plants need?

Plants need water, soil, sunlight and the right

temperature. They live in places

where they find the things they need.

Water

All plants need water. They absorb water

through their roots. Some plants, like cactus,

can survive with only a little water.

Other plants, like ferns, need a lot of water.

Some plants, like water lilies, live in water.

Soil

The roots of the plant fix it to the soil.

Plants absorb water and other substances

from the soil. They use these substances

to make their own food.

Sunlight

All plants need sunlight.

They make their food using sunlight.

Some plants need a lot of sunlight.

Other plants, like moss, live

in very shady places.

Temperature

Most plants need a warm temperature.

Not many plants grow in very cold places.

Plants

Ferns live in wet, shady places.

Weeping willows need a lot of water. They have longroots so they can absorb as much water as possible.

Plants like moss live in forests.They need very little light.

Complete the sentence.

Plants need four things:…

2

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension. Write these words and sentences on the

blackboard (BB). Ask the Ss to copy the sentences and complete

them with the correct words.

cold water hot food temperatures

1. Ducks spend a lot of time in the …

2.The … of omnivores is plants and animals.

3.Animals live in places with different …

4.Animals in … places rest during the day.

5.Animals in … places have fur to protect them.

Answers: 1.water 2.food.3. temperatures.4. hot.5. cold.

1


Expressions of quantity.

Play and ask Ss to complete the sentences.

All Not many a lot of Some a little

1. Some plants,like cacti, can survive with only … water. (a little)

2. Other plants,like ferns, need … water.(a lot of)

3. … plants need sunlight.(All)

4. … plants need a lot of sunlight.(Some)

5. … plants grow in very cold places. (Not many)

2

1

Content objectives: 1, 2, 3.

Language objectives: 1, 3, 5

Model answer (M.A.) Docarnivores eat other

animals?Do omnivores eat plants and animals?M.A. water, soil, sunlight, the righttemperature


• Understanding that animals can only live in


• The use of the auxiliary verb do in

questions in the present simple

■ Hands on

■ Presentation

• Ask: Who has a pet at home? Do you give it

water? What does it eat? Does it need to

sleep?

• Ask: What animal is this? (a vicuña)

What covers its body? (fur) What colour is

it? (brown and white) Has it got a tail? (No)

What is it doing? (eating grass,plants)

• Ask: What else does it need? (water,air,

the right temperature …)

• Say: Look at the ducks.What are they

doing? (swimming) What happens if the

ducks have no water? (They die because

they can’t swim or get food.)

• The students (Ss) read and listen to .

They then do the activity at the bottom of

the page.

Activity Book, pages 4 and 5.R ➔

11

READ

LOOK

The insulating effect of feathers

• Take two outdoor thermometers

outside on a cold day. Record the

temperatures.

• Place an insulating cover over one

of them.

• Record the temperatures on both

thermometers after some time.

• Compare the temperatures on the two

thermometers. Tell the Ss that bi rds’

feathers have a similar insulating

effect and help keep them warm.

Caring for a plant

• Take a plant to class and put it in

a sunny place with no draughts.

Ask: What will happen to the plant?

(It will grow,get leaves, flowers …)

• Have students take turns every week

watering the plant and giving it the

care it needs.

• Record the changes in the plant

regularly during the year.

Pets. We are responsible for taking

care of our pets and giving them the care

they need.

Content objectives: 1, 2, 3, 4.

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

Vocabulary

plant, soil, sunlight, temperature, water

Vocabulary

animal, carnivores, food, herbivores, omnivores,

temperature, water

9

Content objectives

• A cross-reference

to the content

objectiveson the previous

double 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

• Presented inalphabetical order.

• It is recommended

that students

learn it.

Presentation

• The suggestions includetexts as well as graphic

materials, such as

photographs, drawings,

diagrams and graphs.

Activity Book

This symbol indicates

a revision activity.

This symbol indicates

an extension activity.

➔E

R ➔

Content and language

development

• These activities combine

Science and Language

skills.

Hands on

• A classroom experience

which is motivating and

simple to do.

Citizenship

• Citizenship themes

are identified with

symbols.



Techniques

Various learning skills can help students to master the

contents 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 the respiratory and circulatory

systems, for example, ask students to touch

the corresponding parts of their bodies.

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 the

photo? 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 are

simplified.

heart

The circulatory

system

veins

arteries

10

Learning skills

• To extract information, it is important to study

the whole picture carefully as well as look at the

details.

• The students study the accompanying texts, which

give 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 an

experiment’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 prior

knowledge, and find out students’ ideas.

• Students should be encouraged to predict what they will learn: What do you know about rocks? What do

you think this unit / this page is going to be about?

• Comparison questions encourage students to relate

information from different sections: In what ways are

… different from …?

• This type of question should be adapted to the

language 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 as

whole class activites. This will help students to

master the key concepts and language.

• Some citizenship questions may be difficult for the

students in English. It is advisable to begin by

eliciting short, simple replies.



11

Recorded Material

Some sections of each Unit are recorded on the

Student’s CD. There is a more complete selection of

texts 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 recycle

vocabulary or revise the content.

• At the end of each unit on the Class CD,

there is an additional recorded text for usewith higher level classes.

• The recorded material will help students with the

pronunciation of new language and vocabulary.

Essential Language

The Essential Language section in the Student’s Book

(pages 49 – 54), summarises the main functions and

structures.

Here are some practical suggestions for using this

section:

Expressing facts

• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underline

examples of the structure in each unit, either copying

the texts, or using pencils.

• Passive verb forms: Students identify the structure:

verb to be + past participle, and write examples from

each unit.

Classifying

• Students ask questions related to examples from

the unit, for example: Does fruit give us energy?

Describing

• Describing physical properties: Students copy the

tables into their notebooks. They test each other

in pairs.

• Describing relative position: Students study the

page. In pairs they ask each other: Where is …?,

and answer using the correct preposition.

• Describing a process, using linking words: First, next,

then, etc. The students find more examples of

processes using these linkers in other units.

D E SC RIBING MANNE RLig ht mov es in a st r aig ht line / v er y f ast .Heat g oes f r om hot bodies t o colder bodies.Conduct or s g et hot and cold quickly .Insulat or s g et hot and cold slow ly .

T r ue or f alse? Make mor e sent ences.L i g h t m o v e s v e ry s l o w ly . T ru e . / F a l s e .

Lig ht

RE P O RT INGE ur opean count r ies t hat shar e f r ont ier s w it h Spain: F r ance shar es a f r ont ier w it h Spain.It aly does not shar e a f r ont ier w it h Spain.

T r ue or f alse? Make mor e sent ences.G e r m a n y s h a r e s a f ro n t ie r w i th S p a in . T r u e . / F a l s e .

W her e do w e liv e?

D E SC RIBING P HY SIC AL P RO P E RT IE S MAT E RIAL P ROP E RT Y MAT E RIAL P ROP E RT Y g lass har d concr et e st r ong pot t er y f r ag ile paper f lex ibler ubber elast ic clear g lass t r anspar ent Ask and answ er quest ions.I s g l a s s fl e x i b le ? Y e s , it i s . / N o , it i s n ' t.I s p o t t e r y s t r o n g ? Y e s , i t is . / N o , i t is n 't .

Mat er ials

E SSE NT IAL LANGUAGE 53

T h e A

r c t i c C i r c l e

VAT ICANCITY

MO NAC O

SW ITZ ERLAND

LIE C HTE NST E IN

LUX EMBO URG

F RANC E

SP AINI T A L Y

BELGIUM

UNITE D K INGDO M

IRE LAND DE NMARK

GE RMANY

C Z EC HRE P UBLIC

P O L A N D

BE LA RUS

LIT HUANIA

LAT VI A

(RUS.FE D .)

T U R K E Y

U K R A I N E

MOLDO V A

BU LGAR IASERBIA

MACE D ONIA

ALBANIA

GRE EC E

C RO ATIA

HUNGARY AUSTRIASLO VE NIA

MALTA

M e d i t e r r a n e a n

A T L A N T I C

O C E A N

C a s p

i a n

S e a B l a c k S e a

NO RW AY

FINLAND SW E D E N

A R C T I C O C EA N ICE LAND

GEO RGIA

ARMENIA

EST ONIA

AZ ERBAIJAN

R O M A N I ABO SNIA-

HERZ OGO VINA

T HE R USS IA N FE DE RATI ON

Bal e ari c Is l and s

A F R I C A

P O R T U G A L

C a na ry Is la nd s

NET HERLANDS

SANMARINO ANDO RRA

A S I ACeuta

Melilla

SLOV AKIA

T h e

C Y PRUS

0 330

1 cm ont he mapis equiv alent t o 330 km

F ront iers

EURO P E

C ount ries that belong t o the Europe an Unio n

C O MP ARINGAsia

t he big g est Af r icais t he hot t est

cont inent .Amer ica t he long est Oceania t he smallest

Mat ch.Y ou: As ia . Y our par t ner : T h e b ig g e s t.

O ceans and co nt inent s

E X P RE SSING F AC T SMass media g iv es us new s and inf or mat ion and ent er t ains us.T he pr esst ex t s and phot os.Radio uses w or ds and music.T elev isionmov ing imag es and sound.

Int er net t ex t , phot os, imag es and sound.Mat ch.

Y ou: T e x ts a n d p h o t o s . Y our par t ner : T h e p r e s s .

Go v er nment and so ciet y

E X P RE SSING F AC T S ABO UT T HE P AST Muslimsent er ed Spain.T hey liv ed

in cit ies.Chr ist ian king s liv ed

in t he nor t h.Chr ist ians

conquer ed all Spain.T hey

built cat hedr als.

T hey had

beaut if ul palaces.

T he Ro mans

54 E SSE NT IAL LANGUAGE



12

Linking units and contents

• Before students look at the Contents list, write a few

titles on the left of the board: The Universe;

Ecosystems; Oceans and continents.

• On the right, write, in a different order, some of the

information about the titles: Europe; The sea is

an ecosystem; The Solar System.

• Students volunteer to go to the board and draw a line

between a title and its information.

• The students now have the list of contents (page ii of

the Student’s Book ), open in front of them. Draw on

the board something to represent a title, for

example, a rock (Unit 7).

• Students guess which unit is referred to. Students

then volunteer to draw other titles on the board, and

the activity continues. They may also do this activity in pairs.

Anagrams

• Write anagrams on board, for example TLANP

(PLANT) and ask the students to say which unit is

being referred to. The students could do this in pairs.

About this book

Notes:



13

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 universe?

(These questions can also be asked in pairs.)

Which unit do you like best / is most interesting for

you?

Pairwork activities

• In pairs, the students test each other:

A: The Universe?

B: Unit 6. Men and the Women?

A: Unit 4. Materials?

B: Unit 10.

Answers: a – 2; b – 7; c – 1; d – 13; e – 10;

f – 4; g – 12; h – 5; i – 3; j – 6; k – 8; l – 11;

m – 14; n – 9.

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 ......... Unit ......... Unit 10 Unit .........

Unit 8 Unit 11 Unit ......... Unit .........

ACIFIC

CEAN

ATLANTIC

OCEAN CENTRAL

AMERICA

SOUTH

AMERICA

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

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

A B

G

DC E

H

K L M N

J

F

I

Learning to learn

Notes:



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 at

the beginning of the year.

• Choose how many words to include according to the

level of the class.

• These are topics you will

study this year.

You already know a lot!

TITLE

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTO

What is the animal doing?

Can you see water?

What else can you see in the photo?

Think about what you see in photos.

Photos have a lot of information.

What is the second section on the page?

EXPLANATIONS

These paragraphs have important information.

Important words are like this: water, food.

SYMBOLS

• The text is on the CD


• There is an Internet activity

• Speak

• Read

• Write

ACTIVITIES

These exercises give you

practice in ESSENTIAL SCIENCE.

YOU ALREADY KNOW

A LOT!

ANIMALS

What do animals eat?Herbivores eat plants.

Carnivores eat…

Omnivores eat…

FOOD

Can you name five types of food?

Do you know the names of three meals?

THE BODY

What can babies do when they are born?

Name two things.

What can't babies do when they are born?

Name two things.

PLANTS

What do plants need? Name more two things.

Sunlight, … and…

THE UNIVERSE

Do you know the names of any astronomical

bodies?

The Sun, planets,…How many hours are there in a day?

LIGHT

Do you know the seven colours in a rainbow?

Red, … indigo and violet.

AUTONOMOUS COMMUNITIES

What is the name of your Autonomous

Community?

Which other communities are close to your

Autonomous Community?

OCEANS AND CONTINENTS

Can you name three continents?

Can you name two oceans?

Notes:



15

Focus on the page

Use the text in the right-hand column of page 2 to show

the 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 of

information. Ask the students: What can you see

in the photo?

• If their language level allows it, suggest that they

compare this scene with their own region

or country: Is this landscape different from

your region?

• 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 skills

section 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 have

learned.

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

their 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 scientific

contents. Others focus on citizenship reflection.• Suggestions for exploitation are given

in the Learning skills section on pages 10–11.



READ

Look at the photo.


eating?






Water



Food




Temperature








1

Notes:



16

UNIT CONTENT

Assessment criteria

• Realising animals and plants can only live in places where they find the thingsthey need

• Obtaining information from drawings and photographs

• Appreciating fossils as testimonies from the past

• Caring for and protecting nature

Content objectives

1. Understanding what animals and plants need to survive



4. Understanding the effect of light, water and temperature on plants

5. Discovering that there were living things in the past which do not exist today

6. Learning what fossils are


Language objectives

1. Describing the needs of animals and plants (present simple): All animals need water. Some plants live in water.

2. Expressing purpose: They use these substances to make …

We study fossils to know …

3. Talking about time and place: during the day; at night; in places where …

4. Expressing quantity: a little; a lot of; all; most; not many

5. Comparing and contrasting: Some animals … , other animals …

6. Describing extinct animals (past simple): Dinosaurs were like reptiles. It walked on two legs.

7. Expressing general truths (present perfect): Some living things have

disappeared. Some remains of living things have become rocks.

• Animals need: water, food,the right temperature

• Plants need: water, soil, light,the right temperature

• Living things from the past;fossils

• Classify animals intocarnivores, herbivoresand omnivores

• Match animal and plantadaptations with the place where they live

• Obtain information fromphotographs

• Protect animals and plants


Contents

UNIT 1

Animals and plants



17

UNIT 0

RESOURCES

Resource folder


– Reinforcement: Worksheet 1

– Extension: Worksheet 1

• Assessment

– Assessment: Worksheet 1



PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*

Internet resources

www.richmondelt.com


Endangered animals

http://www.worldwildlife.org/endangered/index.cfm

Information about wildlife protection and conservation.

Strategies

http://www.scienceacross.org/index.cfm?fuseaction=content.showcontent&node=29

Advice for teaching Science to students whose first language is not English.

Life processes and living things

http://www.zephyrus.co.uk/biologytopics.html

Click on What are living things? Or The Five Kingdoms

of living things for pictures, information andinteractive puzzles. Useful for students and teachers.

Other resources



• Flashcards

• Posters


ANIMAL

LOOK-ALIKES

www.richmondelt.com

LEVEL

4



18



READ

Look at the photo.


eating?• What else does it need





Water

All animals need water.Aquatic animals, like fish and dolphins, live in water.

Food




Temperature








1


Comprehension. Write these words and sentences on the

blackboard (BB). Ask the Ss to copy the sentences and complete

them with the correct words.

cold water hot food temperatures

1. Ducks spend a lot of time in the …

2. The … of omnivores is plants and animals.

3. Animals live in places with different …

4. Animals in … places rest during the day.

5. Animals in … places have fur to protect them.

Answers: 1. water 2. food. 3. temperatures. 4. hot. 5. cold.

1



Model answer (M.A.) Do carnivores eat other

animals? Do omnivores eat plants and animals?


• Understanding that animals can only live in


• The use of the auxiliary verb do in

questions in the present simple

■ Hands on

■ Presentation

• Ask: Who has a pet at home? Do you give it

water? What does it eat? Does it need to

sleep?

• Ask: What animal is this? (a vicuña)

What covers its body? (fur) What colour is

it? (brown and white) Has it got a tail? (No)

What is it doing? (eating grass, plants)

• Ask: What else does it need? (water, air,

the right temperature …)

• Say: Look at the ducks. What are they

doing? (swimming) What happens if the

ducks have no water? (They die because

they can’t swim or get food.)

• The students (Ss) read and listen to .


the page.

Activity Book, pages 4 and 5.R ➔

11

READ

LOOK

The insulating effect of feathers

• Take two outdoor thermometers

outside on a cold day. Record the

temperatures.

• Place an insulating cover over one

of them.

• Record the temperatures on both

thermometers after some time.

• Compare the temperatures on the two

thermometers. Tell the Ss that birds’

feathers have a similar insulating

effect and help keep them warm.

Pets. We are responsible for taking

care of our pets and giving them the care

they need.

Vocabulary

animal, carnivores, food, herbivores, omnivores,

temperature, water



19


• Understanding that plants can only live in


• Realising that plants make their own food.

■ Hands on

■ Presentation

• Ask the Ss to compare the photos.

• Focus on picture 1. Ask: Is there much light

in the picture? (No, it’s dark.)

• Focus on picture 2. Ask: What happens

if we plant a weeping willow in a dry place?

(It dies.)

• Focus on picture 3. Ask: Where is the

moss? (on the tree trunks) Does it need

a lot of sunlight? (No, it needs shade.)

• The Ss read and listen to .

• Ask: Where do plants get food? (They make

their own food.) How do they get water?

(through roots) Ask about the care

received by plants at home, at school,

in public gardens …


of the page.


21

READ

4 ANIMALS AND PLANTS

READ

1. What do plants need?

Plants need water, soil, sunlight and the right

temperature. They live in places

where they find the things they need.

Water

All plants need water. They absorb water

through their roots. Some plants, like cactus,

can survive with only a little water.

Other plants, like ferns, need a lot of water.

Some plants, like water lilies, live in water.

Soil

The roots of the plant fix it to the soil.

Plants absorb water and other substances

from the soil. They use these substances

to make their own food.

Sunlight

All plants need sunlight.

They make their food using sunlight.

Some plants need a lot of sunlight.

Other plants, like moss, live

in very shady places.

Temperature

Most plants need a warm temperature.

Not many plants grow in very cold places.

Plants

Ferns live in wet, shady places.

Weeping willows need a lot of water. They have long

roots so they can absorb as much water as possible.

Plants like moss live in forests.They need very little light.


Plants need four things:…

2


Expressions of quantity.

Play and ask Ss to complete the sentences.

All Not many a lot of Some a little

1. Some plants, like cacti, can survive with only … water. (a little)

2. Other plants, like ferns, need … water. (a lot of)

3. … plants need sunlight. (All)

4. … plants need a lot of sunlight. (Some)

5. … plants grow in very cold places. (Not many)

2

1

M.A. water, soil, sunlight, the right temperature

Caring for a plant

• Take a plant to class and put it in

a sunny place with no draughts.

Ask: What will happen to the plant?

(It will grow, get leaves, flowers …)

• Have students take turns every week

watering the plant and giving it the

care it needs.

• Record the changes in the plant

regularly during the year.



Vocabulary

plant, soil, sunlight, temperature, water



20


• Understanding how fossils are formed

■ Hands on

■ Presentation

• Ask Ss what it means to say that

some living things have disappeared.

(They do not exist today, they are extinct.)

Ask: What animals have disappeared?

(mammoths, sabre-toothed tigers …)

• Present and . with and .

Ask: What can you see in the two pictures?

(a shell and a fish skeleton)

• Continue: How do we know they existed inthe past? (by studying fossils: the remains

of living things which have become rocks)

• Ask: How many dinosaurs

are there? (three) Which is on two legs?

(Tyrannosaurus) Play .

Activity Book, page 6.

“Animals adapt to the cold.”

This additional recorded text can be used

with the Activity Book, page 5.

6➔E

R ➔

5

LOOK AND READ

4321

READ


Comprehension. Write these sentences on the BB.

Ss listen to again and write down the correct word.

1. Dinosaurs were big fossils / reptiles.

2. A dinosaur’s skin was covered with scales / fur.

3. Dinosaurs were born from rocks / eggs.

4. The Tyrannosaurus walked on two / four legs.

5. The Diplodocus had a very long head / neck.

Answers: 1. reptiles. 2. scales. 3. eggs. 4. two. 5. neck.

5

1


Language objectives: 2, 6, 7.

Vocabulary

dinosaur, disappear, fossil, past, rocks

Drawing dinosaurs

• Ask: Have you seen a dinosaur? Where?

(In a museum …) Can you describe it?

• The Ss draw dinosaurs and colour

them. Use the drawings to talk about

size, body covering, teeth, food.

• Ask the Ss to write a sentence with

two characteristics of the dinosaur

they drew. (Tyrannosaurus walked on

two legs and was very tall.)

Extinction. Many animals are in danger

of extinction because of human activities:

illegal hunting, water pollution …

We can see a fish skeletonin this fossil.


1. Living things from millions of years ago

Some living things have disappeared. For example,

dinosaurs disappeared hundreds of millions of years ago.

2. Fossils

Some remains of living things have become rocks.

We call them fossils.

We study fossils to know what living things

looked like, and how they lived.

Living things from the past

READ

LOOK AND READ

A shell fossil

Dinosaurs

Dinosaurs were like

reptiles (crocodiles and

lizards). Their skin was

covered with scales.

They were born from eggs.

Which animals are in danger of extinction today?

Diplodocus was

a herbivore. It was

about 27 metres long.

It had a long neck,

and a small head.

Tyrannosaurus was a carnivore.It walked on two legs.

It was about 12 metres long.

Triceratops was a herbivore.

It was 9 metres long.

3

4

M.A. blue whale, white rhinoceros, monk seal, Iberian

lynx, panda



21ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

1. Read the sentences and decide if they are true.Correct the false ones.

1. Animals do not need water to survive.

2. Fish and dolphins are aquatic animals.

3. Herbivores eat other animals.

4. Animals in hot places look for food during the day.

5. Some animals have fat under their skins.

A n s w e r s : 1 . A n i m a l s n e e d w a t e r t o s u r v i v e . 2 . C o r r e c t 3 . H e r b i v o r e s e a t p l a n t s . 4 . A n i m a l s i n h o t p l a c e s l o o k f o r f o o d a t n i g h t . 5 . C o r r e c t .

2. Choose the correct tense to complete the sentences.

1. Dinosaurs live / lived millions of years ago.

2. Fossils are / were the remains of living things.

3. People study / studied fossils to know about living things.

4. Tyrannosaurus walks / walked on two legs.

5. Diplodocus has / had a long neck.

A n s w e r s : 1 . l i v e d . 2 . a r e . 3 . s t u d y . 4 . w a l k e d . 5 . h a d .



2 2

Terrestrial life Aquati

3. Find four stick insects in this picture. Describe them.

Worksheet 1. Date ApWHAT L

1. Tick the true sentences.

• Plants need sunlight to live.

• All plants need cold temperatures to live.

• Animals cannot live in cold places.

• All animals eat other living things.

• Plants need water to live.

• Animals need water to live.

2. Classify these living things: terrestrial or aquatic. Draw pictures.

water lily dolphincat trout

Stick ins

look like

They ha

long, th

Student's drawings:

water lily, dolphin, trout.

Student's dr

cat, fern, cac

4

Worksheet 2. Date Tasks HERBIVORES AND CARNIVORES

1. Read carefully.

2. Look for information in encyclopedias or on the Internet.

Are these animals herbivores or carnivores?

The savannah

The savannah is a large ecosystem in Africa. Many animals live on the savannah.

Herbivores often form large herds. They travel long distances in search of grass and water.

4. cheetah 5. zebra 6. hyena

7. rhinoceros 8. ostrich 9. gazelle

1. elephant 2. lion 3. giraffe

™erbivo®æ carnivo®æ ™erbivo®æ

carnivo®æ ™erbivo®æ carnivo®æ

™erbivo®æ ™erbivo®æ ™erbivo®æ



6

Worksheet 4. Date Apply your knowledge IDENTIFY FOSSILS

• dinosaur skeletons

• fish fossil

• shark tooth fossil

1. Identify the fossils and label them.

• fern leaf fossil

• shell fossil

• frog fossil

What do these words mean? Circle a or b .

Fossil: the remains of a plant or animal from the a present b past

Extinct: an extinct animal a exists now b does not exist now

Dinosaur: an extinct a animal b plant

VOCABULARY

4

31 2

65

s™el¬ fossi¬ fro@ fossi¬ shar§ toot™ fossi¬

ƒer> ¬eaƒ fis™ fossi¬ dinosau® s§e¬etonfi

2 3

Worksheet 3. DateADA

1. Read and find these words. What do they mean? Decide and write.

Animals adapt to the cold

Animals adapt to their habitat. W

some animals change their beha

For example, some animals hibe

temperatures. During the coldes

nature provides very little food. F

such as dormice, bears, squirrel

hibernate, or sleep, all winter.

In order to adapt to the cold, oth

This means they travel long dista

with a warmer climate and more

cranes and geese are examples

2. Read and mark true or false.

1. When an animal hibernates, it travels to a warmer climate. 2. In cold weather, cranes and sparrows migrate to find food. 3. Migratory animals do not hibernate in the winter. 4. Squirrels and bears hibernate in cold weather.

• Hibernate:

• Migrate:

3. Look and circle: migratory = blue; hibernating = orange.

dormouse

frog

turtle squirrel

F

TTT

s¬æeπ

tra√±¬ to ®eac™ pla©efi wit™ å warµe® clima†æ an



24

UNIT CONTENT

Assessment criteria

• Classifying food • Knowing the anatomy and physiology of the digestive system

• Identifying a healthy diet • Correctly interpreting anatomical drawings

Content objectives


2. Classifying food using different criteria

3. Distinguishing if food comes from animals or plants

4. Identifying food from different groups

5. Identifying the main nutrients in food

6. Designing a healthy diet and understanding its importance

7. Recognising the main meals of the day

8. Recognising functions of teeth and how to care for them

9. Identifying the main organs and basic functions of the digestive system

10. Outlining the process of digestion

Language objectives

1. Comparing and contrasting food: Some food comes from animals. Other food …

2. Classifying food (zero article): Fruit and vegetables give us vitamins.

3. Giving reasons: We need food to stay healthy. We need milk because it has calcium.

4. Defining things and people (relative clauses): People who do a lot of exercise

need more food. The small intestine, which is about seven metres long …

5. Recommendations: Our daily diet should include milk. We should eat a variety of food.

6. Describing a process (present simple and passive): The digestive system is made up of … Food enters our body through our mouth … Then the food goes down

the oesophagus …

• Classification of food accordingto origin and what it provides

• A healthy diet: completeand balanced

• The organs of the digestivesystem

• The stages of digestion

• Complete diagrams about how we process food in our body

• Relate the quantity of food weneed and the physical exercise we do

• Interpret anatomical drawings

• Use the correct vocabulary totalk about nutrition and health

• Appreciate the importanceof water in our diet

• Realise the importanceof a healthy diet

• Practise good dental hygiene


Contents

UNIT 2

Food



25

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


The body

http://kidshealth.org/kid/

Useful for teachers. Go to “The Game Closet” for a game about different foods.

Food and Nutrition

http://www.sciencenewsforkids.org/articles/20040505/Feature1.asp

Useful for teachers and students with interactive puzzles

and games.

The digestive system

http://kidshealth.org/kid/body/digest_noSW.html

Detailed explanation and interactive diagramsof the digestive system. Useful for students.

Other resources



• Flashcards

• Posters

* Not yet available in English www.richmondelt.com

LEVEL

4

ON T H E FAR MON T H E FAR M



26

Some food fromgroup 4

Some food

from group 1

Some food from

group 3

Some food

from group 2

6 FOOD

1. The origins of food

Food gives us the substances we need to grow and to stay

healthy. We get the energy we need to walk or study.

Some food, like meat and milk, comes from animals.

Other food, like fruit and bread, comes from plants.

We also need water and salt, that do not come from plants

or animals.

2. Food groups

We classify food into four groups:

1. Dairy products, like yoghurt, give us energy and calcium.

Calcium is important for our bones and muscles.

2. Meat, fish, eggs and lentils give proteins to help us grow.

3. Rice, pasta, bread, sugar and cakes give us energy.

4. Fruit and vegetables give us vitamins and minerals.

We need to eat food from all four groups to stay healthy.

FoodLOOK

Make more sentences. Change the underlined words.

Bread gives us energy. Dairy products give us calcium.

READ

Look at this photo.

• Name the food that comes

from animals.• Name the food that comes

from plants.

5


Comprehension. Write the sentence halves on the BB.

The Ss copy them and draw lines to match them.

1. We need food a. need calcium

2. Food comes from b. pasta and sugar

3. We can classify food c. to stay healthy

4. Our bones d. animals and plants5. We get energy from e. into four groups

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

1

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


Vocabulary

calcium, energy, food, grow, minerals,

substance, vitamins

M.A. Pasta gives us energy. Fruit gives us vitamins.


• Understanding that each food group

gives us things we need to live and are

important for our health

■ Hands on

■ Presentation

• Food that comes from animals: fish

and eggs. Food that comes from plants:

the rest.

• Give clues and tell the Ss to guess which

vegetable it is: It’s long and orange (carrot).

It’s purple with a little green “hat” (aubergine).

• Tell Ss food is usually classified

by its content.

• Ask: Can you name a food with calcium

(yoghurt) … with vitamins (fruit) … that

gives us energy (rice) … that gives us

proteins? (lentils).

• The Ss read and and listen to

and . They then do the activity at

the bottom of the page.


8

721

READ

LOOK

Analysing food labels

• Bring some different food packets to

class and show the Ss how to read

them.

• Ask: What information can we find on

food packets? (ingredients including

additives and preservatives, quantity or

weight, expiry date, name and address

of manufacturer, preparation, storage,

nutritional information)

Expiry date. When we buy packaged

food, it is important to look at the expiry

date. Never buy or eat expired food.



27


• The relationship between physical exercise

and the quantity of food we need

• The importance of having four meals a day

■ Hands on

■ Presentation

• Ask: Why do we need milk? (Milk has

calcium and children need a lot of it to

grow, especially for bones and muscles.)

Children who cannot drink milk substitute

it with other foods rich in calcium.

• Explain that when we do physical exercise,

we need energy. Since we get energy from

food, when we do more exercise, we need

more food.

• Ask: What is a balanced diet? (different

foods, the right quantities) Does everybody

need the same diet? (No) Why is it

important to eat several times a day?

(for energy)

• The Ss read and listen to ,

and . They then do the activity

at the bottom of the page.


Activity Book, page 8.➔E

R ➔

11

109321

READ

FOOD 7

1. A healthy diet

Our diet is made up of the things

that we eat and drink.

• A balanced diet gives us the right

quantity of each type of food.

2. How much food do we need?

The quantity of food we need depends

on how old we are and how much

physical exercise we do.

• When we are growing, we need more

of some types of food. For example,

we need milk because it has calcium.

• If we do a lot of exercise, we need

to eat more.

3. Food and meals

There are four meals that we eat during the day:

breakfast, lunch, tea and dinner.This is so we have enough food

to give us energy through the day.

• It is very important to have a good breakfast.

We need energy in the morning.

• A good tea includes a sandwich and some

fruit or milk.

• For lunch and dinner we should eat a variety

of food. It is healthy to eat meat one day

and fish the next to get the proteins

we need to help us grow.

A healthy diet

READ

People who do a lot of exercise need more food.

Our daily diet shouldinclude milk.

What food do we needfor a healthy breakfast?

Complete the sentence. We eat four meals during the day:...

6



The Ss listen to again and complete the sentences.

1. We should eat … meals during the day. (four)

2. They are breakfast, lunch … and dinner. (tea)

3. Breakfast is important. We need … in the morning. (energy)

4. A good tea includes a … and some fruit or milk. (sandwich)

5. It is healthy to eat … one day and fish the next. (meat)

Comprehension. Write these sentences on the BB and ask the

Ss if they are true or false.

1. We should drink milk when we are growing. (T)

2. Everyone needs the same quantity of food. (F)

3. We need more food when we do exercise. (T)

4. We should eat the same things every day. (F)

2

11

1



Vocabulary

balanced diet, breakfast, dinner, healthy diet, lunch,

meals, tea

M.A. breakfast, tea, lunch, dinner

Comparing food

• Ask Ss to bring some fruit juice

and soft drink containers to class.

• Read out the ingredients and write

them on the BB. Compare them

together. (Soft drinks contain little

or no fruit juice and lots of sugar, which

is bad for the teeth.)

• Ask: Which drinks are healthier? Why?

(fruit juices because they come from

fruit which is healthy)

Breakfast is very important.

It gives us the energy we need

to concentrate at school.



28


• Specific vocabulary to describe the

digestive system

• Knowing where each organ is

■ Hands on

■ Presentation

• Ask Ss to study the anatomical

drawing of the digestive system.

They should look at the organs:

shape, colour and location.

• Read out the organ names. Ask them to

repeat them and trace the route of the

food on the drawing with their finger.

• Ask: Where is the beginning of the digestive

system? (mouth) Where is the end? (anus)

• Write a list of words on the BB. Ask which

ones are organs in the digestive system:

ear, mouth, heart, anus, stomach, foot,

knee, small intestine, elbow, large intestine.

• Play to practise the vocabulary

of the diagram.

• The Ss read and and listen to and

. They then do the activity at the

bottom of the page.

14

1321

12

READ


Comprehension. Ask the Ss to complete the sentences.

body brush food digest

1. We use our teeth to chew our … (food)

2. We should … our teeth every day. (brush)

3. It is very important to … our food. (digest )

4. Our … breaks down food into simpler substances. (body)

Comprehension. Write these sentences on the board.

The Ss listen to and write Yes or No.

1. Food enters our body through our mouth. Yes /No

2. Our oesophagus is a tube between our nose and mouth.Yes/No

3. Our stomach is like a bag. Yes/No

4. The small intestine is about a metre long. Yes/No.

Answers: 1. Yes. 2. No. 3. Yes. 4. No.

14

2

1

7

8 FOOD

LOOK

READ


What do you use your teeth for?

How many times a day

do you brush your teeth?

1. We need to digest our food

Our body needs to break down our food into simpler substances.

These substances can then be taken to different parts

of our bodies.

2. The digestive system

The digestive system is made up of the following organs:

the mouth, oesophagus, stomach, intestines and anus.

• Food enters our body through our mouth.

• Our oesophagus is a tube between our mouth and stomach.

• Our stomach is like a bag.

• Our intestine is a long tube. It is made up of two parts:

the small intestine, which is about seven metres long,

and the large intestine, which is about a metre and a half.

• At the end of the large intestine is the anus.

anus

large

intestine

smallintestine

stomach

oesophagusmouth


True or false?

Decide and make more sentences.

Our stomach is a long tube.

8

(F.) M.A. Our stomach is like a bag. Our intestine is

a long tube.


Language objectives: 4, 6.

Vocabulary

anus, digestive system, large intestine, mouth, oesophagus,

small intestine, stomach

Brushing your teeth

• Ask: Do you brush your teeth?

When? Why? Explain why we should

brush them regularly.

• Use a toothbrush to show Ss how to

brush. Movements: away from the

gums on the outside and inside

surfaces; back and forth on the

surfaces of the teeth; gently along the

gum line. Finally, brush your tongue.

LOOK

Cavities. Sugary foods, like soft drinks

and sweets, cause cavities. Toothpaste

with fluoride can help prevent cavities.



29

FOOD 9

How we digest food

LOOK AND READ

After we eat, we should wait two hours before we swim or run. Our digestion takes time!

Some food, like bread and

vegetables, are digested veryquickly.

4. The nutritious

substances enter

our blood

➧

2. Digestion

in the stomach

➧

➧ smallintestine

anus

3. Digestion in the

small intestine

5. Forming andexpelling

faeces

largeintestine

➧

How do we process our food?

1. Chewing

1. The stages of digestion

1. Digestion begins in the mouth.

Our teeth cut and chew the food.

Our tongue mixes the food with saliva.

Then the food goes down the oesophagus

and into the stomach.

2. In the stomach, the food is mixed with a liquid (gastric juice).

This breaks down the food into simpler substances.

The mixture then goes into the intestine.

3. In the small intestine, the food is divided

into the substances our body needs.

All the useful parts of our food go from our small intestine

into the blood. The parts that we cannot use go into

the large intestine. They are transformed into faeces

and expelled through the anus.

9

10


Verbs (passive) The Ss listen to and complete the sentences

with the correct participle.

divided transformed expelled mixed

1. In the stomach, the food is … with a liquid.

2. Food is … into different substances in the small intestine.

3. Food that is not useful is … into faeces.

4. Faeces are … through the anus.

Answers: 1. mixed. 2. divided. 3. transformed. 4. expelled.

151

Content objectives: 9, 10.


Vocabulary

anus, blood, chewing, digestion, faeces, large intestine, mouth,

nutritious substances, oesophagus, small intestine, stomach


• Understanding the digestive process

• The use of the passive

■ Hands on

■ Presentation

• Before reading the text, ask:

What words are highlighted? (mouth,

oesophagus, stomach, small intestine)

• Write on the BB. Title: The stages of

digestion. First level: mouth – stomach –

small intestine – large intestine. Second

level: Food is chewed and mixes with saliva.

– Food is mixed with gastric juice and

breaks down into simpler substances. –

Digestion ends. Useful substances go into

the blood. – Faeces are formed and are

expelled through the anus.

• Emphasise that digestion ends in the small

intestine.

• The Ss read and listen to and .


“How to prevent salmonellosis.”This additional recorded text is for practice

with more advanced classes.

17➔E

R ➔

16151

LOOK AND READ

Fats and digestion

• Put some water in a receptacle.

• Add oil until it forms a thin layer

on top. Ask: What happens to the oil?

(It stays on top of the water.)

• Pour in a few drops of washing-up liquid.

Ask: What happens to the oil now?

(The oil breaks up where the drops fall.)

• Explain that substances producedduring digestion break down fats

in a similar way.

Digestion takes time. Tips for good

digestion: avoid heavy meals and greasy

food. Don’t do vigorous exercise or swim

just after eating.



3 0

GROUP 1

This group contains

calcium.

GROUP 2

This group helps

us grow.

GROUP 3

This group gives

us energy.

2. Classify the foods above.

1. Circle the food: comes from animals = red; comes from plants = green.

3. How can we eat a healthy and balanced diet? Tick three.

Eat a variety of foods. Always eat everything y

Eat lots of sweets and pastries. Have fruit and drink mi Have four meals a day. Eat food from each grou

Worksheet 5. Date Ap

tomatoes

carrots

fish

rice

milk

eggs

oranges

8

Worksheet 6. Date Tasks WHAT FOOD DO WE EAT?

1. What foods are used to make these dishes? Find out and list two or three.

Dish Two or three food components

cake

bread

Spanish omelette

mayonnaise

apple pie

lasagne

paella

eggfi, flou®, but†e®

Model answer:



3 1

Worksheet 7. Date

1. Make up three lunch menus. Choose foods from the different groups.

• Have you used foods from all the groups?

• Have you used some foods more than others?

• Are your menus healthy?

• Have you included fruits and vegetables? Why?

2. Study your menus and answer the questions.

GROUP 1

GROUP 4

First course

Second course

Dessert

TUESDAYMONDAY

milk

cheese

yoghurt...

peppers

apples

orangescarrots...

carrotfi

Model answer:

10

THE DIGESTIVE SYSTEM

◆ mouth

◆ oesophagus

◆ stomach

◆ small intestine

◆ large intestine

◆ anus

Faeces are expelled.

Food is divided into two groups.

The food our body cannot use goes here.

It connects the mouth and the stomach.

Digestion begins here.

Food is mixed with gastric juice.

Worksheet 8. Date Apply your knowledge DIGESTION

1. Match and then colour each organ according to the key.

Circle the words related to digestion.

saliva gastric juice teeth

heart skeleton tongue

VOCABULARY

2. How do you digest an apple? Number the sentences.

The parts of the apple that my body cannot use go to the large intestine.

The apple, mixed with saliva, goes down the oesophagus.

I chew the apple in my mouth.

Finally, the f aeces are expelled through the anus.

In my stomach, the apple is mixed with gastric juice.

Then the food goes into the small intestine.

1



32

UNIT CONTENT

Assessment criteria

• Knowing where different organs are in the human body

• Identifying the organs responsible for breathing, circulation and excretionand understanding their function

• Distinguishing between the two breathing movements

• Obtaining information from anatomical diagrams

Content objectives

1. Identifying the main organs and basic functions of the respiratory system

2. Distinguishing breathing movements

3. Understanding why we breathe

4. Identifying the route air takes inside our body

5. Identifying the main organs and basic functions of the circulatory system

6. Understanding how the heart and blood vessels work

7. Identifying the main organs and basic functions of the excretory system

Language objectives

1. Using comparison to describe breathing: The chest gets bigger. The chest gets smaller.

2. Describing a process (present simple, prepositions): It passes through the

nostrils.

3. Describing the systems of the body (passive): The respiratory system is made up

of …

4. Describing function: Our ribs protect our lungs. Arteries carry the blood.

5. Classifying: There are three types of blood vessels.

6. Describing location (prepositions): Our heart is between the two lungs.

• The organs of the respiratory,circulatory and excretory systems

• The route air takes inside ourbody

• Breathing movements:inhalation and exhalation

• Blood circulation

• Excretion

• Interpret anatomical diagramsand identify organs

• Identify the body processesresponsible for nutrition

• Describe the route air takesinside the body

• Learning about our body helpsus take better care of ourhealth

• Develop good health habits


Contents

UNIT 3

Breathing



33

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


A directory of websites

http://www.teachers.ash.org.au/jmresources/systems/body.html

For teachers working with the digestive, respiratory,

excretory and circulatory systems.

Lungs and breathing

http://www.kidcyber.com.au/topics/body_lungs.htm

Useful for students and teachers, with simple

explanations and diagrams.

Lungs and the rest

http://kidshealth.org/kid/body/lungs_noSW.html

Interactive diagrams from the different parts of the body.Useful for teachers and children.

Other resources



• Flashcards

• Posters


mouth

nose

lung

trachea

or windpipe



34

10 BREATHING

BreathingLOOK

The students breathe in.

Their ribs move up,

and their chest gets bigger.Then they breathe out.

Their ribs move down,

and their chest gets smaller.

• Do the same. What do you notice?

1. The respiratory system

The respiratory system is made up of the following organs:

nostrils, trachea, two bronchial tubes and two lungs.

Our ribs protect our lungs.

Air enters our body through the nose and mouth.

It passes through the nostrils. It goes down throughthe trachea and the bronchial tubes, and into the lungs.

Oxygen from the air passes through the walls of our lungs

into our blood.

2. Breathing

Two movements, inhalation and exhalation,

cause the air to circulate when we breathe.

• When we inhale, our lungs fill with air.

• When we exhale, the air leaves our lungs.

trachea nostrils bronchial tubes lungs nose (or mouth)

How does air reach our lungs? Put the words in order.

1. Nose (or mouth) 2. …

READ

left lungright lung

bronchial

tube

trachea

nose

nostrils

The respiratory system 11 12

13


Giving instructions. In pairs, the Ss take it in turns to give each

other ‘breathing instructions’. Student A: Put your hand on your

chest. Breathe in through your nose. Exhale. Inhale ...

Comprehension. Write the sentences on the BB.

The Ss listen to , and write True or False.

1. We have a bronchial tube and two lungs. (F)

2. Our ribs protect our lungs. (T)

3. Air goes down through the trachea and the bronchial tubes. (T)

4. Blood passes through the walls of our lungs. (F)

5. When we inhale the air leaves our lungs. (F)

2019

1

1


Language objectives: 1, 2, 3, 4.

Vocabulary

breathing, bronchial tubes, exhalation, inhalation,

lungs, nostrils, oxygen, respiratory system, trachea

M.A 2. nostrils. 3. trachea. 4. bronchial tubes.


• Understanding that oxygen from the air

passes through our lungs into our blood

• Pronunciation of breathe, respiratory,

trachea, bronchial, oxygen

■ Hands on

■ Presentation

• Ask: Where does the air come from

when we breathe in? How does it enter our

body? How does it reach our lungs?

• Tell the Ss it is better to breathe through

our nose. The nose warms and cleans the

air.

• Read out the parts of the respiratory

system while Ss follow the route the air

takes in the diagram with their fingers.

• Play to practise the vocabulary in the

diagram.





20

1921

18

READ

LOOK

Breathing

• Ask the Ss to place their hands on

their chest and breathe in. Ask: Do you

notice how your chest gets bigger? Can

you feel your ribs move up?

• Tell them to breathe out slowly and

ask: How do the ribs move now? Whathappens to our chest when we breathe

out?

Breathing and health. It is important

to breathe correctly. When we are nervous,

we breathe too quickly. To relax, we should

breathe slowly, inhaling and exhaling

through our nose.



35


• Knowing that blood circulates constantly

• Distinguishing two types of blood vessel

■ Hands on

■ Presentation

• Tell Ss that the heart is an

involuntary muscle because it moves

without our control. In the drawing we can

see the heart is hollow. Blood passes

through the cavities.

• Write this diagram on the board: Title:

Circulatory system Second level: blood –

heart – blood vessels Third level: a liquid

that carries oxygen, nutritious substances

and waste products – pumps the blood –

carry the blood

• Ask Ss why they think we bleed when we

get a cut on our body.

• Play to practise the vocabulary.

• The Ss read , and and listen to ,

, . They then do the activity at



Activity Book, page 13, 14.➔E

R ➔

2423

22321

21

READ

BREATHING 11

Blood circulation

1. Blood

Blood is a very important liquid.

It carries oxygen and the substances

from digestion to different parts of our body.

Blood also collects waste products.

The journey of our blood around our body

is called circulation.

The circulatory system is responsible

for blood circulation. It is made up

of the heart and the blood vessels.

2. The heart

The heart is an organ.

It pumps the blood around our body.

Our heart is between the two lungs.

Each time our heart beats, it pushes blood

to all the organs in our body.

3. Blood vessels

Blood circulates around our body inside

blood vessels. There are three types of b lood

vessels: arteries, veins and capillaries.

• Arteries carry the blood from the heart

to the rest of our body.

• Veins carry the blood from our body

back to the heart.

• Capillaries are tiny blood vessels

that connect veins and arteries.

READ

heart

The circulatory

system

The circulatory

system

The heart seen

from the outside

veins

arteries

veinartery

muscle

Inside the heart

Complete the sentences.

Arteries carry the blood…

Veins carry the blood…

14

15

16

17


Prepositions. Write the prepositions and sentences on the BB.

Ask the Ss to complete the sentences with the correct

preposition.

around from to (2) between

1. Blood carries oxygen … different parts of our body.

2. Our heart is … the two lungs.

3. Blood circulates … our body inside blood vessels

4. When our heart beats, it pushes blood … all the organs in our

body

5. Arteries carry blood … the heart to the rest of the body.

Answers: 1. to. 2. between. 3. around. 4. to. 5. from.

1



Vocabulary

arteries, blood, blood vessels, capillaries, circulation,

circulatory system, heart, pump, veins

M.A. …from the heart to the rest of our body. …from our body back

to the heart.

Our pulse

• Ask: Where can your feel your pulse?

(wrist, neck)

• Say: Turn your left hand palm up like

this.

• Place your index and middle fingers

along the outer edge of the left wrist.

Press down lightly and move your

fingers towards the centre of your wrist.

You should feel the pulse between the

wrist bone and the tendon.

Donating blood. Donated blood can

save lives in a medical emergency, such

as a car accident.



36


• Understanding what excretion consists of

and the need for it

■ Hands on

■ Presentation

• Present the word: kidney . Ask: What

happens if our kidneys do not clean our

blood? (We die.) Why? (The blood fills with

waste products.)

•

Explain that excretion and defecation arenot the same thing. Defecation is the

elimination of faeces, and is carried out by

the digestive system. In excretion, waste

products produced by all the organs of the

body are eliminated from the blood by the

excretory system.

• Play to practise the vocabulary in the

diagram.

• Ss read and and listen to



“Our heart is incredibly strong.”


with the Activity Book, page 13.

28➔E

27

2621READ

25

LOOK



Underline the options in each sentence.

Ask Ss to write down the correct option.

1. Blood collects the healthy / waste products from our body.

2. The kidneys and the bladder / stomach make up the excretory

system.

3. The kidneys expel / clean our blood.4. Blood is filtered / stored through the kidneys.

5. The bladder stores urine / faeces.

Answers: 1. waste. 2. bladder. 3. clean. 4. filtered. 5. urine.

1

12 BREATHING

READ

LOOK

How does our blood stay clean?

Look at these photos.

Behind the stomach

and the intestines (photo 1),

there are two small organs

shaped like beans (photo 2).

• Do you know the name

of these organs?

• What do they do?

1. Excretion

Blood collects the waste products from our body.

Eliminating waste products from the blood is called excretion.

2. The excretory system

The excretory system is made up of the kidneys and the bladder.

• We have two kidneys.

Our blood is cleaned when it passes through the kidneys.

They filter the blood and make urine.

• Urine is stored in the bladder until we expel it.

The excretory system

tubes carrying

urine from thekidneys to

the bladder

bladder

kidney kidney

renal

arteryrenal

vein

21


The excretory system is made up of the … and the …

18 19

20

M.A. …kidneys …bladder.

Content objectives: 7.


Vocabulary

bladder, excretion, excretory system, kidneys,

urine

Kidney filtering model

• Place a funnel in the mouth

of a clear bottle.

• Put a paper filter inside the funnel.

• Mix a handful of sand and water. Pour

the mixture into the funnel.

• Ask: What will happen to the sand?

(It will stay in the filter.) And the water?

(It will go in the bottle.)

• Explain that our blood is cleaned

in a similar way when it passes

through our kidneys.

Kidney transplants. A kidney transplant

can save a life. Transplant operations

replace a damaged organ with a healthy one.




1. Match the word with its function.

1. Blood a. carry blood from the heart

2. The heart b. collects waste products

3. Arteries c. connect veins and arteries

4. Veins d. pumps blood around our body

5. Capillaries e. carry blood back to the heart

A n s w e r s : 1 – b . 2 – d . 3 – a . 4 – e . 5 – c .

2. Complete the text with the correct words.Compare your answers with a partner.

The (1) are two small organs shaped like beans.

They are (2) the stomach and the intestines.

They are part of the (3) system.

They filter the (4) and make urine.

Urine is stored in the (5) until we expel it.

A n s w e r s : 1 . k i d n e y s . 2 . b e h i n d . 3 . e x c r e t o r y . 4 . b l o o d . 5 . b l a d d e r .



3 8


1. Label the respiratory organs.Then colour them using the key.

◆ nose

◆ nostrils

◆ trachea

◆ bronchial

tubes

◆ lung

2. Are these three people breathing?

What do they need? Think and tick.

masks bottles with blood o

Explain the meaning of these words. Circle a or b .

Ribs: These bones protect our a stomach b lungs

Inhale: When we inhale, air a leaves b enters our lungs

Exhale: When we exhale, air a leaves b enters our lungs

Breathe: When we breathe, air goes into and out of our a stomach b

VOCABULARY

noßæ

trac™eå

lun@

Yefi.

✔

Worksheet 10. Date Apply your knowledge BLOOD

1. Complete.

2. When does the heart beat quickly? Decide and cross out a, b or c.

12

THE CIRCULATORY SYSTEM

is m a de up of

blood vessels

c a lled

• veins

• heart

• arteries

• capillaries

t™æ

a b c

™ear†

√±infi ar†er^efi capillar^efi



3 9

Worksheet 11. Date

1. Read and find the answers in the text.

How many …

• litres of blood does the heart pump every day?

• heartbeats are there in a day?

• heartbeats are there in a year?

• heartbeats are there in a lifetime?

Our heart is incredibly stron

The heart is a powerful pump that

to circulate throughout our bodies

toes. It pumps between 7,000 and

in a day, and it beats 120,000 time

In a year, the heart beats more tha

During an average lifetime, it beats(2,000 million) times.

Every time the heart beats, it produ

called the heartbeat.

You can listen to a person’s heartb

next to their chest or putting your h

At rest, the heart beats 60 to 80 tim

When you do physical exercise, yo

number of heartbeats per minute,

2. Invent another title for this text.

3. Tick the correct meaning of pulse .

The number of heartbeats per hour.

The number of heartbeats per minute.

∫±t∑¶e> 7,000 an∂

120,000 tiµefi

mo®æ tha> 30 millio> tiµefi

mo®æ tha> 2 billio> tiµefi

Model answer:

T™æ ™ear† ifi å po∑±rfu¬ pumπ!

✔

14

Worksheet 12. Date Tasks GIVING BLOOD

1. Read carefully.

2. Draw a picture of a heart. Then write a slogan to encourage people to give blood.

A blood donor

Look at this young man. He is giving blood.

Later his blood is analysed. If his blood is healthy,

it can be used to help other people.

Many people can be blood donors.

They need to be healthy adults.

Bæ å bloo∂ dono®!

Student's

drawings

Gi√¶ bloo∂!

Sa√¶ li√±fi!

Model

answer:



40

UNIT CONTENT

Assessment criteria

• Identifying sex organs.

• Understanding how a baby grows and changes during pregnancy

• Studying anatomical diagrams to obtain information

• Identifying the characteristics of each stage of growth

• Realising each stage of growth is important

• Respecting others, regardless of their sex or age

Content objectives

1. Understanding the physical differences between men and women

2. Understanding how reproduction occurs

3. Discovering the stages in the growth of a foetus.

4. Learning about birth

5. Discovering some characteristics of babies

6. Associating each stage of growth in people with the main characteristics

7. Interpreting anatomical drawings of reproductive organs

8. Studying photographs to obtain information

Language objectives

1. Describing the reproductive process (present simple): People reproduce …

2. Expressing time sequences: When a man and woman … As soon as … the

baby begins …

3. Expressing obligation: They must look after …

4. Describing facts: We were all born from ...

5. Making comparisons: As small as a grain of sand. Girls and boys grow taller.

6. Describing stages in development: Babies do not know how to … then they …

7. Expressing contrast: However, they know …

• Male and female sex organs

• Growth and change of a baby during pregnancy

• Birth

• How we learn and the changesthat take place from the time we are born

• The stages of growth

• Study photos and drawings toextract information

• Explain the sequence of growth and change of a baby during pregnancy

• Explain the stages of development in human beings

• Know and appreciate our ownbodies

• Appreciate and respect oldpeople

• Realising the importance of looking after our body and ourhealth


Contents

UNIT 4

Men and women



41

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Stages of life

http://serp.la.asu.edu/Health_dir/Health_dir7/7StagLif.pdf

Game which integrates key concepts in a board that develops reading skills, too. Useful for teachers.

Human body and changes

http://www.innerbody.com/index.html

Interactive diagrams for all body systems.Useful for students and teachers.

The foetus

http://www.innerbody.com/image/repo06.htmlU5

Interactive diagram of a foetus.Useful for students and teachers.

Human body and changes

http://www.teenshealth.org/teen/

Issues discussed in question and answer format.Useful for students and teachers.

Other resources• Richmond World Facts


• Flashcards

• Posters


LEVEL

4

TI M E T O

CELEBRATE!



42

MEN AND WOMEN 13

Men and womenLOOK

READ

1. We reproduce

People reproduce. We have babies that are similar to us.

When a man and a woman are old enough, they can make

a baby together. This is called sexual reproduction.Men and women have reproductive systems.

These consist of their sex organs.

Men and women have different sex organs.

• Men have a penis, testicles and a prostate gland.

Men make sperm.

• Women have a vulva, vagina, uterus and ovaries.

Women make eggs.

When a sperm from a man joins wi th an egg from a woman,

it is called fertilisation.

A foetus begins to grow in the woman’s uterus.

• What differences can you

see in the people in the

photo?

• How many boys and girls

are there?

• How many men

and women are there?

uterus testicles ovaries vagina penis

Use the words to complete the sentences.

Women have a vulva,... Men have a prostate gland,…

malereproductive

system

female

reproductive

system

testicles (testes)

penis

prostate

vulva

uterus

vagina

ovaries

The male and femalereproductive systems.

21


Write the following sentences on the BB. The Ss copy the

sentences choosing the correct alternative in each example.

1. We have babies that are SIMILAR / DIFFERENT to us.

2. Men make EGGS / SPERM.

3. Women make EGGS / SPERM.

4. Fertilisation is when a sperm JOINS / SEPARATES with an egg.

5. A foetus begins to grow in the woman’s OVARIES / UTERUS.

6. MEN / WOMEN have a prostate gland.

Answers: 1. similar. 2. sperm. 3. eggs. 4. joins. 5. uterus. 6. men.



Vocabulary eggs, fertilisation, foetus, ovaries,

penis, prostate, reproduce, reproductive system,

sex organs, sperm, testicles, uterus, vagina, vulva

M.A. … vagina, uterus and ovaries…, penis and testicles.


• Location of the different parts of the sex

organs

• No article in front of plural nouns: People

… Men and women

■ Hands on

■ Presentation

• The Ss look at the photo. Ask: Who

is the oldest? Youngest? How do you know?

• Ask the Ss about the differences between

men and women: Who have higher voices /

wider hips / breasts? (women) Who have

more body hair / an Adam’s apple / a deep

voice? (men)

•The Ss look at the diagram of thereproductive systems. Name each part and

ask the Ss to repeat and point.

• Ask the Ss about reproduction. Explain that

eggs mature in the ovaries and that sperm

is made in the testicles.

• Play . Ss answer the questions.

• Ss listen to and read . Then they do

the activity at the bottom of the page.


130

29

READ

LOOK

Atlas of human anatomy

• Show where the sex organs are using

an atlas of human anatomy. Use

pictures with front and side views.

Point out the organs in contact with

the sex organs, for example, the large

intestine and the bladder.

Sex organs. Sex organs are important

parts of our body. We need to know about

them in order to take good care of them.



44


• Identifying the characteristics of each

stage in the life cycle

• Noun forms: childhood, youth …

■ Hands on

■ Presentation

• Write on the BB the words: tree /

snail / tortoise / fly / butterfly. Ask the Ss

to put them in order according to how long

they live.

• Then play , which has the following

questions: How long do butterflies / flies /

snails live? … The Ss answer the questions.

• Ask: Do babies know how to talk / walk? How do babies communicate?

• Ask Ss to compare themselves to their

grandparents. Refer to physical

appearance, things they know …

• Compare how long a person lives with how

long the animals in the photos live.


and .


Additional listening text: “What isultrasound used for?”

36➔E

R ➔

34

3321

READ

35

LOOK


Listening. Read out the following sentences. The Ss say if they

are true or false. If they are false they correct them.

1. When babies are born they know how to talk. ( False – they do

not know how to talk)

2. Babies learn to crawl when they are a few months old. ( True )

3. When babies get their teeth they start to eat solid food. (True )

4. In childhood girls and boys learn how to read. ( True )

5. During our youth we stop growing. (False – we continue growing)

6. At 12 years old our bodies are completely formed. ( False – at 20

years old)

7. In old age people are strong. (False – people are not so strong)

1

MEN AND WOMEN 15

1. We are born and we learn

• Babies do not know how to talk.

Then they say their first few words.

They make sentences when they are

about two years old.

• Babies do not know how to walk. They learn

how to crawl when they are a few months old.

They walk when they are about

fourteen months old.

• Babies do not have teeth. Babies start to get

their teeth when they are about six months

old. Then they start to eat solid food.

2. The stages of growth

• In childhood girls and boys grow taller.

They learn very quickly how to walk,

read and do other things.

• During our youth we continue growing.

Our sex organs mature, and after this we

can have babies.

• We reach maturity when we are about

20 years old, and our bodies are completely

formed. Adult people have learned enough

to look after their children.

• In old age people are not so strong.

However, they know lots of things.

They have experience.

The life cycle

READ

Complete the sentence. The four stages of growth are…

LOOK

How long do living things live?

Look at how long some animals and plants

live.

Some sequoias inCalifornia are

more than 3,500years old.

Snails canlive for

10 years.

Butterflies live

for 2 weekson average.

Some giant tortoises livefor up to 200 years.

Flies have a short

life. They livefor about 3

to 4 weeks.

M.A. …childhood, youth, maturity, old age.



Vocabulary

childhood, lifecycle, maturity, old age, stages of

growth, youth

I grow and change

• Have Ss bring photos of themselves

to class at different ages. They put

them in chronological order and record

how old they were.

• They write about themselves:

When I was born, I had no hair.

At five, I learned how to ride a bike.

Old age. We can learn a lot from old

people’s experience and knowledge.




1. Complete the sentences.

a. At the beginning, a foetus is as small as a grain of

b. At three months, a foetus measures about

A foetus already has a , legs, arms, fingers and a

c. At nine months, babies measure about centimetres

and are ready to be

A n s w e r s : a . s a n d . b . t e n c m s . , h e a d , h e a r t . c . f i f t y , b o r n .

2. Write the sentences in the correct chronological order.

a. We reach maturity when we are about 20 years old.

b. Babies learn how to walk when they are about 14 months old.

c. In childhood girls and boys grow taller.

d. Babies make sentences when they are about two years old.

e. Babies start to get teeth when they are about six months old.

1.

2.

3.

4.

5.

A n s w e r s : 1 – e . 2 – b . 3 – d . 4 – c . 5 – a .



4 6


1. Number the pictures in chronological order. Then answer the questions

Match.

birth •

umbilical cord •

pregnancy •

VOCABULARY

• when the baby leaves its mother’s womb

• the time a baby spends in its mother’s wom

• it connects the baby to its mother during p

• Which photo was taken when Mary was 16 years old?

• Which photo was taken most recently?

• Name two changes in Mary.

1

2

7

6

3

Num∫±® 3.

Num∫±® 7.

Model answer: Mar¥ ∑±arfi glasßefi.

S™æ hafi whi†æ hai®.

16

Worksheet 14. Date Tasks GROWTH AND CHANGE

1. Draw a picture of yourself when you were a baby, or glue a photo here.Write two things about yourself when you were a baby.

2. Do you take good care of your health?

Tick the true sentences.

I clean my teeth after every meal.

I go to the doctor when I am ill.

I exercise regularly.

I always wash my hands before I eat.

I eat lots of fruit.

I sleep at least eight hours every night.

3. What is your favourite free time activity?

Students' drawings or photos

Model answer:

I di∂ no† kno∑ ho∑

to tal§. I di∂ no†

kno∑ ho∑ to wal§.

✔

✔

✔

✔

✔

✔

Model answer: I li§æ to pla¥ footbal¬.



4 7

3. Complete with information about four family members: names and ages

Order from youngest to oldest.

Worksheet 15. DateORDE

H

1. Colour the pictures and write how long each living thing usually lives.

2. How long do the animals usually live? Order from the shortest life to the

Write the number of years, and then write the names.

years

years

yearsyears

years

Living thing Years

pelican 30

human being 80

turtle 100

frog 5

sheep 10

seal 15

cat 13

elephant 40

rat 3

< < < < < <

sheep

me

10

< < <

15

13 40

30

100

3 5

ra†

fro@ ca† πelica>

ßea¬

13 15 30

2 6 11 40

40 3 5

e

Model answer:Pe†e® Mot™e

Ja>æ

N o t e s :



48

UNIT CONTENT

Assessment criteria

• Understanding about the life cycles of vertebrates and invertebrates

• Understanding about the respiratory organs of animals

• Associating types of animal mouths with the food they eat

• Understanding how plants make food, take in air and reproduce

• Interpreting drawings and photographs about the reproduction of living things,animal breathing and plant nutrition

Content objectives

1. Finding about the main stages in the life cycle of some animals: a butterfly

2. Understanding that nutrition is a common life process for animals

3. Understanding how animals digest their food

4. Identifying the main organs and basic functions of the respiratory systemof animals

5. Understanding what fruit and seeds are for

6. Distinguishing different types of plant reproduction

7. Understanding how plants make their own food and take in air


Language objectives

1. Describing stages in the life cycle: First …; Next …; Finally …

2. Expressing quantity: All; many; most; some

3. Describing processes (present passive): … is transformed … is expelled.

4. Giving examples: Other organs like the stomach … Many animals, likezebras …

5. Explaining plant reproduction: When/if the fruit is ripe, it opens.

6. Describing purpose: … to make their food …, to make energy and proteins

• The life cycle of vertebratesand invertebrates

• Needs of animals and plants:eating and breathing

• The different types of plantreproduction

• Interpret drawings and photosto obtain information

• Explain things we observescientifically

• Describe the three stages of seed germination in order

• Develop a responsible attitudetowards animals and plants


Contents

UNIT 5

Life cycles



49

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Life cycles

http://www.bbc.co.uk/schools/scienceclips/ages/9_10/life_cycles.shtml

Interactive activities for different age groups with

resources for teachers. Useful for students and teachers.

Science

http://www.primaryresources.co.uk/science/science.htm

Ideas, resources, worksheets and lesson plans.

Useful for teachers.

Plant reproduction

http://www.thetomatozone.co.uk/#

Colourful activities for students.

Science resources

http://www.primaryresources.co.uk/online/plant.swf

Online activities, interactive presentations and teaching tools. Useful for students and teachers.

Other resources• Richmond World Facts


• Flashcards

• Posters


LEVEL

5

IT’S AL L I N T H E

SOIL



50

16 LIFE CYCLES

Life cyclesLOOK

1. The life cycle of vertebrates

Like people, other vertebrates change. They pass through

different stages: infancy, adulthood and old age.

The adult stage is the longest life stage for vertebrates.

When animals are adults they reproduce (have babies).

Mammals are viviparous animals. They are born from their

mother’s womb. Birds and other vertebrates are oviparous

animals. They are born from eggs.

2. The life cycle of invertebrates

Invertebrates also change. Some invertebrates, like butterflies,

change a lot from one stage to another.

• First, the adult female butterflies lay eggs.

A larva, that looks like a worm, comes out of each egg.

• Next, the larva stays still while its skin becomes hard.

This is a cocoon (pupa).

• Finally, the pupa opens and a butterfly comes out.

This is the adult animal.

Invertebrates are oviparous. They are born from eggs.

READ

Look at this photo.

• Which animal is the adult?

• Are the babies like the adult?

larva

The life cycle of a butterfly

➧

➧

➧

eggs

cocoon(pupa)

adultbutterfly

➧

Complete the sentence. The four stages of a butterfl y’s life cycle are…

24

25

26


Vocabulary. Write the following words and sentences on the

BB. The Ss copy and complete them with the appropriate word.

eggs / viviparous / hard / butterfly / oviparous

1. … animals are born from eggs.

2. … are born from their mother’s womb.

3. Adult female butterflies lay …

4. The larva stays still while its skin becomes …

5. The pupa opens and a … comes out.

Answers: 1. oviparous. 2. viviparous. 3. eggs. 4. hard. 5. butterfly.

1


Language objectives: 1.

Vocabulary

adult stage, cocoon, eggs, larva, life cycle, oviparous,

vertebrate, viviparous

M.A …egg, larva pupa (cocoon), adult.


• Associating the different stages in the life

cycle of some invertebrates with the same

animal

■ Hands on

■ Presentation

• Ss observe the photo. Ask: Which is

the adult bird? How is it different? (the one

on the left. It has dark feathers. The babies

are smaller and have light-coloured

feathers.)

• Write on the BB the words

adulthood/infancy /old age and ask the SS

to say in which order they occur. Ask the Ss

during which stage animals have babies.Then the Ss read and listen to .

• Tell the Ss to look at the diagram of the life

cycle of the butterfly. Ask: Does the larva

lay eggs? What does the larva become?

What comes out of the pupa (cocoon)?


• The Ss read and listen to . Then they

do the activity at the bottom of the page.


392

38

371

READ

LOOK

• Put some silkworms in a cardboard

box with white mulberry leaves.

• After a few days, ask Ss to observe

them. Ask: What has happened? (they

have made pupas) (cocoons)

• Ask: What happens when the pupas

(cocoons) open? (white moths come

out)



51


• Realising that fish take oxygen from the

water to breathe

• Understanding that some aquatic

mammals breathe air

■ Hands on

■ Presentation

• Ss look at the photo of the goats.

Ask: What is the name of these animals?

What are they eating?

• The Ss look at the zebra, the duck and the

fish. Ask: Which has a different breathing

system? (the fish because it lives in water)

• Explain that the duck and the zebra have

lungs and a breathing tube. The air enters

from the outside and goes into the lungs.

• Gills function like lungs. Water enters the

mouth and leaves through the gills. The

oxygen from the water passes into the

animal’s blood.

• Ask: Do dolphins have gills or lungs?

How do dolphins breathe?

• Ss listen to and and read and .

Then they answer the questions at the

bottom of the page.

214140

LOOK

LIFE CYCLES 17

Animals eat and breathe

1. Animals need to eat

All animals need to eat.

Herbivores eat plants, and carnivores

eat other animals.


Animals digest their food.

• Digestion begins in the mouth.

It continues in the other organs

of the digestive system,

like the stomach and the intestine.

• The waste is transformed into faeces.

It is expelled through the anus.

2. Animals need to breathe

• Many animals, like zebras and ducks,

breathe through their lungs.

• Other animals, like insects, breathe through

a tracheal system. Small tubes carry air

to the different parts of an insect’s body.

• Most aquatic animals, like fish, collect oxygen

from the water through their gills.

• Some aquatic animals, like dolphins,

come to the surface for air. They fill their lungs

with air, and then swim under water.

Animals use food and oxygen

to make energy and proteins for growth.

READ

Goats are herbivorous animals.

Many land animals breathe through their lungs.

gills

Fish breathethrough their gills.

lungs

zebra

duck

fish

lungs

Do fish breathe like people? Do zebras breathe like people?

27

28


Comprehension. Write the following sentences on the BB.

The Ss listen to again and then decide if the sentences

are true or false.

1. Zebras and ducks breathe through their gills.

2. Insects breathe through a tracheal system.

3. Small tubes carry water to the different parts of an insect’s

body.4. Fish collect oxygen from the water through their gills.

5. Dolphins come to the surface for air.

Answers: 1 – False. They breathe through their lungs. 2 – True.

3 – False. Small tubes carry oxygen … 4 – True. 5 – True.

41

1



Vocabulary

anus, breathe, carnivores, digestive system, faeces,

gills, herbivores, mouth, omnivores, tracheal system

M.A. No, fish collect oxygen from water through their gills.

Yes, zebras breathe air through their lungs like people.

Studying fish gills

• Take several fish to class and point at

the operculum, a hard flap protecting

the gills. These are located on both

sides of the head behind the eyes.

• Lift the operculum with a pair of

tweezers to show the gills.

Fresh fish. In fresh fish the gills are

bright red (oxygenated blood) and the eyes

are shiny.



52


• Identifying the different types of plant

reproduction

■ Hands on

■ Presentation

• The Ss look at the pictures of the

onion. Ask: Where do the roots grow? (on

the part touching the water) Where do the

leaves grow? (on the part in the air)

• The Ss then look at the drawing of

the tulip. The bulb is underground and the

roots grow underground, but it has an

aerial stem.

• Tell them to look at the potato plant andask: What grows underground? (tubers and

roots) Is there an aerial stem? (yes)

• Show the Ss the illustration of the

germination process and how fruit forms

on pages 35 and 36 in Book 3.


• The Ss listen to and and read

and . They then do the activity at the

bottom of the page.


2

14443

42

READ

LOOK


Vocabulary. Write on the BB the words: stem / bulb / roots /

leaf / flower. Then draw a tulip and add lines to indicate the

different parts of the plant. The Ss copy the drawing and then

label it with the words. They check their answers in the textbook.


They all contain one mistake which the Ss must find and correct.

1. Plants can’t reproduce in different ways.

2. When the fruit is ripe, the plant closes.

3. When a seed begins to grow it is called termination.

Answers: 1. Plants can …. 2. … the plant opens. 3. … it is called

germination.

2

1

tulip

roots

stem

leaf

flower

bulb

Describe the three steps of germination. First,... Then,... Finally,…

18 LIFE CYCLES

LOOK

Plants reproduce

1. Plant reproduction

Plants can reproduce in different ways.

Most plants produce flowers that become fruit.

Inside the fruit, there are seeds.

When the fruit is ripe, it opens and the seeds come out.

The seeds fall to the ground, and new plants grow.

When a seed begins to grow, it is called germination.

• First, the seed absorbs water from the soil.

• Then, the seed opens. A root grows down into the soil.

• Finally, a small stem grows.

2. Other types of plant reproduction

Some plants reproduce from stems

that are called bulbs or tubers.

• Bulbs are underground stems.

If we plant a tulip bulb, leaves grow.

Then a stem and a flower grow.

• Tubers also grow underground.

If we plant a tuber, like a potato, a new plant grows.

Look at the pictures.

• What happens if we put

an onion in a glass

of water?

day 1 day 5 day 8 day 15

leaves

roots

roots

stemtubers

flower

potato plant

READ

30

29

31

M.A. First, the seed absorbs water from the soil. Then, the seed

opens. A root grows down into the soil. Finally, a small stem grows.



Vocabulary

bulb, flower, fruit, germination, reproduction,

tuber

Cuttings

• Place a cutting in a glass of water.

• After a few days ask the Ss: What has

happened? (roots have grown)

• Put the cutting in a pot with moist soil.

• Ask Ss: What will happen to the

cutting? (It will grow and have new

leaves.)

Tubers. Tubers store food reserves.

We eat some of them, such as potatoes

and yams.



53


• Understanding plants make their own food

with inorganic substances

• Distinguishing the meaning of raw sap

and elaborated sap

■ Hands on

■ Presentation

• The Ss look at the pictures and

answer the questions. (The roots absorb

water and mineral salts from the soil. The

leaves take in oxygen from the air to

breathe and make food.)

• The Ss read the tree diagram. Ask:

Where do water and mineral salts enter the

plant? Where is food made?

• Ask the Ss the following questions: Is plant

nutrition different from animal nutrition?

(yes) Do plants need sunlight? (yes) Where

do land plants take oxygen from? (the air)

Where do water plants take their oxygen

from? (water) The Ss read and and

listen to and . Then they do the

activity at the bottom of the page.


“How do seeds travel?”


with the Activity book, page 20.

47➔E

R ➔

4645

21

READ

LOOK

Raw sap is t ransformedinto elaborated sap

in the leaves.

elaborated

sapraw

sap

The roots absorb

water and mineral saltsfrom the soil.

LIFE CYCLES 19

True or false? Decide and make more sentences.

Plant nutrition is the same as animal nutrition. Plants make their own food.

Plants need food and air

LOOK

READ

1. Plants make their own food

Plant nutrition is different from animal nutrition.

Plants make their own food. Then they use it.

These are the stages of plant nutrition:

• First, the roots absorb water and mineral salts from the soil.

This mixture is raw sap.

• Next, the raw sap travels up the stem to the leaves.

• Plants also need sunlight and carbon dioxide to make

their food.

• In the leaves, the raw sap is transformed into elaborated sap.

• Finally, the elaborated sap travels from the leaves

to the other parts of the plant, where it is used or stored.

2. Plants take in air

Plants take in air through little holes in their leaves.

• Land plants take oxygen from the air.

• Water plants take oxygen from the water.

Plants use oxygen and elaborated sap to make energy and proteins.

• What are the roots

of plants for?

• What are the leaves for?

32

33


Prepositions. Write the prepositions and sentences on the BB.

The Ss copy and complete the sentences. They can correct their

answers by listening to and .

into / of / up / from / through / in

1. Plant nutrition is different … animal nutrition.

2. There are three stages … plant nutrition.

3. First the roots absorb water and mineral salts … the soil.

4. Next the raw sap travels … the stem … the leaves.

5. … the leaves the raw sap is transformed … elaborated sap.

6. Finally the elaborated sap travels … the leaves … the other

parts of the plant.

Answers: 1. from. 2. of. 3. from. 4. up … to. 5. in … into.

6. from … to.

4645

1



Vocabulary

carbon dioxide, elaborated sap, leaves, mineral salts,

nutrition, oxygen, raw sap, roots, sunlight, water

(F), (T). M.A. Plants take in air through little holes in their leaves.

Raw sap is transformed into elaborated sap in the leaves.

Water and plants

• Take some stalks of wilted celery

to class.

• Cut the bottoms off and put them

in a little water with food colouring.

• After several hours they will start

to turn the same colour as the food

colouring and will be swollen and firm

(water has travelled up the stem).

Food. Green leafy vegetables are rich

in vitamins and minerals. Raw vegetables

have more vitamins than cooked ones.



54


into / of / up / from / through / in

1. Plant nutrition is different animal nutrition.

2. There are three stages plant nutrition.

3. First the roots absorb water and mineral salts the soil.

4. Next the raw sap travels the stem the leaves.

5. the leaves the raw sap is transformed elaborated sap.

6. Finally the elaborated sap travels the leaves

the other parts of the plant.

A n s w e r s : 1 . f r o m . 2 . o f . 3 . f r o m . 4 . u p … t o . 5 . i n … i n t o . 6 . f r o m … t o .

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.



5 5

18

Worksheet 16. DateANIM

1. Read and complete.

2. Draw the lifecycle of a butterfly. Write the correct stage below each

cocoon (pupa ), eggs , larva , adult butterfly .

inf ancy vertebrates reproduce old ag

The life cycle of vertebrates

, like people and elephants, change during their lives

different stages: , adulthood and . T

longest stage for vertebrates. When they are adults they

Ver†ebra†efi

infanc¥ ol∂ a@æ

®eprodu©

Students' drawings

eggfi larvå

adul† but†erfl¥ cocoo> (pup

19

Worksheet 17. Date Apply your knowledge PLANT REPRODUCTION

1. Read and order the pictures.

In nature, plants do not reproduce by cuttings. People use cuttings to create new plants.

• What do these pictures show?

Identify and number.

VOCABULARY

bulb

fruit

tuber

1 2 3

1 3

6

1

32

T™e¥ sho∑ plan† ®eproductio>.

5 2

4



5 6

20

Worksheet 18. Date

1. Read carefully.

2. What does disperse mean? Decide and tick.

collect scatter

3. Look and write.

How do seeds travel?

Some seeds f all on the ground

produce them. Others are disp

f ar from the original plant.

Seeds are dispersed in many

by water, by air and by anima

• Coconut seeds are protecte

Coconuts can float in water

• Dandelion seeds are attach

topped with fluffy white thre

They travel in the wind like

• Maple seeds have wings tha

on their own in the wind.

• Other seeds, like burrs, trav

of some animals, such as th

The purpose of all these seedsas f ar as possible, germinate a

✦ Name the plant.

★ Write how the seed travels.

✦

★

✦

★

✦★

map¬æ win∂

✔

bur® anima¬ fu® coconu† wa†e®

21

Project 1KEEPING RECORDS

RECORD YOUR FOOD CONSUMPTION

1. Instructions:

Keep a record over three days.

Write down what you eat and when you eat it.

Day 1 Time Day 2 Time Day 3 Time

2. Look carefully at what you ate.

a. Did you eat food from all the food groups?

b. Which food group should you eat more often?

Model answer:

Mil§, b®ea∂, but†e®, a> oran@æ

Pastå, tomato, chorizo, c™æesæ, a> app¬æ

Frui† jui©æ, biscuitfi

Lettu©æ, tomato, eggfi, b®ea∂, yogur†

7:30

1:30

5:30

9:00

Mil§, b®ea∂, but†e®, å bananå

Lentilfi, g®æe> ∫±anfi, fis™, yogur†

Frui† jui©æ, chocola†æ, b®ea∂

Carro†, souπ, haµ, c™æeßæ, b®ea∂, melo>

7:30

1:30

5:30

9:00

Mil§, b®ea∂, but†e®, å bananå

Ri©æ, µea†, πeafi, i©æ c®eaµ

Mil§ biscuitfi

G®æe> ∫±anfi, haµ, b®ea∂, yogur†

7:30

1:30

5:30

9:00

Yefi.

Grouπ 1.



5 7

22

1. Prepare a block of clay. 2. Find some

3. Press gently. 4. Let the clay

MAKE FOSSIL PRINTS OF LIVING THINGS

1. Follow these steps.

BUILD A MODEL OF THE THORAX AND LUNGS

globo

plastic

pulled

s

half a plastic

bottle

a balloon

2. Pull the sticky tape

down and explain

what happens.

23


2. Turn the green circle to see the different stages of the life cycle.

circles cut

out of card

soil

f asteners

MAKE LIFE CYCLE WHEELS


BUILD A SEED HOLDER

parsley seeds

▲

12

3

54

Project 4

Project 5

a transparent plastic

egg carton

2. Once the seeds have germinated, carefully transplant the small plants to a pot.



58

UNIT CONTENT

Assessment criteria

• Differentiating luminous and non-luminous bodies

• Understanding about the planets and other astronomical bodies

• Identifying the Sun as the source of light and heat we need for life

• Understanding the two movements of the Earth and their effect

Content objectives

1. Distinguishing luminous from non-luminous astronomical bodies

2. Understanding that the Sun is spherical

3. Recognising that the Sun is a star

4. Understanding the importance of the Sun for life on Earth

5. Identifying the different stars that make up the Solar System

6. Understanding how planets move in space

7. Understanding that day and night are related to the spin of the Earth on itsown axis

8. Associating the movement of the Earth around the Sun with the seasons of the year

Language objectives

1. Describing astronomical bodies: luminous, non-luminous

2. Comparing astronomical bodies : bigger than; closest to; further from; furthest

from

3. Phrasal verbs to describe characteristics: give off; made up of

4. Giving additional information: … that orbit the Sun … that reflects light …

5. Describing time taken: The Earth takes 24 hours to rotate …

6. Explaining facts: the movement of the Earth is what causes …

• Luminous and non-luminousastronomical bodies in theuniverse

• Astronomical bodies: stars,planets, satellites, comets

• The rotation of the Earth: day and night

• The Earth’s orbit: seasons

• Interpret diagrams about theSolar System and the Earth’smovements

• Compare two photos of different seasons of the yearto discover the differences

• Explain events we can observescientifically

• Concern about protecting oureyes from the Sun

• Interest in doing simpleexperiments to learn aboutcomplex things


Contents

UNIT 6

The universe



59

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Experiments,images and more

http://earthobservatory.nasa.gov/

Images of space, space exploration and atmospheric phenomena. Interactive experiments. Useful for teachers.

Space activities

http://ology.amnh.org/astronomy/index.htm

Information, games and activities about space.Useful for students.

Astronomy projects

http://www.neatherd.org/astronomy

A school website with interesting projects and activities.

Other resources



• Flashcards

• Posters


LEVEL

4

LIVINGO N T H E

MOO N



60

20 THE UNIVERSE

The universe

LOOK

1. Astronomical bodies

The stars, the Earth and the Moon are all astronomical bodies.

• Luminous astronomical bodies, like stars,

give off light and heat.

• Non-luminous astronomical bodies reflect light

from the Sun and the stars.

Planets, satellites and comets are all non-luminous.

2. The Sun

The Sun is a star, a very big, luminous astronomical body.

The Sun is yellow, and much bigger than the Earth.

The Sun gives us the light and heat we need for life.

What do you think this astronaut

can see?

• the Earth • the Moon

• stars • cities

• trees • cars

This is a comet. Comets donot have their own light.

They reflect light from the Sun.

Why should we never look straight at the Sun?


Luminous astronomical bodies: the Sun,… Non-luminous astronomical bodies: planets,…

READ

34



The students choose the correct alternative.

1. Luminous astronomical bodies GIVE OFF / REFLECT light

and heat.

2. Non-luminous astronomical bodies GIVE OFF / REFLECT light

from the Sun and stars.

3. Planets are LUMINOUS / NON-LUMINOUS.4. The Sun is a STAR / PLANET.

5. The Sun is much SMALLER / BIGGER than the Earth.

Answers: 1. give off. 2. reflect. 3. non-luminous. 4. star. 5. bigger.

1



Vocabulary

comets, luminous astronomical bodies, non-luminous

astronomical bodies, Sun, stars, satellites

M.A. Because sunlight can harm our eyes. …other stars.

…satellites, comets.


• Understanding that the Sun is a star

• Understanding the difference between

luminous astronomical bodies and non-

luminous ones

■ Hands on

■ Presentation

• Play . Ss listen, focus on the

picture of the astronaut and answer the

question. (From outer space we can see the

Earth, stars and the Moon.)

• Ask: What is the astronaut wearing?

(oxygen tanks to breathe, a spacesuit for

protection)

• Ask: Is the Sun a star? (yes) Why does it

look bigger than other stars? (The Sun looks

bigger because it is much closer.)

• Ask: Why is the Sun important for life on

Earth? (because the light and heat we get

from the Sun make it possible for us to live

on the Earth)


and . Then they do the activities atthe bottom of the page.

5049

21READ

48LOOK

Bodies and light

• Darken the classroom. Shine a torch.

It is like a luminous body because it

produces light.

• Ask a student to hold a mirror up and

focus the light on it. The mirror and the

light will be reflected to different partsof the classroom.

• The mirror is like a non-luminous body.

It does not produce light; it reflects the

light from the torch.

Space exploration. Billions are spent

on space exploration every year. Some

experiments have practical applications,

like discoveries of new materials.



61


• Understanding that stars are spheres

and have volume

• Understanding that the stars in the Solar

System orbit the Sun

■ Hands on

■ Presentation

• Ss look at the picture and guess the

planets you describe, for example: It is

between the Earth and Mercury (Venus).

It has a large ring (Saturn).

• Ask: What is the name of the Earth’s

satellite? (the Moon) How does it move?

(around the Earth)

• Ask: What do all the planets in the Solar

System have in common? Give the Ss three

alternatives to choose from: a) All the

planets orbit the Sun. b) All the planets are

the same size. c) All the planets are the

same distance from the Sun. (Answer: a)

• Play to practise vocabulary. Ss repeat

after the speaker.


and . Then they do the activity at



53

5221READ

51

LOOK

THE UNIVERSE 21

The Solar System

LOOK

READ

1. The Solar System

The Solar System is a group of astronomical

bodies. It is made up of the Sun

and the other bodies.

• Planets are astronomical bodies that orbit

the Sun. They get light from the Sun.

The Earth is a planet in the Solar System.

• Satellites are astronomical bodies

that orbit planets.

The Moon is the Earth’s satellite.

• Comets are astronomical bodies

that orbit the Sun. They have a tail

that reflects light from the Sun.

2. The planets

Nine planets orbit the Sun.

• Mercury, Venus, the Earth and Mars

are closest to the Sun.

They are small, rocky planets.

• Jupiter, Saturn, Uranus and Neptune

are further from the Sun. They are big

planets made mostly of gases.

• Pluto is furthest from the Sun.

1

2

3

4

5

6

7

8

9

10

The Sun

Mercury

Venus

The Earth

Mars

Jupiter

Saturn

Uranus

Neptune

Pluto

1

3

42

5

67

8

9

10

Name the nine planets of the Solar

System in order. Mercury,…

35

36 37


Definitions. Write the following definitions on the BB.

Ask the Ss to decide which word from the following list

corresponds to each definition.

comets / Solar System / Satellites / Pluto / planets

1. A group of astronomical bodies

2. Astronomical bodies that orbit the sun

3. Astronomical bodies that orbit planets

4. Astronomical bodies that have a tail that reflects light from

the Sun

5. The planet that is furthest from the Sun

Answers: 1. The solar system. 2. planets. 3. satellites. 4. comets.

5. Pluto.

1



Vocabulary

comets, Earth, Jupiter, Mars, Mercury, Neptune, planets,

Pluto, satellites, Saturn, Solar System, stars, Venus

M.A. ...Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune

and Pluto.

Living model

• Cut up card and colour it to make the

Sun and the other planets in the Solar

System.

• Choose twelve Ss to hold up the

eleven planets and the Sun.

•The Sun stands in the centre, and the

other planets surround it in their

relative positions.

• Ask the Ss to start walking around the

Sun, following elliptical paths,

maintaining their relative positions.



62


• Understanding that the rotation of the

Earth causes day and night

• Understanding that when it is day in one

zone it is night in the opposite zone

■ Hands on

■ Presentation

• The Ss look at the two photos and

identify day and night and say how they

know. (In photo 1 it is night because there

are street lights, artificial light and in photo

2 it is day because there is Sun and naturallight.)

• Ask: How can we tell an entire day has

passed without looking at a clock? (First it

was daytime, with natural light, and then

night-time, without natural light. We did

different activities: we went to school, we

ate lunch and dinner, we slept …)

• Have Ss record the activities they do during

the day and night in chronological order.

• Ask two volunteers to explain what causes

day and night. They can use a ball and

a torch.


and and then do the activity at the

bottom of the page.


55

5421READ

LOOK


Word order. Write on the BB the words of 5 sentences

in the wrong order. The Ss must re-write the sentences

with the words in the correct order.

1. is / moving / always / Earth / the

2. its / on / rotates / it / axis.

3. takes / the / Earth / 24 hours / rotate / to

4. a / Earth / the / sphere / is

5. cannot / entire / reach / sunlight / surface / the

Answers: 1. The Earth is always moving. 2. It rotates on its axis.

3. The Earth takes 24 hours to rotate. 4. The Earth is a sphere.

5. Sunlight cannot reach the entire surface.

1

The Earth rotates on itsown axis.

1

2

22 THE UNIVERSE

LOOK

The rotation of the Earth

1. The rotation of the EarthThe Earth is always moving. It rotates on its axis.

The Earth takes 24 hours, or a day, to rotate completely.

2. Day and night

The Earth is a sphere.

The light from the Sun cannot reach the entire surface.

• On the part of the Earth facing the Sun, it is day.

• On the part of the Earth facing away from the Sun,

it is night.

READ

Match the words to the photos:

• day

• night

Make another sentence. Change the underlined words.

On the part of the Earth facing the Sun, it is day.

38

M.A. …facing away…night.



Vocabulary

axis, day, Earth, night, rotation, sphere

Day and night

• Darken the classroom. Ask a student

to stand facing your desk. Focus the

torch on the student’s chest.

• Ask the student to turn slowly. As he or

she turns, different parts of the body

will be illuminated. When there is light

on the chest, it is day. What happens on

the back? (It is night.)

• The Sun illuminates the Earth in a

similar way during rotation.



63


• Understanding that the movement of the

Earth around the Sun is what causes the

seasons

■ Hands on

■ Presentation

• The Ss look at the two

pictures. Ask: What differences are there?

They should associate the seasons with

the movement of the Earth around the Sun.

• Then the Ss look at the orbit representedby a circle in the drawing to show that the

seasons are not caused by differences in thei

distance from the Sun in winter and summer.

• The Sun’s rays fall to Earth at a more

direct angle, almost perpendicular, during

the summer making it warmer.

• Ss read and listen to and then

complete the sentence at the bottom of

the page.

• Play . Ss listen to the recording and

read the text.

• Class Survey. The Ss ask each other:

Which is your favourite season? Why?

They compare answers in small groups.


“Is the Earth round or flat?” This

additional recorded text can be used with the


58➔E

R ➔

57

561READ

LOOK AND READ

THE UNIVERSE 23

The seasons

LOOK AND READ

1. The Earth’s orbit

The Earth moves around the Sun.

This movement is called an orbit.

The Earth takes about 365 days to complete

its orbit around the Sun.

These are the 365 days of the year.

This movement of the Earth around the Sun

is what causes the seasons.

When the Earth moves around the Sun,

part of the Earth receives more sunlight

and heat. It is summer there.

Another part of the Earth receives less sunlight

and heat. It is winter there.

There is autumn between summer and winter.

There is spring between winter and summer.

autumn

spring

The seasons of the year in the northern hemisphere

winter

This season begins

in December andfinishes in March.

autumnThis season begins in September

and finishes in December.

spring

This season begins in Marchand finishes in June.

Sun

Earth

summer

This season begins in June

and finishes in September.

Complete the sentence. The four seasons of the year are...

39

40


Listening. Write the questions on the BB. The Ss listen

again to and answer them. They compare their answers

in pairs and then check with the text on page 23.

1. What is the movement of the Earth around the Sun called?

2. How long does it take the Earth to go round the sun?

3. The movement of the Earth around the Sun causes the ...

4. What season has more sunlight?

5. What season has less sunlight?

6. What is the season between summer and winter?

7. What is the season between winter and summer?

Answers: 1. orbit. 2. 365 days. 3. seasons. 4. summer. 5. winter.

6. autumn. 7. spring.

56

1



Vocabulary

autumn, Earth, orbit, seasons, spring, summer, winter,

year

The Earth’s orbit

• Student 1 stands in the centre of the

room with a sign saying SUN. Student

2, with a sign saying EARTH, walks in

a circle around student 1.

• Ask four more students to replace

student 2 as Earth. Each has a sign:

SPRING, SUMMER, AUTUMN, WINTER,

as in the picture.• When the SUN faces each season,

student 1 calls out the name of the

season.

M.A … spring, summer, autumn, winter.



6 4

Worksheet 19. Date

24

Sun

1. Read the clues and write the names of the planets.

2. Colour the planets. Use the key in Activity 1.

◆ It is the planet furthest from the Sun.

◆ It is the planet we live on.

◆ It is the 4th planet from the Sun. Its name begins with M.

◆ It has a large ring around it. Its name begins with S .

◆ It is located between Uranus and Pluto.

◆ It is the closest planet to the Sun.

◆ It is the only planet besides Earth that begins with a vowel.

◆ It is the largest planet. Its name begins with J .

◆ It is the brightest planet in the night sky. Its name begins with V .

Pluto

Eart™

Marfi

Satur>

Neptu>æ

Mercur¥

Uran

Jupi†e®

Worksheet 20. Date Apply your knowledgeMOVEMENTS OF THE EARTH

3. Look at the globe. When it is daytime in Europe, where is it night?

Decide and identify one country.

2. Look at the pictures. Write the season of the year below each picture.

Write the names of the three months in each season.

1. Compare the two movements of the Earth.

Tick the correct column.

25

Rotation Orbit

The Earth rotates on its axis. ✓

The Earth moves around the Sun.

It takes 365 days.

It takes 24 hours.

It causes day and night.

It causes the seasons.

win†e® - De©em∫±®, Januar¥

an∂ Februar¥

✔

✔

✔

✔

✔

sprin@ - Marc™, Apri¬

an∂ Ma¥

autum> - Sep†em∫±®

Octo∫±® an∂ No√±m∫±®

sumµe® - Ju>æ, Jul¥

an∂ Augus†

Model answer:

Australiå



6 5

Worksheet 21. Date

26

1. Read carefully.

Is the Earth round

Today everybody knows

However, this idea was

only around five hundre

For a person standing o

it was easy to imagine t

It seemed that the Sun,

orbited the Earth. Peop

a very long time.

However, in 1520, Mag

around the world in the

without a doubt, that th

3. What does Earth look like from space?

4. If the Earth were flat, could we go around the world in a ship?

2. What is the main idea in the text?

Decide and tick.

The Earth is a sphere.

The Earth is flat.

People used to think the Earth

was flat, but now we know

it is a sphere.

Iƒ t™æ Eart™ ∑e®æ fla†, ∑¶ coul∂ no† go aroun∂ i† i> å

✔

I† lookfi li§æ å sp™e®æ. I† lookfi bl¤æ.

∑¶ woul∂ fal¬ o‡£ t™æ ed@æ.

N o t e s :



66

UNIT CONTENT

Assessment criteria

• Describing minerals using their properties

• Understanding the uses of minerals and rocks

• Recognising soil types and distinguishing the layers of the soil

• Explaining where underground water comes from

• Obtaining information from photographs and drawings

1. Learning the properties and uses of minerals

2. Understanding where minerals come from

3. Learning what rocks are and how we use them4. Understanding where rocks come from

5. Distinguishing the layers of soil and their composition

6. Recognising the different types of soils

7. Understanding where underground water comes from and how it is extracted

Language objectives

1. Defining things: Minerals are …; Rocks are …; An oasis is where ….

2. Expressing possibility: They can be part of rocks … can grow in poor ground

3. Describing the composition of things: Granite is made up of … Fertile ground has …

4. Describing location: on the Earth’s surface; under the ground5. Explaining the uses of things: ... to make jewellery; ... used for building

6. Describing quantity: a lot of; very little; a few

• Minerals and rocks and theiruses

• Properties of minerals

• Where minerals and rockscome from

• Layers of soil

• Types of soil: fertile, poor, very poor

• Underground water

• Study and describe theproperties of some mineralsusing photographs

• Give examples of differentuses of rocks and minerals

• Interprete diagrams about soilstructure and use of underground water by humans

• Curiosity about thesurroundings and theircharacteristics

• Satisfaction from being ableto explain events scientifically


Contents

UNIT 7

Minerals



67

UNIT 0

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Rocks and minerals

http://volcano.und.edu/vwdocs/vwlessons/lessons/Slideshow/Slideindex.html

Pictures and descriptions of minerals and rocks.

Useful for teachers and students.

Rocks and links

http://www.rocksforkids.com/

Information about rocks and minerals.

Links to other related pages. Pictures of rocks.Useful for teachers and students.

Underground water

http://www.dcs.exeter.ac.uk/water/underwa.htm

Simple diagrams. Educational site withillustrations and simple explanations.

Useful for students and teachers.

The environment

http://www.environment-agency.gov.uk/fun/

Activities and games about the environment.Useful for students.

Other resources



• Flashcards

• Posters


MAKING

MOUNTAINS

www.richmondelt.com

LEVEL

4



68

24 MINERALS

MineralsREAD

1. Minerals

Minerals are natural materials.

Besides being found on their own,

they can be part of rocks, animal bones and shells.

There are minerals on the Earth’s surface,

and under the ground.

Each mineral is different:

• Shape:

Some minerals are regular, like pyrite.

Others, like turquoise, are irregular.

• Colour:

Each mineral has a typical colour or colours.

• Shiny or dull?

Some minerals, like pyrite, are shiny.

Others, like chalk, are dull.

• Hard or soft?

Diamond is the hardest mineral.

Gypsum is the softest.

2. Minerals are useful

• We use minerals like gypsum to build buildings.

• We use minerals like diamonds to make jewellery.

Animal shells are made

of minerals.

A gold brooch with precious

stones

rubies

golddiamonds

Pyrite is a cube shaped mineral.It is grey and shiny.

Gypsum is a white or red

mineral. It is dull and soft.

emeralds

pyrite cubes


Each mineral is different. There are four ways to describe

minerals: shape, …

41



Ask Ss to say if they are True or False.

1. Diamond is the softest mineral.

2. All minerals are white.

3. Pyrite is grey and shiny.

4. Gypsum is a hard mineral.

5. Turquoise is irregular.

6. Chalk is shiny.

Answers: 1. False. 2. False. 3. True. 4. False. 5. True. 6. False.

1


Language objectives: 1, 2, 3, 4, 5, 6.

Vocabulary

diamond, dull, emerald, gold, hard, jewellery,

minerals, rocks, ruby, shape, shiny, soft

M.A. …colour, shiny or dull, hard or soft.


• Use of the right vocabulary to describe

minerals

• Superlative adjectives: hardest, softest

■ Hands on

■ Presentation

• Look at the picture of the snail. Ask:

What other animals have shells? (turtles,

starfish, crabs, clams ...) Minerals make

their shells hard and give them protection.

• Show the Ss some jewellery with precious

stones. Draw attention to the shine and

colour. Precious stones do not look the

same when they are found in the ground.

They are cut and polished to obtain

a smooth, shiny surface.

• We also obtain metals from minerals.For example, iron comes from pyrite.

• Ask: Where can we find minerals in nature?

(the ground, shells, bones, rocks …)

How can we distinguish one mineral from

another? (shape, colour, texture …) What are

minerals used for? (buildings, jewellery …)

• Play . Ss practise the vocabulary.





61

6021

59

READ

Studying minerals

• Take some minerals to class so the Ss

can see and touch them.

• Ask: What colour is gold? Is pyrite

shiny? What is cinnabar?

Miners. Miners have a dangerous job

and deserve our respect. The dust they

breathe can harm their lungs. They also

face other dangers: accidents, explosions ...



69


• Understanding that rocks and minerals

are not the same thing

■ Hands on

■ Presentation

• Ask: Where can we find

rocks in nature (mines, quarries …) What

do we use rocks for? (building, fuel ...) The

colours in the photo of the granite show it

is made up of three different minerals:

quartz is white, feldspar is yellowish

and mica is black.

•

Granite comes from quarries. First, hugeblocks are cut. Later, in factories, the

granite blocks are used for different things.

• Monuments built by the ancient Egyptians

with granite are a testimony to its

resistance.

• Tell Ss that coal is used less and less

for fuel because it pollutes the air.




• Play to practise the vocabulary.64

63

6221

LOOK AND READ

MINERALS 25

Rocks are natural materials

LOOK AND READ

1. Rocks

Rocks are materials made up of minerals.

We dig mines to obtain rocks that are under the ground.

We dig quarries to obtain rocks that are on the surface.

2. Rocks are useful

• Slate, marble and granite are used for building.

• Coal is used for fuel. We burn it to obtain heat.

Coloured marble was used to

build this cathedral in Italy.

feldspar

micagranite

quartz

We obtain granite

in quarries.

Granite is hard and resistant.

The ancient Egyptians usedgranite to make sculptures.


We dig mines to obtain rocks. Marble is used for fuel.

Granite

Granite is made up of three different minerals:

quartz, feldspar and mica.

42

43



Ask the Ss to draw lines and make correct sentences.

1. Mines are a. for building.

2. Quarries are b. to obtain heat.

3. We use granite c. under the ground.

4. We burn coal d. on the surface.

Answers: 1 – c. 2 – d. 3 – a. 4 – b.

Vocabulary. Write the three headings ROCKS, MINERALS, PLACES,

on the BB. Ss say which category the following words belong to.

quartz granite slate mines feldspar marble quarries coal mica

Answers: rocks: granite, slate, marble, coal; minerals: quartz,

feldspar, mica. places: mines, quarries

2

1



Vocabulary

building, coal, dig, granite, mines, quarries, rocks,

sculptures

(T) (F). M.A. Marble is used for construction.

Useful rocks

• Collect photos of the many uses of

rocks: sculptures, stairs, floors, walls,

buildings. Ask Ss: What are they made

of? (They are made of different rocks /

materials.)

• The Ss make sentences. Examples:

This sculpture is made of grey marble.

The wall is made of granite. The stairs

are made of pink marble.

Ancient monuments. We are all

responsible for the preservation

of ancient monuments.



70


• Understanding that soil is not only the top

layer we can see

• Realising that there are large masses

of water under the ground

■ Hands on

■ Presentation

• Guide Ss in their interpretation of

the diagram. What are the names of the

three layers of soil? (top, middle, bottom)

What can we see in the top layer? (plants,

animals …) And in the middle and bottom

layers? (rocks) Describe the rocks in the

bottom layer (big) …


Ss repeat after the speaker.

• Ask a Ss to use the drawing to explain how

we extract underground water from a well.





“Gems.” This additional recorded text is

for more advanced classes.

➔E

R ➔

67

6621

65

READ


Comprehension. Write the sentences on the BB. Underline the

options. Ask Ss to choose the correct answer. They can check their

answers by listening again to .

1. Humus is made up of the remains of living things like leaves /

rocks.

2. Fertile / Poor ground is good for growing plants.

3. Very poor ground is mainly made up of water / rocks.

4. Humus is usually in the top / bottom layer of soil.

5. We find bigger / smaller rocks in the bottom layer.

Answers: 1. leaves. 2. Fertile. 3. rocks. 4. top. 5. bigger.

66

1

26 MINERALS

READ

Soil and underground water

1. Types of soil

The ground is made up of rocks, sand, soil, air, water and humus.

Humus is the remains of living things like leaves.

• Fertile ground has a lot of water, air and humus.

It is good for plants.

• Poor ground has little water, air and humus.

Only resistant plants, like olive trees,

can grow in poor ground.

• Very poor ground, for example in the desert,

is mainly made up of rocks.

Very few plants can grow there.

There are three main layers:

• The top layer is made up of sand, soil and humus.

• The middle layer is made up of sand, soil and rocks.

• The bottom layer is made up of bigger rocks.

2. Underground water

Some water from rain filters through the ground

and reaches the bottom layer of rocks.

These rocks do not let the water filter any further.

It stops and becomes underground water.

In deserts, this underground water creates an oasis.

An oasis is where people and animals can find water.

Plants grow in the ground.

Animals such as earthworms,

ants and moles live underthe ground.

t o p l a y e r

snail

earthworm

ant nest

plants

mole

m i d d l e l a y e r

b o t t o m l a

y e r

We can extract undergroundwater from a well.

Describe the three main layers of soil.

The top layer... The middle layer… The bottom layer…

44

45

M.A. …is made up of sand, soil and humus. … is made

up of sand, soil and rocks. … is made up of bigger rocks.


Language objectives: 1, 2, 3, 4, 5, 6, 7.

Vocabulary

Soil, humus, fertile, poor, layer, water

underground, oasis

Fertile soil

• Prepare three pots: one with moist,

fertile soil; a second with dry soil;

and a third with only stones.

• Put seeds in each. Ask: What will

happen to the seeds in each pot?

• Wait several days. Only water the firstpot.

• The seeds will only grow in the first pot

because it has moist, fertile soil.

Drinking water. In some parts of the

world, the drinking water is underground.

Human activities, pesticides and fertilizers

can pollute underground water.



7 1

Worksheet 22. Date ApMI

1. Find the names of four minerals and four rocks. Circle them using the c

2. Look at the minerals and complete.

red: minerals

diamondpyrite turquoise

Shiny or dull:

Use:

green: rocks

V L O D I A M O N D

C H A L K E C S N J

L P S L A T E K R T

W C G R A N I T E P

C O A L W X S A P I

S W M A R B L E B Z

Y D Q U A R T Z X F

M I C A B S I U W D

shin¥

c™emica¬

industr¥

shin¥

∆e∑±l¬er¥

dul¬

∆e∑±l¬er¥

bottom layer

top layer

middle layer

28

Worksheet 23. Date Apply your knowledgeSOIL AND UNDERGROUND WATER

1. Decide and match

Circle the four words related to underground water.

ants well rocks balloon

rain air humus oasis

VOCABULARY

3. Colour the oasis and answer the questions.

• What is an oasis?

• Why can more plants grow in an oasis than

in other places in the desert?

sand •

rocks •

humus •

soil •

2. Think carefully. Answer the questions.

• Which is the best type of soil for lettuce?

• Why are there very few plants in the desert?

Model answer:

Model answer:

Ferti¬æ soi¬.

Becaußæ t™æ groun∂ ifi √±r¥ poo®.

Becaußæ t™e®æ ifi wa†e®.

A> oasifi ifi å pla©æ i> å ∂eßer†.

T™e®æ ifi un∂ergroun∂ wa†e®.



72

UNIT CONTENT

Assessment criteria

• Understanding what ecosystems are

• Recognising the living things that form food chains

• Identifying interactions among living things in ecosystems

• Distinguishing the living and non-living things in ecosystems

• Identifying the living things and their food interactions in the sea and forest

Content objectives

1. Understanding the concept of an ecosystem

2. Ordering living things in simple food chains


4. Understanding forests are ecosystems

5. Identifying the main habitats, typical living things and food interactionsin forests

6. Learning that the sea is an ecosystem

7. Identifying living things and food interactions in the sea

Language objectives

1. Comparing and contrasting: Some plants need … others need …

2. Giving examples: like palm trees; for example, bears; such as frogs

3. Describing a food chain (sequence): … starts with; next; finally

4. Expressing quantity: many birds; not much light; a few fish

5. Describing location: on a tree trunk; under the ground; in bushes

6. Superlatives: the biggest ecosystem; the most common plant

• What ecosystems are• What ecosystems are made up

of

• Types of ecosystems

• Interactions between livingthings in ecosystems

• Food chains

• Identify living things in specificecosystems

• Recognise the interactionsamong living thingsin ecosystems

• Distinguish living and non-living things in ecosystems

• Distinguish habitats and zonesand the living things foundthere

• Identify food interactionsin the forest and in the sea

• Know and appreciate that weget food from the sea

• Respect the environment

• Appreciation for all theecosystems


Contents

UNIT 8

Ecosystems



73

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Science site

http://www.kidport.com/RefLib/Science/ScienceIndex.htm

A reference library for science with detailed

explanations and photographs of plants and animals.

Ecosystems

http://www.fi.edu/tfi/units/life/habitat/habitat.html

Detailed but simple explanations with plenty of

photographs and diagrams about ecosystems and habitats. Useful for students and teachers.

Habitats

http://www.hitchams.suffolk.sch.uk/habitats/hedge.htm

Colourful interactive site with the different habitats and

the animals living there. Good for working at animal vocabulary. Useful for students.

Other resources



• Flashcards

• Posters


LEVEL

5

ISLANDLIFE



74

ECOSYSTEMS 27

1. Plants and animals live together

Plants need water and light to survive.

Some plants, like beech trees, need a lot of water.

They grow in wet places. Others, like palm trees,only need a little. They grow in dry places.

It is the same for animals.

For example, bears live in cool, wet p laces. In each place,

we find plants and animals that need the same things.

2. What is an ecosystem?

An ecosystem is a place and the living things that live there.

For example, a forest is an ecosystem.

• In an ecosystem, there are living things like plants and animals.

• There are also non-living things like soil, rocks and wind.

EcosystemsLOOK AND READ

Bears and beech treeslive in cool, wet places.

Big and small ecosystems

The size of an ecosystem varies. Some ecosystems are big,

like the savannah. Others are small, like a pond.

People live in hot and cold places. Are their houses, clothes and food different?


In an ecosystem, there are living things like... In an ecosystem, there are non-living things like…

The savannah is a very big ecosystem.Grasses, bushes and trees live on the savannah.

There are also many different animalslike zebras, gnu, hyenas and lions.

Even in a pond we can find

many animals such as frogs,dragonflies and snails.

There are also water plants.

46

47


Opposites. Write the sentences on the BB. Ask the Ss to copy

them but to write the opposite of the underlined word(s).

1. Some plants need a lot of water.

2. Some plants grow in wet places.

3. In an ecosystem there are living things.

4. Some ecosystems are very big.

Answers: 1. a little. 2. dry. 3. non-living. 4. small.

Vocabulary. Write these words on the BB.

Ask Ss to classify them under the headings: ANIMALS, PLANTS

bushes grasses zebras palm trees frogs snails beech trees bears

Answers: Animals: zebras, frogs, snails, bears.

Plants: bushes, grasses, palm trees, beech trees

2

1



Vocabulary

animals, ecosystems, living things, non-living

things, plants, pond, savannah

M.A. Yes. For example, in polar areas people eat raw fish. In the savannah they hunt

animals and cook them over fires. …plants and animals. …soil, rocks and wind.


• Understanding that ecosystems include the

place and the living things that live there

• Like, such as for giving examples

■ Hands on

■ Presentation

• Say: What can we learn

about animals by studying them in their

habitats? Answer: what they eat; how they

interact with other living things; if they live

in water or on land; if they hide among

rocks or under the ground …

• Look at the photo of the bear and the

savannah. Ask: What do the plants and

animals that live in the same habitat have

in common? Why can zebras and hyenas

live in the same place? Why are there living

and non-living things in ecosystems?

• Explain that in the city there are also

different ecosystems; for example, gardens

and parks. Ask what kinds of living things

live there.

• The Ss read and with and .


the page.

• Play . Ss listen to the recording,

then read the texts.


71

706921

LOOK AND READ

Ants

• Ss observe ants in nature and talk

about them. Ask: What do you notice

about the ants?

• Answers: Ants are social insects; they

live in groups, they share the work

(a single queen lays the eggs, the

workers collect food, the soldiersdefend the colony); they build ant hills

under the ground; they collect food and

store it; they can carry things many

times their own body weight.



75


• Identifying different interactions between

living things

■ Hands on

■ Presentation

• Write examples of food chains,

some in jumbled order:

Earthworm – blackbird – eagle.

Acorn – field mouse – owl.

Grass – zebra – lion.

Fly – frog – stork.

Fish – seagull – crocodile.

• Ask: Can there be food chains without

herbivorous animals? (no) Why do foodchains begin with plants? (Plants make

food.)

• In the central photograph, there is a tree

trunk covered in leaves from another plant.

This is a climbing plant that grows up the

trunk to reach the light.

• Ss read and with and . They

then do the activity at the bottom of the

page.


737221

LOOK

eagle

rabbit

The food chain:

Rabbits eat grass.Eagles eat rabbits.

grass

➧

➧

28 ECOSYSTEMS

1. Food in an ecosystem

In an ecosystem:

• Plants make their own food.• Herbivorous animals eat plants.

• Carnivorous animals eat other animals.

A food chain is a group of animals

and plants that feed off each other.

A food chain starts with a plant.

Next, a herbivore eats the plant.

Finally, a carnivore eats the herbivore.

2. Other interactions

There are other important interactions.

• Some plants live on other plants.

(Look at the photo.)

• Many birds build their nests in trees.

• Many animals, like zebras and sardines,live in groups to defend themselves or to find

food.

Living things interact

LOOK

Describe a food chain. A food chain starts with... Next,… Finally,…

A group of animals

on the savannah

A climbing planton a tree trunk

48



The Ss copy them and write the answers without referring

to their books. They should write complete sentences.

1. What does a rabbit eat?

2. What does an eagle eat?

3. Where do many birds build their nests?

4. Why do animals live in groups? (2 reasons)

Answers: 1. It eats grass. 2. It eats meat/animals. 3. They build

them in trees. 4. They live in groups to defend themselves and

to find food.

1


Language objectives: 1, 2, 3, 4, 5, 6, 7.

Vocabulary

carnivorous, ecosystem, food chain, herbivorous, interaction

M.A. …a plant…a herbivore eats the plant…a carnivore eats

the herbivore.

Food chains

• The Ss role-play specific plants

and animals.

• First, they write the names on a sign.

Then, ask them to form groups of three

to make food chains. Finally, the

“animals” identify themselves as

carnivorous or herbivorous.

(I’m herbivorous. I eat grass.)

Human activities. People also interact

with other living things. These interactions

can be harmful to nature, like excessive

hunting or they can be beneficial, such as

helping to protect endangered species.



76


• Distinguishing forest habitats

and identifying the living things

in the four habitats

■ Hands on

■ Presentation

• Ask: Why are forests ecosystems?

(They are places with living things.)

What sounds can we hear in a forest?

(birds singing, animals walking on leaves,

the wind in the trees, streams …)

• Ss read and with and .

• Organise information in a table: THE

FOREST. First level: Living things / Food.

Second level: Plants – Invertebrates –

Vertebrates / Herbivores – Carnivores –

Omnivores. Third level: Examples.

• Explain that many forest animals build

dens under the ground for protection.

There they sleep, give birth, and care

for their young.

• Play . Ss listen to the recording,



of the page.

76

LOOK

757421

READ



Ask Ss to choose the correct word.

1. The biggest plants in a forest are bushes / trees.

2. Insects and worms are vertebrates / invertebrates.

3. Owls, rabbits and mice are vertebrates / invertebrates.

4. Plants take substances from the ground with their leaves /roots.

5. Omnivorous / carnivorous animals eat plants and other animals.

Answers: 1. trees. 2. invertebrates. 3. vertebrates. 4. roots.

5. omnivorous.

1

ECOSYSTEMS 29

2. Food in a forest

Plants make their own food. They use sunlight,

carbon dioxide and substances they take from

the ground with their roots. Animals eat different

types of food.

• Herbivorous animals, like squirrels and deer,

eat leaves, fruit and other parts of plants.

• Carnivorous animals, like wolves,

eat other animals.

• Omnivorous animals, like wild boar,

eat plants and other animals.

1. Living things in a forest

• The biggest plants are trees.

There are also bushes and grasses

in a forest.

• Insects, like beetles, are the

biggest group of invertebrates.

Spiders and worms are also invertebrates.

• There are vertebrates in the forest,

like owls, rabbits and mice.

Forests are ecosystems

READ

Complete the sentence. There are four main habitats in a forest:…

LOOK

Forest animals and their habitats

There are four main habitats:

trees, bushes, grass and under the ground.

Animals, like ants,

earthworms and moles,live under the ground.

Many insects, and somespiders and lizards,

live in grass.

Insects, like bees, live in bushes.Big animals, like deer,

also live in bushes.

Insects and birds

live in trees.

49

50

M.A. … trees, bushes, grasses and under the ground.



Vocabulary

bushes, carnivorous, food, forest, grasses,

habitat, herbivorous, omnivorous, trees

My forest

• Ss cut out pictures of animals and

plants.

• They glue them on a poster to make

a forest.

• Then they write a text about their

forest: what the animals are like,

where they live, types of plants,

temperature …

Forest fires. Fires are destructive.

They can endanger trees that have taken

many years to grow. They can also harm

animals and their habitats.



77


• Understanding that seaweed fulfils the

same role as plants in a forest

■ Hands on

■ Presentation

• Ask: What can we get from the sea?

(fish, seafood, seaweed …)

• Explain that seaweed makes its own food

like plants, but it has no roots, stems or

leaves. Seaweed plays a similar role in the

food chain of marine ecosystems as plants

in land ecosystems.

• Organise information on a table:

THE SEA. First level: Living things / Food.

Second level: Seaweed – Invertebrates –Vertebrates / Herbivores – Carnivores –

Omnivores. Third level: Examples.

• Ss read and with and .




“Coral reefs.” This additional

recorded text can be used with the


80➔E

R ➔

79

787721

LOOK

READ

30 ECOSYSTEMS

The sea is an ecosystem

READ

LOOK

2. Food in the sea

• Seaweed and sea plants make their own food.

• Herbivorous animals, like seahorses,eat seaweed.

• Carnivorous animals eat other animals.

For example, hake eat smaller fish.

• Omnivorous animals, like whales,

eat other animals and seaweed.

1. Living things in the sea

• Seaweed is the most common plant

in the sea.

• Many invertebrates, like jelly fish and

mussels, live in the sea.

• Fish are the biggest group of vertebrates.

There are also mammals, like dolphins,

and reptiles, like turtles, that live in the sea.

The Earth’s biggest ecosystem

The sea is the biggest ecosystem.

It covers most of the Earth’s surface.

3. In the deep sea there is not

much light and very little food.There are very few living

things. A few fish live there.

2. On the high sea there aredolphins, fish and jelly fish.

1

2

3

There are three main zones in the sea:

the coast

the high sea

the deep sea

1

2

3

1. There is seaweed nearthe coast. There are crabs,

mussels and clams, too.

• What food do we get from the sea?

carnivorous omnivorous herbivorous


Whales are … animals. Hake are … animals. Seahorses are … animals.

51 52

53



The Ss complete them with the correct words

and compare with a partner.

1. The biggest group of sea vertebrates are … (fish)

2. The … is the biggest ecosystem. (sea)

3. There are … main zones in the sea. (three)

4. In the … sea there is not much light. (deep)

Word game. Write these words on the BB:

vertebrates invertebrates herbivores carnivores omnivores

Ss work in pairs and test each other like this:

A: A carnivorous animal. B: Hake. An invertebrate.

A: Jelly fish. An omnivorous animal. B: Whale.A vertebrate …

2

1



Vocabulary

carnivorous, deep sea, food, herbivorous, omnivorous,

seaweed

Main zones in the sea

• Put a big poster on the BB. Draw a

wavy line to represent the depth and

a horizontal line to represent sea level.

• Ss draw different living things in the

correct zones. Coast: mussels on rocks;

crabs, seaweed. High sea: whales, jelly

fish, dolphin. Deep sea: a few fish.

M.A… omnivorous. … carnivorous … herbivorous.

Protecting the sea. Some species

are in danger of extinction. To prevent this,

fishing is prohibited in some areas during

certain periods.



7 8

2. Use these words to complete the sentences.

• In the , lions zebras.

Zebras eat .

• In the , tuna fish eat .

• In a , moles.

3. Match. Then number the three steps

in the food chain.

• eagle

• grass

• rabbit

forest


1. Colour and match the living things with the ecosystem where they live.

sa vannah

sea

lion

s

tuna fish

mushrooms

owl

grass

savannah sea eat eat

owls forest sardines grass

savanna™

z

ea†

grasfi

ßeå

fo®es†

3

1

2

owlfi ea†

sardi>efi

30

Worksheet 25. Date Tasks FOOD CHAINS

Plants Herbivores Carnivores

Chain 1

Chain 1:

Chain 2

Chain 2:

Chain 3

Chain 3:

5

5

5

5

5

5

1. Look at the following food chains. Use these words to complete the table below.

2. Draw pictures of two food chains with these animals and plants.

grass grass rabbit

sea bird mouse fish

wolf seaweed owl

mouse eagle grass grass fox rabbit

grasfi moußæ

moußæ eag¬æ o® fo≈

ow¬

ßea∑¶e∂ fis™ ßeå bir∂

grasfi rabbi† wolƒ

Student's drawings.

grasfi

rabbi† eag¬æ o® fo≈ grasfi



82

LIGHT 31

LightREAD

LOOK

Colours

The light we get from the Sun is called white light.White light is a mixture of seven colours: red, orange, yellow, green,

blue, indigo and violet. When white light passes through a prism

we can see these seven colours. We can also see them in a rainbow.

White light helps us see the colours of objects around us.

Complete the sentence. Light moves..., and light moves...

The shadow made by thevase depends on the position

of the torch.

1. Light

We need light to see. When we walk into a dark room

we need to turn on the light.

• Light moves in a straight line.

When we use a torch, we see that light moves

in a straight line. It goes straight to an object.

• Light moves very fast.

When a person far away from us turns on a torch,

we can see the light immediately.

2. Light and shadows

Some objects do not let light through. When light cannot travel

through an object, a shadow is formed.

The shadow of an object is always formed on the opposite side

to the source of light.

Light moves in

a straight line.

When we mix red and

blue, we get purple.

When we mix red and

yellow, we get orange.

When we mix yellow

and blue, we get green.

With paint, we can

make all the colours

from just three colours:

blue, red and yellow.

These are the primary

colours.

54

55

56


Vocabulary. Write the jumbled words and definitions on the BB.

Ask the Ss to write the words correctly.

1. KRAD: not light (dark)

2. CHROT: we use this object to see in the dark (torch)

3. STAF: this is how light moves (fast)

4. WADOSH: this forms when light cannot pass through an object

(shadow)

Comprehension. Write these sentences on the BB

and ask Ss to complete them with the correct word.

1. Light from the sun is called … light. (white)

2. White light is a mixture of … colours. (seven)

3. When we mix yellow and blue we get … (green)

4. When we mix … and blue we get purple. (red)

2

1



Vocabulary

colours, fast, light, shadow, straight line

M.A. …in a straight line…very fast.


• Understanding that light moves very fast

in a straight line

■ Hands on

■ Presentation

• Ss imagine they are in the school

patio. Ask: Where is the shadow formed

when

… the Sun is behind you? (in front)

… the Sun is facing you? (behind)

… the Sun is to your right side? (to your left)

• Ask: How many colours are there in arainbow? (seven) Elicit the colours. Explain

that yellow, blue and red are called primary

colours because we can make all the other

colours with them.






83

82

8121

LOOK

READ

Shadows

• Darken the classroom. Use a torch

to focus light on several objects.

• Ask: What do you notice about the

shadow?

• Show how the size and shape of the

shadow changes depending on the

torch’s position.

• The further away the torch is, thelonger the shadow will be.

Light and our eyes. We need

good light when we are reading or writing.

Make sure your own shadow does

not get in the way.



83


• Distinguishing luminous and non-luminous

bodies

■ Hands on

■ Presentation

• Ask: What do you notice

about the pencils in each picture? (You can

/ can’t see them / you can’t see them well)

Ask Ss to give examples of materials or

objects: transparent (clear plastic bottle,

window, cellophane); opaque (card, wood

door, pottery jar); translucent (tissue paper,

frosted glass, shower curtain).• Play . Ss point at the pictures while

listening to the recording.

• Have Ss write a list of artificial luminous

bodies at home, at school and outdoors:

street lamps, fluorescent lights, light bulbs

in refrigerators and microwaves, torches,

desk lamps, ceiling lights, car lights …



bottom of the page.


86

8521

84

LOOK AND READ

32 LIGHT

1. Transparent, translucent

and opaque objects

We divide objects into three groups dependingon how much light can pass through them.

• Transparent objects, like clear glass bottles,

allow light to pass through.

We can see objects that are behind them.

• Translucent objects allow some light

to pass through, but we cannot see

objects behind them very clearly.

Some curtains are translucent.

• Opaque objects, for example wood and

cardboard, do not allow light to pass through.

2. Luminous and non-luminous

bodies

Some objects are sources of light.

We call them luminous bodies.

• Natural luminous bodies, like the Sun,produce light.

• Artificial luminous bodies, like candles

and matches, are man-made.

Non-luminous bodies produce no light.

Some of these objects, like mirrors or the Moon,

reflect the light that reaches them.

Bodies and light

LOOK AND READ

Mirrors are not sources of light.They reflect light.

transparent

opaque

translucent

Transparent Opaque Translucent


… objects allow light to pass.

… objects allow some light to pass.

… objects do not allow light to pass.

57

58

59


Comprehension. Write these words and sentences on the BB.

Ask Ss to complete the sentences with the correct word.

artificial opaque non-luminous natural transparent

1. Clear glass is … (transparent.)

2. Wood is an … object. (opaque)

3. The Sun is a … luminous body. (natural)

4. A candle is an … luminous body. (artificial)

5. The Moon is a … body. (non-luminous body)

1


Language objectives: 1, 2, 3, 4, 5, 6, 8, 9.

Vocabulary

artificial, luminous, natural, non-luminous, opaque, translucent, transparent

M.A. Transparent …Translucent …Opaque…

Sun dial

• Cut a circle out of white card. Put a

pencil through the centre.

• Stick the pencil in the ground outside.

Ask: What will happen to the pencil’s

shadow during the day? (it will change

in position and length)

• Compare the position and length of

the pencil’s shadow at different times

during the day.

Mirrors and driving. Cars have mirrors

so drivers can see behind them.

They are called rear view mirrors.



84


• Understanding that heat goes continuously

from one body to another

• Understanding that heat goes from hot

bodies to colder bodies

• Understanding that cooling is the loss of

heat

• The expression get hot

■ Hands on

■ Presentation

• Draw attention to the photos.

Ask: Where is it hotter? (2) How do you know?ii

( green vegetation, lightweight clothing )What about 1? (colder: ice, heavy clothing)

• Ask the Ss to give examples of heat

going from one body to another. Ask: What

happens to ice cream outside the fridge?

(it melts) (bath water and food get colder …)

• Ask: Why are pot handles made from

plastic? (Plastic insulates from heat)



bottom of the page.


“Glow worms.”89➔E

R ➔

88

8721

READ

COMPARE



Ask Ss to copy them and match them by drawing lines.

1. Heat goes from a. are conductors.

2. When we touch a cold object b.our hand feels colder.

3. Some materials get hotter c. are insulators.

4. Materials like iron and glass d.one body to another.

5. Materials like wood and plastic e. more quickly than others.

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

Game: Hot or cold?

The Ss work in pairs. They think of things that are hot or cold

and test their partner. For example: A: Flames. B: Hot. Snow.

A: Cold. The Sun. B: Hot. Ice cream.

2

1

LIGHT 33

Heat

COMPARE

READ

Look at the photos.

• Where is it hotter?1 2

1. Heat goes from one body to another

When we touch a hot object, our hand feels hotter.

When we touch a cold object, our hand feels colder.

Heat goes from one body to another.Heat goes from hot bodies to colder bodies.

Our food cools on a plate because the heat goes into the air.

2. Conductors and insulators

Some materials get hotter or colder more quickly than others.

If we put a piece of iron and a piece of wood in the Sun,

the piece of iron gets hot more quickly.

• Materials like iron, aluminium and glass are conductors.

They get hot and cold quickly.

• Materials like wood and plastic are insulators.

They get hot and cold slowly.

Look at this pan of water.

The heat goes from the flame

to the pan. Then it goesfrom the pan to the water.

Plastic

insulatesfrom heat.

Metal

conductsheat.

flame

Make more questions. Change the underlined words.

Is iron a conductor? Is wood is an insulator?

60➜

➜➜

M.A. …aluminium …conductor. …glass …conductor.

…plastic …insulator.



Vocabulary

cold, conductors, heat, insulators

Hot liquid

• Pour hot liquid from a thermos into

a glass.

• Measure the water’s temperature

• After a while, measure it again. Ask:

What will the temperature be now?

(lower)

• The water gets cooler because the

heat goes into the air little by little.

Preventing burns. Heat can cause

painful burns. We must prevent burns

in the kitchen, from the Sun …



8 5

32

translucenttransparent

artificialnatural

starfi

1. Look and colour. Then complete the table with objects from the pic

LIGHT PASSES / DOES NOT PASS THR

luminous

OBJECTS PRODUCE LIG

Worksheet 27. Date

Model answer:

windo∑

cand¬efi matc™efi

curtai>

33

1. Draw and colour the shadow projected by each vase.

2. Match each object with the materal.

Then write conductor or insulator below each material.

Define these words.

Transparent ob ject:

Opaque ob ject:

Translucent ob ject:

VOCABULARY

wool

plastic

glass

wood

iron

Worksheet 28. Date Apply your knowledge LIGHT AND HEAT

conducto®

insulato®

insulato®

conducto®

insulato®

i† allowfi ligh† to pasfi throug™

i† dø±fi no† allo∑ ligh† to pasfi throug™ i† allowfi soµæ ligh† to pasfi throug™



86

UNIT CONTENT

Assessment criteria

• Distinguishing between natural and artificial materials

• Associating properties of materials and uses

• Identifying basic types of simple machines

• Distinguishing between simple machines and complex machines

• Observing drawings and photographs to learn about materials and machines

Content objectives

1. Identifying the basic properties of materials

2. Classifying materials according to their origin: natural or artificial

3. Understanding that natural materials are used to make artificial materials

4. Relating properties of materials with use

5. Identifying most common machines and how they help us

6. Distinguishing simple machines from complex machines

7. Acquiring recycling habits

Language objectives

1. Giving examples: like cotton; for example …

2. Describing origins: We get it from … We make it from …

3. Describing materials: difficult to scratch; break easily …

4. Explaining properties: can be folded … squashed ...

5. Describing how simple machines work : (prepositions of movement) up …down …

6. Expressing purpose: (verb + infinitive) to help them do …; (noun + gerund)a lever for lifting …

• Natural materials and artificialmaterials

• The properties of materials

• Simple and complex machinesand their purpose

• Main types of simple machines

• Classify materials into naturaland artificial

• Deduce the properties of materials that objects are madeof from photographs

• Identify simple and complexmachines in pictures

• Choose the right materialto make an object

• Develop recycling habits

• Appreciate the importance of machines

• Understand the importance of using machines carefully toprevent accidents


Contents

UNIT 10

Materials



87

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


Materials and their properties

http://www.mse.uiuc.edu/info/mse182/t47.html

Explanation of the properties of materials.Useful for teachers.

Matter

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

Rader’s Chemkids provides a variety of material about matter, changes in matter and changes of state.

For teachers and students.

Inside the museum

http://www.sciencemuseum.org.uk

Within “School Stuff” there are links to different areas of the museum with interactive activities and explanations

for the students. Useful for teachers and students.

Simple machines

http://edheads.org/activities/simple-machines/index.htm

Activities, glossary and teacher guide.Useful for students and teachers.

Other resources



• Flashcards

• Posters


LEVEL

5

MAKE IT,

WEAR IT



88

34 MATERIALS

MaterialsLOOK

cotton leather

wood

Look at the photos.

• What are they making?

• What materials arethey using?

READ

1. Natural materials

There are three types:

• Materials of vegetable origin, like cotton and wood,

are from plants.

• Materials of animal origin, like leather and silk,

are from animals.

• Materials of mineral origin, like iron and marble,

are from minerals and rocks.

2. Artificial materials

People make artificial materials from natural materials.

For example, we use wood to make paper.

We use minerals to make glass.

Cotton is a natural material.

We get it from a plant.

Glass is an

artificialmaterial.

We make itfrom minerals.

What kinds of material can be recycled?


Cotton is a material of vegetable origin.

Wood is a material of animal origin.

61

62


Vocabulary. Read aloud the following list of words: silk, glass,

iron, cotton, paper, marble, leather, wood. The Ss classify them

into vegetable, animal or mineral origin or artificial materials.

Answers: Vegetable: cotton, wood. Animal: leather, silk.

Mineral: iron, marble. Artificial materials: glass, paper.

Comprehension. Write the sentences on the board.

The Ss copy and complete them with the correct alternative.

1. Cotton is a NATURAL / MINERAL material. (natural)

2. We get cotton from an ANIMAL / PLANT. (plant)

3. Silk is a material of VEGETABLE / ANIMAL origin. (animal)

4. We use wood to make PAPER / PLASTIC. (paper)

5. We use PLANTS / MINERALS to make glass. (minerals)

2

1



Vocabulary

animal, artificial, cotton, leather, material, mineral,

natural, vegetable, wood

M.A. …paper, cardboard, glass. …(T)…(F). Wood is a material of vegetable origin.

Marble is a material of mineral origin. Leather is a material of animal origin.


• Distinguishing natural and artificial

materials

• Pronunciation of iron and marble

■ Hands on

■ Presentation

• The Ss look at the pictures

and answer the questions.

• Ask Ss: Do you know where leather comes

from? (animal skins: cows, pigs, deer) Is it

natural or artificial? (natural) Where does

paper come from? (from wood mixed withwater ) Is it natural or artificial? (artificial)

• The Ss read the description under

the picture of the cotton plant and listen

to .

• Then they read and and listen to

and and do the activity at the bottom of

the page.

92

9121

90

READ

LOOK

Recycled paper

• Tear up pieces of used paper. Put them

in a bowl and cover with hot water.

• Mix well with a mixer.

• Pour the mixture through a sieve over

a receptacle. Distribute evenly with a

spatula. Press to remove the water.

• Place it between a press. You can use

two pieces of wood and two screws.

Remove and let dry overnight.

Recycling. Recycling saves valuable

natural resources and energy, reduces

pollution and rubbish. It can also save

money and create jobs.



90


• Pulleys, ramps and levers are machines

• Use of prepositions with verbs of movement:

push / slide / pull … down … up …

■ Hands on

■ Presentation

• The Ss identify the simple machines

in the pictures and their purpose. (A lever

is used to lift the car. A pulley to lift the

bucket. A ramp to move a box.)

• Take a complex machine apart. For

example, use an electrical toy car to showthat it is made of simple machines.

• Ask Ss to describe a simple machine and

a complex one. For example, a bottle opener

is usually made of metal and is used as a

lever. A bicycle is made of metal, rubber andiii

plastic. It uses levers (brakes and pedals),

pulleys (chain and cables) and wheels.

• Ss read , and and listen

to and . Then they do the activity

at the bottom of the page.

Activity Book, page 35. Activity Book, page 36.

“Great inventions.”97➔E

➔ER ➔

9695

321READ

LOOK

■ LANGUAGE CONTENT AND DEVELOPMENT

Comprehension. Write the following sentences on the board.

They all contain one mistake. The Ss write the sentences with the

mistakes corrected.

1. A pulley is a complex machine.

2. We slide objects up and down a lever.

3. At home we use electrical excavators.

4. We use simple machines in assembly lines.

Answers: 1. a simple machine. 2. a ramp. 3. electrical appliances.

4. complex machines.

1

36 MATERIALS

LOOK

READ

3. Complex machines

Complex machines are made up of several

simple machines.• In the construction industry, we use complex

machines like cranes and excavators.

• In many factories, we use complex machines

in assembly lines.

• Buses, cars, trains and planes are all complex

machines.

• At home, we

use electrical

appliances

like washing

machines

and blenders.

1. What are machines?

Machines are instruments made

by people to help them do their work.They can be simple or complex.

2. Simple machines

• A pulley is a wheel with a rope around it.

We pull one end of the rope, and the object

at the other end goes up.

• A lever is used for lifting heavy objects.

We push down one end of the lever, and the

object at the other end goes up.

• A ramp is used for moving objects up and

down. We slide objects up and down a ramp.

Many complex machinesare used in assembly lines.

• What are the machines

used for?

lever

ramp

pulley


Three examples of simple machines are…

65

Machines

M.A. … pulley, lever, ramp.



Vocabulary

complex, lever, machine, pulley, ramp, simple

Levers

• Take objects to class that have levers:

backpack on wheels, bottle opener…

• Show the Ss that when we apply a little

force to a lever it produces big effects.

• Ask students to take out a pencil or

ruler, a rubber or other small square

objects and a book. Tell them to lift thebook using only the other objects. If

nobody makes a lever, show them how.

Be responsible. When we use

machines, we must be careful not to get

hurt or cause accidents.




Match.

1. Elastic a. difficult to scratch

2. Transparent b. breaks easily

3. Strong c. lets light through

4. Flexible d. can carry heavy weights

5. Hard e. can be folded

6. Fragile f. can be squashed and then recover their shape

A n s w e r s : 1 – f . 2 – c . 3 – d . 4 – e . 5 – a . 6 – b .



92

1. Complete the following sentences with an appropriate adjective.Look at page 35 if you need help.

1. Rubber is .

2. Glass is and .

3. Paper is .

4. Concrete is .

5. Pottery is .

A n s w e r s : 1 . e l a s t i c . 2 . h a r d a n d t r a n s p a r e n t . 3 . f l e x i b l e . 4 . s t r o n g . 5 . f r a g i l e .

2. Write the words from these sentences in the correct order.

1. work / people / machines / do / help / their

.

2. lifting / objects / heavy / lever / a / used / is / for

.

3. complex / buses / machines / are

.

4. washing / electrical / machines / are / appliances

.

A n s w e r s : 1 . M a c h i n e s h e l p p e o p l e d o t h e i r w o r k . 2 . A l e v e r i s u s e d f o r l i f t i n g h e a v y o b j e c t s . 3 . B u s e s a r e c o m p l e x

m a c h i n e s . 4 . W a s h i n g m a c h i n e s a r e e l e c t r i c a l a p p l i a n c e s .




9 4

36

Worksheet 31. DateMATCH MACH

1. Find six machines.

2. What are the machines from the word search used for? Decide and id

P D C R A N E Y N M L

K A E R O P L A N E Z

B T E L E P H O N E W

C D F I M W A T C H Q

F R I D G E U I K L S

O E Y G N S A W J K M

3. Look at the picture. Answer the questions.

• What do you think this machine is used for?

• Where can you see machines like this one?

It can lift heavy things.

We use it to measure time.

We use it to communicate with each other.

It is used to keep food in.

It is used to transport people and things by air.

We use it to cut things.

cra>æ

watc™ †e¬epho>æ

frid@æ

pla>æ

sa∑

I> å nurßer¥.

I† ifi uße∂ to carr¥ ™eav¥ plantfi.

Model answer:

37

Project 6 SOIL SAMPLES

Instructions:

Separate soils and see what they are made of.

1. Collect three different soil samples: 2. Cut the tops off three plastic bottles.

sandy soil, soil with clay, soil with humus.

3. Place each soil sample in a bottle. 4. Add water to each bottle and stir.

5. Leave the bottles untouched overnight. 6. Observe the samples and answer.

1. Which sample has the most sand?

(Hint: Sand and gravel are small bits of rock that sink to the bottom.)

2. Which sample has the most clay?

(Hint: Clay is very fine and stays suspended in the water so it looks brown for a time.)

3. Which sample has the most humus?

(Hint: Leaves and sticks often float on top of the water.)

4. Which soil sample has the most layers?

Date

SEPARATING SOIL SAMPLES

T™æ soi¬ froµ m¥ ßecon∂ bott¬æ.

T™æ soi¬ froµ m¥ firs† bott¬æ.

T™æ soi¬ froµ m¥ thir∂ bott¬æ.

T™æ soi¬ wit™ cla¥.



9 5

38

The Sun and some of the planets.

Materials needed: a cork sphere, wire, modelling clay, card.

Sun

Neptune

BUILD A MODEL OF THE SOLAR SYSTEM


BUILD A SOLAR OVEN

Saturn

cinta

adhesiva

cardboard

box

clear hard plastic

tin f

2. Put a glass of water inside the box. Place the box in the Sun.Wait a half an hour and check to see if the water temperature

has changed.

39


Materials needed:

mirrors, sticky tape, clear plastic,

coloured paper cut into tiny shapes,

tracing paper and card

2. Point the end of the kaleidoscope with the plastic towards the light.

Look through the peephole and explain what you see.

3. Shake the kaleidoscope and look again.

What do you see now?

BUILD A KALEIDOSCOPE

12

3

6

54

Project 9



96

UNIT CONTENT

Assessment criteria

• Using the correct terms: settlement, municipality, region, province, Autonomous Community, State

• Locating and recognising the Autonomous Communities of Spain

• Knowing about the size and frontiers of Spain

• Correctly interpreting political maps

• Appreciating the diversity of Spain

Content objectives

1. Identifying the administrative divisions of territories

2. Recognising the Autonomous Communities of Spain

3. Learning about the size and frontiers of Spain

4. Analysing and describing maps and photographs

5. Respecting differences within Spain

Language objectives

1. Expressing possibility, speculation: People may be employed; Jobs and customs can be very varied.

2. Describing location: around it; by the sea; close together

3. Expressing quantity: each … has; some … have; others have …

4. Describing possession: its own government

5. Making comparisons: the largest …

• Where we live: settlement,municipality, region, province

• Spain and its Autonomous

Communities• The characteristics of our Autonomous Community

• The frontiers and size of Spain

• Describe photographs

• Interpret maps to obtaininformation about a territory

• Distinguish AutonomousCommunities on a map of Spain

• Complete and extractinformation on a blank outlinemap of the AutonomousCommunities

• Extract information froman outline map of Spain andits frontiers

• Appreciation of the diversityof Spain


Contents

UNIT 11

Where do we live?



98

Is there a special word to describe people from your region?

I

Where do we live?LOOK AND READ

Look at this map.• What type of information does it give us?

1. Where do we live?

Settlements, regions and provinces

• A settlement is a village, town or city.

In most settlements, the buildings

are organised into neighbourhoods.

A municipality is the settlement

and the land around it.

• In a municipality people often work in similar

jobs, and they have similar traditions and

customs. For example, by the sea, people

may be employed in tourism and fishing.

Regions are made up of several municipalities

that are close together.

• Provinces are bigger than regions.

The landscapes, jobs and customs

in a province can be very varied.

Many provinces have urban and rural landscapes.

Motorways

Towns and cities

Roads

Municipal boundaries

0 2

1 cm on the map is equivalentto 2 kilometres.

Santa Cruzde Tenerife

Airport

La Laguna

La Cuesta

Taco

Tegueste

Tejina

Puntadel Hidalgo

LakeGuamasa

A T L AN T I C

O C E A N

Island

of Tenerife

853683 _ 0001-0056.qxd 22/2/06 13:21 Página 39



Students listen again to and complete the sentences with

the correct word. They can check their answers in pairs before

checking with their textbook.

1. A settlement is a village, … or city.

2. A municipality is a settlement and the land … it.

3. In a municipality people have similar traditions and …

4. By the …, people may be employed in … and fishing.

5. Regions are made up of … municipalities close together.

6. … are bigger than regions.

Answers: 1. town. 2. around. 3. customs. 4. sea … tourism.

5. several. 6. provinces.

98

1



Vocabulary

municipality, province, region, settlement

M.A. I live in the west. I'm a westerner.


• Understanding how territories are

organised


• Prepositions: organised into … land around

it … by the sea … made up of …

• Pronunciation of neighbourhoods,

municipalities

■ Hands on

■ Presentation

• Tell Ss to study the map

and answer the question together. The map

tells us: the name of the island, the names

of towns and cities, roads, motorways,

municipal boundaries, facilities – airport;

water – lake, Atlantic Ocean.

• Draw concentric circles to show how these

places compare in size and complexity.

• The Ss focus on the photographs at the

bottom of the page. Ask: Which photograph

is a rural landscape? An urban landscape?

How do you know? (houses, vegetation ...)

•

The Ss listen to and read .



R ➔

198READ

LOOK AND READ

The surroundings

• Use an atlas and maps to give

examples of the new concepts and

apply them to the surroundings.Begin with the smallest (settlements)

and end with provinces.

• Ss can write sentences with the

names of the different divisions:

My settlement is a village.

My municipality is called ...

People around us. Peace begins with

respect for the people around us.



99


• Completing and extracting information

on a map

■ Hands on

■ Presentation

• Ss count the number of

Autonomous Communities to become more

familiar with the map.

• Find your Autonomous Community. Ask:

What is the name of our Autonomous

Community? Is it large or small? Is it near

the Mediterranean Sea? What other

Autonomous Communities are close to it?

Is it made up of islands?• Say: Name two Autonomous Communities

with … only one province … more than two

and less than six provinces … more than

six provinces.

• Ss read then do the activity at the

bottom of the page.


1

LOOK AND READ

THE CANARY ISLANDS

Santa Cruzde Tenerife

Las Palmasde Gran Canaria

Provincial

AutonomousCommunity

National

Province

AutonomousCommunity

National

CAPITALS

BOUNDARIES

THE COMMUNITY

OF VALENCIA

CASTILE AND LEON

Santiagode Compostela Oviedo

Santander

Valladolid

PamplonaVitoria

Logroño

Zaragoza Barcelona

PalmaValencia

Toledo

Seville

CEUTA

Murcia

MELILLA

Mérida

A N D A L U S I A

EXTREMADURA

GALICIA

THE PRINCIPALITYOF ASTURIAS

CANTABRIA

THE BASQUECOUNTRY

THE COMMUNIYOF NAVARRA

THE RIOJA

ARAGON

CATALONIA

CASTILE-LA MANCHA

THE REGIONOF MURCIA

THE COMMUNITYOF

MADRID

THE BALEARICISLANDS

Guadalajara

Cáceres

Cuenca

Ávila

Salamanca

Zamora

Palencia

León

Burgos

Badajoz

Málaga Almería

Granada

Cádiz

Córdoba

Huelva

AlbaceteCiudad Real

Alicante

Teruel

Lleida

Tarragona

Castellón de la Plana

Girona

Soria

Huesca

San SebastiánLugo

Pontevedra

Ourense

A Coruña

Bilbao

Madrid

Jaén

SegoviaA T L A N T I C

O C E A N

The Mediterranean

0 75

1 cm on the map is equivalentto 75 km

38 WHERE DO WE LIVE?

Spain and its Autonomous Communities

LOOK AND READ

1. The Autonomous Communities of Spain

• In Spain there are seventeen Autonomous Communities.

There are also the Autonomous Cities of Ceuta and Melilla.

• Each Autonomous Community has its own government.

• Some Autonomous Communities have only one province.

Others have more than one.

• Some Communities have two official languages:

Spanish and their own language.

Look at this map. Which Autonomous Communities have a coast?

Which other Communities are close to your Autonomous Community?

True or false? Decide and make more sentences. Aragon has a coast.


Photocopy and distribute the list of cities and Autonomous

Communities (page 101). The Ss match each city with its

Autonomous Community.

1. Huelva 6. Lugo a. Extremadura f. Cantabria

2. Salamanca 7. Oviedo b. Asturias g. The Basque

3. Lleida 8. Cuenca c. Andalusia Country

4. Vitoria 9. Merida d. Galicia h. Aragon

5. Huesca 10. Santander e. Castile i. Catalonia

and Leon j. Castile–

La Mancha

Answers: 1 – c. 2 – e. 3 – i. 4 – g. 5 – h. 6 – d. 7 – b. 8 – j. 9 – a.

10 – f.



Vocabulary

Autonomous Communities, boundaries, capital,

province

(F). M.A. Andalusia is in the south. Castile and Leon is very large.

The Autonomous Community of Madrid is in the centre...

Autonomous Communities

• Distribute photocopies of a blank

outline map of Spain with the

boundaries of the Autonomous

Communities.

• Ask Ss to colour each community a

different colour. Using the book they

write in the names of the Autonomous

Communities.

Welcome! How should we treat

tourists or people who come to our

country to work? How would you like

people to treat you?



1 0 2

40

Worksheet 32. DateCITIES, TO

✓ It has narrow streets and small shops.

✓ There is a modern bridge over the river.

✓ There are apartment buildings near a large shopping centre.

✓ In this neighbourhood, there is an old church.

1. Look at the two neighbourhoods. Which picture does each sentence Decide and circle A or B.

2. Draw a map of your region and put an x

where you live. Then complete the index card.

• The province

• The capital of

• The province’

A

A

A

A

A B

Students' maps.

Answers will vary.

41

A B C D E F G H I

1

2

3

4

5

6

Library

A v e n u e o f t h e S e n a t o r s

P r e s s S t r e

e t

D e m o c r a c y A v e n u e

MainSquare

Biosphere Park

G r e y S t r e e t

C

0 70

metres

Scale

Cathedral

Museum

Lake

Sports Centre

Library

School

Cinema

Market

Railway station

Park

C

Worksheet 33. Date T a sks

USE A STREET PLAN

1. Look at the drawing.

2. Use the numbers and letters to locate these places.

Then use the key to colour the squares on the street plan.

3. Use a different colour to draw each route.

Go from the school to the park.Go from the library to the sports centre.

• Lake • Cinema

• Sports centre • School

• Library • Market

• Museum • Cathedral

E-3

g

g

I-4

G-3

E-2

C-1

B-3

F-5

D-5

Model answer:



1 0 3

42

THE OF VA

CASTILE AND LEON

CEUTA

MELILLA

ANDALUSIA

EXTREMADURA

GALICIACANTABRIA THE BASQUE

COUNTRY

THE RIOJA

ARAGO

CASTILE -LA MANCHA

AT LANT I C

O C E AN

THE CANARY ISLANDS

3

1

2

4

Worksheet 34. DateAUTON

3. Look at the map to find the information.

The name of your Autonomous Community:

The name of an Autonomous Community with only one province in the

The name of an insular Autonomous Community with various province

The Autonomous Community with the most provinces:

1. Follow the key and colour the map.

1

2

3

4

2. Look at the map. Which Autonomous Communities are numbered?

Decide and write.

My Autonomous Community

Neighbouring AutonomousCommunities

Island AutonomousCommunities

Ceuta and Melilla

Other AutonomousCommunities

T™æ Communit¥ o£ Navar®æ

T™æ Principalit¥ o£ Asturiafi

T™æ Commu

T™æ Regio>

Model answer:

Andalusiå

N o t e s :



104

UNIT CONTENT

Assessment criteria

• Defining and identifying oceans and continents on a map

• Identifying the frontiers of Europe on a map

• Identifying European countries

• Distinguishing countries that belong to the European Union


• Valuing peaceful coexistence

Content objectives

1. Learning the names of the continents and oceans

2. Learning where the continent of Europe is and its frontiers

3. Locating Spain and other European countries

4. Recognising the European Union’s flag

5. Identifying the names of the countries that belong to the EU

6. Learning about landscapes in Europe

7. Interpreting maps and extracting information

8. Promoting peaceful coexistence

Language objectives

1. Comparing the continents in relation to each other: the biggest; the hottest …

2. Describing features of continents: It is connected to …; The landscape is made

up of …

3. Giving information: There are …

• The oceans and continentsof the Earth

• The frontiers of Europe• The countries of Europe

• The countries of the EuropeanUnion

• Interpret maps using: colours,symbols, text, legend

• Identify the continents andoceans on a map

• Compare sizes and continentson a map

• Discover the frontiers of Europe on a map

• Use symbols on a map of Europe to identify thecountries that belong to the EU

• Encourage respect and carefor the seas, oceans and

natural landscapes• Promote peaceful coexistence


Contents

UNIT 12

Oceans and continents



106

40 OCEANS AND CONTINENTS

Oceans and continentsLOOK AND READ

1. Land and sea

The seas are huge extensions of salt water.

Very big seas are called oceans.

The solid part of the Earth is made up of the

continents and the bottom of the oceans.

2. The continents

There are six continents.

• Asia is the biggest continent.

• Africa is the hottest continent.

• America is the longest continent.

• Oceania is the smallest continent.

• Antarctica is a frozen continent.

• Europe is connected to Asia.

3. The oceans

There are five oceans:

• The Pacific Ocean; the Atlantic Ocean;

the Indian Ocean.

• The Arctic Ocean and the Antarctic

Ocean are both frozen oceans.

They are at the North and South Poles.

ARC T IC OC E AN

ANT ARC T IC O C E AN

PACIFIC

OCEAN

ATLANTIC

OCEAN

E U R O P E

A F R I C A

INDIAN

OCEAN

A S I A

O C E A N I A

A N T A R C T I C A

N O R T H

A M E R I C A

C E N T R A L

A M E R I C A

S O U T H

A M E R I C A

PACIFIC

OCEAN

0 2,100

1 cm on the map is equivalentto 2,100 km

How many oceans are there?

Decide and complete.

There are … oceans: the Pacific, the …

66

67


Comprehension. Write on the BB the continents and the

characteristics which describe them. The Ss make a table with the

names of the continents in alphabetical order and next to each

name, the characteristic which describes them.

Oceania / America / connected to Asia / biggest / Europe / hottest /

frozen / Asia / longest / Africa / Antarctica / smallest

Answers: Africa – hottest; America – longest; Antarctica – frozen;

Asia – biggest; Europe – connected to Asia; Oceania – smallest.

1



Vocabulary

America, Antarctica, Arctic, Asia, Atlantic, continent,

Europe, Indian, sea, ocean, Oceania, Pacific

M.A. …five … Atlantic, the Indian, the

Arctic and the Antarctic.


• Interpreting maps correctly

• Learning the names of continents

•Pronunciation of huge

■ Hands on

■ Presentation

• The Ss look at the map.

Say: Give names of oceans that begin with

A. (Arctic, Atlantic) Ask: Where is the

Atlantic? (between Europe and America)

The Pacific? (between Asia and America)

• Ask: Which covers the largest extension of

the map – the land or the sea? (the sea)

Explain that the continents only make up

about one fourth of the Earth’s surface.

• Ask Ss: Which continent is Spain in? Find it

on the map. Ask: What ocean do we cross

to go from America to Europe? (Atlantic)

From Africa to Asia? (Indian) …

• The Ss read , and and listen to ,

and . Then they do the activity at the

bottom of the page.


101100

99321

LOOK AND READ

Giant puzzle

• Each continent is a piece of the puzzle.

• Put a blue poster on the BB.

• Help Ss glue the continents on it.

• Ss write the names of the continents

and oceans.

Communication.

Instant communication systems allow us

to learn about disasters and respond

immediately to help the victims.



107


• Interpreting the map correctly

• Learning the names and locations of the

countries

■ Hands on

■ Presentation

• Ss look at the map. Give

clues and Ss guess the answer. What

country is it? It’s an island with a famous

clock called Big Ben. (UK) It looks like a

boot. (Italy) It begins with S and is not near

water. (Switzerland)• Say: Give the names of three European

countries with a coastline; three countries

with no coastline; two big countries; two

small countries; two countries next to Spain.

• Use the map on page 40 to compare the

size of the continents. Oceania is the only

one smaller than Europe. Ask the Ss to

order the continents by size (larger to

smaller: Asia,America, Africa, Europe,

Oceania, Antarctica)

• Ss read and and listen to and .


10310221

LOOK AND READ

OCEANS AND CONTINENTS 41

Europe

LOOK AND READ

1. The continent of Europe

Europe is a small continent.

It is connected to Asia in the east.

It is also very close to Africa.

There are only 14 kilometres between

the Spanish coast and Africa.

The landscape in most of Europe is made

up of plains. However, there are important

mountain ranges like the Pyrenees.

2. The countries in Europe

There are around 730 million people

living in Europe.

Some countries, like Russia, are very big.

Others, like Luxembourg, are very small.

T h e A r c t i c C i r c l e

VATICAN

CITY

MONACO

SWITZERLAND

LIECHTENSTEIN

LUXEMBOURG

FRANCE

SPAIN

I T A L Y

BELGIUM

UNITED

KINGDOM

IRELAND DENMARK

GERMANY

CZECH

REPUBLIC

P O L A N D

B EL AR US

L I T H U A N I A

LATVIA

(RUS.FED.)

T U R K E Y

U K R A I N E

MOLDOVA

B UL G AR IASERBIA

MACEDONIA

ALBANIA

GREECE

CROATIA

HUNGARYAUSTRIA

SLOVENIA

MALTA

M e d i t e r r a n e a n

A T L A N T I C

O C E A N

C a s p

i a n

S e

a

B l a c k

S e a

NORWAY

FINLAND

SWEDEN

ARCTIC OCEAN

ICELAND

GEORGIA

ARMENIA

ESTONIA

AZERBAIJANR O M A N I A

BOSNIA-HERZOGOVINA

THE RUSSIAN FEDERATION

Balearic Islands

A F R I C A

P O R

T U

G A L

Canary Islands

NETHERLANDS

SAN

MARINO

ANDORRA

A S I A

Ceuta

Melilla

SLOVAKIA

T h e

CYPRUS 0 330

1 cm on the mapis equivalent to 330 km

Frontiers

EUROPE

Countries that belongto the European Union

Look at this map.

• Do you live in the north or south of Europe?


Listening Comprehension. Write the following sentences on the

BB. Ss listen to and and decide if the sentences are true

or false. If they are false they correct them.

1. Europe is a small country.

2. It is connected to Africa in the east.

3. There are only 40 kilometres between Spain and Africa.

4. The Pyrenees is an important mountain range.

5. Russia is not very big.

6. Luxembourg is very small.

Answers: 1. False. Europe is a small continent. 2. False.

It is connected to Asia in the east. 3. False. There are only

14 kilometres between the Spanish coast and Africa. 4. True.

5. False. Russia is very big. 6. True.

103102

1

Content objectives: 2, 3, 4, 5, 6, 7, 8.


Vocabulary

The countries in Europe

A survey

• The Ss prepare a survey to do at

school and ask:

Where is Europe?

How many countries are there in

Europe?

Name four countries in Europe.

What is the official currency?

Names four languages spoken in

Europe.

The European Union. It is a unique

economic, political and cultural

organisation of European states.



108 ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

Read and match the two halves of the sentences.Then write the complete sentences below.

1. The seas are a. six continents.

2. The solid part of the Earth b. huge extensions of salt water.

3. There are c. at the North and South Poles.

4. Both frozen oceans are d. is made up of the continents and the

bottom of the oceans.

1.

2.

3.

4.

A n s w e r s : 1 – b . 2 – d . 3 – a . 4 – c .



1 0 9

Eq uator

_ T _ A _ _ I C

O C E A N

_ N _ I _

O C E A N

P _ _ I _ I C

O C E A N

A N _ _ R C _ I _O C E A N

_ R C _ I C

O C E A N

A T

Worksheet 35. Date

1. Read the instructions. Complete the map.

• Complete the names of the oceans.

• Look at the animal drawings. Draw a panda in Asia.

• Use the legend to colour each continent.

• Name the continent we live on.

• Place an x on the continents bordering

the Atlantic Ocean to the east.

• Name the continent that surrounds the South Pole.

INSTRUCTIONS

Continents:

Oceania

Asia

Africa

America

Europe

Antarctica

Model answers:

A C F A L N

I

T A T C

D A

T

Draw

a pa

bear

Euroπæ

Antarcticå

44

SWITZERLAND

POLAND

UKRAINE

M e d i t e r r a nean

T h e

A T L A N T I C

O C E A N

NORWAY

ARCTIC OCEAN

ICELAND

ROMANIA

THE

RUSSIAN

FEDERATION

A F R I C A

T h e Ar c t i c C i r c l e

0 400 km

A S I A

FINLAND

GERMANY

PORTUGAL

IRELAND

UNITED

KINGDOM

SWEDEN

SIX COUNTRIES SHARING

FRONTIERS WITH GERMANY

1. Find the names of various countries of the European Union.

Worksheet 36. Date T a sks

IDENTIFY EUROPEAN UNION COUNTRIES

2. Follow the instructions and complete the map of the European Union.

K L U X E M B O U R G

B E L G I U M J P K S

N E T H E R L A N D S

P R X F R A N C E Z L

M K D E N M A R K C M

A U S T R I A E S G P

• Name the ten countries you

found in the word search.

Colour these countries blue.

• Put a red x on the other

countries that belong to the

European Union.

• Use yellow to colour the

countries which do not belong

to the European Union.

• Use green to colour the countries

with a red x.

INSTRUCTIONS

FOUR COUNTRIES WITH

MEDITERRANEAN COASTLINES

A S D F G H J K L P O

Q W E R T G R E E C E

F R A N C E Z X C V B

M J Y T R F V C D E W

L K J I T A L Y H G F

M N B V S P A I N X Z

In2007

In2007



110

UNIT CONTENT

Assessment criteria

• Distinguishing types of media and appreciating their importance

• Identifying how information is transmitted

• Naming jobs and classifying activities in the service sector

• Explaining the different stages of commerce

• Obtaining information from photographs and drawings

• Valuing peaceful coexistence

Content objectives

1. Identifying and describing the features of political organisations

2. Comparing different means of global communication

3. Recognising jobs in the service sector

4. Recognising commerce and tourism as two activities in the service sector

5. Identifying factors that influence development

6. Appreciating the importance of the media in our society

7. Analysing different media and understanding that publicity may affect what we buy

8. Appreciating the democratic system

9. Encouraging tolerance and peaceful coexistence

Language objectives

1. Describing how institutions work (passive): Town halls are run by …; An Autonomous Community is administered by …

2. Giving extra information (relative clauses): Everyone who lives in … A news stand is where …; Tourists are people who …

3. Defining the function of people and things (present simple): Mayors are responsible for…; The Constitution establishes … ; Commerce is …

4. Classifying: These are the main institutions …

5. Giving examples: like security …; like journalists …

6. Expressing purpose: … to learn about; to have a good time

• Government institutions

• The mass media

• The service sector and types of jobs in this sector

• Commerce

• Tourism

• Distinguishing governmentinstitutions

• Identifying and defining basicconcepts about the servicesector

• Observing photographs,drawings and diagrams aboutservices and the media

• Appreciation of all typesof jobs

• Realisation of the importanceof the media in our society

• Appreciation of the democraticsystem


Contents

UNIT 13

Government and society



112

42 GOVERNMENT AND SOCIETY

Government and societyREAD

LOOK

1. Municipal Government

The local authorities represent

everyone who lives in a municipalit y.

Town halls are run by the mayor

and councillors, who are elected every

four years.

• Mayors are responsible for the town hall.

They take important decisions about

the municipality.

• Councillors organise services like security,

health and traffic.

2. The Autonomous Government

An Autonomous Community is administered

by a Government.

These are the main institutions:

• The Assembly is made up of democratically

elected members. It writes the laws.

• The Autonomous Government is made up

of the President and Councillors.

3. Institutions of the Spanish State

• The Head of State is the King.

• The Courts of Justice guarantee that the laws

of the State are obeyed.

• The Government is made up of the President

and the Ministers. It is responsible for

administering and defending the State.

• The Houses of Parliament (Congress and

Senate) represent the Spanish people.

They write laws and control the government.

The Constitution

The Constitution establishes our rights

and duties.

It says how the State is organised.

Citizens have rights and responsibilities.

For example, we elect our representatives,

and we obey the law.

• What do you think we can do

to be good citizens?

What are the institutions of the Spanish

State? Decide and complete.

The institutions of the Spanish State are

the Head of State (the King), the…



Ask the Ss to match the halves.

1. The mayor is responsible a. our rights and duties.

2. Councillors are elected b. every four years.

3. An Autonomous Community c. is the King.

is administered

4. The Head of State d. by a Government.

5. The Constitution establishes e. for the town hall.

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

1



Vocabulary Assembly, Constitution,

Councillors, Courts of Justice, Head of State, Houses

of Parliament, mayors, President, town halls

M.A. Take care of common property, respect others… M.A., the

Courts of Justice, the Government and the Houses of Parliament.


• Distinguishing different government

institutions

■ Hands on

■ Presentation

• Tell the Ss democratic governments

are elected by all the citizens.

• Explain that all governments have their own

institutions.

• Ask: Who is the mayor of your town?

Who works with him/her? (councillors)

• Draw a diagram on the BB. Title:

Government institutions: Municipal

Government; Autonomous Government;State Government. Representatives: Mayors

and Councillors; President and Councillors;

President and Ministers. Ss read ,

and .

• Ss read about the Constitution

and do the activities.


LOOK

3

21

READ

Democratic vote

• Ask the Ss: What type of test do you

prefer for this unit? Give them three

choices. E.g.: multiple choice, gap-fill

or a combination of both.

• The Ss vote on a piece of paper.

• They count the votes. The choice with

the most votes wins.

Democratic elections. In democratic

elections we express our opinion freely

and peacefully.



114


• Understanding what the service sector

does

■ Hands on

■ Presentation

• Draw attention to the photograph.

Firefighters work in the service sector. They

provide services to the community.

• The Ss think about all the people in the

service sector who provide services:

teachers, cooks, doctors, shopkeepers,

policemen, street cleaners …

• Make a poster with photos of service

sector workers. The Ss write the name

of the job next to the photo.

• Ss read and and and listen to ,

and .

• Ask: Do you live in a tourist area? Where do

tourists go in your country?



R ➔

107106

105321

READ

■ LANGUAGE AND CONTENT DEVELOPMENT

Game: What’s my job?

The Ss imagine they have a job in the service sector, commerce

or tourism. They write the job on a piece of paper but do not show

their partner. The partner can ask up to 8 questions to guess the

job. The person with the job can only answer yes or no.

A: Do you work in a hotel?

B: No.

A: Do you work at the airport?

B: Yes.

A: Are you a customs officer?

B: No.

A: Do you work in an office? …

1

44 GOVERNMENT AND SOCIETY

1. The service sector

Doctors or taxi drivers do not produce food

or objects. They provide us with a service.

Many jobs are in the service (or tertiary) sector:

• Health care in hospitals.

• Education in schools and universities.

• Defence in the army.

• Office work in banks and town halls.

• Professional work by lawyers or engineers.

• Jobs in commerce, transport and tourism.

3. Tourism

Tourists are people who travel to other places

to learn about them, to have a good time

or to rest.

People who provide services to tourists work in

hotels, restaurants, travel agencies or in means

of transport.

2. Commerce

Commerce is the exchange of money

for goods or services.

Many people are involved in commerce:

• Producers obtain raw materials

and manufacture goods.

• Others transport goods to the places

where they are sold.

• Salespeople provide goods for buyers

or consumers.

Services, commerce and tourism

READ

Do firemen work in the service sector?

Commerce

➧

3. sale

1. production

➧2. transport

and distribution

A luxury tourist resort:beach tourism is a very important industry.

68

69



Vocabulary

buyers, consumers, commerce, goods, producers,

salespeople, service sector, tourism, tourists, transport

Jobs

• Ask the Ss to imagine they are tourists

visiting Spain. Ask: Who will you meet

in the service sector? (tour guide, bus

driver, hotel receptionist, waiter …)

• The Ss roleplay in pairs, e.g. a tourist

and a taxi driver / hotel receptionist /

waiter.

Women and work. Women generally

have fewer opportunities than men to find

good jobs. They often receive less money

than men for the same job.




1. Copy the sentences and complete them with the words given.

President Autonomous citizen rights traffic

1. It is important to be a good

2. Councillors are responsible for security, health and

3. There are different Communities in Spain.

4. The Government has a and Ministers.

5. Citizens have and responsibilities.

A n s w e r s : 1 . c i t i z e n . 2 . t r a f f i c . 3 . A u t o n o m o u s . 4 . P r e s i d e n t . 5 . r i g h t s .

2. Read the definitions and write the words correctly.

ixat versrid cheaters cotrods stirsotu lesaslepope

1. These people travel to other places.

2. These people work in schools and universities.

3. These people work in hospitals.

4. These people drive us from one place to another.

5. These people provide goods for buyers.

A n s w e r s : 1 . t o u r i s t s . 2 . t e a c h e r s . 3 . d o c t o r s . 4 . t a x i d r i v e r s . 5 . s a l e s p e o p l e .



118

UNIT CONTENT

Assessment criteria

• Distinguishing the main historical periods

• Identifying social change through everyday life, economy, art, etc.

• Explaining society in the past using drawings and photographs

• Appreciating our historic and artistic heritage

Content objectives

1. Identifying and describing reasons for and results of historical events, situationsand changes

2. Distinguishing important periods in history

3. Placing events, people and changes into correct periods of time

4. Distinguishing changes in society through history

5. Observing and describing ancient structures and clothes

6. Showing an awareness of social, cultural and ethnic diversity

7. Showing awareness of scientific and technological advances and how the pastinfluences the present.

Language objectives

1. Describing life in the past (simple past form of verb to be): Europe was part

of … There were big cities …2. Describing events in the past (simple past): Muslims entered Spain;

They lived …; Christians conquered …; They built …

3. Past events (passive): America was discovered by …

4. Describing possession in the past: … had beautiful palaces

5. Ordinal numbers: nineteenth and twentieth centuries

• The passage of time andchanges in history

• The Romans

• The age of castles andcathedrals

• The age of discovery

• The age of great inventions

• Identify typical characteristicsof the historical periods

• Observe and describe ancientstructures and clothes

• Recognise everyday objectsin drawings and photographs

• Identify monuments and worksof art in the locality

• Compare and match objectsand events in different periods

• Develop empathy towardspeople and the ways of lifein other ages in history

• Respect our historic and artisticheritage


Contents

UNIT 14

The Romans



119

RESOURCES

Resource folder




• Assessment





Internet resources

www.richmondelt.com


A medieval castle

http://www.kidsonthenet.org.uk/castle/view.html

Explore all the parts of a castle. Useful for students.

The Romans

http://www.bbc.co.uk/schools/romans/

Site designed for primary students with information,activities, glossary and more about the Romans.Useful for students and teachers.

The Romans in Britain

http://www.brims.co.uk/romans/index.html

Facts, information and a quiz about the Romans,especially the Romans in Britain. Useful for students.

Romans and Celts

http://www.show.me.uk/topicpage/parents/pRomans.html

Archeology, fun activities and a tour of life in Britain for Celts and Romans. Useful for students and teachers.

Other resources



• Flashcards

• Posters


LEVEL

4

TI M E T O

CELEBRATE!



122

THE ROMANS 47

The age of discovery

1. The discovery of America

America was discovered more than 500 years

ago. For Europeans, it was a new continent.

There were new animals and plants, like maize,

tomatoes and potatoes. There was a lot of gold

and silver in the mines in America.

In Europe, kings and aristocrats had beautiful

palaces. There were new universities

and schools. However, life for many people

in the cities and the countryside was hard.

LOOK AND READ

What plants come from America?

ship

clothes

palace

university

72


Listening. Write the following sentences on the BB.

The Ss listen again to and decide if they are true or false.

They then correct the false ones.

1. America was discovered more than 300 years ago.

2. It was a new continent.

3. There were new trees and plants.

4. There was a lot of gold and silver in the houses in America.

5. In America, kings and aristocrats had beautiful palaces.

6. There were new monasteries and schools.

7. Life for many people was hard.

Answers: 1. (F) … more than 500 years ago. 2. (T). 3. (F) … animals

and plants. 4. (F) … in the mines. 5. (F) In Europe … 6. (F) … new

universities … 7. (T).

110

1

M.A. maize, tomatoes, potatoes


• Complex concepts: age meaning a “period

of time”; changes in society

■ Hands on

■ Presentation

• The Ss look at the picture.

Ask: Which clothes were the most

elaborate/the simplest? The most

comfortable. The cheapest/most expensive

to make? Which would you like to wear?

Why? Why not? Highlight the differences

between the noble family on the left, the

peasants in the middle and the soldier on

the right.

• Explain that journeys to America were very

long and dangerous. Many sailors diedbefore they reached their destination.

• Encourage the Ss to find more information

about Columbus’s expedition to America:

Who was Christopher Columbus? How did

he get to America? What happened in

America when the sailors arrived? What

effects did the expedition have?

• Ss read and listen to , then do the

activity at the bottom of the page.


1101

LOOK AND READ

Telling a story

• The Ss role-play they are sailors on the

ship going to America with Columbus.

They can describe the ship, their work

on the ship, how they felt when they

first saw land, and when they met the

natives …

Food from America. New food

discovered in America revolutionised

Europe: potatoes, peppers, tomatoes,

chocolate, beans.

Content objectives: 1, 2, 3, 4, 5, 6.


Vocabulary

discovery, gold, maize, mines, palaces,

potatoes, ship, silver, tomatoes, universities



24

Match the sentence halves.

. In the 19 th and 20 th a. tall buildings with new materials

centuries

2. The telephone b. running water, gas and electricity

. There were factories c. was an important invention

. It was possible to build d. there were great changes

. There was now e. to make machines A n s w e r s : 1 – d . 2 – c . 3 – e . 4 – a . 5 – b .




1 2 5


1. Write the letters on the structures. Then colour the Roman city.

3. Think and answer the questions.

What constructions similar to Roman roads do we build nowadays?

Do you think we use the same construction materials?Investigate to find out what materials are used.

2. Colour the costumes from Roman Times.

A

B

C

D

E

F

G

H

amphitheatre theatre aqueduct Roman

public baths basilica walls bridge

A

Model answer:

Wæ buil∂ roadfi an∂ motorwayfi.

Wæ ußæ conc®e†æ an∂ asphal†. Romanfi uße∂ sto>efi, san∂

50

courtyard bridge

Worksheet 42. Date Apply your knowledge CASTLES

1. Match. Then colour the castle.

water towerbattlements

2. Tick the true sentences.

After the Roman Empire, there were wars in Spain.

Muslims from North Africa entered Spain.

They lived in castles.

They lived in cities surrounded by walls.

Christian kings lived in northern Spain.

They lived on small f arms.

They lived in big castles.

The Christian kings and nobles reconquered all Spain. There were great cathedrals in the cities.

There were monasteries in the countryside.

✓

✔

✔✔

✔

✔

✔

✔



1 2 6

ARC T IC OC E AN

ANT ARCT IC O C E

AN

PACIFIC

OCEAN

ATLANTIC

OCEAN

INDIAN

OCEAN

Argentina

Brazil

Canada

UnitedKingdom

Spain

FranceItaly

Iran

In

South AfricaTahiti

0 2,100 km

1 cm on the map is equalto 2,100 km.

Worksheet 43. DateW

1. Use the key to colour the exploration map.

Magellan and Elcano(1519-1522)

Cook (1772-1775)

Marco Polo(1271-1295)

Cartier (1534)

Great explorers

2. Choose one of the journeys and describe it. Include the explorers’ names

from, and when they left. Mention the countries, continents and ocean

Model answer: Ma@ella> an∂ Elcano ¬e‡† Spai> i> 1519 an

aroun∂ t™æ worl∂. T™e¥ ∑±n† acrosfi t™æ Atlanti© O©ea> to

an∂ Ar@entinå. T™e¥ ∑±n† acrosfi t™æ Pacifi© O©ea> to T™

T™e> t™e¥ ∑±n† acrosfi t™æ India> O©ea> to Sout™ Africå.

to Spai> i> 1522. Durin@ t™ei® jour>e¥ t™e¥ ∑±n† froµ

Aµericå to Asiå to Africå an∂ t™e> to Euroπæ agai>.

52

You need:

A cardboard box (such as a shoe box)

A pair of scissors

A ruler and a pencil

Instructions:

1. Take the lid off the box.

2. Cut a slot, 1cm by about 10 cm in one end. It should be about 2 cm from the top.

3. Draw lines across the bottom of the box 1 cm apart.

4. Number each section.

5. Put the box so the slot is f acing the Sun.

6. Light from the Sun will enter the box through the slot.

7. Read and record where the light from the Sun f alls.

If you start early in the morning, you can read the time in the box every hour.

9

8

7

6

5

43

2

1

5 slot

In this picture the side is

transparent so you can see inside.

Project 10 AN EXPERIMENT

MAKE AN EGYPTIAN SUN CLOCK



1 2 7

54

MAKE A CASTLE

Copy, colour and make a castle based on the drawings.You can copy this illustration or design your own castle.

55

Project 11



sential Science, Science, Geography and History, for Year 4 of Primary Education is a collective work,nceived, designed and created by the Primary Education department at Santillana, under the supervisionJOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C. GUERRINI

ntributing authors: Cristina Zarzuelo, Jane Kilner and Lesley Thompson. Projects, pages 37 and 52: Jenny Rohd-Thomsen

glish language editors: Martin Minchom, Cathy Myers, Encarnación Díezheila Klaiber and Nancy Konvalinka

glish language specialist: Jeannette West

t director: José Crespo

esign coordinator: Rosa Marín

esign Team:

Cover: Martín León-BarretoInterior: Rosa Barriga

twork coordinator: Carlos Aguilera

esign development: Raúl de Andrés, José Luis Garcíad Javier Tejeda

chnical director: Ángel García Encinar

chnical coordinator: Marisa Valbuena

yout: Pedro Valencia, Luis González and Miguel Á. Mora-Gil

oofreader: Lorenzo Antónesearch and photographic selection: Amparo Rodríguez

otographs: J. Jaime; ARCHIVO SANTILLANA

essential science 4 teacher's book - santillana modificado

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