Essential Science 3 Teacher's Book - Santillana PDF

Teachers Book
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Essential Science teaches basic concepts of Science,
Geography and History through English.
Content and language are carefully interwoven
in Essential Science.
The syllabus covers all the scientific contents which
students require at this level.
The language objectives correlate with those
set out in the Cambridge Young Learners suite.
Essential Science
Science, Geography and History
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Activity
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Science, Geography and History C
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The Students Book guides students towards
curricular objectives.
A series of presentations explain key concepts in
clear and simple language.
Basic activities in the Students Book give students
the confidence to ask simple questions, and make
short, descriptive statements.
The Students 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.
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Essential Science provides a wealth of material to
teachers and students. This gives teachers great
flexibility to choose. They can adapt their work
in view of the time the students spend on Science,
Geography and History in English.
Internet resources are available for teachers and
students on our websites. Links encourage students
to go further in their research.
Posters and flashcards give teachers important
visual back-up.
Richmond Students Dictionary: a valuable reference
tool.
Assessment, Extension and Reinforcement
worksheets provide teachers with additional
resources.
Teachers Book
Science
Science, Geography and History
Essential
3
www.richmondelt.com
LEVEL
3
FINS,WINGS
AND LEGS
This Teachers Book offers page-by-page teaching
suggestions, solutions to the Activity Book
activities, and a guide to other resources.
The Teachers CDs contains a
selection of recorded texts as well as
all the Students CD recordings.
Richmond World
Facts Readers
provide a series
of stimulating and
carefully graded
texts on Geography,
Science, Culture
and History.
58 readers at 6 levels of proficiency are
available.
www.richmondelt.com
LEVEL
3
CLOUDS
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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 3, SECOND CYCLE
UNIT CONCEPTS PROCEDURES CITIZENSHIP
The life cycle
Living things
Animals and plants
Where animals
and plants live
Comparing photos
Completing a chart
Pollution 01. Living things
Touch
Sight
Hearing
Taste
Smell
Completing a chart
Doing an experiment
Blind people 02. Our senses
Movement
The skeleton
Muscles
How we use our muscles
Labelling a diagram
Doing an experiment
Changes in
the body
03. Our body
The classification of animals
What animals eat
How animals are born
Classifying pictures
Labelling photos
Animal
protection
04. Animals
Vertebrates
Invertebrates
Matching photos
and diagrams
Completing index cards
Respecting
small animals
05. Vertebrates and
invertebrates
The Earth
Solids, liquids and gases
Changes in matter
Analysing a picture
Labelling a diagram
Pollution 06. The Earth
Characteristics of water
Water as a resource
The three states of water
The water cycle
Comparing photos
Labelling pictures
Water as
a valuable
resource
07. Water
N
a
t
u
r
a
l

s
c
i
e
n
c
e
s
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G
e
o
g
r
a
p
h
y

a
n
d

H
i
s
t
o
r
y
UNIT CONCEPTS PROCEDURES CITIZENSHIP
Air as a gas
The atmosphere
Classifying pictures
Comparing photos
08. Air
Stems, leaves and roots
Trees, bushes and grass
Compiling information about
plants in our region
Labelling a picture
09. Plants
Plant seeds and fruit
Plants are born
Plants grow and change
Drawing the life of a bean plant
Doing an experiment
10. Flowering plants
Changes in the landscape
Mountains and flat lands
Completing descriptions
Labelling a map
Water
The coast and the sea
Weather
Drawing a weather map
Describing coastal relief
Clean
beaches
Fresh air
Protection
of plants
and trees
Fruit
in season
Landscapes
in our region
12. Water and
weather
Cities, towns and villages
Transport
Interpreting graphs
Compiling information about
our area
Customs
and traditions
13. Population
Crop and animal farming
Industry
Labelling a chart
Making a relief model
The right
to work
14. Work
11. The landscape
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The Student's Book
indicates an
Internet Activity.
indicates
a reading
activity.
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 to
citizenship themes.
indicates Richmond
World Facts Readers.
indicates that the
activity should
first be done
orally.
indicates that it
can also be used
as a writing
exercise.
shows that it is
also recorded.
Read
Information is organised
into numbered sections.
6 OUR SENSES
1. The senses
We need our senses in order to understand our surroundings.
We have five senses: sight, hearing, smell, taste and touch.
Each sense goes with an organ in the body.
We use our eyes to see. They are the organs of sight.
We use our ears to hear. They are the organs of hearing.
We use our nose to smell. It is our organ of smell.
We use our tongue to taste. It is our organ of taste.
We use our skin to feel. It is our organ of touch.
2. Touch
Our body is completely covered by skin.
Through our skin we feel cold, heat and pain.
Some parts of our body are very sensitive.
For example, the skin on our fingers is very sensitive.
However, the skin on our legs is not so sensitive.
Our senses
LOOK
Make more sentences. Change the underlined words. We use our skin to feel.
READ
Imagine you are
in this room.
Your eyes are covered.
What can you know?
The skin on our hands is very
sensitive. We can use our hands
to model a piece of clay.
5
Look
The units begin
with a LOOK or
COMPARE
section which
focuses
attention on the
theme of the
unit.
EXPRESSING FACTS
Water can be found in three different states.
Rivers, lakes, drinking water liquid water.
Ice, snow, hailstones is / are solid water.
Water vapour a gas.
Water
DESCRIBING PROPERTIES
The Earth is surrounded by an enormous layer of gases
called the atmosphere.
In the lower parts of the atmosphere, there is a lot of oxygen.
The higher parts of the atmosphere, there is a little oxygen.
In outer space, there is no oxygen.
Air
Essential language
The Essential
Language section
summarises all the
key language used at
this level.
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The Activity Book
Multicultural
non-sexist education
Health
education
Consumer
education
Road safety Environmental
education
Citizenship Sex
education
Peace
education
Learner autonomy:
the students assess
their own progress.
I can do it
58
Living things
born (be)
breathe
cold
die
grow
habitat
life cycle
need
pollution
reproduce
root
soil
sunlight
warm
Our senses
blind
cochlea
colour-blind
ear canal
ear drum
eyeball
eyebrow
eyelash
eyelid
eyesight
flavour
focus
hearing
inner ear
iris
lens
outer ear
protect
pupil
retina
salty
short-sighted
sight
skin
smell
soil
sour
Glossary
Name Date Project 3
INVESTIGATION SHEET
37
Question: How does water affect the growth of plants?
Method: How can you find the answer?
What resources do you need?
How much time do you need?
Hypothesis: What do you think will happen?
Results: How can you record your results?
How often do you take measurements?
What are you looking for?
Conclusions: Compare your results with your hypothesis.
What do your results show you?
Evaluation: Was the experiment a good one?
What did you learn?
What went wrong, if anything?
Can you improve it next time?
Design and carry out an experiment. Answer these questions.
AN EXPERIMENT
Model answers:
Ta two plant, wae o>
Two plant in pot, wae.
Abou th ek.
T o> withou wae wil d^.
Dra pictu o char.
Er 2 o 3 day.
To i t plant a growin@.
T firs plan i
T plan withou wae i
Ye.
Plant >e wae to li.
I forgo to wae t plan.
Ye. I ca> mo caefu.
egularl an do no wae t ote, te> compa.
bi@ an ealth. T ote o> i dr an wile.
dyin@.
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
2
Living things
Our senses
Our body
Animals
Vertebrates
and invertebrates
The Earth
Water
Air
Plants
Flowering plants
The landscape
Water and weather
Population
Work
Past and present
I can compare living things and non-living things.
I can identify animal and plant habitats.
I can identify our five senses.
I can name the parts of the eye and the ear.
I can name some bones and muscles.
I can say how we use our muscles.
I can classify animals in different groups.
I can identify what different animals eat.
I can identify vertebrates and invertebrates.
I can name the characteristics of mammals.
I can identify the three parts of the Earth.
I can compare solids, liquids and gases.
I can say where we find water.
I can describe the water cycle.
I can describe the characteristics of air.
I can identify some atmospheric phenomena.
I can identify stems, leaves and roots.
I can compare trees, bushes and grasses.
I can name some of the parts of a flower.
I can describe how plants grow.
I can identify different landscapes.
I can name the parts of a mountain.
I can describe the course of a river.
I can talk about the weather.
I can compare cities, towns and villages.
I can identify some means of transport.
I can identify some types of work.
I can talk about the needs of industry.
I can talk about the past.
I can make a family tree.
3
6
10
13
16
25
27
30
32
35
40
44
48
51
53
PROJECT 1: Animal index cards 20
PROJECT 2: Make a skeleton to study bones and joints 21-24
PROJECT 3: An experiment 37
PROJECTS 4-7: Make objects to experiment with air 38-39
PROJECT 8: Make a relief model of your autonomous community 56-57
GLOSSARY: 58-64
UNIT
Read
and tick
I CAN DO IT
Extra
Worksheet 1. Date Apply your knowledge
THE LIFE CYCLE
2. How do living things begin? Connect.
1. What do living things do? Match and write.
3
a bor>
1
2
4
5
6
B
C
D
E
F
reproduce eat are born die grow
3
A
The Activity Book
offers a wealth of
activities.
Activities
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UNIT 0
16
UNIT CONTENT
Assessment criteria
Learning the characteristics of living things
Identifying living and non-living things
Classifying living and non-living things
Distinguishing living from non-living things
Describing the life cycle of some living things in the right order
Identifying the needs of living things
Recognising that people are living things
Content objectives
1. Distinguishing living things from non-living things
2. Understanding the meaning of the life cycle
3. Understanding that nutrition, movement, growth and reproduction
are common life processes
4. Learning characteristics of animals and plants
5. Distinguishing animals and plants
6. Understanding that living things only live in places where all their needs
are satisfied
7. Understanding that living things can live on land or in water
8. Developing a responsible altitude towards animals, plants and their habitats
Language objectives
1. Describing and identifying objects, people and animals (present simple):
Living things grow. Non-living things do not grow.
2. Comparing and contrasting: Some living things Other living things
3. Describing ability: Animals can move. Plants cannot move.
4. Talking about habits and facts: Animals live Do bison live ?
Everything around us: living
and non-living things
The life cycle of living things
Characteristics of animals and
plants
The needs of living things
Distinguish living things from
non-living things
Classify different living things
into animals or plants
Sequence correctly the events
in the life cycle of living things
Interest in knowing about and
protecting living and non-living
things around us
CONCEPTS PROCEDURES ATTITUDES
Contents
UNIT 1
Living things
RESOURCES
Resource folder
Reinforcement and extension
Reinforcement: Worksheet 1
Extension: Worksheet 1
Assessment
Assessment: Worksheet 1
Developing intelligence worksheets
Working with recent immigrants
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES*
Internet resources
www.richmondelt.com
www.indexnet.santillana.es
Teaching strategies
http://www.scienceacross.org/index.cfm?fuseaction=
content.showcontent&node=29
Advice for teaching Science to students whose first
language is not English.
Living things
http://www.bbc.co.uk/schools/revisewise/science/living/
Information and interactive activities and tests about
living things.
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 and
interactive puzzles. Useful for students
and teachers.
Other resources
Richmond World Facts
Richmond Students Dictionary
Flashcards
Posters
* Not yet available in English
PLANES,
TRAINS
AND MORE
PLANES,
TRAINS
AND MORE
LEVEL
2
www.richmondelt.com
WHERE DO
PLANTS
GROW?
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
8
Solutions
There are
solutions to
all Activity Book
activities.
Contents for
Science skills
5
4
1. Use these words to label the parts of the skeletons. Then colour the skeletons.
2. Use these words to complete the sentences.
Animals with a skeleton are called .
The skeleton is made up of .
All vertebrates have a .
VERTEBRATE ANIMALS
16
skul
Match.
The skull is made up of many vertebrae joined together.
The spinal column is an external protection of the body.
Invertebrates is made up of the bones in the head.
An exoskeleton are animals with no bones on the inside.
VOCABULARY
bones
backbone
vertebrates
skull spinal column ribs legs tail
skul
e@
rib
spina
colum>
tai
spina
colum>
rebrae
bo>e
backbo>
COMPARE SKELETONS
17
1. Look carefully. Then read and circle.
2. Read and circle.
A B
What are the differences between the human skeleton (A)
and the cows skeleton (B)?
The human skeleton has got / has not got tail bones.
It has more / fewer bones in the legs.
It has two / four legs.
The cow has two / four legs.
and the chimpanzees skeleton (C)?
The chimpanzees arm bones are longer / shorter than its legs.
Human arm bones are longer / shorter than human leg bones.
C
A
c
t
i
v
i
t
y

B
o
o
k
The Teacher's Book
Internet resources
Other resources
Materials for reinforcement
and extension
Contents for
English skills
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10 OUR BODY
1. Movement
We make many different movements
through the day. Our muscles and bones
work together to move our body.
Bones are hard and rigid.
We cannot bend our bones.
Muscles are soft and flexible.
Many muscles are joined to bones.
When muscles move, they pull
and push the bones.
A voluntary movement is when we make
a movement that we want to, for example,
when we pick up a glass.
An involuntary movement is one that we do not
control. For example, we touch something hot,
and then take our hand away quickly.
Our body
LOOK
Look at the boy. What parts of his body can he bend? Decide and complete. He can bend
READ
The body
Running is a voluntary movement.
arm
limbs
head
neck
shoulder
hip
elbow
wrist
ankle
knee
trunk
9
10
CONTENT AND LANGUAGE DEVELOPMENT
Parts of the body: Simon says
Ss study the names of parts of the body.
They stand up. Say: Simon says touch your head. The Ss must
obey the instructions. Then continue giving instructions to touch
other parts of the body, beginning with the phrase: Simon says.
Occasionally this phrase is omitted, which means the students
must not obey the instructions. Any student who does, is out of
the game and has to sit down. The winners are the Ss left
standing.
1
Content objectives: 1, 4, 5, 8.
Language objectives: 1.
Vocabulary
body, bones, head, involuntary movement, limbs,
muscles, trunk, voluntary movement
M.A. arm (elbow) leg (knee).
Special attention
Understanding that bones and muscles
are connected to each other and work
together
Hands on
Presentation
Present with . The Ss say if the
following movements are voluntary or
involuntary: Moving our hand away when we
prick a finger (I). Raising your hand to ask
a question (V). Opening a book (V). Closing
your eyes when a fly is buzzing round
(V or I). Your heartbeat (I).
The Ss learn the names of parts of
the body by looking at the photo of the boy
and focussing on the highlighted words:
head, limbs, trunk The other words
describe the parts which make up these
three main sections. For example: The
limbs are the arms and legs. The leg
includes the knee and the ankle.
Play to practise the vocabulary. 17
LOOK
16 1 READ
Making a puppet
Draw the parts of a puppet: head
and neck, trunk, limbs (in two sections
to include elbows and knees), hands
and feet. Mark where a hole needs
to be made.
Make photocopies of the puppet and
give them to the Ss. They stick the
puppet onto cardboard and then cut
out the figure and make holes where
indicated. Fix the pieces with pins.
Ss move the joints of the puppet.
Changes in the body. Children grow
and become men and women. Ask Ss how
the body of the boy in the photo will
change as he grows. Then choose another
photo in the book of a girl and ask how
her body will change.
35
Special attention
Understanding that bones are beneath the
skin and muscles
Learning the vocabulary
Passive forms: are joined
Hands on
Presentation
Present and with and .
Ask: Are bones hard? Are they soft? What
would happen if we didnt have a skeleton?
What would our body be like? (a sack,
a balloon without air ).
Ss touch their chest and find their ribs and
sternum. Explain that these bones protect
the lungs and heart.
Suggest they learn the names of the bones
by starting at the top of the head and
working their way down to the feet,
visualising the bones they are naming.
Present with . To illustrate the joints
in the body refer the Ss to page 10 of the
book. Then ask the Ss to do the activity.
Present with .
Activity Book, pages 10, 22 and 23. R
21 LOOK
20 3
19 18 2 1 READ
Names of bones. Make photocopies of the skeleton but erase
the names of the bones. Ss study the names for 5 minutes.
Then, without looking, they write them in the correct place.
Vocabulary game: Hangman
The Ss study the vocabulary related to the skeleton. Then one
student chooses a word and writes on the BB the spaces for each
letter, for example: _ _ _ _ (N E C K)
The Ss say letters of the alphabet to guess the word. Correct
letters are written in the spaces but if the letter is not in the word,
the S at the board begins to draw the Hangman. When someone
guesses the word correctly, it is their turn to choose a word.
2
1
Content objectives: 1, 2, 3,
4, 5.
Vocabulary
ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,
skeleton, wrist, names of the most important bones
Our bones
Ss touch their hands and describe
what they feel. Ask: What can you feel
under the skin? Is there anything hard?
What shape are the hard parts? Are
they big? Can they move?
Tell the Ss that what they can feel are
the bones. Ask them: What do you
notice if you touch your index finger?
It is in three sections, each with
a bone.
Calcium. We need calcium to grow and
to be healthy. Milk and dairy products like
yoghurt and cheese are rich in calcium.
OUR BODY 11
LOOK
Make more sentences. Change the underlined words. The shoulder is a joint in our arms.
The skeleton
1. The skeleton
The skeleton is made up of all the bones in our
body. The skeleton has two important functions:
It holds the body up. It gives it shape.
It protects the most delicate parts of the body
like the brain, the heart and the lungs.
2. The parts of the skeleton
The skeleton is made up of bones and cartilage.
They are different in shape and size.
For example, the bones in our fingers
are small and short.
The bones in our legs are big and long.
Cartilage is soft and flexible.
We have cartilage at the end of some
of our bones, for example, our nose.
3. The joints
A joint is a place where two bones meet.
Some bones are joined together so closely
that they cannot move, for example, the bones
in the skull. Other bones have a special joint
which means they can move.
Our joints are important for movement:
The neck is the joint
between the head and the trunk.
The shoulder, elbow and wrist
are the joints in our arms.
The hip, knee and ankle
are the joints in our legs.
The skeleton
ulna
humerus
vertebra
spinal column
(backbone)
skull
sternum
(breastbone)
ribs
jawbone
fibula
tibia
femur
pelvis
radius
READ
11
12
13
14
M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.
The knee is a joint in our legs. The elbow is a joint in our arms.
9
Content objectives
A cross-reference
to the content
objectives
on 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
This presented in
alphabetical order.
It is recommended
that students
learn it.
Presentation
The suggestions include
texts 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.
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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 human bones, for example, ask
students to begin with their head, and move
downwards until they reach their feet.
Touching the corresponding parts of their bodies can
help memorisation.
Photographs
The photographs help students to obtain information.
It can be helpful to ask the students to study
a picture before they have read the caption
or received any other external information.
Focus the students attention: What do you see in 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.
ulna
humerus
vertebra
spinal column
(backbone)
sternum
(breastbone)
ribs
jawbone
fibula
tibia
femur
pelvis
radius
skull
10
Learning skills
To extract information, it is important to study
the whole picture carefully as well as look at 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
experiments 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 mammals? 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, for example, hearing,
smell, taste and touch, in response to the question:
What senses are very important to blind people?
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Recorded Material
Some sections of each Unit are recorded on the
Students 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 use
with 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 Students 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.
The verb to be born: The students ask and answer
questions about how different animals are born.
Passive verb forms: Students identify the structure:
verb to be + past participle, and write examples from
each unit.
Expressing ability
Can / cannot: Students ask questions related to
examples from the unit, for example: Can birds swim?
Describing functions
Verbs, concrete nouns, abstract nouns: Students
copy the tables into their notebooks. They test each
other in pairs.
Defining
Prepositions of place: Students copy the texts, or
use pencils to underline prepositions of place.
In pairs they ask each other: Where is ?,
and answer using the correct preposition.
Relative pronouns: Students identify examples of
relative pronouns (who which ). They write True /
False sentences to test their partners, using relative
pronouns to give correct or incorrect definitions.
Describing
Properties: verb to have: The students write
affirmative and negative sentences.
Describing a process, using linking words: First, next,
then, etc. The students find more examples of
processes using these linkers in other units.
Landscapes: There is / there are + singular / plural
nouns. Students find and underline more examples
of this structure in other units.
The weather: Students write examples to describe
the weather today, or in different seasons of the year.
DESCRIBING PROPERTIES
DESCRIBING A PROCESS
We classify fruit into two groups.
Fleshy fruits have a lot of water. Pears, apples, and melons are fleshy fruits. Nuts do not have a lot of water. Acorns and peanuts are nuts. Ask and answer.
Are apples a fleshy fruit? Yes, they are. / No, they aren't.
Are melons nuts?
Yes, they are. / No, they aren't.
First, the flowers grow.
Then, the flowers become fruit. Next, the fruit falls and opens. Then, the seeds fall out of the fruit into the soil.
Finally, the seeds grow into new plants.
Flowering plants
DESCRIBING LANDSCAPES
DEFINING
There are different types of landscape.
Mountain landscapes narrow rivers, villages and forests
Flat landscapes
cities, farms and motorways
Coastal landscapes cliffs, the sea and tourist towns Match.
You: We can see motorways. Your partner: Flat landscapes.
Mountains have three parts.
The summit
the highest part of a mountain.
The slopes is / are the sides of a mountain.
The foot
the lowest part of a mountain.
The landscape
ESSENTIAL LANGUAGE 53
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Linking units and contents
Before students look at the Contents list, write a few
titles on the left of the board: Living things; Our
senses; Our body; The Earth; The landscape; Water
and weather.
On the right, write, in a different order, some of the
information about the titles: Animals and plants;
Sight, hearing, taste, smell and touch; The skeleton;
Solids, liquids and gases; Mountains and flat lands;
The coast and the sea.
Students volunteer to go to the board and draw a line
between a title and its information.
The students now have the list of contents (page ii of
the Students Book), open in front of them. Draw on
the board something to represent a title, for
example, a dog (Unit 4), and a mountain (Unit 11).
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 RATEW
(WATER) and ask the students to say which unit is
being referred to. The students could do this in pairs.
About this book
Multicultural
non-sexist education
Health
education
Consumer
education
Road safety Environmental
education
Citizenship Sex
education
Peace
education
Contents
01
Learning to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
01
Living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Animals and plants. Where do animals and plants live?
02
Our senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Sight. Hearing. Taste and smell
03
Our body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
The skeleton. Muscles. How do we use our muscles?
04
Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
What do animals eat? How are animals born?
05
Vertebrates and invertebrates . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Vertebrates. Invertebrates
06
The Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Solids, liquids and gases. Changes in matter
07
Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
Water, a valuable resource. The three states of water. The water cycle
08
Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Air is a gas. The atmosphere
09
Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
Plants have stems, leaves and roots. Trees, bushes and grasses
10
Flowering plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Plant seeds and fruit. Plants are born. Plants grow and change
11
The landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
Changes in landscapes. Mountains and flat lands
12
Water and weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
The coast and the sea. Weather
13
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
Cities, towns and villages. Transport
14
Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
Crop and animal farming. Industry
14
Essential language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
PAGE
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General questions
Ask general questions:
How many units are there in the book?
What is the first / last unit about?
What do you think you will study in Unit (5)?
What are Units 6, 9, 13 about?
(These questions can also be asked in pairs.)
Which unit is about animals / plants / the earth?
(These questions can also be asked in pairs.)
Which units discuss water?
Which unit do you like best / is most interesting for
you?
Pairwork activities
In pairs, the students test each other:
A: The Earth?
B: Unit 6. Animals?
A: Unit 4. Population?
B: Unit 13.
Answers: a 2; b 8; c 1; d 14; e 10;
f 4; g 12; h 5; i 3; j 7; k 9; l 11;
m 13; n 6.
ABOUT THIS BOOK
Look at these pictures.
Match them to the units on the opposite page.
Then look at the book. Check your answers.
Unit 1 Unit ......... Unit 10 Unit .........
Unit ......... Unit ......... Unit 13 Unit .........
Unit 12 Unit 5 Unit ......... Unit 7
Unit ......... Unit .........
A B
G
D C E
H
K L M N
J
F
I
Learning to learn
Notes:
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14
You already know a lot!
This section shows students that they already have
considerable prior knowledge.
Explain that this will help them throughout the year.
This section can also be used as a diagnostic test at
the beginning of the year.
For example, to establish prior knowledge of the
parts of the body, photocopy the boy on page 10,
removing the text. Ask students to label the picture.
Choose how many words to include according to the
level of the class.
YOU ALREADY KNOW A LOT!
ANIMALS
Can you name five animals?
Where do they live?
What do they eat?
PARTS OF THE BODY
Ear, leg
Think of more words.
FOOD
Do you know the names of three meals?
Can you name five types of food?
PLANTS
Can you name three trees or flowers?
LANDSCAPES
What can you see in the country?
What can you see in a city?
WEATHER
Do you know three weather words?
Today it is
PLACES
Can you name three cities in your region?
Can you name three European countries?
TRANSPORT
Do you know more examples?
Buses, planes,
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 animals can you see?
Can you see water?
Think about what you see in photos.
Photos have a lot of information.
What is the second section on the page?
EXPLANATIONS
These paragraphs have important information.
Important words are like this: the life cycle.
SYMBOLS
The text is on the CD
There is an Internet activity
Speak
Read
Write
ACTIVITIES
These exercises give you
practice in ESSENTIAL SCIENCE.
Notes:
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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 African landscape with their own
region or country: Is this landscape different from
your region? (Its dry )
Further suggestions for teaching page 3 are given
on page 18 of this Teachers Book.
The use of photos is discussed in the Learning skills
section on pages 1011 of this Teachers Book.
EXPLANATIONS AND SYMBOLS
Explain that the students have their own
Students 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 recordings
without using the Students 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 1011.
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 1011.
2. The life cycle
The life of all living things has a beginning
and an end. Some living things, like trees,
have a very long life. Other living things,
like insects, have a very short life.
Living things are born, grow,
relate to each other, reproduce and die.
This process is called the life cycle.
People are living things,
and so we have a life cycle too.
1. Living and non-living things
Everything around us can be put into two
groups: living things and non-living things.
Living things are born, grow, eat, breathe
and reproduce. People, animals and plants
are all living things.
Non-living things do not eat or grow.
The Sun and rocks are non-living things.
Objects that people make, like tables
or cars, are also non-living things.
Living things
LOOK
die reproduce grow eat breathe
Make more sentences. Change the underlined words. All living things are born.
READ
In Africa
Look at this photo.
Point and identify.
animals
water
air
earth
plants
Which of these are
living things?
1 2
LIVING THINGS 3
Notes:
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16
UNIT CONTENT
Assessment criteria
Learning the characteristics of living things
Identifying living and non-living things
Classifying living and non-living things
Distinguishing living from non-living things
Describing the life cycle of some living things in the right order
Identifying the needs of living things
Recognising that people are living things
Content objectives
1. Distinguishing living things from non-living things
2. Understanding the meaning of the life cycle
3. Understanding that nutrition, movement, growth and reproduction
are common life processes
4. Learning characteristics of animals and plants
5. Distinguishing animals and plants
6. Understanding that living things only live in places where all their needs
are satisfied
7. Understanding that living things can live on land or in water
8. Developing a responsible altitude towards animals, plants and their habitats
Language objectives
1. Describing and identifying objects, people and animals (present simple):
Living things grow. Non-living things do not grow.
2. Comparing and contrasting: Some living things Other living things
3. Describing ability: Animals can move. Plants cannot move.
4. Talking about habits and facts: Animals live Do bison live ?
Everything around us: living
and non-living things
The life cycle of living things
Characteristics of animals and
plants
The needs of living things
Distinguish living things from
non-living things
Classify different living things
into animals or plants
Sequence correctly the events
in the life cycle of living things
Interest in knowing about and
protecting living and non-living
things around us
Contents
UNIT 1
Living things
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Teaching strategies
http://www.scienceacross.org/index.cfm?fuseaction=
content.showcontent&node=29
Advice for teaching Science to students whose first
language is not English.
Living things
http://www.bbc.co.uk/schools/revisewise/science/living/
Information and interactive activities and tests about
living things.
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 and
interactive puzzles. Useful for students
and teachers.
Other resources
Flashcards
Posters
PLANES,
TRAINS
AND MORE
PLANES,
TRAINS
AND MORE
LEVEL
2
www.richmondelt.com
WHERE DO
PLANTS
GROW?
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
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18
2. The life cycle
The life of all living things has a beginning
and an end. Some living things, like trees,
have a very long life. Other living things,
like insects, have a very short life.
Living things are born, grow,
relate to each other, reproduce and die.
This process is called the life cycle.
People are living things,
and so we have a life cycle too.
1. Living and non-living things
Everything around us can be put into two
groups: living things and non-living things.
Living things are born, grow, eat, breathe
and reproduce. People, animals and plants
are all living things.
Non-living things do not eat or grow.
The Sun and rocks are non-living things.
Objects that people make, like tables
or cars, are also non-living things.
Living things
LOOK
die reproduce grow eat breathe
Make more sentences. Change the underlined words. All living things are born.
READ
In Africa
Look at this photo.
Point and identify.
animals
water
air
earth
plants
Which of these are
living things?
1 2
LIVING THINGS 3
Sequencing. Write on the BB the verbs: reproduce, are born,
relate to each other, die, grow.
The Ss write these verbs in the correct sequence in the following
life cycle.
Beginning: End
Answers: are born grow relate to each other reproduce die.
Comprehension. Write the sentences on the board.
The Ss choose the correct alternative in each sentence.
Trees have a LONG / SHORT life.
Insects have a LONG / SHORT life.
Answers: 1. long. 2. short.
2
1
Content objectives: 1, 2, 3.
Language objectives: 1,2, 3.
Vocabulary
life cycle, living things, non-living things
All living things die.
All living things reproduce grow eat breathe.
Special attention
Understanding that plants, although
they cannot move, are living things
The use of the verb: to be born
The use of the auxiliary verb: do in
negative sentences in the present simple
Hands on
Presentation
Ask the Ss: What do you notice
about the photo? What animals can you
see? Where are they? What are they
doing? What plants can you see? Tell the
Ss that animals and plants are living
things.
Then ask: Is there water in the photo?
Is there earth? Is there air? Ask the Ss:
Are air, earth and water living things?
Explain that they are non-living things.
Write a list of words on the BB: stones,
grass, dog, tree, butterfly, worm, book,
pencil, mountain, sea. Ask the Ss to
classify the words into living or non-living
things, for example: Stones are non-living
things. Grass is a living thing.
Present and with and ,
and do the activity.
Activity Book, page 3.
Activity Book, page 4. E
R
2 1 READ
LOOK
Living things change
Draw two pictures on the blackboard
(BB) of how you are now and how you
were when you were younger. The
students (Ss) draw similar pictures.
Ask the Ss to think about how they
have changed. They compare their hair,
teeth, height, the size of their feet, and
the things they have learnt: My feet are
big now. I can speak English now
Point out that living things, including
people, change throughout their lives.
1 2
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19
Special attention
Understanding that people belong to the
animal group of living things
Understanding that plants make their own
food
The use of the auxiliary verb do in the
question form in the present simple tense
Hands on
Presentation
Ask the Ss: Can animals move? Can
plants move? What do animals eat? Do
plants eat? How do they get food? The Ss
suggest answers. Then the teacher writes
on the BB: Plants do not move. Plants
make their own food. Animals move.
Animals eat other living things.
Present with .
Divide the BB into two halves.
Ask the Ss to write the names of plants in
one half and the names of animals in the
other half. They can use the words on page
4 of the book. Then ask them to choose
one in each column and make sentences.
COMPARE
1
READ
4 LIVING THINGS
READ
COMPARE
1. Animals and plants
Plants and animals are living things.
How do they differ from each other?
Plants cannot move.
They are fixed to the ground by their roots.
Plants make their own food using water,
minerals from the soil and sunlight.
Animals, including people, cannot make their own food.
They need to eat plants and other animals.
Animals can move from place to place.
Animals and plants
The heron can fly over the tree.
However, the tree cannot move.
tree
ferns
butterfly
frog
Look at the photos.
Choose one animal.
How do you know
it is an animal?
Choose one plant.
How do you know it is a plant?
3
bird
Can. Write the following sentences on the BB.
Ss copy and complete them with can or cannot.
1. A frog move. 3. A bird move.
2. A tree move. 4. Ferns move.
Answers: 1. can. 2. cannot. 3. can. 4. cannot.
Comprehension. Now write these sentences and ask Ss
to copy them and circle the correct answers.
1. Trees / frogs eat insects.
2. Trees / frogs make their own food.
3. Trees / frogs can move.
4. Trees / frogs have roots.
5. Trees / frogs cannot move.
Answers: 1. frogs. 2. trees. 3. frogs. 4. trees. 5. trees.
2
1
Content objectives: 4, 5.
Vocabulary
animals, move, plants, roots
Model answer (M.A.) A frog is an animal because it can move and
eats other living things. Ferns are plants because they cannot
move and they make their own food.
Animal and plant mobiles
In class, Ss make mobiles by using
a coat hanger, some string
and pictures of living things.
Ss use only pictures of animals
or plants.
Ss make pictures and hang them
from the mobile on different lengths
of string.
When the mobiles are finished, ask:
What living things can you see? Are
they plants or animals?
3
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Special attention
Understanding that living things only live in
places where there is everything they need
Expressions of quantity: some, some
of them, others
Hands on
Presentation
Tell the Ss that living things are
related to the place where they live. Earth,
water, air, temperature and sunlight are all
important. Explain that living things must
have everything they need to live. Pollution
may be harmful to the bisons drinking
water, and to the plants they eat.
Ss look at the picture of the polar
bears. Ask them: What colour are they?
What colour is the place where they live?
Do they have fur? A lot or a little? Polar
bears have fur to protect them from the
cold. Their fur is the same colour as the
ice that surrounds them. Present with
. The SS then read the text and do the
activity.
Life in a drop of water.
This additional recorded text is for
more advanced classes.
5 E
R
1
READ
LOOK
4
Comprehension. Write the sentence halves on the BB.
The Ss copy them and draw lines to match them.
Alternative: make photocopies of page 21.
The Ss cut out the sentence halves and match them.
1. A habitat a. live in warm places.
2. Sardines b. have different needs.
3. Different living things c. is a place where a plant or animal lives.
4. Lions d. live in cold places.
5. Polar bears e. live in water.
Answers: 1 c. 2 e. 3 b. 4 a. 5 d.
1
LIVING THINGS 5
1. Animal and plant habitats
A habitat is a place where a plant or animal lives.
Different animals and plants live in different habitats.
They need water, air, soil, sunlight and food
in the places where they live.
Different living things have different needs.
Some of them can only live in very cold places.
Others can only live in very warm places.
Some living things need a lot of water.
Others can live without water for several days.
Living things can live on land or in water.
Sardines and water lilies live in water.
Lions and trees live on land.
Where do animals and plants live?
Polar bears live in very cold
places.
Look at this photo. Do bison
live in hot or cold areas?
What do they need?
(Think about water and plants.)
Is pollution dangerous
to these animals?
LOOK
READ
bison water lilies lions polar bears trees
on land in water in warm places in cold places
Make more questions. Change the underlined words. Do sardines live in water?
4
M.A. Where do lions live? Is it warm or cold? Do polar
bears live in cold places? Do trees live on land?
Vocabulary
cold places, habitat, in water, needs, on land, warm places
Earthworms
Take a jar containing soil and worms
into class. Ask: How can we find out
about living things?
Pour the contents of the jar carefully
onto a piece of cardboard. Ss look
closely at the worms and describe them.
Explain that the worms habitat is soil.
They need humidity to live. They eat
the remains of living things.
Pollution. Pollution can be harmful to
animals. They are affected by pollution in
the air, the water and the earth.
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21 ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
1 A habitat
2 Sardines
3 Different living things
4 Lions
5 Polar bears
a live in warm places
b have different needs
c is a place where a plant or animal lives
d live in cold places
e live in water
Match.
A n s w e r s : 1 c . 2 e . 3 b . 4 a . 5 d .
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2
2
A
c
t
i
v
i
t
y

B
o
o
k
THE LIFE CYCLE
2. How do living things begin? Connect.
1. What do living things do? Match and write.
3
a bor>
1
2
4
5
6
B
C
D
E
F
reproduce eat are born die grow
3
A
ea grow eprodu d^
IDENTIFY LIVING THINGS
AND NON-LIVING THINGS
4
1. Connect all the living things.
DORMOUSE
It sleeps a lot.
DOG
It jumps
and plays.
FINISH
MUSSEL
It attaches itself
to rocks
and moves
very little.
SNOWMAN
It disappears in the Sun.
START
Cross out the non-living things.
cactus mosquito child penguin hammer dog
palm tree snowman house sardine torch horse
VOCABULARY
POPLAR TREE
Its leaves fall in the winter.
New leaves grow
in the spring.
ROBOT
It can move
and talk.
TORCH
It helps us to see
in the dark.
WIND
It moves
sailboats.
8
5
7
3
7
1

_

0
0
1
6
-
0
0
2
3
.
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3
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/
6
/
0
6

1
0
:
4
2

P
g
i
n
a

2
2
2
3
ANIMAL HABITATS
5
1. Where do the animals live? Complete the chart. Colour the animals.
WHERE ANIMALS LIVE
North Pole Jungle Desert
polar bear toucan
desert fox
seal
walrus
camel
jaguar
tapir
arctic fox
gorilla
pola a
ea
walru
arcti o
touca>
jagua
gorill
tapi
eer o
cae
N
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e
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:
8
5
7
3
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1

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1
6
-
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0
/
6
/
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6

1
0
:
4
2

P
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i
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a

2
3
24
UNIT CONTENT
Assessment criteria
Associating the senses with their organs
Understanding how our senses work: perceive information from the world
around us
Identifying the parts of the eye and ear
Content objectives
1. Using the senses to discover and describe the environment: shapes, sizes,
colours, smells and tastes
2. Identifying the five senses and how they work
3. Distinguishing the parts of the eye
4. Understanding that we need light in order to see
5. Identifying the path that sound takes in the ear
6. Understanding what taste buds are for
7. Appreciating the importance of all the senses
8. Differentiating healthy and unhealthy habits to look after our sense organs
Language objectives
1. Explaining the purpose of an object: We need our senses in order to
We use our eyes to see
2. Conditions that are always true (zero conditional: if + present tense):
If there is we cannot see
3. Expressing recommendation / obligation: We should We must
4. Describing where things are: in the centre; at the back; inside; behind
5. Describing movement: into; along; to
6. Making comparisons: Animals can smell better than
Touch: feel cold, heat, pain
Sight: see shapes, colours,
sizes, distances, position
Hearing: distinguish sounds
Taste: distinguish flavours
Smell: distinguish smells
Associate each sense with
an organ in the body
Interpret anatomical diagrams
of the senses
Identify the parts of the eye
and ear
Appreciate the importance of
the senses in order to react to
the surroundings
Interest in developing a
healthy lifestyle to take care
of the sense organs
Contents
UNIT 2
Our senses
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Sense organs
http://faculty.washington.edu/chudler/chsense.html
Information and activities about the senses.
Eyes
http://www.healthyeyes.org.uk/index.php?id=1
Information and activities for caring for eyes.
Other resources
Flashcards
Posters
www.richmondelt.com
LEVEL
3
LETS
MAKE
M
U
S
I
C
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6 OUR SENSES
1. The senses
We need our senses in order to understand our surroundings.
We have five senses: sight, hearing, smell, taste and touch.
Each sense goes with an organ in the body.
We use our eyes to see. They are the organs of sight.
We use our ears to hear. They are the organs of hearing.
We use our nose to smell. It is our organ of smell.
We use our tongue to taste. It is our organ of taste.
We use our skin to feel. It is our organ of touch.
2. Touch
Our body is completely covered by skin.
Through our skin we feel cold, heat and pain.
Some parts of our body are very sensitive.
For example, the skin on our fingers is very sensitive.
However, the skin on our legs is not so sensitive.
Our senses
LOOK
Make more sentences. Change the underlined words. We use our skin to feel.
READ
Imagine you are
in this room.
Your eyes are covered.
What can you know?
The skin on our hands is very
sensitive. We can use our hands
to model a piece of clay.
5
Comprehension. Ask the Ss if the following sentences
are true or false.
1. Our fingers are very sensitive. 3. Our body is covered by skin.
2. We use our tongue to hear. 4. We use our nose to feel.
Answers: 1 T. 2 F. 3 T. 4 F.
Vocabulary. Write the table on the BB.
Ask the Ss to copy and complete the spaces.
Parts of the Body Senses
eyes 2. 3. 1. hearing smell
tongue skin 4. 5.
Answers: 1. sight. 2. ears. 3. nose. 4. taste. 5. touch.
2
1
Vocabulary
ears, eyes, hearing, nose, sight, skin, smell, skin,
taste, tongue, touch
M.A. We use our ears to hear. We use our eyes to see.
We use our nose to smell. We use our tongue to taste.
Special attention
Understanding that all of the body is
sensitive to touch but certain areas, such
as the hands, are very sensitive. We use
them to find out more about our
surroundings
Understanding the infinitive of purpose:
to see, in order to understand
Hands on
Presentation
To help Ss answer the first question,
ask them: What can you smell? (the cake)
What can you hear? (my friends blowing out
the candles, childrens voices) What can
you taste? (the sweets) What can you feel?
(the paper cups, the serviettes )
Ask Ss what sense we use when we do the
following: smell an orange, taste an apple,
decide how big a house is, hear a friends
voice, decide how smooth a piece
of paper is.
Ask Ss: How do your parents know if you
have a temperature? (They put their hands
or lips on your forehead because hands
and lips are sensitive parts of the body.)
Activity Book, pages 6, 7. E
7 6
2 1 READ
LOOK
We sense things by touching them
Bring a bag and several objects to
class, for example, a sponge, crepe
paper, shiny paper, a stone, a book,
a pencil, a pencil sharpener and chalk.
Before you show them to the class,
ask: How can we find out about the
senses?
Put one object in the bag at a time.
Without looking at it, Ss take turns to
put their hands in the bag, hold the
object and describe it: Its round. Its
soft The other Ss try to guess what
it is.
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Special attention
Interpreting the diagram of the eye
Distinguishing between the modal verbs:
should, must
Negative structure: We cannot see
anything
Hands on
Presentation
Present with . Explain
that an eyeball has volume, like a balloon.
In the diagram we can see inside the
eyeball.
We normally see the eye from the front,
protected above and below by the eyelids.
The colours (which are not real) help
identify the different parts of the eye.
Ask Ss: How do we close our eyes? (We
move our eyelids.) What do we call the little
hairs on our eyelids? (eyelashes) What are
our eyebrows made of? (little hairs)
Activity Book, pages 8, 9. R
10
LOOK AND READ
9 8
2 1 READ
We should always
have enough light
when we read or write.
We must take good
care of our eyes.
OUR SENSES 7
9 LIVING THINGS
1. Our eyes
We use our eyes to see. Some parts are for vision.
Other parts are for protection.
We use the eyeball, pupil, iris, lens and retina to see.
The eyelids, eyelashes and eyebrows all protect our eyes.
Sight
The eye
LOOK AND READ
READ
True or false? Decide and make more sentences.
We use our eyelashes to see. Eyelashes protect our eyes.
eyebrow
eyelashes
eyelids
pupil
This is in the centre of the eye.
The light goes through the pupil.
eyeball
The eyeball is round.
lens
This is inside the eye.
It is behind the pupil.
We use the lens
to focus on things.
retina
This is at the back
of the eye. The light
goes through the pupil
and reaches the retina.
iris
The iris surrounds the pupil.
It can be brown, green or blue.
2. Light
If there is only a little light, we cannot see objects very well.
If it is completely dark, we cannot see anything.
We need light in order to see.
We can see colours, shapes, sizes,
position and distances with our eyes.
6
7
Comprehension. Write the following words and sentences
on the BB. Ss complete the sentences with the correct word.
inside / back / surrounds / centre / round
1. The retina: This is at the of the eye. (back)
2. The pupil: This is in the of the eye. (centre)
3. The lens: This is the eye. (inside)
4. The eyeball is (round)
5. The iris the pupil. (surrounds)
A class survey. Ss find out the most common eye colour
in the class. They carry out a survey by asking each other:
What colour are your eyes? How many students have brown eyes?
Green eyes?
At the end of the activity they give their results.
2
1
4, 8.
Language objectives: 2, 3.
Vocabulary
eye, eyeball, iris, lens, protect, pupil, retina, to see, sight
M.A. We use our eyelashes to see - false. Eyelashes protect our
eyes true. Other possible answers: We use the pupil to see. We use
the lens to see. Eyelids protect our eyes. Eyebrows protect our eyes.
Eyes and distances
Hold a pen in one hand and the top
of the pen in the other. Close one eye
and hold your hands about 40
centimetres from your body. Ask the Ss
to make a prediction: What will happen
if I try to put the top on the pen?
Carry out the experiment.
Ss carry out the same experiment.
Explain that we need both eyes to
calculate distances. With only one eye
we cannot put the top back on the pen.
Looking after our eyes. To look after
our eyes, we should read with enough
light, have our eyesight checked, and wear
glasses or contact lenses if we need
them.
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Special attention
Understanding that the outer ear is the
external part of the ear and that there is
the inner ear inside the head
Understanding that sound is a vibration
Following the path of sound by means
of prepositions and verbs of movement
Hands on
Presentation
Present with .
Present with . The left
part of the diagram is the part of the ear
we can see, the right section is what is
inside the head.
The colours of the diagram distinguish the
different parts: the outer ear and the ear
canal are coloured pink, the ear drum is
green, the small bones are brown and the
cochlea is blue.
Take a piece of cardboard and make it
vibrate by moving it with the hand. Explain
that sound is a vibration. When sound
reaches the ear drum, it vibrates like the
cardboard and transmits the vibration
to the small bones.
Activity Book, page 9. R
12
LOOK AND READ
11
1 READ
Comprehension. Write the following words on the board.
The Ss complete the sentences with the correct word.
bones / brain / ears / cochlea / drum / canal
1. Vibrations go into our outer (ears)
2. They go along the ear (canal)
3. The vibrations reach the ear (drum)
4. The movement of the eardrum reaches the small (bones)
5. The collects the information (cochlea)
6. It sends the information to the (brain)
1
8 OUR SENSES
READ
LOOK AND READ
1. Our hearing
There are two parts:
We can see the outer parts. These are our two ears.
The inner ears are inside our head. They are very delicate.
We can hear different sounds.
We can tell where sounds come from.
Hearing
We can distinguish the different
sounds that a xylophone makes.
How we hear sound
Look. Follow the path
that sound takes.
1. Sound vibrates. The
vibrations go into our
outer ears. They go
along the ear canal.
2. The vibrations reach the
ear drum. It vibrates.
3. The movement of the
eardrum reaches the
small bones. Then
it goes to the cochlea.
4. The cochlea collects
the information. It sends
it to the brain.
outer ear
ear drum
cochlea
small bones
ear canal
small bones cochlea ear canal outer ear ear drum
Follow the path that sound takes. Put these words in order.
8
ear, ear canal, ear drum, small bones,
cochlea
Vocabulary
cochlea, ear, ear canal, ear drum, hearing, inner ear, outer
ear, small bones, sounds
Where sounds come from
The Ss close their eyes. Clap your
hands once. The Ss say where the
sound is from. Now stand in different
places in the classroom and clap
again. The Ss say: The sound is from
the BB. The sound is from the
window
Tell Ss that we use our ears not only to
hear, but to detect where sounds come
from.
Noise. Loud noises can damage our
ears. It is important not to have the
volume too loud when we use headphones.
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Special attention
Understanding that taste and smell are
related
Use of the defining relative pronoun:
somebody who is lost
Use of preposition and gerund: by following
Hands on
Presentation
After completing the table the Ss
make sentences like: Lemons are sour.
Ham is salty.
Tell the Ss that when we have a cold we
cannot appreciate the taste of food
because we cannot smell it. The sense of
taste and smell are closely related. We can
prove this by tasting food with our eyes
closed and our nose covered up.
Is the sense of touch important?
This additional recorded text is for
practice with more advanced classes.
15
E
14 13
2 1 READ
COMPARE
Comprehension. Read out the following sentences for Ss
to correct.
1. Ham is sour.
2. Chocolate is salty.
3. Bananas are sour.
4. Cake is salty.
5. Pizzas are sweet.
6. Lemons are salty.
Answers: 1. salty. 2. sweet. 3. sweet. 4. sweet. 5. salty. 6. sour.
1
OUR SENSES 9
Taste and smell
READ
What senses are very important to blind people? In which situations do they use them?
COMPARE
Copy and complete. Add more food.
sweet
salty
sour
lemons ham bananas cake
1. Taste
We taste food and drink with our tongue.
The surface of our tongue is full of small dots called taste buds.
We use these to distinguish flavours.
We distinguish four different flavours:
sweet, salty, sour and bitter.
2. Smell
When we breathe, air goes in through our nose.
We also use our nose to distinguish different smells.
Our nose is our organ of smell.
Animals can smell better than people.
For example, dogs can find somebody
who is lost by following a trail.
They can taste the water melon.
They can smell the flowers.
The perception of smells
Place a glass of lavender water in the
corner of the classroom.
Ask the Ss: What do you notice? Ss will
notice the smell. Ask them to say when
they first smell it, and to identify it.
Explain that as it evaporates,
it spreads round the room. We notice
it when it reaches our noses.
Ask the Ss to predict: What will happen
after a while? (The Ss will stop being
aware of the smell.)
Vocabulary
flavours, nose, smell, taste, taste buds
M.A. All the senses are important except sight. With smell they
can identify a flower; with hearing a person, with touch an object
and with taste an apple.
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0
THE FIVE SENSES
6
1. These words are related to the senses.
Use the key to colour them.
2. Protect your skin! Circle the things you should not touch with your hands.
Then complete the sentence.
3. Look at the objects. How do these things protect us? Decide and complete.
sight: red hearing: blue touch: green
taste: yellow smell: orange
cold water a hot pan insecticide soap
a hot iron boiling water ammonia
We should not touch
with our hands because they are bad for our skin.
1
2
3

heat Sun cold
2. They protect our eyes from the .
3. They protect our hands from the .
1. They protect our ears from the .
EAR DRUM IRIS SOFT BIT TER
YEL LOW EYE LID MU SIC
HOT RED PER FUME SALT Y
EAR FLA VOUR NOSE COL OUR
, ho pa>, boilin@ wae,
inectici o ammoni
col
Su>
ea
A
c
t
i
v
i
t
y

B
o
o
k
Object What is it? How do you know?
Worksheet 5. Date Tasks
USE YOUR SENSE OF TOUCH
7
1. What can you find out using your sense of touch?
You need:
A partner and some objects. For example:
a pencil a book a ball
a rubber a glue stick a DVD
Instructions:
1. Your partner sits on a chair.
Blindfold him or her.
2. Put one object in his
or her hands.
3. Ask: What is it?
4. Write the answer on the chart.
5. Ask: How do you know?
6. Write the answer on the chart.
Use these words.
round square long rectangular

enci
rube
boo
DVD
gl stic
I enci.
I rub.
I boo.
I DVD.
I gl stic.
I roun.
I lon@.
I squa.
I ectangula.
I lon@ an roun.
8
5
7
3
7
1

_

0
0
2
4
-
0
0
3
1
.
q
x
d

2
9
/
6
/
0
6

1
5
:
1
4

P
g
i
n
a

3
0
3
1
HOW GOOD IS YOUR EYESIGHT?
8
2. Find and colour two fruits, two animals and two tools.
Match.
blind when you can only see certain colours
short-sighted when you cannot see
colour-blind when you cannot see distant objects clearly
VOCABULARY
A
B
A B
1. Look carefully and answer the questions.
Which line is longer? Circle A or B.
Which circle is larger? Circle A or B.
They are
the same.
They are
the same.
SIGHT AND HEARING
9
1. Draw one of your eyes. Match the words.
2. Identify and match. Then colour.
outer ear cochlea
ear drum three small bones
What colour is your iris?
What colour is your pupil?
eyelid
iris
pupil
eyebrow
eyelashes
bl
blac
8
5
7
3
7
1

_

0
0
2
4
-
0
0
3
1
.
q
x
d

2
9
/
6
/
0
6

1
5
:
1
4

P
g
i
n
a

3
1
32
UNIT CONTENT
Assessment criteria
Distinguishing between voluntary movements and involuntary movements
Knowing the characteristics of bones and muscles and how they work together
Naming some bones and muscles
Interpreting anatomical diagrams
Developing healthy habits for bones, muscles and joints
Content objectives
1. Identifying main organs and basic functions: bones, muscles and joints
2. Learning about the skeleton and its functions
3. Understanding what joints are and their purpose
4. Interpreting anatomical diagrams
5. Identifying characteristics of bones and muscles
6. Understanding what muscles are for and how they work
7. Distinguishing voluntary muscles from involuntary muscles
8. Associating different movements with the muscle used
9. Recognising the importance of sports and physical exercise
Language objectives
1. Giving definitions: A voluntary movement is An involuntary movement is
A joint is a place where
2. Impersonal statements: The skeleton is made up of Bones are joined together.
3. Describing possession: our skin; their movements
4. Expressing contrast: However,
5. Expressing functions: We use to raise / to bend
6. Explaining how a movement occurs (reflexive pronouns): by itself;
by themselves
Bones and muscles:
characteristics and names
of main ones
Body movements: voluntary
and involuntary
The skeleton: parts
and functions
Joints: location
How muscles work
and movement
Distinguish between voluntary
and involuntary movements
Interpret anatomical diagrams
and apply the new vocabulary
correctly
Explain how muscles work
Interest in developing good
habits for taking care of the
skeleton and muscles
Contents
UNIT 3
Our body
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
The skeleton
http://www.primaryresources.co.uk/online/humanbody.
swf
Information about the human skeleton.
The human body
http://kidshealth.org/kid/body
Simple explanations about the human body.
Useful for students.
Protecting bones and muscles
http://www.sciencenewsforkids.org/articles/20040505/
Feature1.asp
Information about warming up before exercising.
This information was provided by kidsHealth, one of the largest resources online for medically
reviewed health information written for parents, kids and teens. For more articles like this one,
visit www.kidsHealth.org or www.teensHealth.org. 1995-2006 The Nemovis Foundation.
Other resources
Flashcards
Posters
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10 OUR BODY
1. Movement
We make many different movements
through the day. Our muscles and bones
work together to move our body.
We cannot bend our bones.
Muscles are soft and flexible.
Many muscles are joined to bones.
When muscles move, they pull
and push the bones.
A voluntary movement is when we make
a movement that we want to, for example,
when we pick up a glass.
An involuntary movement is one that we do not
control. For example, we touch something hot,
and then take our hand away quickly.
Our body
LOOK
Look at the boy. What parts of his body can he bend? Decide and complete. He can bend
READ
The body
Running is a voluntary movement.
arm
limbs
head
neck
shoulder
hip
elbow
wrist
ankle
knee
trunk
9
10
Parts of the body: Simon says
Ss study the names of parts of the body.
They stand up. Say: Simon says touch your head. The Ss must
obey the instructions. Then continue giving instructions to touch
other parts of the body, beginning with the phrase: Simon says.
Occasionally this phrase is omitted, which means the students
must not obey the instructions. Any student who does, is out of
the game and has to sit down. The winners are the Ss left
standing.
1
Vocabulary
body, bones, head, involuntary movement, limbs,
muscles, trunk, voluntary movement
M.A. arm (elbow) leg (knee).
Special attention
Understanding that bones and muscles
are connected to each other and work
together
Hands on
Presentation
Present with . The Ss say if the
following movements are voluntary or
involuntary: Moving our hand away when we
prick a finger (I). Raising your hand to ask
a question (V). Opening a book (V). Closing
your eyes when a fly is buzzing round
(V or I). Your heartbeat (I).
The Ss learn the names of parts of
the body by looking at the photo of the boy
and focussing on the highlighted words:
head, limbs, trunk The other words
describe the parts which make up these
three main sections. For example: The
limbs are the arms and legs. The leg
includes the knee and the ankle.
Play to practise the vocabulary. 17
LOOK
16
1 READ
Making a puppet
Draw the parts of a puppet: head
and neck, trunk, limbs (in two sections
to include elbows and knees), hands
and feet. Mark where a hole needs
to be made.
Make photocopies of the puppet and
give them to the Ss. They stick the
puppet onto cardboard and then cut
out the figure and make holes where
indicated. Fix the pieces with pins.
Ss move the joints of the puppet.
Changes in the body. Children grow
and become men and women. Ask Ss how
the body of the boy in the photo will
change as he grows. Then choose another
photo in the book of a girl and ask how
her body will change.
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Special attention
Understanding that bones are beneath the
skin and muscles
Passive forms: are joined
Hands on
Presentation
Ask: Are bones hard? Are they soft? What
would happen if we didnt have a skeleton?
What would our body be like? (a sack,
a balloon without air ).
Ss touch their chest and find their ribs and
sternum. Explain that these bones protect
the lungs and heart.
Suggest they learn the names of the bones
by starting at the top of the head and
working their way down to the feet,
visualising the bones they are naming.
Present with . To illustrate the joints
in the body refer the Ss to page 10 of the
book. Then ask the Ss to do the activity.
Present with .
Activity Book, pages 10, 22 and 23. R
21
LOOK
20
3
19 18
2 1 READ
Names of bones. Make photocopies of the skeleton but erase
the names of the bones. Ss study the names for 5 minutes.
Then, without looking, they write them in the correct place.
Vocabulary game: Hangman
The Ss study the vocabulary related to the skeleton. Then one
student chooses a word and writes on the BB the spaces for each
letter, for example: _ _ _ _ (N E C K)
The Ss say letters of the alphabet to guess the word. Correct
letters are written in the spaces but if the letter is not in the word,
the S at the board begins to draw the Hangman. When someone
guesses the word correctly, it is their turn to choose a word.
2
1
4, 5.
Vocabulary
ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,
skeleton, wrist, names of the most important bones
Our bones
Ss touch their hands and describe
what they feel. Ask: What can you feel
under the skin? Is there anything hard?
What shape are the hard parts? Are
they big? Can they move?
Tell the Ss that what they can feel are
the bones. Ask them: What do you
notice if you touch your index finger?
It is in three sections, each with
a bone.
Calcium. We need calcium to grow and
to be healthy. Milk and dairy products like
yoghurt and cheese are rich in calcium.
OUR BODY 11
LOOK
Make more sentences. Change the underlined words. The shoulder is a joint in our arms.
The skeleton
1. The skeleton
The skeleton is made up of all the bones in our
body. The skeleton has two important functions:
It holds the body up. It gives it shape.
It protects the most delicate parts of the body
like the brain, the heart and the lungs.
2. The parts of the skeleton
The skeleton is made up of bones and cartilage.
They are different in shape and size.
For example, the bones in our fingers
are small and short.
The bones in our legs are big and long.
Cartilage is soft and flexible.
We have cartilage at the end of some
of our bones, for example, our nose.
3. The joints
A joint is a place where two bones meet.
Some bones are joined together so closely
that they cannot move, for example, the bones
in the skull. Other bones have a special joint
which means they can move.
Our joints are important for movement:
The neck is the joint
between the head and the trunk.
The shoulder, elbow and wrist
are the joints in our arms.
The hip, knee and ankle
are the joints in our legs.
The skeleton
ulna
humerus
vertebra
spinal column
(backbone)
skull
sternum
(breastbone)
ribs
jawbone
fibula
tibia
femur
pelvis
radius
READ
11
12
13
14
M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.
The knee is a joint in our legs. The elbow is a joint in our arms.
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Special attention
Understanding that apart from the
voluntary muscles that appear in the
pictures, we have muscles in other parts of
the body, for example, the tongue and the
heart
Verbs with infinitive: when we want to
Use of the reflexive pronoun: by
themselves
Possessive adjectives: our arms, their
movements
Hands on
Presentation
Use your body to show Ss the
position of the muscles in the drawings.
For example: This is the deltoid muscle.
This muscle is the biceps. Play and tell
Ss to listen and point to the muscles.
Then ask the Ss to do the activity.
and Activity Book, page 11. E R
24 23
2 1 READ
22
LOOK
Comprehension. Write the two halves of each sentence on the
board for the Ss to match.
1. We move our voluntary muscles a. moves all the time.
2. The involuntary muscles b. when we want to.
3. We need muscles c. in order to move.
4. The heart muscle d. move by themselves.
Answers: 1 b. 2 d. 3 c. 4 a.
Types of muscles. Ask Ss: Are the following voluntary or
involuntary muscles?
1. the tongue. 2. the abdominal muscles. 3. the masseter. 4. the
heart.
Answers: 1. involuntary. 2. voluntary. 3. voluntary. 4. involuntary.
2
1
12 OUR BODY
READ
LOOK
1. Muscles
The muscles in these pictures are just
under our skin.
However, there are muscles in other parts
of our body, for example, in the stomach.
We need muscles in order to move.
Muscles
Make more questions. Change the underlined words. Do we use the trapezius muscle when we walk?
2. Types of muscles
We divide muscles into two groups.
We move our voluntary muscles
when we want to. The muscles in our arms
are voluntary muscles.
The involuntary muscles move by themselves.
We do not control their movements.
For example, the heart is a muscle.
It moves all the time.
biceps
pectoral
masseter
trapezius
deltoid
abdominal
gemellus
(rotating
muscle)
quadriceps
trapezius
deltoid
dorsal
gluteal
gemellus
Muscles 15
M.A. Do we use the deltoid muscle when we raise our arm? Do we use
the gemellus when we walk? Do we use the biceps muscle when we write?
Vocabulary
move, muscle, involuntary, voluntary, names of the most
important muscles
Anatomical model of the arm
Use sticky tape to attach a cardboard
hand to one end of a rectangular piece
of cardboard (the forearm). At the
other end use a pin (the elbow) to
attach another rectangular piece of
cardboard (the arm).
Put all the pieces in line. Place a piece
of wool at the top of the rectangles
and one at the bottom. Stick each end
of the wool to a rectangle.
By pulling the top piece of wool the
arm bends at the elbow and the hand
moves upwards. On pulling the lower
piece of wool, the arm returns to its
original position.
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37
Special attention
Understanding that muscles vary in size
Interpreting the diagrams of stretching the
arm and bending the arm
Use of the reflexive pronoun: move by
itself
Hands on
Presentation
Play . Ss imitate the
movements they see in the photos of the
children. They feel the muscle that is
working. They will notice that it is hard.
When the muscle stops working, it is soft.
Play . Help Ss to observe
carefully the diagrams of what an arm
looks like inside. The bones are coloured
yellow, the muscles red and we see the
outline of the arm and the hand. Ask the
Ss to predict what will happen when they
bend and stretch their arms as in the
diagram. Ask: What will happen when the
biceps becomes shorter? And when it
stretches? When is the biceps harder?
Present with .
Ready, steady go. 28
E
E
27
1
26
LOOK AND READ
25
LOOK AND READ
Muscles and parts of the body. Write the following words and
sentences on the BB. The Ss write one of the words in the
appropriate sentence.
shoulders / arms / walk / waist / run
1. We use the deltoid muscle to raise our (arms)
2. We use our abdominal muscles to bend at the (waist)
3. We use the quadriceps and gemellus when we or
(walk, run)
4. We use the trapezius to raise our (shoulders)
1
OUR BODY 13
How do we use our muscles?
1. Movement
The skeleton cannot move by itself.
We need our muscles to move our bones.
Muscles change in size.
They move the part of the body
they are connected to.
Muscles are flexible.
They become short or long without breaking.
For example, when the biceps muscle
is short, it pulls on the radius.
We bend our arm.
When the biceps muscle is long,
we stretch our arm.
Each muscle has a special job
LOOK AND READ
Stretching the arm
Bending the arm
biceps
(muscle)
radius
(bone)
biceps
(muscle)
radius
(bone)
LOOK AND READ
We use the
trapezius to raise
our shoulders.
We use the
deltoid
muscle to
raise our
arms.
We use our
abdominal muscles
to bend at the waist.
The quadriceps and
gemellus work
together when we
walk or run.
16
17
Our muscles
Ask the Ss: How can we find out about
our muscles?
In pairs, Ss analyse how the muscles
of the face move when we make
gestures, for example, when we smile,
raise our eyebrows, and look angry,
surprised or frightened.
In each case, Ss touch their faces to
feel when the muscles are harder.
Vocabulary
bending muscle, flexible, size, stretching muscle
Exercise. Physical exercise helps us to
grow and be healthy. It is important to do
exercise every day.
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3
8

THE SKELETON
10
1. Label the skeleton.
femur skull tibia ulna sternum (breastbone)
humerus fibula ribs jawbone spinal column (backbone)
2. Use these words to complete the text.
Our skeleton is made up of more than 200 . They are used to hold
our up. Our protect our heart and lungs.
The protects the brain. The ,
and the are leg bones.
body femur ribs skull tibia fibula bones

uln
sernu
rib
emu
bod
skul
fibul
emu tibi
rib
spina
hueru
jawbo>
colum>
tibi
fibul

MUSCLES
11
1. Classify the muscles.
pectoral deltoids trapezius gemellus (rotating muscle)
dorsal quadriceps biceps
a) When I raise my arms:
b) When I run:
Which muscles do you move? Look at Activity 1. Decide and write.
2. How can you protect your spinal column? Decide and tick three.
Do not carry heavy things. Swim regularly.
Do not take long walks. Sit with your back straight.
Match the three columns.
elastic muscle
flexible bone
rigid muscle is hard or impossible to bend
can stretch and later recover its shape
can change without breaking
VOCABULARY
TRUNK LEGS ARMS
eltoid, biep
@eellu, quadriep
ectora
dorsa

@eellu
quadriep
eltoid
biep
A
c
t
i
v
i
t
y

B
o
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8
5
7
3
7
1

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0
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3
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3
9
FITNESS ACTIVITIES
12
The heart is a muscle. Exercise keeps it strong and healthy.
Feel your pulse after exercise. Is your heart beating more rapidly?
How many of these activities can you do in one minute?
Instructions:
1. Work with a partner and time each other with a watch.
2. Write down the answer. Answers will vary.
1. Jump skips 2. Star jumps
/ one minute / one minute
3. Running lengths 4. Step ups
5. Sit ups 6. Hand walks
N
o
t
e
s
:
8
5
7
3
7
1

_

0
0
3
2
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40
UNIT CONTENT
Assessment criteria
Using vocabulary correctly: viviparous, oviparous, carnivore, herbivore, omnivore
Applying animal classification criteria
Obtaining information from photos
Content objectives
1. Recognising and comparing basic features of different animals: movements,
senses, birth, nutrition, external features, reproduction
2. Classifying animals using different criteria
3. Learning that carnivores, herbivores and omnivores eat different types of food
4. Identifying examples of carnivores, herbivores and omnivores
5. Learning how oviparous animals and viviparous animals are born and how
they grow
6. Identifying examples of oviparous and viviparous animals
Language objectives
1. Giving information: Present Simple: affirmative, negative, interrogative
2. Describing movement: walk, fly, swim, crawl
3. Classifying animals: Herbivores eat plants.
4. Talking about groups: some others
5. Giving examples: such as, for example
6. Possessive adjectives: their mothers milk
Classification of animals using
food as criteria: carnivores,
herbivores, omnivores
Classification of animals using
how they are born as criteria:
oviparous, viviparous
Classify animals using different
criteria
Study photos to obtain
information from them
Respect animal life
Contents
UNIT 4
Animals
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41
UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Endangered animals
http://www.worldwildlife.org/endangered/index.cfm
Information about wildlife protection and conservation.
Invertebrates
http://www.kidport.com/RefLib/Science/Animals/
AnimalIndexInv.htm
Pictures and information on the main types.
Useful for students and teachers.
The animal kingdom
http://www.kidport.com/RefLib/Science/ScienceIndex.htm
A variety of animal topics including animal
classification and animal comparison.
Other resources
Flashcards
Posters
www.richmondelt.com
LEVEL
3
FINS,WINGS
AND LEGS
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42
14 ANIMALS
Animals
COMPARE
How are these animals similar?
How are they different?
Put the animals into two groups.
owl
pelican
deer
READ
1. The classification of animals
We can classify animals using different criteria.
The skeleton.
Vertebrates have a skeleton.
Invertebrates do not have a skeleton.
The way animals are born.
Viviparous animals are born
from their mothers womb.
Oviparous animals are born from eggs.
The food they eat.
Some animals eat meat, some eat plants
and some eat both meat and plants.
The way animals move.
Some animals walk, some fly, some swim
and some crawl along the ground.
fin
tail
scales
mouth
eye
trunk
A fish
The shape of fish helps them to move
quickly through water.
LOOK
head
puma
18
19
Listening. Write the following questions on the BB and ask Ss
to circle the correct answers after listening again to .
1. Vertebrates have a skeleton. YES / NO
2. Invertebrates do not have a skeleton. YES / NO
3. Viviparous animals are born from eggs. YES / NO
4. Oviparous animals are born from eggs. YES / NO
5. Some animals eat plants. YES / NO
6. Some animals swim. YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.
29
1
Vocabulary
to be born, classification, food, head, movement,
skeleton, scales, tail, trunk
Special attention
Use of do not in the negative form
Verb: to be born
Hands on
Presentation
Write these sentences on the
BB: How many legs does it have? Does it
have a beak? Does it have hair (fur)? Does
it have feathers? Ask the Ss to compare
the animals and divide the animals into
two groups: Owls and pelicans are birds.
Deer and puma are mammals.
Present with . Explain that
using criteria to classify means looking at
a specific aspect. For example, if we are
looking at the way animals are born,
animals can be viviparous or oviparous.
Ask the Ss to name the four criteria for the
classification of animals mentioned in the
book.
Say the parts of the fish. Play
and tell Ss to listen and point to the parts
of the fish.
30
LOOK
29
1 READ
COMPARE
Classifying animals
Distribute some photos of animals in
class.
Call out different animal
characteristics. For example: animals
with feathers, animals that swim,
animals with bones, animals born
from eggs
The Ss having animals with those
characteristics stand up and show
the photos.
Ss say: The cat has bones. The sardine
swims. The elephant eats grass
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43
Special attention
Animals which eat fish and insects are
carnivores
Irregular plurals: teeth, deer, foxes
Hands on
Presentation
Ask the Ss: What is the pony eating?
(grass) Do dogs eat plants? (no)
Present with . Then ask the Ss
to say if the animal is a herbivore or a
carnivore. Elephants eat grass. (Elephants
are herbivores.) Caterpillars eat leaves
Wolves eat rabbits Otters eat fish
Explain that an animals teeth or beak is
adapted to the type of food it eats. Eagles
have sharp, hooked beaks to eat meat.
Cows have large, flat teeth to eat grass.
31
1 READ
LOOK
ANIMALS 15
Make more sentences. Change the underlined words. Bears are omnivores.
What do animals eat?
LOOK
READ
What is the pony
eating?
Name three other
animals that eat
plants.
Do dogs eat plants?
1. Animals and food
Animals are living things, so they need to eat food.
We classify animals into three groups:
herbivores, carnivores and omnivores.
Herbivores eat plants. They eat different parts
of plants such as leaves, roots and fruit. Herbivores
have special teeth to help them cut and chew plants.
Deer, cows and rabbits are herbivores.
Carnivores eat other animals.
Carnivores hunt and eat meat.
They have sharp teeth.
They have excellent eyesight.
Foxes, eagles and lions are carnivores.
Omnivores eat plants and other animals.
Bears and chimpanzees are omnivores.
Foxes are
carnivores. They
eat mice, rabbits
and other animals.
Bears are omnivores.
They eat fish, fruit and honey.
20
Listening. Write these questions on the BB. Play again and
ask the Ss to note down their answers. Then correct the answers
together.
1. How many groups of animals can we classify? (three)
2. What do herbivores eat? (plants)
3. Is a rabbit a herbivore? (yes)
4. What do carnivores eat? (other animals)
5. Name one animal that is a carnivore. (foxes, eagles, lions )
6. What do omnivores eat? (plants and animals)
7. Is a chimpanzee a carnivore? (No. It is an omnivore.)
31
1
Vocabulary
carnivore, herbivore, omnivore
M.A. Rabbits are herbivores. Deer are herbivores. Foxes are
carnivores. Eagles are carnivores. Chimpanzees are omnivores.
Animal and food memory game
Find pictures of animals and their food.
Form groups and distribute the pairs of
pictures. The groups mix up the pairs
and place them face down.
Players turn over two cards at a time
and say what they are. If the cards
match (animal and food), they keep the
cards; if they do not match, they place
the two cards in their original position.
Players keep turning over cards until all
cards have been removed. The winner
is the player with the most cards.
Poison traps. Sometimes poisoned
meat is used to kill wild animals. This
practice is cruel. The animal suffers
before dying and other unintended victims
are also killed.
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44
Special attention
Understanding that viviparous animals are
formed inside the mothers body and come
out at the moment of birth
Hands on
Presentation
Focus the attention of the Ss on the
photos: Which are adult animals? Which
are baby animals? What do you notice
about them? Talk about the way animals
look after their babies: Calves drink their
mothers milk; Birds put food in the babys
beak; Female orangutans carry babies
close to their bodies; Female leopards lick
their cubs.
Point out that viviparous animals drink their
mothers milk when they are born and stay
with their mother until they are able to look
after themselves. However, some
viviparous animals are independent
and receive no care from their parents
when they are born.
The fox, a very clever animal.
34 E
R
33 32
2 1 READ
LOOK
Listening. Write the two halves of the following sentences
on the BB. The Ss listen again to and match the halves.
Ss check their answers in their textbook.
1. Oviparous animals a. are born live.
2. Birds b. do not keep their eggs warm
3. Viviparous animals c. are born from eggs.
4. Sardines and flies d. keep their eggs warm.
5. Cats and dogs e. are viviparous.
Answers: 1 c. 2 d. 3 a. 4 b. 5 e.
32
1
16 ANIMALS
READ
LOOK
1. How animals are born
We classify animals into two groups:
viviparous animals and oviparous animals.
This depends on how they are born.
Oviparous animals are born from eggs.
The female animals lay the eggs.
Some oviparous animals, like birds,
then keep their eggs warm.
Others, like sardines and flies,
do not keep their eggs warm.
Viviparous animals are born live.
Animals such as cats and dogs are viviparous.
How are animals born?
Make more sentences. Change the underlined words. Flies are oviparous animals.
2. How baby animals grow
Some oviparous animals are independent
when they are born.
For example, snakes leave their eggs.
The baby snakes move around and find food.
Other oviparous animals cannot
look after themselves. For example,
baby sparrows stay with their parents.
The adult birds feed them and protect them.
Viviparous animals depend on their
mothers when they are babies.
They drink their mothers milk.
Look at these photos.
How do these animals
look after their babies?
orangutans
cheetahs
a cow and a calf
birds
21
M.A. Dogs are viviparous animals. Cats are viviparous animals.
Sardines are oviparous animals. Birds are oviparous animals.
Language objectives: 4, 5, 6.
Vocabulary
to be born, eggs, oviparous, viviparous
The life cycle
Prepare drawings or photos of different
stages in the life cycle of an oviparous
animal and a viviparous animal.
Example: an egg, a chick breaking
the shell, a newborn chick, a young
chicken, a hen.
Make photocopies and distribute the
pictures to the Ss in jumbled order for
them to put in the correct order.
Small fish. Fish need time to grow into
adults and reproduce. Fishing laws prohibit
catching very small fish.
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45 ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S.L.
1. Are the sentences true or false? Correct the false ones.
1. Mice eat foxes. True / False
2. Omnivores have sharp teeth. True / False
3. Carnivores have excellent eyesight. True / False
4. Bears are omnivores. True / False
5. Herbivores have special teeth to hunt and eat meat. True / False
2. Circle the correct word.
1. Snakes are OVIPAROUS / VIVIPAROUS animals.
2. Snakes LEAVE / STAY WITH their eggs.
3. Baby sparrows LEAVE / STAY WITH their parents.
4. Viviparous animals depend on their FATHERS / MOTHERS when they are
babies.
5. They drink their mothers WATER / MILK.
A n s w e r s : 1 F . F o x e s e a t m i c e . 2 F . C a r n i v o r e s h a v e s h a r p t e e t h . 3 T . 4 T . 5 F . H e r b i v o r e s h a v e s p e c i a l t e e t h
t o h e l p t h e m c u t a n d c h e w p l a n t s .
A n s w e r s : 1 . o v i p a r o u s . 2 . l e a v e . 3 . s t a y . 4 . m o t h e r s . 5 . m i l k .
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4
6
ANIMALS INTERACT
14
1. Use these words to label the picture.
2. Find the animals in the word search.
Then classify.
D E A G L E N B U
Y S A R D I N E Z
M F L Y W L M X T
O S S N A I L T W
G H W O R M T V L
M D O L P H I N L
Animals that crawl:
and
Animals that fly:
and
Animals that swim:
and
Match.
excellent eyesight
excellent sense of hearing
very quick
excellent sense of smell
VOCABULARY
fin
eye
mouth
tail
scales
fi>
tai e
mout scae
wor
eag fl
sardi> dolphi>
13
ANIMAL FOOD
2. Are these animals carnivores, herbivores or omnivores?
Decide, label them and colour their food.
eat other animals.
eat plants.
eat plants and other animals.
pelican
eagle
squirrel
turtle
Carnivores
Omnivores
Herbivores
brown bear
Carnivoe
Herbivoe
Omnivoe
herbivo
omnivo
carnivo
omnivo
A
c
t
i
v
i
t
y

B
o
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8
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6
4
7
CLASSIFY ANIMALS
15
1. Classify the animals.
Vertebrates Invertebrates
Type of animal
Viviparous Oviparous
How it is born
eagle
butterfly
beetle
lizard
rabbit
fox
mouse
buterfl
et mou fo
lizar
rabbi
fo
rabbi
mou
buterfl
et eag
N
o
t
e
s
:
8
5
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48
UNIT CONTENT
Assessment criteria
Classifying animals using different criteria
Distinguishing vertebrates and invertebrates
Identifying the different parts of the bodies of vertebrates and insects
Identifying and describing birds, mammals, insects and other invertebrates
Applying animal classification criteria
Obtaining information from drawings and photographs
Content objectives
1. Understanding differences betweeen vertebrates and invertebrates
2. Identifying the parts of vertebrate bodies
3. Learning that mammals are vertebrates, viviparous and drink their mothers
milk when they are babies
4. Discovering that birds are vertebrates, oviparous and have feathers on their
bodies
5. Identifying protective coverings of some invertebrates
6. Knowing that insects are a kind of invertebrate with six legs and two antennae
7. Finding out about the main stages in the life cycle of some insects
Language objectives
1. Defining parts of the body: The skull protects the head.
2. Talking about quantities: All; some; most; almost all; many
3. Present Simple singular and plural: An insect has All insects have
Vertebrates: skeletons;
invertebrates: no bones
Mammal, bird and insect
characteristics
Identify the different parts of
vertebrate bodies
Identify the different parts of
insect bodies
Apply the criteria learned to
classify animals into birds,
mammals or insects
Obtain information from
diagrams and photographs
Interest in learning about
animals
Contents
UNIT 5
Vertebrates and invertebrates
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49
UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Mammals
http://www.bbc.co.uk/nature/animals/mammals/
Information about mammals, their habitats and
behaviour. Childrens zone with games
Invertebrates
http://www.insecta-inspecta.com/
Information and activities about insects.
Lets talk about insects
http://www.urbanext.uiuc.edu/insects/12.html
A clever ant explains about insects using pictures
and simple text. Useful for students and teachers.
Other resources
Flashcards
Posters
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50
VERTEBRATES AND INVERTEBRATES 17
1. Animal skeletons
Vertebrates are animals with a skeleton.
The skeleton is made up of bones. The bones are joined together
to hold the body up. They protect it.
All vertebrates have a spinal column.
2. Vertebrate bodies
Vertebrate bodies have several parts:
The head. The skull protects the head.
The trunk. The spinal column, ribs, shoulders
and hips are all in the trunk.
The limbs. The bones are long. Some vertebrates
have legs. Others have wings or fins. Some vertebrates,
like snakes, have no limbs.
The tail. This is an extension of the spinal column.
There are very small vertebrae in the tail.
Vertebrates and invertebrates
COMPARE
READ
spinal
column
spinal
column
ribs
ribs
skull
skull
fish
leopard
Classification
of vertebrates
mammals
birds
reptiles
amphibians
fish
duck
Match the skeletons to the animals.
Are the skeletons similar?
spinal column
ribs
skull
a
b
c
22
23
25
24
Vocabulary. Write the following list of vocabulary on the BB and
then read aloud the first sentence. The Ss must say which word
finishes the sentence correctly. Then do the same with the other
sentences.
a spinal column / fins / legs / vertebrae / no limbs / wings
1. Birds have (wings)
2. Fish have (fins)
3. Snakes have (no limbs)
4. All vertebrates have (a spinal column)
5. Some vertebrates have (legs)
6. The tail has very small (vertebrae)
1
Vocabulary
head, invertebrate, limbs, spinal column, tail, trunk,
vertebrate
Special attention
Interpreting diagrams of animal skeletons
Understanding that fish are vertebrates
and that most fish have a skeleton made
of bones
Hands on
Presentation
Play and tell Ss that in order
to match the skeletons to the animals,
they must look at the silhouette. (fish a;
duck b; leopard c) The skeleton gives
shape to the body.
Ask the Ss to locate the spinal column in
each picture. This is a characteristic of all
vertebrates. Ask the Ss: Can you describe
the spinal column? (long and made up of
small bones called vertebrae) Where is it?
(The spinal column extends from the head
to the tail.)
Play and practise the vocabulary.
Present and with and . Tell Ss
that the diagram shows vertebrate groups.
Ask them to write sentences:
Dogs are mammals. Robins are birds.
Crocodiles are reptiles
38 37
2 1
36
READ
35
COMPARE
Observing animals
Ask the Ss: How can we find out about
animals? (Elicit: Observe them.)
The Ss study an animal, for example
an ant, in its natural habitat. Ss draw a
picture and write what the animal was
doing.
Ask Ss to observe a pet. If possible,
take a pet animal to class, such as a
turtle or a hamster. Give some
observation guidelines: Look at hair,
feathers. Look at how it moves. Look
at what the head, eyes are like.
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51
Special attention
Understanding that marine
mammals are not fish, although
they live in water
Distinguishing differences between all,
almost all, most, many, some, other
Expressing contrast: however
Hands on
Presentation
Do the matching activity together
Play .
Ask the Ss how they know if an
animal is a mammal or not: Is a cow a
mammal? And a sheep? What do they
drink when they are babies? (their mothers
milk)
Ask the Ss: Does a bird or fish drink its
mothers milk? How do fish and birds eat
when they are babies? Can you describe
their bodies? The Ss then read and
and do the activity.
2 1
READ
39
COMPARE
18 VERTEBRATES AND INVERTEBRATES
COMPARE
Vertebrates
Match the words to the pictures.
feathers -parrot wings ears
skin legs bones
beak eggs udders
parrot
Describe birds. Make more sentences. Birds are vertebrates. They have
1. Mammals
Mammals are vertebrates. They are born live.
They drink their mothers milk
when they are babies.
All mammals breathe air.
Most mammals are land animals. However,
some mammals, like dolphins, are aquatic.
Most mammals have hair on their bodies.
However, aquatic mammals have bare skin.
Almost all mammals walk or swim.
However, bats can fly.
READ
2. Birds
Birds are vertebrates. They are born from eggs.
They have feathers on their bodies.
All birds breathe air.
Birds have two legs and two wings.
All birds have wings. However, not all birds
can fly, for example penguins.
Many birds, such as sparrows, live on land.
They can fly and walk.
Other birds, such as ducks, live on land
and water. They can fly, swim and walk.
cow
26
27 28
Listening. Write the following sentences on the BB and tell the
Ss to copy them in their notebook. Then Ss listen to and
and circle the correct answer.
1. Mammals are born a) from eggs b) live
2. Most mammals are a) land animals b) aquatic animals
3. Bats can a) swim b) fly
4. Birds are a) invertebrates b) vertebrates
5. Birds have a) feathers b) udders
Answers: 1 b. 2 a. 3 b. 4 b. 5 a.
41 40
1
Vocabulary
birds, eggs, feathers, hair, mammals, milk
Bird feathers
Collect different types of feathers and
explain their function: What are
feathers used for? (Feathers are used
for flying, to keep birds warm, and to
attract mates.) Compare the different
feathers: small, soft, large, pointed.
Show that the base of the feather is
hollow. Tell Ss that in the past,
feathers were used for writing by
introducing ink into the hollow part
(quill).
M.A. They have feathers on their bodies. They have two legs and two wings.
They breathe air. Many birds live on land. Other birds live on land and water.
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52
Special attention
Understanding that the bodies of
invertebrates are soft, even though they
have hard protective coverings
The difference between a shell and
an exoskeleton
Hands on
Presentation
Present , and with ,
and .
Check comprehension by asking the Ss to
complete the sentences with shells or
exoskeletons. Beetles have
(exoskeletons). Mussels have (shells).
Ask Ss which sentences are false: Insects
have six legs. All insects have wings. (F) All
insects are invertebrates. Insects are born
from eggs.
Look at the insect. Ask Ss: What do you
notice about the insect? How many wings
does it have? (two pairs) How many legs?
(six) How many antennae? (two)
Finally, distribute photocopies of the
activity on the opposite page and ask Ss to
choose the correct word.
Play and to practise the vocabulary
of the illustrations.
Activity Book, pages 18, 19.
The storks are coming!
47 E
R
45 42
46
44 43
3 2 1 READ
Listening. Write the words and gapped sentences on the BB.
The Ss listen again to and complete the sentences.
Then they check their answers on page 19.
flies / air / walk / herbivores / eggs / dragonflies / insects /
omnivores
1. Insects are born from (eggs)
2. Young are called larvae. (insects)
3. All insects breathe (air)
4. Butterflies are (herbivores)
5. are carnivores. (dragonflies)
6. Flies are (omnivores)
7. Insects with wings fly or (walk)
8. Insects wings walk. (without)
46
1
VERTEBRATES AND INVERTEBRATES 19
1. How invertebrates protect their bodies
Invertebrates have no bones.
Some invertebrates have a protective covering.
Shells are hard and strong.
Exoskeletons can be thick or thin.
Crabs have thick exoskeletons.
Beetles have thin exoskeletons.
Some invertebrates, like jellyfish and worms,
have no protective covering.
2. Insects
Insects are a kind of invertebrate.
An insect has three parts to its body.
The head has a mouth, two eyes and two antennae.
The thorax has wings and legs.
Most insects have wings.
All insects have six legs.
The abdomen is joined to the thorax.
3. Insect life
Insects are born from eggs.
Young insects are called larvae.
Some larvae are caterpillars.
They have no wings or antennae.
All insects breathe air.
Some insects, like butterflies, are herbivores.
Other insects, like dragonflies, are carnivores.
Others, like flies, are omnivores.
Insects with wings fly or walk.
Insects without wings walk.
Invertebrates
Describe insects. Make more sentences. Insects are invertebrates. They have
READ
earth worm
mussel
head
eye
antenna
(feeler)
abdomen
leg
wing
thorax
beetle
crab
31
30
29
M.A. They have a head, thorax and abdomen.
They have two antennae. They have six legs. They
are born from eggs. They breathe air.
Vocabulary
abdomen, exoskeleton, head, insect, invertebrate, shell,
thorax
Make a dragonfly
Put a ball of plasticine on the point of
a pencil to make the head.
Put plasticine all around the pencil for
the thorax. The rest of the pencil is the
abdomen.
Make wings with paper and glue them
on the thorax. Make two eyes out of
plasticine; two antenna and six legs
with toothpicks.
Respecting animal life. Ants and other
small animals deserve our respect.
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53 ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S.L.
Read the sentences and choose the correct word.
1. Crabs have THICK / THIN exoskeletons.
2. Beetles have THICK / THIN exoskeletons.
3. Jellyfish HAVE / HAVE NO protective covering.
4. ALL / MOST insects have wings.
5. ALL / MOST insects have six legs.
6. Butterflies are HERBIVORES / OMNIVORES.
7. Dragonflies are HERBIVORES / CARNIVORES.
8. Flies are HERBIVORES / OMNIVORES.
9. Insects WITH / WITHOUT wings can fly.
10. Young insects are called CATERPILLARS / LARVAE.
A n s w e r s : 1 . t h i c k . 2 . t h i n . 3 . h a v e n o . 4 . m o s t . 5 . a l l . 6 . h e r b i v o r e s . 7 . c a r n i v o r e s . 8 . o m n i v o r e s . 9 . w i t h . 1 0 . l a r v a e .
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5
4
1. Use these words to label the parts of the skeletons. Then colour the skeletons.
Animals with a skeleton are called .
The skeleton is made up of .
All vertebrates have a .
VERTEBRATE ANIMALS
16
skul
Match.
The skull is made up of many vertebrae joined together.
The spinal column is an external protection of the body.
Invertebrates is made up of the bones in the head.
An exoskeleton are animals with no bones on the inside.
VOCABULARY
bones
backbone
vertebrates
skull spinal column ribs legs tail
skul
e@
rib
spina
colum>
tai
spina
colum>
rebrae
bo>e
backbo>
COMPARE SKELETONS
17
1. Look carefully. Then read and circle.
2. Read and circle.
A B
and the cows skeleton (B)?
The human skeleton has got / has not got tail bones.
It has more / fewer bones in the legs.
It has two / four legs.
The cow has two / four legs.
and the chimpanzees skeleton (C)?
The chimpanzees arm bones are longer / shorter than its legs.
Human arm bones are longer / shorter than human leg bones.
C
A
c
t
i
v
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t
y

B
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5
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DIFFERENCES BETWEEN ANIMALS
18
1. Match each invertebrate animal with its body covering.
2. What characteristics do these groups of animals have? Decide and tick.
Then draw an insect and a fish.
Mammals Birds Insects Fish
They breathe air.
They are oviparous.
They are viviparous.
They have wings.
They have fins.
They have a skeleton.
They have six legs.
slug
lobster
oyster
SHELL
jellyfish
beetle
snail
Insect Fish
EXOSKELETON
NEITHER SHELL
NOR EXOSKELETON

IDENTIFY INSECT BODY PARTS
19
1. Label the body parts of a bee.
Answer key
eye
antenna
(feeler)
leg
wing
abdomen
head
butterfly
mosquito dragonfly grasshopper
beetle ant
win@
2. Complete the pictures and colour them.
e
antenn
ea
e@
abdoe>
8
5
7
3
7
1

_

0
0
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Name Date Project 1
ANIMAL FILES
20
Name of animal:
Animal group (reptile, bird):
Description (what it looks like, size, etc.):
Eating habits (omnivore, carnivore, herbivore):
Normal habitat (country, type of environment and home):
Name of animal:
Animal group (reptile, bird):
Description (what it looks like, size, etc.):
Eating habits (omnivore, carnivore, herbivore):
Normal habitat (country, type of environment and home):
Answers will vary. ANIMAL INDEX CARDS
Anacond
Repti
Nea rir or swamp.
Dar gee> wit lar@ blac spot,
u to 9 ete lon@.
includin@ crocodie, ee, etc.
It send lo o ti i> t wae. I i foun i>
Sout Aeric.
Te ig abou 2-3 kg. Te a
dar gee> an blac, wit whi spot an ello a.
Cormoran
Bir
Carnivo: te a exelen
Te a aquati bird,
fiser. Te di to catc tei pe.
so te li >ea lae o pond. Te ca> foun al o
t worl.
Carnivo: al kind o animal,
22
MAKE A SKELETON TO STUDY BONES AND JOINTS
1. Glue the skeleton on a thin piece of card.
Cut out the parts of the skeleton.
Project 2
skull
humerus
sternum
femur
tibia
fibula
radius
spinal
column
ribs
8
5
7
3
7
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5
6
5
7
N
o
t
e
s
:
23
2. Label each bone.
3. Use fasteners to join the parts of the skeleton at the joints.
Project 2
8
5
7
3
7
1

_

0
0
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58
UNIT CONTENT
Assessment criteria
Knowing what parts of the Earth are made up of water, land or air
Distinguishing between the three states of matter
Giving examples of solids, liquids and gases
Identifying the changes in the states of matter
Content objectives
1. Understanding that the Earth is spherical and made up of water, land and air
2. Understanding that the Earth provides the necessary conditions for the
existence of life
3. Identifying the properties of solids, liquids and gases
4. Recognising the states of matter
5. Identifying examples of solids, liquids and gases
6. Identifying changes in matter in the surroundings
7. Understanding what a change in state is
8. Identifying different changes in state
Language objectives
1. Explaining where things are: in water; on dry land; inside the balloon
2. Describing appearance: Liquids / gases do not have a shape. Solids keep
3. Conditions (zero conditional: always true): If we burst , the air spreads
4. Describing a process: First, next
5. Giving simple instructions: Mix, add, boil, cook
6. Explaining a logical sequence: When we heat , it becomes
The composition of the Earth
The states of matter
Changes in matter
Changes in the state of matter
Compare the characteristics of
matter in its three states
Explain changes in matter in
the surroundings
Interest in explaining
scientifically what can be seen
or has been observed
Contents
UNIT 6
The Earth
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59
UNIT 0
RESOURCES
Resource folder
Test and assessment
Internet resources
www.richmondelt.com
http://www.primaryresources.co.uk/science/science3a.htm
An index of worksheets and activities for teachers
working with the properties of matter.
Science activities for all ages
http://www.bbc.co.uk/schools/scienceclips/index_flash.
shtml
In alphabetical order, click on: Solids and liquids
or Changing states or Gases around us.
Other resources
Flashcards
Posters
http://www.chem4kids.com/files/matterintro.html
MAKING
MOUNTAINS
www.richmondelt.com
LEVEL
4
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60
20 THE EARTH
The Earth
LOOK
READ
1. The Earth
Our planet is the Earth. It is round. In photos taken from space
the Earth looks blue. It is called the Blue Planet.
The Earth has three parts: water, land and air.
Water covers most of the Earth.
Oceans, seas, lakes and rivers are called the hydrosphere.
Dry land is the part of the Earth above water.
There are continents and islands.
Air surrounds the Earth. It is called the atmosphere.
2. Life on Earth
Our planet has everything that living things need.
It has air and water. The Sun gives us heat and light.
Many animals and plants live in water.
Human beings, animals and plants live on dry land.
Animals like butterflies move through the air.
Islands are surrounded by sea.
Turtles live in the sea.
They go on land to lay their eggs.
Choose a name
for the Earth.
The Green Planet
The Dead Planet
The Blue Planet
The Living Planet
Complete the sentence. The Earth has three parts:
32
Classifying vocabulary. Make a table with the headings:
Hydrosphere, Dry land, Atmosphere. Copy lakes, air, islands,
rivers, oceans, continents, seas on the BB.
Students copy and classify the words.
Answers: Hydrosphere: lakes, rivers, oceans, seas. Dry land:
islands, continents. Atmosphere: air.
Comprehension. Copy the half sentences on the BB.
Students match the halves.
1. Many animals and plants a. through the air.
2. Human beings live b. live in water.
3. Butterflies move c. on dry land.
Answer key: 1 b. 2 c. 3 a.
2
1
Vocabulary
air, atmosphere, dry land, hydrosphere, water
water, soil and air.
Special attention
Understanding that there is land under the
seas and oceans
Understanding that life on Earth depends
on light and heat from the sun
Distinguishing between prepositions
to describe location (on, in, above, from)
and movement (through the air)
Hands on
Presentation
Describe the photo: This photograph
was taken from space.
Ask the Ss to study the photo: What colour
are the oceans? (blue) And the land?
(brown) What are the white parts? (clouds)
Ask the Ss to think of a name for the
Earth: What is the predominant colour?
Are there living things here? etc. Probable
answers: The Blue Planet. The Living Planet.
Ask the Ss what is necessary for life: What
do we need to live? Water? Heat? Light?
Explain the importance of the Sun:
We cannot live without sunlight.
The Ss read and do the activity.
49 48
2 1 READ
LOOK
Water pollution. Contaminating
substances from houses and factories
reach rivers and seas. They harm many
living things.
The Earth
Show a globe of the Earth. Ask the Ss:
What shape is the Earth? Is it square
or round? (round)
Tell the Ss to look at the seas and dry
land: Which area is bigger? (the sea)
Most of the Earth is covered by water.
The Ss find where they live.
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61
Anticipated difficulties
Understanding that liquids and gases do
not have a shape
Dependent prepositions: depends on
made up of take the shape of
Hands on
Presentation
Identify the matter in each
photograph. Ask the Ss: In photograph 1
we can see sand: What is it a solid, a liquid
or a gas? (a solid) In 2 we can see smoke
from a volcano. Is it a solid, a liquid or a
gas? (a gas) In 3 we can see a waterfall.
Is it a solid, a liquid or a gas? (a liquid)
The smoke in Picture 2 is a gas. (Show its
shape, colour and the fact it is rising.)
The Ss can deduce this by eliminating
other possibilities. Sand is a solid
and a waterfall is a liquid. It is therefore
a gas in picture 2.
Present with . The Ss read and
do the activity. Write a summary table on
the board which includes the three states
of matter, their properties and examples.
(See Content and Language development.)
50
1 READ
COMPARE
THE EARTH 21
3
Look at these photos.
Which photo shows
a gas?
1
2
3
COMPARE
READ
1. Solids, liquids and gases
Everything is made up of matter.
Matter is in one of three states: solid, liquid or gas.
Solids always keep their shape.
Rocks and metals are solids.
Liquids do not have a shape.
Their shape depends on the container they are in.
For example, water can change
and take the shape of a glass or a bottle.
Water and perfume are liquids.
Gases do not have a shape.
Their shape also depends on the container they are in.
If we burst a balloon, the air that was inside
the balloon spreads quickly.
Air is a gas.
Geysers are formed by liquid
water and water vapour.
These rise from inside the Earth
up to the surface.
Make more questions. Change the underlined words. Is perfume a solid?
2
1
3
33
Summary table
Revise content with true or false statements.
1. Rocks are liquids (F solids) 4. Perfume is a gas. (F a liquid)
2. Air is a gas. (T) 5. Water is a solid. (F a liquid)
3. Metals are solids. (T) 6. Air is a solid (F a gas)
1
Vocabulary
gases, liquids, matter, solids
M.A. Is perfume a liquid? Is paper a solid? Is air a gas?
SOLIDS LIQUIDS GASES
I I I
have a shape do not have a shape do not have a shape
occupy the largest
possible space
I I I
rocks, metals water, perfume air in a balloon
Liquids do not have a shape
Take into class a jug of water and
transparent containers of different
shapes.
Pour the water from the jug into the
containers. Show how the water has
one shape in the jug and then takes
on a different shape in each container.
Ask the Ss to explain what they have
seen.
If this activity is carried out before
starting the unit, give the students
possible explanations to choose from.
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62
Special attention
Understanding that matter stays the same
when there is a change in state
Hands on
Presentation
Ask the Ss: Before cooking, is the
rice hard or soft? (hard) After cooking, is it
hard or soft? (soft) What makes the milk
sweet? (sugar) Can we see the sugar in
the milk? (no) Does the cinnamon change
the flavour of the milk? (yes) Tell the Ss
that when we cook the rice pudding there
are changes in matter.
Explain changes in matter by comparing
the following examples:
Matter stays the same: changes in the
position of a ball when it bounces and
when we make a car out of plasticine.
Changes in matter: making yoghurt or
cheese from milk and baking dough.
The Ss then read the text and do the
activity.
Salt works.
53 E
52 51 2 1 READ
LOOK
Practising sequence
Write the instructions for the recipe, one per line,
and photocopy it.
Cut each list of instructions into strips, one sentence per strip.
Put the strips for each list into an envelope and give one
envelope to each pair of Ss.
Ss work together to put the strips back into the correct order.
Ss check their answers with the textbook.
Comprehension. The Ss copy and complete these sentences:
1. When we heat water it becomes (water vapour)
2. When we freeze water it becomes (ice)
3. When we heat ice it becomes (water)
2
1
22 THE EARTH
READ
LOOK
1. Types of change
Things are continually changing.
Sometimes objects change, but the matter
stays the same. When we drop a bottle, it
breaks. However, the pieces are still glass.
Sometimes matter changes and becomes
something else. When we make a fire,
wood burns and becomes ash,
water vapour and gas.
Changes in matter
2. Changes in state
Matter also changes when it goes from one state
to another.
When we heat water, it becomes water vapour.
This is a gas. The water has evaporated.
When we freeze water, it becomes ice.
This is a solid. The water has solidified.
When we heat ice, it becomes liquid water
again. The ice has melted.
A recipe for rice pudding
First, mix milk and sugar.
Next, add cinnamon to the milk.
Then, boil the milk. Add the rice.
Finally, cook the pudding for 30 minutes.
It is ready to eat!
How does the food change?
Can you still see the sugar?
Does the milk taste sweeter?
Is the rice hard or soft?
water vapour ice solid gas
Make two more sentences. Change the underlined words. Drinking water is a liquid.
34 35
M.A. Water vapour is a gas. Ice is a solid.
Vocabulary
become, stay, change, evaporated, matter, melted, solidified
Butter melts
Take into class some pieces of butter
of different sizes. Put each piece on a
plastic plate and leave them in a warm
place. Ask: What do you notice about
the pieces? Are they solid or liquid?
(solid)
Ask the Ss: What will happen to the
butter? (It will be liquid.) At the end of
the class ask: Are the pieces still
solid? (no) Are they liquid? (yes)
Explain that they are melting, or have
melted completely.
Ask: Is it still butter? (yes) Tell the Ss
that the heat has made the butter
change state. It is still butter but now
it is not solid, it is in a liquid state.
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6
3
1. Look, think and tick the correct answers.
A piece of wood falls on the floor without
breaking. What happens to the wood?
It changes place and shape.
It changes place but not shape.
A glass full of water breaks.
What happens to the water?
The water keeps the shape of the glass.
The water spreads all over the table.
When a balloon breaks,
When a balloon breaks,
what happens to the air inside?
The air stays inside the pieces.
The air spreads in the room.
It rains on the roof.
Where does the water go?
It stays on the tiles.
It runs to the lowest place.
Match and draw small examples.
They adopt the shape
of the container they are in.
They keep the same shape,
even if we change the container.
They occupy as much
space as possible.
VOCABULARY
solids
liquids
gases
QUESTIONS ABOUT THE STATES OF MATTER
26

Answers may vary.
25
OBSERVING THE EARTH
1. Use the key to colour the Earth. Then label the parts of the map.
2. Complete.
When we look at the Earth from outer space, we can distinguish two colours. Brown is the colour
of the , and blue is the colour of the and .
The layer of air that surrounds the Earth is called the .
3. Classify the pictures with colours.
Solids: yellow Liquids: green Gases: blue
land: brown
seas and oceans: dark blue
atmosphere: light blue
1
2
3
1
2
3
lan
lan
ea an
oean
ea oean
atmospe
atmospe
A
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B
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64
UNIT CONTENT
Assessment criteria
Knowing the characteristics of water and understanding its importance
Recognising the places where we can find water in different states
Identifying the three states of water and its changes
Describing the water cycle
Content objectives
1. Understanding the characteristics of water
2. Understanding that water is necessary for life
3. Analysing the uses of water
4. Discovering the places where we can find water
5. Knowing about drinking water and where it comes from
6. Relating changes of state to the water cycle
7. Identifying and sequencing the water cycle
8. Appreciating water and caring for this valuable resource on the Earth
Language objectives
1. Asking for information: Does it have ? Can you ?
2. Giving information: Water has Water is
3. Identifying location: There is in the sea / at the north pole / on the earth
4. Countable and uncountable nouns: There is a lot There are a few
5. Talking about excess / insufficient amounts: too much, not enough
6. Describing a change: When liquid water gets very cold When ice gets warm
7. Defining a process: It is condensation when
8. Conditional: If it is very cold, the water freezes
Living things need water to
survive
The characteristics of water
Places where we can find
water on the Earth
The three states of water:
solid, liquid and gas
The water cycle
Explain the characteristics
which distinguish water from
other liquids
Identify water in different
states
Describe and give examples of
the changing states of water
Explain the water cycle
Understand that water belongs
to all of us and is a precious
resource
Contents
UNIT 7
Water
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65
UNIT 0
RESOURCES
Resource folder
Assessment
Other resources
Flashcards
Posters
www.richmondelt.com
LEVEL
3
FOLLOW A
RIVER
Internet resources
www.richmondelt.com
States of water
http://www.nyu.edu/pages/mathmol/textbook/3grade
cover.html
What is water? Solid, liquid or gas. Useful for students
and teachers.
Water
http://www.epa.gov/safewater/kids/
Graded games and activities about water.
Water cycle
http://www.biology.ualberta.ca/facilities/multimedia/
uploads/alberta/watercycle.html
An animated water cycle including definitions. Useful
for students and teachers.
http://ga.water.usgs.gov/edu/watercycle.html
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WATER 23
1. Water has no smell, taste or colour
Water is a liquid. It does not have its own shape.
Its shape depends on the container it is in.
The same quantity of water changes shape
when it goes out of a bottle and into some glasses.
Pure water has no smell, colour or taste.
2. Water is necessary for life
People, animals and plants cannot survive without water.
A plant dries up and dies without water.
People and animals can go for many days without eating,
but only four days without drinking.
People need at least 1 litre of water a day to survive.
Many animals live in water.
Water
LOOK
READ
Hippos spend a long time
in water.
oil
perfume
vinegar
water Answer the questions about
each liquid.
Does it have a smell?
Does it have a flavour?
Does it have a colour?
Can you wash in it?
Can you water plants with it?
What do people need water for?
36
Question forms. Write the following sentences on the BB.
Ss copy them in their notebooks and then circle the correct answer.
1. Does vinegar have a smell? YES / NO
2. Does oil have a flavour? YES / NO
3. Can you water plants with perfume? YES / NO
4. Can you wash in oil? YES / NO
5. Does water have a colour? YES / NO
6. Can we live without water? YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. no. 5. no. 6. no.
1
Vocabulary
liquid, necessary, need, pure water, water
M.A. We need water for drinking, cooking, bathing, washing clothes and
dishes, cleaning, toilets, watering plants, washing street, swimming pools
Special attention
Understanding water does not have its own
shape
Question forms and word order:
Does it have ? Can you use ?
Prepositions of movement: It goes out
of a bottle, into some glasses
Verb: have in the negative: It does not have
Pure water has no smell
Hands on
Presentation
Refer to the previous lesson about
how liquids do not have a shape. Take the
liquids to class so the Ss can smell them.
Ask: What do you notice about water?
Water is the only liquid that has no smell,
taste or colour. It is also the only liquid we
use to wash in and to water plants.
Emphasize the importance of water for all
living things.
Ask: why do we need water? The Ss think
of all the uses of water.
55 54
2 1 READ
LOOK
Aquatic living things
Prepare a large blue poster paper and
put it up on the BB.
Hand out markers and ask the Ss to
draw and write the names of living
things we find in water. For example:
seaweed, coral, octopus, fish, whales,
dolphins, sponges, frogs.
We need water. Every day we use
many litres of water without thinking.
Propose a situation: What happens if there
is no water? Tell the Ss that we must
encourage people to save water.
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67
Special attention
Understand that most of our drinking water
comes from rain
Countable / Uncountable nouns: There is
very little rainfall. There are only a few
rivers
Hands on
Presentation
Use a globe and atlas to show the
polar ice caps. Remind the Ss that ice is
frozen water. Compare the size of the ice
caps to the size of a country.
Tell Ss that when it rains, water seeps into
the soil and accumulates underground. We
can extract it and use it for drinking and
watering.
Ask: Can you drink the water in your home?
Why? (It has been cleaned and purified to
make it safe to drink. Chlorine is usually
added to drinking water.)
Present , and with , and .
Ss then do the activity.
58 57 56
3 2 1
READ
24 WATER
Water, a valuable resource
Water is a valuable resource. How can we save water at home?
READ
1. Where can we find water?
We can find water in many different places.
There is water in the sea, rivers and lakes.
There is water underground.
There is water on the tops of mountains
in the form of snow.
There is water in the huge blocks of ice
at the North and South Poles.
2. Drinking water
Drinking water is water that is safe for people
to drink. There is a lot of water on the Earth,
but not much drinking water.
We cannot drink water from the sea
because it has too much salt.
In some parts of the world, there is very little
rainfall, and there are only a few rivers and
reservoirs. The people who live in these dry
areas, like Ethiopia, walk several kilometres
every day to find drinking water.
They take water from wells in the ground.
3. Water in our country
In some areas it rains a lot.
In other areas it rains very little,
and there is not enough drinking water,
especially in the summer.
Water from rainfall is stored in reservoirs.
However, in very dry years there is
not enough water in the reservoirs.
We have to use less water.
Snow is made of water.
Drinking water is water that is safe to drink.
We store water from rainfall in reservoirs.
37
38
Listening. Write the following sentences on the BB.
Ss listen again to and choose the correct answer.
1. There is a lot of water on the Earth. YES / NO
2. There is a lot of drinking water on the Earth. YES / NO
3. We can drink water from the sea. YES / NO
4. Ethiopia has a lot of water. YES / NO
5. Ethiopia is a dry area. YES / NO
Answers: 1. yes. 2. no. 3. no. 4. no. 5. yes.
57
1
Vocabulary
drinking water, ice, lakes, reservoirs, rivers, sea,
snow, underground, wells
M.A. Shower instead of bath, turn the tap off when I clean my teeth.
A water filter
Place a funnel in a clear bottle. Place a
paper filter in the funnel. Put a layer of
fine sand, about four cm, in the bottom
of the filter. Mix a handful of sand and
water. Pour this sandy water in the
funnel.
Ask the Ss to predict what will happen:
What will happen to the water? Show
them that the water is clear when it
comes out of the funnel: What do you
notice about the water now? (Its
clear.) The sand remained in the filter.
Drinking water is precious. Some
people have to walk several kilometres
to find drinking water. Then they have to
transport it to their home. Many people
have no taps or toilets in their home.
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Special attention
Identifying the processes involving
condensation
Understanding that clouds are made up
of tiny drops of liquid water
Abbreviated phrase: So is the water
The water in the rivers lakes and seas is
also liquid water
Describing changes: verb get adjective
become adjective
Hands on
Presentation
Ask Ss: Think about ice and rain.
Can you compare them? What is ice? (solid
water) What is rain? (liquid water) What is
water vapour? (a gas) Water has different
properties in each state. For example,
when it is a gas (water vapour), it does not
have its own shape but when it is a solid
(ice), it does.
Ask Ss: What happens when we put water
in the freezer? (The water freezes and
becomes ice.) What happens when we
remove the ice from the freezer? (The ice
melts and becomes liquid water.) This
shows that water can change from one
state to another but it is still water.
and Activity Book, pages 27, 28. E R
60 59
2 1 READ
LOOK
Comprehension. The Ss copy and complete the sentences with
the correct word.
Condensation / Evaporation / Melting / Solidification
1. is when water freezes. (Solidification)
2. is when ice gets warm. (Melting)
3. is when liquid water gets hot. (Evaporation)
4. is when water vapour gets cold. (Condensation)
Vocabulary. Ask the Ss to find one word in each list which is
different from the others and say why.
1. ice / sea / snow / frost / hailstones
2. water vapour / lakes / sea / clouds / rivers
Answers: 1. sea because it is a liquid. 2. water vapour because it
is a gas.
2
1
WATER 25
1. The three states of water
Water can be found in three different states: liquid, solid and gas.
The water we drink is liquid water.
So is the water in the rivers, lakes and the sea.
Clouds are made up of tiny drops of liquid water.
Ice, snow and hailstones are solid water.
Water vapour is a gas.
2. Water can change states
Water can change from one state to another.
When liquid water gets very cold, it freezes
and becomes a solid (ice, frost or snow).
This is solidification.
When ice or snow gets warm, it becomes liquid water.
This is melting.
When liquid water gets hot, it becomes water vapour.
This is evaporation.
When water vapour gets cold, it becomes liquid water.
This is condensation.
It is condensation when windows steam up on a cold day.
The three states of water
Complete the sentence. The three states of water are liquid, ...
LOOK
READ
At the South Pole,
ice covers almost all
the land.
Look at this photo.
Where is the water?
When it is very cold, the drops
of water freeze on the leaves.
We call this frost.
39
40
solid and gas
Content objectives: 6.
Vocabulary
condensation, evaporation, gas, liquid, melting, solid,
solidification, states
Water evaporates
Take a glass of water into the class.
Add salt and stir to dissolve it.
Then pour the water onto several flat
plastic plates. Put the plates in a warm
place. Ask: What do you think will
happen to the water?
After a while there will be no water on
the plates, only salt crystals.
Explain that the water evaporated and
the salt was left in a solid state on the
plate.
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69
Special attention
Understanding that water vapour
condenses in the air to form clouds
Understanding that the water cycle takes
place everywhere on the Earth and the
cycle is continuous
Zero conditional: If it falls , If it is very
cold
Hands on
Presentation
Ask the Ss to look up the word cycle in the
dictionary: a cycle is a process that is
repeated in the same order without
stopping. The same can be said about the
water cycle; it is continuous and never
stops.
Present the cycle with .
Photocopy page 26 of the Students Book
and cut out each drawing. Then tape them
together to form a circle. Use arrows to
show the sequence.
Point out that the water cycle involves
changes from one state to another and
also water movement. A large quantity of
water in the sea evaporates and the clouds
which are formed move over dry land.
Old steam locomotives.
62 E
R
61
LOOK AND READ
Comprehension. Write the following text on the BB. Ss copy the
summary into their notebooks and choose the correct words.
Liquid water evaporates because of heat from the 1. CLOUDS /
SUN. The liquid water becomes water vapour.
The water vapour rises in the air and changes into tiny 2. RIVERS /
DROPS of water.
The drops form clouds and the clouds 3. FALL / MOVE. Water
from the clouds falls to the earth as rain.
If it is very 4. HOT / COLD, the water freezes and falls as snow.
The water from rain and snow forms rivers, lakes and ponds.
If it falls on the 5. SKY / LAND, it is used by plants or becomes
underground water.
6. SOME / ALL water goes into the sea or evaporates.
Answers: 1. sun. 2. drops. 3. move. 4. cold. 5. land. 6. some.
1
sea
river
snow
rain
clouds
26 WATER
The water cycle
LOOK AND READ
2. The water vapour rises in the air. It changes into tiny drops of water.
The drops form clouds. The clouds move.
1. Liquid water in the sea, rivers and lakes evaporates because of heat
from the Sun. The liquid water becomes water vapour.
water
vapour
evaporation
river
sea
clouds move
clouds
water vapour
4. The water from rain and snow forms rivers, lakes and ponds. If it falls
on to the land, it is used by plants or becomes underground water.
Some water goes into the sea or evaporates. The water cycle starts again!
evaporation
river
sea
the Sun
underground water
3. Water from the clouds falls to the earth as rain.
If it is very cold, the water freezes and falls as snow.
41
Cloud formation
Pour hot water into a glass and cover it
with clear plastic wrap. Tiny drops of
water will appear on the plastic wrap
inside the glass. Ask: What can you
see inside the glass now? What
happened to the water?
Tell Ss the liquid water evaporated and
became water vapour. Then the water
vapour condensed on the plastic and
formed tiny drops of water. Clouds
form in a similar way.
Vocabulary
clouds, evaporate, evaporation, falls, freezes, heat,
lakes, ponds, underground water, water vapour
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7
0
WATER CONSUMPTION
28
2. Use the words to complete the answers. Then write your own idea.
What can you do to save water?
I can take a and not a .
I can turn the off when I brush my .
.
In which rooms do you use the most water?
1. Look at the picture. Use the key to colour the picture.
Blue: pipes for drinking water.
Red: pipes for waste water.
Use any colour for the rest of the picture.
tap shower bath teeth
bathroo, kitce>
sho bat
ta
I ca> u dis wae to cea> m bi an skae.
et
Model
answer:
1. Where are the different states of water found? Decide and draw them on the landscape.
snow hail rain clouds a lake a river
Complete the sentences with these words: liquid, gaseous, solid.
The water in snow is in a state.
The water in a river is in a state.
The water in clouds is in a state.
2. Match and write.
freezing melting evaporation
3. What to do? Decide and write heat water, heat ice or freeze water.
To make water vapour: .
To make ice: .
To turn ice into water: .
27
THE STATES OF WATER
Answers may vary.
soli
liqui
gaeou
evaporatio> fezin@ eltin@
ea wae
fe wae
ea i
A
c
t
i
v
i
t
y

B
o
o
k
8
5
7
3
7
1

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0
6
4
-
0
0
7
1
.
q
x
d

3
0
/
6
/
0
6

1
0
:
1
4

P
g
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7
0
7
1
THE WATER CYCLE
29
1. Look carefully at the picture. Order the sentences. Colour the picture.
Streams and rivers carry the water back to the sea.
Liquid water in the sea, rivers and lakes evaporates.
The water forms rivers, lakes and ponds. Underground water dampens
the lower layers of soil.
The water from the clouds falls back to the land as rain.
The water vapour rises in the air and forms clouds.
Classify these words: ocean, lake, sea, reservoir, rain, snow
Fresh water:
Salt water:
VOCABULARY
1
2
3
4
5
1
5
4
3
2
la , eervoi, rai>, sno
oea>, e
N
o
t
e
s
:
8
5
7
3
7
1

_

0
0
6
4
-
0
0
7
1
.
q
x
d

3
0
/
6
/
0
6

1
0
:
1
4

P
g
i
n
a

7
1
72
UNIT CONTENT
Assessment criteria
Appreciating the importance of air and oxygen for living things
Knowing the characteristics, basic composition and uses of air
Knowing the structure and functions of the atmosphere
Identifying some atmospheric phenomena
Content objectives
1. Understanding that air is necessary for life
2. Appreciating the uses of air
3. Analysing the characteristics of air
4. Knowing the composition of air
5. Learning about the atmosphere, its functions, and some atmospheric phenomena
6. Appreciating the importance of breathing clean air
Language objectives
1. Describing the uses of air: to breathe; in tyres; for pushing sailing boats
2. Stating facts: zero conditional: If we burst a balloon, the air escapes.
3. Making comparisons: It weighs less than; there is more than
4. Describing a hypothetical situation: 2
nd
conditional: If there were the Sun
would burn
The air: importance,
composition, physical
characteristics
The atmosphere: the layer of
gases surrounding the Earth
The atmosphere and its
functions: filters the Suns rays
and has the oxygen we need
to breathe
Atmospheric phenomena:
precipitation, wind, storms
Interpret diagrams
Identify everyday situations in
which air is useful to people
Apply the characteristics of
gases to air
Associate oxygen in the
atmosphere with life
Analyse why the atmosphere is
necessary for living things
Identify some atmospheric
phenomena
breathing clean air
Contents
UNIT 8
Air
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73
UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Earth observatory
http://earthobservatory.nasa.gov/
Images and information about space, the atmosphere
and oceans. Useful for students and teachers.
The atmosphere
http://www.ace.mmu.ac.uk/kids/index.html
Information sheets and games about taking care
of our atmosphere. Useful for students and teachers.
Other resources
Flashcards
Posters
www.richmondelt.com
LEVEL
3
CATCHING
THE WIND
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74
AIR 27
1. We breathe air
Animals and plants need air to breathe. We can live for a few
days without food. We can also live for a short time without water.
However, we die if we cannot breathe.
Some animals, such as whales and dolphins, live in water,
and come to the surface to breathe. Fish have special organs
called gills for breathing air in water.
2. Other uses of air
Animals, like butterflies and birds, fly through air.
People use air in many different ways.
There is air in the tyres of cars and bicycles.
There is air in the rubber rings that we use to learn to swim.
Air pushes sailing boats through water.
Aeroplanes move through the air.
Air
LOOK
READ
Why does this girl need special
equipment underwater?
Is it important to open the windows often at home and in the classroom?
Rubber rings contain air.
42
Listening. The Ss copy the following sentences
in their notebooks and try to complete them.
Then they listen again to and check their answer.
1. Animals and plants need to breathe. (air)
2. Some animals live in (water)
3. have special organs called gills for breathing in water. (fish)
Comprehension. Write the following exercise on the BB
and ask the Ss to match the two halves of the sentences.
1. We can live for a few days a. if we cannot breathe.
2. We can live for a short time b. without water.
3. We die c. without food.
Answers: 1 c. 2 b. 3 a.
2
63
1
Vocabulary
air, breathe, underwater
M.A. Yes, because we need to let fresh air enter the
room and the air in the room escape.
Special attention
Understanding that some marine animals
breathe air
Identifying air in different places
and objects
Infinitive or gerund to describe purpose:
Some animals come to the surface to
breathe. Fish have gills for breathing.
Hands on
Presentation
Ask Ss: Can you swim underwater?
Can you breathe underwater? What do you
do? There is no air underwater and that
is why we cannot breathe. To breathe
underwater, we need compressed air tanks.
Ask the Ss to point to the air tank
in the photograph.
Ask Ss to make up sentences with words
associated with air. Isabel blows up a
balloon. Charlie inflates his bicycle tyres.
64 63
2 1 READ
LOOK
Experiment with air
Ask the Ss to predict what will happen
when you put an empty bottle into a
container of water: What will you hear?
(a sound) What will you see? (bubbles)
Carry out the experiment. The bubbles
are the air that was in the bottle.
When the water enters the bottle, the
air escapes. Since air weighs less than
water, bubbles rise to the surface.
Ventilation. Frequent ventilating is
important, especially in closed spaces
where there are a lot of people, for
example, in classrooms and cinemas.
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75
Special attention
Understanding that air does not have its
own shape
Understanding that air occupies the
greatest possible space
Zero conditional: If + present + present: If
we burst a balloon, the air escapes
Superlative: the greatest possible space
Hands on
Presentation
Ask Ss: Is there air around us?
(yes) Can we breathe underwater?
(No, there is no air.) How can we breathe
underwater? (with air tanks) How can
astronauts breathe in space? (They wear
special suits that have their own air
because there is no air in space.)
Explain the figure. There are 100
little squares: 72 red (nitrogen), 21 green
(oxygen), 1 yellow (other gases). Ask Ss:
Which is the main gas in the air? (the one
with the most little squares: nitrogen)
The Ss complete the sentence.
66 65
2 1
READ
COMPARE
28 AIR
Air is a gas
COMPARE
1
2
3
Which photos show places
with air?
Where is the air?
READ
1. The characteristics of air
Air is a gas.
Like all gases, air does not have its own shape.
It takes the shape of the container it is in.
Air occupies the greatest possible space.
If we burst a balloon, the air escapes.
The balloon deflates.
Hot air weighs less than cold air.
There is hot air in hot air balloons.
This is why they go up.
2. The composition of air
There are different gases in air.
The main gases are nitrogen and oxygen.
There is more nitrogen than oxygen in air.
However, oxygen is very important.
Living things need oxygen to breathe.
Gases in the air
nitrogen
oxygen
other gases
Hot air balloons
Complete the sentence. The main gases in air are and
43
44
Word order. Write the words on the BB.
The Ss put them in order to make 5 sentences.
1. is / air / gas / a
2. less / than / hot air / cold air / weighs
3. air / gases / in / are / there / different
4. important / is / oxygen / very
5. oxygen / things / living / need / to / breathe
Answers: 1. Air is a gas. 2. Hot air weighs less than cold air.
3. There are different gases in air. 4. Oxygen is very important.
5. Living things need oxygen to breath.
1
Vocabulary
gas, nitrogen, own shape, oxygen, space
nitrogen . oxygen
Balloons and air
Inflate some balloons and ask: Why do
they inflate? (because air enters the
balloons) Where does the air come
from? (our lungs)
Pass a big balloon and a small one
around the class and ask: What do you
notice about the two balloons? Which
has more air? (the big balloon) Which
weighs more? (the big balloon) Does
this mean air has weight? (yes)
Untie the knot in one balloon and ask
Ss: What is going to happen? (When
we untie the knot, the air escapes and
the balloon deflates.)
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76
Special attention
Understanding that the atmosphere is a
layer of gases
Understanding that the atmosphere filters
the Suns rays
Describing location: lower, higher, outside
Describing a hypothetical situation: If there
were no atmosphere,
Hands on
Presentation
Look at the illustrations together.
The top one shows the Earth, the
atmosphere and outer space. Ask Ss:
Where can we find the most oxygen?
(in the lower parts of the atmosphere)
The illustration below shows how the
atmosphere protects us from the Suns
rays. The bottom illustration shows the
effects of the wind.
Present , and with , and .
Wind power.
70 E
R
69 68 67 3 2 1
READ
Comprehension. The Ss choose the correct word.
1. There is more oxygen is in the LOWER / HIGHER parts of the
atmosphere.
2. There is very little oxygen in the LOWER / HIGHER parts of the
atmosphere.
3. In outer space THERE IS / THERE IS NO air or life.
Answers: 1. lower. 2. higher. 3. there is no.
Vocabulary. Write the following three words on the BB:
storms / precipitation / wind
Ss copy the definitions and match them to the correct word.
1. rain and snow (precipitation)
2. the movement of air (wind)
3. rain, wind, thunder, lightning (storms)
2
1
AIR 29
1. What is the atmosphere?
The Earth is surrounded by an enormous layer
of gases. This is the atmosphere.
The atmosphere has many gases,
for example, oxygen and water vapour.
The oxygen that living things need to breathe
is in the lower parts of the atmosphere.
There is very little oxygen
in the higher parts of the atmosphere.
Outer space is outside the atmosphere.
There is no air and no life.
2. The functions of the atmosphere
The atmosphere has some very important
functions:
It has the oxygen that we need to breathe.
The atmosphere filters the Suns rays.
If there were no atmosphere,
the Sun would burn us more.
3. Atmospheric phenomena
There are different phenomena
in the atmosphere.
Precipitation is rain and snow.
Wind is the movement of air.
Storms have rain, wind, thunder
and lightning.
The atmosphere
READ
The Earths atmosphere protects us from the Suns
rays.
We cannot see air. However, we can see the effects
of wind. Wind moves the branches of trees.
the Earth
the Earth
outer space
atmosphere
atmosphere
the
Sun
no oxygen
a lot of oxygen
a little oxygen
Some of the
Suns rays
bounce off the
atmosphere.
True or false? Decide and make more
sentences.
There are no gases in the atmosphere.
Oxygen is in the lower parts of the atmosphere.
45
There are no gases in the atmosphere. (F)
Oxygen is in the lower parts of the atmosphere. (T)
Vocabulary
atmosphere, filter, outer space, oxygen, precipitation,
storms, Suns rays, wind
The heat of the Sun
Fill two plastic bottles with the same
quantity of water and put the caps on.
Place one in the sun and the other in
the shade. Ask the Ss: What will
happen to the water after half an hour?
After a half hour or more, take the
water temperature with a thermometer.
The temperature of the water in the
bottle in the sun will be higher because
it has been heated by the Sun.
Sunscreens. We need to use
sunscreens to protect our skin when
we are out in the Sun. They help prevent
sunburn and skin cancer.
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7
7
WEATHER CONDITIONS
31
1. Label each picture: snow, rain, or wind. Then match and write a benefit and a risk of each.
Benefits: clean energy; water for agriculture; winter tourism
Risks: avalanches; floods; hurricanes and tornadoes
2. Look at the picture. What is polluting the air?
Benefit:
Risk:
Benefit:
Risk:
Benefit:
Risk:

flood
wine touris
avalance
cea> e>erg
hurrica>e an tornad
Smo an gae fro t
hou, t ca an t
factor
AIR
30
1. Circle everything that needs air to live or to work.
Complete the text with the words: Sun, air, water and the colours of the rainbow.
After it rains we can see a rainbow in the sky. Light from the
hits drops of in the .
You can see the colours of the rainbow:
Then write the names of the colours in order: red, orange, yellow, green, blue, indigo, violet.
1.
2.
3.
4.
5.
6.
7.
2. Colour the rainbow:
6
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3
2
1
7
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wae ai
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0
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6
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0
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78
UNIT CONTENT
Assessment criteria
Knowing that plants make their own food
Identifying the different parts of a plant
Distinguishing between trees, bushes and grasses
Showing interest in protecting plants
Content objectives
1. Understanding that nutrition, growth and reproduction are common life
processes for plants
2. Understanding the characteristics of plants
3. Identifying the parts of a plant and their characteristics
4. Understanding the effect of light, air, water and temperature on plant growth
5. Distinguishing hard stems from soft stems
6. Classifying plants according to the type of stem: trees, bushes and grasses
7. Identifying examples of trees, bushes and grasses
8. Understanding the importance of plants for all living things
Language objectives
1. Describing actions: adjectives of manner: grow quickly; grow very slowly;
not grow well
2. Describing conditions: first conditional: If the air is will not grow.
3. Identifying parts of plants: There are usually two parts
4. Superlative adjectives: Trees are the biggest plants.
5. Prepositions of movement and location: out of, far from, close to
Plants are living things, they
are born, grow, make their
own food, and react
Parts of plants: stems, leaves,
roots
Types of plants using stems
as a classification criteria:
trees, bushes, grasses
The importance of plants
Identify the characteristics of
plants
Distinguish the parts of a plant
Classify plants into trees,
bushes and grasses
Interest in protecting plants
plants for all living things
Contents
UNIT 9
Plants
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79
UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
The parts of a plant
http://www.primaryresources.co.uk/online/plant.swf
An easy matching game.
Plants need light and water to grow
http://www.ngfl-cymru.org.uk/vtc/plants_light_water_to_
grow/eng/Introduction/default.htm
Information and different interactive activities help to
learn about plants. Useful for students and teachers.
Other resources
Flashcards
Posters
http://www.kidport.com/RefLib/Science/HowPlantsGrow/HowPlantsGrow.
htm
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80
30 PLANTS
Plants
LOOK
READ
Look at this photo.
Do you think the jungle
is full of life?
Describe plants. Make more sentences. Plants are living things. They...
1. Plants are living things
Plants are born and grow. Some plants, like geraniums,
grow very quickly. Others, like oak trees, grow very slowly.
Plants make their own food. They use their roots to take water
and minerals from the soil. Plants use this mixture
and sunlight to make food in their leaves.
Like animals, plants reproduce.
All plants are born from other plants.
2. Plants react to their surroundings
Plants react to their surroundings.
If the air is too hot or cold, they will not grow well.
Plants cannot move from one place to another.
However, they can grow towards light,
and the roots can grow towards water in the ground. Plants grow towards the light.
46
47
The Ss listen again to and correct them.
1. Plants are born and die.
2. All plants grow very quickly.
3. Plants make food in their trees.
4. All animals are born from other plants.
Answers: 1. and grow. 2. Some plants 3. their leaves.
4. All plants
71
1
Vocabulary
born, grow, react, reproduce, towards
M.A. are born. grow. make their own food. grow
towards light.
Plants grow towards the light
Make a big hole in the side of an
opaque box with a cover.
Place a young, fast-growing plant
inside. Ask the Ss: What will happen
to the plant?
After several days, remove the plant
and show how it has grown towards
the light.
Special attention
Understanding that plants make their own
food from inorganic substances
Comprehending that plants react to change
Infinitive of purpose: they use their roots
to take
Prepositions: from the soil, in their leaves
First conditional: if present future:
If the air is they will not grow
Hands on
Presentation
Point out that plants are living
things. In some parts of the rainforest,
plants take up all the space.
All plants grow towards the sunlight
because they need light to make food. If
we move a plant, after a few days it will
continue growing towards the light.
Present and with and . Ask Ss:
Are plants living things? (Yes, plants are
born and grow.) How are plants different
from animals? (Plants make their own food
and cannot move.)
72 71
2 1
READ
LOOK
Cultivated plants. We are responsible
for the plants we have in our homes. We
should give these plants the care they
need: water, light, soil and fertiliser.
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81
Special attention
Irregular plurals: leaf leaves,
branch branches
Hands on
Presentation
and .
Look at the drawings and point out the
difference between oak tree roots (a thick,
long, main root with other thin roots) and
wheat plant roots (many roots all the same
size).
Tell Ss that flowers are also a part of a
plant, but not all plants have flowers.
75
74 73
3 2 1 READ
PLANTS 31
Plants have stems, leaves and roots
READ
1. Stems
Stems grow above the ground.
There are usually two parts to the stem:
the main stem and the branches.
Some stems are hard. Others are soft.
Hard stems are made of wood.
Trees have hard stems (trunks).
Soft stems are usually green.
Grasses have soft stems.
3. Roots
Roots fix the plant in the ground.
The roots are connected to the stem.
hard stems
branches
soft stems
main stem (trunk)
roots of the
oak tree
roots of the wheat
plant
oak leaf olive leaf
2. Leaves
Leaves grow on the stems and the branches.
Each type of plant has a different type of leaf.
Complete the sentences.
Hard stems
Soft stems
48
Listening. Write on the BB the two halves of the sentences below
and tell the Ss to match them after listening again to .
1. Hard stems a. are usually green.
2. Trees have b. are made of wood.
3. Soft stems c. soft stems.
4. Grasses have d. hard stems.
Answers: 1 b. 2 d. 3 a. 4 c.
Vocabulary. In pairs, one student draws a plant, including the
roots, stem and leaves. The other draws a tree, including roots,
trunk, branches and leaves. They exchange pictures and label
the different parts of their partners picture. They check their
answers in the book.
2
73
1
Vocabulary
branches, hard stems, leaves, main stem, roots,
soft stems, stem
M.A. are made of wood. are usually green.
Leaves
Show Ss several types of leaves, and
ask them to compare them: What do
you notice about the leaves? Ask
about their shape, the colour and the
edges.
Ask Ss to touch them and say if the
leaves are soft, rough or smooth. Ss
should touch the leaf veins and realise
that they can feel them better on the
underside than on the outer surface.
Glue the leaves onto some paper and
organise them by specific criteria
(shape, edges ).
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82
Comprehension. Write these words on the BB: stem, green,
hard, bush, soft, trunk. Then write the following sentences on the
BB or photocopy page 83. Tell the Ss to copy and complete them
with one of the words. Some words may be used more than once.
1. A poplar is a tree. It has a stem called a Branches grow
out of the ... far from the ground.
2. Rosemary is a It has a hard Branches grow out of the
close to the ground.
3. Clover is a grass. Grasses have a flexible stem. The stem is
usually
Answers: 1. hard, trunk, trunk. 2. bush, stem, stem. 3. soft, green.
1
Vocabulary
branches, bushes, flexible, grasses, hard stem, soft,
trees, trunk
Making cologne
Use a pestle and mortar to crush
some aromatic leaves: lavender, pine,
eucalyptus, rosemary. Ask the Ss:
What do you notice about the leaves
now? (They smell more strongly.)
Add some alcohol, mix, and pour
through a filter. Pour the filtered liquid
into a spray bottle.
When you crush the leaves, the oil is
released and is mixed with the alcohol.
Spray the mixture and smell.
Special attention
Distinguishing the three types of plants:
trees, bushes and grasses
Superlative adjectives: biggest, smallest
Opposite prepositions: close to, far from
Hands on
Presentation
Stems are valuable criteria for
classifying plants into trees, bushes and
grasses.
Ask the Ss: What do you think the
difference is between trees and bushes?
Point out that the difference between trees
and bushes is not size but where the
branches start growing. Branches grow
close to the ground on bushes and far from
the ground on trees.
Ask Ss: Which plants have hard stems?
(trees and bushes) Which plants have
branches? (trees and bushes) Which
plants have flexible stems? (grasses)
and .
The holm oak.
79 E
R
78
77 76 3 2 1 READ
LOOK
Recycled paper. Trees are used to
manufacture paper. Recycled paper to
save trees.
32 PLANTS
READ
LOOK
1. Trees
Trees are the biggest plants.
They have a hard stem
called a trunk.
Branches grow out of the
trunk far from the ground.
A poplar is a tree.
2. Bushes
Bushes also have a hard stem.
Branches grow out of the stem
close to the ground.
Rosemary is a bush.
3. Grasses
Grasses have a soft,
flexible stem.
The stem on grasses
is usually green.
Clover is a grass.
Trees, bushes and grasses
rosemary
poplar
clover
Put the plants in order, from the biggest to the smallest.
How can we protect trees and plants?
49 50 51
M.A. . By helping to prevent forest fires, by never picking
leaves, breaking branches or harming tree trunks
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Complete the sentences below with these words.
You can use the words more than once.
1. A poplar is a tree.
It has a stem called a
Branches grow out of the far from the ground.
2. Rosemary is a
It has a hard
Branches grow out of the close to the ground.
3. Clover is a grass.
Grasses have a flexible stem.
The stem is usually
green hard bush
soft trunk stem
A n s w e r s : 1 . h a r d , t r u n k , t r u n k . 2 . b u s h , s t e m , s t e m . 3 . s o f t , g r e e n .
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8
4
THE PARTS OF A PLANT
33
1. Identify and label the parts of a melon.
fruit stem seeds flower leaf roots
2. Colour the part of the plants we eat. Then match and write the names.
3. Do you know the names of trees and plants? Write the vowels and find out.
Then copy the names of the four trees or plants.
lettuce pea strawberry leek tomato carrot
P
P
L
R
T
M
L
K
T
S
C
C
T
roots leaves fruit stem seeds

frui
flo
ea
root
ed frui se frui roo
tomato
cactu
e
se
O
A
A
U
E
E
O
1. Tick the true sentences.
Plants move, just like animals.
Plants and animals are living things.
Trees do not usually live very long.
Plants eat other plants.
Plants need water and light to make food.
2. What trees and plants are there near you? Circle them.
holm oak
banana tree
pine tree ash tree
giant
sequoia
Look at the pictures and match.
hard stem Wheat and some other plants have many small roots.
soft stem Grasses have soft stems. They are usually green.
small roots Trees have a hard stem, called a trunk. It is made of wood.
VOCABULARY
cactus
PLANTS ARE LIVING THINGS
32
Model answer:
A
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IDENTIFY PLANTS
34
Which plant names are missing in the garden? Look at the chart and find them.
Write them in the correct places.
TREES BUSHES GRASSES
elm pine
cypress acacia
rosemary box
rose bush oleander
geranium daisy
pansy tulip
1. Look at the garden. Use the key to colour the different paths.
Red: for trees
Blue: for bushes
Yellow: for grasses
elm
acacia
box
oleander
geranium
pansy
cypes
ro bus
dais
tuli
roemar
pi>
N
o
t
e
s
:
8
5
7
3
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86
UNIT CONTENT
Assessment criteria
Identifying the different parts of a flower
Knowing that fruits grow from flowers
Classifying fruits into fleshy fruits and nuts
Associating flowers, fruits and seeds with plant reproduction
Appreciating the importance of fruits and seeds in our diet
Content objectives
1. Identifying the main parts of a flower and their functions
2. Distinguishing types of fruit
3. Understanding the purpose of seeds
4. Associating flowers, fruits and seeds with plant reproduction
5. Describing the life processes of a plant
6. Understanding the importance of plants for all living things
Language objectives
1. Describing different parts of a flower: Most flowers have petals
2. Defining the functions of these parts: which protect
3. Classifying fruit: fleshy fruit, nuts; some fruit , others
4. Describing a process: First, then
5. Describing development: It gets bigger / taller / thicker
6. Making comparisons: several years / a long time / the longest
Plants reproduce: flowers,
fruits, seeds
Parts of flowers: petals, corolla,
sepals, calyx, stamens, ovary
Fruits grow from flowers
Types of fruits: fleshy fruit,
nuts
Seeds are inside fruit
Plants are born and their parts
grow and change
Identify the different parts
of a flower
Classify fruits into fleshy fruit
and nuts
Put the life processes of plants
in the right order
Analyse pictures to obtain
information
Recognise the importance
of plants for people
Contents
UNIT 10
Flowering plants
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87
UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
The parts of a plant
http://www.primaryresources.co.uk/online/plant.swf
An easy matching game.
Plants need light and water to grow
http://www.ngfl-cymru.org.uk/vtc/plants_light_water_
to_grow/eng/Introduction/default.htm
Different interactive activities help to learn about plants.
Other resources
Flashcards
Posters
COCONUT:
SEED OR FRUIT?
www.richmondelt.com
LEVEL
4
COCONUT:
SEED OR FRUIT?
http://www.kidport.com/RefLib/Science/ScienceIndex.htm
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88
FLOWERING PLANTS 33
Flowering plants
LOOK
LOOK AND READ
1. Flowers come out in the spring
Plants do not have flowers all year round.
When spring starts, new flowers appear.
Flowers grow from stems.
2. Flowers have different parts
Most flowers have petals, sepals, ovaries
and stamens.
The petals are the coloured part of the flower.
All the petals together are the corolla.
The sepals are the small green leaves
which protect the flower before it opens.
All the sepals together are the calyx.
The stamens and the ovary are in the middle
of the flower. The stamens make pollen,
and the ovary makes ovules.
When a male pollen joins with a female ovule,
a seed is made.
READ
open
calyx
closed calyx
stamens
corolla
petals
sepals
ovary
They make honey
with the nectar.
Honey is their food in winter.
Flowers are essential for bees.
They collect nectar
and pollen from flowers.
Pollen is at the
ends of the stamen.
Nectar is in the
middle of the corolla.
Bees depend on flowers
52
Listening. Write the following sentences on the BB. The Ss
listen again to . They must decide which ONE of the sentences
is NOT correct.
1. Petals are coloured.
2. All the petals together are the corolla.
3. The sepals are small green leaves.
4. All the sepals together are the ovules.
5. The stamens and the ovary are in the middle of the flower.
6. The stamens make pollen.
Answers: Incorrect sentence 4. All the sepals together are the
calyx.
81
1
Vocabulary
calyx, corolla, ovary, ovules, petals, pollen, sepals,
stamens
Special attention
Understanding how seeds form
Prepositions of location: in the middle of;
at the end of
Collective nouns: corolla, calyx
Hands on
Presentation
Explain that the drawing represents
a cross-section of a flower. Ask Ss to
compare the drawing and the picture of the
carnation. You can see a bud on the left.
The calyx is closed to protect the flower.
We only see the petals when the flower is
open; the stamens and the ovary are
hidden by the petals.
Ask Ss which sentences are true. Flowers
are born in spring. (T) Flowers grow from
roots. (F) Flowers grow from stems.
(T) Stamens are a part of a flower. (T)
The calyx is a part of a flower. (T)
Present the three photos with the texts.

LOOK AND READ
81 80
2 1 READ
LOOK
Changing flowers
First, put some blue food colouring in a
vase one quarter full of water.
Then, put several white carnations in
the vase. Cut the stems at an angle.
Ask the Ss: What will happen to the
flowers? (They will turn blue.)
After a while the carnations will turn
blue.
Explain that the blue colouring travels
up the stem of the flowers. This is how
water in the ground rises from the
roots and is distributed to all parts
of the plant.
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89
Special attention
Distinguishing between the whole fruit
(nuts) and the seed
Understanding that we eat some seeds
such as peanuts
Countable / uncountable nouns: a different
fruit, fruits, fleshy fruit
Classifying fruit: some others
Hands on
Presentation
Seeds are inside fruit. Ask Ss to
compare the different seeds: Avocado
seeds are big, brown and round. Kiwi
seeds are very small and black.
Distinguish the whole fruit (nuts) from the
seed inside.
Some seeds, like plum seeds and peach
seeds, have thick protective coverings.
Others, like melon seeds, have thinner
coverings. Tomato seeds are even softer.
The Ss do the activity.
83 82
2 1 READ
LOOK
34 FLOWERING PLANTS
Plant seeds and fruit
LOOK
1. Fruits
Fruits grow from flowers.
Each plant produces a different fruit.
Fruits have different colours, shapes and sizes.
We classify fruit into two groups: fleshy fruit and nuts.
Fleshy fruit is juicy because it has a lot of water.
Pears, apples and melons are fleshy fruits.
Nuts do not have a lot of water.
Acorns and peanuts are nuts.
2. Seeds
Seeds are inside fruit.
Some fruits have only one seed.
Others have a lot of seeds.
Some seeds, like tomato seeds, are soft.
Others, like lemon seeds, are hard.
plum
pepper
Where can you see the
seeds in this fruit?
kiwi
lemon
water melon
avocado
fleshy
fruit
fleshy fruit
nut
nut
peach
acorn
melon
seeds
seed
seed
seeds
tomato peanut
READ
Make more questions. Change the underlined words.
Are pears a fleshy fruit? Are pears nuts?
pumpkin
53
Comprehension. Read out the following descriptions and ask
the Ss to guess which fruit is being described.
1. It is fleshy. It is big, round, green or yellow. We eat it in summer.
2. It is red or green. It is bigger than a tomato. It is in salads.
3. It is a yellow fruit like an orange but not as sweet.
4. It is a big round fruit which is dark green on the outside
and red on the inside. We eat it in summer.
Answers: 1. melon. 2. pepper. 3. lemon. 4. water melon.
A class survey. Ask the Ss to name as many fruits as possible
and write them on the BB. Then ask them to write the name of their
favourite fruit on a piece of paper. One student collects the papers
and reports back to the class on the most popular fruit among
the Ss.
2
1
Vocabulary
fleshy fruit, nuts, seeds
M.A. Are peaches a fleshy fruit? Are peaches nuts?
Apples, bananas, almonds, pistachios
Studying fruits and seeds
Ask Ss to bring different fruits to class:
cherries, avocado, pear, apple, melon,
watermelon, peach, tomato, pumpkin,
kiwi
Open the fruits to study the seeds:
Ask: How many are there? Where are
they? What are they like?
Fruit in season. Fruit provides us with
essential vitamins. We should eat a variety
of fruits every day. Fresh fruit in season is
less expensive and easier to find in the
market.
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90
Special attention
Understanding that fruits and seeds come
from flowers
Following the sequence of how plants are
born: first then when
Hands on
Presentation
The drawing of the flower on the left
side shows the parts that will become the
fruit and seeds.
The right side shows the sequence that
occurs after the pollen joins with the
ovules. This process is gradual and
happens slowly.
Present with . Ask Ss: Which
grows first, the flower or the fruit? (the
flower) In which part of the plant do the
seeds grow? (inside the fruit)
After Ss have done the exercise at the
bottom of the page, ask them to copy the
sentences in the right order.
84
1 READ
LOOK
Comprehension. Write the following sentences on the BB.
The Ss copy them and circle the correct answer.
1. Plants are born from seeds. YES / NO
2. First the flowers grow. YES / NO
3. The petals inside the flowers become fruit. YES / NO
4. The fruit has seeds inside YES / NO
5. The seeds fall out of the fruit. YES / NO
6. A new plant grows from each seed. YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.
1
FLOWERING PLANTS 35
Plants are born
LOOK
Inside,
the seeds grow.
The petals fall.

It changes colour.
It is an apple.
Look at these pictures.

Do apples come from apple flowers?
apple flower
The ovary
becomes a fruit.
1. Plants are born
Plants are born from seeds.
This is how plants reproduce:
First the flowers grow.
Then the ovaries inside
the flowers become fruit.
They have seeds inside.
When the fruit is ripe,
it falls to the ground. It opens.
The seeds fall out of the fruit.
The seeds are in the soil.
They slowly grow into a new plant.
A new plant grows from each seed.
READ
How do plants reproduce? Put these sentences in the right order.
The flowers become fruit. The plants grow and have new leaves.
Flowers grow on the plant. The seeds grow into new plants.
The seeds fall out of the fruit into the soil. The fruit falls and opens.
1
It gets bigger.
54
From top to bottom and left to right: 2, 1, 4, 6, 5, 3.
Vocabulary
flowers, fruits, ovaries, seeds
Germination
First, place some moist cotton in a
glass jar.
Then, place several lentils on top of
the cotton.
Moisten the cotton as needed. Ask the
Ss: What will happen to the lentils?
Ss observe the first thing to come out
is a small root and then a little green
stem.
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91
Special attention
Understanding that, over time, seeds can
grow into complete plants, even into trees
Comparative adjectives: taller, thicker
Hands on
Presentation
Present with . Point out that
roots always grow down. They obtain the
water they need in the ground.
Stems always grow up. They find the
sunlight they need to live and grow.
Use the drawings and texts
to make a diagram with all the plants life
processes. Include the contents on this
page and the previous one. The Ss can
also add sentences to the exercise on
page 35.
Hungry plants.
87 E
E
LOOK AND READ
85
1 READ
Listening. Write on the BB the sentences describing the life of
a bean plant. The Ss copy the sentences and as they listen to ,
they underline the correct alternative in each sentence.
They listen twice and then check the answers in their book.
1. The TREE / SEED falls to the ground.
2. The seed takes in WATER / AIR and gets bigger.
3. A BIG / SMALL root grows from the seed.
4. The plant grows SMALLER / TALLER and more leaves grow.
5. The roots and the stem GO / GROW.
6. The stem and the first few SEEDS / LEAVES grow.
Answers: 1. seed. 2. water. 3. small. 4. taller. 5. grow. 6. leaves.
86
1
36 FLOWERING PLANTS
Plants grow and change
READ
LOOK AND READ
1. Plants grow
Plants grow if they have the right soil
and water.
During the life of a plant, its stem grows
and new leaves grow.
The stem gets taller and thicker.
Hard stems divide into branches.
The roots grow down into the ground.
They divide into smaller roots.
The leaves get bigger and new leaves grow.
Some plants live longer than others.
Some plants only live for a few months.
They grow flowers and fruit, and then they die.
Other plants live for several years.
Trees can live for a very long time.
Trees are the plants that live the longest.
seeds
bean pod
The stem and the
first few leaves
grow.
A small root grows
from the seed.
The seed
falls to the
ground.
The plant grows taller
and more leaves
grow.
The seed takes in
water and gets bigger.
GERMINATION

GROWTH
The life of a bean plant
The fruit of a bean plant is the bean pod.
Inside the pods are the seeds. The seeds are called beans.
The roots and the stem
grow.
55
56
Plants grow
First, cut the middle section of a
plastic bottle to make a cylinder
and line it with black paper.
Then, place a germinated lentil inside.
Next, cover both ends of the plant
with moist soil. Ask the Ss:
What will happen to the lentil?
After a while, a green sprout (stem and
leaves) will grow up, and a white sprout
(root) will grow down.
Finally, turn the cylinder over.
After a while, the root will grow down
and the stem will grow up.
Vocabulary
change, grow, leaves, roots, stem
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Match the sentence halves.
1. When spring starts a. before it opens.
2. Flowers grow b. ovules.
3. The petals are c. new flowers appear.
4. All the petals together are d. the calyx.
5. The sepals protect the flower e. from stems.
6. All the sepals together are f. pollen.
7. The stamens make g. the corolla.
8. The ovary makes h. the coloured part of the flower.
ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
A n s w e r s : 1 c . 2 e . 3 h . 4 g . 5 a . 6 d . 7 f . 8 b .
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3
SEEDS AND FRUITS
36
1. What colour are the seeds of these fruits? Decide and colour.
melon watermelon peach avocado pear peas
2. Look at the pictures and circle. Green: fleshy fruit. Brown: nuts.
3. Draw the life of a bean plant in the correct order.
Read the definition. Tick the correct answer.
a group of leaves that protects the flower: sepals corolla
the part of the plant with pollen at the top: stamen ovary
the coloured part of a flower: petals sepals
VOCABULARY
1 2 3 4
35
THE PARTS OF A FLOWER
1. Label the parts of this flower.
corolla
petal
stamen
2. Use the key to colour the parts of the flowers.
petals: blue sepals: green stamens: yellow ovary: green
3. Read and answer the questions.
Bees gather pollen from flowers.
What part of the flower is the pollen on?
They protect the flower before it opens. What are they?
When we say a rose is yellow,
what part of the flower are we talking about?
stae>
coroll
eta
t staen
t epal
t etal
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38
MAKE OBJECTS TO EXPERIMENT WITH AIR
1. Make a weather vane.
2. Make an anemometer.
Project 4
Project 5
Name Date Project 3
INVESTIGATION SHEET
37
Question: How does water affect the growth of plants?
Method: How can you find the answer?
What resources do you need?
How much time do you need?
Hypothesis: What do you think will happen?
Results: How can you record your results?
How often do you take measurements?
What are you looking for?
Conclusions: Compare your results with your hypothesis.
What do your results show you?
Evaluation: Was the experiment a good one?
What did you learn?
What went wrong, if anything?
Can you improve it next time?
Design and carry out an experiment. Answer these questions.
AN EXPERIMENT
Model answers:
Ta two plant, wae o>
Two plant in pot, wae.
Abou th ek.
T o> withou wae wil d^.
Dra pictu o char.
Er 2 o 3 day.
To i t plant a growin@.
T firs plan i
T plan withou wae i
Ye.
Plant >e wae to li.
I forgo to wae t plan.
Ye. I ca> mo caefu.
egularl an do no wae t ote, te> compa.
bi@ an ealth. T ote o> i dr an wile.
dyin@.
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39
3. Make a spiral mobile that spins in hot air.
4. Build a toy that moves with the force of the air.
Project 6
Project 7
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UNIT CONTENT
Assessment criteria
Distinguishing the different types of landscapes: mountain, flat, coastal
Understanding the causes of changes in landscapes: natural, artificial
Identifying the parts of a mountain: summit, foot, slopes
Studying pictures to obtain information from them
Describing landscapes using the correct terms
Content objectives
1. Distinguishing the physical features of different landscapes: mountain, flat,
coastal
2. Recognising changes in the environment and identifying their cause
3. Learning about mountains
4. Identifying the parts of a mountain: summit, foot, slopes
5. Distinguishing valleys and plains
6. Describing how people can damage the environment
Language objectives
1. Describing geographical features of landscape: we can see mountain /
flat / coastal
2. Describing how landscapes change: Wind and rain wear down
3. Describing shapes of mountains: highest part, lowest part
4. Prepositions of movement and location: over, through, between
Types of landscapes: mountain,
flat, coastal
Natural and artificial changes
in landscapes
Definition and parts of
a mountain
The shape of mountains
Flat land: plains, valleys
Differentiate the three types of
landscapes: mountain, flat,
coastal
Distinguish natural and
artificial changes in landscapes
Observe, analyse and describe
photographs of different
landscapes
Analyse the impact of people
on landscapes
Interest in our natural heritage
and helping to preserve it
Contents
UNIT 11
The landscape
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Volcanoes
http://volcano.und.edu/vwdocs/kids/kids.html
Information, activities, games and stories about
volcanoes.
Map of Spain
http://www.graphicmaps.com/webimage/countrys/
europe/es.htm
Maps of Spain and Europe with quick facts and figures.
Test your geography knowledge
http://www.lizardpoint.com/fun/geoquiz/index.html
Click and find quizzes for world geography for an
overall perspective. Useful for students and teachers.
Other resources
Flashcards
Posters
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THE LANDSCAPE 37
The landscape
LOOK
Look at this photo.
What do you see?
1. Landscape
When we drive through the countryside in a car, we see flat lands,
mountains, rivers, reservoirs, forests, villages and factories.
The landscape is made up of all of the things
we can see in a place.
2. Different landscapes
There are different types of landscape.
Mountain landscapes. We can see mountains,
with narrow rivers, forests, villages and steep roads.
Flat landscapes. We can see flat land, wide rivers,
farms, cities, and motorways.
Coastal landscapes. We can see cliffs, the sea
and tourist towns.
READ
This is a landscape of flat land
used for agriculture.
What kind of landscape is there in your region?
57
Listening. Write the following words on the BB and ask the Ss
to copy them. Ss listen again to and circle the words they hear.
mountains / lakes / rivers / reservoirs / forests / jungles /
villages / monuments / roads / flat land / farms / airports /
cities / motorways / cliffs / ships / sea / towns / buses
Answers: mountains, rivers, forests, villages, roads, flat land,
farms, cities, motorways, cliffs, sea, towns.
Vocabulary. In groups of three, the Ss choose a different
landscape, either mountain, flat or coastal and draw a picture to
illustrate the geographical features listed on page 37.
Then they exchange drawings and label the features
on their partners drawing.
2
89
1
Vocabulary
landscape: coastal landscape, flat landscape,
mountain landscape
M.A. a flat landscape / a coastal landscape / a mountain
landscape
Special attention
Identifying characteristics of different types
of landscapes
Phrasal verb: is made up of
Hands on
Presentation
Ask Ss to name things they can see
in the photos. Write words for them to
choose from on the BB: sky, clouds, beach,
rain, air, land, mountains, sea, river, crops,
trees, island, houses, snow, sand, cars,
cliffs, boats.
Show a photograph of a coastal landscape
and repeat the previous exercise. Ask Ss:
What do you take to the mountains in the
summer? What do you take in the winter?
What do you take to the coast in the
summer?
Present and with and . 89 88
2 1 READ
LOOK
Comparing photographs
Take some photos to class of different
landscapes: mountain landscapes, flat
landscapes and coastal landscapes.
Ask Ss to compare the landscapes:
What do you notice about this
landscape?
Write the three different landscapes on
the BB. Ask Ss to name things in the
photos and write the words under the
correct landscape. For example, sea
under coastal landscape.
Protecting natural landscapes.
Governments protect natural landscapes
with regulations and laws. They also
protect the living things which inhabit
them.
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99
Special attention
Distinguishing between natural changes
and artificial changes in landscapes
Imagining landscapes before and after
changes
Hands on
Presentation
Ask Ss: How do trees change
with the seasons? (In winter trees lose
their leaves; in spring, new leaves grow)
When do flowers grow? (in spring) When
are landscapes wet / dry? (when it rains /
when there are floods / when it doesnt
rain / when there are droughts) What
colour is the landscape in summer / winter?
Take a news article about a natural
disaster to class. Ask students what the
landscape was like before and after.
Use photos to analyse artificial changes in
landscapes. Ask Ss: What do you notice
about this photo? What was the landscape
like before the tunnel / the bridge / the
road / the houses was / were built?
The Ss then read the texts and do the
activity.
91 90
2 1 READ
COMPARE
Ss listen twice to decide if the sentences are true or false.
If they are false they correct them.
1. In spring many trees lose their leaves.
2. During the winter new leaves grow.
3. Rain and wind wear down the soil and rocks.
4. Natural disasters change the landscape.
Answers: 1 F. In winter 2 F. During the spring 3 T. 4 T.
Pronunciation. Write on the BB the words: droughts, floods,
hurricanes, volcanic eruptions, earthquakes. Ask Ss to focus on
the pronunciation of these words. Play the last sentence of the
recording again and ask Ss to repeat the words.
2
90
1
Vocabulary
artificial changes, disasters, natural changes
Volcanoes
Make a volcano out of plasticine.
Place a tube of toothpaste
in the centre.
Squeeze the toothpaste tube
firmly to simulate an eruption.
The toothpaste is the lava.
Environmental impact. People
have a great capacity for changing the
environment with technology and
machines. It is important to control
environmental change.
38 THE LANDSCAPE
Changes in landscapes
COMPARE
1. Natural changes in landscapes
There are natural changes in landscapes.
The seasons change.
For example, in winter many trees
lose their leaves.
However, during the spring
new leaves grow.
Rain and wind wear down the soil
and the rocks.
Natural disasters like droughts, floods,
hurricanes, volcanic eruptions and
earthquakes all change the landscape.
2. Artificial changes in landscapes
People change landscapes.
There are artificial changes, for example:
Building villages, cities and farms.
Building roads, bridges and dams
across the rivers.
Mining minerals and rocks.
Electrical power lines.
Crops and tree plantations.
Disasters caused by fire.
READ
Look at the photos.
What is the same
in the two photos?
What is different?
Which is a summer
landscape? Which
is an autumn
landscape?
Make more sentences. Change the underlined words.
Floods cause natural changes in landscapes.
1 2
58 59
M.A. Volcanic eruptions natural The seasons natural
Building bridges artificial Electrical power lines artificial.
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Special attention
Distinguishing the shape of mountains and
how mountains can be grouped
Prepositions of movement and location:
over, through, between
Hands on
Presentation
and . Explain that mountain
roads are usually steep and narrow with
many curves. Roads through the plains are
usually wide and straight. Ask Ss: Where
can we build roads more easily, in the
mountains or on the plains? (plains)
Ask Ss: Is there a lot of land to grow crops
in the mountains? (no) Can we travel easily
from one side of a mountain to the other?
(no) Why do few people live in the
mountains? (life is difficult, fewer jobs )
Ask similar questions about flat land.
Activity Book, pages 42, 43 and 56. E
R
94
93 92
3 2 1 READ
Vocabulary. Write the following words and sentences on the BB
and ask Ss to copy them into their notebooks, completing each
one with the correct word from the list.
pass / hills / tunnel / steep / range
1. Mountains are highlands with slopes. (steep)
2. Low mountains are called (hills)
3. Several mountains together are called a mountain (range)
4. We can travel over mountains using a mountain (pass)
5. We can travel through mountains using a (tunnel)
1
THE LANDSCAPE 39
Mountains and flat lands
READ
1. The shape of mountains
Mountains are high lands with steep slopes.
Low mountains are called hills.
Several mountains together
are called a mountain range.
We can travel over mountains using
a mountain pass. We can also travel
through the mountains using tunnels.
2. The parts of a mountain
Mountains have three parts:
The summit is the highest part
of the mountain.
The foot is the lowest part.
The slopes of the mountain are the sides
that go from the foot to the summit.
3. Flat land
Plains are huge extensions of flat land.
Many plains have fertile soil,
and people grow crops there.
Valleys are the flat lands between mountains.
Rivers start in the mountains,
and run through the valleys.
Complete the sentence.
A mountain has three parts:...
This is a mountain range.
Many towns and cities are on flat land called plains.
The parts of a mountain.
the summit
the slopes
the foot
60
61
62
summit, foot and slopes.
Vocabulary
hill, mountain pass, mountain range, mountain, plains,
slopes, summit, tunnel
Mountains
Ask Ss to make mountains with
plasticine.
They place the mountains on poster
paper to create a mountain landscape.
Discuss the difference between
mountains and plains, the shape of
mountains, the different heights of the
three parts.
Makes signs with the words: mountain,
valley, plains, summit, slopes, foot and
use toothpicks to stick them where
they belong.
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Write the words in the box in the correct column.
Natural changes Artificial changes
mining trees lose their leaves disasters caused by fire
droughts dams new leaves grow wind
farms rain building cities earthquakes
electrical power lines floods
A n s w e r s : N a t u r a l : t r e e s l o s e t h e i r l e a v e s , d r o u g h t s , n e w l e a v e s g r o w , w i n d , r a i n , e a r t h q u a k e s , f l o o d s .
A r t i f i c i a l : m i n i n g , d i s a s t e r s c a u s e d b y f i r e , d a m s , b u i l d i n g c i t i e s , f a r m s , e l e c t r i c a l p o w e r l i n e s .
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0
2
LAND FORMS
41
2. Complete the description with: village, trees or castle.
Find the incorrect word in each sentence. Change it and write the corrected sentence.
If we go up a mountain slope, we reach the foot of the mountain.
Low mountains are called chains.
A long line of mountains is called a valley.
VOCABULARY
There is a on the summit.
There are on the slopes.
There is a at the foot
of the mountain.
1. Colour the landscape. Identify and label the landforms.
mountain range mountain hill valley plain
mountai> ran@
I go dow> mountai> slo, reac t foo
Lo mountain a cale hill.
A lon@ li> o mountain i cale ran@.
mountai>
vale
plai>
cast
te
villa@
o t mountai>.
DIFFERENT LANDSCAPES
40
1. What can you see in each postcard?
Circle A or B.
2. Copy the picture and add these things.
a road a bridge a reservoir two houses a forest
A B
I see a mountain landscape. A B I see a mountain range. A B
I see a flat landscape. A B I see a hill on flat land. A B
I see a wide river. A B I see a town. A B
I see a narrow river. A B I see a village. A B
I see motorways and factories. A B I see crops. A B
A
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DRAW A RELIEF MAP
43
N
S
W
E
1
1
1
1
1
2
2
3
3
3
3
3
1. Follow the instructions and label the map. Model answer:
1. Colour the map: brown; yellow; green.
2. Label: Cantabrian Range, Pyrenees, Iberian System, Central System,
and Betic Systems.
3. Mark the approximate location of the capital of your Autonomous Community.
1 3 2
Cantabria> Ran@
Pye>e
Madri
r
i
a
>

S
y
s
C
e
n
tr
a

S
y
se
B
e
ti
S
y
se
Worksheet 32. Date Read and learn

MOUNTAINS
42
1. Read carefully.
2. Complete the index card.
Where is it?
What animals live there?
Describe the landscape:
NAME:
The Yorkshire Dales
The Yorkshire Dales National Park is an area in the North
of England. It is very beautiful, and many tourists
visit it.
In the Yorkshire Dales there are big rocks that look like
people or animals. These rocks have names.
One is called The Cow, and another is The Calf.
There are also animals. There are sheep and rabbits, and
there are many fish in the rivers. Beautiful flowers and
trees grow there.
Is there a place like the Yorkshire Dales near where
you live?
I> t Nort o Englan.
Se, rabbit, fis.
Te a man bi@ rock an ri
a t foo o t rock.
T Yorkshi Dae
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104
UNIT CONTENT
Assessment criteria
Knowing what rivers are and describing their characteristics
Recognising coastal relief (gulf, bay, cape, island )
Identifying differences in the weather
Identifying the differences in weather on the plains, in the mountains,
and near the sea
Interpreting pictures of landscapes
Appreciating natural parks and reserves and showing interest in conserving them
Content objectives
1. Understanding what a river is and describing its characteristics
2. Identifying the three parts of a river
3. Distinguishing coastal relief (gulf, bay, cape, island)
4. Recognising differences in the weather
5. Identifying weather characteristics on the plains, near the sea and in the
mountains
6. Describing how people can improve the environment
Language objectives
1. Describing the course of a river: start in, run through, flow down to
2. Comparing different stages in the river: less water, more water, not as quickly
3. Identifying land formations: A peninsula is Islands are
4. Talking about weather conditions: It is colder It rains less
Rivers: definition and
characteristics (course, flow)
Coastal relief: beaches, cliffs,
capes, gulfs
Types of weather
Weather symbols
Describe characteristics of
rivers
Interpret a diagram about the
course of a river and the three
parts
Interpret a drawing about
coastal relief
Study photographs of
landscapes to obtain
information
Match weather symbols with
the information they represent
Keep our rivers and coasts
clean
Respect and protect natural
areas
Contents
UNIT 12
Water and weather
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Human and physical geography
http://www.scalloway.org.uk/
Aspects of human and physical geography.
Useful for teachers.
Climate kids
http://www.dnr.state.sc.us/climate/sercc/education/
education.html
Activities, games and resources about weather.
Other resources
Flashcards
Posters
0 207
Kilometres
SCALE
A U S T R A L I A
G
r
e
a
t
B
a
r
r
i
e
r
R
e
e
f
Ti mor
Sea
Ar af ur a
Sea
Tasman
Sea
I NDI AN
OCE AN
PAPUA NEW GUI NEA
Cor al
Sea
I NDONESI A
Great
Australian
Bight
SOUT HE RN
OCE AN
Gulf of
Carpentaria
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106
40 WATER AND WEATHER
Water and weather
LOOK
READ
The course of a river
Look at the three parts of a river.
Look at the photo. Is it a river or a lake?
Is the water moving?
Where does the water come from?
Do you know a river like this?
LOOK AND READ
1. Rivers
Water is a very important element in a
landscape. It is in rivers, lakes and reservoirs.
Rivers are made of moving water.
Rivers start high in the mountains,
or from an underground source.
They run through flat lands and get bigger.
More water goes into them from rainfall
and other rivers.
They flow down to the sea or into another river.
2. The course and the flow of a river
The course of a river is the route the river takes.
The quantity of water in a river is called the flow.
In some places, rivers have a lot of water in the
autumn and in the spring. It rains more,
and snow melts in the mountains.
Reservoir
The upper course:
The river is narrow
and there is less
water. It flows very
quickly.
The middle course:
The river is wider.
There is more water.
It does not flow as
quickly.
The source: This is in the mountains.
The lower course:
The river is much
wider, and there is
now much more water.
It flows slowly.
Make more sentences. Change the underlined words. The upper course: the river flows quickly.
63 64
Comprehension. Write the following questions and answers on
the BB. The Ss copy them into their notebooks and circle the
correct answer.
1. Where is the source of a river? In the mountains / sea
2. Where does the river flow very In the upper / lower course
quickly?
3. Where is the river wider? In the upper / middle course
4. Where is there more water? In the upper / middle course
5. Where does the river flow slowly? In the upper / lower course
Answers: 1. in the mountains. 2. in the upper course. 3. in the
middle course. 4. in the middle course. 5. in the lower course.
1
Vocabulary
course, flow, lower course, middle course, river,
source, upper course
M.A. middle not as fast. lower slowly
Special attention
Understanding the meaning of course and
flow
Distinguishing the parts of a river
Adjectives: narrow
Adverbs: quickly
Comparisons: It does not flow as quickly
Hands on
Presentation
Ask the Ss: What do you notice
about the photo? How do we know that this
is a river? We know it is a river because
the water is moving. Water in rivers comes
from the mountains, where it accumulates
and flows down to lower lands.
Play . Then the Ss read
the text. Then ask: What are the parts of a
river? (upper, middle and lower course) Why
is there more water in the middle course
than in the upper course? (the river is
wider) Why does water flow more slowly
in the lower course? (there is much more
water)
Ss could look up information about a local
river (name, location of source and mouth).
97
LOOK AND READ
96 95
2 1 READ
LOOK
Rivers of the world
Use a globe or atlas to show some
important rivers (Orinoco, Nile,
Danube ). Ask: Do you know any
important rivers? Where are they?
Ask Ss to look at the length and course.
Make a chart on the BB. Write these
headings: Rivers of the world Country
and complete it together. For example:
Nile Egypt, Amazon Brazil,
Mississippi United States,
Yangtse China
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107
Special attention
Identifying types of relief
Passive forms: surrounded by, are called
Relative prounouns: land which touches
Prepositions: next to, on all sides
Hands on
Presentation
If we go from A to B we can see:
the sea, an archipelago, the coast,
a peninsula, a bay, a cape, a gulf, a beach,
an island. Play .
Compare the cliff (high coastline) in the
photo with the beach (low coastline) in the
drawing. Ask the Ss: What do you notice
about the photo and the picture? (There
are huge rocks next to the sea in the photo
of the cliff. There is only sand on the
beach.)
100
LOOK
99 98
2 1 READ
WATER AND WEATHER 41
The coast and the sea
READ
1. Land and sea
A peninsula is a piece of land surrounded
by water on all sides except one.
Islands are pieces of land which are
surrounded by water on all sides.
When several islands are close to each other
they are called an archipelago.
2. The coastline
The coastline is land which touches the sea.
There are low coastlines which form beaches.
Beaches are flat extensions of sand
next to the sea.
There are high coastlines which form cliffs.
Cliffs are huge rock walls next to the sea.
Imagine that you are going from A to B.
Describe the relief that you see.
Complete the sentence.
A coastline has different types of relief:
islands, ...
LOOK
archipelago
bay
gulf
b
e
a
c
h
island
peninsula
cape
B
A
The water from the Atlantic Ocean
hits the rocks. It creates a cliff.
Coastal relief
A coastline has different types of relief:
gulfs, capes, bays, islands and peninsulas.
65 67
66
Vocabulary. Ask the Ss to copy the following incomplete words.
Then read the definitions and ask the Ss to complete the words.
1. P _ N _ N S _ L _ (peninsula)
2. _ _ L A N _ S (islands)
3. A R C _ _ P _ _ A _ O (archipelago)
4. C _ A _ T _ I N _ (coastline)
5. B _ A C _ _ _ (beaches)
1. a piece of land surrounded by water on all sides except one
2. pieces of land surrounded by sea
3. several islands close to each other
4. land which touches the sea
5. flat extensions of sand next to the sea
1
Vocabulary
archipelago, bay, beach, cape, cliff, coast, coastal
relief, gulf, island, land, peninsula, sea
archipelago, peninsula, cliff, beach, gulfs, capes, bays
Dunes
Sprinkle a layer of sand in a shoebox
cover.
Tell Ss to blow gently across the
surface through a straw. Ask the Ss:
What will happen to the sand? (The air
will move the sand. The sand will pile
up like dunes at the beach.)
Explain that the energy from the wind
moves the sand. When the sand builds
up, dunes and ripples form.
Beaches and rubbish. To prevent
pollution from getting on the sand and
in the water, do not leave rubbish on
beaches (plastic bags, tins, bottles, food).
The beach might not be safe on your
next visit.
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108
Special attention
Understanding what influences the weather
Comparative forms: drier, hotter, lower
Impersonal form to talk about weather
Hands on
Presentation
Ask Ss to compare
hurricanes, gales and breezes: Which is
the strongest / fastest? Explain that
hurricanes are fastest, then gales, and
then breezes. Ask: What happens when the
wind blows very hard? (It can damage
trees, buildings, electrical power lines.)
Present and with and . Show
Ss a weather map from a newspaper. Ask
them to interpret the symbols.
Play to practise the vocabulary.
Ask the Ss why we study weather. (To plan
agriculture, prevent disasters, organise
trips, prepare clothes )
The Spanish imperial eagle.
The recording can be used with the Activity
Book, page 46.
104 E
R
103
102 101
2 1
LOOK AND READ
Listening. Write the following words on the BB and then the
questions. Ss listen again to and complete each sentence
with the correct word.
sea / hotter / plains / colder / snows
1. In winter it is (colder)
2. In summer it is (hotter)
3. In the mountains it rains and more often. (snows)
4. Near the it is not so cold in winter. (sea)
5. It usually rains more than on the (plains)
102
1
Vocabulary
cloudy, cold, dry, raining, sunny, warm, weather, windy
Charting the weather
Ask the Ss: Whats the weather like
today? How can we know about
changes in the weather?
Draw a chart and write two headings:
Day and Weather. Under Day, write the
days of the week. Ask Ss to copy the
chart and to record the weather during
the week. They use weather symbols
from the book.
They write sentences to go with the
symbols: It is cloudy. It is snowing.
Driving in bad weather. When the
weather is bad, drivers need to be
especially careful to avoid accidents.
42 WATER AND WEATHER
LOOK AND READ
Weather
TYPES OF WIND ACCORDING TO WIND SPEED
breeze gale hurricane
A sunny day with a few clouds. This is the beginning
of summer.
1. Types of weather
In order to see what the weather is like,
we look around us. We can see
if it is sunny, or if it is raining.
We can also use a weather map.
A weather map tells us if it is warm
or cold, if it is raining or windy.
When we describe the weather
we use words like: hot, cold, sunny,
raining, dry, windy or cloudy.
2. Differences in the weather
The weather can change during the day.
It also changes in each season.
In winter, it is colder,
and in some regions it snows.
In summer, it is hotter.
It usually rains less.
It is different from one place to another.
On the plains, the winters are cold.
The summers are very hot.
It is usually drier than in the mountains,
or on the coast.
In the mountains, the temperatures
are lower than on the plains.
It rains and snows more often.
Near the sea, it is not so cold in winter.
It usually rains more than on the plains.
Weather symbols
Draw a simple map of your region,
with the names of six cities.
Draw one weather symbol next to each city.
According to your map,
what is the weather like today?
It is sunny.
It is raining. It is windy. It is snowing.
It is cloudy. It is foggy.
68
69
Students draw their maps as indicated. Then in pairs
they ask each other: Whats the weather like in.?
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1. Describe the weather in summer.
2. Describe the weather in winter.
3. Describe the weather on the plains.
4. Describe the weather in the mountains.
5. Describe the weather near the sea.
Write sentences.
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1
1
0
1. Colour the picture. Identify and label.
peninsula island cape gulf beach cliff
Think and match.
course of a river flat extension of sand next to the sea
flow of a river the quantity of water in a river
cliff huge rocks next to the sea
beach the route a river takes
VOCABULARY
COASTAL LANDFORMS
45
ac
ca
islan
eninsul
gul
clif
A
c
t
i
v
i
t
y

B
o
o
k
1. Unscramble the name of each river. Then colour the rivers blue and number them.
2. Think and tick.
What happens to a river when it does not rain for a long time?
The course of the river gets bigger. The flow of the river gets smaller.
What happens to a river when the snow in the nearby mountains melts?
The flow of the river increases. The river freezes.
3. Why did they put up these signs at the reservoir? Decide and match.
Because they do not want any litter in the water.
Because they do not want any pollution from the boats fuel.
Because they want the fish to grow.
1
2
3
1. It goes through Zaragoza.
2. ORBE:
2. It passes near Zamora.
4. EDURO:
3. It passes through Toledo.
6. AOJT:
4. It goes through Badajoz.
8. IANADAGU:
5. It ends in the Doana National Park.
10. GVDUAQUIRLIA:
RIVERS
44
N
S
W
E
Zaragoza
Zamora
Toledo
Badajoz
Doana
E B R O
NO LITTERING
NO
FISHING
NO BOATS
ALLOWED
k
k
k
k
k
D U E R O
T A J O
G U A D I A N A
G U A D A L Q U I V I R
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1. Look at these maps of Ireland. Read the texts.
Then draw the symbols in the correct circles.
sunny cloudy rain snow storms windy
47
DRAW A WEATHER MAP
It is a spring day.
There are storms in the North.
It is sunny in the South.
There is some sun and it is windy in the East.
It is cloudy in the West.
It is a winter day.
It is snowing in the North.
It is cloudy in the East.
It is cloudy in the South.
It is raining and it is windy in the West.
BIRDS OF PREY
46
1. Read carefully and answer the questions.
2. Tick the meaning of wingspan:
The distance from one wing tip to the other. The height of the eagle.
The height the eagle flies.
3. Identify and label the animals.
Answer:
What is the birds name? .
Where does it live? .
Why is it protected? .
rabbit
vulture
lizard
squirrel
eagle
The Spanish Imperial Eagle
Eagles are magnificent birds. The rarest bird of prey
in Europe is the Spanish imperial eagle. It lives
in the mountains, forests and grasslands of Spain.
This large bird of prey hunts during the day.
Its wingspan, which is the distance from one wing
tip to the other, measures two metres. The Spanish
imperial eagle has a different colouring from other
eagles. It is black-brown in colour. Its head and neck
are pale, and there are large white areas on its
shoulders.
The Spanish imperial eagle is a protected species,
and it is in danger of extinction.
eag
Spanis imeria eag

I> t mountain, foest an grossland o Spai>.
Becau i i i> dan@e o extinctio>.
lizar
vultu
rabbi
squire
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UNIT CONTENT
Assessment criteria
Defining population
Using the terms immigrant and emigrant correctly
Distinguishing between rural populations and urban populations
Classifying of means of transport (vehicles) by type of transport
Appreciating means of transport
Respecting rural and urban ways of life
Content objectives
1. Understanding what population is and how it changes
2. Distinguishing immigrants from emigrants
3. Differentiating cities, towns and villages
4. Understanding the differences between urban populations and rural
populations
5. Assessing the pros and cons of different forms of transport
6. Recognising the importance of transport for people
7. Appreciating rural life and village life
Language objectives
1. Giving definitions: A place where The people that live there
2. Identifying groups: demonstrative pronouns: These people
3. Describing cities: superlative forms: The biggest settlements, the most populated
4. Talking about transport: by land / sea / air
5. Defining purpose: We use vehicles to go , Ships are for moving
Population growth and
migratory movements
Urban populations and rural
populations
Means of transport (vehicles)
and facilities
Interpret a population bar
graph
Classify means of transport
(vehicles) by type of transport
Analyse pictures of different
towns and cities to describe
their similarities and
differences
Reading maps to locate cities
Interpret drawings about
population and transport
Appreciate rural and urban life
Recognise the importance
of transport
Contents
UNIT 13
Population
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Human and physical geography
http://www.scalloway.org.uk/
Aspects of human and physical geography.
Useful for teachers.
Transport activities
http://education.dot.gov/k5/gamk5.htm
Activities and games about transport and
communications. Useful for students.
Transport in big cities
http://www.tfl.gov.uk/tfl/initiatives-projects/education/
Multimedia presentations and teachers resources. Useful
for students and teachers.
Other resources
Flashcards
Posters
39
13
53
56
14
9
73
79
23
7
64
71
22
8
64
68
22
9
64
68
18
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POPULATION 43
Population
READ
LOOK
Make new questions. Change the year. How many inhabitants were there in 1960?
Graphs showing the census
A census shows the number
of inhabitants in a place.
We can give this information
in graphs.
Spain's population increased
after the census of 2001.
In 2006 it was 44 million.
emigrants
deaths
births
immigrants
Reasons that explain the increase
or decrease of a population.
1. Settlements
A settlement is a place where people live.
The people that live there are the inhabitants
of the settlement. The number of inhabitants
is called the population.
The population gets bigger for two reasons:
More people are born than die.
People come in from other places.
These people are immigrants.
Sometimes, the population gets smaller:
More people die than are born.
People go away to other places.
These people are emigrants.
0
1950 1960 1970 1981 1991 2001
5
15
20
30
40
45
Number of inhabitants
in millions
Years
35
25
10
Graph showing the evolution
of Spains population.
70
Vocabulary. The Ss copy the definitions and match the
corresponding word to each one.
population / settlement / inhabitants
1. A place where people live (settlement)
2. The people who live in a place (inhabitants)
3. The total number of people who live in a place (population)
Easily confused words. Ask the Ss to write a definition of
IMMIGRANT and EMIGRANT.
Answers: Immigrants are people who come in from other places.
Emigrants are people who go away to other places.
2
1
Vocabulary
census, emigrant, graph, immigrant, inhabitants,
population
M.A. How many inhabitants were there in 1970? How many
inhabitants were there in 1991?
Special attention
Distinguishing the difference between
immigrants and emigrants
Interpreting population bar graphs
Get comparative adjective: gets bigger
Hands on
Presentation
Present with and look at the
drawing. Then tell Ss to answer increase
or decrease. Ask: What happens if more
people die than are born? (decrease) What
happens if many immigrants come?
(increase) What happens if many emigrants
leave? (decrease)
Discuss the graph. The x axis:
number of inhabitants; y axis: years. The
height of the bars shows the number of
inhabitants there were in each year.
R
LOOK
105
1 READ
Course graph
Draw the x axis and y axis on the BB.
On the x axis write the names of the
groups in third year (3A, 3B, 3C ).
Draw the bar for each course to show
the number of students. Ask: How
many students are there in our group?
Which group has more students?
Our surroundings. Peace begins with
our family at home, with our friends at
school, in our neighbourhood with our
neighbours, Ask what we can do to
encourage peace.
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115
Special attention
Understanding the difference between rural
population and urban population
Noun people plural verb: People are
Verb: to do work
Hands on
Presentation
Ask the Ss to compare the photos.
Write words to choose from on the BB: sky,
clouds, tall buildings, low buildings, trees,
cultivated land, narrow streets, wide
streets, cars, countryside Ask: What do
you notice about the photos? Where do the
most people live? Where is there more
noise?
Present , and with
,
and .
Ask Ss to give examples of urban and rural
jobs.
108 107 106
3 2 1
READ
44 POPULATION
Cities, towns and villages
READ
1. Cities, towns and villages
Many people live and work in towns and cities.
Towns and cities are examples
of urban populations.
Other people live and work
in villages in the countryside.
This is the rural population.
There are three main differences
between cities, towns and villages:
the size, the number of inhabitants
and the type of work that people do.
2. Urban populations
Cities are the biggest settlements,
and the most populated.
Their inhabitants do many
different types of work.
For example, they work in business,
government, education and other services.
3. Rural populations
Villages are small settlements
and do not have many inhabitants.
Some villages get bigger,
and become towns or cities.
Many of the people who live in villages
work in farming or small businesses.
This is a small village.
San Francisco is a big city with tall buildings
and wide avenues in the United States.
This is a small town in Great Britain.
Complete the sentences. Urban populations work in Rural populations work in
71
Listening. The Ss copy the words and sentences below. After
listening again to , they complete each sentence with one of
the words.
three / rural / inhabitants / work / urban
1. Towns and cities are examples of populations. (urban)
2. People who live in villages in the countryside are the
population. (rural)
3. There are main differences between cities, towns and
villages. (three)
4. One of the differences is the number of (inhabitants)
5. Another difference is the type of that people do. (work)
106
1
Vocabulary
cities, inhabitants, rural population, towns, urban
population, villages, work
M.A. Urban populations work in business. education.
Rural populations work in farming. small businesses.
Improve our surroundings
The class makes a group proposal to
improve the neighbourhood or town.
They consider these things: urban
furniture: benches, flower boxes,
wastepaper bins ; pedestrian
crossings, traffic signs; basic services:
schools, doctors; shops and banks;
parks and gardens; leisure.
Ask Ss what they could improve and
how.
Customs and traditions. People have
different customs and traditions in rural
and urban areas. They deserve our respect
because they enrich our cultural diversity.
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116
Special attention
Matching types of transport and facilities
Impersonal statements using the passive:
is widely used, need to be sent quickly
Expressions of purpose: We use to go
Phrasal verb: Planes take off
Hands on
Presentation
Present with .
Ask the Ss to guess the means of
transport: It goes in and out of ports.
(boat) It moves on railways. (train) It has
wings and engines. (plane) It has big
wheels and many seats. (bus)
Ask the Ss to write sentences using
words in the airport picture. The fuel tanks
contain fuel for the planes. The control
tower controls take-off and landing of the
planes
Some towns grow and others
disappear. The recording can be used with
110 E
LOOK
109
1 READ
Vocabulary. Write the following list of vocabulary on the BB:
planes / ports / fly / roads / airports / stations / containers /
passenger terminal / railways / ships / runway / cars / take off /
buses / to land / control tower
Ask Ss to make three columns in their notebooks with the
headings below. Then they write the words under the correct
heading.
BY LAND BY AIR BY SEA
Answers: By land: roads, stations, railways, cars, buses. By air:
planes, fly, airports, passenger terminal, runway, take off, to land,
control tower. By sea: ports, containers, ships.
1
control tower
fire brigade
car park
passenger terminal
transport for
passengers
and goods
fuel tanks
runway
POPULATION 45
Transport
READ LOOK
1. Transport
We use vehicles to go from one place
to another. We also use vehicles to move goods.
Transport by land
Cars, buses, and trains travel by land.
We build roads, railways and stations.
Land transport is very widely used.
Transport by air
Planes transport people. They also take
goods which need to be sent quickly.
Planes fly in and out of airports.
Transport by sea
Ships transport people. They are also used
for moving large quantities of goods.
This means of transport is slower.
Ships sail in and out of ports. There are
special machines in ports for lifting containers.
Make more sentences.
Change the underlined words.
Cars are an example of land transport.
Many people use buses to travel in cities.
An airport is like a big city
Most big cities have an airport.
Airports are often built
several kilometres from the city.
This is because of the noise
the planes make.
Where do the planes take off and land?
72
M.A. Planes air. Ships sea.
Vocabulary
airport, by air, by land, by sea, ports, roads, stations,
transport, travel, vehicles
Transport map
Guide the interpretation of a transport
map.
Point out colours, lines and thickness,
drawing and symbols.
Ss interpret the map to answer
questions. For example: How can we
travel from A to B? Can we go by road
from C to D?
Traffic signs and regulations. To be
good pedestrians and drivers, people must
respect all the traffic signs and safety
regulations to avoid accidents.
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Write the words in the box in the correct column.
planes ports fly roads airports stations
containers passenger terminal railways ships
runway cars take off buses to land
control tower
By land By air By sea
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TOWNS
49
1. Read carefully.
2. Why can a population get bigger? Give two reasons.
a)
b)
3. What does a town need to keep the population from getting smaller? Think and circle.
jobs medical services parks amusement parks schools
shops good transportation beaches universities cinemas
Some towns grow
and others disappear
Many towns and villages have
existed for over a thousand years.
However, not all of them have developed
equally.
Some have grown quickly in a short time,
and are now cities. Others have grown little
by little, and have not changed much.
Some towns and villages have seen their
populations decrease. Today their populations
are so small that there are more empty houses
than inhabited ones. Some even have fewer
than 50 inhabitants.
We must preserve our villages and towns,
and their history. They are a very important
part of our regional and national heritage.
Mo eop a bor> tha> d^.
Peop co fro ote plae to li te.
A
c
t
i
v
i
t
y

B
o
o
k
POPULATION
48
1. Observe, colour and complete.
2. Read, decide and tick.
This is a This is a
A village / town A city
It has the largest area.
It has a small population.
It has tall buildings.
People work in farming.
Explain the meaning.
immigrant:
emigrant:
VOCABULARY
tow>.
A erso> who coe fro anote countr.
A erso> who ha e hi ow> countr.
cit.
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FIND TOWNS AND CITIES
50
1. Read the clues. Complete the names with the missing vowels.
Then connect the name to the place.
N
S
W
E
_ V _ _ D _
B _ R G _ S
P _ M P L _ N _
B _ RC _ L _ N _ S _ V _ L L _
1. The running of the bulls takes place here.
2. The largest city in Catalonia.
3. There is a famous cathedral here.
4. The largest city in Andalusia.
5. Some important prizes are given here.
2. Complete. Model answer:
Name of the town / city where I live:
Important monuments or sights:
A O A
Crdob
T mosq, t Jewis quare
U O
O I E O
E I A A E O A
N
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120
UNIT CONTENT
Assessment criteria
Defining active population
Classifying work based on jobs and economic sectors
Identifying dry crops and irrigated crops
Classifying farm animals by type of animal
Distinguishing raw materials from industrial products
Appreciating and respecting the work done by people
Content objectives
1. Understanding what the active population is
2. Distinguishing work by economic sectors, and rural and urban populations
3. Distinguishing irrigated crops and dry crops
4. Recognising different kinds of animal farming
5. Understanding industry
6. Following a product from its manufacture to end result
7. Identifying professions
Language objectives
1. Asking for information: question forms: What do these people do?
Do as auxiliary verb and main verb
2. Defining different groups: People who work
3. Present participle used as an adjective: working people
4. Describing a farm: Some crops , other crops
5. Describing different kinds of animal farming: cattle / sheep / equine
6. Distinguishing between different materials: raw materials, industrial products
The active population and
types of work people do
Crop farming: irrigated crops,
dry crops
Different kinds of animal
farming
Industrial products
The transformation of raw
materials into industrial
products
Classify types of crops and
where farm animals live and
eat
Differentiate raw materials and
industrial products
Interpret pictures about work,
crop farming and animal
farming
Appreciate all the different
types of jobs and the people
who do them
Contents
UNIT 14
Work
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UNIT 0
RESOURCES
Resource folder
Assessment
Internet resources
www.richmondelt.com
Farming
http://www.friendlyfarmclub.com/
Games, facts, vocabulary and activities on and about
the farm. Useful for students.
Glass recycling
http://www.glassforever.co.uk/
Information and games about glass and recycling.
Images of a toy factory
http://www.designboom.com/contemporary/toys3.html
A German photographer visits toy factories in China.
Other resources
Flashcards
Posters
http://www.fsa.usda.gov/ca/agforkids.htm
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122
46 WORK
Work
Look at the photos.
People do many
different jobs.
What jobs do these
people do?
1. Work
People work to earn money. With this money,
they buy the things they and their families need.
Working people form the active population.
These are people over the age of 16 who have jobs.
Most working people retire when they are about 65.
2. Types of work
People do many different kinds of work.
Some people obtain resources from the land,
for example, farmers. Others obtain resources from the sea,
for example, people who work in fishing.
Some people have industrial jobs,
transforming resources into products.
Some people provide services for other people,
for example, doctors and teachers.
LOOK AND READ
LOOK
Give examples of the active population.
People who work in animal farming, people who work in
Active population
Providing services
People who work
in banks, transport,
health services
and government
Transforming
resources
People who work
in factories
and construction
Obtaining natural
resources
People who work in crop
and animal farming,
mining and fishing
Different types of job.
1
2
3
73
74
Listening. Write the following sentences on the BB. Ss listen
again to and underline the correct alternative in each
sentence.
1. People work to earn MONEY / HONEY.
2. With this they buy the things they EAT / NEED
3. The active population are working people over the age
of 60 / 16.
4. Most working people retire when they are about 60 / 65
Answers: 1. money. 2. need. 3. 16. 4. 65.
111
1
Vocabulary
active population, farmers, fishing, industrial jobs,
obtain resources, services, transform resources, work
M.A. crop farming, mining, fishing, factories, banks, transport,
health services, government
Special attention
Understand service as it refers to work
Prepositions: over the age of, about 65,
obtain resources from, transforming
resources into, provide services for
Hands on
Presentation
Ask the Ss to describe what they can
see in the photos: 1. A crop farmer driving
a harvester. 2. Industrial workers
packaging products in a factory.
3. A doctor / nurse working in a hospital.
Present and with
and . Tell Ss that people who are
not working but are able to work, for
example the unemployed, are also included
in the active population.
The diagram classifies different types
of jobs.
112
111
2 1 LOOK AND READ
LOOK
Role-play
The Ss role-play different types of jobs.
Ss use the first person singular to
describe what the job is, where they do
it, what they use, what they wear, why
they like it
For example: Im a teacher. I work in a
school. I teach science to nine-year old
students.
The right to work. Everybody has the
right to work. Physically challenged people
and women often have difficulty finding
jobs.
857371 _ 0120-0128.qxd 29/6/06 17:24 Pgina 122
123
Special attention
Distinguishing types of animal farming
Understanding the meaning of crops:
irrigated and dry crops
Hands on
Presentation
Ask the Ss: What food do you think we can
get from animal farming? And crop
farming? Make a list of products on the
BB: fruit, vegetables, cereals, cheese,
eggs, feathers, leather, meat, milk,
processed meats, wool
Ask the Ss to make sentences using
the words in the boxes: Oranges are
irrigated crops. We eat cereals for
breakfast. Olives grow in Spain. Explain
that the drawing on the right shows a cattle
farm. Ask them to make sentences with
the words in the drawing: Animals drink
water from the drinking trough. The farmer
milks the cows in the milking shed.
LOOK
114 113
2 1
WORK 47
Crop and animal farming
LOOK
READ
2. Animal farming
Farmers breed animals for food
and other products.
There are different kinds of animal farming:
Cattle farming (bulls and cows).
Sheep farming.
Pig farming.
Equine farming (horses and donkeys).
Poultry farming (chickens and eggs).
1. Crops
Crop farming is the cultivation of plants,
used mainly for food.
Some crops need a lot of water.
These are irrigated crops, for example,
fruit and vegetables.
Other crops grow mainly with rain water.
These are dry crops, for example,
olives and some cereals.
Crop farming
Dry crops
grapes
Irrigated crops
fruit
cereals
cereals
olives
vegetables
bull
pig
horse
chicken
sheep
crops
silos
milking shed
milk truck
feeding trough
stables
for cows
houses
tractor
drinking trough
Make more sentences.
Change the underlined words.
Pig farming pigs; cattle farming bulls;
75 76
Comprehension. Read aloud the following sentences and Ss
decide if they are true or false. If they are false, they try to correct
them.
1. Crop farming is the cultivation of trees. T / F
2. Dry crops grow mainly with rain water. T / F
3. Fruit and vegetables are dry crops. T / F
4. Irrigated crops need a lot of water. T / F
5. Poultry farming refers to chicken and eggs. T / F
6. Cattle farming refers to pigs. T / F
Answers: 1 F of plants. 2 T. 3 F They are irrigated crops.
4 T. 5 T. 6 F It refers to bulls and cows.
1
Vocabulary
farming, dry crops, equine farming, irrigated crops,
pig farming, poultry farming, sheep farming
M.A. Sheep farming - sheep; equine farming - horses and
donkeys; poultry farming - chicken and eggs.
Farm animals
Ask the Ss to make farm animals
with plasticine. Sizes should be
in proportion.
The Ss draw the different animal
homes.
They write the animals name
on the home.
The Ss place each animal in
the right home.
857371 _ 0120-0128.qxd 10/7/06 08:46 P gina 123
124
Special attention
Distinguishing raw materials and industrial
products
Understanding the industrial process
Active / passive sentences: the same
person made The objects we use are
made
Hands on
Presentation
Bicycles are alike because they
are made industrially with machines which
make many identical pieces.
The diagram shows that raw
materials are transformed into industrial
products.
Present and with and . The Ss
analyse which objects around them are
made in factories. They should conclude
that this is the majority.
Ss make a chart showing raw materials
and industrial products: wood furniture;
fruit jam; leather shoes; rubber tyres
Activity Book, pages 51, 52. E
116 115
2 1
READ
COMPARE
Vocabulary. Write the two columns of words on the BB. The Ss
copy them and then draw a line to match the words on the left to
the definitions on the right.
1. cotton a. transport
2. paper b. raw material
3. metal works c. energy
4. steel d. industrial product
5. lorries e. factory
6. electricity f. product
Answers: 1 b. 2 d. 3 e. 4 f. 5 a. 6 c.
1
48 WORK
COMPARE
Industry
READ
1. Industry
Most of the objects we use are made in factories.
We use raw materials to make things.
For example, wood is a raw material.
We use wood to make paper.
Paper is not a raw material.
It is an industrial product.
2. What industry needs
Industry needs four things:
Raw materials like wood and cotton.
Factories with special machinery.
Energy, like electricity and gas, to make machines work.
People who do the work.
Why are all these bikes the same?
The same person made all these bikes.
Machines can make many
identical pieces.
Raw materials
Transport
Factory
iron ore
textile factory metal works
Product
clothes
steel
cotton
trains lorries
The process of transformation
in two types of industry
Complete the sentence. Industry needs four things:
77
78
M.A. raw materials, factories, energy, people
Vocabulary
energy, factory, industrial product, industry, raw materials
Handicrafts and industry
Take to class two of the same
handcrafted objects and two of the
same industrially-produced objects.
Ask the Ss to compare them: What do
you notice about these objects?
Explain that handcrafted products are
never exactly the same.
Industrial objects can be identical.
Safety at work. Industry and workers
need to follow certain safety rules to
prevent accidents. Companies should
provide use gloves, masks and helmets
where necessary.
857371 _ 0120-0128.qxd 29/6/06 17:25 Pgina 124
1
2
5
THE MANUFACTURING PROCESS
52
1. Imagine you are making a cart like the one in the picture. Organise your work.
1. MATERIALS
Circle the materials you want to use.
2. TOOLS
Colour the tools you need.
3. PROCESS
Who can help you? Decide and tick.
a plumber a carpenter an electrician
4. FINISHING
Colour the materials you would use to finish your cart.
2. Answer.
What did you make?
What materials did you use?
What colour did you paint your cart?
purp
so woo, hame, nail an pain
car
51
MANUFACTURED PRODUCTS
1. Label the pictures: raw material or manufactured product.
Complete the sentences. Use cotton, milk or fish.
Canned sardines are made with
Cheese is made from
T-shirts are made of
2. What manufactured foods do you eat? Name three. Model answer:
Circle the professions.
Green: people who obtain natural resouces
Red: people who make things
Blue: people who provide services
VOCABULARY
ra maeria
MINER
TEACHER
FACTORY WORKER
DRESSMAKER
TAXI DRIVER
CONSTRUCTION WORKER CATTLE FARMER
DENTIST
FISHERMAN
POLICEMAN / POLICEWOMAN
manufactue produc
manufactue produc
manufactue
produc
ra maeria
ra maeria
fis.
mil.
cotto>.
yoghur bea chocola
A
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6
A FAMILY TREE
54
1. Draw pictures of your family, or glue photos on the page. Model answers:
Use these words and complete your family tree.
grandmother father grandmother mother
sister / brother grandfather grandfather
sise
brote
sise
mote
grandfate
grandmote
grandmote
grandfate
fate
53
PAST AND PRESENT Extra
1. Think and number the pictures 1, 2 or 3. (1 oldest; 3 newest)
Describe the changes in kitchens. Write electric, wood or fireplace.
In the past, people cooked food over a .
Then later they used a cooker with a fire inside.
Today we use cookers.
2. Remember three of your experiences and complete the sentences. Model answers:
Last week I was
Last month
Last year
Match each word with its meaning.
biography a written summary of historical events in order
history a description of a persons life
legend a story about past events (These events may or
may not be true.)
VOCABULARY
I visie m cousin i> Burgo.
I eebrae m birthda.
studyin@ fo Langua@ exa.
eectri
woo
fiepla
2 1 3
8
5
7
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6
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56
MAKE A RELIEF MODEL OF YOUR AUTONOMOUS COMMUNITY
1. Look at this model of Ireland. Then draw the outline
of your Autonomous Community
on a big piece of card.
Cover it with green plasticine.
2. Mark the elevated lands
on the green plasticine.
Cover them with yellow plasticine.
Project 8 Worksheet 45. Date Tasks
COMPLETE A TIMELINE
55
1. Read, decide and write.
My 1st birthday. I went to school.
My 5th birthday. I learned to read.
You can ask your family for help. You can add your own information. Model answers:
YEAR
1998
1999
2001
2002
2003
2004
2005
2006
I wa bor>.
M firs birthda.
I n to schoo.
I ear>e to ea.
M fift birthda.
I ear>e to ri bi.
I go do@.
W mo to >e hou.
8
5
7
3
7
1

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2
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2
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7
All rights reserved. No part of this book may be reproduced,
stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or other-
wise, without the prior permission in writing of the publisher.
2006 by Santillana Educacin, S. L./Richmond Publishing
Torrelaguna, 60. 28043 Madrid
Richmond Publishing is an imprint
of Santillana Educacin, S. L.
PRINTED IN SPAIN
Printed in Spain
ISBN: 84-294-4384-3
CP: 857371
D.L.:
Richmond Publishing
4 Kings Street Cloisters
Albion Place
London W6 0QT
United Kingdom
Essential Science, Science, Geography and History, for Year 3 of Primary Education is a collective work,
conceived, designed and created by the Primary Education department at Santillana, under the supervision
of JOS LUIS ALZU GOI, JOS TOMAS HENAO and MICHELE C. GUERRINI
Contributing authors: Cristina Zarzuelo, Jane Kilner
English language editors: Martin Minchom, Cathy Myers, Encarnacin Diez, Sheila Klaiber,
Lesley Thompson, Nancy Konvalinka
English language specialist: Jeannette West
Art director: Jos Crespo
Design coordinator: Rosa Marn
Design Team:
Cover: Martn Len-Barreto
Interior: Rosa Barriga
Artwork coordinator: Carlos Aguilera
Design development: Ral de Andrs, Jos Luis Garca
and Javier Tejeda
Technical director: ngel Garca Encinar
Technical coordinator: Marisa Valbuena
Layout: Mara Delgado, Miguel . Mora-Gil,
Lourdes Romn and Linocomp, S. L.
Proofreader: Lorenzo Antn
Research and photographic selection: Amparo Rodrguez
Photographs: DIGITALVISION; EFE/SIPA-PRESS/Dickinson;
SERIDEC PHOTOIMAGENES CD; WWF/ADENA;
ARCHIVO SANTILLANA
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857371 _ 0001-0015.qxd 10/7/06 09:21 Pgina 1

body femur ribs skull tibia fibula bones

Worksheet 17. Date Tasks

Present the three photos with the texts.

Look at these pictures.

Worksheet 32. Date Read and learn

Spanis imeria eag

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