Professional Documents
Culture Documents
Essential Science Plus: Teacher's Book
Essential Science Plus: Teacher's Book
Living things
core units, which are organized into three terms. Each unit B
REFRESH YOUR MEMORY!
a
which makes them very hard to identify. Wild d. Being born, living and dying. and water.
Opener page and Refresh your memory! mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
E sse nt i a l S c i e nc e P l u s
Information and practice pages
correctly?
Have you ever been mushrooming? Where
did you go?
Do you think mushrooms are plants or STudEnT’S MATERIAl
Activity Book
PRIMARY
Es s e nti al Sc i en c e Plus
Science Plus 5 PRIMARY
StudEnt’S MAtERIAl
Studen t’ s B o o k
Student’s Book Activity Book
tEAchER’S MAtERIAl
S tu d e n t’s B ook
class Audio cd
PRI M ARY
six pages. Each topic is presented using short texts,
teacher’s Book teacher’s Resource Book
www.richmondelt.com www.santillana.es
CP: 490117
Essential Science Plus 5 PRIMARY Teacher’s
Es s e n t ia l S c ie n c e P l u s T e a c h e r’ s B ook
Class Audio CD 2 Science Plus 5 Class Audio CD 1 Teacher’s
Science Plus 5 PRIMARY
PRIMARY
STudEnT’S MATERIAl
UNIT Book TRACKS Science Plus 5 PRIMARY
Class Audio
The Essential Science Plus Class Audio contains two CDs.
UNIT TRACKS Resource Science Plus 5 PRIMARY
Essential Essential Unit 7 7.1 – 7.8 They include the recordings of all the texts from the Student’s Book,
Class Audio Starter unit 0.1 – 0.2
Book
Activity Book
Science Plus 4 PRIMARY Science Plus 4 PRIMARY Unit 8 8.1 – 8.8 as well as two additional listening activities per unit. Unit 1 1.1 – 1.8
Unit 9 9.1 – 9.8 Unit 2 2.1 – 2.8
Unit 10 10.1 – 10.8 Unit 3 3.1 – 3.8
Photocopiable worksheets:
Unit 11 11.1 – 11.8 Unit 4 4.1 – 4.8
Unit 12 12.1 – 12.8 Unit 5 5.1 – 5.8 • Reinforcement
Unit 6 6.1 – 6.8 • Extension
• Culture & Festivals
• Investigate!
• Assessment
Student’s Book Activity Book
TEAchER’S MATERIAl
5
Teacher’s Essential Essential Teacher’s Essential
Book Science Plus 4 PRIMARY Science Plus 4 PRIMARY Resource Science Plus 4 PRIMARY
class Audio Book
Photocopiable worksheets:
• Reinforcement
• Extension
• Culture & Festivals
• Investigate!
• Assessment
Te a c h e r’ s B ook
class Audio cd
class Audio cd
PRIMARY
class Audio cd Teacher’s Book Teacher’s Resource Book
P R I MAR Y
dIGITAl MATERIAl AlSO AVAIlABlE
i-solutions Essential
Science Plus 4 PRIMARY Essential
Science Plus 4 PRIMARY
Essential
Language
Science Plus 4 PRIMARY
cd 1
• digital Flashcards
• digital Posters
• Web bank cd 2
IWB Activities
Companion 4
© Richmond Publishing © Richmond Publishing
Santillana Educación, S. L., 2012 Santillana Educación, S. L., 2012
Primary CLIL
Essential Essential
Science Plus 4 PRIMARY Science Plus 4 PRIMARY
i-book
Teacher’s Resources
cd 3
cd 4 and Maps
© Richmond Publishing
Santillana Educación, S. L., 2012 ©2
011
© Richmond Publishing
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blishing - Santillana E
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• i-book
• Teacher’s Resources
and Maps
Essential
COMPANION
LANGUAGE
and Web bank
The Language Companion is designed to help CLIL teachers in bilingual
Companion 5
Essential Science Plus i-solutions is a box set
Companion 5
for the CLIL Science classroom. tool can be used on an interactive whiteboard or on a computer with print
• Interactive Whiteboard
Each section then offers three main areas to practise: Words, Language and
• Digital Posters Primary CLIL
• Interactive Whiteboard
CP: 490294
CP: 490283
Communication.
• Web bank
Activities
Science Plus 5 PRIMARY
(recommended: >1000 MHz)
P R IM AR Y
Minimum requirements and instructions:
See readme.txt file in each CD.
CD 3 CD 4 and Maps Operating systems:
• i-book
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x ©2
• i-book
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ALSO AVAILABLE
Rich i ón,
© Richmond Publishing © Richmond Publishing • Linux (plugin Flash 8.0 or higher) mond
Pu bl ishing - Santillana Ed
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Santillana Educación, S. L., 2012 Santillana Educación, S. L., 2012
PRIMARY
4 PRIMARY
Instructions:
CP: 490279
CP: 490268
Language
Language Companion 4
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
Windows
Companion 4
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
CP: 490154
Each section then offers three main areas to practise: Words, Language and
Communication.
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
automatically. If the program fails to start
• teacher’s Resources
automatically, open the file exeWin.exe to run.
8x CD-ROM Drive
Loudspeakers
Operating systems:
• Windows 98, NT, 2000, XP, Vista and Windows 7
• teacher’s Resources
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
• Linux (plugin Flash 8.0 or higher)
Instructions:
Linux
Language Companion
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Insert the CD-ROM and open the file exeLinux.htm
Interactive resources
Mac
Insert the CD-ROM and open the file exeMac.app to run.
Pu BLISHING
Primary CLIL
for Science and Art
www.richmondelt.com
and Maps
Insert the CD-ROM and open the file exeMac.app to run.
PuBLISHING
and Maps www.richmondelt.com www.santillana.es
www.richmondelt.com Primary CLIL
cian magenta amarillo negro
www.richmondelt.com www.santillana.es
Student's Audio
TEAChER’S MATERIAl
Essential
Essential Essential Essential
CP: 490117
Essential Science Plus 5 PRIMARY Teacher’s
Es s e n t ia l S c ie n c e P l us
Science Plus 5 PRIMARY
StudEnt’S MAtERIAl
St u d e n t ’ s B ook
Unit 9 9.1 – 9.8 Unit 2 2.1 – 2.8
Student’s Book Activity Book Student’s Book Activity Book
PRIMARY
teacher’s Book teacher’s Resource Book teacher’s Book teacher’s Resource Book Unit 12 12.1 – 12.8 Unit 5 5.1 – 5.8 • Reinforcement
dIGItAl MAtERIAl
• Extension
dIGItAl MAtERIAl AlSO AVAIlABlE AlSO AVAIlABlE
Essential
Science Plus 4 PRIMARY
i-book
cd 2
© Richmond Publishing
Essential
Science Plus 4 PRIMARY
IWB Activities
Essential
Science Plus 4 PRIMARY
• digital Flashcards, Posters
and Web bank
• Interactive Whiteboard
Activities
Unit 6 6.1 – 6.8
• Culture
teacher’s Resources
cd 3
cd 4 and Maps
• i-book • i-book
© Richmond Publishing
Santillana Educación, S. L., 2012
© Richmond Publishing
Santillana Educación, S. L., 2012
• Investigate!
Science and Art Science and Art
• Assessment
www.richmondelt.com www.santillana.es
www.richmondelt.com www.santillana.es
Activity Book
5
Essential
Essential
CP: 490117
Essential Science Plus 5 PRIMARY
Esse n t ia l S c ie n c e P l u s T e a c h e r ’ s B ook
Class Audio CD 2 Science Plus 5 PRIMARY Teacher’s
5 PRIMARY
Class Audio CD 1
STudEnT’S MATERIAl
UNIT TRACKS
Class Audio
The Essential Science Plus Class Audio contains two CDs.
UNIT TRACKS Resource Science Plus 5 PRIMARY
Essential Essential Unit 7 7.1 – 7.8 They include the recordings of all the texts from the Student’s Book, Starter unit 0.1 – 0.2
Book
Activity Book
Science Plus 4 PRIMARY Science Plus 4 PRIMARY Unit 8 8.1 – 8.8 as well as two additional listening activities per unit. Unit 1 1.1 – 1.8
Unit 9 9.1 – 9.8 Unit 2 2.1 – 2.8
Unit 10 10.1 – 10.8 Unit 3 3.1 – 3.8
Photocopiable worksheets:
Unit 11 11.1 – 11.8 Unit 4 4.1 – 4.8
Unit 12 12.1 – 12.8 Unit 5 5.1 – 5.8 • Reinforcement
Unit 6 6.1 – 6.8 • Extension
• Culture & Festivals
• Investigate!
• Assessment
Student’s Book Activity Book
TEAchER’S MATERIAl
5
Teacher’s Essential Essential Teacher’s Essential
Book Science Plus 4 PRIMARY Science Plus 4 PRIMARY Resource Science Plus 4 PRIMARY
class Audio Book
5
class Audio cd
lass Audio cd
PRIMARY
Class Audio Cd
PR IMAR Y
Teacher’s Book Teacher’s Resource Book
Unit 1
Essential Essential
Science Plus 4 PRIMARY Science Plus 4 PRIMARY
i-book
Teacher’s Resources
cd 3
cd 4 and Maps
© Richmond Publishing
Santillana Educación, S. L., 2012
©
201
1R
© Richmond Publishing
ichm
ond
Publishing - Santillana Ed
ucaci
ón,
S.L
.
• i-book
• Teacher’s Resources
and Maps
PR I M A R Y
Teacher’s Resource Book
AlSO AVAIlABlE
Language Language
Language Companion 5
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual
Companion 5
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
1.3 Companion 5
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
Each section then offers three main areas to practise: Words, Language and
Communication. Primary CLIL
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Operating systems:
Windows 98, NT, 2000, XP, Vista and Windows 7
©2
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x 011
R S.L
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Linux (plugin Flash 8.0 or higher) ond P caci
ublishing - Santillana Edu
PRIMARY
4
Instructions:
Language Companion 4
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
8x CD-ROM Drive
Loudspeakers
Operating systems:
• Windows 98, NT, 2000, XP, Vista and Windows 7
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
• Linux (plugin Flash 8.0 or higher)
Instructions:
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Insert the CD-ROM and open the file exeLinux.htm
Mac
Insert the CD-ROM and open the file exeMac.app to run.
Pu BLISHING
www.richmondelt.com
PuBLISHING
www.richmondelt.com Primary CLIL
organelles
cian magenta amarillo negro
Language Companion
Cells have three main parts: 1 Interactive Whiteboard Interactive resources for
Teacher’s Resources
Cells are living units and they carry out the three basic life
Essential Essential
Animal and plant cells Science Plus 5 PRIMARY Science Plus 5 PRIMARY
COMPANION
LANGUAGE
The Language Companion is designed to help CLIL teachers in bilingual
Essential Science Plus i-solutions is a box set
Companion 5
tool can be used on an interactive whiteboard or on a computer with print
All animal and plant cells have three main parts: a membrane,
components: covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
a particular function. 1
CD 1 • Digital Flashcards © Richmond Publishing © Richmond Publishing
Santillana Educación, S. L., 2012 Santillana Educación, S. L., 2012
organelles
Each section then offers three main areas to practise: Words, Language and
• Digital Posters Primary CLIL
CP: 490294
CP: 490283
Communication.
• Web bank
Essential
a nucleus and cytoplasm with organelles. However, animal Essential
CD 2 • Interactive Whiteboard Activities Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
CD 3 • i-book
PR I M A R Y
Minimum requirements and instructions:
See readme.txt file in each CD.
CD 3 CD 4 Operating systems:
classified into:
CP: 490268
Instructions:
CP: 490279
PRIMARY
nucleus
cian magenta amarillo negro
Mac
Insert the CD-ROM and open the file exeMac.app to run.
PuBLISHING
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are Chloroplasts contain chlorophyl, which makes plants green. www.richmondelt.com www.santillana.es
www.richmondelt.com Primary CLIL
the recordings.
Plant cells are usually bigger and have a regular shape.
chloroplasts
Animal cells can be many different shapes. 2 Interactive resources for
• Digital Flashcards, • Interactive Whiteboard Science and Art
Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell. Posters and Web bank Activities
• i-book • Teacher’s Resources
liver cell
neuron
intestine cell
3 The cell wall makes some plant stems very hard.
490095_cubierta _ 0001-0001.indd 1
Essential
1 Different types of specialized human cells.
Activities
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner. 2 Match and write sentences in your notebook.
Talk about their shape and their particular function. The membrane... is around the membrane of plant cells. Student's Audio
2 Copy and complete the sentences. The cell wall... is between the membrane and the nucleus.
a. Every living thing is made up of . The nucleus... are specialized plant organelles.
b. We are living things. The cytoplasm... controls the function of the cell.
c. We can only see cells through a . The organelles... is the covering around the cell.
© Richmond Publishing
d. All cells carry out the life processes of , reproduction and . The chloroplasts... are located in the cytoplasm. Santillana Educación, S. L., 2013
CP: 490154
6 six seven 7
D
Practising competences and Show what you know
The Practising competences page is designed to help Essential
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490305
to the unit theme. Each unit ends with a revision page, Show
containing four CDs which offer digital components
for the CLIL Science classroom.
Essential Science Plus i-solutions has the following
what you know, with activities covering the key concepts. components:
CD 1 • Digital Flashcards
• Digital Posters
• Web bank
CD 3 • i-book
Activity Book
1 Unscramble the words and complete the sentences. 1 Read and tick (✔).
PR I M A R Y
They have a hard cell wall around the membrane.
Minimum requirements and instructions:
c. Most cells can only be seen through a (sirmpoccoe) They can be many different shapes. See readme.txt file in each CD.
d. To perform a particular function, cells can (izleecpais) They have a regular shape.
Groups of the same type of cells work together to form . Tissues are
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
Companion 5
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
Each section then offers three main areas to practise: Words, Language and
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
Operating systems:
.
• Windows 98, NT, 2000, XP, Vista and Windows 7
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
• Linux (plugin Flash 8.0 or higher)
Instructions:
Language Companion
Windows
Insert the CD-ROM. The program will launch
Primary CLIL
for Science and Art
www.richmondelt.com
Twelve Investigate! pages are designed to provide practice 3 Label the parts of the cell: nucleus, cytoplasm, membrane, organelles.
490305_cubierta _ 0001-0001.indd 1
b. The are located in the cytoplasm. 4 Write the levels of organization of a dog in order.
4 5
ii
CP: 490117
Book offers step-by-step
Class Audio CD 2 lesson plansScience Plus 5 recordings
Class Audio CD 1 of all the texts
Science Plus 5 PRIMARY
PRIMARY
Unit 7 7.1 – 7.8 They include the recordings of all the texts from the Student’s Book,
Class Audio Starter unit 0.1 – 0.2
Essential
490117_Sobre.indd 1 01/02/13 13:01
Essential
Science Plus 5 PRIMARY
Student's Audio
Teacher’s Essential
Teacher’s Resource Book
Student’s Audio Cd
490154_Serigrafia.indd 2 23/01/13 12:32
5 • Culture
• Investigate!
• Assessment
PR I M A R Y
lSO AVAIlABlE
RY
anguage
ompanion 5
Language
Companion 5
Primary CLIL
• Extension
©2
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ublishing - Santillana Edu
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• Culture
• Investigate!
mary CLIL
a amarillo negro
nguage Companion
eractive resources for
ence and Art
• Assessment
Answer keys are provided.
490106_cubierta _ 0001-0002.indd 1 24/01/13 12:32
24/01/13 13:28
Digital resources
Essential The i-solutions pack consists of four CDs:
i-solutions Essential Science Plus 5 PRIMARY
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490305
box set
components
the following
Essential images to project onto a whiteboard or to print out. Each image offers
Science Plus 5 PRIMARY
CD 3
i-book the option of listening to the audio and viewing the written word.
© Richmond Publishing
Santillana Educación, S. L., 2013 The Digital posters can be printed when required. The Web bank includes
CP: 490279
ities
490268_cubierta _ 0002-0002.indd 2
Essential
24/01/13 09:30
some of the best, free web links for teaching Science, Geography and
5 Science Plus 5 PRIMARY
IWB Activities
History.
PR I M A R Y
CD 2
© Richmond Publishing
Santillana Educación, S. L., 2013
CD 2 IWB Activities
CP: 490283
490279_cubierta _ 0002-0002.indd 2
Essential
24/01/13 09:31
The Interactive Whiteboard Activities CD contains five interactive activities
Science Plus 5 PRIMARY
CD 1
• Digital Flashcards
• Digital Posters
• Web bank
per unit which can be used to help reinforce the course content in a fun way.
ion
CD 3 i-book
es
© Richmond Publishing
Santillana Educación, S. L., 2013
CP: 490294
The i-book contains all the core course material in interactive format:
www.santillana.es Student’s Book, Activity Book, Teacher’s Book and Teacher’s Resource
24/01/13 09:28 Book, as well as the Answer keys to all the components.
CD 4 Teacher’s resources
490294_cubierta _ 0002-0002.indd 2 24/01/13 09:32
iii
1
Unit 1
s
and can be found in the autumn and spring.
b. Growing, living and breathing. c. A small place where only plants live.
There are many different types of wild
mushrooms, but they can look very similar, c. Nutrition, interaction and reproduction.
d. Being born, living and dying.
d. A place where animals obtain food
multiple choice
u
which makes them very hard to identify. Wild and water.
Full-colour
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
answers. Students
photographs test a partner’s
designed to capture previous knowledge
the students’ attention in a fun way.
and introduce the REPRODUCTION
Animals can be viviparous or oviparous.
What is a viviparous animal?
PLANTS AND ANIMALS
Plants are different from animals because…
a. they move more slowly.
to
Why is it so important to identify mushrooms
correctly?
the main theme and Have you ever been mushrooming? Where
a
did you go?
Do you think mushrooms are plants or
s
previous knowledge
4 WHAT DO YOU REMEMBER? Test your partner. five 5
The organization of living things Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move.
Activities
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
levels of organization of a dog.
Activities to practise
1 Examples of tissues. A. The muscle
tissue of an animal. B. The epidermal
1.5 Levels of organization 2 Copy and complete the text.
tissue of a plant.
Texts recorded on
Multicellular living things are made up of many different types Groups of cells work together to form . Tissues are organized to form .
of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
Animals have
of epidermal cells.
tissue which consists of muscle cells. Plants have which consist
the main concepts
the Student’s and
Tissues. Groups of the same type of cells join together to 3 Copy the pictures
and language
1.6
form tissues. All the cells which form a tissue perform the in your notebook.
same function. For example, animals have muscle tissue Label the levels
muscle cell
Key vocabulary
muscle tissue
organ: muscle
High-quality
is highlighted muscular system
photographs and
in bold
dog
bone cell organ: bone
illustrations to illustrate
bone tissue skeletal system
8 eight nine 9
the contents
S
v
iv
Activities to practise Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope. membrane
animal cell plant cell
organism
interdisciplinary
A microscope is an instrument with several lenses that make very small objects appear cell wall
much larger than they really are.
h
nucleus
Tube. It supports cytoplasm
ANSWER THE QUESTIONS
unit theme.
b. which parts contain lenses?
c. how do you focus the sample?
Objective lenses. d. how do you control the light?
These lenses 3 Compare plants and animals to fungi. Write sentences in your notebook describing
magnify the sample. how fungi are similar to plants, and how they are similar to animals.
Revision of content
Stage. This is where
e
Arm. It supports the
you put the sample.
different parts of
the microscope.
Diaphragm.
It controls the amount of
light projected onto the
Focusing knobs.
and language from
the unit
They help to adjust
sample.
the focus.
Investigate!
1 What lives in a drop of pond water? d. ……. and ……. can be harmful.
Investigative tasks
Instructions
1. Put a drop of pond water on a 4. Draw what you see in your notebook. 5 SPEAKING. Read and discuss with your partner which kingdom each living thing
microscope slide and place a cover Label the parts of cells that you can belongs to.
practising specific
with the large knob. d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
Special sections
Show that you can
a b c d e
6 Copy the words in the correct column.
seed – tuber – stolon – spore – pollen – rhizome – pistil – fruit – stamen – bulb
ate
sponges cnidarians worms echinoderms molluscs arthropods
and a primary, secondary and tertiary
consumer.
44 forty-four forty-five 45
At the end of each term, the Show that you can section provides a double-
page with a variety of activity types for assessment and evaluation. These
activities revise the main content as well as the key language.
Key vocabulary
Six pages of key vocabulary, with simple, clear definitions. The key
vocabulary is organised by unit.
A
th
Unit programming
Q
o
An overview of the content p
objectives, language A visual map providing an in
objectives and assessment List of contents at-a-glance summary of th
criteria for the unit for the unit the unit theme and topics
Living things
Competences
Competence in linguistic
communication A list of the
I
• Describing the different types
expected to
the picture .)
• Describing the parts of cells (SB p. 7:
Content objectives Contents 2. Match and write sentences in your
• To understand that all living things are made up of one or more cells
• To learn the main parts of a cell
• B
asic life processes: nutrition,
reproduction and sensitivity
The organization of living things notebook.)
• Describing the levels of organization develop in the
of a living thing (SB p. 9: 3. Copy
unit, with
• To differentiate between animal and plant cells • Parts of animal and plant cells
the diagram in your notebook.)
• To learn about the five levels of organization of multicellular living • L evels of organization of The classification of living things
multicellular organisms • Describing the characteristics
things: cell, tissue, organ, system, organism
reference to
of kingdoms (SB p. 11: 1. Work with
• To study the five kingdoms of living things and their characteristics • C
lassification of living things
the picture.)
into kingdoms The animal, plant and fungi
• Understanding written and oral texts
Language objectives
specific activities
kingdoms
(Class CD, Unit 1)
• To describe cells: big/small, hard, regular/irregular, round, long • U
sing labelled diagrams to learn
the parts of cells
• To identify the main parts of a cell: membrane, nucleus, cytoplasm, The monera and the protista
organelle, chloroplast, cell wall • U
sing a Venn diagram to Knowledge and interaction
kingdoms
• To name the levels of organization: cell, tissue, organ, system,
understand the similarities and with the physical world
differences between the plant
organism • Recognizing the characteristics of the
and animal kingdoms
• To describe the functions of living things: eat, feed on, move about, five kingdoms (SB p. 10-11: Animal
• U
sing tables to organize and kingdom, Plant kingdom, Fungi
react
learn vocabulary kingdom, Monera kingdom, Protista
Assessment criteria Investigate! Practising competences kingdom)
• S howing interest in different What lives in a drop of pond Identifying the parts of a
• Differentiate between unicellular and multicellular living things
types of cells and their main water? microscope
• Name the main parts of a cell parts Competence in ‘learning
• Describe animal and plant cells • A
ppreciating the complexity of
to learn’
• Name the five levels of organization of multicellular living things: cell, the organization of living things Show what you know • Identifying the parts of a microscope
tissue, organ, system, organism • S howing interest in the Parts of animal and plant cells (SB p. 12: Practising competences)
• Name the five kingdoms of living things and their characteristics classification of living things into Levels of organization of • Finding out what lives in a drop of
five kingdoms living things water (SB p. 12: Investigate!)
The five kingdoms of living things • Evaluating one’s own progress
(SB p. 13: Show what you know)
4A 4B
V
a
a
vi
vocabulary observe them using a magnifying
glass. Talk about their shape, REPRODUCTION PLANTS AND ANIMALS
Write them on the board. Then,
ask Ss to name some animals and
size, colour and texture. Ask Ss to Animals can be viviparous or oviparous. Plants are different from animals because… plants that live in each habitat.
compare these mushrooms to the What is a viviparous animal? a. they move more slowly. Revise how animals and plants
a. An animal that lays eggs.
ones on page 4. b. they make their own food. adapt to their habitats.
b. An animal that has lungs. c. they grow in all directions.
Look, read and say c. An animal that eats other animals.
Reproduction
An introduction to the unit
d. they don’t live in habitats.
d. An animal born from its mother’s womb.
• Ss look at the photos on page 4. LOOK, READ AND SAY • Revise the difference between
Point to different mushrooms. Ask Ss Where can you find wild mushrooms? viviparous and oviparous animals.
theme
to describe them. Point to the largest Why can you find wild mushrooms in autumn Ask Ss to identify the five vertebrate
photo. Ask: What season is it? How and spring? groups (mammals, birds, fish,
do you know? Why is it so important to identify mushrooms amphibians, reptiles). Volunteers
correctly?
1.1 give examples of each group and
Have you ever been mushrooming? Where
did you go? say whether these animals are
• Play Track 1.1. Ss listen and read. Do you think mushrooms are plants or viviparous or oviparous.
animals?
• Next, volunteers ask and answer
Questions to stimulate
Plants and animals
the questions on the page. Ask
4 WHAT DO YOU REMEMBER? Test your partner. five 5 • Revise the three types of plants
more questions to recycle and
(trees, bushes, grasses.) Then, Ss
practise vocabulary:
Extension
write a short description in their own words.
Photos (clockwise from top left): • Ss make an index card of a poisonous mushroom. They should include a • Write on the board: Which animals are endangered because their
sickener (Russula emetica); description, where it grows and how toxic it is. They attach a picture. Use habitats are changing? Ss search the Internet to find examples and share
glistening inkcap (Coprinus the index cards to make a poster for the class called BE CAREFUL! them with the class.
micaceus); fly mushroom (Amanita
muscaria); turkey tail fungus
(Trametes versicolor)
4 5
pages
• To identify the main parts of a cell living things are made up of cells. Cytoplasm. This is a jelly-like material, composed mainly of cytoplasm membrane They point to the main parts of
water, between the nucleus and the membrane. It contains
• To differentiate between animal Cells are the basic units of life. Most cells are very small and
2 Baker’s yeast, used to make bread, is the cell in the diagrams.
a unicellular living thing. the organelles, which carry out different functions of the cell. 1 The main parts of a cell.
and plant cells can only be seen through a microscope. • Ask: How are plant and animal
Cells are living units and they carry out the three basic life Animal and plant cells cells different? What specialized
processes. In addition, cells can specialize to perform
Key language a particular function. 1 All animal and plant cells have three main parts: a membrane, organelles
plant cells absorb sunlight? Why
a nucleus and cytoplasm with organelles. However, animal do plants need sunlight? What
• Vocabulary and structures: nutrition, Depending on the number of cells, living things can be
and plant cells are different. cytoplasm
classified into: makes plants green? What makes
sensitivity, reproduction; cell wall, Plant cells have specialized organelles called chloroplasts that
Unicellular. Living things made up of a single cell. 2 some plant stems hard?
chlorophyll, chloroplast, cytoplasm, absorb sunlight, which plants need to make their own food. nucleus
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are Chloroplasts contain chlorophyl, which makes plants green.
membrane, nucleus, organelle;
Activities
Ideas to introduce the
and animals are multicellular. 3 multicellular living things. cell wall
Plant cells are usually bigger and have a regular shape.
covering, liver, neuron, microscope, Animal cells can be many different shapes. 2
chloroplasts
shape, yeast; absorb, carry out, Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell.
1. Work with the picture. Compare
to their personal
1 Different types of specialized human cells.
what they see. Say: All living things Activities
are made up of cells. 1.4
Activities
1.4 1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they
1.2 are similar and how they are different.
• Play Track 1.2. Ss listen and read.
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
Talk about their shape and their particular function.
2 Match and write sentences in your notebook.
The membrane... is around the membrane of plant cells.
• Play Track 1.4. Ss look at the
illustration, listen and check their
answers to Activity 1.
experience
• Ask: How can we see very small 2 Copy and complete the sentences. The cell wall... is between the membrane and the nucleus.
cells? What do cells do? What is the a. Every living thing is made up of . The nucleus... are specialized plant organelles. 2. Match and write sentences
difference between unicellular and b. We are living things. The cytoplasm... controls the function of the cell. in your notebook.
multicellular living things? c. We can only see cells through a . The organelles... is the covering around the cell. • Volunteers read out the beginning
!, • Ss look at photographs 2 and 3.
Ask: Which of these living things
d. All cells carry out the life processes of , reproduction and . The chloroplasts... are located in the cytoplasm. of the sentences for other
volunteers to complete.
Audio tracks are clearly
do you think is multicellular? A • Ss write the complete sentences
6 six seven 7
signposted
volunteer reads the captions. in their notebooks.
490073 _ 0004-0013.indd 6 13/03/13 11:39 490073 _ 0004-0013.indd 7 13/03/13 11:39
Activities
1. Work with the picture. Describe
the different types of human cells
to your partner. Reinforcement Reinforcement
• Ask Ss about the different human • Draw the different types of human cells on the board. Volunteers describe • Ss draw and label a plant cell and an animal cell.
cells in illustration 1: Which cell is
ns
each one. They talk about its shape and function.
round and red, with a dent in the Extension
middle? Which cell is long and thin? Extension • In groups, Ss find out about bamboo plants and make a poster. They
What system is the (intestine cell)
• Find images of cells of living things as seen through a microscope on the include where bamboo plants grow, what animals eat bamboo plants,
part of? (The intestine cell is part
Internet, for example, amoeba or paramecium, and show them to Ss. how people make use of bamboo, etc. They include a picture of
of the digestive system.)
a bamboo plant and a drawing of bamboo cells.
• Ss do the activity in pairs.
2. Copy and complete the sentences.
• Ss copy and complete the sentences
in their notebooks.
6 7
vii
ompetence in
C ocial competence
S
linguistic communication and citizenship
This is the ability to interpret and use language as a tool This competence refers to the ability to understand and
for oral and written communication. Verbal participate successfully in the society in which we live.
communication is fostered by the exchange of opinions, At Primary level, this is developed by promoting group
the narration of personal experiences and by giving cooperation, solidarity and satisfaction at successfully
oral expositions on different topics. Reading and writing completing given tasks. An understanding of codes
simple texts also develop this competence. of conduct and customs in different environments is
essential. This is achieved through the discussion of
appropriate and inappropriate behaviour in different
Mathematical situations.
competence
This competence is the ability to use numbers, perform ultural and artistic
C
basic operations, understand symbols and solve
competence
problems in order to interpret the physical world.
Natural Science includes mathematical interpretations This competence involves recognising the importance
and the mathematical expression of natural facts of artistic creations at various times in history and in
and phenomena. different cultures. It includes the appreciation of the
visual arts, music and literature. The systematic
interpretation of illustrations and photographs helps to
nowledge and interaction
K develop this competence.
with the physical world
This competence develops the ability to interact with ompetence in ‘learning
C
the physical world and apply the scientific method to
to learn’
explain its phenomena. At Primary level, students are
encouraged to define and solve problems, design This competence is acquired by learning how to apply
and carry out simple experiments, work out solutions, different techniques aimed at selecting, organizing,
analyse and describe their results. interpreting and memorizing information. The sections
Show what you know and Show that you can give
students the opportunity to summarize what they have
rocessing information and digital
P learned.
competence
This is the ability to use both traditional and modern utonomy and personal
A
technologies to obtain, process and transmit
initiative
information found in traditional and digital media.
Students learn how to use lists, tables and index cards The study of Science demands autonomy and initiative.
to classify information. They develop confidence in From the moment a hypothesis is formulated, until
and a critical use of Information and Communication conclusions are reached, students need to plan and
Technology (ICT). organize their work creatively and with critical sense.
viii
Lesson plans
Term 1
Unit 1............................................................................ 4
Unit 2........................................................................... 14
Unit 3........................................................................... 24
Unit 4........................................................................... 34
End of Term 1............................................................... 44
Term 2
Unit 5........................................................................... 46
Unit 6........................................................................... 56
Unit 7............................................................................ 66
Unit 8........................................................................... 76
End of Term 2.............................................................. 86
Term 3
Unit 9........................................................................... 88
Unit 10.......................................................................... 98
Unit 11........................................................................... 108
Unit 12.......................................................................... 118
End of Term 3.............................................................. 128
ix
and worms
• Invertebrates. Echinoderms and molluscs
• Arthropods
14 • Insect groups
• Plant nutrition
• Sexual reproduction
• Asexual reproduction
24
END OF TERM
7 The landscapes
of Spain
• Landscapes of the Iberian Peninsula
• Mountains of the Iberian Peninsula
• Spanish coasts and Islands
Using a map scale to calculate
distances
• Rivers in Spain
• The watersheds of Spain
• Lakes, lagoons and reservoirs
66
8 The climates
of Spain
• Climate
• Factors that affect climate
• Climate variation in Spain
Looking at climatic conditions to help
plan a trip
END OF TERM
9 Population
and the economy
• Population and population density
• Factors affecting population
• The population of Spain
Analyzing the production process
xi
Unit content
4A
Values education
• Understanding the fundamental importance of cells
• Appreciating that an organism is the result of all its systems
working together
• Reflecting on the diversity of living things and the need to
protect all life forms
4B
Living things
Objectives
• To introduce the unit topic
• To learn about wild mushrooms 1.1 Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
• To activate previous knowledge other. They need moist, cool temperatures and
about living things some light. Wild mushrooms are seasonal
and can be found in the autumn and spring.
Presentation
• Bring different types of fresh
mushrooms to class, or photos.
Allow Ss to pick them up and to
observe them using a magnifying
glass. Talk about their shape,
size, colour and texture. Ask Ss to
compare these mushrooms to the
ones on page 4.
Life processes
• Ask Ss to give some examples
for each life process and write
them on the board.
Habitats
• Ss name six different habitats.
Write them on the board. Then,
REPRODUCTION PLANTS AND ANIMALS ask Ss to name some animals and
Animals can be viviparous or oviparous. Plants are different from animals because… plants that live in each habitat.
What is a viviparous animal? a. they move more slowly. Revise how animals and plants
a. An animal that lays eggs. b. they make their own food. adapt to their habitats.
b. An animal that has lungs. c. they grow in all directions.
c. An animal that eats other animals. d. they don’t live in habitats. Reproduction
d. An animal born from its mother’s womb.
• Revise the difference between
viviparous and oviparous animals.
Ask Ss to identify the five vertebrate
groups (mammals, birds, fish,
amphibians, reptiles). Volunteers
give examples of each group and
say whether these animals are
viviparous or oviparous.
Reinforcement
• Say true or false statements about habitats, reproduction, and plants
and animals. In teams, the class take it in turns to answer true or false.
If they are correct, they win one point. If they are incorrect, the other team
wins the point.
Extension
• Write on the board: Which animals are endangered because their
habitats are changing? Ss search the Internet to find examples and share
them with the class.
Objectives 1.2
All living things carry out three basic life processes:
• To learn the characteristics of cells nutrition, reproduction and sensitivity. In addition, all
• To identify the main parts of a cell living things are made up of cells.
2 Baker’s yeast, used to make bread, is
• To differentiate between animal Cells are the basic units of life. Most cells are very small and a unicellular living thing.
and plant cells can only be seen through a microscope.
Cells are living units and they carry out the three basic life
processes. In addition, cells can specialize to perform
Key language a particular function. 1
• Vocabulary and structures: nutrition, Depending on the number of cells, living things can be
classified into:
sensitivity, reproduction; cell wall,
Unicellular. Living things made up of a single cell. 2
chlorophyll, chloroplast, cytoplasm,
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are
membrane, nucleus, organelle; and animals are multicellular. 3 multicellular living things.
covering, liver, neuron, microscope,
shape, yeast; absorb, carry out,
(be) composed of, specialize; basic,
jelly-like, multicellular/unicellular muscle cell
red blood cell
Presentation
• Explain that ‘sensitivity’ (reacting to white blood cell
• Ask: How can we see very small 2 Copy and complete the sentences.
cells? What do cells do? What is the a. Every living thing is made up of .
difference between unicellular and b. We are living things.
Activities
1. Work with the picture. Describe
the different types of human cells
to your partner. Reinforcement
• Ask Ss about the different human • Draw the different types of human cells on the board. Volunteers describe
cells in illustration 1: Which cell is each one. They talk about its shape and function.
round and red, with a dent in the
middle? Which cell is long and thin? Extension
What system is the (intestine cell)
• Find images of cells of living things as seen through a microscope on the
part of? (The intestine cell is part
Internet, for example, amoeba or paramecium, and show them to Ss.
of the digestive system.)
• Ss do the activity in pairs.
2. Copy and complete the sentences.
• Ss copy and complete the sentences
in their notebooks.
Reinforcement
• Ss draw and label a plant cell and an animal cell.
Extension
• In groups, Ss find out about bamboo plants and make a poster. They
include where bamboo plants grow, what animals eat bamboo plants,
how people make use of bamboo, etc. They include a picture of
a bamboo plant and a drawing of bamboo cells.
1.5
Extension
• Show a photograph of a raw pork tenderloin or bring one to class. Help
Ss to identify the muscles, the tendons, the fat, and the connective tissue.
Then, they draw and label a pork tenderloin in their notebooks.
Objectives
1.7
Living things are classified into groups called kingdoms. There are five
• To recognize that living things are
kingdoms:
classified into five kingdoms Animal kingdom Plant kingdom Fungi kingdom
• To identify the main characteristics Monera kingdom Protista kingdom
of each of the five kingdoms
• To learn about viruses
Animal kingdom A B
Key language The main characteristics of animals are:
• Vocabulary and structures: alga They are multicellular living things.
10
Activities Activities
1. Work with the picture.
1 WORK WITH THE PICTURE. Look at the photographs of animals and plants.
Which characteristics do they illustrate? • In pairs, Ss describe the
2 Choose one of the living things. Describe it and say why it belongs to a certain kingdom.
characteristics of the animals
and plants in the photos.
3 Draw a Venn diagram in your notebook and include similarities and differences
between the plant and animal kingdoms. 2. Choose one of the living things.
4 Copy the table and tick (✔). • Give an example: A dolphin is
multicellular. It eats fish. It can
animals plants fungi bacteria protists
swim. It has a nervous system and
unicellular
sense organs and reacts to stimuli.
multicellular
It belongs to the animal kingdom.
make their own food
3. Draw a Venn diagram in
feed on other organisms
your notebooks and include
similarities and differences
between the plant and animal
eleven 11
kingdoms.
13/03/13 11:39 490073 _ 0004-0013.indd 11 13/03/13 11:39
• Show Ss where to write
characteristics of plants, animal or
both:
Extension
• Ss search the Internet to find the differences between bacteria and viruses. 4. Copy the table and tick (✓).
• Before Ss complete the activity, ask
about the different characteristics in
the table: Are animals (unicellular)?
11
• To practise key competences Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope.
arising from the unit
A microscope is an instrument with several lenses that make very small objects appear
• To apply key concepts much larger than they really are.
• To identify the parts of a microscope Tube. It supports
ANSWER THE QUESTIONS
the eyepiece.
Activities
1. Investigate! What lives in a drop
Investigate!
1 What lives in a drop of pond water?
of pond water? Instructions
• Ask: What kind of things do you 1. Put a drop of pond water on a 4. Draw what you see in your notebook.
microscope slide and place a cover Label the parts of cells that you can
think live in a drop of pond water? slip over it. identify. Can you tell if any of the cells are
• Read the instructions with the class. 2. Put the slide on the microscope stage. plants or protozoa? Explain.
Now write some sentences under your
• Ss look at the living organisms 3. Look through the eyepiece. Use the
picture, describing what you see.
focusing knobs to adjust the focus. Start
in the drop of pond water and draw with the large knob.
what they see in their notebooks.
• Ask: Can you identify any cells?
• Ss label the parts of the cells in their 12 twelve
drawings.
490073 _ 0004-0013.indd 12 13/03/13 11:39 490073 _ 0004-0013.i
• Ask: Are they plant cells or
protozoa? How do you know?
• Ss write sentences under their
pictures describing what they see. Reinforcement
• Divide the class into two teams. Describe a part of a microscope:
(This is where you put the sample.) The first team to say the name
of the part wins a point. (The stage.)
Extension
• Ss search the Internet to find out why microscopes are useful
in medicine. Who uses microscopes? What kind of microscope is used?
What do they use them for?
12
Activities
1. Copy the table and tick (✓).
• Ask about animal and plant cells:
Do animal cells have a cell wall?
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. ……. and ……. can be multicellular.
Ss complete the activity in their
b. ……. and ……. can make their own food.
notebooks.
c. ……. and ……. can move about. 2. Copy and complete the diagram
d. ……. and ……. can be harmful. of the levels of organization.
• Brainstorm the order of the levels
5 SPEAKING. Read and discuss with your partner which kingdom each living thing of organization. Ss complete the
belongs to.
diagram in their notebooks.
a. It is a multicellular living thing. It cannot move about. It makes its own food.
3. Compare plants and animals
b. It is a unicellular living thing. It is very small and can be harmful.
to fungi. Write sentences in your
c. It is a multicellular living thing. It can move about. It feeds on other organisms.
notebook describing how fungi
d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
are similar to plants, and how
they are similar to animals.
thirteen 13 • Revise the characteristics of plants,
animals and fungi and discuss
13/03/13 11:39 490073 _ 0004-0013.indd 13 13/03/13 11:39 their similarities and differences.
4. Copy and complete the sentences
with fungi, monerans and/or
protists.
Reinforcement • Ask volunteers to read out,
• Divide the class into two teams. Show a picture of a living thing (for then complete the sentences.
example, yoghurt bacteria). Each team has a few minutes to write as Ss complete the activity in their
many things as they can about it. (Bacteria, makes yoghurt, unicellular, notebooks.
helpful, microbe, only seen through a microscope, etc.) Give points for 5. Speaking. Read and discuss with
each item on the list. your partner which kingdom
each living thing belongs to.
Extension • In pairs, Ss read and discuss
• Take Ss on a field trip to a natural science museum. Before going, the sentences and decide
ask Ss what they would like to see and ask them to write a list of what on the answers.
they want to find out.
13