Test Fotocopiables 3º Primaria Science Macmillan PDF

Test diagnostic
Name Class
1 Circle the odd ones out.

(a) skull eyes spine 2
(b) wrist shoulder lung
2 Identify the food groups.
Fruit and (b)

(a)

vegetables
(c) Meat and (e)

fish
(d) Sugary foods 2
3 Are these sentences about animals true or false?

(a) Mammals and birds are vertebrates. True / False
(b) Tigers are omnivores. True / False
(c) Giraffes live in the grasslands. True / False 3
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4 Complete the sentences about animals.
(a) Reptiles, , fish, insects and birds lay eggs.
(b) Vertebrates have a .
(c) Fish breathe with their . 3
5 Match the parts of the plant with what they do.

(a) flower Take in water.
(b) stem Take in air and sunlight.
(c) leaves Supports the plant.
(d) roots Produces seeds.

3
6 Identify the forms of water.

a b c
solid 2
7 Label the diagram with Sun, Earth and moon.
(a)
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8 Complete the sentences about transport with goods or people.
(a) Lorries, tankers and vans are transport for .
(b) Cars, bikes and buses are transport for .
2
9 Colour the natural material green and the manufactured

material red.
a b
10 Are these people using a push or a pull force?

a b
11 Circle the things that need electricity.

a b c d e
12 Identify objects from the past or present.

a b c d

present

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TEST
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Teacher’s Notes End of Year
End of Year Test
Between completing the Term 3 Test and the End of Year Test, spend some time revisiting the material
covered during the year. Sing some of the unit songs that the pupils have particularly enjoyed and,
through games and discussion, review the main concepts learned in each unit.
* It is strongly recommended that you avoid setting pupils the Term 3 Test and End of Year Test
too close together.
Materials: question cards (enlarged for the board); question cards (sets A and B for pupils), Blu Tack or
sticky tape
1 Play Noughts and crosses

•• Use the sixteen question cards to make a large noughts and crosses grid on the board. Divide the class
into two teams. Ask them to choose a name for their team and a captain.
•• Encourage the pupils in the Noughts team to select the question they want to answer by saying I want
question (three), please. Read the question out loud. The pupils should confer before the team captain
gives the final answer. If a pupil answers correctly, remove the question card and ask him/her to put either
a nought or a cross in its place. Repeat for the Crosses team.
•• The winning team is the first one to make a line (horizontal, vertical or diagonal) of noughts or crosses.
2 Play Question and answer in pairs

•• Organise the pupils into pairs. One child in each pair is A and the other is B. Give all the Pupils A set A of
the question cards and key and give Pupils B set B of the question cards and key.
•• Tell the pupils they must keep their cards and key secret from their partner. The pupils ask and answer the
questions in pairs. They check their partners’ answers using the key. If the pupil answers correctly, they
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell the pupils
that they must answer every element of the question correctly to win the card.
3 Do the test
•• Explain what the pupils must do in each activity and make sure they all have the necessary materials.
Allow pupils time to do the test individually and monitor carefully, helping any individuals who are having
difficulty.
Test Key End of Year
1 a. nutrition, b. interaction, c. reproduction 10 a. Meanders are bends on a river. (example)
b. The mouth is where the river ends.
1 point for each correct answer (3 points)
c. Tributaries are small rivers that join the main
river.
2 a. sight (example), b. ears, c. smell, d. tongue, d. The source is where the river begins.
e. touch
11 (From top to bottom:) a. topsoil, b. subsoil,
3 a. ( Three types of bones are) long, short and c. bedrock.
flat bones.
b. ( Three types of joints are) flexible, semi- 1 point for each correct answer (3 points)
flexible and fixed.
12 a. True.
½ point for each of long, short, flat, flexible,
b. False. Motorbikes and buses are public
semi-flexible, fixed (3 points)
transport.
c. False. Cargo ships are a form of sea transport.
4 a. mammal (example), b. live, c. lungs d. True.
d. gills, e. beak, f. eggs, g. invertebrate,
h. backbone, i. exoskeleton 1 point for each correct answer (3 points in total)
½ point for each correct answer (4 points)

13 a. farmer (example) / primary (example),
b. craft worker / secondary, c. teacher / tertiary.
5 a. Petals, matched with number 2 (example).
b. Stamens, pollen, matched with number 3. ½ point for each correct answer (2 points)
c. Sepals matched with number 4.
d. carpel, seed(s) matched with number 1. 14 a. oldest (example), b. historic centre,
c. outskirts, d. new part(s)
6 a. savannahs, b. deserts, c. tropical rainforests,
d. temperate forests Total for the test 45 points
7 producer (example); consumer; consumer;

decomposers
8 a. water cycle (example), b. evaporation,

c. condensation, d. rain e. precipitation,
f. collection
9 a. coastal, b. mountain, c. flat

Test end of year
Name Class
1 Identify the life processes of living things.

a b c
2 Complete the sentences about the senses.
a
Our eyes are the sense organs of sight .

b
Our are the organs of hearing.

c
Our nose is the organ of .

d
Our is the organ of taste.

e
Our skin is the organ of .
4
3 Answer the questions about bones and joints.

(a) What are three types of bones?

(b) What are three types of joints?

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4 Complete the texts about the animals.
gills mammal lungs backbone live
eak eggs exoskeleton invertebrate
b
a b c
A dog is a Fish have fins, scales Birds have feathers,

mammal . and . a
Its babies are born and wings. All birds lay
. .
It breathes with its
.
d e
A snail is an Spiders and crabs have

. an .
It does not have a
. 4
5 Write the parts of the flower. Match.
2 3 (a) Petals attract insects. 2

(b) S have p
at their ends.
(c) S protect the flower

before it opens.
4
1 (d) The c is the part of the 4
flower where the s develop.
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6 Complete the text about habitats.
Some habitats are the Arctic region, (a) s ,
(b) d , (c) t‌ r
and (d) t f .
2
7 Complete the food chain.
a b c d
➡ ➡ ➡
The grass is the The rabbit is a The fox is also a The fungi are
producer . .
because it eats because it eats
the grass. the rabbit.
3
8 Complete the text about the water cycle.
Water on Earth is always changing state and place. This is known as the
(a) water cycle . The Sun heats water causing
(b) . When the water vapour cools, it turns into
water drops and forms clouds. This is (c) .
When clouds cool, water falls as (d) or
snow. Rain and snow are both types of (e) . 5
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Water eventually goes back to rivers and the sea. This is called
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9 Identify the landscapes.
a b c
This is a This is a This is a
landscape. landscape. landscape.

3
10 Match to make definitions of the parts of a river.
(a) Meanders is where the river ends.
(b) The mouth are bends in a river.
(c) Tributaries is where the river begins.
(d) The source are small rivers that join the main river.
3
11 Label the soil layers.

(a)
(b)
(c)
3
12 Are
these sentences about transport true or false?
Correct the false sentences.
(a) Buses and ferries are for carrying people True / False

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

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

(d) Land vehicles can cause noise and air pollution. True / False 3

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13 Look at the pictures and complete the sentences.
(a) A farmer works in the primary sector.
(b) A works in the sector.
(c) A works in the sector.
14 Complete the sentences about the city.

The (a) oldest part of the city is the (b)
.
On the (c) of the city there is usually lots of space
to build new buildings.
The (d) of the city has wide,
straight streets and the buildings are new.
3
TEST
TOTAL
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Teacher’s Notes unit 12
Where we live
Materials: CD 3; Unit 12 poster; Word cards: hospital, library, sports centre, car park, park, zebra crossing,
telephone box, gas pipes, water pipes, electricity cables, telephone cables, sewer pipes, metro train; a map(s) of the
pupils’ town.
1 Poster activity
•• Focus the pupils on the poster and ask them to identify things, encouraging them to use language such as
There’s a … and I can see a ….
•• Ask them Do you live in a village, a town or a city? What is there in our village/town/city?
2 Villages, towns and cities

•• Write two headings on the board: Villages and Towns and cities. Ask the pupils to tell you about villages,
towns and cities and write, or ask them to write, their ideas on the board in the two columns.
•• Encourage the pupils to compare and contrast Villages and Towns and cities, e.g. Villages are small but
towns and cities are big. Villages have low buildings but towns and cities have high buildings, etc.
3 CD3
52
Sing the City song
•• Ask the pupils Do you think our village / town / city has always been the same or has it changed over
time? How do villages and towns and cities change? Accept all reasonable answers.
•• Elicit the three main parts of a city if pupils do not offer them (historic centre, new part, outskirts).
•• Ask the pupils if they remember the City song from Lesson 3 (see Pupil’s Book Teacher’s Notes Lesson 3 for
lyrics). Play CD 3 (track 52). Sing the song and encourage the pupils to join in.
4 Word card game

•• Hand out the word cards and have the pupils with a word card come out to the front of the class.
•• Point to the pupils at the front of the class and say to the rest of the class These children have word
cards with services we have in a town or city. Can you guess them?
•• Encourage them to ask the pupils individually Is it a visible / underground service? and then to guess the
services. Is it a telephone box / metro train?, etc.
5 Map activity
•• Display a map of the pupils’ village, town or city, or hand out a number of maps to small groups of pupils.
•• Ask the pupils to try to identify places and services on the maps. Ask them to identify the key if there is
one.
•• Ask Can you find the historic centre / new part / outskirts? Where is our school? Where do you live?
6 Do the test
difficulty.
Test Key unit 12
Where we live
1 a. city, b. village, c. town
2 a. small (example), b. big, c. very big, d. farming, e. offices, f. few, g. many, h. main, i. shops,
j. few, k. many
3
‌(a) historic centre ‌(b) outskirts
(c) new part

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

Visible services Underground services

schools (example) sewer pipes
hospitals electricity cables
libraries metro trains
zebra crossings gas pipes
telephone boxes water pipes
street lamps
6 a. the castle (example), b. the hospital, c. the car park, d. the car park, the church, the post
office, the restaurant;
e. D2, E3, C3, f. one of the squares in the outskirts such as E5 or A5 because there is space to
build new buildings.
Total for the test 35 points

Test unit 12
Name Class
1 Identify the places and write village, town or city.
a b c
2 Complete the sentences about villages, towns and cities.
many few small farming big main
shops very big offices many few
(a) Villages are small .

(b) Towns are .
(c) Cities are .
(d) People who live in villages often work in or
tourism.
(e) People who live in towns and cities often work in
and factories.
(f ) Villages have services.
(g) Towns and cities have services.
(h) Villages usually have one street with shops.
(i) Towns and cities have many squares, parks, churches and
.
(j) Villages have inhabitants.
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(k) Towns and cities have inhabitants.
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3 Label the parts of the city.
‌(a) ‌(b)
‌(c)
3
4 Complete the sentences about cities.
(a) The oldest part of the city is the .
(b) There are usually lots of flats, offices and shops in the
of the city.
(c) There is lots of space to build new buildings in the
of the city. 3
5 Classify these services.
schools sewer pipes electricity cables metro trains

gas pipes hospitals telephone boxes libraries
zebra crossings water pipes street lamps
Visible services Underground services
schools
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6 Look at the map and answer the questions.
A B C D E
D1 –
restaurant
1
B2 – post D2 – museum
office
2
A3 – car park C3 – town hall E3 – castle
3 car park
castle
C4 – church
church
4 hospital
museum
C5 – hospital
post office
5 restaurant
town hall
(a) What place is in the east of the city? the castle

(b) What place is in the south of the city? .
(c) What place is in the west of the city?
(d) What places are in these squares?
A3 C4
B2 D1
(e) In which square can you find the following places?
the museum the castle the town hall
(f ) Which is a good place for an airport? Why? 11

TEST
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Work
Materials: CD 3, Unit 11 poster; Word cards: farmer, teacher, factory worker/industrial worker, doctor,
craft worker, builder, miner, hairdresser, fisherman; some Blu Tack; a hand-crafted object and a mass-produced
object (from home)
1 CD3
33
Say the Jobs chant
•• Ask the pupils if they remember the Jobs chant from Lesson 1 (see Pupil’s Book Teacher’s Notes Lesson 1
for lyrics). Play CD 3 (track 33). Say the chant and encourage them to join in.
2 Poster activity: Jobs

•• Focus the pupils on the poster and ask them to identify the jobs, e.g. This is a fisherman.
•• Then ask What does your mother / father do? and encourage them to answer My father is a …. Then ask
What do you want to be when you grow up? and encourage them to answer When I grow up I want to be
a ...
3 Word card poster game

•• Divide the class into two groups. Hand out the word cards to the pupils in one half of the class.
•• Ask a pupil with a word card to say a definition for their word card or describe the job in order for the
pupils in the other half of the class to guess what it is. When a pupil guesses, he or she goes and places the
word card in the correct place on the poster.
4 Work sectors review

•• Ask the pupils if they can remember the three work sectors. Have volunteers come and write them on the
board: Primary sector, Secondary sector and Tertiary sector. Ask them to say what the people in each sector
do, e.g. People who work in the Primary sector obtain or process natural products.
5 The primary sector

•• Ask the pupils to tell you jobs in the primary sector, e.g. A farmer works in the primary sector.
•• Write on the board Farming and Fishing and ask the pupils to tell you what they know about each
activity. You may like to build up spidergrams:
Arable FARMING Livestock
Dry crops Irrigated Extensive Intensive

crops
Stay at sea a Go out

long time every day
Far from the Near the

coast Deep sea FISHING Coastal coast
Big ships Small ships

6 The secondary sector
•• Show the pupils the hand-crafted object and the mass-produced object and ask Where do you think
these things were made? Who made them?
•• Hold up the hand-crafted object and ask Do you think there are many more objects exactly the same
as this one? (No, it’s unique.) Repeat the question for the mass-produced object (Yes, it is mass-produced.)
7 The tertiary sector

•• Ask the pupils if they can remember the names of the six service industries.
•• Have volunteers come and write them on the board giving an example of a person who works in each
one. Encourage them to write A teacher works in education. A secretary works in administration, etc.
8 Do the test
difficulty.
Test Key unit 11
Work
1 a salary
1 point for the correct answer (1 point)
2 a. People who work in the primary sector obtain or process natural products.
b. People who work in the secondary sector transform natural products into manufactured products.
c. People who work in the tertiary sector provide a service.
2 points for each correct answer (6 points)
3 a. (Most people work in the primary sector in) country B.

b. (Most people work in the tertiary sector in) country A.
2 points for each correct sentence (4 points)
Primary sector Secondary sector Tertiary sector

farmer (example) craft worker shop assistant
miner factory worker hairdresser
5 a. True (example), b. False, c. True, d. True, e. False, f. True

Coastal fishing Deep-sea fishing

Fishing happens near the coast. (example) Fishing happens a long way from the coast.
Fishermen go out to sea every day in small boats. Fishermen go out to sea for weeks or months.
7 a. craft (example), b. industry, c. craft workers, d. machines, e. unique, f. mass-produced, g. factories

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

b. look after our health.
c. help us when we go on holiday.
d. take us from one place to another or transport goods.
e. help sell products to customers
f. help organise work in offices.
1 point for each correctly matched statement ( 5 points)

Test unit 11
Name Class
1 Answer the question.

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

1
2 Match and write sentences about the three job sectors.

secondary sector provide a service.
People with transform natural products into
tertiary sector
jobs in the manufactured products.
primary sector obtain or process natural products.
(a) People with jobs in the

.
(b)
.
(c)
.
6
3 Look at the diagrams and answer the questions.

Country A Country B Key
Primary sector
Secondary sector
Tertiary sector
In which country do most people work …
(a) in the primary sector?
(b) in the tertiary sector?
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4 Classify these jobs.
hairdresser farmer miner shop assistant
craft worker factory worker
Primary sector Secondary sector Tertiary sector
farmer
5
5 Are these sentences about farming true or false?
(a) All crops need water to grow True / False
(b) In intensive farming animals live outside. True / False
(c) Olive trees and wheat need just rainwater to grow. True / False
(d) In free-range farming animals have more space to move. True / False
(e) Dry crops need more water than just rainwater to grow. True / False
(f ) Tomatoes and rice are irrigated crops. True / False
6 Classify these sentences about fishing. 5
Fishermen go out to sea every day in small boats.

Fishing happens a long way from the coast.
Fishing happens near the coast.
Fishermen go out to sea for weeks or months.
Coastal fishing Deep-sea fishing
Fishing happens
near the coast.
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7 Complete the text about craft and industry.
unique mass-produced craft factories Craft workers
industry machines
Manufactured products are made by transforming natural products into

other materials. This can be done by (a) craft or by
(b) .
(c) use simple tools or their hands
to make manufactured products and industrial workers use
(d) to make these products.
Products made by craft workers are (e) . Products
made by industrial workers are (f )
and are usually made in (g) .
6
8 Match.
(a) People with jobs in education help organise work in offices.
(b) People with jobs in health care help us when we go on holiday.
(c) People with jobs in tourism help sell products to customers.
(d) People with jobs in transport look after our health.
(e) People with jobs in retail help us learn new things.
(f ) People with jobs in administration take us from one place to

another or transport goods.
5
TEST
TOTAL
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Transport and communication
Materials: CD 3; Unit 10 Poster
1 CD3
15
Say the Transport chant
•• Ask the pupils if they remember the Transport chant from Lesson 1 (see Pupil’s Book Teacher’s Notes
Lesson 1 for lyrics). Play CD 3 (track 15) and ask them to listen.
•• Divide the class into two groups.
•• Say Let’s see which group says the chant the best. Ask the first group to say the chant and then ask the
second group. Congratulate each group on how well they said it.
2 Poster activity: Transport

•• Divide the class into four groups. Focus them on the poster.
•• Ask a member of each group to come out to the poster and identify a form of transport or
communication, e.g. This is a car or to make a sentence about transport or communication, e.g. This ship is
for carrying goods.
•• Write one point for each correct word and 2 points for each statement. Pupils cannot repeat what has
been said before their turn.
3 Land, air or sea?

•• Write three headings on the board: On land, By air, By sea and ask the pupils to tell you the forms of
transport for each group.
•• Encourage them to say A car travels on land; A ship travels by sea, etc.
4 Descriptions game
•• Read out these descriptions for the pupils and ask them to guess the forms of transport you are talking
about:
This vehicle is a form of public transport or private transport. It travels by air. It is very fast. (A plane.)
This vehicle is a form of private transport. It has two wheels. It can cause noise pollution.
(A motorbike.)
This vehicle is a form of public transport. It is very long. It is a good form of transport in the city
because it goes underground. (A metro train.)
•• Now ask the class to write a similar description of a form of transport.
•• Ask volunteers to come out to the front of the class and read their descriptions for the rest of the class to
guess.
5 Communication
•• Write on the board Personal communication and Mass communication.
•• Ask the pupils to tell you what they know about each of these types of communication. Write their
suggestions on the board.
•• Ask them which forms of communication they use.
Teachers Notes unit 10
6 Computers hangman
•• Ask the pupils When do you use a computer? Encourage them to answer I use a computer to … play
games, send emails to my friends, look at the internet, etc.
•• Say Let’s play hangman with some words you know about computers. Play hangman on the board
with the words computer, internet, browser, website, search engine, retrieve, process.
7 Do the test
difficulty.
Test Key unit 10
Transport and communication
1
On land By air By sea

car plane ferry
motorbike helicopter ocean liner
bike/bus cargo ship
Underground
van
train metro train
(car = example)
2 a. False. Land vehicles usually have wheels. (example)

b. False. We use planes when we want to travel long distances.
c. True.
d. False. Helicopters can land in difficult places.
e. True.
f. True.
g. False. Ferries and ocean liners carry people. / Cargo ships carry goods.
3 a. (An advantage of using private transport is that) we can travel where and when we want.
b. (It is important to try to use public transport) because we can reduce air pollution.
2 points for each full and correct answer (4 points)
4 a. We use personal communication to communicate with another person.

b. We use mass communication to send information to a lot of people.
5 a. (These are) advertisements.

b. A responsible consumer.
6 a. newspaper (example), b. mobile phone (example), c. email, d. radio, e. face to face, f. letter,
g. internet, h. television, i. landline telephone, j. parcel
Circled: newspaper (example), radio, internet and television
1 point for each correct word
1 point for each correctly circled word (11 points)
7 a. computer (example), processes, b. website, c. search engine, d. browser, e. internet


Test unit 10
Name Class
1 Complete the chart with the forms of transport.

On land By air By sea
c ar p f
mo h o l
b c s
v Underground
t
me
5
2 Are these sentences about transport true or false?
(a) Land vehicles sometimes have wheels. True / False
Land vehicles usually have wheels.
(b) We use planes when we want to travel short distances. True / False

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

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

(e) Forms of sea transport aren’t as fast as planes. True / False

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

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

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3 Answer the questions about transport.
(a) What is an advantage of using private transport?

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

4
4 Write two sentences about communication.
personal to communicate to send

communication with information
mass
to lots of people. another person.
communication
(a) We use .
(b) We use .
2
5 Answer the questions.

(a) What are these?

(b) What do you call someone who thinks before they buy something? 2
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6 Identify
the forms of communication. Circle the forms
of mass communication.
a b c d
newspaper mobile
phone
e f g h
i j
11
7 Complete the definitions about computers and the internet.
search engine computer internet
rowser processes website
b
(a) A computer is a complex machine that stores, retrieves and

information.
(b) A is a place on the internet that gives you
information.
(c) We use a to look for
information on the internet.
(d) A is a program that allows you to visit a
website. 5
(e) The is a global network of computers. TEST
TOTAL
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The top layer of Earth
Materials: CD 3; some soil, newspaper, rubber gloves (optional); Poster Unit 9, Word cards: mole, rabbit, bird,
hedgehog, worm, snail, ant, slug, topsoil, subsoil, bedrock; some Blu Tack; a large sheet of paper or card for each
small group of pupils
1 Exploring soil
•• Put some soil on a sheet of newspaper at the front of the class. Ask the pupils to come out and observe
and/or touch the soil and describe it. Encourage them to use language such as There is … There are … It
has … It’s …. If the pupils do not mention rocks, stones, humus, water or air, elicit them by asking What
else can we find in soil?
2 CD3
2
Say the Soil rap
•• Ask the pupils if they remember the Soil rap from Lesson 2 (see Pupil’s Book Teacher’s Notes Lesson 2 for
lyrics). Play CD 3 (track 2). Ask them to listen and say the rap along with the CD.
3 Poster activity: Soil

•• Focus the pupils on the poster. Ask volunteers to come out and point out and name the different things
that they can see.
•• Divide the class into two and hand out the word cards to pupils in one half of the class. Ask the pupils to
describe, mime or say a definition for their word card in order for the pupils in the other half of the class to
guess it. When a pupil guesses, he or she goes and places the word card in the correct place on the poster.
4 Labelling soil layers

•• Draw a basic diagram showing the layers in soil on the blackboard. Ask Are these layers the same or
different? What can we find in the different layers? Have volunteers label the layers saying This is the
top layer, it is called topsoil, etc.
5 Making a soil ecosystem poster

•• Divide the class into groups. Give each group a large blank sheet of paper or card. Ask them to draw a soil
ecosystem and to label it with as much information as possible. Set a time limit, such as 5-10 minutes.
•• When the pupils have finished, have each group present their soil ecosystem to the class.
6 Types of soil
•• Ask the pupils to name the different types of soil. Write the names on the blackboard as three headings:
Fertile, Poor, Arid. Now ask the pupils to tell you the characteristics of the three types of soil. Say Tell me
about these types of soil. Then ask them to tell you what plants can grow in the different types of soil
and where we can find the different types of soil.
7 Rocks and minerals

•• Ask the pupils if they remember what minerals are. Ask Why do we need rocks and minerals? Accept all
valid answers, e.g, We need minerals to make lots of everyday things.
Teachers Notes unit 9
8 Do the test
difficulty.
Test Key unit 9
The top layer of earth
1 a. rocks (example), b. minerals, c. humus, d. air, e. water, f. humus,
g. dead plants, h. nutrients, i. top layer, j. live, k. grow
2 a. Subsoil (example), 2
b. Bedrock, 3
c. Topsoil, 1
1 point for each correctly matched picture and each word (5 points)
3 a. water, b. fertile, c. colour, d. humus

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

5 a. that grow in the soil (example), b. dead plants and animals,

c. eat slugs and snails, d. turn into humus,
e. allow air and water into the soil.
6 a. True (example).
b. False. Minerals are non-living things.
c. True.
d. True.
e. True.
f. False. Some minerals are very rare.
g. False. We eat some minerals.
7 a. make jewellery, b. make roofs on houses, c. put on food.


Test unit 9
Name Class
1 Answer the questions about soil.

What is soil?
Soil is made up of particles of (a) r ocks and (b) m ,
(c) h , (d) a , and (e) w .
What do decomposers do?
Decomposers help to turn dead plants and animals into (f ) h .
What is humus?
Humus is the remains of (g) d p .
What does humus contain that plants need?
It contains (h) n that plants need to grow.
Where can we find soil?
We can find soil in the (i) t l of the Earth.
Why do trees and plants need soil?
Trees and plants need soil to (j) l and (k) g .
10
2 Complete the texts about soil and number the soil layers.
(a) Subsoil is the middle layer of the soil. It has very little
humus. It is hard.
(b) is the bottom layer of soil. It is very hard. It is
made up of bigger rocks.
(c) is the top layer of soil. It is soft and has lots 5
of humus.
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3 Complete the sentences about soil.
(a) We can classify soil by the quantity of humus and water
it contains.
(b) Soil can be , poor or arid.
(c) The of soil can tell us a lot about it.
(d) If soil is dark, it usually means that it has lots of .
3
4 Match the plants to the type of soil.

(a) cactus poor
(b) olive tree fertile
(c) potato plant arid 3
5 Match to make sentences about soil.

(a) Animals eat plants turn into humus.
(b) Slugs and snails eat that grow in the soil.
(c) Birds and hedgehogs eat slugs and snails.
(d) Plant and animal remains allow air and water into the soil.
and excrement
(e) Tunnels made by worms in the soil.
(f ) Animals shelter dead plants and animals.

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6 Are
these sentences about rocks and minerals
true or false? Correct the false sentences.
(a) Rocks make up the solid part of the Earth. True / False

(b) Minerals are living things. True / False

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

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

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

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

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

6
7 Match to make sentences about the minerals.
(a) We use gold to make roofs on houses.
(b) We use salt to make jewellery.
(c) We use slate to put on food.
3
TEST
TOTAL
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Landscapes
Materials: CD 2; Unit 8 poster; Word cards: mountain, hill, valley, plain, plateau, beach, cliff, upper course,
middle course, lower course, meanders, mouth, bay, cape, island, archipelago; photos or magazine cut-outs of
landscapes (showing natural and man-made features); Blu Tack
Preparation: In the previous lesson, ask the pupils to bring their own photos or magazine cut-outs of
landscapes to the class.
1 CD2
44
CD2
45
Say the Landscapes chants
•• Ask the pupils if they remember the Landscapes chants from Lesson 1. Ask them to stand up. Play CD 2
(tracks 44 and 45) and have them listen and say the chants (see Pupil’s Book Teacher’s Notes Lesson 1 for
lyrics).
2 Poster activity: Landscapes

•• Hand out the word cards to pairs of pupils. Ask them to come out to the poster and stick the word cards
on the corresponding features. Ask each pair to then give a definition of that feature, for example This is an
island. An island is an area of land that is surrounded by water.
3 Talking about landscapes

•• Ask the pupils to get into groups with the photos or cut-outs of landscapes that they have brought in
and ask them to talk about the features that they can see. Encourage them by asking Is this a mountain
landscape, a flat landscape or a coastal landscape? Can you see a river? Which part of the river is it?
When they have finished, you may like to ask a pupil to stick three photos or cut-outs on the board and to
describe one of them. The rest of the class has to guess which picture they are describing.
•• Use the photos or cut-outs to point out man-made and natural features in the landscapes. Point to a
feature and ask the pupils to say if it is natural or man-made.
4 Mountain and flat landscapes

•• Draw a mountain on the board and have volunteers label it.
•• Discuss whether a flat or mountain landscape is best for growing crops. Remind the pupils that in a
mountain landscape, crops are usually grown in the valleys and very little grows at the summit. Discuss
how flat landscapes are good places for growing crops.
5 Rivers
•• Draw a river on the board and write the first letter of the three main parts. Ask the pupils to come and
label the river and say the parts. (Source, mouth, meander, tributaries, upper course, middle course, lower
course.) Ask Where do most rivers end? (In the sea / At the coast.)
6 Coastal landscape game

•• Divide the class into six groups. Ask each group to write a definition of a feature of a coastal landscape:
beach, cliff, cape, bay, island, archipelago. Have each group read their definition to the class and when a
pupil from another group guesses the feature, he or she draws and labels it on the board.
•• At the end of the game, the pupils should have drawn and labelled a coastal landscape on the board.
7 Changing coastal landscapes
•• Discuss with the pupils how large tourist towns on the coast used to be small fishing villages. Ask them
to say what can be found now in the big tourist resorts. Encourage them to say Now there are hotels,
apartments, shops, restaurants, marinas, etc.
8 Do the test
difficulty.
Test Key unit 8
Landscapes
1 a. hills (example) / valleys b. plateaus 6 a. source (example), b. meanders,
c. beaches / capes c. tributaries, d. mouth
1 point for each correct answer (4 points) 1 point for each correct answer (3 points)
2 7
a
Landscapes
Natural features Man-made features
b
cliffs ports
mountains bridges c
valleys roads
forests fields
d
plateaus towns
e
(cliffs = example)
f
3
a. summit b. slopes
c. foot 1 point for each correct answer (5 points)
(beach = example)
a. cape
b. bay
1 point for each correct answer (3 points) c. archipelago
d. cliff
4 a. V
ery few plants and animals live at the
summit of a mountain. (example)
e. island
b. Farmers plants crops in valleys. f. beach
c. A flat landscape has plains.
8 Suggested answer: Most towns on the coast
d. A flat landscape is a good place for growing were originally small fishing villages. People go
crops. on holiday to the coast, and now many of these
e. A coastal landscape is next to the sea. villages are very big tourist resorts with hotels,
apartments, restaurants and shops.
f. Most coastal towns were originally small
fishing villages. 1 point for mentioning what villages were like in
the past
1 point for each correct answer (5 points) 2 points for two characteristics / features of
coastal resorts today.
5 a. upper course, b. middle course, (3 points)
c. lower course
1 point for each correct answer (3 points) Total for the test 35 points
Test unit 8
Name Class
1 Complete the sentences.

(a) A mountain landscape has mountains, h‌ ills and v .
(b) A flat landscape has plains and p .
(c) A coastal landscape has b , cliffs, islands, bays,
and c .
4
2 Classify these features.
cliffs ports bridges mountains valleys

forests roads fields plateaus towns
Landscapes
Natural features Man-made features
cliffs
3 Label the mountain.
(a)
(b)
(c)
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4 Write the correct sentences about the different landscapes.
(a) Many / Very few plants and animals live at the summit of a mountain.
Very few plants and animals live at
the summit of a mountain.
(b) Farmers plant crops in valleys / at the summit of a mountain.

(c) A flat landscape has hills / plains.

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

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

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

5
5 Label the river.
(a)
(b)
(c)
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6 Complete the text about rivers.
The place where a river begins is called the (a) s ource . When
the river becomes wider it forms bends called (b) m .
Small rivers joining the main river are called (c) t . A river
ends its journey at the sea or a lake. This is called the
(d) m . 3
7 Complete
the features of a coastal landscape. Label them on the
picture. (a) cape
b
b c
i c a p e
a (b)
(c)
(d)
(e)
(f )
8 Look at the pictures and answer the question. 5
How do coastal landscapes change?
TEST
TOTAL
35
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Water and air on Earth
Materials: CD 2; Unit 7 poster; ice cubes, a glass of water, pictures of a rain gauge, a thermometer, a weather
vane and an anemometer (or the names of these instruments written on small pieces of paper); Word cards:
atmosphere, solid, liquid, gas, ocean/sea, river, lake, icecap, around, water, resevoir; Blu Tack
1 CD2
30
Say the Water chant
•• Ask the pupils if they remember the Water chant from Lesson 1. Say Let’s say the chant. Play CD 2 (track
30) and encourage the pupils to listen and join in (see Pupil’s Book Teacher’s Notes Lesson 1 for lyrics).
2 Air and water

•• Ask the pupils where air is found. Discuss with the pupils why air and water are so important for us and
other living things. (We need air to breathe. We need water to live. Plants need air and water to grow.)
3 States of water
•• Show the pupils the ice cubes and glass of water and, in turn ask What’s this? (Water.) Ask How are they
different? (Water is liquid and ice is solid.) Say These are two states of water. Can we find water in any
other state? (Yes, we can find water as a gas.)
4 Poster activity: Water on Earth

•• Focus the pupils on the poster and ask them if they can remember the two types of water found on Earth.
(Saltwater and freshwater.)
•• Hand out the word cards and ask the pupils to come and put them on the poster. Then ask a volunteer to
come and point to all the pictures that show saltwater. Repeat for freshwater.
5 Characteristics of air and water memory game

•• Ask the pupils if they can remember the two main gases that make up air. (Oxygen and nitrogen.)
•• Ask the pupils if they can remember the characteristics of air and water. Tell them that they are going to
play a memory game. Say Air and water have no smell. Ask a volunteer to repeat what you have said
and to add another characteristic of air and water. Now ask a second pupil to repeat the first and second
characteristic and to add a third, and so on.
•• Repeat the game with different pupils in front of the class. You may then wish to divide the class into
groups of four and ask them to play again.
6 Weather game
•• Ask What is weather? (Weather is the state of the atmosphere in a certain place at a certain time.) Say Let’s
play Hangman with some weather words. Divide the class into two teams and play Hangman on the
board with the following words: precipitation, temperature, wind, calm, breeze, gale, hurricane, snow, hail,
rain. Award a point to each team for each correctly guessed word.
•• Each time the pupils guess a word, ask them to try to define it. You may like to award another point if they
do so correctly.
Suggested definitions: A gale is a strong wind.

Precipitation is water falling from the atmosphere. A hurricane is a very strong wind.
Temperature is how hot or cold it is. Snow is solid precipitation.
Wind is moving air. Hail is precipitation in the form of balls of ice.
Calm is when there is no wind. Rain is liquid precipitation.
A breeze is when there is a little wind.
7 Guess the weather instrument
•• Ask a volunteer to come out to the front of the class and show him/her the picture (or name) of one of the
instruments for measuring weather. Ask him/her to describe it to the rest of class, so they can guess what
it is.
•• When the class guess correctly, ask the pupil at the front to write the name of the instrument on the
board.
8 Saving water
•• Ask the pupils why it is important to try and save water. Ask individual pupils to say how they save water
each day.
9 Do the test
difficulty.
Test Key unit 7
Water and air on Earth
1 a. (All living things need) air and water (to live). 6
b. (Air is found mainly) in the atmosphere. Precipitation Wind
c. ( The three states of water are) solid, liquid snow gale
and gas. hail hurricane
½ point each for: air, water rain breeze
1 point each for: atmosphere, solid, liquid, gas
(5 points)
(snow = example)
2 a. saltwater (example), b. freshwater, c. lakes,

7 Suggested answers:
d. icecaps, e. Reservoirs.
e can turn off the taps when we’re not
a. W
1 point for each correct answer (4 points) using them.
b. We can collect rainwater to water the plants.
3 a. F alse. Air consists mainly of oxygen and
nitrogen. (example) 1 point for each correct answer (2 points)
b. True.
8 water cycle
c. False. Air and water have no taste. 1. Sun (example), evaporation
d. True. 2. clouds, condensation
3. precipitation
1 point for each correct True/False answer 4. rivers, sea
1 point for the corrected sentence. (4 points)
4 a. Weather, b. Precipitation, c. Wind

5 a. a nemometer (example) / how fast the wind

is moving
b. rain gauge / rainfall
c. thermometer / the temperature
Test unit 7
Name Class
1 Answer the questions.

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

(b) Where is air mainly found?

(c) What are the three states of water?

5
2 Complete the text about water on Earth.

Most of the water on Earth is (a) s altwater and only a little is
(b) f‌ ‌.
Oceans and seas are saltwater. Rivers, (c) l , groundwater
and (d) i‌ are freshwater. (e) R are
man-made lakes for storing freshwater.
4
3 Are these sentences true or false? Correct the false sentences.

(a) Water consists mainly of oxygen and nitrogen. True / False
Air consists mainly of oxygen and nitrogen.
(b) Air and water have no smell. True / False

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

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

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4 Complete the definitions with Wind, Weather and Precipitation.
(a) is the state of the atmosphere at a certain time in
a certain place.
(b) is water falling from the atmosphere to the
ground.
(c) is moving air. 3
5 Write about these instruments.
(a) We use an anemometer to measure

.
(b) We use a to measure

.
(c) We use a to measure

.
6 Classify these weather words.
snow gale hail rain hurricane breeze
Precipitation Wind
snow
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7 Write two ways we can save water.
(a)
(b)
8 Complete the labels to explain the water cycle.
The w 2
1 The S un heats water 2 The water vapour turns

and some of the water into water drops and forms
evaporates and rises. This is c‌ . This is called
called e‌ . c‌ .
5 Now the 4 Precipitation eventually 3 The wind moves

cycle goes to r‌ the clouds and the
begins and back to the oceans water drops fall as
again. and s‌ . p‌ .
TEST
TOTAL
35
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Habitats
Materials: CD 2; Unit 6 poster; Word cards: Arctic region, savannah, desert, tropical rainforest, temperate forest,
producer, consumer, decomposer; Blu Tack
1 CD2
16
Say the Habitats chant
•• Ask the pupils if they remember the Habitats chant from Lesson 1. Say Let’s say the chant. Play CD 2
(track 16) and encourage the pupils to join in with you (see Pupil’s Book Teacher’s Notes Lesson 1 for lyrics).
2 Poster activity: Habitats

•• Focus the pupils on the poster. Ask them to name the different habitats that they can see. Hand out
the word cards for the five different habitats and ask the pupils to come and put each one by its
corresponding picture. Encourage them to describe each habitat as they do this, for example, This is a
savannah. It’s very hot and dry. It’s humid in summer, etc.
•• Ask the pupils to name animals that live in each habitat and ask them how each animal can live in this
habitat, for example, The polar bear lives in the Arctic habitat. It can live in the cold Arctic region because it has
thick, white fur.
3 Water habitats
•• Ask the pupils if they can tell you the names of some water habitats. (Oceans, seas, rivers, lakes.) Ask the
pupils how these are different. (Oceans and seas are saltwater and rivers and lakes are freshwater.)
•• Ask volunteers to tell you some animals they know that live in each type of habitat. (Jellyfish and octopus
live in oceans and seas. Frogs live in rivers and lakes, etc.)
4 Definitions: Poster activity

•• Focus the pupils on the poster again and ask What is a habitat? Can you make a definition for the word
habitat? Encourage them to try to make a definition in pairs and refer them to their Pupil’s Book if they
are having difficulty.
•• Repeat the process for ecosystem, population and community.
5 The food chain

•• Write these words on the board jumbled up: fish, plants, frog, fox, fungi, rabbit, grass, heron, insect. Ask the
pupils to say what each animal eats, for example, Fish eat plants, other animals or both. Frogs eat insects.
Rabbits eat grass and plants.
•• Now ask the pupils if they can make food chains using the words on the board. Invite volunteers to come
out to the board, circle the words they need, number them and join them with a line.
•• Hand out the producer, consumer and decomposer word cards to other volunteers and ask them to come
and put each one by the relevant word in a food chain on the board.
1 grass 2 rabbit 3 fox 4 fungi
•• Ask the pupils to talk about each food chain, for example:
The grass is the producer. The rabbit eats the grass. The fox eats the rabbit. The fox and the rabbit are
consumers. The fungi are decomposers.
6 Do the test
difficulty.
Test Key unit 6
Habitats
1 a. Deserts (example) / dry, b. Tropical rainforests / humid, c. Arctic region / very cold,
d. Savannahs / humid, e. Temperate forests / cool / cold
2 a. Oceans and seas are saltwater habitats.

b. Rivers and lakes are freshwater habitats.
3 a. Deserts: camel (example), scorpion

b. Savannahs: zebra, giraffe
c. Tropical rainforests: parrot, monkey
d. Arctic region: Arctic fox, polar bear
e. Temperate forests: fox, rabbit
f. Oceans and seas: octopus, shark
4 a. A habitat is a specific place where living things live. (example)

b. An ecosystem forms when communities interact with other communities and their surroundings.
c. A population is a group of the same living things that live in the same place at the same time.
d. A community forms when populations interact with each other.
5 a. ecosystem (example), b. Sun, c. producers, d. consumers, e. decomposers, f. food chain

6
3 2
4 1
a. rabbit (example) / consumer (example), b. grass / producer, c. fungi, d. rabbit / consumer


Test unit 6
Name Class
1 Identify and describe the habitats using these words.
Deserts very cold cool Tropical rainforests humid

Arctic region Savannahs cold dry
Temperate forests humid
a
Deserts are hot and
.
b
are hot and
.
Natural & Social Sciences: Tests & Photocopiables (worksheets)

c
06.01b
Mac/eps/Illustrator BW s/s
emcdesign
Studio: Peters & Zabransky
The is
.
d
are hot.
They are in summer
and very dry the rest of the year.
e
are both
warm and in summer,
and in winter.
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2 Match to make sentences about water habitats.
Oceans and seas are freshwater habitats.
Rivers and lakes are saltwater habitats.
(a)
(b)
2
3 Classify these animals by their habitats.
fox giraffe camel parrot octopus monkey polar bear

zebra rabbit scorpion Arctic fox shark
(a) Deserts (b) Savannahs

camel

(c) Tropical rainforests (d) Arctic region

(e) Temperate forests (f ) Oceans and seas

11
4 Match to make definitions.
(a) A habitat forms when populations interact with each
other.
(b) An ecosystem is a specific place where living things live.
(c) A population forms when communities interact with other
communities and their surroundings.
(d) A community is a group of the same living things that
live in the same place at the same time.
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5 Complete the text about the food chain.
consumers food chain decomposers producers
ecosystem Sun
Living things in an (a) ecosystem interact with each other

and their habitat to get food. Plants use energy from the
(b) to make their own food. We call plants
(c) .
Animals can’t make their own food, so they eat plants and other
animals. We call animals (d) .
When living things die they provide food for (e) .
These clean the dead material and give nutrients back to the soil.
Plants need these nutrients to make their own food and so the
process starts again. This process is called the (f ) . 5
6 Order the food chain and complete the sentences.
(a) The rabbit eats the grass. The rabbit is the

consumer .
(b) The makes its own food. It’s the
. 4
(c) The are decomposers.

TEST
(d) The fox eats the . The fox is a TOTAL
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Plants
Materials: CD 2; Unit 5 poster; a flowering plant (with leaves); Word cards: stem, leaves, grass, bush, tree,
branches, trunk, flower, sepal, petal, stamen, carpel; sentence cards: Seeds need warmth, water, sunlight and air
to germinate. Roots grow down from a seed. A stem grows up. Leaves grow on the stem. A flower grows on the
plant. Seeds develop in the carpel. The plant dies but new plants can grow from its seeds.; Blu Tack
1 CD2
3
Say the Plants chant
•• Ask the pupils if they remember the Plants chant from Lesson 1. Play CD 2 (track 3). Say the chant and
encourage the pupils to join in with you (see Pupil’s Book Teacher’s Notes Lesson 1 for lyrics).
2 Poster activity: Plants

•• Focus the pupils on the poster and ask them to identify the different types of plants that they can see.
Encourage them to say There are grasses, etc.
•• Hand out the word cards and ask the pupils to come and put them on the poster, explaining each one as
they do so, for example, This is a bush. It has a hard, thick stem.
3 Talking about plants

•• Show the pupils the flowering plant you have brought in. Ask them to identify the different parts and say
what they are for. Point and say, for example, These are the leaves. / They use sunlight to help make their own
food. (It may be difficult to show the roots, but you could point to their position on the outside of the pot.)
•• Focus the pupils’ attention on the flower and ask Why do plants have flowers? (The flower is the
reproductive part of the plant.) Encourage the pupils to name the different parts of the flower and say what
they are for.
•• Point to a leaf on the plant. Ask the pupils to name the two parts. (Blade, stalk.) Then ask the pupils to say
what type of leaf margin the leaf has: serrate, lobed, entire, dentate, sinuate or palmate. Invite volunteers to
draw the different leaf margins on the board.
4 Sentence card game

•• Point out the flower on the plant again and ask the pupils if they remember what develops inside the
carpel. (Seeds.) Ask them what grows from a seed. (A new plant.) Draw the following on the board: a seed
underground, the Sun in the sky and water falling on the seed, and say Seeds need water, warmth,
sunlight and air to germinate. What happens next? Invite a volunteer to come to the board and draw
the next stage of the life cycle of the plant and explain what happens. Repeat the procedure until the life
cycle is complete.
•• Now ask seven pupils to come out to the front of the class. Give them each a sentence card and then ask
them to stick their sentences by the corresponding pictures drawn on the board. When the pupils have
stuck the sentence cards on the board, ask them to read them to the class.
•• If the pupils find this activity challenging, repeat the activity with another group of pupils.
5 Why we need plants

•• Discuss with the pupils how we use plants in different ways. Ask them to name things that come from
plants. Encourage them to say Plants give us food, oxygen, medicines, wood for building houses, etc.
6 Do the test
difficulty.
Test Key unit 5
Plants
1 a. Grasses (example), b. soft, c. thin
d. Bushes, e. hard
5
a. stamen
f. Trees, g. trunk
2
b. sepal
a. leaves
c. petal d. carpel
stem c. roots
b.
e. blade
d. Roots (example), e. Leaves, f. stem, g. stem

3 Suggested answers:
a. produce new leaves all year
f. stalk
b. lose all their leaves in autumn
1 point for an acceptable definition of each type 1 point for each correct answer (5 points)
of plant (2 points) (stamen = example)
4 6 True. (example)
a. b. c. False. The stamens have pollen at their ends. /
The sepals protect the flower before it opens.
True.
serrate dentate entire False. The petals attract insects to the flower. /
The stamens have pollen at their ends.
d. e. f.
1 point for each correct True/False answer
1 point for each corrected sentence (5 points)
7 5, 4, 3, 1 (example), 2
sinuate lobed palmate 1 point for each correct answer (4 points)
1 point for each correctly matched name with its
picture (5 points) 8 Suggested answers: any two of the following:
(serrate = example) vitamins, minerals, oxygen, wood, paper, heat,
shelter, medicine

Test unit 5
Name Class
1 Complete
the sentences about the different types of plants
using these words.
trunk Bushes soft Grasses Trees thin hard
(a) Grasses have a (b) stem. They are (c)

and flexible.
(d) have a thick, (e) stem with low branches.
(f ) have a thick, hard stem called a (g) .
6
2 Label the plant and complete the sentences.
(a)
(b)
(c)
(d) Roots absorb water and minerals and fix the plant into the
ground.
(e) use sunlight to help make their own food.
(f ) The carries water and minerals to the rest of the plant.
(g) The supports the plant.
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3 Look at the picture and answer the question about plants.
What is the difference between evergreen
and deciduous plants?
Evergreen plants (a)
but deciduous plants (b)

.
2
4 Match the leaves with the types of margins.

a palmate b c
dentate
serrate
sinuate lobed
d e
f
entire
5 Label the flower and the leaf. 5
(a) stamen
(e)
(b)
(f )
(c)
5
(d)
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6 Are
these sentences about the parts of a flower true or false?
(a) The reproductive organs of a plant are in the flower. True / False

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

(c) The carpel is the part of the flower where the

seeds develop. True / False

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

5
7 Order the sentences about the life cycle of a plant.
(a) The plant dies, but new plants can grow from its seeds.
(b) A flower grows on the plant.
(c) Leaves grow on the stem.
(d) Most seeds need warmth, water, sunlight and air to germinate. 1
(e) A root grows down and a stem grows up from the seed.
4
8 Write sentences about things that plants give us.
(a) Plants give us food .
(b) Plants .
(c) Plants . 2
TEST
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Animals
Materials: CD 1; Unit 4 poster; animal cards (see Annexe I); Pupil’s Book (for reference)
Preparation: Photocopy/ies of Animal cards
1 Poster activity
•• Focus the pupils attention on the poster and ask them to tell you the names of the animals that they can
see. Encourage them to say This is a snail, etc.
•• Draw a fish and a worm on the board and ask How are they different? Elicit A fish is vertebrate and a worm
is an invertebrate.
•• Ask Which animals have a backbone - vertebrates or invertebrates? (Vertebrates.) Ask What are we -
vertebrates or invertebrates? (Vertebrates.)
2 CD1
59
Say the Invertebrates rap
•• Ask the pupils if they remember the Invertebrates rap from Lesson 3. Play CD 1 (track 59). Sing the song
and encourage the pupils to join in with you (see Teacher’s Notes Lesson 3 for lyrics).
3 Classification game
•• Make one or more copy of the animal cards (see Annexe 1) so that there is one animal for each pupil in the
class.
•• Ask Can you remember some ways to classify animals? Write the pupils’ suggestions on the board. You
may wish to build up a concept map like the one on page 50 of the Pupil’s Book.
•• Say I am going to give you a card with the name of an animal on it. You must find out the other
pupils’ animals and get into the groups that I say. Hand out a card to each pupil.
•• Call out ways of classifying animals and give the pupils time to mingle. They should ask each other what
animal they have and form animal groups.
•• Once they are in animal groups, ask them what the name of their group is. (We are vertebrates. We are
carnivores.) Have them say their animal names and ask the rest of the class to say if the group is correct.
Some pupils may have joined the wrong group. Invite pupils to say whether any of the animals have been
classified wrongly.
Suggested groups:
Vertebrates and Invertebrates Mammals, birds, fish, reptiles and amphibians
Vertebrates: dog, dolphin, chameleon, eagle, frog, Mammals: dog, dolphin, monkey, cow, bear
toad, monkey, snake, bear, chicken, cow, penguin, Birds: eagle, penguin, chicken
shark, crocodile Fish: shark
Invertebrates: snail, butterfly, worm, spider Reptiles: chameleon, crocodile, snake
Amphibians: frog, toad
Viviparous and oviparous Herbivore, carnivore and omnivore

Viviparous: dog, dolphin, monkey, bear, cow Herbivores: snail, butterfly, worm, cow, monkey
Oviparous: chameleon, eagle, crocodile, snake, Carnivores: dog, dolphin, chameleon, eagle,
frog, toad, shark, snail, butterfly, worm, spider, crocodile, snake, frog, toad, penguin, shark,
penguin, chicken Omnivores: bear, chicken
4 Characteristics of vertebrates game
•• Ask the pupils to tell you the five groups of vertebrates again and write them on the board.
•• Divide the class into five groups and nominate mammal, bird, fish, reptile and amphibian to the groups.
•• Say I am going to say a characteristic of a group of animals. If your group of animals has this
characteristic, stand up.
Suggested prompts:
These animals have live babies and the babies drink their mother’s milk. (Mammals.)
These animals have a body covered in scales or a shell. (Reptiles.)
These animals have feathers. (Birds.)
These animals live in water and breathe through their gills. (Fish.)
These animals breathe with lungs. (Mammals, birds, reptiles and amphibians.)
Ask Do all amphibians breathe with lungs? (No, only adult amphibians.)
These animals can breathe through their moist skin. (Amphibians.)
These animals have fins, scales and gills. (Fish.)
Their babies live in water but the adults live on land and in water. (Amphibians.)
Many of these animals have fur. (Mammals.)
5 What do animals eat?

•• Draw a Venn Diagram on the board like the one in the Teacher’s Notes for Lesson 6. Ask the pupils to
suggest animals that can go in each group.
•• When they have finished, ask them to tell you another title for each group Instead of Animals that eat
plants, we write Herbivores; instead of Animals that eat plants and other animals, we can write Omnivores;
instead of Animals that eat other animals, we can write Carnivores.
•• Ask three volunteers to come out to the board and change the titles accordingly.
Suggested Venn Diagram:
Animals that eat Animals that eat Animals that eat

plants plants and other other animals
animals
giraffe
tiger
rabbit bear crocodile
chicken
6 Invertebrates
•• Draw a worm, a snail, a spider and a crab on the board. Ask the pupils How are all these animals the
same? (They are all invertebrates.) How are they different? (They have different bodies; the worm has a soft
body, the snail has a shell, the spider has a thin exoskeleton and the crab has a thick exoskeleton.)
•• Ask the pupils to give you examples of other invertebrates with these different types of bodies.
Suggested answers:
Soft body Shell Thin exoskeleton Thick exoskeleton
Jellyfish mussel butterfly lobster
spider
millipede
7 Insect mind maps
•• Ask the pupils What do you remember about insects? and listen to their answers.
•• Build up three mind maps on the board. Alternatively, you may prefer the pupils to do their own mind
maps in small groups and then compare them.
Suggested mind maps:
head
symmetrical
thorax
Physical characteristics
abdomen
wings / no wings
six legs antennae
lay eggs
metamorphosis
Reproduction
pupa
larvae (chrysalis)
herbivores Diet carnivores
grasshoppers dragonflies
8 Do the test
difficulty.
Animal cards
Print out and cut along dotted lines.
dog dolphin chameleon eagle
frog toad monkey snake
bear chicken snail butterfly
worm spider cow penguin
shark crocodile
Test Key unit 4
Classifying animals
1 a. invertebrates / don’t have, b. vertebrates / have
2
Mammals Birds Fish Reptiles Amphibians
dolphin eagle sardine chameleon tadpole
bat chicken shark crocodile toad
monkey
1 point for each correct answer (10 points) (sardine = example)
3 a. All baby mammals drink their mother’s milk. (example)

b. Birds have feathers, a beak and wings.
c. Mammals, bird and reptiles breathe through lungs.
d. Amphibians can live on land and in water.
e. Fish and baby amphibians breathe through gills.
f. Adult amphibians have four legs.
4 a. thin exoskeleton, b. thick exoskeleton, c. shell

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

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

7 a. Herbivores eat plants.

b. Carnivores eat other animals.
c. Omnivores eat plants and other animals.
8 a. fur, b. feathers, c. scales


Test unit 4
Name Class
1 Complete the texts.

a
These animals are

.
They
a backbone.

b
These animals are
.
They
a backbone.

4
2 Classify the vertebrates.
Mammals Birds Fish Reptiles Amphibians

sardine
10
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3 Answer the questions about vertebrates using sentences.
(a) What do all baby mammals drink?

All baby mammals drink their
mother’s milk.
(b) Which animals have feathers, a beak and wings?

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

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

(e) How do fish and baby amphibians breathe?

(f ) How many legs do adult amphibians have?

5
4 Complete the sentences about invertebrates’ bodies.

(a) Insects, spiders and millipedes have a
(b) Crabs and lobsters have a .
(c) Snails have a . 3
5 Are these sentences about insects true or false?

(a) Insects use their antennae to fly. True / False
(b) All insects have wings. True / False
(c) Some insects are herbivores and others are carnivores. True / False
(d) Baby insects are called larvae. True / False 3
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6 Complete the text about how animals reproduce.
viviparous lay eggs live babies oviparous incubate
Animals reproduce in two ways. Mammals are (a) viviparous

which means they have (b) . Invertebrates, birds,
fish, reptiles and amphibians are (c) which means
they (d) . Some invertebrates (e)
their eggs. This means they keep the eggs warm while the baby
grows inside. 4
7 Match to make sentences about what animals eat.

(a) Herbivores eat plants and other animals.
(b) Carnivores eat plants.
(c) Omnivores eat other animals. 3
8 Write about the animal coverings.

a
Mammals have .
Birds have .
Fish and reptiles have . 3
TEST
TOTAL
35
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We can move
Materials: CD 1; Unit 3 poster; Unit 3 word cards
1 Poster game
•• Divide the class into two teams. Encourage the pupils to think of a name for their team. Have each group
form a line. Ask the pupils to come out alternately to the poster and point to and name things they know.
Encourage them to say This is a skeleton. This is the masseter, etc.
•• Award one point each time a pupil identifies and names something correctly. The team with the most
points is the winner.
2 CD1
41
Sing the Bones song
•• Ask the pupils if they remember the Bones song from Lesson 2. Play CD 2 (track 5). Sing the song and point
to the bones on your own body. Encourage the pupils to join in with you.
3 What do you know about bones and muscles?

•• Write on the board two titles: Bones and Muscles. Ask What do you know about bones and muscles?
Write the pupils’ suggestions under each title. You may like to prompt them with questions such as Can
you describe bones? What are bones for? Can you tell me some bones? etc.
Suggested answers:
Bones Muscles
hard soft when relaxed
rigid move our bones
strong voluntary
supports our body involuntary
all the bones are the skeleton contract
adults have 206; babies more relax
skull heart
scapula muscles in stomach
humerus masseter
ribs pectorals
ulna biceps
radius abdominals
pelvis quadriceps
fibula deltoids
tibia trapezius
femur triceps
vertebrae calf muscles
spine
flat
short
long
need calcium
are connected by joints
4 Word card game
•• Put all the word cards for the unit in a pile face down on a table. Ask pupils to come out one by one, and
pick up a word card. Ask them to gives clues to the rest of the class in order for the class to guess what
that word card is. Give some examples first: This is a bone in our leg. (Femur.) These are muscles in our
chest. (Pectorals.)
•• When a pupil guesses correctly, he/she should stick the word card in the correct place on the poster.
5 Types of bones and joints

•• Ask the pupils if all bones are the same. (No.) Ask Can you tell me three types of bones? (There are long,
short and flat bones.) Ask the pupils to give you examples of long, short and flat bones but naming and
pointing to them on the poster. (The femur and the tibia are long bones. The vertebrae are short bones. The
bones in the skull are flat bones.)
•• Repeat the procedure for joints. Ask Are all joints the same? (No.) Can you tell me three types of joints?
(There are flexible, semi-flexible and fixed joints.) Ask the pupils to give you examples of flexible,
semi-flexible and fixed joints by pointing them out and naming them on the poster. (The elbow is a flexible
joint. The vertebrae are semi-flexible joints. There are fixed joints in our skull.)
6 How do muscles work?

•• Ask the pupils to point to muscles in their arm. Encourage them to identify the biceps and triceps. Ask
them to show you how they contract and relax. Ask When do muscles get shorter - when they contract
or when they relax? (When they contract.) When do muscles get longer - when they contract or when
they relax? (When they relax.)
•• Repeat the process for the leg muscles.
7 Do the test
difficulty.
Test Key unit 3
We can move
1 a. locomotor (example), b. skeleton, c. torso, 4 a. short / spine (example), b. long / arms and
d. supports / protects, e. rigid, f. calcium, legs, c. short / toes, d. flat / skull
g. soft, h. bones, i. move 1 point for each correct answer (6 points)
5 a. True, b. False, c. True
2 a. semi-flexible, b. fixed, c. flexible 1 point for each correct answer (3 points)
e. skull
a. humerus
ribs f. spine
b.
c. ulna radius
g.
h. femur
d. pelvis i. fibula
masseter
a.
b. pectorals
d. biceps
c. quadriceps
abdominals
e.
f. calf muscles
½ point for each correct word Total for the test 35 points
½ point for each correct spelling (14 points) (Ulna = example)
Test unit 3
Name Class
1 Complete the sentences about the locomotor system.
bones torso supports rigid calcium protects

skeleton soft move locomotor
(a) The locomotor system includes bones, muscles and joints.

(b) All the bones in our body make up the .
(c) The skeleton has three parts: the skull, and limbs.
(d) The skeleton our body and the
delicate organs inside.
(e) Bones are hard and .
(f ) We need for strong and healthy bones.
(g) Muscles are when relaxed.
(h) Joints connect our .
(i) Muscles and joints allow us to our bones.
9
2 Are these joints flexible, semi-flexible or fixed?
a b c

3
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3 Complete the names of the bones and muscles. Label them on
the diagrams.
ul n a pe fi fe sk
hu ra ri sp
(e)
(a)
(b) (f )
(c) ulna (g)
(h)
(i)
(d)
ma pe
ca mu qu
ab bi
(a)
(b)
(d)
(c)
(e)
(f )
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4 Write about these bones.
long
short
flat
short
spine
skull
arms and legs
toes
(a) There are short bones in our spine .

(b) There are bones in our .
(c) There are bones in our .
(d) There are bones in our .
5 Are these sentences about muscles true or false? 6

(a) When muscles contract, they get shorter. True / False
(b) When the triceps contract, the biceps relax. True / False
(c) Involuntary muscles move automatically. We can 3
control involuntary muscles. True / False
TEST
TOTAL
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The senses
Materials: CD 1; realia or pictures of coffee, lemons, honey and crisps, sight, eyes, hearing, ears, smell, nose,
taste, tongue, touch, skin word cards
1 CD1
24
Sing the Senses rap
•• Ask the pupils if they remember the Senses rap from Lesson 1. Say Let’s sing the rap. Play CD 1 (track 24).
Sing the song and encourage the pupils to join in with you.
•• Play the rap again and encourage the pupils to point to each sense organ as they sing it.
2 Fill the gaps

•• Hand out the sight, eyes, hearing, ears, smell, nose, taste, tongue, touch, skin word cards. Write the following
gap fill sentences on the board and ask the pupils to come and stick the word cards in the correct spaces.
Our are the sense organs of .
Our are the sense organs of .
Our is the sense organ of .
•• Invite other pupils to say whether the sentences are correct and to correct the incorrect sentences.
3 Play Odd one out

•• Write or say three key senses vocabulary items and ask the pupils to say which is the odd one out and
why.
Suggestions:
eyelids, olfactory nerve, iris (Olfactory nerve is the odd one out because it is a part of the nose while the
others are parts of the eye.)
taste buds, ear drum, cochlea (Taste buds is the odd one out because they are for the sense of taste while the
others are parts of the ear.)
retina, three small bones, pupil (Three small bones is the odd one out because they are part of the ear while
the others are parts of the eye.)
outer ear, skin, inner ear (Skin is the odd one out because it is the sense organ of touch while the others are
parts of the ear.)
4 Labelling game
•• Draw a large eye, ear, nose and tongue on the board. Ask Can you remember the parts of the sense
organs? Tell them that they are going to play a game.
•• Divide the class into two groups. Have each group choose two representatives who will label the
diagrams. Name the teams A and B.
•• Begin with Team A. Have them send their representatives out to the board and label the diagrams as
quickly and accurately as possible. Time them with the stopwatch. Award two points for each correct label
and one point for labels that are misspelt but clear. Repeat for Team B.
•• Scoring: Add one second onto a team’s time for each missing or very badly spelt label.
Answers: eyelids, eyebrows, eyelashes, iris, pupil, retina, inner ear, middle ear, outer ear, cochlea, three
small bones, ear drum, nostrils, olfactory nerve, taste buds.
5 Flavours game
•• Ask the pupils if they can remember how many different flavours we can detect. (Four.) Ask How do we
detect different flavours? (With the taste buds on our tongue.) Show the pupils the realia or pictures of
the coffee, lemons, honey and crisps and ask them to say what each one tastes like. (Coffee is bitter, lemons
are sour, honey is sweet and crisps are salty.)
•• Put the realia or pictures on four different tables and ask the pupils to stand up and go to the table with
the flavour they like best. Count the pupils and identify the most popular flavour.
•• Ask the pupils if they can think of any more foods with each flavour.
6 True or false?
•• Write these statements on the board and ask the pupils to say if they are true or false.
•• Ask them to correct the false ones.
The brain receives information from the five sentences. (True.)
The nervous system is made up of our eyes and our nose. (False.)
The nervous system is made up of our brain and our nerves. (True.)
The nervous systems controls are body. (True.)
The brain is a sense organ (False)
The brain is the most important part of the nervous system. (True.)
7 Do the test
difficulty.
Test Key unit 2
The senses
1 a. smell (example), b. taste, c. hearing, d. sight, e. touch
2 a. skin / touch (example), b. ears / hearing, c. nose / smell, d. tongue / taste, e. eyes / sight.
a. eyebrow
b. eyelid
c. eyelash/es
d. pupil
e. iris
f. retina
4 a. hearing (example), b. sounds, c. quiet, d. middle ear, e. inner ear, f. outer ear, g. cochlea,
h. three small bones, i. eardrum.
5 a. nostrils, b. olfactory nerve, c. brain.

6 a. This tastes sweet. (example), b. This tastes salty. c. This tastes bitter. d. This tastes sour.
7 a. nervous system (example), b. everything we/you do, c. brain, d. nerves, e. body


Test unit 2
Name Class
1 Identify the five senses.

a b c

smell
d e

4
2 Complete the sentences about the senses.
(a) Our skin is the organ of touch .
(b) Our are the organs of .
(c) Our is the organ of .
(d) Our is the organ of .
(e) Our are the organs of . 8

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3 Label the parts of the eye.
(a) eyebrow
(b)
(c)
(d)
(e)
(f )
5
4 Complete
the text about the ear.
inner ear three small bones middle ear eardrum

sounds cochlea outer ear hearing quiet
Our ears are the organs of (a) . We can hear

(b) that are loud and sounds that are
(c) .
Our ears have three parts: the outer ear, the (d)
and the (e) . The (f ) is the part
of our ear that is visible on our head. In the middle ear there is the
(g) and there are (h) .
The (i) is in the inner ear.
8
5 Label
the diagram about how we smell.
c
This information
is sent to our
b The .
detects smells.
a Air goes into our

. 3
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6 How do these foods taste?
a b

This tastes sweet.
c d
7 Look at the diagram and answer the questions.

(a) What is the name of this system?
This is the
nervous system .
(b) What does this system control?
It controls .
(c) Which organ receives information
from our five senses?
The .
(d) How do the senses send information
to the brain?
The senses send information to the
brain through .
(e) Where are the nerves?
The nerves are all over our
.
4
TEST
TOTAL
35

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Teacher’s Notes
General
Before starting each test, review key areas with the pupils. Begin by singing the main song from
the unit as an opening activity. Repeat two or three activities from the unit that will help prepare
the pupils for the test by revising main concepts and language. Pay particular attention to any
areas the pupils may have found more challenging during the course of the unit. Sample revision
notes follow.
Living things unit 1

Materials: CD 1; Unit 1 poster, a rock, a pencil, a plant, nutrition, interaction and reproduction word cards
1 CD1
9
Sing the Life processes rap in two groups
•• Ask the pupils if they remember the Life processes rap from Lesson 2. Say Let’s sing the rap. Play CD 1
(track 9). Sing the song and encourage the pupils to join in with you (see Teacher’s Notes Lesson 2 for
lyrics).
•• Divide the class into two groups: (A and B) and invite them to sing the song again as they did during
Lesson 2 (see Pupil’s Book Teacher’s Notes Lesson 2 for instructions). You may then choose to invite pupils
to reverse roles.
2 Living things and non-living things

•• Display a rock, a pencil and a plant and encourage the pupils to say how they are different. (A rock is a
natural, non-living thing. A pencil is a man-made non-living thing. A plant is a living thing.)
•• Ask the pupils to tell you some living and non-living things they can see in the classroom or out of the
window and write these in two groups on the board. You may choose to write the living things in green
and the non-living things in red.
•• Hand out the nutrition, interaction and reproduction word cards and ask the pupils to say which of the
three things on display carries out these three life processes. (The plant.)
3 Identify the characteristics of living things

•• Focus the pupils on the unit poster and ask them to identify and name the characteristics of living things.
(Living things are born, living things grow, living things reproduce and living things die.)
4 Life processes in people

•• Ask How do we interact with other people? Discuss as a class and invite volunteers to write their
suggestions on the board. (We live in families. We love, help and respect each other. We can talk, read and
write. We can show and say how we feel. We can work and play together.)
5 Life processes in animals and plants
•• Draw the following table on the board:
Interaction Nutrition Reproduction
Animals
Plants
•• Invite the pupils to help you complete the table by asking questions. Do animals interact? (Yes.) Tell
me some ways that animals interact. (They walk, swim or fly. They live in groups. They communicate.) Do
plants interact? (Yes.) Tell me how plants interact. (They turn towards the sun.) Do animals eat? What do
animals eat? Do plants eat? Do animals reproduce? Do plants reproduce? How do plants reproduce?
•• Complete (or have volunteers complete) the table with their suggestions.
Suggested answers:
Interaction Nutrition Reproduction
Animals walk herbivores born live

swim carnivores born from eggs
fly omnivores
live in groups
communicate
Plants Turn towards the Sun. Make their own food seeds
Mimosa Pudica closes its (using sunlight and the
leaves. nutrients in soil and water).
6 Do the test
difficulty.
Test Key unit 1
Living things
1 a. Living things are born. (example), b. Living things grow. c. Living things reproduce.
d. Living things die.
2 a. green (river), b. red (building), c. green (rocks), d. red (car), e. red (table), f. red (jumper)
3 a. All living things have babies. – Reproduction

b. All living things need food for energy and to grow. – Nutrition
c. Living things interact. – Interaction.
4 a. reproduction, b. nutrition, c. interaction

5 a. born live (example) / eggs, b. walk / shelter, c. groups / live alone, d. animals and plants
6 Any three of the following suggested answers:

I love my family and friends.
I help my family and friends.
I respect my family and friends.
I talk to my family and friends.
I read to/with my family and friends.
I write to/with my family and friends.
I can show and say how I feel to my family and friends.
I can work and play with my family and friends.
7 a. We observed that the plant turned/turns toward the Sun. – 3

b. First, we put the plant next to the window – 1 (example)
c. Next, we turned the plant away from the window. – 2
1 point for each correct number and one point for each correct word in the gaps. (5 points)
8 a. life (example), b. food, c. soil, d. surroundings, e. seeds, f. plants.


Test unit 1
Name Class
1 Write the characteristics of living things.

a b
Living things
are born.
c d
2 Colour the natural non-living things green and the man-made

non-living things red.
a b c

d e f
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3 Match the sentences with the three life processes.
(a) All living things have babies. Nutrition
(b) All living things need food for energy and to grow. Interaction
(c) Living things interact. Reproduction
3
4 Name the life processes of animals.

a b c

New piece 3
emcdesign
5 Complete the sentences about the life processes of animals.
animals and plants shelter born live eggs
live alone groups walk
(a) Some animals are born live while other animals are born
from .
(b) Some animals to find food and ,
others swim or fly.
(c) Some animals live in for protection while other
animals prefer to .
(d) Some animals eat other animals, some animals eat plants and there
are animals that eat both . 6
6 How do you interact with your family and friends?

(a) I my family and friends.
(b) I .
(c) I . 4
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7 Order the sentences and complete the investigation about how
plants interact with the Sun.
1
(a) We observed that the plant
.
2
(b) First, we put the plant
the window. 1
3
(c) Next, we turned the plant
away from the
.
8 Complete the text about the life processes of plants.

Plants have three (a) processes. Plants make their own
(b) using sunlight and the nutrients in (c)
and water. They interact with their (d) . Plants
reproduce by making (e) that grow into 5
new (f ) .
TEST
TOTAL
35
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Teacher’s Notes Test
Term 3
Between completing the Unit 12 Test and the Term 3 Test, spend some time revisiting the material
covered during Term 3. Sing some of the unit songs that the pupils have particularly enjoyed and,
* It is strongly recommended that you avoid setting pupils the Unit 12 Test and Term 3 Test too
close together.
Materials: question cards (enlarged for the board); question cards (sets A and B for pupils), Blu Tack or
sticky tape

•• Use the sixteen question cards to make a large noughts and crosses board on the board. Divide the class
•• Encourage the pupils in the Noughts team to select the question they want to answer by saying I want
question three, please. Read the question out loud. The pupils should confer before the team captain gives
the final answer. If a pupil answers correctly, remove the question card and ask him / her to put either a
nought or a cross in its place. Repeat for the Crosses team.
•• The winning team is the first to make a line (horizontal, vertical or diagonal) of noughts or crosses.

•• Organise the pupils into pairs. One pupil in each pair is A and the other is B. Give all the pupils who are A,
set A of the question cards and key and give all the pupils who are B, set B of the question cards and key.
should keep the card. The pupil with the most cards at the end of the game is the winner. Tell them that
they must answer every element of the question correctly to win the card.
3 Do the test
Allow the pupils time to do the test individually and monitor carefully, helping any individuals who are
having difficulty.
Test Key Term 3
1 a. Rocks are found in bedrock. (example) 9 a. education, b. tourism
b. Minerals are the materials rocks are made of.
c. Soil is made up of rocks, minerals, humus, air
and water.
d. Humus is the remains of dead plants and 10 a. Villages (example), b. Towns and cities,
animals. c. villages, d. towns and cities
2 11 the historic centre, the new parts, the outskirts

(answers can be in any order)
Soil layers Types of soil 1 point for each correct answer (3 points)
top soil (example) fertile (example)
subsoil poor 12 a. hospital (example), b. library, c. sewer pipe,
bedrock arid d. electricity cable, e. metro train
½ point for each correct answer (2 points) 1 point for each correct answer (4 points)
3 a. True (example), b. False, c. True, d. True; Total for the test 40 points
e. False
4 a. cargo ship (example), b. bike, c. metro train,

d. plane
5 a. trains (example), b. lorries, c. land,

d. helicopters, e. air, f. ocean liners, g. sea
6 a. telephone (example) / personal (example),

b. television / mass, c. newspaper / mass,
d. letter / personal
½ a point for each correct answer (3 points)
7 a. primary (example), b. natural, c. secondary,

d. manufactured, e. tertiary, f. service
Farming
‌
a. arable farming b. livestock farming
dry d. free-range ‌intensive

c.
‌irrigated crops
crops

Test Term 3
Name Class
1 Match.
(a) Rocks is the remains of dead plants and animals.
(b) Minerals are found in bedrock.
(c) Soil is made up of rocks, minerals, humus, air and water.
(d) Humus are the materials rocks are made of.

3
2 Classify the soil layers and the types of soil.
poor fertile arid bedrock topsoil subsoil
Soil layers Types of soil

topsoil fertile
4
3 Are these sentences about soil true or false?
(a) The middle layer of soil is called subsoil True / False
(b) Only very hardy plants like cacti can grow in

fertile soil. True / False
(c) Arid soil has very little humus and water. True / False
(d) Topsoil contains bacteria and fungi. True / False
(e) There is fertile soil in deserts. True / False

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4 Write the best form of transport.
plane cargo ship bicycle metro train
Choose the best form of transport to ...

(a) transport goods by sea cargo ship
(b) visit a friend in your village
(c) travel in the city
(d) visit another country
3
5 Complete the text about transport.
Cars, (a) t rains , (b) l , motorbikes, bikes and vans
travel on (c) l .
Planes and (d) h are forms of (e) a
transport.
Ferries, (f ) o l and cargo ships are
forms of (g) s transport. 3
6 Complete the sentences about communication.
(a) The telephone is a form of personal

communication.
(b) The is a form of

communication.
(c) The is a form of

communication.
(d) A is a form of
communication. 3
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7 Complete the text about jobs.
People with jobs in the (a) primary sector obtain or
process (b) products.
People with jobs in the (c) sector transform
natural products into (d) products.
People with jobs in the (e) sector provide a
5
(f ) .
8 Complete the word map about farming.
Farming
‌(a) arable farming ‌(b) farming
‌‌(c) ‌irrigated ‌(d) ‌intensive

crops crops
3
9 Complete the sentence about jobs in the tertiary sector.
We can classify jobs that provide a service into different groups,
for example, (a) e , health care,
(b) t , transport, retail and administration.
2
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10 Complete with villages or towns and cities.
(a) Villages are small places with few inhabitants.
(b) have long, wide streets.
People who work in (c) usually work in farming or
tourism.
There are many services in (d) .
3
11 What are the three main parts of a city?

The three main parts of a city are (a) ,
(b) and (c) .
3
12 Label the services.
metro train hospital library

electricity cables sewer pipe
‌‌(a) hospital ‌‌(b)
‌‌(c)
‌‌‌‌‌(d)
TEST
TOTAL
40
‌‌‌‌‌(e)
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Term 2
* It is strongly recommended that you avoid setting pupils the Unit 8 Test and Term 2 Test too
close together.
Materials: question cards (enlarged for the board); question cards (sets A and B for pupils); Blu Tack or
sticky tape

•• Encourage the pupils in the noughts team to select the question they want to answer by saying I want
a nought or a cross in its place. Repeat for the crosses team.
•• The winning team is the first to make a line (horizontal, vertical or diagonal) of noughts or crosses.

•• Organise the pupils into pairs. One pupil in each pair is A and the other is B. Give set A of the question
cards and key to all Pupils A, and give set B of the question cards and key to all Pupils B.
3 Do the test
difficulty.
Test Key Term 2
1 a. True (example) 8 1. evaporation (example), 2. condensation,
3. precipitation, 4. collection
b. False. Bushes have low branches. / Trees have
high branches. 1 point for each correct answer (3 points)
c. True
9 a. middle picture (example)
d. False. Grasses have a thin soft/flexible stem. /
b. picture on the right
Trees have a thick, hard stem.
c. picture on the left
1 point for each correct True/False answer
a. flat (example) plateaus
½ point for each corrected sentence (4 points)
b. coastal, bays/cliffs, cliffs/bays
c. mountain, valleys
2 a. roots (example), b. leaves, c. roots, d. stems
1 point for each correctly matched picture
1 point for each correct answer (3 points) ½ point for each correct completed gap (5 points)
stamen 10 relief map

(1 point)
sepal 11
a. source
petal carpel
1 point for each correctly labelled part (4 points)
4 a. river (example), b. temperate forest, c. desert, b. meander c. mouth

d. tropical rainforest, e. ocean/sea, f. Arctic
region, g. savannah
1 point for each correct answer (6 points) d. cape e. bay
5 a. producer, b. consumer, c. consumer
(example), d. decomposer
6 a. habitat (example), b. population,

c. ecosystem, d. community
½ point for each correct word
½ point for each correct spelling
(3 points)
7 ½ point for each correct answer (2 points)
Saltwater Freshwater
oceans rivers
seas groundwater
icecaps
lakes
reservoirs
(rivers = example)
Test Term 2
Name Class
1 Are
these sentences about plants true or false?
(a) Grasses are thin and flexible. True / False

(b) Bushes have high branches. True / False

(c) Trees have a thick, hard stem called a trunk. True / False

(d) Grasses have a thick, hard stem. True / False

4
2 Write leaves, stems or roots.
(a) They are the part of the plant that is underground. roots
(b) They use sunlight to help make their own food.
(c) They absorb water and minerals that the plant
needs to grow.
(d) They support the plant.
3
3 Draw and label a flower.
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4 Identify these habitats.
a b c
river
d e f g

06.01b
emcdesign
5 Identify the parts of the food chain. 6
a b c d
➡ ➡ ➡
consumer
6 Order the letters and complete the definitions. 3
opputaloin ocssyemte thbabit yconmmuit
(a) A habitat is a specific place where things live.

(b) A is a group of the same living things that live in
the same place at the same time.
(c) An forms when communities interact with other
communities and their surroundings.
3
(d) A forms when populations interact with each other.
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7 Classify where we find water on Earth.
rivers groundwater oceans icecaps
seas lakes reservoirs
Saltwater Freshwater
rivers
8 Label the water cycle.
1
‌ evaporation 2
‌
4
‌
3 ‌
3
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9 Match and complete the texts.
flat coastal cliffs valleys
mountain plateaus bays
(a) Aflat (b) A (c) A

landscape has plains landscape has beaches, landscape has
and . and mountains and
. .
10 Look and answer the question. 5
What is this?
This is a r .
1

11 Label the pictures of river and coastal landscapes.
(a) source (d)
(e)
(b) TEST
TOTAL
40
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Term 1
* It is strongly recommended that you avoid setting pupils the Unit Test and Term Test too
close together.
Materials: question cards (enlarged for the board); question cards (sets A and B for pupils); Blu Tack or
sticky tape.

•• Encourage the pupils in the noughts team to select the question they want to answer by saying I want
a nought or a cross in its place. Repeat for team crosses.
•• The winning team is the first one to make a line (horizontal, vertical or diagonal) of noughts or crosses.

•• Organise the pupils into pairs. One child in each pair is A and the other is B. Give set A of the question
cards and key to all Pupils A, and give set B of the question cards and key to all Pupils B.
3 Do the test
difficulty.
Test Key Term 1
1 a. born (example), b. grow, c. reproduce, d. die
2 a. natural non-living things, b. man-made non-living things, c. living things

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

4 a. Our eyes are the organs of sight, b. Our ears are the organs of hearing, c–e (in any order:) Our nose is
the organ of smell. Our tongue is the organ of taste. Our skin is the organ of touch.
5
Parts of the eye Parts of the ear Parts of the nose Parts of the tongue
iris cochlea nostrils taste buds
pupil three small bones olfactory nerve
retina eardrum
1 point for each correct answer (8 points) (iris = example)
6 a. Our skeleton is made up of all the bones in our body. (example)

b. Bones are hard and rigid.
c. The radius is a bone in our arm.
d. The vertebrae in our back are semi-flexible joints.
e. Muscles are soft when relaxed.
7
Bones Muscles
pelvis trapezius
scapula deltoids
vertebrae abdominals
humerus pectorals
1 point for each correct answer (7 points) (trapezius = example)
8 a. Vertebrates (example)
b. Fish, c. Reptiles, d. Mammals, e. Birds, f. Amphibians
g. Invertebrates
h. Thin exoskeleton (example), i. Thick exoskeleton, j. Shell

Test Term 1
Name Class
1 What are the characteristics of living things?

Living things are (a) born , they (b) , they
3
(c) and they (d) .
2 Write living things, natural non-living things or

man-made non-living things.
a
A rock and water are

.
A table and clothes are

.
A rabbit and child are

.
3
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3 Identify the three life processes.
a b c
4 Write sentences about the sense organs.
(a) Our eyes are the organs of sight.

(b) Our ears are the organs of
(c)
(d)
(e)
5 Classify the words. 4

iris three small bones pupil olfactory nerve retina
cochlea eardrum nostrils taste buds
Parts of the Parts of the Parts of the Parts of the

eye ear nose tongue
iris
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6 Each sentence has a mistake. Rewrite the sentences.
Our skeleton is made up of all the muscles in our body.
(a) Our skeleton is made up of all the bones

in our body.
(b) Bones are soft and rigid.

(c) The radius is a bone in our leg.

(d) The vertebrae in our back are fixed joints.

(e) Muscles are hard when relaxed.

4
7 Classify the bones and muscles.
tr a p e z i u s pe
sh bl de
ve ab
pe hu
Bones Muscles
trapezius
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8 Complete the information about animal groups.
(a) Vertebrates
(b) (c) (d)
(e) (f )
(g)
(h) Thin exoskeleton (i)
(j)
TEST
TOTAL
40
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Test Key Diagnostic
Welcome to the Science Club
1 a. eyes, b. lung 8 a. goods, b. people
2 b. bread and cereals, e. milk and dairy. 9 a. red (plastic container)

1 point for each correct answer (2 points) b. green (cotton t-shirt)
3 a. True, b. False, c. True
1 point for each correct answer (3 points) 10 a. push, b. pull
4 a. amphibians, b. spine, c. gills
1 point for each correct answer (3 points) 11 Circled: a. washing machine, d. TV, e. fridge
5 a. flower – Produces seeds.
b. stem – Supports the plant. 12 a. present (example), b. past, c. past, d. present
c. leaves – Take in air and sunlight. 1 point for each correct answer (3 points)
d. roots (example) – Take in water.
6 a. solid (example), b. liquid, c. gas

a. moon
b. Earth
c. Sun


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Test diagnostic

1 Circle the odd ones out.

2 Identify the food groups.

Fruit and (b) 

(c)  Meat and (e) 

(d) Sugary foods 2

3 Are these sentences about animals true or false?

© Macmillan Publishers Limited 2011

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

(b) Vertebrates have a .

(c) Fish breathe with their . 3

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

(b) stem Take in air and sunlight.

(c) leaves Supports the plant.

(d) roots Produces seeds.

6 Identify the forms of water.

7 Label the diagram with Sun, Earth and moon.

© Macmillan Publishers Limited 2011

9 Colour the natural material green and the manufactured

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

11 Circle the things that need electricity.

12 Identify objects from the past or present.

present

© Macmillan Publishers Limited 2011

1 Play Noughts and crosses

2 Play Question and answer in pairs

½ point for each correct answer (4 points)

7 producer (example); consumer; consumer;

8 a. water cycle (example), b. evaporation,

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

1 Identify the life processes of living things.

2 Complete the sentences about the senses.

3 Answer the questions about bones and joints.

© Macmillan Publishers Limited 2011

A dog is a Fish have fins, scales Birds have feathers,

A snail is an Spiders and crabs have

5 Write the parts of the flower. Match.

2 3 (a) Petals attract insects. 2

(c) S protect the flower

© Macmillan Publishers Limited 2011

© Macmillan Publishers Limited 2011

This is a This is a This is a

landscape. landscape. landscape.

11 Label the soil layers.

© Macmillan Publishers Limited 2011

(a) A farmer works in the primary sector.

(b) A works in the sector.

(c) A works in the sector.

14 Complete the sentences about the city.

© Macmillan Publishers Limited 2011

2 Villages, towns and cities

4 Word card game

(c) new part

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

Visible services Underground services

½ point for each correct answer (5 points)

Total for the test 35 points

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

2 Complete the sentences about villages, towns and cities.

(a) Villages are small .

© Macmillan Publishers Limited 2011

5 Classify these services.

schools ​sewer pipes ​electricity cables ​metro trains

Fruit and (b)

(c) Meat and (e)

(d) Sugary foods 2

9 Colour the natural material green and the manufactured

schools sewer pipes electricity cables metro trains

Fishermen go out to sea every day in small boats.

(f ) People with jobs in administration take us from one place to

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