Natural - 4p Profe PDF

TABLE OF CONTENTS
Introduction .............................................................................. 3
Course components .............................................................. 4
How to use the Pupil’s Book ............................................ 8
How to use the Teacher’s Book ..................................... 14
How to use the Digital resources .................................. 18
Helpful tips ................................................................................ 20
Assessment and classroom management .............. 24
Cooperative Learning ......................................................... 26
Content maps and lesson plans .................................... 30
2 ARTS & CRAFTS PRIMARY 4
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Introduction to ByME Natural Science
Who the course is for

ByME Natural Science is a six-level course for pupils studying the subject of
Natural Science in a bilingual context. Level 4 is for pupils in year 4 of Primary.
Aims of the course

The course follows the Natural Science syllabus as laid out by the LOMCE. It
is an introduction to the natural sciences, leading learners through their first
experiences of Biology, Chemistry and Physics. ByME Natural Science aims to
develop pupils’ scientific knowledge and language skills. Given the challenge
of teaching Natural Science in a bilingual classroom, it is important that
language does not overwhelm the content, nor vice versa. For that reason,
this programme was designed to ensure a unique balance between language
and content.
The guiding principles are simplicity and motivation – ByME Natural
Science is interesting and engaging for the pupil and user-friendly for the
teacher. It features:
• A simple, fixed unit structure to ensure easy navigation.
• A fresh and clear design with a dynamic mix of age-appropriate
illustrations and attractive photography, providing visual aids that facilitate
comprehension.
• A focus on scientific method in order to develop pupils’ investigative
and presentation skills.
• A real sense of progression through the levels with a fun, accessible feel
to the early levels – with songs, characters and stories – and a more mature
and scientific approach at higher levels- a clear bridge to Secondary.
• Flexibility, with many extra, non-content pages, allowing for easy
adaptation to specific teaching situations.
• Scientific literacy instruction to support content learning in English
through reading, writing, speaking and listening activities.
• A wide range of additional resources.
This course also aims to address the children’s education beyond the scope of
Natural Science through:
• Activities designed to prepare children for the question types found in the
most common external exams.
• Study skills sections where children are introduced to techniques for
improving their own learning.
• Cooperative Learning projects designed to instil collaboration and
teamwork as important life skills.
• A strong focus on ethics and values, encouraging children to engage with
the world around them, appreciate its complexities and problems, and
develop a sense of social responsibility.
• Attention to higher order thinking skills to give children
opportunities to apply what they know.
• Problem-based activities to encourage critical thinking.
TEACHER’S BOOK 3

Course components
Pupil’s materials
Pupil’s Book Birds
Birds are vertebrates. There are thousands of types of birds.

Birds come in all shapes and sizes. Look at the pictures and
read the information to find out more.
A 104-page Pupil’s Book including:

Bird facts
Birds are oviparous. They incubate their eggs. This means they
Eagles are carnivores. They are very good
sit on the eggs to keep them warm while the baby grows inside.
hunters and eat fish and other animals.
Birds can be carnivores, herbivores or omnivores. Bald eagles make the largest nests in the
Adult birds find food for their babies until they can find their world.
own food. Penguins are aquatic birds. Ostriches are the largest birds in the
They mostly eat fish and world. Although they can’t fly, they can
Birds breathe with their lungs. other small sea animals. run faster than any human.
a two-page introductory unit introducing pupils to

Birds have feathers and wings, but not all birds can fly! Some They can’t fly, but they are
can swim or run. Birds use their feathers for flying, keeping very good swimmers.
warm and attracting other birds. All feathers are waterproof.
Birds have beaks. Birds of prey have hooked beaks for tearing
meat. Birds that eat nuts and seeds have short beaks. Birds
that catch fish have long, sharp beaks, and birds that eat
the characters that will accompany them on their

nectar from flowers have long, thin beaks. FIND OUT: More about thermal energy THINK ABOUT IT: Saving energy
Idea: Hummingbirds are one of the smallest

Saving energy isn’t just about saving money. Simple actions
birds. They have long, thin beaks which a
Sparrows have short beaks Some materials conduct Plastic,
they usemetal
to drink nectar from flowers. you do every day are also good for the environment.
learning experience: Alex and Carla in the case of

because they eat seeds. heat better than and wooden Look at the pictures and think about how
others. Pelicans have large beaks which they spoon these simple actions can help us
use to catch lots of fish at once. Butter Did you know? look after our planet.
Beans Owls can turn their heads 360°
1 Compare and contrast mammals and birds. Copy mammals birds Test: (a complete circle), but they
b
Hot water
and complete the diagram using the words can’t move their eyes. c
Observe how some spoons conduct heat better than others.
Natural Science 4
below. Add more information.
oviparous
have 2 Find pictures of the following birds: a buzzard, a
omnivores incubate their eggs feathers 1 2 a robin. Look at their beaks and
cormorant and 3 predict
have fur or hair most have four legs Stick a bean to each spoon Place the spoons in a bowl
what they eat. Record how quickly the
with butter. of hot water. butter melts on each spoon.
carnivores drink mother’s milk 3 Why do you think penguins and ostriches can’t fly?
60 61
six main units of 12–16 pages Animals 052_065_U4_2T_105503.indd 60-61
Animals are divided into two

main groups: vertebrates and
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e
invertebrates. Did you know

that about 97% of the animals
three end-of-term review sections

on Earth are invertebrates? That 1 Can you name the animals in
means only three percent are the picture?
vertebrates. All vertebrates have
a backbone and an internal 2 Which vertebrate groups do
skeleton. There are five classes these animals belong to?
of vertebrates: mammals, birds, Conclusions
3 Are the animals in the picture
fish, reptiles and
an amphibians.
a picture dictionary.
1 Which
in their
spoonnatural habitat?
conducts heat best?
1 Look at the pictures on the right. Where can we find these
4 Arespoons
2 Which these animals herbivores,
don’t conduct energy-saving inventions? Discuss why we use these
heatcarnivores
well? or omnivores? inventions in these places.
3 Lots of kitchen tools are made of wood 2 Design a comic strip to show how we can save energy
and plastic. Discuss why. every day. Think about electricity, water and heat.
5 Listen to the song. Point to the vertebrate groups

118 119
you hear.
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mammal bird fish
reptile amphibian
38 39
Activity Book UNIT 8 Energy
1 Circle the correct type of energy. 3 Read the clues and complete the crossword.
a b c
ACROSS DOWN
An optional 40-page Activity Book comprised of six

2. energy travels from hotter 1. Food contains energy
objects to cooler objects. which our body turns into kinetic or
thermal energy.
5. The faster an object moves, the more
energy it has. 3. energy can travel
sound energy electrical energy light energy 300,000 km per second.

6. We can use water, wind or the sun to
full-colour pages per unit that offers:

kinetic energy chemical energy electrical energy produce energy. 4. When we talk we produce
light energy kinetic energy kinetic energy energy.
d e f
c 3
a range of engaging exercises to consolidate and

4 2 h
electrical energy light energy thermal energy
thermal energy sound energy light energy e

UNIT 7 kinetic energy electrical energy chemical energy
m
2 Match and write true sentences about energy.
extend the topics covered in the Pupil’s Book

i
Find out at home! Skills check be created.
1 Investigate materials in your home:

5 c
Energyand
1 Look canread. Write yes or no. There are two examples.be changed from one type to another.
a
1. Take photos or draw pictures of three objects in your home. Energy can’t be destroyed.
2. Observe the materials and the properties of each object. 6 l
be found everywhere around us.
3. Write a text about each object. Include the information
additional reading and writing practice of the

below: a. Energy can be changed from one type to another.
• The name of the object.
b.
• What materials it is made of.
• Are the materials natural or manufactured? c.
• Its properties. d.
science content
• What the object is used for.
44 45
UNIT 7 Matter, materials and mixtures
1 Complete the sentences with matter or materials. 4 Complete the sentences with physical change or chemical
change.
a mini-project designed to encourage pupils to

a. Everything on our planet is made up of .
a. When matter changes shape, size or state it is called a physical change .
b. We use different like wood, plastic and metal to make things.
yes b. When matter changes into different matter it is called a .
1. The table is made of wood.
2 Look at the photos and complete the sentences using the
no c. Combustion is an example of a .
2. Wood
words in the box. Some words can be used more than once.
is fragile.
Materials 3. There are four plastic cups in the picture.Properties d. Freezing water to make ice is an example of a .
explore scientific concepts and methods at home a

glass fabric metal plastic
4. Plastic
b
flexible
is a natural material.
5. The girl is twisting her serviette.

c
6. There is a chemical reaction called combustion happening.
rigid absorbent
d
waterproof 5 Look at the photos. Are these physical or chemical changes
in matter? Write sentences.
a b
or in the classroom
7. There is a mixture in a bowl on the table.
8. The little boy is evaporating the rocks from the sand.
9. They can recycle the plastic cups and the plastic bottle.
10. All the objects in this picture are made up of matter.
42 metal rigid waterproof

43
a. This is made of . It’s and .
a bilingual glossary to support language learning.

This is a physical change because the matter
b. This is made of . It’s and .
changes shape.
c. This is made of . It’s and .
d. This is made of . It’s and . c d
3 Match and make sentences about the properties of

materials.
a. A fragile material is difficult to break.
b. A flexible material breaks easily.
c. A rigid material can change shape easily.
d. A resistant material doesn’t change shape easily.
38 39
Modules NATURAL
SCIENCE
PRIMARY 3
NATURAL
The modules offer an ideal solution to teaching

SCIENCE
PRIMARY 3
NATURAL
SCIENCE
PRIMARY 3
contexts where only a limited amount of hours in MODULES AVAILABLE FOR

NATURAL SCIENCE 3
English are available. Each module combines a unit

The human body
Look after yourself
Look after
Living things
Mammals and birds
yourself
Reptiles, amphibians and fish
MODULES AVAILABLE FOR
Invertebrates
NATURAL SCIENCE 3
The human
Matter, materials and mixtures
of the Pupil’s Book with the corresponding Activity

The human body Energy
1
72
IS
Look after yourself

05
body
BN
97 1
Machines 8-8
4-15867-46-3
CL
Living things MODULES AVAILABLE FOR

NATURAL SCIENCE 3
Living
Mammals and birds
Reptiles, amphibians and fish NATURAL The human body
SCIENCE
www.bilingualbyme.com
things
Invertebrates Look after yourself
Matter, materials and mixtures PRIMARY 3 Living things
Machines Mammals and birds
0
Book unit.
72
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05
BN
97 1
Energy 8-8
4-15867-45-6
CL Reptiles, amphibians and fish
Invertebrates
www.bilingualbyme.com Energy
2
72
IS
05
BN
97 1
Machines 8-8
4-15867-47-0
CL
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NATURAL NATURAL
SCIENCE SCIENCE
PRIMARY 3 PRIMARY
ARY 3
AR
NATURAL SCIENCE 3
The human body

Matter, NATURAL
Look after yourself materials and SCIENCE
NATURAL Living things PRIMARY 3
SCIENCE Mammals and birds mixtures
PRIMARY 3 Reptiles, amphibians and fish
Invertebrates
Matter, materials and mixtures NATURAL
Energy SCIE
SCIENCE
6
PRIMAR
PRIMARY 3
IS
72
BN
05
97 1
Machines 8-8
4-15867-51-7 C
L
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MODULES AVAILABLE FOR MODULES AVAILABLE FOR

NATURAL SCIENCE 3
Reptiles, NATURAL SCIENCE 3
Machines
The human body The human body
Look after yourself
Living things
amphibians Look after yourself
Living things
Mammals and birds and fish Mammals and birds
Reptiles, amphibians and fish MODULES AVAILABLE FOR Reptiles, amphibians and fish
Invertebrates NATURAL SCIENCE 3 Invertebrates
Energy
MODULES AVAILABLE FOR Matter, materials and mixtures The human body Matter, materials and mixtures
NATURAL SCIENCE 3 Energy Look after yourself Energy
4
Mammals
72
72
IS
IS
05
05
BN
BN
97 1 97 1
Machines 8-8 CL
Living things Machines 8-8 CL
The human body 4-15867-49-4 4-15867-53-1
Look after yourself Mammals and birds

Living things
Mammals and birds
and birds
NATURAL SCIENCE 3
Invertebrates www.bilingualbyme.com
The human body
Invertebrates
Reptiles, amphibians and fish Matter, materials and mixtures
Invertebrates Look after yourself Energy
7
72
IS
05
BN
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97
8-8
4-15867-52-4
CL
1
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Energy Mammals and birds

3
72
IS

05
BN
97 1
Machines 8-8
4-15867-48-7
CL
Invertebrates www.bilingualbyme.com

Energy
5
72
IS
05
BN
97 1
Machines 8-8
4-15867-50-0
CL
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4 NATURAL SCIENCE PRIMARY 4

Teacher’s materials
UNIT 4
Activity book answers / Audio CD1 track list
4 Mammals and birds UNIT 4
Teacher’s Book
UNIT
1 Complete the sentences. 3 Complete the crossword. Find out at home! Skills check
20 a.
vertebrates or invertebrates
have a backbone. a.
mammals or birds
have feathers.
4
Clues across:
1. Chickens live in a …
2. Chickens lay many …
21 24 1 Investigate a bird:
1. Choose a bird and find information about it.

1 Look and read. Write some words to complete the
sentences below. You can use one, two or three words.
25
5
3. Sheep live in a … 2. Stick a photo or draw a picture of the bird in the space below.
b. don’t have a backbone. b. have fur or hair.
3. Complete the table.
1 c o o p 6 Taking care of your pet
viviparous or oviparous herbivores, carnivores or omnivores Clues down:
Having a pet is fun but it is also a big
2 4. We use sheep’s fur to
a. Some animals are . a. Animals that eat other animals are called responsibility. Pets are living things and they
They lay eggs. . make … need people to take care of them.
5. Pigs live in a …
b. Some animals are . b. Animals that eat only plants are called Pets need food and clean water. It is
3 6. Cows live in a field or a … important to know what kind of food to give
They have live babies. .
your pet and how often you should feed
c. eat animals and plants. them.
Pets also need shelter. Shelter is a place
2 Complete the table with information about the farm animals. where pets can live safely. Shelter can
4 Write sentences about these baby farm animals. be a cage, a tank or a doghouse.
Name Type
Reproduction Nutrition Exercise helps your pet to be happy
of animal of animal a b
and healthy. Take time every day to play with
your pet.
cow mammal viviparous herbivore Remember that just like you, your pet
Name of bird
needs lots of love and attention!
The full-colour Teacher’s Book includes easy-to-

Physical characteristics
A baby chicken is called a chick.
Type of beak
c d Which area of the world

does it live in?
Nutrition
a. Pets need people to take care of them.
Can it fly? b. It is important to know how often you should your pet.
c. Shelter is a place where pets can .

Interesting fact
d. You should play with your pet .
20 21 24 25
follow, flexible lesson plans and practical support 22

UNIT 4
5 Complete the table with information about the different mammals.
Mammals
dog
Where it lives
land or water
How it moves
number of legs
or flippers
What it eats
herbivore, carnivore
or omnivore
8 Complete the text about birds.
Birds are vertebrates
oxygen from the air with their
, which means that they have a backbone. Birds breathe in
which means that they lay eggs. All birds have a

eating. All birds have
. They’re
, but not all birds can fly.

which they use for
, 23
Unit 4 Audio CD1 track list
TRACK ACTIVITY TRACK ACTIVITY
specially designed for English teachers teaching

giraffe
9 Look at the photos. Read and answer the questions.
bear
gorilla
dolphin
39 Pupil’s Book page 53, Unit 43 Pupil’s Book page 56, Farm animals
6 How are these two mammals the same? How are they different? Complete the text.
introduction
seagull hawk sunbird sparrow
44 Pupil’s Book page 57, Farm animal
a. Which bird eats meat? 40 Pupil’s Book page 53, Song On the reproduction
b. Which bird eats nuts and seeds?
c. Which bird catches and eats fish?

farm
Both elephants and whales are very big mammals. They’re both viviparous and they both breathe d. Which bird drinks nectar from flowers?
45 Pupil’s Book page 58, Mammals
41 Pupil’s Book page 54, Story: A trip
with their . Elephants have four , but whales have
Science. A clear, simple design helps ease-of-

10 Write the sentences in the correct boxes. Some sentences go in both boxes.
. Elephants live on but whales live in
. Elephants are whereas whales can be carnivores
They move using wings. They have feathers. They lay eggs. They have fur or hair.
to the farm 46 Pupil’s Book page 60, Birds
UNIT 4 or omnivores.
They breathe with their lungs. They have a backbone. They have four legs.
7 Use the information above to complete the Venn diagram.
PAGES 52–53 Mammals and birds

They move using wings.
viviparous 42 Pupil’s Book page 54, Activity 2
Elephants Whales
• ivide the pupils into small groups to answer uestions CD1 • track
22 23
Mammals and birds 39 1-4. Move around the class to check ideas with individual On the farm, on the farm
reference even in the most challenging teaching

You probably see mammals and
groups or feed back with the whole class at the end.
birds every day. You might even
Lots of animals, lots to see
52 53
have one as a pet! Mammals
and birds are vertebrates. This
means they have a backbone.
1 What different animals can you
1 What different animals can you see in the Pigs in the mud, rolling around
see in the picture?
are also vertebrates, but we’ll
look at them in the next unit.
Mammals and birds are
2 Find some invertebrate animals
in the picture.
picture? Cows in the fields, munching grass
important in farming.
3 Which animals are mammals?
Which are birds?
• Pupils will know most of the animals in the picture. And the farmer’s dog keeping watch!
4 Who is not behaving
properly in the picture? Elicit new vocabulary such as fox, pigeon, cockerel and On the farm, on the farm
sparrow. There are twelve different types of animals:
situations. The Teacher’s Book fully addresses the

Lots of animals, lots to see
5 Look at the pictures. Say which animal is not 40 people, cows, sheep, a fox, pigs, a spider, snails and
in the song.
four different types of birds (pigeons, chickens, a Sheep in the fields with their woolly coats
cockerel and sparrows). Chickens laying eggs, pecking the ground
116 NATURAL SCIENCE PRIMARY 3 TEACHER’S BOOK 117
snail pig cow And the farmer’s dog keeping watch! Woof, woof!
2 Find some invertebrate animals in the
picture.
+ CLOSING ACTIVITIES
LOMCE curriculum through:

sheep dog 098_117_U4_105505_LP.indd 116-117 • Ask the pupils to identify the invertebrate animals in 26/09/14 15:23
chicken
the picture. The snails and the spider. • Play I Spy with the opening illustration on pages 52
and 53. You can vary the game by telling pupils to ask
52 53
3 Which animals are mammals? Which are you at least three yes-or-no questions before guessing
052_065_U4_2T_105503.indd 52-53 30/07/14 12:12
birds? what the animal or object is. Is it a mammal? Is it a
wild animal? Does it have red and white fur?
PAGE SUMMARY + OPENING ACTIVITIES • This should not be difficult for pupils to do, but they
might forget to include humans as mammals. Ask + EXTRA IDEAS
The aim of the unit opener is to develop your pupils’ • f you are using an interactive whiteboard, focus on the pupils if they can name any other mammals and birds
observation skills and find out what they already illustration of the farm, not the questions. Either elicit • se the internet to show pupils the incredible variety
we might see on a farm. Cows, pigs, sheep, dogs,
know about the topic of the unit. Use the picture ideas from the pupils or ask questions while pointing of sheep, pigs and cows around the world. If you
foxes and people are mammals; chickens, cockerels,
careful attention to content, evaluation criteria

to elicit vocabulary related to mammals and birds, to the picture. How many children can you see? Can live in a farming area or a region well known for
pigeons and sparrows are birds
birds.
as well as action verbs to describe what is going on you see any wild animals in the picture? What do livestock, spend some time looking at local livestock
in the scene and adjectives to describe the various you call a baby pig / cow / sheep? Focus on language 4 Who is not behaving properly in the and identifying their characteristics.
characters and elements. Get your pupils to work that describes actions happening in the picture. Elicit or picture?
in groups to complete activities 1-4 and have fun supply laying eggs, milking, suckling, grazing, etc. ANSWERS AT A GLANCE
listening to the song and completing activity 5. • Ask the pupils to find someone who is not behaving
• Alternatively, use the interactive whiteboard writing 1 There are twelve different types of animals:
well. There is a girl feeding a lollipop to a sheep and
tools and ask pupils to come up to the board, mark people, cows, sheep, a fox, pigs, a spider,
someone has left the pen open.
and learning standards

an area of the picture and describe what they can snails and four different types of birds (pigeons,
LANGUAGE
see. Help them to produce full, correct sentences and UNIT 4 Mammals
5 andat birds
Look the pictures. Say which animal is chickens, a cockerel and sparrows).
• Question words: who, how many, etc. make a note of new vocabulary.
not in the song.
• Prepositions of place: in, on, under, next to, • ind the magnifying glass. Give your class the 2 The snails and the spider.
behind, in front of following clues to help them find it: One of the farm • ocus the pupils’ attention on the six photos. Ask them
to read and repeat the words then say which animal is 3 Cows, pigs, sheep, dogs, foxes and people are
• Present continuous workers has the magnifying glass. He is looking UNIT INFORMATION
the odd one out. The snail because it is an invertebrate mammals; chickens, cockerels, pigeons and
• There is / are after a black and white farm animal. There is a
and it is not a traditional farm animal (although there sparrows are birds.
man’ pocket
man milking the cows. It is in the man’s pocket.. UNIT SUMMARY EVALUATION MATERIAL
• Quantifiers: lots of, not many, not much, a few are snail farms).
treatment of the updated key competences in

• Vocabulary: mammal, bird, reptile, amphibian, MAIN ACTIVITIES In this unit pupils will continue to develop their 4 double-page
This is followed by three There is a girlspreads
feedingthat
a lollipop to a sheep and These documents can be downloaded from the • End-of-unit test: in addition to the Review section
• Play the song On the farm (CD1 track 40) and ask someone
fish, farming, snail, pig, cow, sheep, chicken, dog awareness of the world around them by looking at the aim to build on pupils’ prior studyhasofleft the sheep pen open.
mammals Teachers section of the digital component and at the end of each unit, this summative test can be
pupils to say with animals is not in the song. Play the
Page 53, Unit introduction (CD1 track 39) animal kingdom. In this unit they focus on mammals and birds. Pupils will observe the similarities and printed. used to evaluate pupils’ progress after studying the
song a second time and encourage pupils to sing along
and birds. They will study domestic mammals and birds differences between the5 two
Thevertebrate
snail is notgroups,
in the song.
as The materials include: unit content.
• ead the unit introduction at the top of page . see (you can use the Song lyrics section on the digital
ADDITIONAL MATERIALS in the context of farming, focusing on the three life well as between species within the same group.
Helpful tips, pages 20–23 for reading activities). component to display the song line by line and listen to • Unit diagnostic test: provides an overview of • Class unit evaluation grid: based on the
processes of nutrition, reproduction and interaction.
• Digital flashcards • Ask pupils to read the text again uickly, then close the song).The snail is not in the song. The new vocabulary presented in this unit the unit and allows you to assess the pupils’ prior evaluation criteria and learning standards of the
• Digital wordcards their books. ead the text out loud, pause before key knowledge. unit.
Pupils begin by refreshing what they know about extends pupils’ knowledge of classification terms
correlation with learning standards

words, and ask pupils to supply the next word. the animal kingdom, and review the concept of and develops their ability to classify animals in
vertebrate and invertebrate animals. In the story, different ways. They will also improve their skills of
102 NATURAL SCIENCE PRIMARY 3 pupils remind themselves of products we obtain observation, deduction and interpretation of visual TEACHER’S BOOK 103 DIGITAL RESOURCES
from farm animals and discover a very important information.
Presentations Poster
invertebrate on the farm – worms!
• Unit summary: a simple slide presentation with Unit 4 poster Birds focuses on the amazing variety of
098_117_U4_105505_LP.indd 102-103 26/09/14 15:23 text, images and audio to review the main ideas of birds on the planet.
the unit. It can be used at the beginning of the unit • Ask pupils at the end of class to come up to the
EXPERIMENT VALUES AND ATTITUDES to test pupils’ prior knowledge of the unit content
clearly identified key content and extras sections,

poster individually and tell you something about it
Find out In this unit your pupils will focus on the nutrition, or at the end of the unit as a revision tool. before they line up to leave (before lunch, change
reproduction and interaction of farm animals. • Find out: a slide presentation of the unit’s Find of class, etc.).
In the Find out activity on page 62, your pupils will
Throughout the unit, try to encourage pupils to think out page with text, photos and audio. The slide
investigate animal tracks. The activity intends to • When you are studying pages 60-61, use the poster
about: presentation is perfect for a heads-up class,
develop their observation and investigation skills while to help you input new vocabulary.
provoking interest in the natural world around them. • the importance of domestic animals for humans, showing the steps one by one. Use this tool to
• To review pages 60 and 61 show pupils photos of
The final step of the project encourages pupils to work both as farm animals and as pets. get the pupils to predict the next steps (with their
different types of birds similar to the ones in the
books closed) or to focus their attention on each
enabling teachers to focus on minimum content or

together and learn from each other. It also gives them poster. Pupils guess what sort of diet they have by
• how domestic animals need to be looked after. step as they carry out the project themselves.
an opportunity to practise their speaking skills. looking at their beaks and say which birds from the
Think about it Activities
The pupils will need: poster are similar.
The Think about it page in this unit develops pupils’ • Memory game: useful activity for reviewing key
• access to ICTs or reference books Videos
ability to think responsibly about what is required vocabulary and modelling pronunciation.
UNIT 4 Mammals and birds • a pencil to care for a pet correctly. The activities provide an
opportunity to work cooperatively, making the most of
• Read and reveal: pupils read sentences about
Use the video links in this unit to present content
in a dynamic, real-life context while reinforcing the
• coloured pencils farm animals and guess the missing words, which pupils’ listening skills.
to extend their lessons according to their timetable

pupils’ experience and common sense.
are revealed by clicking the spaces.
• card Teachers
• Spelling: pupils drag and drop letters to spell the
Further ideas Digital flashcards and wordcards: the farm,
names of different birds.
Pupils could make a class animal track book using all mammals, birds
• Wordsearch: pupils find the names of different
the cards the class produce in the Find out project. Downloadable pdfs: evaluation tests, evaluation
domestic animals hidden in the wordsearch.
grids, templates, useful links and further information.
Pupils could also display their animals tracks around the Song lyrics
CONTENT EVALUATION CRITERIA LEARNING STANDARDS school with a simple description of the animalfor other KEY COMPETENCES PAGES
Listen to the song On the farm and follow the lyrics
classes to guess.
line by line.
a full answer key to all the questions and activities

Livestock farming. Study of the young of Understand the concept and varieties of livestock farming and recognise the Identifies and explains the main characteristics of livestock farming. MST, LIN 52–57
certain animals. young of certain animals.
Studies and identifies the young of different animals. MST, LIN 57
Carries out a project and presents a report on livestock farming on paper and/or MST, LIN, LTL, AUT, 57
digitally, collecting information from different sources. DIG
Mammals. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the basic characteristics of mammals. MST, LIN 58, 59, 62
classify living things as mammals.
Uses ICTs to obtain information to help identify and classify mammals. MST, LTL, DIG 59
in the Pupil’s Book and the Activity Book.

Identifies and describes the life processes of mammals. MST, LIN 58
Birds. Understand the importance of care and respect towards animals. Observes, directly
100 NATUand indirectly,
NATURAL
NA RAL SCIENCEand identifies
PRIMARY the 3characteristics of birds. MST, LIN 60–62 TEACHER’S BOOK 101
Uses ICTs to obtain information to help identify and classify birds. MST, LTL, DIG 61
Identifies and describes the life processes of birds. MST, LIN 60

098_117_U4_105505_LP.indd 100-101 26/09/14 15:23
Care and respect towards animals. Understand the importance of care and respect towards animals. Shows a positive attitude towards the conservation and care of different animals. MST, SOC 63
First approaches to scientific activity and Obtain relevant information about specific phenomena, make predictions, With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 55, 62
the scientific method. Use of different integrate information from direct and indirect observation and communicate the conclusions; reflects on the experience and the process; presents the results.
information sources (direct and indirect). results.
Use of ICTs. Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 57, 59, 62
materials available in the school and the classroom.
Shows autonomy in the planning of activities and tasks and shows initiative in decision LTL, AUT 57, 62
making.
Uses ICTs to help search for information and/or for presenting the results. LTL, DIG 57, 62
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 62
and investigations. and investigations. results.
Individual and group work. Work independently and proactively and develop strategies for working in a Uses strategies to help their own learning and asks for help and information. LTL, AUT 62
group.
First approaches to cooperative learning. SOC, LTL 52, 53, 63
Planning a project and presenting a Carry out a project and present a report. Begins observation, using relevant instruments and consulting written documents and LTL, AUT 57, 62
report. images.
Shows autonomy and proactiveness in the planning of and carrying out of actions. AUT 57, 62
Presents work clearly and in an organised fashion. LIN, LTL, AUT 55, 57, 62
With help, carries out a project and presents a report, using paper and/or digital means, LIN, LTL, AUT, DIG 57, 62
collecting information from different sources and presenting the results orally with the
support of images and short texts.
098_117_U4_105505_LP.indd 98-99 26/09/14 15:23
Class audio CD
Included with the Level 4 Teacher’s Book, the Class
audio CD offers the key recordings for the Pupil’s
Book in a traditional, easily accessible format. It
can be played on dedicated audio players or on the
computer. It includes:
recordings of the main texts of the content pages
external exam-style recordings for listening skills
practice
quiz answer audio for self-assessment of end-of-
term reviews.
Free access to the complete, unabridged audio
is available through the Digital resources, where
recordings of all the reading texts in the Pupil’s Book
can be found.
TEACHER’S BOOK 5

Course components
Classroom materials
Posters, digital flashcards 5 Reptiles, amphibians and fish
Reptiles are vertebrate
and wordcards animals. Lots of reptiles

walk and run. Some
slither and swim.
4 Birds
Large-scale printed posters are available for added Amphibians live part of their lives in water and
There are thousands of types of birds.
part of their lives on land
land. Some amphibians use
visual support in the classroom, providing additional their colours to hide or frighten predators.
opportunities for vocabulary practice and revision. Fish are the biggest
group of vertebrates. Fish
live in fresh water or in
the sea. Ostriches are the largest birds Sparrows have short beaks Pelicans have large beaks to
In Levels 1 and 2, flashcards are available in printed © Ediciones Bilingües S. L., 2014
in the world.
NATURAL SCIENCE PRIMARY 3

because they eat seeds. catch lots of fish.
format, or in digital format from Level 3 upwards.

106611M_CCNN3_BYME.indd 5 15/09/14 09:49
Wordcards are provided through the digital resources 2 A healthy diet

Hummingbirds are one of
the smallest birds.
Penguins are aquatic birds. Eagles are very good hunters.
and can be downloaded and printed.

NATURAL SCIENCE PRIMARY 3
How many different foods can you name from each group? 15/09/14 09:49
Fruit and vegetables
Ideas for using these classroom materials are Carbohydrates give

us lots of energy and
fibre is good for our
are full of vitamins,
minerals and fibre.
provided in the Teacher’s Book.

digestion.
1
Full-colour posters to illustrate the most important Our skin Dairy products are
made from milk and
are rich in calcium.
Our skin is the organ we use to touch. It can tell us how something
topics and vocabulary feels. Find objects in your classroom which
We need proteinsfeel…
and
iron to build muscle
Foods rich in fat help
our brain and nervous
and make us strong. system.
Full-colour flashcards (available through the digital 106611M_CCNN3_BYME.indd 2

© Ediciones Bilingües S. L., 2014 NATURAL SCIENCE PRIMARY 3
15/09/14 09:48
resources) hot smooth hard
A large number of wordcards featuring key

content vocabulary for each unit (available for
cold rough soft
print through the digital resources). 106611M_CCNN3_BYME.indd 1

© Ediciones Bilingües S. L., 2014 NATURAL SCIENCE PRIMARY 3
15/09/14 09:48
Printable resources
Extra printable resources are provided online through
the digital resources. These include:
unit tests
end-of-term tests
evaluation grids
letters to family to help involve parents and carers
in their children’s learning.
worksheets

Digital resources
Extensive digital resources are provided. Their focus is a
projectable, fully navigable version of the Pupil’s Book.
This includes a spot-zoom facility to increase ease-
of-use and facilitate navigation in dynamic classroom
moments. It also provides direct access to the entire
course audio as well as the Activity Book, Teacher’s
Book, interactive digital resources and the printable
classroom materials already mentioned.
Interactive digital resources include:
Slide shows: Two types are provided:
• tep by step experiments and projects from the
Pupil’s Book
• nit review presentations to be used as an
introduction to or revision of key content
Activities: A variety of activities to revise vocabulary
and concepts: Definitions, Wordsearches, Memory
games, Classification, Labelling, Spelling, Read-and-
reveal activities
Posters: Interactive versions of the printed posters
Flashcards: The aforementioned flashcards available
in digital format provide a practical image bank.
Audio: Complete, unabridged audio expanding on
the Class audio CD. All the Pupil’s Book reading texts
can be found here. An excellent pronunciation aid and
useful for dictations
Songs: Especially oriented towards younger learners;
however, also available for higher levels for those
teachers whose method is especially dynamic or
musical
Videos: Links to useful videos chosen to highlight and
expand on key topics in a fun and dynamic way.
bilingualbyme.com
The ByME website is home to a wealth of articles,
videos, activities and useful links. It also provides
support for parents, providing tips and ideas on how
to assist with their children’s learning.
TEACHER’S BOOK 7

How to use the Pupil’s Book
Unit introduction
The opening double page introduces children
Opening spread to the key vocabulary and concepts of the
unit in an entertaining and accessible way.
Each unit opens with a vibrant double-page spread. These introductory The illustrations always feature the Level 4
pages maximise motivation by showing that pupils’ prior knowledge of Natural Science course characters Alex and
key topics is often already considerable. Key content and vocabulary is Carla on a school field trip.In some units you
introduced though attractive large-scale illustrations, songs and engaging will also be able to find Ana and Tom, their
activities. Social Science friends, creating a charming
visual link between the two subjects.
Activities can Animals

be formulated
Animals are divided into two
main groups: vertebrates and
invertebrates. Did you know
as group that about 97% of the animals

on Earth are invertebrates? That 1 Can you name the animals in
means only three percent are the picture?
activities or vertebrates. All vertebrates have

a backbone and an internal 2 Which vertebrate groups do
skeleton. There are five classes these animals belong to?
discussions of vertebrates: mammals, birds,

fish, reptiles and
an amphibians.
3 Are the animals in the picture
in their natural habitat?
to encourage 4 Are these animals herbivores,

carnivores or omnivores?
cooperative
learning. They 5 Listen to the song. Point to the vertebrate groups
you hear.
are designed
A song with a
to encourage
mammal bird fish
related activity
pupils to think
reviews key
for themselves
vocabulary
and to draw
from the
reptile amphibian
on their prior
illustration.
knowledge. 38 39
On the opposite page, pupils

are introduced to the concept of
Story, external exam practice and project worke organising and presenting their
Page three and four of every unit follows the course characters on a school knowledge in different ways. The
field trip. content is presented in the form of
Alex and Carla’s school trip project.
Page three features

A trip to the beach
countryside
a fun but informative
Look, that
story that shows the 1

A
Listen and read.
Carla, come
here quickly! I
can see lots of B
fish is moving
towards that
plant.
Alex and Carla’s school trip project
Look at Alex and Carla’s project, then answer the questions.
children enjoying an
living things!
Are you sure it’s Living and non-living things concept map
a plant? I think
it has tentacles...
adventure on their field and a mouth!
trip. A dramatisation
Alex and Carla are
of the story can be C

exploring some rockpools...
listened to on the class

CD or on the digital It’s
Ahhh!
That’s not
a plant!
eating You’re right,
component. The story the fish! Carla. It looks

like a plant, but
it’s an animal. It’s
activities are designed

a sea anemone.
to reflect the most 2 Look at the story. Write one or two words to
complete the sentences.
1. Alex and Carla are on a trip to the ..... .
common activities
1 Copy the chart. Add another thing from the beach to the
2. Carla and Alex are investigating a rock pool. beach categories animals and man-made things.
Clara can see non-living things: she can see pebbles
sand, rocks and ..... . 2 Carla wants to add the word driftwood to the chart. What
found in external 3. Alex can see lots of living things: he can see
fish, a crab and a ..... . sea anemone
does it mean? Where does it go?
3 Look at the living things in the chart. Write down some
exams. 36
characteristics they have in common.
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Unit development Content pages are richly illustrated
The content pages allow pupils to build on their prior knowledge through with a careful balance of photography
highly visual content and a wide variety of activities, presenting different and age-appropriate illustration, in
levels of cognitive challenge. order to facilitate comprehension
in all learner types and maximise
engagement with the content.
Simple machines
Simple machines have few or no moving parts. We can put

simple machines together and make complex machines. Read A wedge A wheel and axle
about six simple machines and see how we use them in Cutting objects Moving objects from one place to another
everyday objects.
thick end wheel

An inclined plane A pulley
Moving objects up and down different levels Lifting and lowering heavy objects
inclined
load
wheel surface
axle
rope
inclined surface
A lever
Lifting objects
A screw rigid bar fulcrum
Holding things together or lifting objects load

shaft
inclined surface
1 Copy and complete the sentences. Did you know?
a. An ..... is used to move objects up and down different The Ancient Egyptians used 2 Find an example of a pulley in your classroom.
levels. simple machines to build the
Pyramids of Giza. Can you 3 Identify the simple machines that make up a pair of
b. A ..... uses a rigid bar and a ..... to lift objects. scissors.
guess which ones?
c. A pulley uses a ..... and a ..... to lift heavy objects.
4 Would a pulley work without a wheel? Explain your
d. A screw is an ..... around a ..... . ideas. You can draw a diagram to help you.
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Higher order thinking skills are introduced through the use of graded
activities. Activities on the left are revision questions directly related to the
content on the double page, while activities on the right provide greater
challenge, encouraging children to think, investigate and make connections.
Reptiles
Reptiles are vertebrate animals. Turtles, tortoises, lizards,

snakes, crocodiles and alligators are reptiles. Reptiles spend Lizards and snakes Turtles and tortoises
most of their time on land, but some spend part of their time in limbs
shell
water. Reptiles live in all types of habitats, except in extremely scales
cold climates. tail
baby turtle
Main characteristics hatching
Reptiles
Most reptiles are oviparous. They lay their eggs on land. limbs
Reproduction scales
scales
Baby reptiles look like adult reptiles when they hatch. tail
Most reptiles are carnivores. tail
Nutrition
Some are omnivores and eat plants, insects and small animals.
Respiration They breathe with their lungs. Crocodiles and alligators
Most have four limbs, but some have no limbs.

Physical characteristics tail
They have scales that cover and protect their body. scales
Walk, slither and swim
Course
characters
Some reptiles can swim. limbs
Lots of reptiles walk and run. Some slither.
are repeated
1 Write six examples of reptiles in your notebook. Do they all
Did you know?
Snakes swallow their food

3 Find out why reptiles don’t live in cold climates. throughout
without chewing it.
have four limbs? Do they all look the same?
2 Write sentences about reptiles using these verbs:

After eating, they
are completely
4 Make a list of aquatic reptiles. You can use the internet
to help you. the unit
inactive to help
breathe, live, eat, lay eggs, cover. 5 Investigate the basilisk lizard. Why is this reptile special?
them digest.
presenting the
key concepts
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visually in order
Did you know and In other words boxes provide pupils with fun to facilitate
snippets of information or explain complex terms with a twist. comprehension.
TEACHER’S BOOK 9

Unit conclusion
Each unit closes with four pages in which content is extended and revised.
These pages can be extended depending on each teacher’s timetable and
requirements.
Find out
This page extends the content through an accessible, fun experiment,
investigation or project.
Think about it
On the opposite page pupils are offered a values-oriented link to the same
content. Pupils are also given the opportunity to develop their presentation
skills.
Find Out: Fun projects and simple experiments provide children with an
age-appropriate introduction to scientific methods (idea, test, conclusions)
from the very beginning. Projects are carefully designed to be accessible and
appropriate for young children and only require the use of everyday materials.
Studio photography, including real children of the same age as the pupils,
helps them relate to the content.
FIND OUT: Optical illusion THINK ABOUT IT: Visual impairment
Idea: A different way of seeing the world

We can trick our brain Card
A person with visual impairment cannot see very well or
to see things that are Pencil
not real. cannot see at all. People who cannot see at all are blind. Some
Colouring people are born with visual impairment and some people
materials begin to have problems with their sight as they grow older.
Tape There are lots of ways of helping people who cannot see. Look
Test:
at the pictures and explain how these things help people with
Make an optical illusion of a bird in a cage. visual impairment.
audio book
1 2 3 guide dog white cane
Cut out two circles. Draw Stick the circles of card to Spin the pencil and observe
and colour a bird on one the end of the pencil with what happens. What do
and a cage on the other. tape. you see?
braille pedestrian crossing
1 Discuss other ways visually impaired people can enjoy books.

Conclusions
2 Identify changes we can make to computers so that visually
1 Describe what you see when you spin the
impaired people can use them more easily.
pencil?
3 What other things can you see in the street and in public
2 How do you think optical illusions happen?
buildings that help visually impaired people do daily
activities?
3 Investigate other types of optical illusions.
Make a poster to present what you discover.
16 17
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Think about it: Pupils are introduced to values and

ethics in relation to the scientific project. They are
presented with situations designed to encourage
reasoning and an engagement with their
immediate surroundings, in order to develop their
independence and the beginnings of a sense of
social and personal responsibility. There are also
further ideas for projects and class presentations.

Look back
nit revision pages ensure that pupils’ progression is regularly checked and
reviewed. Each review section is divided into Study Skills and more traditional
review activities, designed to check the learning of both content and language.
More traditional review questions check progress

while also providing ample opportunity for language
practice with reading and writing activities.
Study skills: pupils LOOK BACK: Mammals and birds

are introduced
Study skills Review
to a variety of
1 Copy and complete. 1 Which animal is the odd one out? Why?
visual organisers. Mammals Birds a. sparrow / ostrich / pelican / hummingbird b. worm / bat / spider / snail
all viviparous, apart from
The aim is to help Reproduction ..... c. echidna / eagle / chicken / cow d. dog / cat / tiger / sheep
monotremes
can be carnivores, can be carnivores,

2 Describe what you can see in the pictures. Give as much
pupils further Nutrition

herbivores or omnivores
babies drink their
mother’s .....
herbivores or omnivores
parents find food for
their babies
information as possible.
A B C
their own learning Respiration ..... breathe with lungs
most have four legs have two feet, two
process. Physical characteristics some have flippers

covered in hair or .....
wings and a .....
covered in .....
2 Make index cards to help you learn about animals. 3 Write a short description of the animal in the picture.
Include the information in the boxes.
Choose animals from this unit or from
nutrition animal group reproduction habitat
other books.
Use the internet to investigate the 4 Work in pairs. Use the words to ask each other questions.
animals.
giraffes
Cut and paste pictures onto your cards. What do
owls
Write simple, clear information about eat?
hippopotamuses
your animals. Use headings. Here are Where do live?
echidnas
some ideas: viviparous?
ostriches
animal group physical characteristics Are fly?
sparrows
nutrition habitat oviparous?
bats
Can breathe?
reproduction wild or domestic chickens
swim?
hummingbirds
How do
Start today! Make cows
index cards
to help you revise
this unit.
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Each unit contains a different dynamic revision A final pairwork activity encourages
activity, which allows pupils to build up their own self-evaluation while also providing
set of revision materials and have fun with their opportunities for speaking and listening,
classmates at the same time. and practice for language structures.
TEACHER’S BOOK 11

Term pages
Four end-of-term pages provide additional progress-checking activities as
well as the opportunity to practise different communicative skills.
The different activities are
conducted following different
Think together
Cooperative Learning structures
Cooperative learning project: A final group project takes these that provide an optimal learning
communication and collaboration skills further and gives students the experience for students and
opportunity to engage with a key theme from a different point of view guarantee the involvement of
while having fun at the same time. These cooperative activities are carefully all team members. Different
adapted to the age group. The group dynamics used are fully described in structures include Round robin,
the Cooperative Learning pages. Think-pair-share, Jigsaw, etc.
Before doing THINK TOGETHER Scientists and inventors

Two heads
the activities, 1 Look at the pictures. What do these people have in Group project
are better
than one!
common? What did they discover or invent?
teams are A B C D
1 Choose one of these inventions.
formed by the A B C D
teacher. Pupils Alexander Fleming James Watt Alexander Bell Albert Einstein
are assigned E F G H
steam engine telephone X-ray printing press
2 Describe the invention you have chosen. What do we use
roles and an it for? Use some of the sentences from the box.
The ..... allows us to ..... . It was invented by ..... . It was invented in ..... .
explanation is Johannes Gutenberg Louis Pasteur Wilhelm Röntgen Samuel Morse

3 Describe what life was like before the invention you have
2 Look at the pictures. Say which things you couldn’t live chosen was invented.
given on the without.
B C
4 Look for pictures and more information about the
A
invention you have chosen. Find out why it is important
procedures to for human beings.
5 Make a chart using the pictures and information you have
follow according
found. Don’t forget to name the inventor and why the
invention is important for human beings. Present your work.
to the relevant
fridge camera microwave
Checklist
D
E F We included the inventor and when the invention was
Cooperative invented.
We described what life was like before it was invented.
Learning We used pictures.
We used books or the internet to find more information.

aeroplane computer light bulb
structure. 134 135
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Term review
TERM 3 Review
Team test!
Team
1 Read the quiz and write the answers in your notebook.
test! allows pupils
Science Science to compete
quiz 1 Get into teams. Take it in turns to guess what the other team
A
Quiz follows against their

is talking about.
Team A Team B
a traditional 1
2
How many materials are there in a mixture?
Explain what happens when some metals react with 1 Freezing and melting are examples 1 Our body turns this energy into classmates
of this change. thermal or kinetic energy.
air and water.
question and 3 Which method is best for separating solids and liquids? 2 The Sun produces these types of
energy.
2
3
We use this tool to cut wood.
Twisting and stretching are
while revising
4 Give two examples of thermal, sound and light energy.
This simple machine is good for examples of this change.
answer format
3
5
6
Where do we get crude oil, natural gas and coal from?
List three types of renewable energy.
B
4
lifting and lowering heavy objects.
This is good for separating solids of
4 We use these devices to change
wind energy into electrical energy.
content and
as well as
Explain what simple and complex machines are. different sizes.
practising
7 5 This simple machine is good for
8 Name five simple machines. 5 These devices change sunlight into moving objects from one place to
electrical or thermal energy. another.
9 Which simple machine has a rigid bar and a fulcrum?
offering the 10 What can you see in photos A–D?
C
6 We use this tool to turn bolts. 6 We use this method to separate a
solid that is dissolved in a liquid. speaking and
opportunity D listening skills.
for practising
listening skills.
How did you do?
2 Listen and check your answers.
8–10 points 7–5 points 0–4 points
Excellent Good Try again! 3 Write two more sentences and test the other team.
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End pages
Picture dictionary
The book ends with an extensive easy-reference picture dictionary with the
focus on photography to help memory and recognition.
Picture dictionary
Living and non-living things The Animal Kingdom
Living things Vertebrates
Animals are living things
mammals birds reptiles
Plants are living things

amphibians fish
Invertebrates
Arthropods
Fungi, algae and bacteria are living things

insects arachnids myriapods crustaceans
Molluscs
gastropods bivalves cephalopods

Non-living things
Other groups
Cnidarians Annelids Echinoderms

natural man-made
140 141
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Optional Activity Book

The Activity Book is ideal for homework or for increasing the amount of
pupils’ reading and writing practice. There are also innovative new sections
to encourage family participation and practice with the question types that
are found in the most common external exams.
Find out UNIT 8
at home! Find out at home! Skills check
projects are 1 Investigate different ways you can save energy at home: 1 Read about staying cool and saving energy in the summer.
Choose the correct words and write them on the lines.
1. Read the information about saving energy.
designed to 2. Look around your home and think about different ways
you and your family can save energy.
Example
Open this to let a cool breeze in the house. a window

3. Complete the table below.
encourage In our homes we use a lot of electricity. We use it to provide

Hints
a. You can read a book instead of watching this.
parents
our homes with light, heating, hot water and air
conditioning. We also use electricity to power electrical b. This machine keeps you cool and uses less energy than an air conditioner.
appliances like TVs, fridges and washing machines. But there c. You can eat this for lunch instead of cooking.
or carers
are ways we can use less electricity and save energy. For
example, we can turn off the light when we leave a room or d. Plant one of these for extra shade on hot days.
have a shower instead of a bath.
e. You can wear these instead of shoes to stay cool.
to engage Area which we can save

How we can save energy:
f. This is a place where you can go swimming.
energy in:
with pupils’ Heating/Cooling
learning
Water
through a fan a window a television a sandwich
simple Lighting
investigative Electrical Appliances
projects to be Other
carried out in a tree sandals the beach a bike
48 49
the home.
Skills check helps pupils to review content while also offering

them extensive practice with the most common activity and
question types found in external language exams.
TEACHER’S BOOK 13

How to use the Teacher’s
pupils book
Book
Preliminary pages
The Teacher’s Book includes a variety of articles with practical ideas on how
to get the most out of the lesson.
Helpful tips & Classroom management

The section Helpful tips is set out as a reference resource. There are countless
ideas on setting up reading tasks, maximising the benefits of classroom
materials, and keeping your pupils motivated through a variety of activity types.
The Classroom management section provides some general ideas on
managing your class in order to create a productive environment in which all
pupils are able to flourish.
Flashcards and wordcards: flashcards
Helpful tips and wordcards are incredibly effective
The following tips are arranged as an activity bank
and will help you to get the most out of the ByME
Response to reading pupils organise the content in a personal way. Various
ways of collecting, organising and displaying information
Odd one out: Stick three wordcards or flashcards on the
board (two that are similar and one that is different). Ask
tools if used appropriately. This section
Reading strategies can be explored before, during and
educational materials, add diversity to your classes, and are suggested in each lesson. which is the odd one out. Encourage pupils to name the
offers a wide range of suggestions on

after reading the text to provide pupils with a purpose
maintain your pupils engaged and motivated. card that is different and to tell you why.
for reading and aid comprehension: Journal entries: Pupils ask questions, make observations,
Presenting key content summarise, make connections, and collect, record and What’s missing: Stick 6 to 8 wordcards or flashcards
Making predictions: The teacher asks pupils to look at
interpret information. on the board one by one, naming them as you do so.
ByME science 3 presents content in both textual and the illustrations and photos on the page and scan the text
Then take all the wordcards down and mix them up. Ask
how to make these useful resources work

visual formats. At this level, pupils continue to develop for key words. Then the pupils make predictions about Visual representations: Charts, tables, graphs, diagrams
and drawings. A KWL is a graphic that helps pupils access a volunteer to come out to the front and choose one
their literacy skills. To encourage active participation what they will be reading about.
prior knowledge, establish a purpose for reading and (without showing it to anyone). Place the remaining cards
and develop confidence at this level, teachers are Word meanings: Pupils look through the text to on the board again, encouraging the pupils to name them
recommended to use a variety of reading activities summarise what they have learned (K = what I know, W
find unfamiliar words. These words can be defined by as you do so. Ask the pupils What is missing? Encourage
for you.
to help pupils develop fluency and confidence while = what I want to learn, L = what I learned)
classmates, the teacher or with the use of a dictionary. them to name the wordcards the pupil has in their hand.
reading. There are a variety of activities that can be Concept maps: Provide pupils with a tool to organise
Word meanings in context: The teacher encourages Tap it: Divide the class into two teams. Stick 4 to 6
done before, during and after reading to help pupils get information while brainstorming, classifying, categorising,
pupils to define new words and important vocabulary by wordcards up on the board in reach of the pupils. Call a
the most out of the text. comparing and summarising new learning.
using the text in the sentence around it. pupil from each team to stand in front of the cards. Say
Reading Main idea: Pupils look for the sentence(s) that describes Flashcards and wordcards the definition or give a clue about one of the words. The
the main idea of each paragraph. Flashcards and wordcards can be used in endless ways, first pupil to tap the correct card gets a point. Mix the
To encourage active participation and develop fluency
from presenting or consolidating concepts or vocabulary cards up and invite two other pupils to play.
and comprehension skills at this level, teachers are Paraphrasing: Pupils use their own words to retell what
recommended to use a variety of read-aloud activities. they have just read. to providing revision before the end-of-unit tests or at the Games and activities
beginning of a lesson. Here are a number of ideas to help
Read and repeat: The teacher reads a sentence and Summarising: Pupils use key words to describe the main Pupils learn in many different ways. The more experiences
get the most out of these useful resources:
the pupils read and repeat the sentence, focusing on idea of the text. pupils can have around a new topic, the more likely
proper intonation and pronunciation. Slow Reveal: Cover the wordcards or flashcards with a
Organising information: Pupils sort, categorise or they will learn and remember concepts and vocabulary.
sheet of paper (or similar). Take hold of the wordcards or
Choral reading: The teacher and all the pupils read the classify the information from the text. Games offer a wide range of opportunities for pupils to
flashcards and slowly reveal it over the top of the paper.
text aloud in unison to encourage word recognition and engage with and use what they are learning. They are
Cause and Effect: Pupils look for examples of cause Encourage pupils to guess the word.
fluency while building confidence in reading. also a chance to offer movement, a change of focus,
and effect in the text. The cause explains why something Quick flash: Place a group of wordcards or flashcards and disguise language learning. The competitive element
Order reading: The teacher instructs pupils of the order happened. The effect is the description of what happened. inspires pupils to participate and, what could easily be an
Games and activities: additional

in a pile facing you. Quickly, turn the pile around to face
in which they will read the text. The first pupil reads one the pupils, then turn it back. The pupils say the word they uninspiring list of revision questions or words to define,
Compare and contrast: Pupils take two main concepts
sentence, and then the next pupil reads the following saw. can be transformed into a fun game.
and discuss how they are different and how they are
and so forth without interruption.
similar.
Cloze reading: The teacher reads the text and pauses at
activities that can be adapted to

Making connections: Pupils focus on new vocabulary
key words to have the pupils read the missing word (or
or a new concept and make a connection to their
phrase) in unison.
personal life and experiences or to previous learning.
Small group reading: Pupils are divided into small
Sequence: Pupils discuss or write the sequence of a
groups to read the text. The groups can be heterogeneous
specific teaching contexts, for revision,

process or event.
allowing stronger readers to support other group
members; or the groups can be homogeneous so that Drawing conclusions: Pupils use the information they
the teacher can work with the group of readers that already know and the information from the text to draw
needs the most support. conclusions.
Partner reading: Pupils read with a partner. Each pupil

takes turns reading and listening.
Asking questions: Pupils use the information from
the text to ask new questions that require further
investigation.
reinforcement or extension in mixed-
Silent reading: Pupils are provided with time to read the
ability situations, or to keep fast finishers

text silently on their own. Writing
Re-reading: Pupils read texts multiple times to promote Science learning gives writing practice an authentic
better understanding of the main concepts, increase context. Incorporating the use of science notebooks
fluency and ensure participation from all pupils. encourages ownership, builds understanding, and helps
20 NATURAL SCIENCE PRIMARY 3 TEACHER’S BOOK 21 busy while the rest of the class completes
001_029_PRELIMINARES_105505.indd 20-21 26/09/14 15:31
the task.
Presenting key content: this section addresses the perennial problem of
how to make reading in class dynamic, productive and stimulating.
Classroom management
Time
Assessment
Formative and summative assessments are essential in

mastered. Some activities can be completed whilst
seated in rows.
Listening routine
se a uick and simple chant to get pupils’ attention.

Moving desks procedure
Design a seating arrangement that will require the least

management:
any Science class. In order to develop scientific Time management amount of moving. Have pupils practise moving their
competences, pupils need to reflect on their work as
well as the work of others. In addition to the printable
tests available in the Digital resources, there are also
Many pupils have limited time for their Science class
each week. This means that the teacher needs to have
all the materials prepared before class and establish
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. I’m looking at you.
desks quickly, quietly and carefully from rows to groups
and back to rows again. Placing coloured tape on the
floor can be helpful.
suggestions for
evaluation sheets for each unit to help keep track of Attention routine
working to a limited
procedures and routines in order to use the time Distributing materials procedure
your pupils’ progress. These are fully compliant with the
effectively. Opening and closing activities can be
evaluation criteria and learning standards as set out by Sometimes during class, the teacher may need to stop
shortened and lengthened depending on the time Design a procedure for handing out materials. A helper (or
the Spanish curriculum. the pupils in order to give them further instructions.
allotted for Science class. Holidays, excursions and helpers) can be selected every week to help hand them
Many pupils find it difficult to stop working and choose
absent pupils can interfere with the rhythm of the class. out. This role can be used as a reward for good behaviour.
timetable. ByME
Classroom management to keep reading, writing, discussing, etc. sing a bell,
If needed, some activities from Analyse and organise,
xylophone or other musical instruments can be useful in
As with all ages, the establishment of clear rules for Fragile world or Revise can be sent home as homework. Cleaning up procedure
getting pupils’ attention, or the teacher can use a quick
behaviour is key to successful classroom management. chant:
Procedures Design a cleaning up procedure for different types of
As the pupils are now older and more mature,
Teacher’s Books
science projects. Helpers can be useful in this procedure.
Classroom
encourage them to participate in the process of Procedures and routines are essential in class. These I’ve got something important to say.
There are many cleaning up songs on YouTube. You can
establishing these rules. You may want to explain to should be introduced gradually throughout the first Put your hands on your (head) and look my way. choose one and play it while pupils clean up.
pupils that, as in society, they have rights and term and practised on a regular basis. Positive
responsibilities in their Science class. reinforcement can help the acquisition of these Pupils are to leave their work and put their hands on
organisation:
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to
accept so that everyone can share those same rights.
procedures and routines.
Helpful procedures and routines for Science class

their head. The teacher can change the word head for
other parts of the body (e.g. knees, shoulders, etc.). give teachers the
include:
option of focusing
Possible rights and responsibilities include:
provides clear 1. I have the right to share my ideas. I have the

responsibility to listen to the ideas of others.
on key content,
2. I have the right to feel safe sharing my work. I have
rules for behaviour the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my

work. I have the responsibility to take care of those
which the pupils

resources and to use them safely.
Classroom organisation
incorporating clearly
marked extras only if
The physical arrangement of the classroom varies
themselves are asked

greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
to help define.
extent of Cooperative Learning it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
time allows.
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be
001_029_PRELIMINARES_105505.indd 24-25 26/09/14 15:31
Procedures: ways of sequencing a class session, with

suggestions for routines that can be repeated from class to class.

Cooperative Learning
An article on Cooperative Learning (CL) offers an introduction to this
innovative method of teaching. This section complements the end-of-term
Teamwork sections, explaining in simple language how to set up each CL
structure referenced there. Further reading: a brief
bibliography for those who would
Cooperative Learning like to deepen their knowledge
What is Cooperative Learning? Effective leadership
Decision-making
When strong students help and work together with
weaker students, they often find gaps in their own Think-Write-Pair Share
of CL.
Cooperative Learning (CL) is an educational situation
understanding and fill them in. In teams, students write or draw their own ideas
in which students are required to work together in Trust-building before they pair up to discuss them with a partner.
small groups or teams to support each other in order Students working alone may tend to delay or skip
Communication This allows students to more fully develop their own
to improve their own learning and that of others. their assignments, but when they work as a part of
ideas before sharing.
CL goes beyond merely seating students together; Conflict resolution a team and realise that others are counting on them,
simply telling them they are a group does not mean they will often feel more motivated and do the work Steps for the strategy:
Helping and asking for help in a timely manner.
they will cooperate effectively. For students to behave 1. Students write their ideas.
cooperatively, and to reach their full potential within a Organisation Nevertheless, we should never forget that the benefits
group or team, they will need some essential elements. 2. Students pair up and discuss their ideas with a
Self-esteem and self-confidence of CL are not automatic, and it takes time to work in a
partner.
cooperative way.
What are the basic principles Our students aren’t born knowing how to behave in a Cooperative Learning
Teammates consult
of Cooperative Learning? group. We have to teach them, giving them models, Cooperative Learning structures
(Johnson, Johnson & Holubec, 2008) and opportunities to practise these skills. (UNT, 2008) In teams students discuss an answer and nobody
writes it down until all of them come to an
1. Positive interdependence 5. Group processing Once the teacher has determined the objective of the agreement.
because all the elements derived from social Resolving conflicts 2. Introduction to reflect on what works and doesn’t work in their
lesson, he or she can select a structure that will provide
Students perceive that they need each other in order Developing CL methodology is not easy at first, nor interaction in the classroom depend on these Steps for the strategy: team. If many teams are experiencing the same
the optimal learning experience for the student in a Making shared decisions by negotiating and reaching The teacher introduces new content. This is the moment
to complete the group’s task. Every student in a small are the effects immediate. Difficulties within the cooperative skills. problem, spend some time in class on the relevant
cooperative context. Learning structures are available 1. Students put their pencils down in the centre of
a consensus for giving instructions and explaining the “why”.
group must contribute to the learning of the group, groups, resources and management may arise. That is cooperative skills. Most of the time, however, the
for almost
b. Turning anyinteraction
social learning situation.
into promotive interaction. the table.
and each member needs the others to complete the why formative assessment is needed. This assessment Formulation skills: those needed for a deep 3. Development assessment will show that most teams are working
Teachers should make students reflect on the way they
task. We can enhance positive interdependence by involves both teachers and students. 2. Teammates
understanding of discuss the question.
the concepts All members
the students haveof well.
Timed
address pair
their share
group mates: what they mean and how At this stage teamwork comes into action according to
establishing mutual goals which “will help each student the team contribute, but all do not have to agree
acquired.
One way of structuring group assessment is by: they sound. the strategies designed by the teacher. Expect initial resistance from students.
to learn and make sure all other team members learn” In pairs, students share with a classmate for a on one answer.
Listing at least three member actions that helped the Summarising
(Johnson, Johnson & Holubec, 2008). c. Creating opportunities
predetermined timeforwhile
inter-individual information
the classmate listens.
group be successful (students).
3. When everyone on the team is ready with an
Correcting others and adding information
4. Feedback Further reading
intake
Then(or processing)
they making
switch roles. (Kagan them aware2009)
& Kagan, of their answer, team members pick up their pencils and
2. Individual accountability individual accountability. The feedback will provide very useful information to the A BR AMI , P.C. (1995). Classroom connections:
Listing at least one action that could make the group Steps for the Strategy: Scaffolding withanswer.
write the previously seen concepts
teacher, who checks if the contents have been properly Understanding and using cooperative learning. Toronto:
“Each student’s performance is assessed and the results even more successful (students). d. Contemplating group assessment as an instrument
1. Students are paired and work in pairs. Creating
Teammemorisation
project strategies acquired. Harcourt Brace.
are given to that student and the rest of the members for cooperative reflection to ensure the improvement
Monitoring the groups and giving feedback on how
of the group” (Johnson, Johnson & Holubec, 2008). Checking understanding
Steps for the strategy: JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
well the groups are working together and the class of 2.
thePresent
cooperative structure.
a problem Teachers should help
to the students. And last but not least…
Therefore each member of the group is responsible for students identify their weak and strong points as a Explaining howclearly
the task shouldproject
be doneand amount of Cooperation in the classroom (8th ed.). Edina, New
as a whole (teacher) (Johnson, Johnson, & Holubec, 3. Provide them with a specific amount of time to 1. Teacher explains
completing their part of the work and must develop If you’ve never used CL, consider starting with small Mexico: Interaction Book Company.
2008). group and take the necessary actions. time teams
a sense of personal responsibility towards him or write their answers. Processing skills: have
thoseto targeted
complete it.
as raising socio- group activities in class. Once you’re comfortable with
cognitive awareness to cultivate a more in-depth that, try a team project or assignment, up to a level of K AGAN, S. (1992). Cooperative learning. San Juan
herself and the rest of the group, because individual We need to know the strong and weak points in order to Cooperative skillstheir answers with either their
4. Students discus 2. Teacher assigns roles: materials manager,
make the right decisions and develop the methodology understanding.
reporter,For example: captain…
timekeeper, CL with which you are comfortable. Capistrano, California: Resources for Teachers, Inc.
performance will affect not only one’s own result, but face skills
or shoulder partners. as (Johnson, Johnson,
in the right direction. Cooperative can be classified
also the rest of the members’ results. Discussing
3. Afterideas
distributing materials, teams work to At the start of the course, explain to students what SLAVIN, R. E. (1990). Cooperative learning: Theory,
& Holubec,
5. Call2008):
on students to share with the class the
complete task. ideas in one conclusion they’ll be doing in teams, what procedures you’ll research, and practice. Englewood Cliffs, New Jersey:
3. Promotive interaction Why Cooperative Learning? answerskills:
Organisation they have developed
those related towith theirformation
group partners. Integrating different
Prentice-Hall.
follow, and what your expectations are.
and organisation as well as establishing behavioural 4. Teacher
Improving the monitors
answer ofstudents.
other group member
“Students promote each other’s learning by helping, The benefits of using CL are supported by theory and Round robin Make team assignments more challenging than SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
sharing, and encouraging efforts to learn” (Johnson, are well established by classroom research. rules. 5. Teams share their project with class. This may be
Verifying and contrasting the work produced with the traditional individual assignments. CL works best Boston: Allyn and Bacon.
Johnson & Holubec, 2008). CL implies face-to-face In teams, students take turns responding orally. done by creating a chart.
There are several reasons why CL works as well as it Encouraging every member to participate instructions given for challenging problems and activities that require
interaction. Students need not only to discuss and agree (Kagan & Kagan, 2009) U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
does: Turn-taking higher-level thinking skills. practices: Cooperative learning. Texas: T in
but also to produce a piece of work through combined Steps for the strategy: Team
Theformation
teacher’s role in Cooperative
effort, because Cooperate Learning is not about Students learn more by doing something active than Forming groups quickly with minimum noise A term assessment is essential to find out how partnership with Department of Teacher Education
1. Teacher asks a question.
Learning
Teachers should form the teams rather than letting the
working individually and make a ‘cut-and-paste’ final by simply watching and listening, and CL is by nature students feel about teamwork. Ask the students and Administration.
an active method. Staying in the group students to choose
Teachers shouldtheir own teammates.
reinforce and help the students to
product. 2. Students take turns answering the question.
Cooperation enhances learning. Weak students Managing noise level Oneknow howfundamental
of the to work in a group:
aspects in structuring CL
4. Social abilities activities is the sizeofofthe
thedifferent
groups. Ideally, form teams
working individually tend to give up when they get Respecting other members’ personal space a. Taking care cooperative skills the
Students need interpersonal skills in order to be stuck, but when working as a part of a team they of 3–4students
students.will
Pairneed
work to
doesn’t
manageusually
in produce
order tothe work
Taking care of materials
successful. Some of them are: keep going. diversity of ideas
together and approaches
effectively common
and efficiently. ThistoisCL. In
essential
Paying attention to the person talking teams of five or more, some students are likely to be
inactive.
26 NATURAL SCIENCE PRIMARY 3 Respecting everybody’s opinions TEACHER’S BOOK 27
Make the teams heterogeneous in ability level. In
Working out skills: those devoted to completing the
heterogeneous groups, the weaker students learn
tasks and keeping efficient working relationships within
from others, and the stronger students gain a deeper
001_029_PRELIMINARES_105505.indd 26-27 the group. 26/09/14 15:31
understanding of the subject by teaching it to their
Reflecting on more efficient procedures peers.
Guiding task procedures
The Cooperative Learning session
Introduction to Cooperative
Defining the purpose of the task
There should be four different stages in every CL
Establishing time limits Session:
Expressing approval
1. Activation
Learning: a general theoretical

Asking for help
This stage works as a warm-up. It is the moment for
Paraphrasing others’ ideas eliciting previous knowledge about the topic.
TERM 1
PAGES 48–49 Think together: The world around us

background on CL, defining its 001_029_PRELIMINARES_105505.indd 28-29 48

THINK TOGETHER The world around us
1 Look at the pictures. What do these things have in

common? What makes them different from each other?
A B C D
Group project
Two heads
are better
than one!
49
2 Look at the pictures. How do we use these
things in our daily lives?
• This is a Round robin activity. Focus

• This is a Round your pupils’
26/09/14 15:31attention
4 Look for pictures and more information about
the thing you have chosen. Find out why it is
important for human beings.
on the six photos at the bottom of page 48. • Pupils can

• Pupils can look for pictures and more information in
1 Choose one of these living or non-living things.
main principles and benefits.

A B C D
• sing the oom on the interactive whiteboard, show reference books, higher-level school books or on the
the pupils the first photo. Give each group a sheet of internet.
E F G H
water cow wheat wood
paper and a pencil. You can use the clean side of a
2 Describe the living or non-living thing you have chosen.
Use the words in the box to help you.
piece of paper from the recycling bin. 5 Make a chart using the pictures and the
animal plant meat food material information you have found. Don’t forget
2 Look at the pictures. How do we use these things in our
daily lives?
fuel product abundant scarce
• Each pupil, in turn, writes down his or her answer as to include the characteristics and why it is
A B C 3 How can we conserve or look after the thing you have
chosen? Can we live without it? the paper and pencil are passed around the group. important for human beings. Present your
work.
4 Look for pictures and more information about the thing you
have chosen. Find out why it is important for human beings. • o the same with the rest of the photos, handing out
5 Make a chart using the pictures and the information you
have found. Don’t forget to include the characteristics and a new piece of paper for each photo.
water plants wood
why it is important for human beings. Present your work. • This is a Group project activity.
Checklist
D E F
GROUP PROJECT • Clearly explain the project the groups are going to
We included a description and its characteristics.
do and the amount of time they have to complete it.
1 Choose one of these living or non-living things.
We explained why it is important to human beings.
We used pictures. Assign roles:

chicken sand rocks
• ocus your pupils’ attention on the four photos at the ▪ captain (in charge of managing the group and
48 49
top of page 49. Check to see if pupils can identify which assigning the different roles)
048_049_Repaso1_1T_105503.indd 48-49 30/07/14 12:10
photos are living things and which are non-living things, ▪ materials manager
before they choose one to continue the project with.
PAGE SUMMARY + OPENING ACTIVITIES ▪ spokesperson
2 Describe the living or non-living thing you have
Cooperative Learning structures: specific

On these pages pupils will review living and non- • Before doing these activities using different cooperative ▪ timekeeper
living things around us and how we use them in our learning structures, you should form the groups. chosen. Use the words in the box to help you. • After distributing the materials, ask your pupils to work
daily lives. They will reflect on why it is important to Teachers should form the groups rather than letting the to complete the task.
• This is a Think–write–pair check activity.
conserve living and non-living things and how we pupils choose their own group members. Remember • Monitor your pupils.
can do so. The different activities will be carried out to form heterogeneous groups of three or four pupils. • Ask your pupils to look at the words in the box. Then,
tell them to describe the living or non-living thing they • Ask the groups to share their project with the class.
following different cooperative learning structures, • Tell the pupils what they will be doing in their groups,
which will provide the optimal learning experience have chosen using these words and other words they
what procedures they will follow, and what your know.
information on the different group dynamics referenced

for the pupils and guarantee the involvement of all expectations are. If during these activities any team CHECKLIST
the members of the group. is having difficulty, spend some time in class on the • Ask your pupils to write their ideas.
• Group assessment is essential in cooperative learning
relevant team skills. • Once they have finished, ask them to pair up and
to ensure that there is analysis of interactions and
discuss their ideas with a partner.
LANGUAGE promotion of teamwork. Pupils should understand
MAIN ACTIVITIES that how they work together affects the quality and
• Question words: what, how, etc. 3 How can we conserve or look after the thing quantity of concepts that they learn and understand.
• Making comparisons: Picture A is a living thing, you have chosen? Can we live without it?
1 Look at the pictures. What do these things have
in the lesson plans. Here you’ll find easy-to-follow

• Ask pupils to discuss and reflect on how the group
but Picture C is a non-living thing. in common? What makes them different from • This is a Group members consult activity. worked together and identify ideas and actions that
• Vocabulary: cactus, cow, grasshopper, litter, each other? helped the group achieve its goals.
• Ask your pupils to put their pencils down in the middle
penguin, plants, rocks, sand, tree, water, wheat,
• This is a Think–pair check activity. Focus your pupils’ of the table. • Once they have shared their results, ask them to
wood reflect on how the project could be done better next
attention on the eight photos at the top of page 48. • Tell them to read activity and to discuss it. All members
time.
• Ask your pupils to look at the photos and think of the team should contribute.
ADDITIONAL MATERIALS • Invite your pupils to share their conclusions with the
independently about the questions: what do all of
instructions on how each CL structure is set up.

• When everyone in the group has decided on an answer,
class.
• Digital flashcards them have in common? How are they different? ask them to pick up their pencils and write their answers.
• Digital wordcards • Tell them to discuss their answers in pairs. Ensure that
each pupil shares something with their partner.
• Then, ask the pairs to share their answers with the rest
of the class.
092_097_Trim_1er_105505_LP.indd 94-95 26/09/14 13:17
TEACHER’S BOOK 15

How to use the Teacher’s Book
Content maps Key competences:

Each unit and Cooperative Learning section begins with a content map, fully related to each learning standard.
compatible with the LOMCE curriculum, to help the teacher see at a glance LIN: Competence in linguistic
the content, evaluation criteria, learning standards and key competences communication
ahead. MST: Competence in
mathematics, science
Learning standards, evaluation criteria and technology
and content: all key elements of the LOMCE DIG: Digital competence
curriculum are clearly mapped out for each unit. LTL: Competence in learning
to learn
SOC: Competence in
UNIT 5 Reptiles, amphibians and fish social awareness and
citizenship
CONTENT EVALUATION CRITERIA LEARNING STANDARDS KEY COMPETENCES PAGES
AUT: Competence in
autonomous learning
Reptiles. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of reptiles. MST, LIN 66–71
classify living things as reptiles.
Uses ICTs to obtain information to help identify and classify reptiles. MST, LTL, DIG 71
Identifies and describes the life processes of reptiles. MST, LIN 70
Amphibians. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of amphibians. MST, LIN 66–69,
classify living things as amphibians.
Uses ICTs to obtain information to help identify and classify amphibians.
Identifies and describes the life processes of amphibians.

MST, LTL, DIG
MST, LIN
72, 73
73
72
and personal initiative
CUL: Competence in artistic
Fish. Through direct and indirect observation, use scientific criteria to identify and Observes, directly and indirectly, and identifies the characteristics of fish. MST, LIN 66–69,
classify living things as fish. 74, 75
Uses ICTs to obtain information to help identify and classify fish. MST, LTL, DIG 75
Identifies and describes the life processes of fish. MST, LIN 74
Extreme environments.
First approaches to scientific activity and

the scientific method. Use of different
Understand the existence of life in the most extreme environments.
Obtain relevant information about specific phenomena, make predictions,

integrate information from direct and indirect observation and communicate the
Identifies and values living things and their adaptations to extreme environments.
With help, selects and organises specific and relevant information; analyses it and draws
conclusions; reflects on the experience and the process; presents the results.
MST, LIN, SOC
MST, LIN, SOC

77
69, 76, 77 and cultural awareness

Use of ICTs. Uses books, libraries, etc. and collaborates in the care and maintenance of all the MST, LTL 76, 77
materials available in the school and the classroom.
Shows autonomy in the planning of activities and tasks and shows initiative in decision LTL, AUT 69, 76, 77
making.
Uses ICTs to help search for information and/or for presenting the results. LTL, DIG 73, 77
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 69, 76, 77
and investigations. and investigations. results.
Individual and group work. Work independently and proactively and develop strategies for working in a Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 69, 76, 77
group.
First approaches to cooperative learning. SOC, LTL 66, 67, 77
Planning a project and presenting a Carry out a project and present a report. Begins observation, using relevant instruments and consulting written documents and LTL, AUT 69, 71, 73,
report. images. 76
Presents work clearly and in an organised fashion. LIN, LTL, AUT 76, 77
Page references: these

collecting information from different sources and presenting the results orally with the
indicate where each

learning standard is covered.
118_137_U5_105505_LP.indd 118-119 26/09/14 15:24
Unit information
Unit summary: Evaluation
an overview of the UNIT 5 Reptiles, amphibians and fish material: a short
lesson, highlighting UNIT INFORMATION description of the
UNIT SUMMARY EVALUATION MATERIAL
the main topics and In this unit pupils will continue to study the animal
kingdom. Your pupils will review the main characteristics
of the three other vertebrate groups: reptiles,
three content pages are set out in a similar way, using
a simple visual organiser to help pupils easily identify
characteristics, similarities and differences between the
These documents can be downloaded from the
Teachers section of the digital component and printed.
The materials include:
• End-of-unit test: in addition to the Review section
at the end of each unit, this summative test can be
used to evaluate pupils’ progress after studying the
evaluation aids
amphibians and fish. They will practise their techniques animal groups. Always encourage your pupils to use unit content.
outcomes, as well as available.

• Unit diagnostic test: provides an overview of
of scientific classification and broaden their concept of tables, concept maps, lists and diagrams to organise
the unit and allows you to assess the pupils’ prior • Class unit evaluation grid: based on the evaluation
the incredible variety of animal life on the planet. their work and help them revise.
knowledge. criteria and learning standards of the unit.
Pupils begin by refreshing what they already know The new vocabulary presented in this unit extends
identifying areas that

about animal groups through the opening illustration pupils’ knowledge of the animal kingdom and provides
and story. This is followed by three double-page them with the necessary language tools to identify and DIGITAL RESOURCES
spreads that look in detail at the nutrition, reproduction classify animals. They will also have the opportunity to Presentations Song lyrics
and physical characteristics of reptiles, amphibians and develop their observation skills and their ability to apply
fish. Like the previous unit on mammals and birds, these their knowledge in different ways. • Unit summary: a simple slide presentation with Listen to the song Reptiles, amphibians and fish and
are popular with or

text, images and audio to review the main ideas of follow the lyrics line by line.
the unit. It can be used at the beginning of the unit Poster
to test pupils’ prior knowledge of the unit content
EXPERIMENT VALUES AND ATTITUDES Unit 5 poster Reptiles, amphibians and fish can be
or at the end of the unit as a revision tool.
used in various ways:
difficult for pupils. Find out In this unit your pupils will discover and learn more • Find out: a slide presentation of the unit’s Find
• Ask pupils at the end of class to come up to the
about reptiles, amphibians and fish. Although these out page with text, photos and audio. The slide
In the Find out activity on page 76, your pupils will poster individually and tell you something about
vertebrate groups are the main subject matter of the presentation is perfect for a heads-up class,
create a natural habitat out of different materials and the poster before they line up to leave (before
unit, pupils are also reviewing the life processes of living showing the steps one by one. Use this tool to
digital
demonstrate how some animals use camouflage to lunch, change of class, etc.).
things, improving their classification skills and applying get the pupils to predict the next steps (with their
hide.
their knowledge in different contexts. Throughout the books closed) or to focus their attention on each • To introduce and review the parts of the body of
The pupils will need: unit, try to encourage pupils to think about: step as they carry out the project themselves. reptiles, amphibians and fish.
• paints or felt-tips Activities • To review the unit, give pupils clues using the text
resources:
• the amazing variety of life on Earth and how we need
to preserve and protect it. on the poster and ask pupils to tell you which group
• coloured paper • Memory game: useful activity for reviewing key
you are describing without looking in their books.
• how living things depend on their natural environment vocabulary and modelling pronunciation.
• magazines Videos
Materials: materials
and therefore how important it is for humans to • Spelling: pupils drag and drop letters to spell
• recycled materials Use the video links in this unit to present content
an index of
preserve these habitats. different reptiles, amphibians and fish.
Further ideas in a dynamic, real-life context while reinforcing the
• how the natural world can surprise us and evolve and • Classification: pupils drag and drop words into
pupils’ listening skills.
As a way of exploring camouflage in greater detail, adapt to extreme conditions. a simple classification table relating to reptiles,
required for each

pupils can investigate how humans use camouflage amphibians and fish. Teachers
Think about it
the materials
too. • Read and reveal: pupils read sentences about Digital flashcards and wordcards: reptiles,
The Think about it page in this unit develops pupils’ reptiles, amphibians and fish and guess the missing amphibians, fish
ability to apply their knowledge. Pupils will learn about words, which are revealed by clicking the spaces. Downloadable pdfs: evaluation tests, evaluation
some fascinating animals that have adapted to survive
lesson and reminders

grids, templates, useful links and further information.
in extreme conditions.
and activities
for pupils of the available through
materials they should the Digital
bring from home for 118_137_U5_105505_LP.indd 120-121 26/09/14 15:24

resources.
upcoming activities.
Values and attitudes: aims to make the content

Experiment: helps prepare for the science relevant to pupils, helping them understand how it
project ahead of time. Especially important when affects them directly and why it should matter to them.
experiments require pupils to bring in materials.

Lesson plans
Step-by-step lesson
There are step-by-step lesson plans for all units and term sections.
plans: teacher tips
on presenting textual
and graphic content,
and instructions
Visual page UNIT 5
PAGES 66–67 Reptiles, amphibians and fish

for guiding pupils
reference: a full-
through the activities.
• ivide the pupils into small groups to answer the CD1 • track
Reptiles, amphibians and fish 47 questions at the top of page 67. Then, invite them to Reptiles, amphibians and fish
colour image of the

Fish were the first vertebrates to
share their answers with the whole class.
live on our planet. Over time,
Tadpoles swimming in the pond
66 67
they developed into amphibians.
Amphibians were the first
vertebrates to leave the water
and move onto land. They
1 What different animals can you
1 What different animals can you see in the Reptiles, amphibians and fish
see in the picture?
adapted well to life on land and
developed into reptiles.
Dinosaurs were reptiles. They
2 Think of different ways to
classify the animals in the
picture? A carp watching a dragonfly
Pupil’s Book for the

were the dominant animals on picture.
the planet for millions of years!
3 Find some examples of
• n the picture, pupils can see lots of different animals. A lizard lying in the Sun
vertebrates and invertebrates.
4 Who is not behaving properly Provide pupils with time to examine the picture in A snake slithering in the grass
in the picture?
detail and ask questions about the names of the

Reptiles, amphibians and fish [x2]
different animals. See answers at a glance.
5 Listen to the song. Point to the words you hear.
48
teacher’s reference. carp tadpoles lizard

2 Think of different ways to classify the
animals in the picture.
• raw a ladder with four or five steps. At the bottom,

• The most obvious ways of classifying the animals are draw a fishpond. Draw a stick figure at the top of the
as vertebrates and invertebrates, or in animal groups. ladder.
dragonfly salamander
Give pupils ideas of how else we can classify things: • raw lines to spell out an animal from the picture.
snake
animals that live in water, animals that breathe with Pupils put their hands up and say a letter. If they guess
their lungs or with their gills, animals with wings, etc. correctly, write the letter on the corresponding line.
66 67
If they are incorrect, the stick figure goes one step
066_079_U5_2T_105503.indd 66-67 30/07/14 12:13
3 Find some examples of vertebrates and down the ladder, and might end up swimming in the
invertebrates.
+
+ OPENING ACTIVITIES fishpond!
PAGE SUMMARY
• Pupils have previously studied the basic differences + EXTRA IDEAS
The aim of the unit opener is to develop pupils’ • f you are using an interactive whiteboard, focus on between vertebrates and invertebrates, and have
observation skills and find out what they already the picture of the school trip to the wetlands, not the studied some examples, so they should be able to • Pupils choose one of the animals from the opening
know about some of the topics in the unit. Use the questions. Either elicit ideas or ask questions. What is identify the two types of animals in the picture. There illustration. They find out more information about it
illustration to review vertebrate and invertebrate Alex looking at? How many frogs and toads can you
Lesson information Extra ideas:

are lots of examples of both, but pupils might need to share their findings with the class. Encourage them
animals. Elicit vocabulary related to animals, as well see? Can you name any of the birds in the picture? help with vocabulary. See answers at a glance. to draw a picture of the animal, making it as realistic
as action verbs that describe what is going on in • Alternatively, use the interactive whiteboard writing as possible.
the scene and adjectives to describe the various tools and ask pupils to come up to the board, mark 4 Who is not behaving properly in the
characters and elements. Get your pupils to work an area of the picture and describe what they can see. picture?
at a glance: lesson activities for

in groups to complete activities 1–4 and to have fun ANSWERS AT A GLANCE
Help them to produce correct sentences.
listening to the song and completing activity 5. • emind pupils that the children are in a nature reserve. 1 (Vertebrates) fish, carp, snake, tortoise, lizard,
• ind the magnifying glass. Give your class the following Ask them to think about these rules: You must stay salamander, toad, frog, bird, heron, kingfisher,
clues to help them find it: It’s in the water. It’s near on the path; You must not touch the wildlife. The duck, otter; (Invertebrates) insect, ladybird,
a green lizard. It is in some frog’s eggs. It is in the
summary, language pupils who finish

LANGUAGE girl on the right is touching a frog with a stick; the butterfly, dragonfly, fly, spider.
frog’s eggs on the left. boy on the bridge in the yellow top is climbing on the
• Question words: where, what, who, which, etc.
railings. 2 See suggestions in the lesson plan. There are
• Prepositions: in, on, next to, in front of, behind MAIN ACTIVITIES
lots of ways to classify animals, not just the
• Present continuous to describe actions 5 Listen to the song. Point to the words you traditional animal groups.
focus and materials to the lesson early.

Page 67, Unit introduction (CD1 track 47)
• There is / are hear.
• ead the unit introduction at the top of page . 3 See answers to question 1.
• Vocabulary: carp, snake, tortoise, lizard, salamander, • Play the song Reptiles, amphibians and fish (CD1 track
toad, frog, tadpole, heron, kingfisher, duck, otter, Pupils can do a Choral reading of the text (see Helpful
tips, pages 20–23). Ask pupils to use their own words 48) and ask pupils to point to the words that they hear. 4 The girl on the right is touching a frog with a
insect, ladybird, butterfly, dragonfly, fly, spider
help prepare lessons

to explain what develop means. Then play the song a second time and encourage pupils stick; the boy on the bridge in the yellow top is
to sing along. Carp, tadpole, lizard, dragonfly, snake. climbing on the railings.
• ou can play the audio of the unit introduction first,
ADDITIONAL MATERIALS with the pupils reading along and then ask one or 5 Carp, tadpole, lizard, dragonfly, snake.
• Digital flashcards two pupils to read out loud. This way, pupils will feel
ahead of time.
more self-assured when it comes to pronouncing new
• Digital wordcards
words.
118_137_U5_105505_LP.indd 122-123 26/09/14 15:24
+
Opening and closing activities: each lesson begins and ends with flexible
activities that can be reduced or extended according to the time available.
Activity Book solutions & Audio track lists
Activity Book solutions: provided at the end of the unit, making the
Teacher’s Book a one-stop reference point for all the materials of each course.
UNIT 5
Activity Book answers / Audio CD1 track list
UNIT 5 Reptiles, amphibians and fish UNIT 5
1 Classify the different vertebrates. 3 Read the questions about reptiles and tick ( ) the correct answers. Find out at home! Skills check
26 1 How do reptiles breathe? 2 Where do reptiles live?

27 30 1 Investigate a reptile, amphibian or fish:
1. Find information about a reptile, amphibian or fish.

1 Read the text and choose the best answer.
31
a. Through their gills. a. They live in all types of habitats.
2. Stick a photo or draw a picture of the animal in the space below.
b. With their lungs.  b. They only live in hot climates. 3. Complete the concept map.
c. Through their moist skin. c. They live in all types of habitats,

shark snake frog monkey carp except in very cold climates.
3 How do reptiles reproduce? 4 How can we classify reptiles?
a. All reptiles are oviparous. a. They’re all herbivores. Vertebrate group

b. Most baby reptiles are born live. b. They’re all carnivores.
c. Most reptiles are oviparous. c. Most are carnivores.

parrot giraffe crocodile sparrow salamander
Vertebrates
4 Complete the descriptions of the reptiles.
Mammals Birds Fish Reptiles Amphibians An interesting fact
oviparous carnivores omnivores lungs four limbs scales slither swim Physical
shark characteristics
1. Tom: Hi, Mary. Is this a frog? 4. Tom: Ok, but can I feed it?
scales Mary: a. Yes, I think it. Mary: a. Feeding wild animals can making
Cobras have a long body that is covered with .
b. Yes, that’s it. them sick.
They are very good hunters and can very quickly. Name c. Yes, it is. b. Feeding wild animals can make
Cobras are and eat other snakes, birds of animal them sick.
2. Tom: Can I pick it up?
and small mammals. c. To feed wild animals makes them
Mary: a. No. You shouldn’t do. sick.
2 Complete the sentences with reptiles, amphibians or fish. Alligators usually live in freshwater. They have four limbs but they Respiration b. No. You shall take it out of the
water. 5. Tom: Then what can we do?
can faster than they can walk. They breathe with
a. Fish can be carnivores, herbivores or omnivores. Reproduction c. No. You shouldn’t take it out of Mary: a. We can enjoy them at their natural
their . Alligators are
They breathe through their gills. the water. habitat.
and lay their eggs on land which is near water. Nutrition
3. Tom: You shouldn’t touch wild animals or b. We can enjoy them in their natural
b. Baby breathe through their gills.
move them from their homes, should habitat.
Adults breathe with their lungs and through their skin. Tortoises live on land. They have and c. We could enjoy them to their
you?
c. have moist skin. a hard shell. They can hide inside their shell for protection. Most natural habitat.
Mary: a. No, you shouldn’t.
d. have scales that protect their body. tortoises are herbivores but some are
b. No, don’t do it.
Most have four limbs. and eat both plants and meat. c No, you shouldn’t that.
26 27 30 31
UNIT 5
UNIT 5 Audio CD1 track list
5 Read about salamanders and answer the questions. 7 Label the parts of the fish.
28 Salamanders look like lizards, but they are different.

Lizards have scales but salamanders have damp skin. Baby
gi l 29
salamanders live in water and breathe with their gills. t l
Then they grow and change through a process called
metamorphosis. Adult salamanders live on land and in water. TRACK ACTIVITY TRACK ACTIVITY
They breathe with their lungs and through their skin.
a. How are salamanders and lizards different? Lizards have scales but salamanders have damp skin.
47 Pupil’s Book page 67, Unit 50 Pupil’s Book page 68, Activity 2
b. Where do baby salamanders live?
introduction
c l
f n
c. Where do adult salamanders live?
d. How do adult salamanders breathe? 8 Write the sentences in the Venn diagram. 51 Pupil’s Book page 70, Reptiles
6 Look at the photos and complete the life cycle of a frog
with the words in the box.
Their fins help them to move.
They are omnivores.
They are viviparous.
They are oviparous.
They breathe with their gills.
They are carnivores. 48 Pupil’s Book page 67, Song
front tail tadpoles eggs back Reptiles, amphibians and fish 52 Pupil’s Book page 72, Amphibians
They are viviparous.
49 Pupil’s Book page 68, Story: A trip 53 Pupil’s Book page 74, Fish
to the wetlands
They lose their An adult frog lays hatch from
and leave the water. eggs . the eggs. clown fish sharks
9 Write the correct animal covering on the line.

Which animal covering is for...
a. flying and keeping birds warm? fur or hair

b. keeping mammals warm on land? feathers
They develop legs. They develop legs. scales

c. protecting reptiles and fish?
28 29
118_137_U5_105505_LP.indd 136-137 26/09/14 15:24
Audio tracks: the last page of each unit of the Teacher’s Book
has a simple to use audio track reference. The audio tracks are also
marked clearly on each page image in the lesson plans.
TEACHER’S BOOK 17

How to use the Digital resources
All teachers using ByME Natural Science: have free

access to the ByME igital resources. sers of the
Pupil’s Book or Activity Book have access to the
complete books. Module users have individual access to
the specific units they are using of both the Pupil’s Book
and Activity Book.
The Digital resources are available

both on-line and off-line. Both
versions are accessed with a
specific code that all users will
receive.
The digital component also provides easy navigation between

the Pupil’s Book and the Activity Book, and direct access to
extensive digital resources.
The user has
access to
projectable,
fully-navigable
versions of the
Pupil’s Book
and the Activity
Book.
Through an innovative, easy-to-

use spot-zoom tool, there is easy
access to the complete audio.

The Digital resources include:
• extensive interactive activities see images

below)
• accessible unit review and experiment
presentations with integrated audio
• all the songs with the lyrics and a karaoke
effect
• access to videos which bring key topics to life
• interactive versions of the course posters
• access to printable resources and a P
version of the Teacher’s Book.
Digital activities to practise key vocabulary

vary for each level but include:
• abelling activities
• Memory games
• ead and reveal activities
• Wordsearches
• Classification and definition activities
TEACHER’S BOOK 19

Helpful tips
The following tips are arranged as an activity bank Response to reading

and will help you to get the most out of the ByME
Reading strategies can be explored before, during and
educational materials, add diversity to your classes, and
after reading the text to provide pupils with a purpose
keep your pupils engaged and motivated.
for reading and to aid comprehension:
Presenting key content Making predictions: The teacher asks pupils to look
ByME science 4 presents content in both textual and at the illustrations and photos on the page and to scan
visual formats. At this level, pupils continue to develop the text for key words. Then the pupils make predictions
their literacy skills. To encourage active participation about what they will be reading about.
and develop confidence at this level, teachers are Word meanings: Pupils look through the text to
recommended to use a variety of reading activities find unfamiliar words. These words can be defined by
to help pupils develop fluency and confidence while classmates, the teacher or with the use of a dictionary.
reading. There are several activities that can be used
Word meanings in context: The teacher encourages
before, during and after reading to help pupils get the
pupils to define new words and important vocabulary by
most out of the text.
using the text in the sentence around it.
Reading Main idea: Pupils look for the sentence(s) that describes
To encourage active participation and develop fluency the main idea of each paragraph.
and comprehension skills at this level, teachers are Paraphrasing: Pupils use their own words to retell what
recommended to use a variety of read-aloud activities. they have just read.
Read and repeat: The teacher reads a sentence and Summarising: Pupils use key words to describe the main
the pupils read and repeat the sentence, focusing on idea of the text.
proper intonation and pronunciation.
Organising information: Pupils sort, categorise or
Choral reading: The teacher and all the pupils read the classify the information from the text.
text aloud in unison to encourage word recognition and
Cause and Effect: Pupils look for examples of cause
fluency while building confidence in reading.
and effect in the text. The cause explains why something
Order reading: The teacher instructs pupils of the order happened. The effect is the description of what happened.
in which they will read the text. The first pupil reads one
Compare and contrast: Pupils take two main concepts
sentence, and then the next pupil reads the following
and discuss how they are different and how they are
and so forth without interruption.
similar.
Cloze reading: The teacher reads the text and pauses at
Making connections: Pupils focus on new vocabulary
key words to have the pupils read the missing word (or
or a new concept and make a connection to their
phrase) in unison.
personal life and experiences or to previous learning.
Small group reading: Pupils are divided into small
Sequence: Pupils discuss or write the sequence of a
groups to read the text. The groups can be heterogeneous
process or event.
allowing stronger readers to support other group
members; or the groups can be homogeneous so that Drawing conclusions: Pupils use the information they
the teacher can work with the group of readers that already know and the information from the text to draw
needs the most support. conclusions.
Partner reading: Pupils read with a partner. Each pupil Asking questions: Pupils use the information from
takes turns reading and listening. the text to ask new questions that require further
investigation.
Silent reading: Pupils are provided with time to read the
text silently on their own. Writing
Re-reading: Pupils read texts multiple times to promote Science learning gives writing practice an authentic
better understanding of the main concepts, increase context. Incorporating the use of science notebooks
fluency and ensure the participation of all pupils. encourages ownership, builds understanding, and helps

pupils organise the content in a personal way. Various Odd one out: Stick three wordcards or flashcards on the
ways of collecting, organising and displaying information board (two that are similar and one that is different). Ask
are suggested in each lesson. which is the odd one out. Encourage pupils to name the
card that is different and to tell you why.
Journal entries: Pupils ask questions, make observations,
summarise, make connections, and collect, record and What’s missing: Stick 6 to 8 wordcards or flashcards
interpret information. on the board one by one, naming them as you do so.
Visual representations: Charts, tables, graphs, diagrams Then take all the wordcards down and mix them up.
and drawings. A KWL is a graphic that helps pupils access Ask a volunteer to come out to the front to choose one
prior knowledge, establish a purpose for reading and (without showing it to anyone). Place the remaining cards
summarise what they have learned (K = what I know, W on the board again, encouraging pupils to name them as
= what I want to learn, L = what I learned) you do so. Ask pupils What is missing? Encourage them
to name the wordcards the pupil has in their hand.
Concept maps: Provide pupils with a tool to organise
information while brainstorming, classifying, categorising, Tap it: Divide the class into two teams. Stick 4 to 6
comparing and summarising new learning. wordcards up on the board in reach of the pupils. Call a
pupil from each team to stand in front of the cards. Say
Flashcards and wordcards the definition or give a clue about one of the words. The
Flashcards and wordcards can be used in endless ways, first pupil to tap the correct card gets a point. Mix the
from presenting or consolidating concepts or vocabulary cards up and invite two other pupils to play.
to providing revision before the end-of-unit tests or at the Games and activities
beginning of a lesson. Here are a number of ideas to help
get the most out of these useful resources: Pupils learn in many different ways. The more experiences
pupils can have around a new topic, the more likely they
Slow Reveal: Cover the wordcards or flashcards with a
will learn and remember concepts and vocabulary. Games
sheet of paper (or similar). Take hold of the wordcards or
offer a wide range of opportunities for pupils to engage
flashcards and slowly reveal it over the top of the paper.
with and use what they are learning. They are also a
Encourage pupils to guess the word.
chance to offer movement and a change of focus, as well
Quick flash: Place a group of wordcards or flashcards in as providing an opportunity for language learning. The
a pile facing you. Quickly, turn the pile around to face the competitive element inspires pupils to participate and,
pupils, then turn it back again. Pupils say the word they what could easily be an uninspiring list of revision questions
saw. or words to define, can be transformed into a fun game.
TEACHER’S BOOK 21

Helpful tips
I-Spy: se the classroom, the playground, a poster or the to the board. Write a word or put up a flashcard on the
opening illustration for a unit to say I spy with my little board behind the pupil’s backs and insist that they do not
eye something beginning with (/k/). Pupils suggest words turn round. (Ensure the class understand the word you
beginning with that letter to guess your word. have written). Encourage the teams to mime the word on
the board to their team member who must guess what
Pictionary: Divide the class into two teams. Start to draw
it is. The team member who guesses first gains a point
an item on the board very slowly. In turns, teams have
for their team. Two new team members then come to
30 seconds to guess what you are drawing. You´ll need
the chairs.
a timer! Once pupils are familiar with the game, they can
play in threes. One pupil begins to draw an item from the Noughts and crosses: Draw a noughts and crosses grid
unit or the Picture dictionary. The other two pupils in the on the board and write numbers in each square. Divide
group must guess what it is. The first to guess can draw the class into two teams and choose one team to be
the next picture. noughts and one team to be crosses. For each number
prepare a question or true false statement. Each team
Picture snap: Pupils draw one item from the unit e.g. takes turns to choose a number. If they answer your
something they have for breakfast, their favourite animal, question correctly, a team member can come up to the
a machine in their kitchen. Pupils must keep their picture board and replace the number with a nought or a cross.
a secret and must not show others. Provide pupils The winning team is the first to get three noughts (or
with the sentence starter you would like them to use crosses) in a line.
e.g. For breakfast I have …; my favourite animal is …;
In my kitchen there’s a … Pupils must walk around the Bingo: Pupils fold an A5 piece of paper in half, in half
classroom repeating their sentence to as many classmates again, and in half one more time. When they open the
as possible. If they hear somebody say the same item as paper up, they should have a grid with eight squares.
them, they must shout Snap! and show each other their Pupils draw (or write) 8 items from your lesson (food,
picture. Check at the end how many pupils had the same animals, machines, etc.). Draw a grid with eight squares
item as somebody else. on the board. Draw items one at a time in your grid. If
pupils have that same item in their grid, they can cross it
Stand up if…: Pupils listen to the statements you make. out. When a pupil has crossed out all the items in their
If they think your statement is true, they stand up. If they grid that are the same as yours, they can shout Bingo!
think it is false, they remain seated. Between statements, se the other side of the paper to start a new game.
pupils sit down. The game can also be played with
flashcards. Hold up a flashcard and make a true or false Listen and do: Pupils listen carefully to two instructions at
statement about what is on the flashcard. Pupils stand up the same time e.g. Wiggle your hips. Make an angry face;
if it is true. Touch something made of wood with your elbow. Scratch
your head. When pupils get good at remembering and
Repeat if true: Pupils listen to your statements. If they following two instructions at a time, increase it to three.
think your statement is true, they repeat it. If they think it
is false, they shake their heads and remain silent.
Chinese whispers: Have pupils stand one behind the

other, in 3 lines of equal numbers. Whisper a sentence to
the pupil at the end of each line at the same time. Pupils
must whisper the sentence to the next person in their
line, who whispers it to the next until it is passed down
all the way to the first person in the line. The pupil at
the front of the line puts up their hand when they think
they know the sentence or runs and circles a flashcard or
wordcard on the board).
Backs to the board: Divide the class into two teams.

Place two chairs at the front of the class, each chair
facing a team. Ask one pupil from each team to come
and sit in the chair, facing their team but with their backs

Run to the corners: This is best played in the playground questions to give the class a quiz. Read the questions to
or gym. Label the corners of the space you are in with the class and ask them to write their answers on a paper.
different categories. Organise pupils into groups. Give Paraphrase the questions so that the pupils can answer in
names to the different groups (animals, professions, food a few words. They then exchange papers and the quiz is
names). Call out the group name and a vocabulary item. corrected collectively.
The group must run to the correct corner.
Vocabulary storms: As an introductory activity to a new
Hangman (man on a raft): Instead of a hanging man, topic, divide the class into groups and ask them to write
draw a man standing on a raft (ten circles under him on a down as many words as they can that are related to the
rough river or sea). Draw a crocodile or shark in a corner topic that is going to be studied. At the end of the group
of the board. Draw spaces for the letters of a word you activity, invite pupils to share their work with the rest of
want pupils to guess. If pupils guess a letter in the word the class. Encourage pupils to come to the board to draw
correctly, write it in the correct space. If the letter does mind maps in order to organise the words from their lists.
not appear in the word, write it under the crocodile or
shark, and rub out a circle of the raft. Pupils must guess Scrabble: Have sets of plastic alphabet letters, scrabble
the word before the raft is totally rubbed away (and the letters, and/or letter sets cut up on card. Divide the class
man is eaten by the shark or crocodile!). into small groups. Give each group a set of letters. The
groups spell the word you have read out loud.
Quiz makers: At the end of a unit ask the pupils to work
with a partner or divide the class into groups and invite Ready, steady, spell: Mini-white boards are a great
them to make questions for a quiz about the topic. Tell learning aid! Say a word and have pupils spell it on their
them that they can use the Pupil’s Book to help them. mini-white board and hold it up to show you. The boards
Remind them that they must also supply the answers also provide an easy opportunity for pupils to practise
to their questions. Take in their papers and use the spelling a word before writing it in their books.
TEACHER’S BOOK 23

Assessment mastered. Some activities can be completed whilst

seated in rows.
Formative and summative assessments are essential in
any Science class. In order to develop scientific Time management
competences, pupils need to reflect on their work, as
Many pupils have limited time for their Science class
well as the work of others. In addition to the printable
each week. This means that the teacher needs to have
tests available in the Digital resources, there are also
all the materials prepared before class and establish
evaluation sheets for each unit to help keep track of
procedures and routines in order to use the time
your pupils’ progress. These are fully compliant with the
effectively. Opening and closing activities can be
evaluation criteria and learning standards as set out by
shortened and lengthened depending on the time
the Spanish curriculum.
allotted for Science class. Holidays, excursions and
absent pupils can interfere with the rhythm of the class.
If needed, some activities from Analyse and organise,
As with all ages, the establishment of clear rules for Fragile world or Revise can be sent home as homework.
behaviour is key to successful classroom management.
Procedures
As the pupils are now older and more mature,
encourage them to participate in the process of Procedures and routines are essential in class. These
establishing these rules. You may want to explain to should be introduced gradually throughout the first
pupils that, as in society, they have rights and term and practised on a regular basis. Positive
responsibilities in their Science class. reinforcement can help the acquisition of these
procedures and routines.
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to Helpful procedures and routines for Science class
accept so that everyone can share those same rights. include:
Possible rights and responsibilities include:
1. I have the right to share my ideas. I have a

responsibility to listen to the ideas of others.
2. I have the right to feel safe sharing my work. I have a

responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my

work. I have a responsibility to take care of those
resources and to use them safely.
Classroom organisation
The physical arrangement of the classroom varies

greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
extent of Cooperative Learning, it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be

Listening routine Moving desks procedure
se a uick and simple chant to get pupils’ attention. Design a seating arrangement that will require the least
amount of moving. Have pupils practise moving their
Teacher: 1, 2, 3. Look at me. desks quickly, quietly and carefully from rows to groups
Pupils: 1, 2. I’m looking at you. and back to rows again. Placing coloured tape on the
floor can be helpful.
Attention routine
Distributing materials procedure
Sometimes during class, the teacher may need to stop
the pupils in order to give them further instructions. Design a procedure for handing out materials. A helper (or
Many pupils find it difficult to stop working and choose helpers) can be selected every week to help hand them
to keep reading, writing, discussing, etc. sing a bell, out. This role can be used as a reward for good behaviour.
xylophone or other musical instruments can be useful to
Cleaning up procedure
get pupils’ attention, or the teacher can use a quick
chant:
Design a procedure for cleaning up different types of
science projects. Helpers can be useful in this procedure.
I’ve got something important to say.
There are many cleaning up songs on YouTube. You can
Put your hands on your (head) and look my way. choose one and play it while pupils clean up.
Pupils have to stop working and put their hands on their

heads. The teacher can change the word head for other
parts of the body (e.g. knees, shoulders, etc.).
TEACHER’S BOOK 25

What is Cooperative Learning? Effective leadership
Cooperative Learning (CL) is an educational situation in Decision-making

which students are required to work together in small Trust-building
groups or teams to support each other in order to
improve their own learning and that of others. CL goes Communication
beyond merely seating students together; simply telling Conflict resolution
them they are a group does not mean they will cooperate
Helping and asking for help
effectively. For students to behave cooperatively, and to
reach their full potential within a group or team, some Organisation
essential elements need to be put in place.
Self-esteem and self-confidence
What are the basic principles Students aren’t born knowing how to behave in a
of Cooperative Learning? group. We have to teach them, giving them models,
(Johnson, Johnson & Holubec, 2008) and opportunities to practise these skills.
1. Positive interdependence 5. Group processing
Students perceive that they need each other in order Developing CL methodology is not easy at first, nor
to complete the group’s task. Every student in a small are the effects immediate. Difficulties within the
group must contribute to the learning of the group, groups, resources and management may arise. That is
and each member needs the others to complete the why formative assessment is needed. This assessment
task. We can enhance positive interdependence by involves both teachers and students.
establishing mutual goals which “will help each student One way of structuring group assessment is by:
to learn and make sure all other team members learn”
(Johnson, Johnson & Holubec, 2008). Listing at least three member actions that helped the
group be successful (students).
2. Individual accountability
Listing at least one action that could make the group
“Each student’s performance is assessed and the results even more successful (students).
are given to that student and the rest of the members
Monitoring the groups and giving feedback on how
of the group” (Johnson, Johnson & Holubec, 2008).
well the groups are working together and the class
Therefore, each member of the group is responsible for
as a whole (teacher) (Johnson, Johnson, & Holubec,
completing their part of the work and must develop
2008).
a sense of personal responsibility towards him or
herself and the rest of the group, because individual We need to be aware of the strong and weak points
performance will affect not only one’s own result, but in order to make the right decisions and develop the
also the results of the wider team. methodology in the right direction.
3. Promotive interaction Why Cooperative Learning?

“Students promote each other’s learning by helping, The benefits of using CL are supported by theory and
sharing, and encouraging efforts to learn” (Johnson, are well established by classroom research.
Johnson & Holubec, 2008). CL implies face-to-face There are several reasons why CL works as well as it
interaction. Students need not only to discuss and agree does:
but also to produce a piece of work through combined
effort, because Cooperate Learning is not about Students learn more by doing something active than
working individually and making a ‘cut-and-paste’ final by simply watching and listening, and CL is by nature
product. an active method.
Cooperation enhances learning. Weak students
4. Social abilities
working individually tend to give up when they get
Students need interpersonal skills in order to be stuck, but when working as a part of a team they
successful. Some of these include: keep going.

When stronger students help and work together
Think-Write-Pair Share
with weaker students, they often find gaps in their
own understanding and do something about filling in In teams, students write or draw their own ideas
those gaps. before they pair up to discuss them with a partner.
This allows students to more fully develop their own
Students working alone may tend to delay or skip
ideas before sharing.
their assignments, but when they work as a part of
a team and realise that others are counting on them, Steps for the strategy:
they will often feel more motivated and do the work
1. Students write their ideas.
in a timely manner.
2. Students pair up and discuss their ideas with a
Nevertheless, we should never forget that the benefits
partner.
of CL are not automatic, and it takes time to learn to
work and function in a cooperative way. Teammates consult
In teams students discuss an answer and nobody
Cooperative Learning structures
writes it down until all of them come to an
(UNT, 2008)
agreement.
Once the teacher has determined the objective of the
Steps for the strategy:
lesson, he or she can select a structure that will provide
the optimal learning experience for the student in a 1. Students put their pencils down in the centre of
cooperative context. Learning structures are available the table.
for almost any learning situation.
2. Teammates discuss the question. All members of
the team contribute, but they don’t all have to
Timed pair share
agree on one answer.
In pairs, students share ideas with a classmate for 3. When everyone on the team is ready with an
a predetermined time while the classmate listens. answer, team members pick up their pencils and
Then they switch roles. (Kagan & Kagan, 2009) write the answer.
Steps for the Strategy:
Team project
1. Students are paired and work in pairs.
Steps for the strategy:
2. Present a problem to the students. 1. The teacher clearly explains the project and the
3. Provide them with a specific amount of time to amount of time teams have to complete it.
write their answers. 2. The teacher assigns roles: materials manager,
4. Students discuss their answers with other reporter, timekeeper, captain…
students either in front of or beside them. 3. After distributing the materials, teams work to
5. Call on students to share with the class the complete the task.
answer they have developed with their partners. 4. The teacher monitors students.
Round robin 5. Teams share their project with the class. This may
be done by creating a chart.
In teams, students take turns responding orally.
(Kagan & Kagan, 2009)
The teacher’s role in Cooperative
Steps for the strategy: Learning
1. Teacher asks a question. Teachers should reinforce and help the students to learn
how to work in a group:
2. Students take turns answering the question.
a. Taking care of the different cooperative skills the
students will need to manage in order to work
together effectively and efficiently. This is essential
TEACHER’S BOOK 27

because all the elements derived from social Resolving conflicts

interaction in the classroom depend on these
Making shared decisions by negotiating and reaching
cooperative skills.
a consensus
b. Turning social interaction into promotive interaction.
Formulation skills: those needed for a deep
Teachers should ask students reflect on the way they
understanding of the concepts the students have
address their teammates: what they mean and how
acquired.
they sound.
Summarising
c. Creating opportunities for inter-individual information
intake (or processing), making students aware of their Correcting others and adding information
individual accountability. Scaffolding with previously seen concepts
d. Contemplating group assessment as an instrument Creating memorisation strategies
for cooperative reflection to ensure the improvement
of the cooperative structure. Teachers should help Checking understanding
students identify their weak and strong points as a Explaining how the task should be done
group and to take the necessary steps to improve.
Processing skills: those targeted as raising socio-
Cooperative skills cognitive awareness to cultivate a more in-depth
understanding. For example:
Cooperative skills can be classified as (Johnson, Johnson,
& Holubec, 2008): Discussing ideas
Organisation skills: those related to group formation Integrating different ideas in one conclusion
and organisation as well as establishing behavioural Improving the answers of other group members
rules.
Verifying and contrasting the work produced with the
Encouraging every member to participate instructions given
Turn-taking
Team formation
Forming groups quickly with minimum noise
Teachers should form the teams rather than letting the
Staying in the group students to choose their own teammates.
Managing noise level One of the fundamental aspects in structuring CL
Respecting other members’ personal space activities is the size of the groups. Ideally, form teams
of 3–4 students. Pair work doesn’t usually produce the
Taking care of materials
diversity of ideas and approaches common to CL. In
Paying attention to the person talking teams of five or more, some students are likely to be
inactive.
Respecting everybody’s opinions
Make the teams heterogeneous in ability level. In
Working out skills: those devoted to completing the
heterogeneous groups, the weaker students learn
tasks and keeping efficient working relationships within
from others, and the stronger students gain a deeper
the group.
understanding of the subject by teaching it to their
Reflecting on more efficient procedures peers.
Guiding task procedures
The Cooperative Learning session
Defining the purpose of the task
There should be four different stages in every CL
Establishing time limits Session:
Expressing approval
1. Activation
Asking for help
This stage works as a warm-up. It is an opportunity for
Paraphrasing others’ ideas eliciting previous knowledge about the topic.

2. Introduction reflect on what works and doesn’t work in their
team. If many teams are experiencing the same
The teacher introduces new content. This is the moment
problem, spend some time in class on the relevant
for giving instructions and explaining the ‘why’.
cooperative skills. Most of the time, however, the
3. Development assessment will show that most teams are working
well.
At this stage, teamwork comes into play according to
the strategies designed by the teacher. Expect initial resistance from students.
4. Feedback Further reading

The feedback session will provide very useful information A BR AMI , P.C. (1995). Classroom connections:
for the teacher, who checks if the concepts have been Understanding and using cooperative learning. Toronto:
properly understood. Harcourt Brace.
And last but not least… JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
Cooperation in the classroom (8th ed.). Edina, New
If you’ve never used CL, consider starting with small Mexico: Interaction Book Company.
group activities in class. Once you’re comfortable with
that, try a team project or assignment, up to a level of K AGAN, S. (1992). Cooperative learning. San Juan
CL with which you are comfortable. Capistrano, California: Resources for Teachers, Inc.
At the start of the course, explain to students what SLAVIN, R. E. (1990). Cooperative learning: Theory,
they’ll be doing in teams, what procedures you’ll research, and practice. Englewood Cliffs, New Jersey:
follow, and what your expectations are. Prentice-Hall.
Make team assignments more challenging than SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
traditional individual assignments. CL works best Boston: Allyn and Bacon.
for challenging problems and activities that require U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
higher-level thinking skills. practices: Cooperative learning. Texas: T in
A term assessment is essential to find out how partnership with Department of Teacher Education
students feel about teamwork. Ask students to and Administration.
TEACHER’S BOOK 29

UNIT 0
PAGES 4–5 Meet Alex and Carla
NATURAL SCIENCE
PRIMARY 5
ANALYSE AND ORGANISE CONTENT SCIENCE PROJECT FRAGILE WORLD REVISE
Getting started Page 4
6
4 1 Answer Allex1andLiving
Carla’sthings
questions. Page 6 Graphic organiser and exam preparation
Hello everybody! I’m

Alex. I’m eight years old
Characteristics of living
things
3
How are living things
classified?
Identifying organisms
In pairs,, say what you see in the photos. Use each object
The scientific method Study skills
Review of Unit 1 7
5
Hello! I’m Carla. I’m or living
ng thing in a sentence.
too. I like
and learning about
eight years old. 2
When Interaction
I and the body Page 18 Graphic organiser exam preparation Receiving information Giving a response The blind spot Visual impairment Study skills
birds and different types Processing information Review of Unit 2
grow up, I want to be
of trees. What living
an engineer and work
3 Health and illness
with different types of
Page 32 Graphic organiser
things doand you
examlike
preparation Diseases and illnesses Advances in medicine Soap and sanitisers Fit for action! Study skills
Tips to stay healthy Review of Unit 3
learning about?
machines. What do
you want to be when Teamwork Page 46 Cooperative learning project: Are you ready to give
ent
first aid?
you grow up?
nt Term 1 review
4 The Plant Kingdom
Page 48
Page 50
Revision of term 1
Graphic organiser and exam preparation Classification of plants Plant nutrition and Acid rain and plants Acid rain Study skills
Parts of plants respiration Review of Unit 4
5 Ecosystems Page 64 Graphic organiser and exam preparation Elements of ecosystems Aquatic and artificial Plants and soil erosion Soil preservation Study skills
The Earth’s terrestrial ecosystems Review of Unit 5
ecosystems
6 The biosphere Page 78 Graphic organiser and exam preparation Who’s eating who? The loss of biodiversity Ecosystem in a bag Biosphere 2 Study skills
Review of Unit 6
Teamwork Page 90 We can help endangered animals
4 Read ab
bout some of the things you will learn about
b t in
i
Term 2 review Page 92 Revision of term 2
your ne
ew Natural Science book.
7 Matter and forces Page 94 Graphic organiser and exam preparation Matter and its properties A new world of materials Measuring masses and Modern-day alchemists Study skills
Forces and their effects volumes Review of Unit 7
2 Match these living things to Alex and Carla’s clues.
8 Energy Page 108 Graphic organiser and exam preparation Energy and its forms Electricity and In this Expansion
book you andwill learn Safety
about: in the lab Study skills
Energy sources magnetism contraction Review of Unit 8
A B C D your amazing body systems
9 Technology Page 122 Graphic organiser and exam preparation Many machines in one Technology influencesmedical advances
Making a lever Keep safe! Study skills
our lives Review of Unit 9
different forces and machines
Teamwork Page 134 Cooperative learning project: Renewable energy sources
differren
e t types of plants
3
1 animal nutrition, respiration and
This living thing Study skills texts & 2 ThisPage
living
138 Texts for comparative reading and pair-reading4 reeproduction
changes through This living
Unit review summaries thing breathesactivities. Unit contents in point
This form
living
for summary writing
a process called thing with its lungs. thing produces ... and lots more!
metamorphosis. breathes food using a
using gills. process called
photosynthesis.
4 5
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47
PAGE SUMMARY MEET THE COURSE CHARACTERS

The aim of these introductory pages is to introduce Carla and Alex are the ByME Natural Science 4
the course characters, Carla and Alex. There are course characters. They guide the pupils through
a few different pairwork activities to encourage the units and go on school trips to places your pupils
pupils to work with their classmates. This is a good might not have had the opportunity to visit. If you
opportunity to mix the class up and get pupils are also studying ByME Social Science 4, you will see
working with different people. If you have new that Tom and Ana are present too, as members of
pupils in your class this year, use the activities to help the class.
the class get to know their new classmates.
+ OPENING ACTIVITY
LANGUAGE
• Before the class begins, open the digital Pupil’s Book
• Vocabulary: free time activities, professions, living
on page 4 and click on the illustration of Carla and
things
Alex. Black out the text in the speech bubbles.
• Like / don’t like + verb + ing
• Ask the pupils some uestions about the characters:
Where are they? What are they doing? How old
ADDITIONAL MATERIALS do you think they are? What do you think they
like doing?
• Digital flashcards
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MAIN ACTIVITIES 4 Read about some of the things you will learn in
your Natural Science book.
1 Answer Carla and Alex’s questions.
• Write the following words on the board in circles: body
• Ask the pupils to open their books on page . Ask two systems, medical advances, forces, machines, plants
pupils to read what Carla and Alex say, and choose a and animal nutrition, respiration and reproduction.
few different pupils to answer the uestions. Check their understanding of these words.
• f you have time, you could carry out a uick survey: • Ask for ideas for each category and add the words to
What do you want to be when you grow the circles.
up? Collect answers on the board and draw any • Carry out a class race. Ask pupils to find out which
conclusions, e.g. five boys want to be footballers, unit covers the topics they have brainstormed. The
four girls want to be doctors. Do boys and girls prefer pupils flick through their books and put their hands up
different professions? when they have the unit number or the page number
(body systems – unit 1/pages 10-14; medical advances
2 Match these living things to Alex and Carla’s – unit 2/pages 22-23; forces – unit 7/pages 106-107;
clues. machines – unit 9; plants – unit 5; animal nutrition,
• Ask the pupils to look at the pictures and read the respiration and reproduction – unit 4)
clues in activity 2 for 20 seconds, then close their
books. Ask them to work in pairs and write down
the key words from the uestions. Write them on the
• Ask pupils to look at the photos from activity . Ask
board.
them, in pairs, to put the objects or living things
• Ask pupils to open their books and match the photos into the categories from activity 4. For example, the
to their definitions. 1-C, 2-A, 3-D, 4-B ultrasound machine would belong to the medical
• Ask pupils to think of more living things, write advances category.
descriptions and test their partner.
+ EXTRA IDEAS
3 In pairs, say what you see in the photos. • Make a class vocabulary poster, using the categories
Use each object or living thing in a sentence. from activity . Pupils can add words they could be
• n pairs, pupils look at the photos for ten seconds, accompanied by illustrations) to the poster in this
before closing their book. lesson, and then add more words over the course of
the year. You could make one big poster, or a poster
• Ask each pair to try and remember what the photos
for each category, depending on how much space
were.
there is in the classroom.
• Ask them to open their books and look at the photos.
Check understanding of the objects or living things in
ANSWERS AT A GLANCE
the photos. Some of them will be new to the pupils,
e.g. the ultrasound machine. What do we use this 1 Open answer.
machine for? Who uses it? See Answers at a glance.
2 1 C, A, , B.
• Ask pairs to think of sentences using each of the
objects or living things. If the pupils are struggling, 3 Clockwise from the top left: a butterfly and a
give them some assistance. flower, a lemon tree, an ultrasound machine, a
lion and a cub, a model heart, a seesaw.
4 Body systems – unit 1/pages 10-14; medical

advances unit pages forces unit
pages 1 1 machines unit plants unit
5; animal nutrition, respiration and reproduction
– unit 4.
TEACHER’S BOOK 31
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UNIT 1 Body systems
CONTENT EVALUATION CRITERIA
Parts of the body Know the parts of the human body: internal and external.
Nutrition Know the different organs and systems involved in nutrition.
Interaction Know the different organs and systems involved in interaction.
Reproduction Know the different organs involved in reproduction, and the difference between
the male and female reproductive systems.
First approaches to scientific activity and Obtain relevant information about specific phenomena, make predictions,
the scientific method. Use of different integrate information from direct and indirect observation and communicate the
Use ICTs.
First approaches to simple experiments Conjeture as to the results of natural occurrences and of simple experiments and
and investigations investigations.
Individual and group work Work independently and proactively and develop strategies for working in a
group.
Planning a project and presenting a Carry out a project and present a report.
report
032_051_U1_109856_LP.indd 32 31/08/15 11:15

LEARNING STANDARDS KEY COMPETENCES PAGES
Knows the parts of the body: internal and external. MST 7–15
Explains the process of nutrition, and knows the organs and systems involved. MST, LIN 10, 11
Explains the process of interaction and knows the organs and systems involved. MST, LIN 12, 13
Knows the different organs involved in reproduction and the difference between the MST 14
male and female reproductive systems.
Understands how human beings are born. MST 15
With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 9, 16, 17
Use books, libraries, etc. and collaborate in the care and maintenance of all the materials MST, LTL 6–19
available in the school and the classroom.
taking.
With help, carries out simple experiments or investigations, and conjectures as to the MST, LTL, AUT 16, 17
results.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 9, 16–18
First approaches to Cooperative Learning SOC, LTL 7, 17
Begins observation, using relevant instruments and consulting written documents and LTL, AUT 16
images.
collecting information from different sources, presenting the results orally and with the
TEACHER’S BOOK 33
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UNIT 1 Body systems
UNIT INFORMATION
UNIT SUMMARY
In this unit, pupils will review and extend their school trip to a biology fair. The school trip continues
knowledge of the human body, looking at different in the story and, on their return to school, Alex and
body systems and the organs that work together to Carla carry out a School trip project to review all the
make up these systems. They will study the digestive, parts of the digestive and respiratory systems. These
circulatory, respiratory and the male and female opening pages are designed to test pupils’ prior
reproductive systems. This year they will also gain knowledge and ease them into the subject matter of
insight into the development of a human baby in the the unit, stimulating interest and participation.
uterus, and childbirth.
They will move on to study body systems and look
At the beginning of the unit, pupils will revise the at how these systems work together. The aim of this
body systems they studied the previous year and unit is to focus on the idea that our body is made
also extend that knowledge. This subject area is up of systems that work together like a complex
covered in the opening illustration with the help of machine and to look in more detail at how these
the course characters, Carla and Alex, who are on a systems work.
EXPERIMENT VALUES AND ATTITUDES
Find out In this unit, pupils will learn to appreciate how

important our body systems are and how they are
In the Find out activity on page 16, pupils will prepare a
connected. Throughout the unit, try to encourage
model to observe how the diaphragm helps us breathe
pupils to think about the purpose of each system and
by changing the amount of space inside our chest
the importance of keeping them healthy and in good
when we breathe in and out.
condition.
Pupils will need:
Think about it
• a plastic bottle (with the bottom cut off)
The Think about it page in this unit focuses on the way
• a plastic bag that the pupils now have to face more responsibilities at
• two balloons home and at school. They are encouraged to think and
talk about the things that worry them and to realise
• two straws that these worries are normal but can affect their
• some tape behaviour. They will be shown how to control their
emotions by using a calm breathing method.
• scissors
• some plasticine
032_051_U1_109856_LP.indd 34 31/08/15 11:15

EVALUATION MATERIAL
These documents can be downloaded from the • And end-of-unit test: in addition to the Review
Teachers section of the digital component and printed. section at the end of each unit, this summative
The materials include: test can be used to evaluate pupils’ progress after
studying the unit content.
• Unit diagnostic test: provides an overview of the
unit and allows you to assess the pupils’ prior • A class unit evaluation grid: this is based on the
knowledge. evaluation criteria and learning standards of the unit.
DIGITAL RESOURCES
Presentations
• Unit summary: a simple slide presentation with • Classification: pupils drag and drop concepts and
text, images and audio to review the main ideas key terms in a simple classification table.
of the unit. It can be used at the beginning of the • A wordsearch: pupils find key terms hidden in the
unit to test pupils’ prior knowledge of the unit wordsearch.
content, or at the end of the unit as a revision
tool. • Definitions: pupils drag and drop words to
complete definitions.
• Find out: a slide presentation of the unit’s Find
out page with text, photos and audio. The slide Song lyrics
presentation is perfect for a heads-up class, Listen to the song Body systems and follow the lyrics
showing the steps one by one. Use this tool line by line.
to get pupils to predict the next steps (with Posters
their books closed) or to focus their attention
Attractive and informative posters to display in
on each step as they carry out the project
class. You can use them to review key concepts and
themselves.
vocabulary.
Activities
Videos
Activities vary by unit and include:
Use the video links in this unit to present content in
• A memory game: a useful activity for reviewing a dynamic, real-life context while reinforcing pupils’
key vocabulary and modelling pronunciation. listening skills.
• Labelling: pupils label a diagram by dragging and Teachers
dropping key terms.
Digital flashcards and wordcards: topics include
• Spelling: pupils drag and drop letters to spell key Nutrition, Interaction and Reproduction.
terms.
Downloadable PDFs: evaluation tests, evaluation
• Read and reveal: pupils read sentences and guess grids, templates, useful links and further information.
the missing words, which are revealed by clicking
the spaces.
TEACHER’S BOOK 35
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UNIT 1
PAGES 6–7 Body systems
Body
NATURAL systems
SCIENCE
PRIMARY 5
ANALYSE AND ORGANISE CONTENT
The human body is made up of
SCIENCE PROJECT FRAGILE WORLD REVISE
cells and organs such as the
6 7
heart and the lungs. Groups of
1 Living things Page 6 Graphic organiser and exam preparation Characteristics of living
things
How are living things
organs form body
classified?
Identifying organisms
systems. Body
The scientific method Study skills
Review of Unit 1
systems such as the digestive
1 Identify three different body
system, the respiratory system
systems.
2 Interaction and the body Page 18 Graphic organiser and exam preparation Receiving information Giving a response The blind spot
and the circulatory system work
Visual impairment Study skills
Processing information Review of Unit 2
3 Health and illness Page 32 Graphic organiser and exam preparation Diseases and illnesses
together so that our body
receivesinthe
Advances nutrientsSoap
medicine andand sanitisers
2 What are the functions of these
body
Fit for action! systems?
Study skills
02
oxygen that it needs.
3 Name the five senses. Which
Teamwork Page 46 Cooperative learning project: Are you ready to give
organs do they use?
ent
first aid?
nt Term 1 review
4 The Plant Kingdom
Page 48
Page 50
Revision of term 1
Graphic organiser and exam preparation Classification of plants Plant nutrition and Acid rain and plants
4 Look at Alex and Carla. Which
Acid rain Study skills
respiration
organ is Carla listening to?
Parts of plants Review of Unit 4
ecosystems
03
Review of Unit 6
5 Listen to the song. Which organs do you hear?
Teamwork Page 90 We can help endangered animals What are the three body systems in the song?
7 Matter and forces Page 94 Graphic organiser and exam preparation Matter and its properties A new world of materials Measuring masses and Modern-day alchemists Study skills
8 Energy Page 108 Graphic organiser and exam preparation Energy and its forms Electricity and Expansion and Safety in the lab Study skills
9 Technology Page 122 Graphic organiser and exam preparation Many machines in one Technology influences dige
Making a estive
lever system nervous
Keep safe! system circulatory
Study skills system
Study skills texts & Page 138 Texts for comparative reading and pair-reading
activities. Unit contents in point form
Unit review summaries for summary writing
rrespiratory organ reproductive

system system
6 7
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47
PAGE SUMMARY + OPENING ACTIVITIES

The aim here is to develop your pupils’ observation • f you are using an interactive whiteboard, focus only
skills and discover what they already know about on the illustration of the biology fair, not the questions.
the unit topic. Use the picture to elicit vocabulary Either elicit ideas (The man is holding a model. He is
related to the human body and body systems. Get talking about the human body, etc.) or ask questions
pupils to work in groups to complete activities 1–4 indicating the relevant picture part: What’s Carla
and to have fun listening to the song and completing doing? What are the pupils doing?
activity 5. • Make false statements about the picture and encourage
pupils to correct you. I can see four people in the
room. Carla is testing Alex’s eyes, etc.
LANGUAGE
• Question words: what, which MAIN ACTIVITIES
• Present tense
• Prepositions: on, in, in front of, behind, next to,
between • Ask pupils to brainstorm as many body parts as
possible. Write their suggestions on the board. Make
• Present continuous: What is he doing?
two groups of words: external body parts and internal
• Vocabulary: respiratory system, circulatory
body parts. Highlight any tricky spellings such as
system, digestive system, nervous system, brain,
knee, tongue, etc. Elicit why there are two groups.
heart, lungs, stomach, intestines, eye, ear, nose,
Ask pupils if they can think of other subgroups, e.g.
tongue, skin, organs, sight, hearing, smell, touch,
bones, joints, parts of the face, etc.
taste, stethoscope
• ow focus their attention on the opening text. Play
the audio while pupils read, then ask one or two
ADDITIONAL MATERIALS pupils to read out loud . This way, pupils will feel more
assured when pronouncing new words. (See Helpful
• Digital flashcards tips, pages 20-23.)
032_051_U1_109856_LP.indd 36 31/08/15 11:15

• ivide pupils into small groups to answer the CD1 • rack
questions (top of page 7). Then invite different groups Body systems, body systems
to compare their answers. So many systems
What do they do?
1 Identify three different body systems.
What do they do?
• Point to the model of the human torso on the table and The heart pumps your blood
see if they can name the internal organs shown. (Lungs,
All around your body
heart, stomach, intestines.) Place the wordcards on the
board and elicit which body systems they belong to. Ask Never stopping
Which organ controls all our body systems? Elicit The circulatory system
that the brain is part of the nervous system. Tell pupils A transport line to all your cells
to work in pairs to identify the body systems they can
Taking nutrients from the small intestine
see. The circulatory, digestive and respiratory systems
Oxygen from the lungs
2 What are the functions of these body To all your body parts
systems? The circulatory, digestive and respiratory systems
working together
• f pupils find this uestion difficult, help by asking
questions. Which system helps us digest our food? Keeping the cells alive
(Digestive system.) Which system helps us breathe? Helping us survive
(Respiratory system.) Which system takes blood
around the body? (Circulatory system.) See Answers + CLOSING ACTIVITIES
at a glance
• abel the corners of the classroom with the names
3 Name the five senses. Which organs do of the different body systems: digestive, circulatory,
they use? respiratory and nervous systems. Organise pupils into
groups (Group A, Group B, etc.). Call out the names
• Ask Which system gives us information about the
of different organs. Groups must move to the correct
things around us? Elicit the organs of the five senses
corner. For example, Group A: Heart. A walks to the
and place the wordcards on the board. Invite volunteers
circulatory system corner.
to place the corresponding sense next to the sense
organ. Tell pupils to find examples of people using their
senses in the picture. See Answers at a glance. ANSWERS AT A GLANCE
1 The circulatory, digestive and respiratory

4 Look at Alex and Carla. Which organ is
systems.
Carla listening to?
• Ask pupils which organ Carla is listening to. She’s 2 The digestive system breaks down food into
listening to Alex’s heart. nutrients. The respiratory system gets oxygen
from the air and expels carbon dioxide. The
5 Listen to the song. Which organs do you circulatory system takes nutrients and oxygen to
hear? What are the three body systems in the all parts of the body.
song?
3 Sight – eye; Smell – nose; Hearing – ear; Taste –
• ocus pupils’ attention on the five photos. Ask them to tongue; Touch – skin.
read and repeat the words. Check for understanding.
Play the song Body systems (CD1 track 03) and ask 4 Carla’s listening to Alex’s heart.
pupils to point to the body parts they hear. Then play
5 Heart, intestines and lungs. The circulatory,
the song again and encourage pupils to sing along (use
digestive and respiratory systems.
the Song lyrics section on the digital component to
display the words as you listen). Heart, intestines and
lungs. The circulatory, digestive and respiratory systems
TEACHER’S BOOK 37
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UNIT 1
PAGES 8–9 A trip to the biology fair
A tri
ip to the
e biolog
NATURAL SCIENCE
gy fair
PRIMARY 5
Look at the
heart. It’s divided
1 Listen and read.
Getting started Page 4 into four different
Allex
e and Carla’s school trip project
6
8 A
1 and
Alex Living
Carla things
are learning
about body systems ...
B Page 6 parts. and exam preparation
Graphic organiser Look at Alex
Characteristics
things
and
of living Carla’s project,
How are then answer
living things
classified?
Identifyingthe questions.
organisms The scientific method Study skills
Review of Unit 1 7
9
Organs of the body poster
2 Interaction and the body Page 18 Graphic organiser and exam preparation Receiving information Giving a response The blind spot Visual impairment Study skills
Which body Processing information .....
Review of Unit 2
04
system can we
The heart isPage
part32
see on the 3 Health and illness of the circulatory
Graphic organiser and exam preparation Diseases and illnesses Advances in medicine Soap and sanitisers Fit for action! Study skills
It’s the Tips to stay healthy Review of Unit 3
screen?
system. It pumps
..... .....
respiratory
Teamwork
system, but we
Page 46
blood all around Cooperative learning project: Are you ready to give
ent
first aid?
the body.
nt
need to add
Term 1 review
the lungs.
Page 48 Revision of term 1
The small
C D
4 The Plant Kingdom Page 50 intestine
Graphic organiser andisexam preparation Classification of plants Plant nutrition and Acid rain and plants Acid rain Study skills
Parts of plants respiration Review of Unit 4
very long!
ecosystems
.....
The Earth’s terrestrial Review of Unit 5
ecosystems .....
Where in
Review of Unit 6
the digestive .....
system is food In the stomach.
broken down .....
Term 2 review
No, wait! It Page
Yes, it’s92 Revision of term 2 .....
into nutrients?
7 Matter andhappens
forces
in the about seven
Page 94 Graphic organiser and exam preparation Matter and its properties A new world of materials Measuring masses and Modern-day alchemists Study skills
small intestine. metres long. Forces and their effects volumes Review of Unit 7
.....
8 Energy Page 108 Graphic organiser and exam preparation Energy and its forms Electricity and Expansion and Safety in the lab .....Study skills
2 Read the descriptions below and match them to the A Energy sources magnetism contraction Review of Unit 8
pictures.
.....
9 Technology Page 122 B Graphic organiser and exam preparation Many machines in one Technology influences Making a lever Keep safe! Study skills
1. We are able to breathe because of this our lives Review of Unit 9
system.
2. This system breaks

Termfood down into
3 review Page 135 Revision of term 3 D
nutrients. C 138
Study skills texts & Page Texts for comparative reading and pair-reading
Unit
3. This organ pumps review
blood summaries
around the body. for summary writing 1 Copy the picture and label the organs in your notebook.
4. This system moves blood through the 2 Alex wants to add the word hand to the picture. Why shouldn’t
heart and around the body. he add this word? Which word could he add instead?
5. The brain, spinal cord and nerves make 3 How do you think the circulatory system works with the
up this system. digestive and respiratory systems?
E
8 9
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47

This spread opens by following Carla and Alex’s • Play the Body systems song (CD1 track 03) and
biology fair story. They are talking to the guide, encourage pupils to sing along.
showing their knowledge of body systems. The • Place wordcards on the board. nvite pupils to group
story is reinforced with an exam-style matching the cards into systems. (There will be some unknown
activity, related to the story and the opening double- wordcards left over. Ignore for now but leave them
page spread. On page 9, pupils can study Carla and on the board for the School trip project.) Now ask
Alex’s school trip project about the organs that volunteers to add other words to the systems. Can
make up different body systems. you add more words to the nervous system?
Tongue, skin, nose, etc.
LANGUAGE MAIN ACTIVITIES

• Question words: which, where, how long, how
• Should / shouldn’t 1 Listen and read. (CD1 track 04)
• Vocabulary: respiratory system, circulatory • raw pupils’ attention to the story top of page and
system, digestive system, lungs, heart, blood, explain that they are going to listen to a story about
stomach, small intestine, large intestine, brain, Alex and Carla’s biology fair trip. Say Let’s listen and
eye, ear, liver, stomach, pancreas, kidneys, pump read. Play the audio.
• Ask pupils to look at each of the illustrations and
describe what is happening using their own words.
MATERIALS
For example, Alex is adding the lungs to the respiratory
• Digital flashcards system. Carla is looking at a model of a heart.
• Digital wordcards • ivide pupils into groups of three and ask them to
• Extra materials: Tissue paper, shiny paper, cellophane, choose a character from the story – Alex, Carla or the
newspaper, etc. guide. Pupils then read their part of the story aloud
in their small group. Invite a group to the front of the
class to act the story out.
032_051_U1_109856_LP.indd 38 31/08/15 11:15

2 Read the descriptions below and match 2 Alex wants to add the word hand to the
them to the pictures. picture. Why shouldn’t he add this word? Which
word could he add instead?
• This activity reinforces what pupils have learned and
refreshes concepts studied at previous levels. Focus • Elicit that a hand isn’t an organ. Alex should add the
pupils’ attention on the illustrations first. Ask them word skin because it’s the sense organ for touch.
to work in pairs to identify the systems. Ask Why is
picture E the odd one out? It is an organ, not a 3 How do you think the circulatory system works
system. with the disgestive and respiratory systems?
• ow ask them to take turns to read the definition for • Organise the class into small groups to work together
their partner to identify the illustration. and answer the question. Write on the board. What
1-C (respiratory system), 2-B (digestive system), 3-E does the digestive system do? What does the
(heart), 4-D (circulatory system), 5-A (nervous system) respiratory system do? What does the circulatory
system do? The blood in the circulatory system carries
SCHOOL TRIP PROJECT
nutrients from the digestive system and oxygen from
• Before pupils open their books, copy the outline of the respiratory system to all parts of the body.
the picture (page 9) onto the board. Invite pupils to
come up and to draw the organs they are familiar + CLOSING ACTIVITIES
with inside the outline. (Brain, eye, ear, lungs, heart,
• Play Quick flash with the wordcards/flashcards. Place
stomach, small intestine, large intestine)
a group of wordcards / flashcards in a pile, facing you.
• ook at the illustration on page and ask for volunteers Quickly, turn the pile around to face the pupils, then
to label the picture on the board with the wordcards turn it back. Pupils say the word they see. (See Helpful
(liver, pancreas and kidneys are new vocabulary). tips, pages 20 -23.)
Give clues to help identification. The largest organ
is called the liver. The pancreas is a small organ
under the stomach. The kidneys are two small ANSWERS AT A GLANCE
bean-shaped organs. Page 8
2 1–C (respiratory system), 2–B (digestive system),

1 Copy the picture and label the organs in your
3–E (heart), 4–D (circulatory system),
notebook.
5–A (nervous system).
• Prepare a photocopied outline for pupils, or get them
Page 9
to copy the picture. Suggest they use different colours
for each organ (but the same colour for the two 1 Brain, eye, ear, lungs, heart, liver, stomach,
kidneys). Alternately, tell them the colours for each kidneys, pancreas, large intestine, small
organ and use this as a colour dictation. intestine.
• Ask pupils which system the liver and pancreas belong
to. Explain that they help break down food. Explain 2 No, he shouldn’t. The hand isn’t an organ. He
that the kidneys are part of the excretory system, could label skin, the sense organ for touch.
which eliminates liquid waste from the body. Labels:
3 Model answer: The blood in the circulatory
brain, eye, ear, lungs, heart, liver, stomach, kidneys,
system carries nutrients from the digestive
pancreas, large intestine, small intestine
system and oxygen from the respiratory system
to all parts of the body.
TEACHER’S BOOK 39
032_051_U1_109856_LP.indd 39 31/08/15 11:15

UNIT 1
PAGES 10–11 Nutrition
Nutrrition
NATURAL SCIENCE
05 PRIMARY 5
The process of nutrition includes the circulatory, respiratory, ANALYSE AND ORGANISE Th
he respiratory system
CONTENT SCIENCE PROJECT FRAGILE WORLD REVISE
digestive and excretory systems.
The respiratory system is made
10
6 Th 1 Living things
he circulatory system
Page 6
veins
Graphic organiser and exam preparation Characteristics
up of a group
things
of living
How that
organs are living
of
classified?
We breathe in oxygen and breathe
things
help Identifying organisms
us breathe. The scientific method
nose
Study skills
Review of Unit 1 11
7
The circulatory system consists of out carbon dioxide.
the heart, blood2vessels and blood.
Interaction and the body Page 18 Graphic organiser and exam preparation Receiving information Giving a response The blind spot Visual impairment Study skills
nose,
Air enters our lungs through the
mouth
08
heart Processing information Review of Unit 2
It moves blood through the heart
mouth, trachea and bronchi. Oxygen
06
and around the body. Blood gives
3 Health and illness Page 32 Graphic organiser and exam preparation then and
Diseases passes into
illnesses ourAdvances
blood through
in medicine Soap and sanitisers pharynx
Fit for action! Study skills
our cells the oxygen and nutrients Tips to stay healthy Review of Unit 3
the alveoli. Carbon dioxide from our blood
they need. Blood also collects waste trachea
arteries passes into our lungs, also through the alveoli.
Teamwork
products, such as carbon dioxide,
Page 46 Cooperative learning project: Are you ready to give
ent
first aid? When we breathe out, the carbon dioxide lungs
nt
and takes them to the parts
Term 1 review Page 48 Revision of term 1 leaves our lungs.
of the body which expel them.
4 The Plant Kingdom Page 50 Graphic organiser and exam preparation Classification of plants
The diaphragm
Plant nutrition and
is arespiration
strong muscle below
Acid rain and plants bronchi
Acid rain Study skills
Parts of plants Review of Unit 4
the lungs which contracts when we breathe
inEarth’s
The and relaxes
terrestrial whenecosystems
we breathe out. diaaphragm Review of Unit 5
Th
he excretory system ecosystems
Our excretory system excretes Review of Unit 6
waste from our body.Teamwork

Two organs Page 90 We can help endangered animals alveoli
Th
he digestive system
07 called kidneys clean waste from
Term 2 review
our blood. The waste combines
Page 92 Revision of term 2
kidneys The digestive system allows our body
7 urine.
Matter and forces Page 94 Graphic organiser and exam preparation Matter and its properties A new world of materials Measuring masses and Modern-day alchemists Study skills
09
with water to make Urine to get mouth
Forces andthe
theirnutrients
effects it needs. Digestion begins
volumes Review of Unit 7
travels down two tubes called ureters
8 Energy Page 108 Graphic organiser and exam preparation in the
Energy andmouth.
its forms The food thenand
Electricity travels down
Expansion and Safety in the lab Study skills
ureters and collects in a bag called the oesophagus
Energy sources andmagnetism
into the stomach. contraction Review of Unit 8
oesoph
hagus
the bladder. When the bladder The small intestine separates the nutrients
is full, the urine 9 Technology
leaves the body Page 122 Graphic organiser and exam preparation Many machines in one Technology influences
from the waste. The our
nutrients
lives pass
Making a lever Keep safe! Study skills
Review of Unit 9
through the urethra. stomach
to the circulatory system and travel
bladder
Our body also eliminates waste to all the body cells. The waste passes
Term 3 review Page 135
urethra
Revision of term 3
through the skin. This waste is to the large intestine and leaves the body liveer
Study
in the form of a liquid calledskills
sweat.texts & Page 138 Texts for comparative reading and pair-reading
through the anus.
activities. Unit contents in point form pancreeas
Unit review summaries for summary writing
large
intestin
ne
small
1 What does our blood carry to our body 2 Explain to a partner how waste 3 Explain how the circulatory system
intestine
cells? products leave our body. works with the other systems.
an
nus
10 11
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47

This spread introduces pupils to the life process of • Put your hand on your heart and ask pupils to copy
nutrition. A lot of new vocabulary and concepts you. Ask which organ is underneath (the heart).
are covered here. Do not expect pupils to absorb Now ask If you fall over and cut yourself, what
everything at once; the main learning aim is to liquid comes out of your body? (Blood.) Place the
understand the purpose of the four body systems wordcards heart and blood on the board. Elicit that
(circulatory, excretory, respiratory and digestive) and the heart and blood are part of the circulatory system
understand how they work together. and that in this lesson they are going to find out more
about the circulatory system and other body systems
involved in the vital life process of nutrition.
LANGUAGE
+ MAIN ACTIVITIES
• Present simple
• Sequencing words: first, next, then, after that, Page 10, Nutrition (CD1 track 05)
finally
• Before you read the text, ask pupils to look at the
• Vocabulary: heart, blood, oxygen, nutrients,
illustrations. If you are using an interactive whiteboard,
waste, kidneys, urine, urethra, ureters, sweat, black out the text. Ask the pupils which body systems
oxygen, carbon dioxide, nose, mouth, trachea, they can see. Elicit that these body systems all play a
bronchi, diaphragm, oesophagus, stomach, small vital part in the vital life process of nutrition.
intestine, large intestine, anus, circulatory system,
excretory system, respiratory system, digestive • Play the audio track (CD1 track 05) for the introductory
system text on page 10 and say Let’s listen and read.
• Ask the pupils to write the four body systems in their
notebooks as headings in a table. Then ask them to close
MATERIALS their Pupil’s Book. Pupils, in pairs, write down any organs
or body parts under the relevant heading/body system.
They will check to see if these body parts are under the
right body system during the course of the lesson.
032_051_U1_109856_LP.indd 40 31/08/15 11:15

Page 10, The circulatory system (CD1 track 06) Page 11, The digestive system (CD1 track 09)
• Play the audio track (CD1 track 06) for the circulatory • Play the audio track (CD1 track 09) for the digestive
system and say Let’s listen and read. system and say Let’s listen and read.
• Ask pupils uestions to check their understanding. • Ask pupils uestions to check their understanding.
What does the circulatory system consist of? What does the digestive system do? How does
What does our blood give to our cells? Which food travel to our stomach?
waste product does our blood help get rid of?
• Pupils can check the section for the respiratory system
• Pupils can check the section for the circulatory system in the table they made and add to it.
in the table they made and add to it.
3 Explain how the circulatory system works
Page 10, The excretory system (CD1 track 07) with other systems.
• Play the audio track (CD1 track 07) for the excretory • efer pupils to their answer for uestion 1. Ask them
system and say Let’s listen and read. questions to connect the circulatory system with the
• Ask pupils uestions to check their understanding. other body systems. Where do the nutrients that
What does the excretory system consist of? Which our blood carries to our cells come from? How do
organs clean waste from our blood? Where does they become nutrients? Our circulatory system
urine collect before it leaves the body? collects carbon dioxide – how does it leave our
• Pupils can check the section for the excretory system body? How do other waste products leave our
in the table they made and add to it. body? See Answers at a glance
1 What does our blood carry to our body ANSWERS AT A GLANCE

cells?
1 The circulatory system gives our cells the oxygen
• Encourage pupils, in pairs, to think what our blood and nutrients it needs.
gives our body cells. (Oxygen and nutrients.) You
could also ask them what our blood removes from our 2 Our kidneys clean waste from our blood. The
body cells. (Waste products such as carbon dioxide.) waste combines with water to make urine.
Urine travels down the ureters and collects in
2 Explain to a partner how waste products the bladder. Finally, the urine leaves the body
leave our body through the urethra.
• ou can help pupils answer this uestion by writing 3 The circulatory system carries the nutrients
the main stages of the excretory process on the board provided by the digestive system. It carries the
in a random order, e.g. The waste combines with oxygen provided by the respiratory system and
water to make urine; Urine leaves the body through returns waste carbon dioxide. The excretory
the urethra, etc. Ask pupils, in pairs or small groups, system cleans the waste carried by our blood in
to order the sentences. See Answers at a glance the circulatory system.
Page 11, The respiratory system (CD1 track 08)
• Play the audio track (CD1 track 08) for the respiratory
system and say Let’s listen and read.
• Ask pupils uestions to check their understanding.
What does the respiratory system do? Which
muscle, found below the lungs, helps us to
breathe?
• Pupils can check the section for the respiratory system
in the table they made and add to it.
TEACHER’S BOOK 41
032_051_U1_109856_LP.indd 41 31/08/15 11:15

UNIT 1
PAGES 12–13 Interaction
Interaction
NATURAL SCIENCE
PRIMARY 5
Th
he nervous system and the senses ANALYSE AND ORGANISE
food Sk
keleton, joints and muscles
The nervous systemGetting

controls started
Page 4
everything we do: thinking,
12
6 13
7
The skeleton Muscles
walking, talking 1andLiving things The brain sends Page 6
even breathing. Graphic organiser and exam preparation Characteristics of living How are living things Identifying organisms The scientific method Study skills
things classified? Review of Unit 1
information to different parts of the body via the nerves. It also deltoids
scapula skull masseter
receives information; our sense organs detect information
taste bud
2 Interaction
from the environment and send
and the nerves the body Page 18 Graphic organiser and exam preparation Receiving information
humerus Giving a response The blind spot Visual impairment
pectorals Study skills
10 Processing information clavicle Review of Unit 2

this information to the brain. trapezius
s
nerve
tricepss
3 Health and illness Page 32 Graphic organiser and exam preparation
brain to brain ribs and illnesses
Diseases Advances in medicine Soap and sanitisers Fit for action! Study skills
biceps
olfactory nerve Tasteproject: Are you ready to give ulna

Smell Teamwork Page 46 Cooperative learning
ent
first aid? vertebrae
nt
Our tongu
tongue is the (spine)
Our nose is the organTerm 1 review Page 48 Revision of term 1 radius
organ of taaste. It is
of smell. Air enters the
4 The Plant Kingdom Page 50 Graphic organiser and exam
covered preparation
in taste buds Classification of plants Plant nutrition and Acid rain and plants Acid rain Study skills
nose through the Parts of plants respiration Review of Unit 4
which iden ntify the
nostrils. The
5 Ecosystems Page 64 Graphic organiser and exam preparation
different taastes. Nerves Elements of ecosystems
pelvis
Aquatic and artificial Plants and soil erosion
femur
Soil preservation Study skills
olfactory nerve sends The Earth’s terrestrial ecosystems abdominals Review of Unit 5
send inform mation ecosystems glutealss
information about the
nostrils about the tastes to the
6 The biosphere
smells to the brain. Page 78 Graphic organiser and exam preparation Who’s eating who? The loss of biodiversity quadriceps
Ecosystem in a bag Biosphere 2 Study skills
brain. Review of Unit 6
Teamwork
tongue Page 90 We can help endangered animals
nerves fibula tibia
calf muscless
optic nerve 7 Matter and forces Page 94 sensory
Graphic organiser and exam preparation Matter and its properties A new world of materials Measuring masses and Modern-day alchemists Study skills
auditory nerve
8 Energy nerve Page 108 Graphic organiser and exam preparation Energy and its forms
The skeleton is madeElectricity and
up of all the bones in Expansion and
our Safety in the lab
There are Study skills
over six hundred muscles in our body.
retina body. The skeleton has three parts: the skull, the Muscles help us move, give our bodies shape
torso one limbs.Technology
and theyKeep
alsosafe!
protect our internal organs. Most
9 Technology Page 122 Graphic organiser and exam preparation Many andinthe
machines It has two functions: it
influences Making a lever Study skills
supports our body and it protects the delicate
our lives muscles are connected to bones. They
Review move
of Unit 9 our
internal organs. Our bones are connected at bones by contracting and relaxing. We have
joints. Our elbows, knees, shoulders, wrists and two types of muscles: voluntary and
Term 3 review cochlea Page 135 Revision of term 3
ankles are all joints. involuntary.
Sight Study skills texts &
Hearing Page 138 Texts for comparative reading and pair-reading
Touch
Our eyes are the organsUnitof review
summaries for summary writing
Our ears are the organs of Our skin is the organ
sight. Light enters the eye
hearing. When sound enters of touch. The sensory
and makes an image on the
the ear, the liquid inside the nerves in our skin send
retina. The retina sends this
cochlea moves and sends information to the brain
information via the optic 1 Which organs does the skull protect? 2 Find out what the difference is between
signals to the brain via the which tells us how something
nerve to the brain. Which organs do the ribs protect? voluntary and involuntary muscles.
auditory nerve. feels.
12 13
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The aim of this double page spread is to review • Get pupils to engage with their senses. ou can have
and extend pupils’ knowledge of the life process of pupils do a taste, smell, hearing or touch test. These
interaction and the five senses. The main learning tests involve pupils closing their eyes and using their
aim is to understand the function of the nervous other senses. For example, put objects of different
system and the senses, and how they work together. materials and different textures in a bag and ask them
what they think the objects are and how they feel. Or
bring in differently flavoured foods and ask pupils to
LANGUAGE describe the smell, or taste, and then to say what they
• Present simple are.
• Vocabulary: nervous system, brain, sense organs, MAIN ACTIVITIES
smell, taste, sight, hearing, touch, olfactory
nerve, taste buds, retina, optic nerve, cochlea, Page 12, The nervous system and the senses
auditory nerve, sensory nerve, skeleton, muscles, (CD1 track 10)
joints, limbs, torso, bones, skull
• ead the introductory text page 1 . ead the text
again but ask pupils to finish your sentences. The
MATERIALS nervous system __________ everything we do:
thinking, walking, talking and even breathing.
The ________ sends information to different parts
• Digital wordcards of the body via the __________.
• Pupils read the information boxes on page 1 .
Ask questions to check understanding. What is
the tongue covered in? Which nerves send
information from our skin to our brain?
032_051_U1_109856_LP.indd 42 31/08/15 11:15

• f you are using an interactive whiteboard, black out + CLOSING ACTIVITIES
the labels in each illustration. Divide the class into
groups and ask them to try and label the different • Pupils, in groups or pairs, can make their own poster
parts of each picture. If groups are struggling, you can which includes the different senses.
write the name of the nerves (olfactory, optic, auditory
• Alternatively, you could draw or print out the different
and sensory) on the board to help them.
sense organs and stick them around the room. Say
Page 13, Skeleton, joints and muscles sentences about each sense, e.g. This is the organ of
touch and ask pupils to point at the correct picture.
• Write the following words on the board: skull, torso,
limbs, six hundred, contact and relax and voluntary + EXTRA IDEAS
and involuntary. Before reading, ask pupils to look at
• f you have a model skeleton, you can ask groups to
the pictures and then categorise the words as skeleton
write down the names of bones of small, sticky notes
or muscles.
and then attach them to the model. Alternatively,
• Pupils then read the texts underneath the pictures and you can draw a skeleton or find a picture from the
see if their categorisation was correct. internet.
• Ask uestions to check understanding. Where are • Play Simon says. Say the names of some of the more
our bones connected to each other? (At the known bones and muscles, e.g. pelvis, skull, ribs,
joints.) How do our muscles move our bones? (By biceps, abdominals. Pupils touch the correct part of
contracting and relaxing.) their body when you say Simon says (touch your skull.)
If you don’t say Simon says however, pupils shouldn’t
1 Which organs does the skull protect? Which
do anything.
organs do the ribs protect?
• Ask pupils to point to their skull and then their ANSWERS AT A GLANCE
ribs, before discussing the answer in pairs. The skull
1 The skull protects the brain, eyes and nose. The
protects the brain, eyes and nose. The ribs protect the
ribs protect the lungs.
lungs.
2 Voluntary muscles are the ones we can control.
2 Find out what the difference is between
Involuntary muscles don’t need the brain to
voluntary and involuntary muscles.
send them messages. They keep doing their job
• Pupils can answer this uestion at home, with the without us thinking about it. Examples include,
help of their parents, using the internet or reference the muscles in your heart and stomach.
books. They could also do this as a group project at
school. Pupils can make a note of different examples
of voluntary and involuntary muscles. See Answers at
a glance
TEACHER’S BOOK 43
032_051_U1_109856_LP.indd 43 31/08/15 11:15

UNIT 1
PAGES 14–15 Reproduction
Reprroductio
on
NATURAL SCIENCE
PRIMARY 5
As we grow, our body changes and our reproductive organs ANALYSE AND ORGANISE Ho
ow we are born
develop. Our reproductive system makes it possible for us to4
Getting started Page
Reproduction begins with fertilisation. This is when a sperm
14
6 15
7
have babies. While the other body systems are the same for
men and women,1the reproductive systems are different. The
Living things Page 6 Graphic organiser and exam preparation Characteristics
cell joins of anliving How The
ovum cell. are living
nextthings
stage isIdentifying
pregnancy. organisms
y This is The
thescientific method Study skills
things classified? Review of Unit 1
two reproductive systems need to work together so that we can time when the fertilised ovum develops into a baby in the
reproduce. uterus. A human pregnancy lasts nine months.
2 Interaction and the body Page 18 Graphic organiser and exam preparation Receiving information Giving a response The blind spot Visual impairment Study skills
11 Processing information
Fertilisation In the first three months …
Review of Unit 2
12
3 Health and illness Page 32 Graphic organiser and exam preparation Diseases and illnesses
1 Advances in medicine Soap and sanitisers
2 Fit for action!
3 Study skills
Teamwork Page 46 Cooperative learning project: Are you ready to give
ent
urethra first aid?
nt Term 1 review
penis
4 The Plant Kingdom
ovaries
Page 48
Page 50
Revision of term 1
Graphic organiser and vagina

exam preparation
A sperm joins an ovum
and
Classification the reproduction
of plants Plant nutrition and
The embryo is the size of a
small
Acid rain and seed.
plants Acid rain
The embryo becomes a
foetus. ItStudy
is the size of a
skills
Parts of plants respiration
process begins. bean. Review of Unit 4
testicles
5 Ecosystems Page 64
uterus Graphic organiser and exam preparation Elements of ecosystems Aquatic and artificial Plants and soil erosion Soil preservation Study skills
scrotum The Earth’s terrestrial ecosystems Review of Unit 5
vulva ecosystems
In the first three months … In the second three months …
4 5 6 Review of Unit 6
The testicles produce sperm which is the male The two ovaries store and produce ova. Ova are
sex cell. The testiclesTerm 2 review Page 92 Revision of term 2
are located in a bag of skin the female sex cells. The uterus is connected to
7 Matter
called the scrotum. The penisand forces to
is connected thePage
ovaries
94 by tubes.
GraphicThe vagina
organiser is a muscular
and exam preparation Limbs
Matter start
and its to grow and
properties organs
A new world ofstart
materials The masses
Measuring face starts
and toModern-day
form. The foetus
alchemists hasskills
Study all its organs
Forces volumes
the testicles by small tubes. The urethra is a tube. It connects the uterus to the outside of the toand their effects
develop. Review to
and continues of Unit 7
grow.
8 TheEnergy
tube in the penis. sperm travels through the body.
Page 108vulva
The is onorganiser
Graphic the outside of the
and exam body
preparation Energy and its forms Electricity and Expansion and Safety in the lab Study skills
urethra to the outside of the body. and covers the opening to the vagina.
In the last three months … Birth
9 Technology Page 122 Graphic organiser and exam preparation Many machines in one Technology influences Making a lever Keep safe! Study skills
7 our lives 8 Review of Unit 9
1 Copy and labelTerm 3 review Page 135 Revision of term 3

the male and female reproductive systems in your notebook.
Study skills texts & Page 138 Texts for comparative reading and pair-reading
The foetus is developed and The baby is born.
2 Copy the chartUnit
and classify
reviewthe parts of the male and female
summaries reproductive systems.
for summary writing preparing to be born.
uterus penis scrotum vagina ovaries testicles vulva urethra
Link it up!
Male reproductive system Female reproductive system
3 Discuss with your partner how a baby develops in the Find out how nutrients pass
uterus. Remember to use the words embryo and foetus. from the mother to the foetus.
14 15
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47
In this double page spread pupils gain an • Tell pupils that, so far, the different systems they have
understanding of the male and female reproductive seen are the same for both men and women. Ask them
systems. They identify and differentiate the if they can tell you which system in the human body
reproductive organs and study how these systems is different in men and women. (The reproductive
work. They also gain insight into the development system.) Explain that in this lesson they are going to
of a human baby in the uterus and childbirth. find out more about the reproductive system. Write on
the board Men have a male reproductive system.
Women have a female reproductive system.
LANGUAGE
MAIN ACTIVITIES
• Present simple
• Vocabulary: reproductive system, male, female, Page 14, Reproduction (CD1 track 11)
testicles, sperm, scrotum, penis, urethra, ovaries,
ova, uterus, vagina, vulva, fertilisation, pregnancy, • Ask pupils to turn to page 1 in their Pupils’ Books.
birth, embryo, foetus, develop, connect Draw their attention to the introductory text. Play
the audio. Ask them to listen and read. Check for
understanding. Do men and women have the
MATERIALS same reproductive systems? (No.) What do our
reproductive organs make it possible for us to
• Digital flashcards do? (To reproduce or have babies.) Reiterate how
• Digital wordcards important it is for male and female organs to work
together so that we can reproduce.
• raw pupils’ attention to the diagram of the male
reproductive system (if you are using the digital
whiteboard you can play the audio). Go over the key
vocabulary by saying a word and asking pupils to
repeat the word and to point to the correct part on
the diagram.
032_051_U1_109856_LP.indd 44 31/08/15 11:15

• ow draw pupils’ attention to the diagram of the 3 Discuss with your partner how a baby
female reproductive system (if you are using the develops in the uterus. Remember to use the
digital whiteboard you can play the audio). Repeat the words embryo and foetus.
procedure used for the male reproductive system to
go over key vocabulary. • Encourage pupils to write down the key vocabulary in
order before they begin to speak. Suggest they take
1 Copy and label the male and female turns to give information. Open answer
reproductive systems in your notebook.
• Encourage pupils to take their time to copy these
diagrams. Walk around and help if necessary. As • Play the Definitions game. Divide the class into two
you monitor the activity, ask questions to check teams. Give definitions of the key vocabulary and ask
understanding. What do the testicles produce? the teams to identify the body part. The teams win a
(Sperm.) What are ova? (The female sex cells.) point for each correct answer. This part protects the
Where is the vulva? (On the outside of the female’s vagina. (Vulva.) They produce sperm. (Testicles.)
body.), etc. This part is connected to the ovaries. (Uterus.)
2 Copy the chart and classify the parts of the + EXTRA IDEAS
male and female reproductive systems.
• Ask pupils to do some research on what pregnant
• Place the wordcards on the board and invite volunteers women should or shouldn’t do to make sure they have
to group them into parts of the male reproductive and healthy babies. (The pupils could ask their parents at
female reproductive systems. Encourage pupils to say home so internet research isn’t necessary.) As the
something about each one. It’s a tube in the penis. baby develops inside the mother, it’s very important
(The urethra.) The testicles are in this bag of skin. that she is healthy. Suggest they look into diet and
(Scrotum.) Male reproductive system: penis, scrotum, exercise.
testicles, urethra. Female reproductive system: vagina,
ovaries, vulva.
ANSWERS AT A GLANCE
Page 15, How we are born (CD1 track 12) 1 Open answer.
• Before beginning the main activity of the lesson, ask
2 Male reproductive system: Penis, scrotum,
pupils what they think the answers to these questions
testicles, urethra. Female reproductive system:
are: Are humans oviparous or viviparous?
vagina, ovaries, vulva.
(Viviparous.) Where does a baby grow before
it’s born? (The uterus.) What do we call the time 3 Open answer.
when a baby is developing inside the mother?
(Pregnancy.) What do we call a baby when it’s
developing? (Embryo and foetus.) What parts of
the baby grow first? (The limbs.)
• Tell pupils to open their books on page 1 . Play
the audio. Pupils listen and read. Go back to the
original questions and check their answers. Invite
volunteers to read the texts again. Suggest they
highlight or underline the key vocabulary. Which
word should we highlight in this text? If you
are using an interactive board, use the highlighting
tool. Fertilisation, pregnancy, sperm, ovum, embryo,
foetus, limbs, organs, face, grow, born.
TEACHER’S BOOK 45
032_051_U1_109856_LP.indd 45 31/08/15 11:15

UNIT 1
PAGES 16–17 Find out / Think about it
FIND OUT: How we breathe

NATURAL SCIENCE
THINK ABOUT IT: Keep ca
alm
PRIMARY 5
Id
dea: Getting started Page 4
As you get older, you have more responsibilities. You have
Plastic bottle
16
6 17
7
to organise your time in order to study for exams. You are
The diaphragm changes
1 Living things Page 6 Graphicwith theand
organiser bottom
exam preparation Characteristics of living
How
also responsible
for are living
doing things
your Identifying
homework andorganisms The scientific method Study skills
the amount of space cut off things classified? Review of Unit 1
remembering to hand it in on time.
inside our chest whe
en we Plastic bag
breathe in and out.
bre Two balloons Sometimes these responsibilities can make you feel worried.
2 Interaction and the body Page 18 Graphic organiser and exam preparation
Two straws
Receiving information
Wheninformation
Giving a response The blind spot Visual impairment
we are worried, we become anxious. We feel nervous
Study skills
Processing Review of Unit 2
Tape and small things can make us angry. Did you know that there
Test:
es
e
3 Health and illness Page 32 GraphicScissors
organiser and exam preparation are and
Diseases ways to controlAdvances
illnesses these emotions?
in medicine It’sSoap
easyand–sanitisers
all you haveFittofor action! Study skills
Make a model of the respiratory system. Plasticine Tips to stay healthy

do is breathe!
Review of Unit 3
1 Teamwork 2 Page 46 Cooperative

3 learning project: Are you ready to give
ent
first aid? Calm breathing
nt
Tape the balloons toTerm
the 1 reviewCut a piece out of thePage 48 Blow
Revision into1 the
of term straws.
ends of the two straws. plastic bag and stick it Notice what happens to Take a slow breath in through your nose (for about
4 The Plant Kingdom Page 50 Graphic organiser and exam preparation Classification
threeof seconds).
plants Plant nutrition and Acid rain and plants Acid rain Study skills
Secure the straws in the over the bottom of the the balloons and the plastic Parts of plants respiration Review of Unit 4
bottle with plasticine. bottle. bag.
5 Ecosystems Page 64 Graphic organiser and exam preparation ElementsHold your breath Aquatic
of ecosystems for oneand
orartificial
two seconds.
Plants and soil erosion Soil preservation Study skills
Breathe out slowly through your mouth (for about
ecosystems
three seconds).
Wait two or three seconds before taking another Review of Unit 6
Teamwork Page 90 We can help endangered animals breath.
Repeat for ten breaths.

7 Matter and forces Page 94 Graphic organiser and exam preparation You
Matter and its can use this Atechnique
properties anywhere
new world of materials and
Measuring masses and Modern-day alchemists Study skills
anytime.
8 Energy Page 108 Graphic organiser and exam preparation Energy and its forms Electricity and Expansion and Safety in the lab Study skills
9 Technology Page 122 Graphic organiser and exam preparation Many machines in one Technology influences Making a lever Keep safe! Study skills

Co
onclusions
1 Practise the calm breathing technique. How do you feel?
Study skills texts & 1 What do
Pagethe
138 straws,
Texts the balloonsreading
for comparative and and pair-reading
Unit review summaries the plastic bag each
represent? 2 Make a list of things that you worry about. Compare
for summary writing
your worries with the rest of the group. Are they similar
2 Choose the correct options. or different? Can you give each other advice about your
worries?
a) When we breathe in, the diaphragm
contracts / relaxes. 3 Where do you study and do your homework? Decide as
a group the best ways to study.
b) When we breathe out, the diaphragm
contracts / relaxes.
16 17
002_003_5_CCNN_105506.indd 2-3 22/07/14 11:47
FIND OUT
PAGE SUMMARY
On the first page (Find out), pupils make a model of + OPENING ACTIVITIES
the lungs to demonstrate how the diaphragm works
• Ask pupils to stand up and place their hand on their
with the lungs to help us breathe. The second page
chest. Tell them to inhale deeply and observe/feel
(Think about it) provides pupils with the opportunity
what happens to their ribcage. Repeat the observation
to learn a simple breathing technique to help them
when they exhale. Now ask them to place their hands
control their anxiety levels when worried. They will
on their diaphragm and breathe in and out slowly. Ask
think about their own and other people’s feelings
them if they can feel the diaphragm change.
and become aware of the importance of staying
calm to resolve conflicts. • ow ask the class to jump on the spot times.
When finished, ask them to put their hand on their
chest. What is happening? (Breathing faster.) Why
LANGUAGE are you breathing more quickly? What does your
body need? (The body’s cells need oxygen as a result
• Imperatives: cut, stick, tape, secure, blow, notice
of exercising.) Ask Which other organ is working
• Vocabulary: straws, plasticine, bottle, tape, harder? Elicit that the heart has to work harder to
contracts, relaxes, breathe in, breathe out, send oxygen to the body’s cells.
emotions, calm, responsibilities, hand in
MAIN ACTIVITIES
• Explain that pupils will make a simple model with basic

materials to observe how the diaphragm changes the
amount of space inside our chest when we breathe in
and out.
• Ask pupils to read the steps page 1 , and then write
the materials and the three steps in their notebooks. If
you are using the book on the interactive whiteboard,
play the audio related to the steps.
032_051_U1_109856_LP.indd 46 31/08/15 11:15

• ou may do this investigation as a class or let small
MAIN ACTIVITIES
groups go through the steps independently. Monitor
the model construction carefully. Ensure plenty of tape • Ask pupils to open their books page 1 and say Let’s
is used to secure the balloons so air can’t escape. Check read about emotions and how to control them. If
enough straw is left poking through the plasticine to using the interactive whiteboard, play the audio and
blow through. encourage pupils to read along in their books. Draw
pupils’ attention to the box about Calm breathing. Invite
volunteers to read the steps again to the rest of the class.
1 What do the straws, the balloons and the • Then, ask pupils to look at the pictures in pairs and to
plastic bag each represent? describe what they can see. Ask them to think about
how the people in the photos are feeling. She is doing
• Give pupils time to enjoy observing their working her homework. They are doing an exam. I think they
model. Let the class compare models. Encourage pupils are angry.
to answer with full sentences. The straws represent
the trachea and bronchi. The balloons represent the + CLOSING ACTIVITIES
lungs. The plastic bag represents the diaphragm.
1 Practise the calm breathing technique. How do
2 Choose the correct options you feel?
• uggest pupils check what happens to the diaphragm • Ask pupils to work in pairs. One reads the instructions
when they inhale and exhale by repeating the opening for Calm breathing and the other follows them. You
activity. a) When we breathe in, the diaphragm may like to play some calm atmospheric music during
contracts. b) When we breathe out, the diaphragm this activity. Pupils then change roles. Ask them: How
relaxes. do you feel? Do you feel calm? Ask them if they
think this will work in a real situation. Ask them when
THINK ABOUT IT a good time would be to use this technique. (Before
an exam, when you are getting angry, etc.)
+ OPENING ACTIVITIES
2 Make a list of things that you worry about.
• raw a large happy face and a large sad face on Compare your worries with the rest of the
the board. Ask: How is this person feeling? What group. Are they similar or different? Can you
about this one? Point out that sometimes a person’s give each other advice about your worries?
face shows how they are feeling but sometimes
it’s difficult to know. Brainstorm vocabulary about • Tell pupils to make a list of things that worry them.
feelings and emotions. What other emotions can Then form small groups and ask them to discuss their
we feel? Write positive words under the happy face worries. Encourage groups to think about whether
and negative ones under the sad face. Write words they can do anything about their worries or not.
that can be both negative and positive between the Ask: Do any of you have the same worries? Give
two faces. Proud, excited, scared, worried, nervous, groups time to talk and then ask them to share their
guilty, lonely, annoyed, confident, cross, etc. information with the class. Ask the class if they have
any advice to help with the worries.
3 Where do you study and do your homework?

Decide as a group the best ways to study.
• Pupils work in small groups and discuss the best ways

to study. To help the discussion ask: Where do you
study and do your homework? Do you study
with music or in silence? What do you have on
your desk? At the end, ask each group to choose a
spokesperson and tell the class their thoughts. Allow
time for class comments and discussion.
TEACHER’S BOOK 47
032_051_U1_109856_LP.indd 47 31/08/15 11:15

UNIT 1
PAGES 18–19 Look back: Body systems
LOOK BACK: Body systems
Study skills Review
18 1 Copy and complete.

1 Match the organ to the correct body system.
19
The human body 1. stomach a. excretory system
2. kidneys b. nervous system
includes
3. brain c. digestive system
nutrition interaction reproduction 2 Order the sentences to describe how the digestive
system works. Copy the correct sequence.
a. The small intestine separates the nutrients from the waste.
circulatory system smell
..... ..... b. We take in food through the mouth.
..... .....
c. The large intestine expels the waste from our body through the anus.
..... .....
penis ovaries d. The food passes down the oesophagus and into the stomach.
..... .....
testicles uterus e. The nutrients pass to the circulatory system.
touch
scrotum vagina
3 Which is the odd one out? Why?
vulva
bones a. penis / scrotum / vulva / testicles
..... b. stomach / small intestine / diaphragm / anus
..... c. heart / arteries / pharynx / veins
d. lungs / intestines / bronchi / trachea
2 Practise your classification skills. e. brain / kidneys / spinal cord / nerves
Make vocabulary cards for body systems 4 Work in pairs. Order the words in the questions and test
using the words from the unit. Write the your partner.
words on pieces of card. Use the cards to Pupil A Pupil B
make your own graphic organiser.
a. develop / babies / where / do ? a. skeleton / what / protect / does / the ?
You can also use the cards to play a
b. organs / clean / from / blood / waste / our b. oxygen / blood / where / enter / the /
definitions game with a partner. Place the
/ which ? does ?
cards face down on the table. Pick up a
c. digestion / begin / does / where ? c. located / lungs / is / which / muscle / the /
card and name the system it belongs to.
d. tubes / which / connect / the / the / to / below ?
Then give a definition of the word.
bladder / kidneys ? d. sight / are / of / what / organs / the ?
18 19
108622_NNSS4_U1.indd 18-19 21/08/15 14:15

This double page spread lets pupils organise what • Spelling game. Tell pupils to work in pairs. Ask them to
they’ve learned in the unit using a concept map. look through the unit and choose five key vocabulary
They can also learn a new study skill – classification. words. Pupil 1 reads the words to their partner, who
Pupils make their own vocabulary cards for the must write down what they hear. Pupils then change
three body systems to use in classification activities. roles. To correct the spelling test, pupil 1 spells out
On the Review page, pupils complete activities their five words for pupil 2. Pupil 2 then spells out
individually to check their understanding of this unit’s their words. At the end of the activity the pupils check
material. Activity 4 is a pairwork speaking activity answers together.
to encourage them to create complete, accurate
• Classification game. Place the wordcards circulatory
sentences and to identify and use a simple structure
system, respiratory system and reproductive system
(should / shouldn’t). It is also an opportunity for peer
on the board. Place the other wordcards, ones related
evaluation.
to these body systems, randomly. Invite pupils to come
to the board to classify the cards into the three body
LANGUAGE systems.
• Carry out a group ui . Organise the class into three
• Imperatives: complete, match, order, write, copy,
groups. Assign each group a body system: circulatory
correct, talk, test, and work
system, respiratory system and reproductive system.
• Encourage pupils to speak and write in complete Tell each group to work together to write five questions
sentences. about their system for the rest of the class. Monitor the
groups to ensure they are forming questions correctly.
ADDITIONAL MATERIALS
• Coloured A4 cards for classification cards
032_051_U1_109856_LP.indd 48 31/08/15 11:15

MAIN ACTIVITIES 1 Match and write sentences about the
circulatory system
Page 18, Study skills
1. c
1 Copy and complete. 2. a
• emind pupils that when we organise new information, 3. b
it is easier to understand and remember it. Focus
2 Order the sentences to describe how the
pupils’ attention on the concept map and ask them to
respiratory system works. Copy the correct
tell you what the missing words are. Encourage them
sequence.
to make full sentences, such as There are four body
systems which help carry out the process of nutrition. b. We take in food through the mouth.
They are… d. The food passes down the oesophagus and into the
• Tell them to copy and complete the concept map in stomach.
their notebooks. a. The small intestine separates the nutrients from the
The human body waste.
includes e. The nutrients pass to the circulatory system.
nutrition interaction reproduction c. The large intestine expels the waste from our body
through the anus.
• circulatory system • smell
• Male
..... reproductive Female reproductive
• .....
excretory system
• ..... • taste
..... system system
respiratory system
• .....
digestive system
• hearing
.....
• penis • ovaries
3 Which is the odd one out? Why?
• ..... • sight
.....
• testicles • uterus
• touch
• scrotum • vagina a. The Vulva is part of the female reproductive system.
• bones • vulva
The others are part of the male reproductive system.
• muscles
.....
joints
• ..... b. The Diaphragm is part of the respiratory system. The
others are part of the digestive system.
2 Practise your classification skills.
c. The pharynx is part of the respiratory system. The
• and out three different coloured A pieces of card others are part of the circulatory system.
to each pupil. Explain that they are going to use the d. Intestines are part of the digestive system. The
different coloured cards to make their own wordcards others are part of the circulatory system.
to practise classifying the different organs into the
e. The kidneys are part of the excretory system. The
correct body system. Each A4 card can be divided
others are part of the nervous system.
into eight rectangles simply by folding in three. Tell
pupils to look back at the Pupil’s Book and to copy the 4 Work in pairs. Order the words in the questions
names of the organs that comprise each body system. and test your partner.
Check spelling and presentation. These cards can also
Pupil A
be used to practise spelling and definitions. Consider
giving pupils plastic envelopes to keep the cards clean a. Where do babies develop? (In the uterus)
and organised. b. Which organs clean waste from our blood? (The kidneys)
Page 19, Review c. Where does digestion begin? (In the mouth)
d. Which tubes connect the kidneys to the bladder?
Note: This part of the review can be done with minimal (The ureters)
teacher guidance. You may wish to work through the
Pupil B
activities as a class or in small groups or pairs.
a. What does the skeleton protect? (The internal organs)
Alternatively, you can ask pupils to do them individually
as self-evaluation. This review could also be done as b. Where does oxygen enter the blood? (In the alveoli)
homework. c. Which muscle is located below the lungs? (The
diaphragm)
d. What are the organs of sight? (The eyes)
TEACHER’S BOOK 49
032_051_U1_109856_LP.indd 49 31/08/15 11:15

UNIT 1
ACTIVITY BOOK SOLUTIONS

UNIT 1 Body systems
Page XX
1 Label the organs of the body. 3 Complete the sentences about the circulatory system.
2 2. b. Digestive,
a. brain g. ears
a. The
waste vessels
circulatory
cells carbon dioxide
system consists of the heart, blood

nutrients heart
vessels
circulatory
and
3 6
b. eyes blood. It moves blood through the heart and around the body.
h. lungs cells nutrients
b. Blood gives our the oxygen and they need.
c. heart c. Blood also collects waste products, like carbon dioxide , and takes
them to the parts of the body which expel them.
i. kidneys
d. liver 4 Label the parts of the excretory system.
j. stomach a
e. pancreas a. kidneys
b. ureters
f. small intestine k. large intestine b c. bladder
d. urethra
2 Complete each sentence with the correct body system.
Match the picture to the correct sentence.
c
1 2 3 4 5 d
5 Use your answers from Activity 4 to complete the sentences.

Order the sentences to describe the excretory system.
a. 4 We are able to breathe because of the respiratory system. a. The urine then collects in a bag called the bladder . 3
b. 1 The digestive system breaks food down into nutrients. b. Urine travels down two tubes, called ureters . 2
c. 5 The circulatory system moves blood through the heart and around the body. c. Two organs, called kidneys , clean waste from our blood. The waste combines
d. 2 The reproductive system makes it possible to have babies. with water to make urine. 1
nervous d. When the bladder is full, the urine leaves the body through the
e. 3 The system includes the brain, spinal cord and nerves.
urethra . 4
2 3
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UNIT 1
6 Look at the diagram. Complete the sentences to describe how 8 Label the male and female reproductive organs.
the respiratory system works.
4
4 nose trachea carbon dioxide alveoli
a. uretha
1
e. ovaries
5
lungs pharynx mouth oxygen bronchi
testicles uterus
f2
b. f.
a
nose d e
1. We breathe in through our and
c. penis 3 g. vagina
mouth . b c g h
1 2. The pharynx opens and the air goes d. scrotum h. vulva
2 down a tube called the trachea .
3. The trachea divides into two tubes called 9 Identify and order the stages of reproduction.
bronchi .
foetus birth fertilisation embryo
3 4. The air passes through the bronchi and enters the
4
lungs . a b c d
5 5. Inside the lungs, the bronchi divide into smaller tubes.

At the end of these tubes, there are tiny sacs called
alveoli which are covered in
capillaries.
6
6. It is here that oxygen passes from our earliest latest
lungs into our blood and carbon dioxide

passes from our blood into our lungs.
b fertilisation c embryo d foetus a birth
10 Read about how a baby is born. Match to identify each stage.

7 Match the words in the box to the correct definition.
Fertilisation The embryo becomes a foetus. Limbs and organs start to grow.
oesophagus small intestine large intestine anus circulatory system
First three months The baby is born.

a. This tube carries food from your mouth to your stomach. oesophagus
small intestine
b. In the digestive system, this organ separates the nutrients from the waste. Second three months A sperm joins an ovum.
c. This is where the nutrients go, after being separated from the waste. circulatory system
d. This is where the waste goes, after being separated from the nutrients. large intestine
Last three months The foetus is developed and prepares for birth.
e. This is where the waste leaves the body. anus Birth The face starts to form.
4 5
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032_051_U1_109856_LP.indd 50 31/08/15 11:15

UNIT 1
Find out at home! Skills check
6 1 Investigate how fast your heart beats:
1. Do you know your heart rate? Put your first two

1 Look and read. Write some words to complete the
sentences below. You can use 1, 2 or 3 words. 7
fingers on your right hand on your left wrist below
your left thumb. Can you feel your heart beating? Look after your heart and lungs
2. Using a clock, count how many times your heart beats The circulatory system and the respiratory
in 60 seconds. system work together. Your heart, blood and
3. Do you think your heart always beats at the same rate? lungs help transport oxygen and nutrients to
Check your heart rate at different times during the day all your body’s cells. There are lots of things
and after different activities. Write the results in the table. you can do to look after them.
Compare your results with someone else in your family.
Keep your heart strong by exercising for at
least 30 minutes every day. Breathing hard also
2 Complete the chart. makes the muscles around your lungs stronger.
My family member’s You also need to eat healthy food, drink lots
My heart rate
heart rate of clean water and get plenty of sleep every
night.
In the morning, before Finally, it’s important not to smoke and

getting out of bed to stay away from any sort of strong
chemical smell. These can damage your
lungs.
Take good care of your heart and lungs

When watching TV or
and they will take care of you for a long
reading
time!
Open answers.
After walking a. Together the circulatory system and the respiratory systems transport
oxygen and nutrients to all the cells in the body.
b. Exercising for around 30 minutes every day helps keep your heart strong.
After running or c. It is important to eat healthy food and drink lots of water every day.
d. Remember not to smoke

playing sport
because this can damage your lungs.
6 7
02 Pupil’s Book page 7, Unit 08 Pupil’s Book page 11, The

introduction respiratory system
03 Pupil’s Book page 7, Song Body 09 Pupil’s Book page 11, The digestive
systems system
04 Pupil’s Book page 8, Story: A trip to 10 Pupil’s Book page 12, The nervous
the biology fair system and the senses
05 Pupil’s Book page 10, Nutrition 11 Pupil’s Book page 14, Reproduction
06 Pupil’s Book page 10, The 12 Pupil’s Book page 15, How we are
circulatory system born
07 Pupil’s Book page 10, The excretory

system
TEACHER’S BOOK 51
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UNIT 2 Looking after yourself
Healthy habits. Understand different healthy habits and their benefits for our health.
Unhealthy habits. Understand different unhealthy habits and the damage they can do to our
Emotions and feelings. Understand their own emotions and feelings and those of others.
Scientific developments. Identify some scientific advances that have improved our lives.
First aid. Know the basics of first aid.
Use ICTs.
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments
and investigations and investigations.
group.
report
052_071_U2_109856_LP.indd 52 26/8/15 17:44

Identifies, understands and adopts different healthy habits and their importance for our MST, SOC 23, 24, 25
health: diet, exercise, sleep, hygiene, medical check-ups.
Understands different unhealthy habits and the damage they can do to our health. MST, LIN 26, 27
Adopts a critical attitude towards habits that can damage our health. MST, SOC 26, 27
Accepts the toxic effects of alcohol and tobacco on the health, above all when MST,SOC 27
Understands and identifies their own emotions and feelings, and those of others. MST, SOC 28, 29
Displays empathy towards other children and adults. SOC 29
Observes, identifies and describes some scientific and investigative advances that have MST, SOC 21-23
improved our lives.
Knows the basics of first aid. MST, SOC 31
conclusions; reflects on the experience and the process;
Use books, libraries, etc. and collaborate in the care and maintenance of all the materials MST, LTL 20-33
taking.
results.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 23, 30-32
images.
TEACHER’S BOOK 53
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UNIT INFORMATION
Seres vivos, seres inertes. Diferenciación. Diferenciar entre seres vivos y seres inertes utilizando la presencia de las tres
UNIT SUMMARY funciones vitales como criterio.
In this unit,
Organización pupils
interna willseres
de los review
vivos. and Conocer
extend latheir
estructuratrip to seres
de los a hospital to learntejidos,
vivos: células, abouttipos,
medical technology.
órganos, aparatos
Estructura
knowledge de los
of seres
howvivos: células,
to take y sistemas:
care of their identificando
body and Thelas principales
school características
trip continues in ythe
funciones.
story and, on their
tejidos: tipos; órganos; aparatos y
how to look after their health. They will review return to school, Alex and Carla carry out a School
sistemas: principales características y
healthy
funciones. habits and also become aware of the dangers trip project to review the information they have seen.
of unhealthy habits. As they are becoming older, They will also classify the medical advances into three
Clasificación de los seres vivos: reinos Conocer diferentes niveles de clasificación de los seres vivos, atendiendo a sus
they should understand that they are responsible for
(animales, plantas, hongos y otros reinos). características y tipos.
groups: prevention, diagnosis and treatment. These
looking after their health. In this
Los animales vertebrados y invertebrados, unit, they will begin opening pages are designed find out the pupils’ prior
características y clasificación. (Murcia)
to learn about medical advances and to recognise knowledge and to stir interest about the unit subject
the importance
Iniciación of medical
a la actividad technology. Establecer conjeturasmatter.
científica. tanto respecto de sucesos que ocurren de una forma
Aproximación experimental a algunas natural como sobre los que ocurren cuando se provocan, a través de un
At the beginning
cuestiones of the
relacionadas conunit, pupils will be
las Ciencias introduced
experimento They will Predecir
o una experiencia. move on los to review de
resultados healthy habits and to
una experiencia.
de la Naturaleza.
to the positive changes that have happened in look at unhealthy habits. The final section of this unit
society which allow us to lead much healthier lives focuses on behaviour and emotions. It encourages
than in the past. This subject area is covered in the the pupils to be aware of other people’s feeling
opening
Interés illustration
por la observaciónwith the help ofMostrar
y el estudio the course
interés por laand to adopt
observación y elaestudio
responsible
rigurosoand empathic attitude
de cuestiones
characters,
riguroso Carla and
de cuestiones Alex, who
relacionadas con are relacionadas
on a school towardsdepeople
con las Ciencias who are different from them.
la Naturaleza.
las Ciencias de la Naturaleza.
Utilización de diferentes fuentes de Integrar datos de observación directa e indirecta a partir de la consulta de
información (directas, libros). fuentes básicas y comunicando los resultados.
Find out In this unit, pupils will learn the importance of adopting
healthy habits and avoiding unhealthy habits in order to
In the Find out activity on page 30, pupils will prepare
keep themselves in good health: physically, emotionally
an investigation about how germs can spread from
Lectura, análisistoy síntesis
one person another. de The
textos Obtener
results of this informaciónand
investigation
socially.
relevante sobreThroughout this unit,
hechos o fenómenos encourage them
previamente
propios del área. delimitados, haciendo predicciones sobre sucesos naturales.
to take responsibility for their actions regarding their
should lead to a discussion about the importance of
health. Encourage them to think about how they could
washing your hands.
improve their diet, the importance of basic hygiene
The pupils will need: and sleep. It is also important that they recognise how
Técnicas de estudio y trabajo. Desarrollo Aplicar estrategias de trabajo y estudio que permitan un aprendizaje eficaz,
de•hábitos de trabajo.
dark sheets of card reflexionando sobre technology
el proceso. has changed and improved our lives.
• flour Think about it

Trabajo individual
• plastic platesy en grupo con The Think apreciando
Trabajar de forma cooperativa, about it page in thispor
el cuidado unitla focuses onpropia
seguridad first aid
y
atención a la responsibilidad individual de sus compañeros, and
cuidando
whatlas herramientas
the y haciendo
pupils should usoor
do if they, adecuado
someone de they
los
y colectiva. La empatía y la relación con
Further ideas materiales.
los demás. La identidad y la autonomía know, has an accident. The intention of this section is
This investigation can be extended by having the pupils to make pupils aware of how, by taking appropriate
personales.
work in groups of four.y The first pupil places their actions, as well as behaving responsibly, they can stay
hand y presentar informes.
Planificación de proyectos presentación Realizar proyectos
deininformes
the flour
conand hands with pupil 2 as before. safe and healthy.
shakessecuenciación
adecuada
y distribución
Then pupiltemporal
2 shakesdelhands
trabajo.
with pupil 3, and pupil 3
La toma de decisiones: criterios y
with pupil 4. Each one makes a hand print on dark
consecuencias.
card.
Realización de proyectos con originalidad Realizar proyectos y presentar informes, dotando de creatividad la expresión de
y creatividad. conclusiones propias.
*Note: these standards are covered in the worksheets indicated.
052_071_U2_109856_LP.indd 54 26/8/15 17:44

Identifica como ser vivo determinados organismos y justifica su respuesta basándose en 7, 8

laEVALUATION MATERIAL
observación de las tres funciones vitales.
These documents
Identifica can be downloaded
y describe la estructura from
de los seres vivos: células, End-of-unit
thetejidos,•órganos, test:
aparatos addition to the Review
y in CMCT 10section
sistemas.
Teachers section of the digital component and printed. at the end of each unit, this summative test can be
The materials
Identifica include:características y funciones de los seres vivos. used to evaluate pupils’
las principales CMCT progress after studying
8, 9, 11the
unit content.
• Unit diagnostic test: provides an overview of
the unit
Clasifica and vivos
los seres allows
en:you
reinotoanimal,
assessreino
the de
pupils’ prior reino •deClass
las plantas,
unit evaluation grid: based on the evaluation
los hongos, reino CMCT 12, 13
knowledge.
protoctistas y reino moneras, atendiendo a sus características. criteria and learning standards of the unit.
Utiliza guías en la identificación de animales. CMCT, AA 14
Realiza pequeños experimentos o experiencias estableciendo conjeturas respecto de 14, 15

DIGITAL
hechos RESOURCES
que suceden de una forma natural como sobre los que ocurren cuando se
provocan.
Presentations • Classification: pupils drag and drop concepts
Busca, selecciona y organiza información concreta y relevante, en fuentes directas
and key termso in a simple classification table.
13-15
• Unit summary:
indirectas, a simple
la analiza, saca slide presentation
conclusiones, with
comunica su experiencia, reflexionando acerca
deltext, images
proceso andcomunicándolo
seguido audio to review the main
oralmente ideas
y por of
escrito. • Wordsearch: pupils find key terms hidden in the
the unit.
Manifiesta It can
una beprecisión
cierta used atythe beginning
rigor of the unit
en la observación wordsearch.
y en la elaboración de los 14
to test pupils’ prior knowledge of the unit content
trabajos. • Definitions: pupils drag and drop words to
or at the end of the unit as a revision tool. complete definitions.
Consulta
• Find yout:
utilizaa documentos escritos, imágenes,
slide presentation gráficos.
of the unit’s Find AA, CL 13, 15
Song lyrics
out page
Comunica with oral
de forma text,y escrita
photos losand audio.presentándolos
resultados The slide con apoyos gráficos. CL 13-15
Listen to the song Germs and follow the lyrics line
presentation is perfect for a heads-up class,
Utiliza, de manera adecuada, el vocabulario correspondiente a cada byuno
line.
de los bloques CL 13-15
showing the steps one by one. Use this tool to
de contenidos.
get the pupils to predict the next steps (with their Posters
Expone
books oralmente
closed) de
orforma clara their
to focus y ordenada contenidos
attention relacionados con el área.
on each CL 13, 14
step asestrategias
Desarrolla they carryadecuadas
out the project themselves.
para acceder a la información de class.
los textos
Youdecan
carácter CL,toAA
use them 6, 9, 16
review key concepts and
científico.
Activities vocabulary.
Analiza y obtiene conclusiones de la información selecionada y lo comunica oralmente y AA, CL 9, 16
Digital
por activities vary per unit and include the
escrito.
Videos
following: Use the video links in this unit to present content
Conoce y aplica estrategias para estudiar y trabajar de manera eficaz. AA, SIEE 16, 17
• Memory game: useful activity for reviewing key in a dynamic, real-life context while reinforcing the
Reflexiona sobre el trabajo realizado, saca conclusiones sobre cómopupils’
trabajalistening
y aprendeskills.
y AA 14-17
vocabulary and modelling pronunciation.
elabora estrategias para seguir aprendiendo.
Utiliza estrategias para realizar trabajos de forma individual y en equipo, mostrando CSC, AA 14
dropping
habilidades keylaterms.
para resolución pacífica de conflictos. Digital flashcards and wordcards: topics include
• Spelling: pupils drag and drop letters to spell key Healthy habits, Unhealthy habits and We are all equal.
terms. Downloadable pdfs: evaluation tests, evaluation
• Readlosand
Presenta reveal:
trabajos pupils
de manera read sentences
ordenada, clara y limpia,and
grids, templates, usefulCDIG,
en soporte papel y digital.
links and
CL
further information.
14
guess the missing words, which are revealed by
clicking the spaces.
Realiza proyectos y presenta informes cuyo planteamiento demuestra creatividad y 14

originalidad.
TEACHER’S BOOK 55
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UNIT 2
PAGES 20–21 Looking after yourself
Looking after yourself

Today, people who live in the
developed world have access to
20
6 21
7
medical treatment, clean
drinking water and hygienic
living conditions. New advances
1 Explain why we live longer
in medicine help doctors treat
nowadays compared to one
illnesses. By using vaccinations,
doctors can protect us from
hundred years ago.
13
diseases that used to kill millions 2 What can yo
ou do to keep
of people every year, like healthy?
smallpox and measles.
3 What are th
he girl and doctor
looking at in the photo?
4 Have you evver had a

vaccination??
5 Listen to the song. Point to the

e words you hear.
14
white blood cell bacteria virus
flu red blood cell vaccination
20 21

The aim of the unit opener is to develop pupils’ • ntroduce the class to the topic by asking them to
observation skills and find out what they already remember the last time they were ill and couldn’t
know about the unit topic. Use the picture to elicit come to school. Write their answers on the board
vocabulary related to the human body and healthy and ask them to comment on the findings. Elicit that
habits. Encourage pupils to talk about their own often a virus can affect many people in the same
experiences in hospitals and at the doctor’s. Get class.
pupils to work in groups to complete activities 1–4 • Prepare cards with descriptions of various health
and to have fun listening to the song and completing problems: You have a headache. There is a problem
activity 5. with your arm. You have hurt your ankle. Choose
members of the class to mime the symptoms on the
card for the class. The rest of the class assumes the
LANGUAGE
role of the doctor and diagnoses the problem and
• Present tense suggests a form of treatment.
• Past tense
MAIN ACTIVITIES
• Vocabulary: advances, white blood cells, red
blood cells, bacteria, virus, flu, measles, smallpox, Page 21, Unit introduction (CD1 track 13)
disease, vaccination, treat, X-ray
• ead the unit introduction at the top of page 1.
Pupils can do a read and repeat of the text (see Helpful
ADDITIONAL MATERIALS tips, pages . ead a sentence and ask the pupils
to read and repeat the sentence, focusing on proper
intonation and pronunciation. Invite volunteers to
• Digital wordcards read the text.
• Photocopies of the Autonomous Community’s
• ivide the pupils into small groups to answer the
vaccination calendar (it can be in Spanish)
questions at the top of page 21. Then, invite different
• Examples of X-rays (brought in by the pupils) groups to compare their answers with each other.
052_071_U2_109856_LP.indd 56 26/8/15 17:44

1 Explain why we live longer nowadays CD 1 • track 1
compared to one hundred years ago. Much too small to see
• Before dividing the class into groups, ask them how They’re invisible to you and me, yeah!
they think life was like one hundred years ago. Give But germs are everywhere
clues by asking: What do we have today to help On your hands, in the air!
keep us healthy? What do you think houses were Germs! Germs! Germs!
like? Try to imagine the hospitals. Were they like
(Rapped) Trying to make us sick
our hospitals? Open answer.
Germs! Germs! Germs!
2 What can you do to keep healthy? Attacking our defenses!
• Ask pupils to work with a partner to talk about rules Germs! Germs! Germs!
they should follow in order to lead a healthy lifestyle (Rapped) That invade our blood
(exercise, healthy diet, sleep, etc.). Invite the pupils to Germs! Germs! Germs!
share their ideas with the rest of the class and write
Attacking all our systems!
their ideas on the board. Afterwards, invite pupils to
When germs attack
talk more about these ideas. What is a healthy diet?
How many hours should you sleep? See Answers at The white blood cells fight back!
a glance. Vaccinations keep us safe
From the viruses and bacteria!
3 What are the girl and the doctor looking
at in the photo? [chorus] Germs! Germs! Germs!...
• Ask: What are the girl and the doctor looking at + CLOSING ACTIVITIES
in the photo? (An X-ray). Encourage the pupils to talk
about their own experiences with X-rays. Have you • Prepare a list of sentences which describe conditions
ever had an X-ray? Why did they do an X- ray? today and conditions in the past. Get pupils to decide
What happened? if they refer to the present or the past.
• Ask the class to make up two sentences about their
4 Have you ever had a vaccination?
lifestyle. Explain that they can be true or invented.
• and out the copies of the vaccination calendar for When they say their sentences, the rest of the class
pupils to read in pairs. Give the names of the illnesses has to indicate if it is a healthy habit or an unhealthy
in English (tetanus, meningitis, chickenpox, etc.). Ask habit by giving a thumbs up or a thumbs down.
the pupils to think about why it is necessary to have
+ EXTRA IDEAS
vaccinations. Open answer
• Pupils have learned that white blood cells are part of
5 Listen to the song. Point to the words you the body’s defense system. Ask them to find out the
hear. work of the other parts of blood. Discuss their findings
• ocus the pupils’ attention on the six photos. Ask in the next class.
them to read and repeat the words. Check for
understanding.
ANSWERS AT A GLANCE
• Play the song Germs (CD1 track 14) and ask pupils to 1 Open answer.
point to the words that they hear. White blood cell,
vaccination, virus, bacteria. 2 Exercise, hygiene, sleep, a healthy diet, medical
checkups and enjoying your free time.
3 An X-ray.
4 White blood cell, vaccination, virus, bacteria.
TEACHER’S BOOK 57
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UNIT 2
PAGES 22–23 A trip to the hospital
A triip to the
e hospittal
X-rays pass
I know what Yes. It allows
through the body
1 Listen and read. and leave an image
this is. It’s an doctors to
Allex
22
6 23
7
ultrasound monitor the
A of bones and organs B Look at Alex and Carla’s project and then answer the questions.
machine. foetus inside the
on photographic
film. mother.
Medical advances chart
15
Look! This
bone is
broken. Alex and Carla are learning
A
a
about different machines ...
C D
What’s that?
This is an
electrocardiograph.
It monitors your
heart rate.
It’s a microscope.
With this machine we can
You have a perform microsurgery on
very strong tiny parts of the body, like
heartbeat nerves and capillaries.
Alex!
2 Look at the story. Write one or two words to

complete the sentences.
1. X-rays pass through the body and leave

an image of bones and ..... . 1 Copy the chart in your notebook. Add another machine that
Alex and Carla saw at the hospital. Is it used for prevention,
2. An ultrasound machine allows doctors to
diagnosis or treatment?
monitor ..... .
3. Doctors use an electrocardiograph to 2 Add the following words to your chart: exercise, thermometer,
monitor ..... . blood tests, blood transfusions, organ transplants, healthy eating.
3 Why do you think it was so difficult to be a doctor in the past?

Share your ideas with the class.
22 23
This double-page spread opens with a story about • Point out that today we have many machines at
Carla and Alex on a school trip to the hospital. Carla home, school and at work to help us in our daily lives.
and Alex are talking to the doctor and showing Brainstorm a list of different machines that we use.
their knowledge of medical technology. The story Who can name a machine we use at home? What
is reinforced with an exam style matching activity machines can you see in class?
that is related to the story and opening double • Ask the class to choose a machine and give a definition
page spread. On page 23, pupils can study Carla of it so that the rest of the class can identify it. I use
and Alex’s school trip project about prevention, this machine to wash clothes. I can make toast
diagnosis and treatment. with this machine. The pupil that identifies the
machine can then give the next definition.
LANGUAGE • Play the Germs song (CD1 track 14) and encourage
pupils to sing along. Explain that nowadays we have
• This / that many machines which help doctors look after our
• Present tense health. Say Let’s find out more about medical
• Vocabulary: prevention, diagnosis, treatment, X- technology.
ray, ultrasound, electrocardiograph, microsurgery,
vaccinations, antibiotics, check-up, blood tests, MAIN ACTIVITIES
blood transfusions, organ transplants, healthy eating,
exercise, thermometer, foetus, bones, organs, heart 1 Listen and read (CD1 track 15)
rate, nerves, capillaries, monitor, perform
• raw pupils attention to the story at the top of page
22 and explain to pupils that they are going to hear a
ADDITIONAL MATERIALS story about Alex and Carla’s trip to a doctor’s surgery.
Say Let’s listen and read. Play the audio.
• ay sentences and ask pupils to identify the correct
box. For example, The doctor is using an ultrasound
machine. (B) This machine performs microsurgery. (D)
052_071_U2_109856_LP.indd 58 26/8/15 17:44

• ivide pupils into groups of three and ask them to the words in the correct group (prevention, diagnosis
choose a character from the story – Alex, Carla or the or treatment). Now ask the pupils to add the words
doctor. Pupils then read their part of the story aloud in to their chart. Prevention: exercise and healthy eating.
their group. You can invite a group to the front of the Diagnosis: thermometer and blood tests. Treatment:
class to act the story out. blood transfusions and organ transplants.
2 Look at the story. Write one or two words 3 Why do you think it was so difficult to be a
to complete the sentences. doctor in the past? Share your ideas with the
class.
• Ask the pupils to prepare this activity in pairs. nvite
volunteers to give their answers. Now tell pupils to • Organise the class into small groups to discuss this
copy the activity into their notebook. question. Write some questions on the board to give
them some guidelines and ideas. What happens when
1. X-rays pass through the body and leave an image of
you have an operation? How do we get a doctor in an
bones and organs.
emergency? What can we take when we are in pain?
2. An ultrasound machine allows doctors to monitor a Allow time for pupils to discuss these ideas. Ask each
foetus. group to choose a spokesperson to share their ideas
3. Doctors use an electrocardiograph to monitor heart with the rest of the class. Open answer.
rate.
SCHOOL TRIP PROJECT
• Choose words from the key vocabulary and spell them
• Explain to pupils that following their trip to the out letter by letter. Tell pupils to write down the letters
hospital, Alex and Carla have done a project about they hear. At the end of the activity invite pupils to
medical advances. come to the board to write the words for the rest
• Tell pupils to look at the photo on page and ask of the class. Ask another pupil to explain what it is.
for volunteers to read the words. Place the wordcards Microsurgery. This allows doctors to perform surgery
prevention, diagnosis and treatment on the board. on tiny parts of the body.
Ask if anyone can describe what these words mean.
Prevention stops you getting ill. Diagnosis is when the
+ EXTRA IDEAS
illness is identified and treatment helps you recover.
• Tell pupils that they are going to carry out a survey
1 Copy the chart in your notebook. Add another about the different illness people in the class have
machine that Alex and Carla saw at the had. Encourage them to design the questions and help
hospital. Is it used for prevention, diagnosis or with vocabulary when necessary. Use the structure:
treatment? Have you ever had _____? Possible ideas: Have you
ever had flu / chickenpox / a cold? When they have
• Ask pupils which machine is missing from the chart. collected the information, get them to represent the
(An electrocardiograph). Elicit that the machine results using a bar chart.
monitors heart rate. Ask Is this machine for
prevention, diagnosis or treatment? (Diagnosis).
ANSWERS AT A GLANCE
Tell pupils to copy the pictures and words from the
book. Electrocardiograph - diagnosis 1 Electrocardiograph – diagnosis.
2 Add the following words to your chart: 2 Prevention: exercise and healthy eating. Diagnosis:
exercise, thermometer, blood tests, blood thermometer and blood tests. Treatment: blood
transfusions, organ transplants, healthy transfusions and organ transplants.
eating.
3 Open answer.
• Place the wordcards prevention, diagnosis and
treatment on the board. ead out the names of the
words from the question, one by one: X- ray, ultrasound,
electrocardiograph, etc. Invite pupils to come and write
TEACHER’S BOOK 59
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UNIT 2
PAGES 24–25 Healthy habits
Heallthy hab
bits
16
Scientists continue to research and develop new medicines
that treat illnesses. We can also stay healthy by taking care of
24
6 25
7
our bodies. It’s easy, just follow these five rules:
Rule 1: Eat healthily

A healthy diet is a balanced diet. Different nutrients
17 help our body systems.
Iron helps blood carry oxygen around the body.

Rule 3: Sleep 15
It is very important that we get enough sleep.
Potassium helps your heart, muscles and nerves Sleep allows our body to rest and grow. Sleep
work properly. It also helps prevent high blood also helps the brain develop so that speech and
pressure. memory function properly the next day.
Vitamin C helps strengthen your immune system.
Proteins build muscle and help us grow.
Carbohydrates provide fibre, which helps move

food through the digestive system, keeping it
clean and running smoothly.
20
Remember to drink plenty of water. Water keeps
the body systems functioning properly.
Rule 5: Have medical check-ups
Rule 4: Keep clean
Medical check-ups monitor our health and
Rule 2: Exercise We wash our body to remove dirt, bacteria and check that our body systems are working
18 It is very important to do exercise regularly. Exercise

makes our body stronger and it also helps our
sweat. We should wash our hands before we eat
and after going to the toilet to remove any germs.
properly. Your doctor will also make sure you
have the vaccinations you need to protect you 21
circulatory and respiratory systems. When we We also need to remove food and plaque from from certain diseases. It is a good idea to have
exercise, we breathe faster and our heart has to our teeth by brushing them at least twice a day. regular check-ups with your dentist and
work harder to pump blood around the body. As a optician too.
result, our heart gets stronger. The muscles that
we use to breathe in and out also get stronger.
Did you know?

3 How many hours of sleep do you get each night? Find
out what the recommended amount of sleep is for
When you exercise, your someone your age.
brain releases chemicals,
1 Explain why a balanced diet is important. called endorphins, 4 How many hours of exercise do you do each week? Find
which make you feel out what the recommended amount of exercise is for
2 How does exercise help make your heart stronger? happy. someone your age.
24 25
PAGE SUMMARY
+ OPENING ACTIVITIES
The main learning aim of this double page spread • how a picture of a healthy looking boy and girl.
is to understand that by having a healthy lifestyle Explain that these two children both lead a very
pupils can keep their body systems in good condition healthy lifestyle. Ask them to suggest things that they
and avoid becoming ill. do and don’t do in order to look so well.
• evise food groups and nutrients. how a picture of
a food wheel on the board. Ask the pupils if they can
LANGUAGE name the food groups in the wheel (meat and fish, fruit
• Question words: how, why, how much and vegetables, milk and dairy, fats and sugars). Now
• Comparatives: stronger, faster, harder ask them if they can name the nutrients in the food
• Should / shouldn’t wheel (proteins, vitamins and minerals, carbohydrates
and fats). Ask them to work with a partner to decide
• Vocabulary: balanced diet, nutrients, iron,
how each of these nutrients help our body (They help
potassium, vitamin C, proteins, carbohydrates,
us grow, give us energy and keep us healthy.)
fibre, water, speech, memory, bacteria, germs,
sweat, dirt, plaque, muscles, heart, lungs, brain,
MAIN ACTIVITIES
blood, teeth
Page 24-25, Healthy habits (CD1 track 16)
ADDITIONAL MATERIALS • Ask pupils to open their books on page and read
the introductory text. Play the audio and ask the pupils
to listen and read. ocus their attention on ule 1:
• Digital wordcards Eat healthily (CD1 track 17). Ask them to work with a
• Extra materials: picture of a healthy boy and girl partner to decide how eating healthily is good for our
for opening activities, picture of a food wheel, body. Ask them to make notes. epeat with the other
card and art materials for each group four rules. (CD1 tracks 18-21)
• ow ask the pupils to close their books and to only
use the notes they have made. Invite pupils to explain
how a balanced diet can help our body systems.
052_071_U2_109856_LP.indd 60 26/8/15 17:44

• raw the pupils’ attention to the Did you know? box. + CLOSING ACTIVITIES
Invite someone to read the box for the rest of the
class. Ask What other activities make you feel • Write the following example of a balanced meal on
happy? the board- Mixed salad, fish and rice and yohurt.
Ask pupils if they think this is a balanced meal. Invite
1 Explain why a balanced diet is important. pupils to come out to write the names of the nutrients
• Organise the class into small groups and ask them next to each food. (vitamins and minerals; proteins,
to work together to answer this question. To guide carbodyhdrates and fibre; calcium) Now, ask them
the discussion write growth, health and energy on to work with a partner to design their own balanced
the board. emind them that different foods and meal.
nutrients are good for different body systems. Write • nvite pupils to describe their balanced meal to the rest
digestive system, circulatory system, nervous system, of the class. The class decides if the meal is balanced
immune system and respiratory system on the board. or not.
Allow time for the groups to organise their ideas and
• Explain that they are going to make a word chain. The
say which foods and nutrients benefit these body
first pupil names a food, for example ham. The next
systems. Open answer
one names the nutrients in ham (proteins and iron)
2 How does exercise help make your heart and names another food, e.g. oranges. The next pupil
stronger? says vitamins and so on.
• Write this sentence on the board. When we exercise, + EXTRA IDEAS

we breathe _________ and our heart has to work
_________ to pump blood around the body. As a • Organise the class into small groups and ask them to
result, our heart gets _______. Ask the pupils to work design a poster about healthy habits. Tell them they
with a partner to complete the sentence. When we can focus on one rule or on the five rules for healthy
exercise, we breathe faster and our heart has to work habits.
harder to pump blood around the body. As a result,
our heart gets stronger. ANSWERS AT A GLANCE
3 How many hours of sleep do you get 1 Open answer.

each night? Find out what the recommended
2 When we exercise, we breathe faster and our
amount of sleep is for someone your age.
heart has to work harder to pump blood around
• This activity can be done at home with the help of the body. As a result, our heart gets stronger.
parents or in small study groups. 10 hours
3 10 hours.
4 How many hours of exercise do you do
each week? Find out what the recommended 4 At least one hour a day.
amount of exercise is for someone your age.
• This activity can be done at home with the help of

parents or in small study groups on a computer or in
the library. At least an hour a day.
TEACHER’S BOOK 61
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UNIT 2
PAGES 26–27 Unhealthy habits
Unhealthy habits
22 Sometimes when we get sick or feel unhealthy, it isn’t our fault 3 4

and there isn’t anything we can do about it. However, other
26
6 27
7
times it can be avoided. Read the texts below and find out what
we need to avoid in order to stay healthy.
1
Infectious diseases
25
23
Some diseases, such as colds, are contagious. This
means they spread from person to person through the Allergies
air. The germs or pathogens usually enter the body An allergy is a medical condition when you
through the nose or the mouth. The body has natural have a bad reaction to something you eat,
defences, such as white blood cells, to protect itself breathe or touch. Some people are allergic to
against germs. If you get plenty of rest, drink enough dust, pollen, animal hair and certain foods.
26
water, exercise and have a healthy diet, your defences
will be stronger.
5
2
Bad eating habits
An unhealthy lifestyle, such as eating a lot of fast food
24 and doing little exercise, can cause weight problems and

heart disease. Remember to read the food labels on
food products. These labels can help us choose
between a healthy and an unhealthy product. Try to
Staring at a screen
27
avoid products that contain more than 22% sugarr and
more than 1.5% salt. Too much sugar can cause weight Playing video games too often can result in
problems while too much salt can be bad for your heart. weight gain, sleep loss, headaches, Alcohol and tobacco
backache and eye strain. Play them for short
Many foods also contain chemicals which are added Drugs such as alcohol and tobacco cause
periods only. Doing exercise in a group will
to make them last longer. Some of these additives serious health problems. Alcohol can harm
benefit your body and mind much more than
are very bad for your body. your liver, heart and brain. Smoking can stop
watching a screen or television.
you growing, as well as badly affecting your
lungs and heart.
Link it up!
1 What substances can cause an allergic reaction? Do you Find out about some different
have any allergies? types of additives. Why are 4 Why do you think it is better to eat natural foods
they added to food? instead of processed foods?
2 How can you boost your body’s natural defences?
5 Why do you think young people start smoking and
3 How can playing video games harm your body? drinking alcohol?
26 27
This double-page spread introduces pupils to the • Place the wordcards from the lesson Healthy habits
concept of infectious diseases and pathogens or on the board. Ask pupils to identify the five rules for
germs. The main aim of this lesson is to show pupils a healthy lifestyle (eat healthily, exercise, sleep, etc.).
the effect that unhealthy habits have on our body. Invite pupils to classify the wordcards under the correct
heading and ask them to justify why they placed the
card where they did. Potassium is in the eat healthily
LANGUAGE group because it’s a mineral and helps the circulatory
• Questions words: what, why, how, etc. system.
• Vocabulary: disease, infectious, contagious,
MAIN ACTIVITIES
pathogens, fast food, weight, label, avoid,
additives, benefit, gain, strain, allergy, reaction, Page 26-27, Unhealthy habits (CD1 track 22)
dust, drugs, alcohol, tobacco, harm, smoking
• Before reading ask pupils to look at the photos on
pages 26 and 27. Ask them to predict what the texts
ADDITIONAL MATERIALS will be about. Look at the first photo. What do
you think is the matter with her? The hamburger
looks delicious, doesn’t it? What will the text be
about?
• Extra materials: A4 card, food labels from home
• Play the audio to pupils. Play one information box and
stop to check for understanding. Now ask the pupils
to read the box again in Order reading (see Helpful
tips pages 20 -23).
052_071_U2_109856_LP.indd 62 26/8/15 17:44

1 What substances can cause an allergic 5 Why do you think young people start
reaction? Do you have any allergies? smoking and drinking alcohol?
• Ask pupils if they have any allergies and ask them • Ask pupils what the dangers of smoking and drinking
what they are allergic to? Write the allergies on the alcohol are. Point out that both habits are really bad
board. Ask them how they react when they have for you and can cause serious health problems. Ask So
contact with these substances. What happens to why do young people start doing this if they all
you? Do you sneeze? Do you have a rash? (Mime know how dangerous these habits are? Encourage
these reactions if necessary.) Dust, pollen, animal hair everyone to take part in the class discussion. See
and certain foods. Answers at a glance
2 How can you boost your body’s natural + CLOSING ACTIVITIES

defences?
• Place the wordcards infectious diseases, bad eating
• Play the Germs song (CD1 track 14) and encourage
habits, allergies, video games and drugs on the board.
pupils to sing along. Say Our white blood cells
ead out sentences from pages and and ask
protect us against germs. How can we make sure
pupils to identify the information box. Many foods
our natural defence system is in good condition?
contain chemicals. (Bad eating habits); Pathogens
Tell the pupils to look for the answer in the first box.
usually enter the body through the nose or mouth.
If you get plenty of rest, drink enough water, exercise
(Infectious diseases)
and have a healthy diet, your defences will be stronger.
+ EXTRA IDEAS
3 How can playing video games harm your
body? • Ask pupils to bring in food labels from home. Ask
them to stick the label onto a piece of card and to
• Ask pupils to work with a partner to talk about this
write the ingredients in English and the percentages
question. Write on the board questions about video
of its contents. Ask them to pay special attention to
games: Do you play video games? How often do you
the amount of sugar, salt and additives.
play them? Tell pupils to interview their partner and to
make a note of their answers. Then suggest they look
for the answer to the question in box 3. Playing video ANSWERS AT A GLANCE
games too often can result in weight gain, sleep loss, 1 Dust, pollen, animal hair and certain foods.
headaches, backache and eye strain.
• Get feedback from the class and note how long pupils 2 If you get plenty of rest, drink enough water,
spend playing video games. Ask: Do you think you exercise and have a healthy diet, your defences
spend too much time in front of a screen? What will be stronger.
could you do instead?
3 Weight gain, sleep loss, headaches, backache
4 Why do you think it is better to eat natural and eye strain.
foods instead of processed foods?
4 Processed foods contain chemical additives
• Organise the class into small groups and ask them which can harm the body.
to work together to answer question 4. Ask them to
think about why people buy processed foods. Draw 5 Open answer. (They want to seem older. They
their attention to the Link it up box. Suggest they think it’s cool. They don’t want their friends
conduct a mini investigation at home with the help of to laugh at them. They want to disobey their
parents. Point out that additives are called by a letter parents.)
and a number. See Answers at a glance
TEACHER’S BOOK 63
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UNIT 2
PAGES 28–29 We are all equal
We are all equal
As we get older, we develop physically,

y mentally and Em
mpathy
emotionally.y We must recognise our emotions and know
Empathy is the ability to understand how someone feels. If we
28
6 29
7
when it is necessary to control them. We also need to be aware
of our responsibilities towards other people and their feelings. can understand how somebody feels, or empathise with them,
we can decide to do or say something which will make them
feel better. See if you can empathise with the children in the
A basic human right states that all people
pictures below.
28
are equal.
Look around the school playground. There 29

are boys and girls from different countries,
pupils who speak different languages and
pupils with different religions. There are
confident children, shy children, sporty
children and studious children.
People are different – they like different

things and feel differently in different
situations. What we must remember is
Two classmates are laughing at Luke. Luke is the smallest It is David’s first day at his new school.
that people always deserve respect. We
boy in the class and he is very shy. Some children are It is break time and he is alone. There is
might find one situation easy, whereas
watching but they aren’t doing anything to help him. a group of children playing nearby.
another person might feel nervous or
scared. We always need to take other
people’s feelings into consideration.
1 Copy and complete the chart in ypur notebook, then compare your answers with a
partner. Are they similar or different? Two older boys are drawing graffiti on a
Always Sometimes Never school wall. Helen is standing behind a
Dan and Sarah want to play football. Elsa and Tom tree and can see what they are doing.
I feel confident playing sport. ..... ..... ..... want to play tag. Tom takes the ball so that the
I don’t enjoy playing sport. ..... ..... ..... others can’t play with it. He then kicks the ball away.
I enjoy playing and working with groups of people. ..... ..... .....
I feel shy when working in a group. ..... ..... .....
I feel nervous before an exam. ..... ..... ..... 2 How do you think the characters are feeling?
I get angry when others don’t do what I want. ..... ..... ..... 3 What should the children in the stories do?
28 29

This double-page spread asks pupils to reflect on • Announce suddenly that you are going to give the
the ways people are different and also to be aware class a surprise exam today. Wait a few moments
of their responsibilities towards other people and before telling them that you aren’t going to do it. Ask:
their feelings. How many of you felt worried? How many felt
happy? How many felt angry? Point out that they
felt different emotions about the same situation.
LANGUAGE
• Brainstorm different emotions. nvite pupils to talk
• Questions words: what, how, etc. about these emotions. When do you feel worried?
• Adverbs of frequency: always, often, never What can make you feel annoyed? What makes
• Should / shouldn’t
you sad? When do you get really angry?
• Present continuous • emind the pupils about the Calm breathing technique
that they learned in the previous unit. Ask them to sit
• Adjectives: confident, shy, sporty, studious
comfortably on their chair and close their eyes. Tell
• Vocabulary: responsibilities, emotions, confident, them to follow your instructions. ead the steps of
shy, sporty, studious, respect, empathy, Calm breathing to the pupils.
empathise, tag, graffiti
MAIN ACTIVITIES
ADDITIONAL MATERIALS • f you are using an interactive whiteboard, focus only

on the illustration of the playground on page 28. If
not, ask pupils to look at the picture on page 28. Elicit
• Digital wordcards ideas about what is happening. Some children are
• Extra materials: A4 paper cut into quarters playing football. A boy and a girl are swopping cards,
etc. Ask: Do the children look happy? Do they all
look the same? How are they different?
052_071_U2_109856_LP.indd 64 26/8/15 17:44

Page 28, We are all equal (CD1 track 28) + CLOSING ACTIVITIES
• ead the text on page . ee Helpful tips pages
• Chinese whispers. ave the class stand one behind
20 – 23). Pause at key words to have the pupils read
another in two lines. Give a piece of paper to the two
the missing word or phrase together. Ask the pupils
pupils at the front of their line. They must read the
what the text is telling us. We are all equal. People are
sentence and whisper it to the next person in their
different. We must respect other people, etc.
line, who whispers it to the next until it is passed all
1 Copy and complete the chart in your the way to the end. The pupil at the end of the line
notebook, then compare your answers with a comes and writes the sentence they’ve heard on the
partner. Are they similar or different? board. I feel worried when I go to the dentist. I’m sad
when I have an argument with my friends. I get angry
• Ask pupils to copy and complete the chart in their when people don’t listen to me, etc.
notebooks. When they have finished, tell them to
compare their answers with their partner. Do you feel + EXTRA IDEAS
confident playing sport? Do you enjoy playing sport?
• Take sheets of A paper and cut the sheets into four
Ask them if their answers are similar or different.
pieces. Hand out a piece to each pupil. Tell them to
Open answer
fold the paper again and again and then to smooth it
Page 29, Empathy (CD1 track 29) out. Now tell them to make the paper into a ball. Tell
them to throw the ball against the table. Tell them to
• Before you read the text, ask pupils to look at the drop the paper onto the floor and jump on it. Now
illustrations. Elicit what is happening in each story. ask them to smooth the paper out again on the table.
ead the introductory text and ask pupils to listen Ask Is the paper the same as it was? Tell the pupils
and read. Ask the pupils how you can know what to say sorry to the paper. Ask: Is the paper better
a person is feeling. (It often shows on their faces.) now? Explain that this is what happens when we
Invite a volunteer to explain the word empathy. (It is upset another person. The hurt stays inside for a long
understanding how somebody feels.) time.
• Organise the class into small groups and assign a
story to each group. Tell the group to read the story
ANSWERS AT A GLANCE
and work together to answer questions 3 and 4. Ask
1 Open answer.
them to read the story first and then to give their ideas
about how the characters are feeling. Then ask them
2 Open answer.
what they think the children in the story should do.
3 Open answer.
2 How do you think the characters are
feeling?
• Ask pupils to discuss this uestion in pairs or small

groups, before reporting back to the class. Open
answer
3 What should the children in the stories do?
• Ask pupils to discuss this uestion in pairs or small

groups, before reporting back to the class. Open
answer
TEACHER’S BOOK 65
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UNIT 2
FIND OUT: How germ

ms spread THINK ABOUT IT: First aiid
Id
dea: Break time can be a lot fun, especially after sitting down
30
6 31
7
in the classroom! But be careful – accidents can
Germs pass easily from Dark sheets of and do happen. Do you know what you should do if you
person to person and d to card or a classmate gets hurt? Below are some first aid tips,
objects that we toucch. Flour but remember – always find an adult to help you.
Plastic plates
Cuts and scrapes

Test:
es
e
Clean the cut with soapy water. Dry the area with a clean cloth
Use flour to demonstrate how easily germs spread. before applying an antibiotic cream. Cover the cut with a plaster.
1 2 3
Pour some flour onto a Shake hands with your Press your hand onto the
Bruises and bumps
plastic plate. Press your partner. Observe how piece of card. Observe
right hand into the flour much flour is left on your how much flour is left on Put a thin tea towel over the area and then place an ice pack on top.
and shake off the excess. partner’s hand. the card. Do this for ten minutes.
Nosebleeds
Pinch your nose, just below the bony part, for about ten minutes. Do
not lean your head back. You must lean forwards.
Better safe than sorry
Look where you are going when you are running.
Do not jump on or push your friends when you are playing.
Do not push other pupils when you are lining up to return to class.
Wear a cap and drink lots of water in the summer.

Co
onclusions
1 How much flour passed to your
partner and to the card? Why do you
think we should wash our hands before
eating and after going to the toilet? 1 Explain the rules in the box above. Why should/
shouldn’t you do these things?
2 Find out the correct way to wash your hands.
Is warm water better than cold water for 2 Discuss more ways of staying safe in the classroom and
removing germs? Why or why not? the school playground.
30 31
FIND OUT
PAGE SUMMARY
In the first of these two pages (Find out), pupils + OPENING ACTIVITIES
investigate how germs pass easily from person to
• Play the game Correct me please to test pupils on the
person. The second page (Think about it) provides
concepts from pages 24-27. (Healthy and unhealthy
pupils with the opportunity to learn about first aid
habits). Say sentences with mistakes that pupils have to
procedures and what pupils should do if they, or
correct. An allergy is an infectious disease. Pathogens
someone they know, is hurt.
enter the body through the feet. The dentist makes
sure you have the correct vaccinations.
LANGUAGE • emind pupils that there are healthy habits and
unhealthy habits. Ask them to work with a partner to
• Imperatives: pour, press, shake, observe
prepare a mime to illustrate one of the examples from
• Past tense the unit. For example, they could mime washing their
• Vocabulary: cut, scrape, bruise, bump, nosebleed, hands or doing an eye test at the optician’s.
pinch, plaster
MAIN ACTIVITIES
• Explain to pupils that they will be doing a simple

MATERIALS
investigation to observe how easily germs can spread
• Digital flashcards from person to person.
• Digital wordcards • Ask pupils to read the steps on page . f you are
using the book on the interactive whiteboard, you can
play the audio of the steps.
052_071_U2_109856_LP.indd 66 26/8/15 17:44

+ CLOSING ACTIVITIES • Borrow the school’s first aid kit. Before you open it,
explain that it is called a first aid kit and ask them to
• Give pupils time to compare the hand print on their guess what is inside it. Take out the different items
piece of card with their classmates’ hand prints. Point and name them. Ask the pupils what they are used
out that germs are so small that we can’t see them for. This is a band aid or plaster. When do we
and therefore we sometimes forget that they exist. use them? This is antibiotic cream. Why do put
Ask: You know that you should cover your nose this on a cut or a scrape? Try to show the pupils
and mouth when you sneeze or cough but why is the following items: a thermometer, a plaster, gauze,
it wrong to cover your nose and mouth with your a bandage, scissors, tweezers, antibiotic cream and an
hand? (The germs pass on to your hand and then ice pack.
to other people or things.) If you have to use your
hand, what should you do immediately? (Wash MAIN ACTIVITIES
your hands.)
• Ask pupils to open their books on page 1 and ask
them look at the pictures and describe what they can
CONCLUSIONS
see in pairs. Encourage them to use complete sentences
when speaking about the photos. Encourage them to
1 How much flour passed to your partner and
speculate about what has happened. emind them
to the card? Why do you think we should wash
about: prevention, diagnosis and treatment. Ask:
our hands before eating and after going to the
Which photos show treatment and which show
toilet?
prevention? Say Let’s read about first aid. If you
• Ask the pupils if they know how many times they are using the interactive whiteboard, you can play
wash their hands during the day. Ask them to work the audio and encourage pupils to read along in their
with a partner to write a list of the times when they books.
should wash their hands. You should wash your hands
after touching an animal. You should wash them after CLOSING ACTIVITIES
going to the toilet. etc. Ask them to explain the reason
for washing our hands. (Washing removes the germs 1 Explain the rules in the box above. Why
that are on our hands.) should/shouldn’t you do these things?
2 Find out the correct way to wash your • Ask the pupils to work with a partner to answer this
hands. Is warm water better than cold water question. You may like to model an answer, e.g. You
for removing germs? Why or why not? should look where you are going when you are running
because if you don’t you can run into a person or an
• This activity can be done at home for homework using obstacle, like a wall or a tree. Ask them to talk about
a computer. Warm water is more effective at removing each point and to think about the consequences of
germs. not following this advice. Invite volunteers to read the
THINK ABOUT IT advisory sentences and encourage the other pupils to
give their opinions.
OPENING ACTIVITIES
2 Discuss more ways of staying safe in the
• Ask pupils if they have ever hurt themselves at classroom and the school playground.
school. Ask them: How did the accident happen?
• Pupils can talk about this question in small groups or
What were you doing? Which part of your body
as a class activity. Take the opportunity to talk about
did you hurt? Encourage them to talk about their
specific situations that affect the group e.g. swinging
experiences. Ask the class: Could they have stopped
on chairs, over-enthusiastic tackling when playing
this accident from happening?
football, jumping down the stairs, etc. The pupils
could draw up their list of rules for keeping safe and
design posters to be used around the school.
TEACHER’S BOOK 67
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UNIT 2
PAGES 32–33 Look back: Looking after yourself
LOOK BA
ACK: Look
king after yourself
Sttudy
u skills Re
eview
32
6 1 Copy and complete. 1 Look at the pictures below. Which parts of the body are
33
7
the people protecting? What are they protecting them
Unhealthy habits Consequences from?
heart disease
Unhealthy diet A B C D
.....
Lack of ..... tiredness
respiratory and heart problems

.....
prevents growth
harms your .....

Alcohol harms your ..... 2 Correct the following sentences in your notebook.
harms your ..... a. An electrocardiograph leaves an image of bones and organs on a photographic plate.
weight gain b. Carbohydrates contain fibre which is good for the respiratory system.
..... c. An allergy is a contagious disease.
Video games
.....
..... d. Vaccinations protect you from obesity.
e. Playing lots of video games will benefit your body more than doing exercise.
2 Make definition cards to help you revise. 3 Match the two columns in your notebook.
1. smallpox a. diagnosis
Cut out small pieces of card – about eight from
2. fast food b. disease
one sheet of card.
3. vaccination c. healthy habit
Write a key word from the unit on one side of
the cards. 4. X-ray d. prevention
5. antibiotics e. unhealthy habit
Write the definitions on the back.
6. exercise f. treatment
Place the cards in a pile on the table with the
definitions facing up. 4 Work in pairs. Make questions with the
Choose a card and identify the word. words below and ask your partner. sleep eight hours a night?
Practise spelling the word as you play the game. eat fast food?
do you
How often do exercise?
Keep playing until you have identified all the should you
words correctly. play video games?
wash your hands?
32 33
This double-page spread allows pupils the opportunity • eview vocabulary by placing wordcards from the unit
to organise what they’ve learned in the unit by on the board. Say a definition of a word and choose
means of a classification table. On the Review page, a pupil to find the word on the board. Put the word
pupils complete activities individually to check their back on the board in a different place. Define another
understanding of the material covered in this unit. word and choose a different volunteer. Pupils can also
Activity 4 is a pairwork speaking activity to encourage take turns to provide definitions.
them to create complete, accurate sentences, and use • Ask pupils to work with a partner. Tell pupils to look
a simple structure (How often do you …?). They will at the Pupil’s Book to help them make two sentences
also use the structure (How often should you …?). about the contents of this unit. One sentence must be
true and the other one false. One of them says the true
sentence and the other one says the false sentence.
LANGUAGE
Allergies are infectious diseases. An ultrasound
• Imperatives: look, match, write, copy, correct, machine monitors the foetus inside the mother. The
work, make, cut, place, choose, write, work class repeats the true sentence and corrects the false
• Should / shouldn’t + infinitive one.
• How often do you …? (Every day, twice a day, • Ask the class to think of a healthy habit to tell the rest
three times a day) of the class. Make a challenge that each one must
give an example that hasn’t been said before.
• Frequency adverbs: always, sometimes, never
• How often should you …? MAIN ACTIVITIES

1 Copy and complete
• Digital wordcards • emind pupils that when we organise new
information, it is easier to understand and remember it.
052_071_U2_109856_LP.indd 68 26/8/15 17:44

• ocus the pupils’ attention on the classification table 2 Correct the following sentences in your
and ask them to tell you what the missing words are. notebook.
• Tell them to copy and complete the classification table
a. An X-ray leaves an image of bones and organs on a
in their notebooks.
photographic plate.
Unhealthy habits Consequences
• heart disease
b. Carbohydrates contain fibre which is good for the
Unhealthy diet
• Weight
..... problems digestive system.
Lack of sleep
sleep
..... • tiredness
c. An allergy is a medical condition when you have a bad
Smoking • Respiratory and heart problems
.....
• Prevents growth reaction to something. t isn t contagious.
• harms your .....
liver
Alcohol • harms yourliver
.....
heart d. Vaccinations protect you from certain diseases.
heart
brain
• harms your .....
• Weight gain e. Doing exercise will benefit your body more than
• .....
Sleep loss
Headaches
playing lots of video games.
Video games • .....
Backaches
• .....
Eye strain
• ..... 3 Match the two columns in your notebook.
1. smallpox – b. disease
2 Make definition cards to help you revise
2. fast food – e. unhealthy habit
• and out A pieces of card to the pupils. how
3. vaccination – d. prevention
them how to cut the card into eight smaller pieces.
Tell them that you want them to write a key word – 4. X-ray – a. diagnosis
electrocardiograph - on one side of the card. Explain 5. antibiotics – f. treatment
that on the other side of the card, they must write the
6. exercise – c. healthy habit
definition of the word, e.g. A machine that monitors
the heart. 4 Work in pairs. Make questions with the words
• Pupils can work individually, in pairs or in groups to below and ask your partner.
make their cards. Monitor the activity careful to ensure
• How often do / should you sleep eight hours a night?
correct spelling and accurate definitions.
• How often do / should you eat fast food?
• When the cards are ready, pairs can test each other or
groups can test other groups. • How often do / should you do exercise?
• How often do / should you play video games?
Page 33, Review
• How often do / should you wash your hands?
Note: This part of the review can be done with minimal
• Encourage pupils to answer the questions with
teacher guidance. You may wish to work through the
full sentences. I never eat fast food. You should do
activities as a class or in small groups. Alternatively,
exercise every day. I play video games at the weekend.
you can ask pupils to do them individually as a self-
You shouldn’t play video games for too long.
evaluation. This review can also be done as homework.
1 Look at the pictures below. Which parts of the

body are the people protecting? What are they
protecting them from?
a. Teeth: protecting them from tooth decay.

b. Skin: protecting it from germs and bacteria.
c. Heart and lungs: protecting them from heart and
respiratory problems.
d. Eyes: protecting them from harmful rays from the
Sun.
TEACHER’S BOOK 69
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UNIT 2

Page XX
1 Complete the sentences about machines we can find at a hospital. 3 Complete the sentences about healthy habits.
8 2. b. Digestive,
a. An
electrocardiograph
ultrasound
microscope ultrasound X-ray
machine allows doctors to monitor a foetus inside the mother.

wash memory respiratory brain balanced grows stronger nutrients teeth
a
heart
9 12
Rules of healthy living
b. An electrocardiographmonitors heart rate.
c. An X-ray machine makes an image of bones and organs inside the body. Rule 1: Eat healthily b
d. A microscope can be used to perform microsurgery on tiny parts of the body. We need to eat a balanced diet. Different nutrients from a
variety of foods help our body systems. b
2 Complete the table of medical advances.
Rule 2: Exercise d
Regular exercise helps our circulatory and respiratory systems. Our
heart and the muscles we use to breathe get stronger . c
Rule 3: Sleep c
X-rays organ transplants vaccinations ultrasound machines When we sleep our body rests and grows . Our brain
develops so that speech and memory function properly the next day. d
Rule 4: Keep clean a
We must always wash our hands before eating and after using
the toilet. We also have to brush our teeth twice a day.
exercise thermometers blood transfusions healthy eating
4 Complete the crossword about healthy living. 2
Clues down: p
1. This helps move food through
the digestive system.
1
o 3
regular check-ups microsurgery antibiotics blood tests

2. This helps your heart, muscles f t d
and nerves work properly.
3. This is the body system that 4 v i t a m i n c
Medical advances breaks down food. b s g
Prevention Diagnosis Treatment Clues across: 5 w a t e r s e
vaccinations X-rays organ transplants 4. This vitamin helps strengthen
your immune system. e i s
regular check-ups ultrasound machines microsurgery 5. You need to drink plenty of
u t
this every day.
healthy eating thermometers antibiotics 6. This nutrient helps carry m 6 i r o n
exercise blood tests blood transfusions
oxygen around the body.
v
e
8 9
UNIT 2
5 Tick ( ) the consequences of unhealthy habits. 8 Match and write true sentences about equality and empathy.
10 unhealthy
eating
video
games
smoking
drugs and
alcohol
A basic human right
Empathy is
that all people
different things and

feel differently in different situations.
deserve respect.
11
It causes heart disease and obesity. 
It harms your lungs. ü People like states that understand how someone feels.
It harms your liver and heart. ü We must remember the ability to all people are equal.
It can cause weight gain, backache
and eye strain. ü a. A basic human right states that all people are equal.
b.Empathy is the ability to understand how someone feels.
6 Cross out the mistake in each sentence. Write the correct word or words.
c.People like different things and feel differently in different situations.
d.We must remember that all people deserve respect.
a. Some allergies are contagious, which means that they spread from person to person.
infectious diseases
b. Some people are allergic to dust, pollen, animal hair and certain people. foods 9 Look at the photos and consider how each person feels.
c. The body has natural defences, such as red blood cells, to protect itself against germs. a b c
white
7 Read the labels. Why aren’t these foods healthy?
Fizzy drink Pizza

Nutritional Nutritional
Typical values Typical values a. I think he feels because
information information
330ml 140g - 2 small slices .

Per (% of recommended Per (% of recommended b.
daily amount) daily amount) Open answers
Energy 122kcal (6%) Energy 407kcal (20%) c.
Fat 0g (0%) Fat 18g (24%)
Carbohydrate 26g (11%) Carbohydrate 29g (12%)
Sugars 28g (31%) Sugars 5g (6%)
Protein 0g (0%) Protein 10g (20%) 10 What would you do to help the people in the photos?
Sodium/Salt 0g (0%) Sodium/Salt 1.5g (25%)
a.
This drink isn’t healthy because it contains it contains
This pizza isn’t healthy because b. Open answers
too much sugar . too much fat and salt . c.
10 11
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UNIT 2
12 1 Do you take care of yourself? Keep track of your habits for

five days.
1 Look and read. Write yes or no. There are two examples.
13
What do you eat each day?
Day 1 Day 2 Day 3 Day 4 Day 5
Open answers.
How much time do you spend exercising each day?
Open answers.
How many hours do you sleep each night?
Open answers.
1. The children are playing outside in the playground. yes
How much time do you spend playing video games, using a device or watching TV?
2. It is cold and rainy. no
3. Two children are exercising. no
Open answers. 4. A girl wearing a blue shirt is skipping over a rope. no
5. The girl standing near the gate is reading a book. yes
2 Write down two things you do well and two things you
6. There are two children eating a healthy snack. no
would like to do better. Compare with your classmates.
7. The pupil standing in the goal is drinking water. no
My healthy habits Things I should change
8. The boy sitting on the ground has cards in his hands. yes
1. 1.
yes
Open answers. Open answers. 9. The boy in front of the goalkeeper has short hair.
2. 2.
10. There are two children wearing religious headwear. yes
12 13
13 Pupil’s Book page 21, Unit 22 Pupil's Book page 26, Unhealthy
introduction habits
14 Pupil's Book page 21, Song Germs 23 Pupil's Book page 26, Infectious
diseases
15 Pupil's Book page 22, Story: A trip
to the hospital 24 Pupil's Book page 26, Bad eating
habits
16 Pupil's Book page 24, Healthy
habits 25 Pupil's Book page 27, Staring at a
screen
17 Pupil's Book page 24, Rule 1: Eat
healthily 26 Pupil's Book page 27, Allergies
18 Pupil's Book page 24, Rule 2: 27 Pupil's Book page 27, Alcohol and
Exercise tobacco
19 Pupil's Book page 25, Rule 3: Sleep 28 Pupil's Book page 28, We are all
equal
20 Pupil's Book page 25, Rule 4: Keep
clean 29 Pupil's Book page 29, Empathy
21 Pupil's Book page 25, Rule 5: Have

medical check-ups
TEACHER’S BOOK 71
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UNIT 3 Art is everywhere
Living things
Characteristics of living things. Know the basic characteristics of living things.
Classifying living things. Classify living things according to their kingdom.
Respect for living things. Display attitudes and conduct of respect towards living things.
Use ICTs.
Individual and group work. Work independently and proactively and develop strategies for working in a
group.
report.

Knows the structure of living things: cells, tissues, organs, systems, functions and MST 38
processes.
Understands that living things can be unicellular and multicellular. MST 35-37
Understands that all living things carry out the same life processes and explains the basic MST 39
characteristics of each one.
Uses a magnifying glass and other tools in the study and observance of living things. MST, LTL 42
Classifies living things according to their kingdom and identifies the characteristics of MST, LTL 40, 41
each: monera, protest, fungus, animal and plant kingdoms.
Adopts a critical attitude towards habits that can damage our health. MST, SOC 26, 27
Accepts the toxic effects of alcohol and tobacco on the health, above all when MST, SOC 27
consumed at a young age.
Displays attitudes and conduct of respect towards living things. MST, SOC 43
Helps actively in the conservation of animals and plants. MST, SOC 43
Use books, libraries, etc. and collaborate in the care and maintenance of all the materials MST, LTL 34-45
taking.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 37, 42-44
First approaches to Cooperative Learning. SOC, LTL 35,43
images.
TEACHER’S BOOK 73
UNIT 3 Living things
UNIT INFORMATION
UNIT SUMMARY
In this unit, pupils will review and extend their to review what they have learned about unicellular
knowledge of living and non-living things. At the and multicellular living things. These opening pages
beginning of the unit, pupils will be introduced to are designed to test pupils’ prior knowledge. They
the concept of cells. This subject area is covered with will move on to look in detail at cell organisation and
the help of the course characters, Carla and Alex, what an organism is made up of. They will also review
who are on a school trip to a science laboratory. The and extend their understanding of the life processes
school trip begins in the story and, on their return to of living things.
school, Alex and Carla carry out a School trip project
Find out In this unit, your pupils will learn that all living things
carry out basic life processes. Throughout the unit, try
In the Find out activity on page 42, your pupils
to encourage pupils to think about how they interact
will carry out a hands-on activity about the living
with the world around them and how we should
things found in the local environment. This activity
respect all living things. Encourage them to see how
requires them to use their observation, research and
varied and fascinating life on Earth is and motivate
classification skills.
them to find out more.
The pupils will need:
Think about it
• a notebook
The Think about it page in this unit focuses on the
• a pencil precarious situation of bees today. The pupils learn
• colouring materials about the importance of bees and also about ways of
helping and protecting these insects.
• a magnifying glass
• a camera (optional)
Further ideas
Pupils can research the living things in a different area
of Spain, using the internet or reference books. You
could allocate different areas to different groups and
ask each group to make a poster.

EVALUATION MATERIAL • An end-of-unit test: in addition to the Review
These documents can be downloaded from the section at the end of each unit, this summative
Teachers section of the digital component and printed. test can be used to evaluate pupils’ progress after
The materials include: studying the unit content.
• A unit diagnostic test: this provides an overview • A class unit evaluation grid: this is based on the
of the unit and allows you to assess pupils’ prior evaluation criteria and learning standards of the
knowledge. unit.
DIGITAL RESOURCES
Presentations
• Unit summary: a simple slide presentation with • A wordsearch: pupils find key terms hidden in the
text, images and audio to review the main ideas of wordsearch.
the unit. It can be used at the beginning of the unit
• Definitions: pupils drag and drop words to
to test pupils’ prior knowledge of the unit content,
complete definitions.
or at the end of the unit as a revision tool.
Song lyrics
• Find out: a slide presentation of the unit’s Find
out page with text, photos and audio. The slide Listen to the song Living things and follow the lyrics
presentation is perfect for a heads-up class, line by line.
showing the steps one by one. Use this tool to get Posters
pupils to predict the next steps (with their books
closed) or to focus their attention on each step as
class. You can use them to review key concepts and
they carry out the project themselves.
vocabulary.
Activities
Videos
Activities vary by unit and include:
Use the video links in this unit to present content in
• A memory game: a useful activity for reviewing a dynamic, real-life context, while reinforcing pupils’
key vocabulary and modelling pronunciation. listening skills.
dropping key terms.
Digital flashcards and wordcards: topics include
• Spelling: pupils drag and drop letters to spell key What do living things have in common? and How
terms. are living things classified?
• Read and reveal: pupils read sentences and guess Downloadable pdfs: evaluation tests, evaluation
the missing words, which are revealed by clicking grids, templates, useful links and further
the spaces. information.
• Classification: pupils drag and drop concepts and

key terms in a simple classification table.
TEACHER’S BOOK 75
UNIT 3
PAGES 34–35 Living things
Living things
Living things are made up of
units called cells. A cell is the
smallest living unit. Some living
34
6 things, such as bacteria, are
made up of only one cell. These
are unicellular organisms. Others 1 What characteristics do living
35
7
are made up of many cells and thing
gs have in common?
are called multicellular
organisms. Living things share 2 What is the difference between
certain characteristics, such as
nutrition, interaction and
a uniicellular organism and a
multicellular organism? 30
reproduction.
3 Whicch living things can you see
in the picture?
4 What do living things need to

survive?
5 Listen to the song. Whicch characteristics of living

things are represented by
b the photos below?
31
34 35

The aim of the unit opener is to develop your pupils’ • f you are using an interactive whiteboard, focus only
observation skills and find out what they already on the illustration, not the questions. Either elicit ideas
know about the topic of the unit. Use the picture (Alex is looking at a turtle; Carla is wearing flippers, etc.)
to elicit vocabulary related to living and non-living or ask questions indicating each part of the picture.
things, as well as action verbs that describe what is • Alternatively, use the interactive whiteboard writing
going on in the scene. Get your pupils to work in tools and ask pupils to come up to the board, mark
groups to complete activities 1–4 to encourage an area of the picture and describe what they can see.
participation and peer support. Play the song and Help them to produce full, correct sentences.
have fun listening to it and completing activity 5.
MAIN ACTIVITIES
LANGUAGE
• Question words: who, what, where, how many,
etc. • ead the unit introduction at the top of page .
• Prepositions of place: in, on, under, next to Pupils can do a choral reading of the text (see Helpful
• There is / are tips, pages 20–23).
• Passive: are made up / is made up of • ou can play the audio of the unit introduction fi rst, with
• Vocabulary: cell, unicellular, multicellular, the pupils reading along with it, and then ask one or
nutrition, interaction, repodruction, bacteria, two pupils to read out loud. This way, pupils will feel
wet suit, mask, oxygen tank, flippers, turtle, fish, more self-assured when it comes to pronouncing new
coral, survive, share words. Check for comprehension: What is the smallest
living unit? (A cell); Which living thing is made up
of only one cell? (Bacteria); Are we unicellular or
multicellular? (Multicellular); What is another name
• Digital flashcards for living things? (Organisms)

• ivide pupils into small groups to answer the uestions CD1 • track 31
at the top of page 35. Then invite different groups to Does it need food?
compare their answers with each other.
Does it interact?
1 What characteristics do living things have Does it reproduce?

in common? Does it breathe?
• This is a good opportunity to review vocabulary from If it does, if it does

year 3. Pupils can answer using the information in the It’s a living thing
introductory text. Nutrition, interaction and reproduction.
Does it move?
Living things are born and they die. They eat, grow,
move, breathe, excrete, reproduce and interact. Does it grow?
Does it excrete the waste
2 What is the difference between a
It doesn’t need?
unicellular and multicellular organism?
If it does, if it does,
• uggest to pupils that they look at the photos on page
It’s a living thing
36. Ask them to identify the unicellular organisms in
the photos (bacteria and yeast). Unicellular organisms Does it need food?
are made up of one cell and multicellular organisms are Does it interact?
made up of more than one cell. Does it reproduce?
3 Which living things can you see in the Does it breathe?

picture? If it doesn’t, if it doesn’t
• Ask pupils to identify the living things in the picture and It’s a non-living thing
then ask them to make a list of other living things found Does it move?
under the sea. You may also ask them to make a list of Does it grow?
natural non-living things under the sea. Remind them
that non-living things can be natural or man-made. A Does it excrete the waste
turtle, fish, people, coral reef It doesn’t need?
If it doesn’t, if it doesn’t
4 What do living things need to survive?
It’s a non-living thing
• Ask the groups to call out one basic need and write
them on the board. Invite volunteers to talk about
how the needs vary from organism to organism. There ANSWERS AT A GLANCE
are five basic needs that all living things have: water, 1 Living things are born and they die. They eat,
air, sunlight, food (energy) and shelter. grow, move, breathe, excrete, reproduce and
interact.
5 Listen to the song. Which characteristics
of living things are represented by the photos 2 Unicellular organisms are made up of one cell
below? and multicellular organisms are made up of
more than one cell.
• ocus the pupils’ attention on the six photos. Ask them
to describe what they can see in each photo. Play the 3 A turtle, fish, people, coral reef.
song Living things (CD1 track 31) and ask pupils to
point to the characteristics in the photos that they hear. 4 Water, air, sunlight, food (energy) and shelter.
Then play the song a second time and encourage pupils
to sing along (you can use the Song lyrics section on the 5 Movement, nutrition, interaction, reproduction,
digital component to display the song line by line and respiration/excretion and growth.
listen to the song). Movement, nutrition, interaction,
reproduction, respiration/excretion and growth
TEACHER’S BOOK 77
UNIT 3
PAGES 36–37 A trip to science lab
A triip to the
e science
e lab
Do you know
what we use
1 Listen and read. yeast for? Allex
36
6 These
bacteria are
unicellular.
A
Doesn’t
bacteria make
you ill?
B We use it
to make
bread.
Look at Alex and Carla’s project and then answer the
questions. 37
7
Yes, but we
can also use Unicellular and multicellular classification table
some bacteria
32 to make food. It’s a

unicellular organism
organism.
It belongs to the
Alex and Carla are visiting
Fungus Kingdom,
a science lab ...
like mushrooms.
I can see
tiny holes C D
in this leaf.
Did you know
that our bodies
contain about 30
The plant takes trillion red blood
Wow! Human cells?
in carbon dioxide
And it beings are
through those holes,
absorbs water certainly
to perform
and minerals multicellular!
i
photosynthesis.
from the soil with
its roots.
2 Read the descriptions and match them to the pictures.

1. This living thing can produce its own food.
It is born from seeds.
2. This living thing feeds on other living

things that are decomposing. bacteeria
fox
3. We can only see this unicellular organism
using a microscope. It belongs to the
Monera Kingdom. 1 Copy and complete the table in your notebook. Which kingdom
in the table can be both unicellular and multicellular?
4. This living thing interacts with its daisy
mushroom
environment using its senses. It feeds on 2 Alex wants to add the word algae to the table. Which kingdom
other living things. does it belong to? Under which column should it go?
5. This organism is unicellular and belongs to

yeast 3 Some bacteria can cause health problems. What can we do to
the Fungus Kingdom.
prevent them?
36 37

This double-page spread opens with a story in which • Bring a plant and a rock to class. Ask pupils to explain
your pupils have the opportunity to see Carla and the differences between the two items. A plant is a
Alex at a particular moment of their school trip to living thing. It breathes and grows, etc.
the science lab. Carla and Alex are talking to the
scientist and showing their knowledge of living MAIN ACTIVITIES
things. The story is reinforced with an exam style
matching activity that is related to the story. On page 1 Listen and read. (CD1 track 32)
37, the pupils can study Carla and Alex’s school trip • Before you listen and read, ask the pupils to look at
project about unicellular and multicellular organisms. each frame and describe what is happening using
their own words. If you are using an interactive
board, prepare the story before class, blocking out
LANGUAGE the dialogue with the black paint tool. Elicit that the
• Present simple children are looking at bacteria, yeast, a plant and red
blood cells.
• Infinitive of purpose
• Vocabulary: unicellular, multicellular, bacteria, • Tell the pupils they are now going to listen to the story
yeast, mushroom, daisy, amoeba, water lily, of Alex and Carla’s trip to the science lab. Ask Which
Monera Kingdom, Protist Kingdom, Fungus organisms in the story are unicellular? (Bacteria
Kingdom, Plant Kingdom, Animal Kingdom and yeast); Which group of living things has
blood? (Animal vertebrates); Which group carries
out photosynthesis? (Plants); Do you think bacteria
ADDITIONAL MATERIALS and yeast belong to the same group? (No) Explain
that living things can be classified into groups which
are called kingdoms. Mushrooms and yeast belong
• Digital wordcards to the Fungus Kingdom. Place the wordcard Fungus
• Extra classroom materials: A plant, a rock, leaves, Kingdom on the board.
magnifying glasses

2 Read the descriptions and match them 3 Some bacteria can cause health problems. What
to the pictures. can we do to prevent them?
• This activity aims to introduce some new vocabulary, • This activity can be done at home with the help of
reinforce what pupils have learned in the story and parents or in small study groups on a computer or in the
refresh concepts studied in previous levels. Ask the library. You may prefer to guide them to the answer by
pupils to work with a partner to match the statements prompting. See Answers at a glance for model answer
to the photos. Ask a volunteer to read the first
statement and invite another to give the answer. See
Answers at a glance
• Make a word chain. ame an organism and explain

SCHOOL TRIP PROJECT that the next person must say which kingdom it
• Before the pupils open their books, ask them to give belongs to. If they are correct, they then name another
examples of members of the different kingdoms. organism and the next person classifies it, and so on.
Say Who can come and write the name of an Daisy – Plant Kingdom – amoeba – Protist Kingdom –
organism that belongs to the Monera Kingdom? fox – Animal Kingdom, etc.
(Bacteria); Can you name organisms that belong • Organise the class into small groups and give each
to the Fungus Kingdom? (Mushrooms and yeast) group a selection of leaves and a magnifying glass.
Encourage volunteers to write examples of plants and Encourage them to look at the underside of the leaves
animals. Remind them that invertebrates belong to through the magnifying glass to see the small holes
the Animal Kingdom. (stomata) there.
• Explain to the pupils that following their trip to the + EXTRA IDEAS
science lab, Alex and Carla have done a project to
summarise what they have learned about unicellular • Pupils find pictures of organisms from the five
and multicellular organisms. kingdoms at home and make a display. They label the
• Tell pupils to look at the photo on page and ask organisms as unicellular or multicellular.
for volunteers to read the words. Place the wordcard • Ask the pupils to investigate yeast in bread making or
Protist Kingdom on the board. Explain that these can the importance of bacteria in the making of yoghurt.
be unicellular or multicellular.
1 Copy and complete the table in your notebook.

ANSWERS AT A GLANCE
Which kingdom in the table can be both
unicellular and multicellular? Page 36
2 1–daisy, 2–mushrooms, 3–bacteria, 4–fox, 5–yeast
• Tell the pupils to copy and complete the table from the
book, then share their ideas with a partner. Encourage
peer correction of spelling if appropriate. See Answers Page 37
at a glance 1 Yeast – Fungus Kingdom; Mushrooms – Fungus
Kingdom; Water lily – Plant Kingdom; Humans –
2 Alex wants to add the word algae to the table. Animal Kingdom. The Fungus Kingdom and Protist
Which kingdom does it belong to? Under which Kingdom can be both unicellular and multicellular.
column should it go?
2 Algae are multicellular and belong to the Protist
Kingdom.
the library. You may prefer to tell them that it belongs
3 (Model answer) We should wash our hands
to one of the groups and ask them to guess. Point out
before eating and after going to the toilet. Brush
that it is a multicellular protist. Algae are multicellular
your teeth after eating. Keep fresh food in a
and belong to the Protist Kingdom.
fridge. Check sell-by dates on food. Clean cuts
and scrapes when you fall.
TEACHER’S BOOK 79
UNIT 3
PAGES 38–39 What do living things have in common?
What do living
g things have in co
ommon?
35
33 All living things are made up of tiny units called cells.
red blood cells Th
he life processes of living things
Cells are the building blocks of life and perform the life
38
6 39
7
processes of nutrition, reproduction and interaction. All living things perform the same life processes: nutrition,
interaction, reproduction, respiration, excretion, growth
and movement.
Cells need to take in nutrients to survive. They reproduce by
dividing again and again. Cells interact by working together with
other cells that perform the same function. Nutrition Interaction Reproduction
Cells can be different shapes and sizes. Different cells carry out Plants make their own food All living things interact with Most animals are oviparous,
different functions. Blood cells look very different from nerve cells. using photosynthesis. Animals their environment. Animals which means they lay eggs.
nerve cells feed on other living things. move, communicate and react to Most plants reproduce using
Decomposers, such as fungi the world around them. Plants seeds. Some plants, such as
Ho
ow are living things organised? and bacteria, react to water and light. ferns and
feed on dead mosses,
plants and reproduce
A cell is the smallest living unit.
34 Cells work together to form

animals. using
spores.
tissue. Muscle tissue is made
up of many muscle cells.
Respiration Excretion Growth and movement
Animals take in oxygen from Animals expel the remains of Plants do not stop growing but
Tissue works together to form organs. The
the air or from water. In the day, food that they do not need. animals only grow until they
heart has different types of tissue which work
plants produce their own oxygen They also excrete other harmful become mature. Most animals
together to perform a particular function.
through photosynthesis. At substances such as carbon can move from place to place.
night, they also have to take in dioxide, sweat and urine from Plants cannot move from place
oxygen from the air. their bodies. to place, but they can move
towards light or water.
Organs that group up
together form When all the systems work
systems, such as the together, they form an
circulatory system. organism, or living thing.
1 Order the words from the simplest 2 Which organs group together to form
structure to the most complex. the circulatory system? What about the
digestive and respiratory systems? 3 Plants and animals are both living things. Explain how
tissue – organism – cell – organ – system
they are different.
38 39

This double-page spread introduces pupils to the • Place photos of bacteria, yeast, an amoeba and an
concept of cells and cell organisation and reviews animal on the board or show a slide show of these
and extends their knowledge about life processes. organisms. Ask pupils to identify the organisms in the
There is a lot of new vocabulary and concepts on photos and ask: Are they all living things? (Yes, they
this double page. Do not expect pupils at this stage are.) How are they different? (Bacteria, yeast and
to absorb all of the information; the main learning amoebas are unicellular and animals are multicellular.)
aim is to understand how cells work together to What do they have in common? (They perform the
form an organism and how the organisms carry out life processes.)
the life processes. • Place the wordcards nutrition, interaction, reproduction
and respiration on the board. Ask: Which body
system helps us carry out the process of nutrition?
LANGUAGE
(Digestive); Which body system helps us interact?
• Questions words: where, what, why, how, etc. (Nervous); Which body system helps us carry out
• Present simple the process of reproduction? (Reproductive) Ask
• Superlative adjectives: simplest, smallest
pupils to work with a partner to name the organs
that are part of these body systems. Correct as a class
• Vocabulary: cells, tissue, organs, systems,
activity, inviting pupils to give their answers.
nutrition, interaction, reproduction, respiration,
excretion, growth, movement
• Extra classroom materials: photos of bacteria,
yeast, an amoeba, an animal and cells

MAIN ACTIVITIES • f you are using an interactive whiteboard, block out
the texts that accompany the photos with the black
Page 38, (CD1 track 33) paint tool. Zoom in on each photo and ask the pupils
to say which life process they can see in each photo.
• Ask pupils to open their books on page and
• Organise the class into six groups. Assign one
read the introductory text together. Play the audio
information box to each group. Ask the groups to
(CD1 track 33) and ask pupils to listen and read.
read only their assigned box and to make notes about
Alternatively, keep the books closed and present
the important information. Rearrange the groups so
this lesson on the interactive whiteboard. Read the
that each new group has a member from each reading
introductory text again as a Cloze reading. Pause at
group. Ask the pupils to share what they have learned
key words and have pupils read the missing word in
with their new group.
unison. Check for understanding. Ask: How do cells
reproduce? (By dividing); How do they interact?
3 Plants and animals are both living things.
(They work together); Do they perform the process
Explain how they are different.
of nutrition? (Yes, they take in nutrients)
• Organise the class into groups and tell them to use the
Page 38, How are living things organised?
(CD1 track 34) information on page 39 to answer this question. See
Answers at a glance
• Before you read the text, ask pupils to look at the
illustrations. Explain that these pictures show us how + CLOSING ACTIVITIES
cells are organised. Read the text on page 39 and
• Test pupils on a few basic concepts from pages and
check understanding. What is the smallest unit?
39 using the True or False game. Divide the class into
(A cell); What makes up a body system? (Organs);
two teams to make it more exciting. Cells reproduce
What makes up tissue? (Cells); What does a group
by dividing. Decomposers can make their own
of tissues make up? (An organ)
food. Plants don’t need oxygen from the air.
1 Order the words from the simplest
structure to the most complex. + EXTRA ACTIVITIES
• Place the wordcards cell, tissue, organ, body system • se the internet to show pupils the ama ing array of
and organism randomly on the board. In groups, pupils different cell types: red blood cells, white blood cells,
organise the cards and write the correct order in their muscle cells, nerve cells and plant cells. Point out that
notebook. Cells – tissue – organ – system - organism most have a nucleus which is the control centre of
the cell. (Red blood cells don’t have a nucleus.) The
2 Which organs group together to form the nucleus divides when the cell is reproducing.
circulatory system? What about the digestive
and respiratory systems?
ANSWERS AT A GLANCE
• Write the words circulatory, digestive and respiratory
on the board. Ask pupils to work with a partner to 1 Cells – tissue – organ – system – organism.
write the names of the organs that make up the
2 Circulatory – heart; Digestive – stomach, liver,
three systems. Correct as a class activity. Circulatory –
pancreas, intestines; Respiratory – lungs, mouth,
heart; Digestive – stomach, liver, pancreas, intestines;
nose
Respiratory – lungs, mouth, nose
Page 39, The life processes of living things 3 Plants reproduce by seeds or spores. Plants
(CD1 track 35) make their own food. Plants can’t move around.
Plants never stop growing. Plants excrete
• Tell pupils to close their books. ead the introductory oxygen. They both breathe in oxygen but plants
text and ask pupils to listen. Ask them to name the only do so at night.
seven life processes and place the wordcards on the
board as they are named.
TEACHER’S BOOK 81
UNIT 3
PAGES 40–41 How are living things classified?
How
w are liv
vin
ng thing
gs classiified?
36 Living things can be classified into five groups called

The Animal Kingdom The Plant Kingdom
kingdoms.
40
6 41
7
Animals are multicellular. They cannot make Plants are multicellular. They make their own
The organisms in one kingdom share the same characteristics their own food so they feed on other living food by taking energy from the Sun. This process
and are different from organisms in other kingdoms. things. Most animals can move around and they is called photosynthesis. During this process,
use their senses to interact with their plants produce oxygen, which they release into
environment. Animals take in oxygen and release the air. Plants cannot move but they can react to
The Monera Kingdom
carbon dioxide through the process of respiration. certain stimuli in their environment, such as water
All living things in the Monera Kingdom are unicellular. They can live on land, We can classify animals into two groups: and light. We can classify plants into two groups:
in water, in the air and even inside other living things. Bacteria belong to the vertebrates and invertebrates. flowering and non-flowering plants.
Monera Kingdom. Some bacteria feed on dead plants and animals.
The Protist Kingdom
Most living things in the Protist Kingdom are unicellular. Most protists live in
water. Amoeba cells are unicellular protists. They take in food by absorbing it.
Algae are protists that can be unicellular or multicellular. Like plants, they make
their own food through photosynthesis.
Did you know?
Yeast can be used to make a variety of

food products such as bread, cereals,
The Fungus Kingdom cakes and soup. It is also used to make
beer and wine. Yeast can also be
Living things in the Fungus Kingdom can be unicellular or multicellular. harmful and can cause infections.
Yeast is an example of a unicellular organism, while mushrooms are
multicellular. Mould is also a type of multicellular fungi. Fungi cannot make their
own food and they cannot move. They take the nutrients they need from dead
plants or animals.
3 A mushroom looks like a plant. Why can we not classify

it as part of the Plant Kingdom?
4 Explain how the organisms in the Plant Kingdom and

1 Classify these organisms: mould, butterfly, yeast, rose, the Animal Kingdom help each other.
bacteria, algae, penguin, grass, toadstool.
5 Viruses are microscopic and can cause illnesses. Find out
2 In what ways are bacteria and fungi similar? why scientists do not classify them as living things.
40 41

This double-page spread introduces pupils to the • Place the wordcards Plant Kingdom and Animal
subject of classifying living things. They are already Kingdom on the board. Explain that these are two
familiar with the fact that animals and plants are living very big groups and that we can make smaller groups
things but this is the first time they will study algae, inside each kingdom. Say In the Animal Kingdom
fungi and bacteria as groups of living things. At this we can classify animals as vertebrates and
stage, this is just an introduction to a subject area invertebrates. Ask pupils to work in small groups
they will study in greater detail over the following to find other ways of classifying plants and animals.
years. The main learning aim is to understand that Encourage them to think about: mammals, birds, fish,
not all living things are plants or animals. They will reptiles, amphibians, insects, herbivores, carnivores,
also practise their classification and study skills. omnivores, oviparous, viviparous, flowering, non-
flowering, trees, bushes, grasses, etc. You may like to
record their information as a spider diagram and ask
LANGUAGE them to copy it into their notebooks.
• Questions words: where, what, why, etc.
• Short answers: Yes, it is; No, it doesn´t. MAIN ACTIVITIES
• Vocabulary: Monera Kingdom, Protist Kingdom,
Pages 40, How are living things classified?
Fungus Kingdom, Plant Kingdom, Animal (CD1 track 36)
Kingdom, bacteria, amoeba, algae, yeast, mould,
mushroom, toadstool, butterfly, penguin • Ask pupils to open their books on page and read
the introduction text. Tell them that they are going to
learn more about the five groups of living things. Play
ADDITIONAL MATERIALS the audio (CD1 track 36) and ask pupils to listen and
read. Stop after each text to check understanding and
clarify new vocabulary. Where can bacteria live?
• Digital wordcards How do algae get their food? How do plants get
• Extra classroom materials: photos of mushrooms, their food? What is mould?
seaweed, an anemone and e.coli or other bacteria

1 Classify these organisms: mould, butterfly, + CLOSING ACTIVITIES
yeast, rose, bacteria, algae, penguin, grass,
toadstool. • ivide the class into five groups and give each group
a wordcard with the name of a kingdom. Make
• Ask pupils to work individually to answer this uestion statements and if the statement coincides with the
on a piece of rough paper. Check answers by inviting wordcard, the group stands up and says the name,
volunteers to come to the board to write the organisms e.g. They can make their own food. (The group
under the correct wordcard. Ask them to copy the with the Plant Kingdom card stands up and says
chart into their notebooks. Monera – bacteria; Protist Plants!)
– algae; Fungus – yeast, toadstool, mould; Animal –
• Ask pupils to work with a partner to talk about the
butterfly, penguin; Plant – rose, grass
differences between the kingdoms. Pupil 1 makes a
sentence about a kingdom and pupil 2 must make
2 In what ways are bacteria and fungi similiar?
a statement about a different kingdom, but it must
• Ask pupils to use the information on page to be connected to the first statement. Pupil 1: Monera
answer this question. Bacteria are unicellular and Kingdom organisms are unicellular. Pupil 2: Animals
some fungi are unicellular. Fungi feed on dead plants are multicellular. Ask pupils to share examples with
and animal. Some bacteria feed on dead plants and the rest of the class.
animals too.
+ EXTRA IDEAS
3 A mushroom looks like a plant. Why can we
• Ask pupils to bring in a photo of themselves taken in a
not classify it as part of the Plant Kingdom?
place they like. Tell them they must identify the living
• Ask pupils to think about the characteristics of plants. things and non-living things in the photo and write a
How do plants make their food? (They make their text about these living and non-living things. Ask them
own food through the process of photosynthesis.) Do to explain how the living things are interacting. You
mushrooms get food the same way? (They don’t. may like to prepare a sample text as a guide.
They take the nutrients they need from dead plants or
animals.) ANSWERS AT A GLANCE
1 Monera - bacteria; Protist - algae; Fungus -

4 Explain how the organisms in the Plant yeast, toadstool, mould; Animal - butterfly,
Kingdom an the Animal Kingdom help each penguin; Plant - rose, grass.
other.
2 Bacterie are unicellular and some fungi are
• Organise the class into small groups to discuss this
unicellular. Fungi feed on dead plants and
question. Guide them to a variety of answers by
animal. Some bacteria feed on dead plants and
asking the groups questions: How can plants help
animals too.
animals? What can they give them? How can
animals help plants? Think about insects. How 3 A mushroom can’t make its own food. It takes
can animals help distribute the plants seeds? See nutrients from dead plants or aminals.
Answers at a glance
4 Plants provide animals with oxygen, which they
5 Viruses are microscopic and can cause make through the process of photosynthesis.
illnesses. Find out why scientist do not classify Animals help the process of pollination. Insects,
them as living things. such as bees, carry pollen to the stigma of plants.
5 Viruses do not perform the life processes of
nutrition or interaction. As they only reproduce,
the library. Viruses do not perform the life processes of
the cannot be considered a living thing.
nutrition or interaction. As they only reproduce, they
cannot be considered a living thing.
TEACHER’S BOOK 83
UNIT 3
FIND OUT: Living thiings in the

e environm
ment THINK ABOUT IT: Save th
he bees
Id
dea: Changes in the environment can be harmful to the plants
42
6 43
7
and animals that live there. Bees are in danger of
We can see a variety of Notebook
disappearing from our environment. No one knows exactly
living things in our local
ocal Pencil
why this is happening. People think they are disappearing
area. Colouring
materials because of global warming, contaminated water or the use
Magnifying glass of pesticides on crops. It is essential that we try to stop bees
Camera from disappearing; they are important for many reasons.
Te
es
est: (optional)
Observe and classify living things in your local area.
1 2 3
Look for living things in Find information about Classify your living things
your local area. Examine how the living things into different kingdoms
them closely with a perform the vital life and add information
magnifying glass. Take processes. Use reference about the vital life Bees pollinate over 100 Bees also pollinate the Bees make honey, which we
photos or draw them. books or the internet. processes. different fruit and vegetable flowers of plants that become eat. Honey is also used for
crops. food for farm animals. medicinal purposes.
Help protect bees
Create a bee-friendly garden or balcony. Plant flowers to provide

nutrition for the bees and put out water for the bees to drink. This can
be a shallow dish of water, but remember to add some pebbles to help
the bees climb out. If you can, provide an area of long grass to give the
bees shelter from the rain.
Co
onclusions
1 Bees are important pollinators. What do you think
1 Which kingdoms of living things did would happen if all bees disappeared?
you find in your local area? Which
kingdom was the most common? 2 Investigate other invertebrates that help us. In
groups, make a poster about the importance of
2 Are there any kingdoms of living things invertebrates.
that you cannot see in your area? Why not?
3 Find out what you should do if you or someone else is
3 What can we do to help protect the living stung by a bee.
things that you found?
42
PAGE SUMMARY
FIND OUT
In the first of these two pages (Find out), pupils + OPENING ACTIVITIES
practise their observation, research and classification
skills by studying the living things found in their local • Organise the class into groups. Give each group a card
area. This activity requires some time as it involves with the name of an ecosystem. Ask them to work
field work, research, making a poster and giving together to make a list of the different living things
a presentation. The second page (Think about it), that we can find in these places. As pupils haven’t
provides your pupils with the opportunity to learn studied ecosystems in detail yet, choose well known
about the worrying situation of bees today. They will and general places. (Ocean, pond, forest, rainforest,
read about the importance of bees and will also be park, Arctic / Polar regions, beach, etc.)
given practical ideas about protecting these insects. • Place the wordcards Monera Kingdom, Protist
Kingdom, Fungus Kingdom, Plant Kingdom and
Animal Kingdom on the board. Invite the groups to
LANGUAGE
classify their lists into kingdoms. Invite each group to
• Imperatives: look, examine, draw, observe, take, share their lists with the rest of the class.
find, use, classify, add, observe
• Vocabulary: local, area, harmful, global, MAIN ACTIVITIES
warming, contamitnated, pesticide, crops,
honey, dish, shallow, pebbles, shelter, pollinate, • Explain to pupils that it isn’t necessary to travel to
disappear faraway places to investigate living things. Tell them
that they will be carrying out an investigation about
living things that are found in their local area. This
ADDITIONAL MATERIALS investigation will have to be carried out partly at
home so you may prefer to ask pupils to investigate
at the weekend. The research and preparation of the
presentation can be done at home or at school.

• Ask pupils to open their books and read the steps on
MAIN ACTIVITIES
page 42. Then, tell them to write the materials and
the three steps in their notebook. If you are using • Ask pupils to open their books on page and say
the book on the interactive whiteboard, you can play Let’s read about bees. If you are using the interactive
the audio of the steps. You may choose to do this whiteboard, you can play the audio and encourage
investigation in small groups or in pairs. pupils to read along in their books. Then, ask pupils
to look at the pictures and describe what they can see
+ CLOSING ACTIVITIES in pairs. Ask What are the photos telling us? (Bees
pollinate the plants we eat. They pollinate plants that
• Allow pupils time to make their poster and decide
other animals eat and we eat some of these animals
on a time for them give their presentation to the rest
too. Bees make honey which is used in medicines.)
of the class. After the presentation, they can display
their posters around the school or in the classroom for
other children to enjoy. + CLOSING ACTIVITIES
1 Which kingdoms of living things did you find in • Encourage pupils to talk to their parents about making
your local area? Which kingdom was the most a bee friendly area at home. Why not set one up at
common? school?
• Pupils can compare their findings in small groups or 1 Bees are important pollinators. What do
with a partner. you think would happen if all bees disappeared?
2 Are there any kingdoms of living things that • Ask pupils to discuss this uestion in small groups.
you cannot see in your area? Why not? Invite volunteers to share their ideas. Plants wouldn’t
be pollinated so the plants that rely on insect pollination
• iscuss why they didn’t find any examples of certain would die out. This would affect the herbivores and
kingdoms. For example, perhaps there was no water then the omnivores and carnivores. Their food chains
and so they couldn’t find protists. All pupils should would be broken.
say that they didn’t see any examples of the Monera
Kingdom, as you would need a microscope. 2 Investigate other invertebrates that help us.
In groups, make a poster about the importance
3 What can we do to help protect the living of invertebrates.
things that you found?
• Ask pupils to identify the invertebrate in the photo. Ask
• Encourage them to think about ways to help protect if they know how the earthworm helps us. (It breaks
their local environment. Elicit the need to respect all down dead organic matter and creates tunnels in the
living things and to look after habitats. soil which allow air and water to pass through.) Ask if
they can name any other helpful invertebrates.
THINK ABOUT IT
3 Find out what you should do if you or
+ OPENING ACTIVITIES someone else is stung by a bee.
• Brainstorm names of invertebrates with the class. • This activity can be done at home with the help of
Write the names that they call out and count how parents or in small study groups on a computer or in
many invertebratesbthey say. Ask them how they feel the library. The sting should be removed if it is still in the
about invertebrates. Ask Do you like them? Which skin. Ice will help stop the pain but don’t put it directly
ones do you like? Which ones don’t you like? Why on the skin. Wrap the ice in a towel before putting it on
don’t you like them? the sting. Check for an allergic reaction. If the person is
allergic to bee stings, get medical help immediately.
TEACHER’S BOOK 85
UNIT 3
PAGES 44–45 Look back: Living things
LOOK BA
ACK: Livin
ng thingss
Sttudy
u skills Re
eview
44
6 1 Copy and complete.
1 True or false? Copy the sentences and correct the ones that are false. 45
7
a. Living things can be classified into five kingdoms.
Living things
b. The Fungus Kingdom is made up of unicellular organisms.
Kingdoms Life processes Structure Units
Monera Kingdom ..... unicellular .....
c. Animals do not stop growing.
..... interaction ..... tissue d. Decomposers feed on dead animals.
..... ..... .....

2 Look at the photos below. Which kingdoms do the living
..... ..... ..... things belong to?
..... ..... organism A B C D E
.....
.....
2 In pairs, use sticky notes to revise the unit.

3 Choose the correct words and write sentences about living
On sticky notes, write the names of the and non-living things.
living things mentioned in the unit. a. Bacteria are unicellular / multicellular living things.
Add other examples for each kingdom. b. Protists are usually found on land / in water.
Draw five columns on the board. Label c. Fungi can / cannot make their own food.
them with the names of the five d. All / Some plants reproduce with seeds.
kingdoms. e. Animals are producers / consumers.
Take turns to stick all the notes into the
4 Work in pairs. Make questions with the words below
correct kingdoms. and ask your partner.
Do you agree with each other about the
live?
classification? plants
How reproduce?
Add extra information to the sticky animals
move?
notes. Think about the life processes Where do fungi
and cellular structure of the living eat?
protists
things. What interact?
monera
breathe?
44 45

This double-page spread allows pupils the opportunity • What am I? Describe the characteristics of the
to organise what they’ve learned in the unit by means of different kingdoms and ask pupils to identify the
a classification table. They can also work collaboratively them. I’m unicellular and I can be harmful. I can
to make a classification chart to help them summarise live everywhere, even inside other organisms.
what they have learned in the unit. On the Review (Monera kingdom)
page, pupils complete activities individually to check • Choose words from the unit to give the class a spelling
their understanding of material covered in this unit. ui . Explain that you are going to spell out words
Activity 4 is a pairwork speaking activity to encourage letter by letter. When you stop they should recognise
them to form correct questions as they revise content. the word. Tell them not to anticipate the word and call
It is also a peer evaluation opportunity. it out. Ask them to exchange papers to correct each
other’s work. Invite volunteers to write the words on
the board.
LANGUAGE
• Ask pupils to look through the unit and write one
• Imperatives: write, copy, correct, use, complete,
statement which can be true or false. Each pupil
add, drag, label, think, look, choose, work,
reads their sentence and the rest of the class have to
make, ask, answer
respond. If the statement is correct they clap once. If
• Question words: how, where, what, etc. the statement is false they must stamp their foot once.
• Forming questions
• Quantifiers: some, all, etc.
• Extra classroom materials: sticky notes

MAIN ACTIVITIES 2 Look at the photos below. Which kingdoms do
the living things belong to?
a. Protist Kingdom
1 Copy and complete. b.Animal Kingdom
c. Fungus Kingdom
• emind pupils that when we organise new
information, it is easier to understand and remember d.Plant Kingdom
it. Focus the pupils’ attention on the concept map e. Monera Kingdom
and ask them to tell you what the missing words
are. Encourage them to make full sentences, such as 3 Choose the correct words and write sentences
Living things can be unicellular or multicellular. Tell about living and non-living things.
them to copy and complete the concept map in their
notebooks. a. unicellular
b.in water
Living things
Kingdoms Life processes Structure Units c. cannot

..... .....
Monera Kingdom nutrition unicellular cells
d.Some
..... Kingdom
Protist
interaction .....
multicellular
tissue
..... Kingdom
Fungus .....
reproduction .....
organs
e. consumers
..... Kingdom
Plant respiration
..... .....
systems
..... Kingdom
Animal .....
excretion organism
.....
growth 4 Work in pairs. Make questions with the words
.....
movement below and ask your partner.
2 In pairs, use sticky notes to revise the unit. • Pupils can formulate many different questions with
the words provided in this activity. Before they start,
• ou will need the following materials: sticky notes and make sure they understand the difference between
a pen. This activity requires pupils to look for names how, where and what. You can read out questions
of living things mentioned in this unit. If there is a and ask the pupils if they are correct or not. How do
problem of space you may prefer to give each set of plants live? Is this a possible question? (No, it isn’t.)
partners a large piece of card for their chart. You Some examples are:
may decide to divide up the task and have the pairs
• How do plants reproduce?
concentrate on different kingdoms.
They reproduce using seeds or spores.
Page 45, Review • Where do protists live?
Protists live on land and in water.
1 True or false? Copy the sentences and correct
the ones that are false. • What do fungi eat?
They feed on the remains of dead animals and plants.
a.True
• How do plants breathe?
b.False. The Fungus Kingdom is made up of unicellular
and multicellular organisms. They breathe through holes in their leaves called
stomata.
c. False. Animals stop growing when they become
mature. • How do animals interact?
d.False. Decomposers feed on dead animals and dead They use their sense organs.
plants.
TEACHER’S BOOK 87
UNIT 3

UNIT 3 Living things
Page XX
1 Read the sentences. Write living things or non-living things. 3 Look at the pictures. Unscramble the words.
14 2.a.b. They
b.areDigestive, 15
made up of cells. living things
a b
They have tissues and organs. living things
c. They can be natural parts of an environment, like water. non-living things dboy ysstme ognar
d. They grow and reproduce. living things body system organ

e. They interact with their environment. living things
f. They can be man-made/artificial. non-living things
g. They carry out the process of nutrition. living things c d
2 Look at the photos below. Write the characteristics from sstieu ecll
Activity 1. Add extra information.
tissue cell
a
Plants interact with their environment. They react to water
and light.
They grow throughout their lives. They
4 Answer the questions below using the words from Activity 3.
reproduce using seeds, spores or stolons.
a. Which structure is the smallest living unit?
They make their own food using
A cell is the smallest living unit.
b photosynthesis
b. What do cells form when they work together?
Humans are made up cells. They have Cells form tissue when they work together.
tissues, organs and body systems. They c. When tissues work together, what do they form?
grow until they become mature. They Tissues form organs when they work together.
interact with their environment. They eat d. When organs work together, what do they form?
c other living things for energy. Organs form body systems when they work together.
Mushrooms are a type of fungi. They
5 Order the structures from Activity 3, from the simplest to
grow and reproduce. They feed on dead the most complex.
body
plants animals. They cannot move. cell tissue organ system living thing or organism
14 15
UNIT 3
6 Find the seven vital life processes in the crossword below. 8 Write and draw the missing information about the different
kingdoms.
16 N U T R I T I O N E S I M Monera Kingdom Protist Kingdom Fungus Kingdom

17
G Y U E Y B N N A S I N A
unicellular unicellular unicellular
H J R P T M B Y M D N A G Cells:
multicellular multicellular
R O F R W D O S R K T S R on land, in water, mostly in water
P F D O U E S E R E O Where: in the air or inside on land
A S P D G T Y A O T R I W other living things
amoeba yeast
I I F U R D S W E H A N T Examples:
bacteria algae mould
L E X C R E T I O N C G H
A F C T A I S B O T T W I
L H I I K C T O N T I T M
Appearance:
Y S M O V E M E N T O N A
E B F N F N O C P G N U S
E R E S P I R A T I O N C
9 Write full sentences about the Animal Kingdom and the Plant
Kingdom.
7 Cross out the mistake in each sentence. Write the correct word
or words. The Animal Kingdom can be divided into vertebrates and invertebrates.
Classifications:
a. Plants make their own food using the process of metamorphosis. photosynthesis divided into flowering and .
The Plant Kingdom can be ...
b. All living things eat with their environment. interact non-flowering plants
Cellular structure: The Animal Kingdom and the Plant Kingdom are
c. Most animals are viviparous, which means they lay eggs. oviparous
made up of multicellular organisms.
d. Animals take in carbon dioxide from the air or water. oxygen Where they can be
found: Plants and animals live on land and in water
e. Animals expel harmful substances such as sweat, urine and oxygen. carbon dioxide
Plants make their own food using photosynthesis.
f. Animals cannot move from place to place, but they can move towards Nutrition:
light or water. plants Animals consume other living things.
16 17

UNIT 3
18 1 Investigate the kingdoms of living things:
1. Find examples of living things that you have not heard

1 Look and read. Write yes or no. There is one example.
19
of before.
2. Stick a photo or draw a picture of the living things in
the spaces below.
3. Complete the case studies.
4. Compare your notes with a partner. Whose living
things are more interesting?
Name:
Kingdom:
Cellular structure:
Physical characteristics:
Where it can be found:
Nutrition:
1. There is only one member of the Animal Kingdom. no
Extra information:
Open answers 2. There are two reptiles. no
Name: 3. There is one oviparous animal. no
Kingdom: 4. There is a lot of plant life. yes
Cellular structure: 5. All the living things are breathing with their lungs. no
Physical characteristics: 6. There are people scuba-diving. yes
7. Some of the living things are using breathing equipment. yes
Where it can be found: 8. We can see members of the Monera Kingdom. no
Nutrition:
9. The living things are interacting with their environment. yes
Extra information:
10. The water is a natural, non-living thing. yes
18 19
UNIT 3 Audio CD1 track list
30 Pupil’s Book page 35, Unit 34 Pupil’s Book page 38, How are
introduction living things organised?
31 Pupil’s Book page 35, Song Living 35 Pupil’s Book page 39, The life
things processes of living things
32 Pupil’s Book page 36, Story: A trip 36 Pupil’s Book page 40, How are
to the science lab living things classified?
33 Pupil’s Book page 38, What do

living things have in common?
TEACHER’S BOOK 89
TERM 1 Think together
Use ICTs.
First approaches to simple experiments Conjecture as to the results of natural occurrences and of simple experiments
and investigations and investigations.
group.
report
090_095_Trim_1er_109856_LP.indd 90 26/8/15 15:25

With help, selects and organises specific and relevant information; analyses it and draws MST, LTL 46, 47
Use books, libraries, etc. and collaborate in the care and maintenance of all the materials MST, LTL 46, 47
Shows autonomy in the planning of activities and tasks and shows initiative in decision LTL, AUT 46, 47
taking.
results.
Uses strategies to help their own learning, as well as asking for help and information. LTL, AUT 46, 47
Begins observation, using relevant instruments and consulting written documents and LTL, AUT 46, 47
images.
TEACHER’S BOOK 91
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TERM 1
PAGES 46-47 Think together: Organise your time
TH
HINK
K TO
OGE
ETHE
ER Organise your time
Tw
wo headds
are be
ette
er
1 What do these free time activities have in common? What Grroup project th
han
n onee!
46 47
makes them different from each other?
A B
1 Look at the photos. Which one do you think shows the
best environment for studying?
A B C D
C D
2 What is the best way to study? Use some of the sentences

from the box.
The best place to study is ..... . The best time to study is ..... . You should try to ..... .
2 Look at the photos. Which study techniques do you use?

3 Describe some of the techniques you use to help you revise,
for example, underlining key words or making diagrams.
4 Look for pictures and information on different revision

techniques. Why do you think different pupils prefer
different techniques?
5 Make a weekly study plan in the form of a chart. Use the

information and pictures you have found. Present your
chart to the class.
Read the text Highlight the main ideas Research
Ch
hecklist
We included all the subjects we study at school.
We used different revision techniques.
We described the best place and time to study.

Make diagrams Learn by heart
46 47
On these pages, pupils will revise the importance of • Before doing these activities using different cooperative
organising their free time. By working in cooperative learning structures, you should form the groups.
groups, the activities become much more dynamic Teachers should form the groups rather than letting the
and interactive. The different activities will be done pupils choose their own group members. Remember to
following different cooperative learning structures form heterogeneous groups of three or four students.
that will provide the optimal learning experience for • Tell the pupils what they will be doing in their groups,
the pupil and will guarantee the involvement of all what procedures you will follow, and what your
the members of the group. expectations are. If during these activities any group
is having difficulty, spend some time in class on the
relevant team skills.
LANGUAGE
• Question words: what, how, etc.
MAIN ACTIVITIES
• Making comparisons: In Picture A they are staring
at a screen, but in Picture D they are exercising. 1 What do these free time activities have in
• Vocabulary: video games, board games, exercise, common? What makes them different from
highlight, research, diagram, silence, technique, each other?
revision
• This is a Think-pair check activity. Focus your pupils’
attention on the four photos at the top of page 46.
ADDITIONAL MATERIALS • Ask your pupils to look at the photos and think
independently about the questions: what do all of
them have in common? How are they different?
• Tell them to discuss their answers in pairs. Ensure that
each pupil shares something with their partner.
• Then, ask the pairs to share their answers with the rest
of the class.
090_095_Trim_1er_109856_LP.indd 92 26/8/15 15:26

2 Look at the photos. Which study techniques do 4 Look for pictures and information on different
you use? revision techniques. Why do you think some
• This is a Think-pair check activity. Focus your pupils’ pupils prefer different techniques?
attention on the five photos at the bottom of page 46. • Pupils can look for pictures and more information in
• Ask your pupils to look at the photos and think reference books, higher-level school books or on the
independently about the question: which study internet.
technique do they use? Why?
• Tell them to discuss their answers in pairs. Ensure that 5 Make a weekly study plan in the form of a
each pupil shares something with their partner. chart. Use the information and pictures you
have found. Present your chart to the class.
GROUP PROJECT • This is a Group project activity.
1 Look at the photos. Which one do you think • Clearly explain the project the groups are going to do
shows the best environment for studying? and the amount of time they have to complete it.
• Assign roles:
• Ask pairs to compare the photos from activity 1. Ask
them what the advantages and disadvantages of each ▪ captain (in charge of managing the group and
situation are. assigning the different roles)
▪ materials manager
2 What is the best way to study? Use some of the
▪ spokesperson
sentences from the box.
▪ timekeeper
• This is a Think-write-pair check activity.
• After distributing the materials, ask your pupils to
• Ask your pupils to look at the model sentences in the work to complete the task.
box. Then, ask your pupils to think about the question
• Monitor your pupils.
in relation to the model sentences in the box.
• Ask the groups to share their project with the class.
• Ask your pupils to write their ideas.
• Once they have finished, ask them to pair up and
discuss their ideas. CHECKLIST
• Group assessment is essential in cooperative learning
3 Describe some of the techniques you use to to ensure that there is analysis of interactions and
help you revise, for example, underlining key promotion of teamwork. Pupils should understand
words or making diagrams. that how they work together affects the quality and
quantity of concepts that they learn and understand.
• This is a Group members consult activity.
• Ask pupils to discuss and reflect on how the group
• Ask your pupils to put their pencils down in the middle
worked together and identify ideas and actions that
of the table.
helped the group achieve its goals.
• All members of the team should contribute in
• Once they have shared their results, ask them to
answering the question, but they don’t all have to reflect on how the project could be done better next
suggest the same thing. time.
• When everyone in the group has decided on their • Invite your pupils to share their conclusions with the
answer (they can borrow suggestions from their group class.
members), ask them to pick up their pencils and write
it down.
TEACHER’S BOOK 93
090_095_Trim_1er_109856_LP.indd 93 26/8/15 15:26

TERM 1
PAGES 48-49 Review pages
TERM 1 Review
Team
1 Read the quiz and write the answers in your notebook.
test!
48 Science
49
A
quiz 1 Get into teams. Take it in turns to guess what the other team is
talking about.
Team A Team B
1 Name the body systems which moves blood through the 1 This body system helps us eliminate 1 This body system is made up of the
heart and around the body. waste. organs that help us breathe.
2 Name the organ in the digestive system that separates the 2 This happens when a sperm cell 2 This is what we call living things
nutrients from the waste. joins an ovum cell. which are made up of more than
3 Which kingdom do mushrooms belong to? All living things in this kingdom are one cell.
3
4 How does oxygen pass from the lungs to the blood? unicellular. 3 These male sex organs produce
B Doing this activity too much can sperm.
5 Which muscle, found below the lungs, helps us breathe? 4
result in headaches, backache and 4 Algae belong to this kingdom.
6 Which body system is different for men and women?
eye strain. These are chemicals which are
5
7 Which blood cells help protect the body against germs?
5 This is the smallest living unit. added to food to make it last
8 Which unhealthy habit can cause respiratory problems? longer.
6 People have these regularly to
9 What do decomposers feed on? monitor their health. 6 This is the ability to understand
10 What can you see in photos A–D?
how someone feels.
How did you do?

37 2 Listen and check your answers.

8–10 points
Excellent
7–5 points
Good
0–4 points
Try again! 3 Write two more sentences and test the other team. 38
48 49
SCIENCE QUIZ
PAGE SUMMARY
The aim of the Term Review is to review and recycle 1 Read the quiz and write the answers in your
what pupils have learned over the term and encourage notebooks.
a positive attitude towards revision as a group and as
individuals. Before you begin the Science quiz, decide 1. Name the body system which moves blood
if you prefer this to be an individual or collaborative through the heart and around the body.
revision activity and if you want pupils to use what The circulatory system moves blood through the heart
they know or to look back for the answers. The Team and around the body.
test can be done in two teams or in small groups of 2. Name the organ in the digestive system that
two teams. Pupils should be encouraged to correct separates the nutrients from the waste.
their own work, or peer correct. You can check the
In the digestive system, the small intestine separates the
answers to both activities using the audio.
nutrients from the waste.
3. Which kingdom do mushrooms belong to?
LANGUAGE Mushrooms belong to the Fungus Kingdom.
• Vocabulary: heart, body system, digestive system, 4. How does oxygen pass from the lungs to the
nutrients, waste, oxygen, lungs, muscle, germs, blood?
respiratory problems, decomposer, ovum,
Oxygen passes from the lungs and into our blood
unicellular, algae
through the alveoli.
5. Which muscle, found below the lungs, helps us
ADDITIONAL MATERIALS breathe?
• A clock for visual time keeping The diaphragm is a strong muscle, below the lungs,
which helps us breathe.
090_095_Trim_1er_109856_LP.indd 94 26/8/15 15:26

6. Which body system is different for men and 3. Team A: All living things in this kingdom are unicellular.
women? Answer: the Monera Kingdom
The reproductive system is different for men and 3. These male sex organs produce sperm. Answer:
women. testicles
7. Which blood cells help protect the body against
germs? 4. Team A: Doing this activity too much can result in
headaches, backache and eye strain: Answer: playing
White blood cells help protect the body against germs. video games
8. Which unhealthy habit can cause respiratory 4. Team B: Algae belong to this kingdom. Answer: the
problems? Protist Kingdom
Smoking can cause respiratory problems.
9. What do decomposers feed on? 5. Team A: This is the smallest living unit. Answer: a cell
Decomposers feed on dead plants and animals. 5. These are chemicals which are added to food to make
it last longer. Answer: additives
10. What can you see in photos A–D?
Photo A shows a model heart. The heart is the organ that 6. Team A: People have these regularly to monitor their
pumps blood around the body. health. Answer: medical check-ups
Photo B shows a woman having an ultrasound scan. 6. Team B: This is the ability to understand how someone
Ultrasound machines allow doctors to monitor the foetus feels. Answer: empathy
inside the mother.
Photo C shows an X-ray. X-rays help doctors diagnose
(CD 1. Track 38)
illnesses.
Photo D shows algae. Algae belong to the Protist Kingdom • Pupils can check the other group’s answers.
and can be unicellular or multicellular.
3 Write two more sentences and test the
2 Listen and check your answers. other team.
(CD 1. Track 37)
• Give pupils a limited amount of time to go through the
• Pupils can check their own answers or check a partner’s units and make up two more sentences to test their
or another group’s answers. classmates. Circulate and check accuracy and suitability.
• At the end of the test, the winning team can choose
TEAM TEST! either a video link or song from the unit, or request a
particular game you play in class to close the lesson.
1 Get into teams. Take it in turns to guess
what the other team is talking about.
1. Team A: This body system helps us eliminate waste.

Answer: the excretory system
1. Team B: This body system is made up of the organs
that help us breathe. Answer: the respiratory system
2. Team A: This happens when a sperm cell joins an

ovum cell. Answer: fertilisation
2. Team B: This is what we call living things which are
made up of more than one cell. Answer: multicellular
TEACHER’S BOOK 95
090_095_Trim_1er_109856_LP.indd 95 26/8/15 15:26

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TABLE OF CONTENTS

2 ARTS & CRAFTS PRIMARY 4

001_029_CCNN4madTB_preliminares_109864.indd 2 03/09/15 11:18

Who the course is for

Aims of the course

001_029_CCNN4madTB_preliminares_109864.indd 3 03/09/15 11:18

Pupil’s Book Birds

Birds are vertebrates. There are thousands of types of birds.

A 104-page Pupil’s Book including:

a two-page introductory unit introducing pupils to

the characters that will accompany them on their

Idea: Hummingbirds are one of the smallest

learning experience: Alex and Carla in the case of

six main units of 12–16 pages Animals 052_065_U4_2T_105503.indd 60-61

Animals are divided into two

invertebrates. Did you know

three end-of-term review sections

5 Listen to the song. Point to the vertebrate groups

110_121_U8_3T_105503.indd 118-119 30/07/14 12:19

mammal bird fish

Activity Book UNIT 8 Energy

An optional 40-page Activity Book comprised of six

sound energy electrical energy light energy 300,000 km per second.

full-colour pages per unit that offers:

a range of engaging exercises to consolidate and

thermal energy sound energy light energy e

extend the topics covered in the Pupil’s Book

1 Investigate materials in your home:

additional reading and writing practice of the

UNIT 7 Matter, materials and mixtures

a mini-project designed to encourage pupils to

explore scientific concepts and methods at home a

5. The girl is twisting her serviette.

8. The little boy is evaporating the rocks from the sand.

10. All the objects in this picture are made up of matter.

42 metal rigid waterproof

a bilingual glossary to support language learning.

d. This is made of . It’s and . c d

3 Match and make sentences about the properties of

a. A fragile material is difficult to break.

b. A flexible material breaks easily.

c. A rigid material can change shape easily.

d. A resistant material doesn’t change shape easily.

The modules offer an ideal solution to teaching

contexts where only a limited amount of hours in MODULES AVAILABLE FOR

English are available. Each module combines a unit

of the Pupil’s Book with the corresponding Activity

Look after yourself

Living things MODULES AVAILABLE FOR

105721_3º_CCNN_mod_Look after yourself.indd 1 07/07/14 13:11

105720_3º_CCNN_mod_The human body.indd 1 07/07/14 13:16

105722_3º_CCNN_mod_Living things.indd 1 03/07/14 12:54

The human body

105726_3º_CCNN_mod_Matter, materials and mixtures.indd 1 03/07/14 12:56

MODULES AVAILABLE FOR MODULES AVAILABLE FOR

Look after yourself Mammals and birds

The human body

Energy Mammals and birds

Reptiles, amphibians and fish

Matter, materials and mixtures

105723_3º_CCNN_mod_Mammals and birds.indd 1 03/07/14 12:54

105725_3º_CCNN_mod_Invertebrates.indd 1 03/07/14 12:56

4 NATURAL SCIENCE PRIMARY 4