LIVING THINGS

AND ECOSYSTEMS

UNIT 3
Unit 3

LIVING THINGS AND ECOSYSTEMS

CONTENTS EVALUATION CRITERIA
Pupils will be able to:

Know the basic characteristics of living things and classify

Characteristics of living things and their classification
them according to their kingdom.

Identify and explain the relationships between living things:

Ecosystems
ecosystems.

Identify and explain the relationships between living things,

Food chains and food webs
foods and food webs.

Recognise and describe some of the reasons for extinction

Exctinction of species
of species.

Display attitudes and conduct of respect towards living

Respect for living things
things.

Identify some scientific advances that have improved our

Scientific developments
lives.

Project and reports Plan and carry out projects, presentations and reports

OPENING PAGES UNIT SUMMARY

Song: Ecosystems In this unit pupils will learn about:

• living things and their classification
• types of ecosystems, their elements and how
PEOPLE WHO MADE A DIFFERENCE
to preserve them
Jacques Cousteau
• food chains and food webs
• the importance of protecting endangered
WORK TOGETHER species
Plants make oxygen

LANGUAGE FOCUS
CONTENT PAGES
Living things
• Vocabulary: cell, compete, community,
consumers, decomposers, endangered, extinct,
Classification of living things
fungus, grassland, monera, multicellular, organ,
Elements of ecosystems
preserve, pond, population, producers, tissue,
Food chains and food webs
threat, shoreline, species, unicellular
Types of ecosystems

KEY STRUCTURES
OUR WORLD • There is / are
Endangered species • Modal verbs: can / should
• Irregular past tenses
REVIEW • Passive structures
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 95

LEARNING STANDARDS KEY COMPETENCES

Pupils are able to:

MST

AUT
SOC

CUL
DIG
LIN

LTL
Know the structure of living things: cells, tissues, organs, systems, functions and processes.

Understand that living things can be unicellular and multicellular and carry out the same life
processes and explain the basic characteristics of each one.

Explain and describe the elements and the different types of ecosystems.

Explain the relationship between living things: food chains and food webs.

Recognise and describe some of the reasons for the extinction of species and actively help
in the conservation of the environment.

Display attitudes and conduct of respect towards living things and actively help in the
conservation of animals and plants.

Observe, identify and describe some scientific and investigative advances that have
improved our lives.

Carry out simple experiments and projects individually or in groups and present a report.

UNIT 3
Collect information from books or the internet and present it orally with visual support.

LIN Competence in linguistic communication SOC Competence in social awareness and citizenship
MST Competence in mathematics AUT Competence in autonomous learning and personal initiative
DIG Competence in the use of new technologies CUL Competence in artistic and cultural awareness
LTL Competence in learning to learn

DIGITAL RESOURCES UNIT TRACK LIST

PUPIL'S IWB Script on page 228

Page 39 2.02 2.03
MY COMMUNITY
Page 40 2.04
LEARNING KIT
Page 42 2.05 2.06 2.07
• Interactive content activities,
Page 43 2.08 2.09 2.10 2.11
Interactive language activities,
Flashcards, Presentations, Song, Page 44 2.12 2.13 2.14 2.15

Multimedia Page 45 2.16 2.17 2.18 2.19

TEACHER'S KIT Page 46 2.20 2.21 2.22

• Teacher’s Book, Test generator, Page 47 2.23

Methodology, Wordlist, Page 48 2.24 2.25 2.26 2.27
Worksheets, Lyrics, Multimedia,
Page 49 2.28 2.29 2.30
360° evaluation tests
Page 50 2.31 2.32 2.33 2.34
FAMILY CORNER
Page 51 2.35 2.36 2.37 2.38
• Presentations, Wordlist, Family
Page 53 2.39
guide
Page 54 2.40
96

38 OPENING PAGES

SUMMARY
The aim of the unit opener is to develop pupils’
observation skills and find out what they already know
3 LIVING THINGS AND
about living things and ecosystems. Elicit vocabulary ECOSYSTEMS
related to types of living things they may know, different
types of ecosystems and useful action verbs.

LANGUAGE
• Question words: what, how, where, which, etc.
• Prepositions of place: in, on, next to, in front of,
behind, between, above, around
• There is / are
• Vocabulary: desert, pond, savannah, shoreline

MATERIALS
Digital flashcards. Two A3 sheets.

2.02–2.03 Ecosystems song

38

163407_BMLT_U3_4PRIM_NSg_SB.indd 38-39

GETTING STARTED Activity 2

• If you are using an interactive whiteboard, focus
only on the photo, not the questions. Ask pupils to
describe the photo or ask specific questions.
• Alternatively, with the whiteboard writing tools,
mark an area of the photo and have pupils describe
what they see. Help them produce full, correct
sentences.
STEP BY STEP PAGES 38–39
Point to the different living things in the photo and
elicit the organisms pupils can see. Ask them to
speculate about living organisms that they cannot see,
but which must be present in the photo, such as
insects, fungi and bacteria. Evaluate how much the
pupils know about living things and ecosystems.
Activity 1
Ask the pupils to name the different animals in the
photo and elicit ideas about the different characteristics
that they share. Write their ideas on the board.
As pupils previously studied living things, ask them to
identify some of the key differences between living
and non-living things. Tell them to make the two lists
in their notebooks.
Activity 3
Elicit ideas about where living things are found (in
ecosystems). Ask which type of ecosystem is shown in
the photo. Indicate the three ecosystems in the activity.
Elicit ideas about which living things they would find in
them and how they differ from the one shown.
Activity 4
Ask the pupils to write down two ideas before they
talk to their partner. Previously refer them to the Useful
language box for their discussion. Then encourage
them to talk about different things they can do to
protect the environment on a global and personal
level.
Activity 5 2.02
Play the song and ask the pupils to point to the words
they hear.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 97

39

2.02–2.03 ECOSYSTEMS

LET’S BEGIN chorus

E-CO-SYS-TEMS,
1 Which characteristics do all living things share?
Come and see them.
2 Look at the photo. What living things do you see? What
non-living things do you see?
E-CO-SYS-TEMS,
3 Which type of ecosystem does the photo show? They’re important!
• desert • forest • savannah
Please look after them.
4 What must you do to protect the environment?

5 Listen to the Ecosystems song. Point to the words you

hear. Deciduous, coniferous, Mediterranean
All are forests but they’re not the same!
Temperate grasslands and savannahs
shoreline desert savannah city pond
Are land masses covered in grasses.
6 Sing the song.

What do you know? Let’s find out.

chorus
Useful language
I must use less ... Ponds are bodies of fresh water,
I mustn’t use so many ...
A good idea is to ...
Home to various organisms.
The shoreline is where sea and land meet.
Fish, seagulls, lobster, algae you will see!

UNIT 3
chorus
39
39

23/4/19 14:06

Activity 6 2.03 Stick two large sheets of paper (two A3 sheets) on the
wall with living things written on one and non-living
Play the song again and get the class to sing along.
things on the other. Groups take turns and add related
Review and summarise what they know now.
vocabulary. This mind map remains on the classroom
wall throughout the unit and more lexis can be added.
TARGETED QUESTIONS

 Which types of living and non-living things can SOLUTIONS

you see? You could ask pupils to point to the photo and
name them. 1 Nutrition, interaction, reproduction
   Who can find a plant / an animal / a non- living 2 Living things: trees, bushes, grass, zebra,
thing? Ask pupils which type of ecosystem they elephants, giraffes
belong to. Non-living things: rocks, stones, mud, air
     How do living things interact? How do living
3 Savannah
things interact with non-living things? Ask them to
explain how they are related. 4 Pupils’ own answers
       How do we care for the environment?
5 Savannah, pond, shoreline
Encourage pupils to talk about the importance of
environmental protection, what they can do at home
and at school.
360º EVALUATION

WRAP IT UP Download, print and distribute the Diagnostic test and

Self-evaluation test for the pupils to complete.
Revise the vocabulary by asking pupils to contribute to a
wall-mounted mind map of living and non-living things.
98
40 PEOPLE WHO MADE A DIFFERENCE
SUMMARY
This page opens with a story about the life of a famous
marine explorer who made documentaries to raise
awareness about marine life. He dedicated much of his
life to protecting the world’s oceans.
LANGUAGE
• Vocabulary: discovery, diving saucer, documentary,
invention, protection, underwater camera
• Verbs: discover, explore, film, preserve, protect
MATERIALS
Image of a diving saucer.
2.04 Jacques Cousteau
GETTING STARTED
Point to the title of the page and ask the pupils if they
know the names of any explorers and what they are
famous for. Elicit ideas about who Jacques Cousteau
was.
STEP BY STEP PAGE 40
Jacques Cousteau 2.04
• Play the audio and ask pupils to follow the pictures
and the story. Ask everybody to read along with the
audio in a whisper, as they listen for a second time.
• Then read the captions and ask for a volunteer to
read the speech bubbles. Spend a little time
practising the pronunciation of cognates which have
a different stress pattern in English, such as: camera
(Ooo), ocean (Oo), documentary (ooOoo) and diving
saucer (Oo Oo).
Activity 1
Ask individuals to choose the correct word for each
gap, then get the pupils to compare their answers in
pairs before asking for the answers from the class.
People who made a difference
Jacques Cousteau
Listen, read and act out.
1 2
In the 1940s, Jacques Cousteau made an
underwater camera and was the first person
He helped invent a diving saucer to explore the
ocean floor and wrote books about his discoveries.
to show people the world under the sea.
I’m going to make a
film to show everyone!
Look at all this
Did you see all those amazing
creatures down there?!
beautiful marine life!
3 4
I want to go back!
He used his popular TV documentaries to show In 1973, Jacques created the Cousteau
people how human activity was affecting marine life. Society for the Protection of Ocean Life.
People must know we
We must protect
this amazing
You’ve certainly
proved there’s a lot
can’t keep treating underwater world. worth protecting!
the oceans like this.
1 In your notebook, complete the sentences with the correct
words from the box. There is one extra word.
a Cousteau was the first person in history to ..... films underwater. did
filmed
b He ..... the diving saucer to explore the bottom of the sea.
make
c Cousteau is famous for trying to ..... marine life. preserve
invented
d He wrote books and ..... documentaries.
40
163407_BMLT_U3_4PRIM_NSg_SB.indd 40-41
WRAP IT UP
Tell your pupils to imagine they are going to explore
the ocean floor in a diving saucer. Show them an
image of Cousteau’s invention. Ask: What should you
take with you? Give them two minutes to write a list in
pairs. They then explain why they have chosen these
items. Mini-groups pick the top five items and again
compare with another mini-group, again explaining
their choices.
FAST FINISHERS
Ask the pupils to investigate the problem of plastics in
the sea. Ask where it comes from, why it is a danger
and what can be done. Pupils could draw annotated
pictures of plastic rubbish at sea.
SOLUTIONS
1 a. make; b. invented; c. preserve; d. filmed

Work together
Plants make oxygen
Think first
Ecosystems cannot exist without plants. This is because plants
produce oxygen. You are going to do an experiment to see if
leaves produce oxygen in different situations in an ecosystem.
Think about the following questions individually. Then discuss
them as a group. Take notes on your groups’ answers.
a. Do leaves produce oxygen if they do not receive sunlight?
b. Can leaves produce oxygen if they are cut from a plant?
Materials: two jars, water, fresh spinach leaves, cardboard box.
Steps
1 Add water almost to the top of each jar.
2 Carefully put one or two spinach leaves under the water.
3 Put one jar in direct sunlight and put the other jar under the
cardboard box.
4 Wait one or two hours then observe the two jars.
Reflect
Revise your answers to the Think first questions. How were the
leaves under the box different than the leaves in the sunlight?
What did you see on the leaves in the sunlight? What do you
think this experiment shows you about how plants produce
oxygen?
GETTING STARTED
• Show the pupils some leaves and ask them about
their function. Tell them to make a list of what plants
need for the process of photosynthesis.
• Read both questions and make sure your pupils
understand them. Explain they first have to answer
them individually, before discussing them in their
group. Ask: Can leaves live on their own? Ask them
about the appearance of leaves in autumn. Pupils
must take notes when they have come to an
agreement in the group.
STEP BY STEP
Give the groups all materials they need for the
experiment and tell them to work in a clean way.
• Step 1. Tell your pupils to have all materials ready
and monitor when they add the water.
• Step 2. Explain that the pupils should put leaves in
both jars. Tell them to look at the photos so they
can work on their own.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 99
WORK TOGETHER 41
SUMMARY
Pupils will use the Cooperative investigation technique
applied to an enquiry-based activity to encourage their
curiosity about the world around them. Pupils will be in
groups of four. First, the pupils will think about their ideas
on their own, then share them with the others in order to
form a group hypothesis. Next, they will agree on a plan
and carry it out together. Then they will develop their
conclusions as a group and share them with the class.
Finally, the pupils will test their hypothesis by comparing
their conclusion to their original hypothesis.
LANGUAGE
• Imperatives: add, observe, put, wait
• Comparatives: different than
MATERIALS
Two jars, water, fresh spinach leaves, cardboard box.
UNIT 3
Evaluate your Some leaves of a plant or tree, A3 sheets, colouring
cooperative learning.
pencils.
41
23/4/19 14:07
• Step 3. First indicate the place where you are going
to place all the groups’ jars. Mark the cardboxes
with the group numbers so they can identify their
box. Then tell the groups to carefully put one jar
under the cardboard box. Place the other jars so
they receive direct sunlight.
• Step 4. After two hours, the pupils check their
results and compare the leaves in both jars. Ask if
their original ideas were correct. Then they can
answer the questions in the Reflect section and use
them as a summary of the experiment.
WRAP IT UP
PAGE 41
Groups prepare a diagram with coloured drawings of
what happened and present it to each other. Put the
diagrams in the classroom so they can add more
information while they are studying the rest of the unit
to make a plant wall poster.
360º EVALUATION
Download, print and distribute the Cooperative
learning evaluation for the pupils to complete.
100
42 LIVING THINGS
SUMMARY
These two pages describe the characteristics of living
things. The pupils are given an introduction about
the differences between unicellular and multicellular
organisms before studying the different life functions
of living things.
LANGUAGE
• Vocabulary: cells, consumers, decomposers,
multicellular, organs, organisms, producers, tissue,
unicellular
• Verbs: absorb, convert, feed on, interact, perform,
reproduce, sense
• Passive sentences: is / are made up of ...
GETTING STARTED
Indicate the starter question. (animals, plants, humans,
etc.). Then ask pupils about the differences between
living things and non-living things. Say: What are the
main differences? Write their ideas on the board.
STEP BY STEP PAGES 42–43
• Ask the pupils to read the introduction to the first
section or ask a volunteer to read it out loud. Ask
concept questions to check their understanding.
Ask: How are unicellular and multicellular living
things different?
• Provide pupils with time to look at the diagram on
page 42. Elicit ideas about the order and what it
shows. Ask: Which shows the simplest structure?
• Write the words nutrition, interaction and
reproduction on the board. Elicit ideas about their
meaning from the class. Ask if they are
characteristics of living or non-living things.
Living things What are some examples of
living things?
Ecosystems contain both living and non-living things. Plants
and animals are examples of living things. Rocks, water and
other natural features are non-living things. Living things are
made up of cells. Unicellular organisms are made up of one
cell. Multicellular organisms are made up of many cells.
Multicellular organisms
2
1
4
3
5
1 Cells are the building blocks of life. They can 3 Different types of tissue work together to
be different shapes and sizes. Different cells form organs. Examples of organs are the
perform different functions. stomach and the intestines.
2 Cells interact with other similar cells to form 4 Various organs interact to form systems,
such as the digestive system.
tissue. Tissues such as muscles or bones are
made up of millions of similar cells working 5 Different systems interact with each other
together. and form an organism.
1 What is the difference between living 4 Listen and answer the questions.
and non-living things?
a. What do you call organisms which are
2 Rocks are natural non-living things. made up of millions of specialised cells?
What are some examples of artificial b. What do red blood cells do?
non-living things?
c. Which cells transmit information between
sense organs and the brain?
3 Explain how an organism is formed.
42
163407_BMLT_U3_4PRIM_NSg_SB.indd 42-43
• Indicate the photos on page 43 and elicit ideas
about what they show. Point to the sunflowers and
elicit ideas about interaction and movement in the
plant world. Then ask the pupils to read the texts,
individually or as a group activity. Teach new
vocabulary if needed.
Activity 1
Refer the pupils to the ideas generated at the start of
the class. Ask: How many differences can you
remember?
Activity 2
Read out the question. Ask the class to give you
another example of a natural non-living thing.
Encourage them to think of the difference between
natural things and manufactured objects.
Activity 3
Indicate the diagram and elicit what they can see. They
should be familiar with the organs and systems of the
human body. Ask for volunteers to read each section.
Then pupils close their books and explain the process
to a partner.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 101

43

2.05 Living things

2.06 Multicellular organisms
Life functions
All living things share the same life functions: nutrition, 2.07 Activity 4
interaction and reproduction.

nutrition interaction 2.08 Life functions

All organisms need nutrients. They convert
nutrients into energy so they can grow and live.
Different organisms use different methods to
get energy.
Most plants are producers. They absorb
nutrients from their environment to make their
Living things can interact with each other as
well as with their environment. They can sense
when something happens around them and
2.09 Nutrition
respond to it. Animals use their sense organs
to detect these changes. Their senses are 2.10 Interaction
connected to their nervous system, which

own food, a type of sugar. This process is called
photosynthesis. Animals are consumers. They
feed on other living things to get nutrients.
Decomposers, such as fungi and bacteria, feed
on the remains of dead plants and animals.
Reproduction
responds to stimuli, such as moving away from
a falling object. Plants do not have sense 2.11
organs, but they also react to their
environment. For example, sunflowers respond
to light and move towards the Sun.

reproduction

Reproduction is the process which allows living things to create

new organisms similar to them. Different organisms reproduce in
different ways. Some organisms reproduce sexually by joining a
male and female cell. Others reproduce asexually by dividing their
cells. All unicellular organisms reproduce asexually but most animals
and plants reproduce sexually.

Useful language
35 How do animals get nutrients? Give two examples.
(Plants) can ... , but they
can’t ...
63

UNIT 3
Choose one life function. Compare plants and
animals in relation to that function. (Animals) use ...

43

23/4/19 14:07

Activity 4 2.07 FAST FINISHERS

Review different types of cells in the body and their
Play ‘Twenty questions’ with a partner to guess the living
functions. Read the questions together so pupils know
organism, using the vocabulary from the page. For
what information they should listen for before you play
example: Is it a producer? Does it reproduce asexually?
the audio. They might need to listen more than once.

Activity 5
SOLUTIONS
Elicit the answer from the whole class and write it on
the board. Expand the activity by asking how plants, 1 Living things all share life functions, whereas
such as sunflowers, get their nutrients. Ask: How is it non-living things do not.
different from animals?
2 Man-made things, such as a plastic toy, a pencil
Activity 6 case and everything inside it
Ask your pupils to look in the book and pick one of the 3 Cells interact with other cells to form tissues,
three life functions. In pairs, they compare plants and different tissues work together to form organs
animals with respect to that function. Pupils must use which interact to form systems. Systems interact
the Useful language box for their comparison. with each other to form an organism.

4 a. multicellular; b. transport oxygen and carbon

WRAP IT UP
dioxide; c. nerve cells
Ask pupils to make a fact file for their favourite living 5 By eating and drinking
organism. This could be a plant or an animal. They
should include a drawing of the organism and 6 Pupils’ own answers
information on its three life functions.
102
44 CLASSIFICATION OF LIVING THINGS
SUMMARY
This double-page spread focuses on the classification
of living things. It explores various characteristics which
different groups share and where they are found. Then
pupils learn about the importance of observing living
things safely and the tools used for it.
LANGUAGE
• Vocabulary: amoeba, algae, binoculars, fungus,
kingdom, microscope, monera, protist, protozoa,
telescope, yeast
• Comparing: Both ... / ... are / have
• First conditional: If you ..., you can ...
GETTING STARTED
• Review key vocabulary from the previous pages
playing ‘Hangman’.
• Point out the starter question and elicit answers
from the class (microscope). Use the magnifying
application on the interactive whiteboard to
demonstrate its use to the class.
STEP BY STEP PAGES 44–45
• Ask the pupils to read the introduction to the
section on page 44. Then point to the diagram and
say: How many kingdoms are there? Which ones?
• Pre-teach the key vocabulary from the kingdoms on
page 44, such as algae, monera and fungus. Point out
that fungus is the singular and fungi is the plural form.
• Then ask the pupils to study the diagram of the five
kingdoms. Say: Which organisms can you identify?
Which can you see with your eyes? Which ones do
you need a microscope for to be able to see them?
• Ask pupils to read the texts. This can be done either
individually or in groups.
Classification of living things Which instrument can you
use to observe very small
organisms?
Living things are organised into five groups called kingdoms.
The organisms in each kingdom share the same characteristics,
from the simplest single-celled organisms to complex organisms,
such as mammals. People are also living organisms and share
ecosystems with all the other organisms in them. It is important
to care for the planet and not pollute or harm the environment.
the protist kingdom
Most organisms in this kingdom are unicellular,
but some can be multicellular. Most of them live
in water.
• Algae use photosynthesis to produce their own
food. They can be unicellular or multicellular.
• Protozoa are unicellular and absorb food from
the environment.
the monera kingdom
Organisms in this kingdom are unicellular and
include bacteria. These organisms can be found
in all types of ecosystems and even inside other
living things.
the fungus kingdom
Organisms in this kingdom can be unicellular,
such as yeast, or multicellular, such as
mushrooms. Fungi cannot produce their own
food. They are decomposers, which feed on
dead plants and animals.
Useful language
1 How are protozoa and bacteria similar? How
Both protozoa and bacteria
are they different?
are / have ...
2 Why is it important to care for the environment? Bacteria / Protozoa belong
What can happen if people do not protect it? to the ... kingdom.
44
163407_BMLT_U3_4PRIM_NSg_SB.indd 44-45
• After reading about the five kingdoms, ask the
pupils if they can suggest some organisms for each
group.
• Ask if any of them have ever observed animals in
their natural habitat, or if they have ever used a
microscope. Then read out the text on page 45.
Activity 1
Give the pupils time to scan the two texts to find the
answers. Refer to the Useful language box for their
answers.
Activity 2
Elicit ideas about which type of things could harm the
environment (pollution, litter, urbanisation). Ask pupils
to write their answers in their notebook.
Activity 3
Refer pupils back to the previous page and ask them to
skim the text on the fungus kingdom. Elicit ideas about
the types of fungi and how they get their nutrients. Ask
pupils how fungi might benefit the soil. Ask: What
would happen if there were no fungi?
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 103

45

2.12 Classification of living things

2.13 The protist kingdom
the plant kingdom

Plants are multicellular organisms. They make

2.14 The monera kingdom
their own food through photosynthesis. During
this process, they release oxygen into the air.
They also provide food or habitats for many
2.15 The fungus kingdom
other living organisms.
2.16 The plant kingdom
2.17 The animal kingdom
the animal kingdom 2.18 Observing organisms around you
Animals are multicellular organisms. They feed
on other living things. They release carbon
dioxide during the process of respiration and use
2.19 Activity 5
their senses to interact with their environment.

Observing organisms around you

You can observe many organisms with your eyes. However, if
you want to see animals in their natural habitat and do not
want to disturb them, you can use binoculars or telescopes
from a safe distance. To see organisms from the monera or
protist kingdoms, you can use a microscope.

3 How do fungi help the environment? 5 Listen and name the instrument
described. Identify the correct photo.
4 Classify these organisms in your
a b
notebook.
sunflower octopus yeast
bacteria amoeba mould

UNIT 3
moss elephant apple tree

45

23/4/19 14:07

Activity 4
SOLUTIONS
In pairs, the pupils compare their ideas before they
classify the organisms in columns in their notebooks. 1 Pupils’ own answers, but they should include
They might need to look back at the diagram. the fact that monera are all unicellular.

Activity 5 2.19 2 If we pollute or harm the environment, we

damage the ecosystems all living organisms
Before listening, ask the class to predict some vocabulary
share; Without our protection, animals and
they may hear related to observation. Then play the
plants can disappear and ecosystems can
audio twice so that the pupils can check their answers.
become unbalanced, affecting life on Earth.

3 Fungi decompose dead organisms and return

WRAP IT UP
nutrients to the soil.
Find out more about observing animals by asking the
4 Protist Monera Fungi Plant Animal
pupils to investigate bird watching. There may be a amoeba bacteria yeast sunflower octopus
local association which offers opportunities for bird mould moss elephant
apple
watching, or visit the SEO website (Sociedad Española tree
de Ornitología) and explore this world with the class.
5 microscope; b
FAST FINISHERS

Ask the pupils to think of five or more organisms to

add to their tables from activity 4, but specify that they
must choose at least three columns to add to, not just
one.
104
46 ELEMENTS OF ECOSYSTEMS
SUMMARY
This double-page spread focuses on the different
elements found in ecosystems. Pupils will study the living
things and the physical components in an ecosystem
and how their interaction creates a unique habitat.
LANGUAGE
• Vocabulary: community, ecosystem, physical,
population, soil
• Relative clauses: ... which live ...
MATERIALS
A3 sheets, colouring pencils, filt-tip pens.
2.20 Elements of ecosystems
2.21 Living things
2.22 The physical components
2.23 Activity 7
GETTING STARTED
• Review key vocabulary from the previous pages
playing ‘Twenty questions’ using concepts of the
classification of organisms.
• Point out the starter question and elicit answers from
the class. (The body is made up of mostly water and
uses it in all the body’s cells to perform body functions
like regulate temperature, digest, etc.).
STEP BY STEP PAGES 46–47
• Ask the pupils to read the introduction to the section
on page 46. Indicate the two pictures on the page and
ask the pupils to compare them. Ask: Which living and
non-living elements can you see?
• Explain the concepts of community and population
previously and then ask the pupils to read the first text.
• Indicate the physical components of ecosystems and
ask the pupils to identify the different elements in the
two pictures. Explain that the ecosystem they see on
page 47 is the combination of the two pictures on
page 46, the physical and non-physical elements put
together.
Elements of ecosystems Why is water important
to your health?
An ecosystem includes living things, non-living things (physical
components) and the interactions between them in a specific
area. The organisms in an ecosystem depend on one another.
One change to the ecosystem can affect all of the organisms in it.
Living things
Ecosystems are inhabited by plants
(flora), animals (fauna) and other
living things, such as fungi, bacteria
and protists. Organisms which live in
the same area form groups. Living
things of the same species form
a population. When populations
interact with other populations,
they form a community.
The physical components
The physical components of an
ecosystem include:
• air
• sunlight
• temperature
• climate
• water
• soil (with rocks and minerals)
1 What is the difference between:
• flora and fauna? • a population and a community?
2 Water is a vital element in all ecosystems. Why
is it so important?
Useful language
... is important because ...
3
Choose two of the physical components of an
ecosystem. Why are they important?
... are important because ...
soil climate temperature sunlight air
46
163407_BMLT_U3_4PRIM_NSg_SB.indd 46-47
Activity 1
Give the pupils time to scan the text to find the answers
and write them in their notebooks. Alternatively, ask the
pupils to work in pairs, with each checking the meaning
of one set of words and explaining the difference to each
other.
Activity 2
Ask your pupils the different forms of water in nature
they can think of and write them on the board (river,
sea, lake, stream, ocean, pond, etc.). Ask how they are
important in different ecosystems. Indicate the Useful
language to help the pupils express their ideas clearly.
Activity 3
Elicit ideas about the importance of the different
physical components from the class before asking them
to select two. Give the pupils plenty of time to formulate
their ideas with help of the Useful language box.
Activity 4
Point to the picture and elicit ideas about what the class
can see. Ask: Which living and non-living organisms can
you see? Have them answer the question in their
notebooks.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 105

47

4 Look at the picture above. Identify:
• physical elements of • a population
the ecosystem
5 Find out more about animals which
live in extreme conditions. How do they
adapt to their environment?
7 Many plants also adapt to live in
extreme conditions. Listen and decide if
the sentences below are true or false.
a. Cacti live in tropical rainforests.
b. They store water in leaves.
c. They are protected by spines.

6 Say three different kingdoms of d. They can live for a long time in extreme

UNIT 3
living things you see in the picture. conditions.

47

23/4/19 14:07

Activity 5 make a group poster with a labelled picture showing the

various elements.
Ask the pupils to identify places with extreme conditions,
such as polar ice caps, deserts, mountain peaks, etc.
Ask: Which living organisms live there? How are they FAST FINISHERS
specially adapted? Elicit answers from the class. If
necessary, they can investigate further at home. Ask the pupils to play ‘I spy’ using the elements they can
find in the picture.
Activity 6
Tell them to look back at the picture and find the
kingdoms. Elicit answers from the whole class and have SOLUTIONS
volunteers write them on the board.
1 Flora is made up of members of the plant
Activity 7 2.23 kingdom, fauna from the animal kingdom.

• Brainstorm some ideas about plants which adapt to 2 Without water, organisms cannot live
extreme climates. Elicit ideas about cacti from the
class. Ask: Does anyone have a cacti at home? What 3 Pupils’ own answers
does it look like? How do you care for it? 4 Physical elements should include air, sunlight,
• Play the audio twice so that the pupils can check water, soils, hills and mountains. An example of
their answers. population could be the fungi or trees.

5 Pupils’ own answers

WRAP IT UP
6 Animal kingdom, plant kingdom, protist
In groups, ask the pupils to choose an extreme kingdom
environment and to find out more about the different
7 a. false; b. false; c. true; d. true
elements which make up these ecosystems. They could
106
48 FOOD CHAINS AND FOOD WEBS
SUMMARY
This double-page spread focuses on the interaction
between different living elements in an ecosystem
forming food chains and food webs. The pupils will learn
how interdependent many species are and how they rely
on each other for nutrition and energy.
LANGUAGE
• Vocabulary: chain, compete, consumers, cooperate,
decomposers, predator, prey, producers, web
MATERIALS
A3 sheets, colouring pencils, felt-tip pens.
GETTING STARTED
• Elicit from the pupils what they ate for breakfast
that morning. Ask them to consider where the
elements came from; an animal or a plant and what
those elements had consumed.
• Point out the starter question and elicit answers
from the class (water, minerals, sunlight, carbon
dioxide). Write them on the board. Then ask them
why plants are so important.
STEP BY STEP PAGES 48–49
• Indicate the diagram on page 48 and ask your pupils
for ideas of what it shows. Ask them to name the
different parts of the diagram.
• Elicit ideas to what a chain and a web are. Then tell
your pupils to read the introductory text. Ask them:
Does the diagram show a food chain or a food
web? Elicit ideas from the class.
• Write the terms producers, consumers and
decomposers on the board. Elicit ideas about their
meaning from the class.
• Indicate the texts and ask the class to read them,
either individually or in groups sharing the information.
Food chains and food webs What do plants use to
produce food?
All living organisms need energy to survive. Energy flows
through food chains and food webs. The starting point for all
food chains is the Sun.
Food chains
producers
Producers use energy from the Sun to make their own
food during photosynthesis. Producers include most
plants and algae.
consumers
Consumers obtain energy when they feed on other
living organisms.
• Primary consumers, such as rabbits, eat producers.
Herbivores and omnivores are primary consumers.
• Secondary consumers, such as foxes, eat primary
consumers. They include carnivores and omnivores.
Predators are the animals which attack and eat
other animals. Prey are the animals the predators
hunt and eat.
decomposers
Decomposers, such as fungi and bacteria, feed on the
remains of living things. They decompose matter and
release nutrients into the soil. Producers use the
nutrients in the soil to grow and live.
1 Explain why photosynthesis is such 2 With a partner, think of examples
an important process for all living of organisms in each category in a
things. How can an ecosystem be food chain.
affected without photosynthesis? How
can consumers be affected in the 3 What is the role of a decomposer?
absence of photosynthesis? Why is it such an important part
of a food chain?
48
163407_BMLT_U3_4PRIM_NSg_SB.indd 48-49
• Check the primary and secondary consumer
concepts, asking them to give examples. Then ask
them to name a few predators and their prey.
• Indicate the diagram on page 49 and ask the pupils
to name the organisms they can see. Say: Which
are producers? What type of consumers can you
see?
• Elicit the difference between the concepts compete
and cooperate. Ask for examples from their
experiences when they have competed for or
cooperated on something. Then indicate the text.
Ask them to find an example of organisms which
cooperate (photo of the ants).
Activity 1
Quickly review the process of photosynthesis and what
is produced in it. Then read out the questions of the
activity. Elicit ideas about the role of photosynthesis
from the whole class.
Activity 2
Encourage the pupils to think of different organisms
from a variety of ecosystems, such as marine
environments, mountains, deserts and so on. They
discuss in pairs.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 107

49

2.24 Food chains and food webs

2.25 Producers
Food webs
There can be lots of food chains in an ecosystem. Most of these 2.26 Consumers
food chains are interconnected. Together, they form a food web.

2.27 Decomposers
2.28 Food webs
2.29 Other relationships
2.30 Activity 6

Other relationships
Organisms in an ecosystem compete and cooperate with each
other. Predators can compete for the same prey. Plants can
compete for sunlight. However, many organisms also
cooperate with each other. Cooperation is when organisms of
the same species work together, such as how ants and bees do.

4 Which animals in the food web above a. Food chains are important for the survival
are both a predator and prey? of ecosystems.

b. Human activity can affect ecosystems

5 Think of some of examples of
positively.
cooperation between organisms.
Compare your answers with a partner. c. Introducing new species always has a good
impact on ecosystems.
6 Listen and decide if the sentences

UNIT 3
d. An animal does not exist anymore when it
are true or false. is extinct.

49

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Activity 3 FAST FINISHERS

Ask your pupils to read the Decomposer section and
after, to read the questions and explain them in their Ask the pupils to draw their own food chain in their
own words. notebooks with themselves at the top. They can list
the various foods they have eaten and add where they
Activity 4 come from. Then they can compare their food chains
Ask pupils to look at the food web diagram carefully with a partner.
and discuss the answer with the whole class.

Activity 5 SOLUTIONS
First brainstorm ideas with the class. Encourage the 1 Pupils’ own answers, but they should include
pupils to think of examples from different ecosystems. ideas about production of oxygen and how
In pairs, they compare their answers. primary consumers would have no food without
Activity 6 2.30
photosynthesis and therefore no consumers
could survive.
Ask the pupils to speculate what might happen to the
existing community if a new species is introduced into 2 Ladybird, snail, rabbit, bird, frog, mouse
an area. Play the audio two or three times so that the
pupils can check their answers. 3 Pupils’ own answers, but they should include
ideas about decomposition of dead organisms
and releasing the nutrients back into the soil.
WRAP IT UP
4 Frog, mouse, etc.
Ask your pupils to find out more about cooperation
between animals. They can choose a species and make 5 Pupils’ own answers
a wall poster on A3 sheets about how they cooperate
6 a. true; b. false; c. false; d. true
and the advantages this gives the group.
108
50 TYPES OF ECOSYSTEMS
SUMMARY
This double-page spread focuses on some of the different
types of ecosystem found around the world. The pupils
will find out about the key components of each one, and
will explore the differences between them and the
similarities they share.
LANGUAGE
• Vocabulary: boar, bodies of water, burrow, deciduous,
deer, deserts, evergreen, forests, hawk, oak, ponds,
rocky, rodent, savannah, shoreline, squirrel, temperate,
urban
• Relative clauses: ... which can / ... areas where ... /
MATERIALS
Photo of a cactus or a desert plant, or a real one.
A3-sheets colouring pencils, felt-tip pens.
GETTING STARTED
Point out the starter question and elicit answers from
the class. How would they describe the environment
they live in? Ask: Is it urban or rural? What producers,
consumers, and decomposers live there? Explain that
this interactive community is an ecosystem.
STEP BY STEP PAGES 50–51
• Indicate the introductory text on page 50. Explain
that bodies contain trillions of microorganisms and
bacteria.
• Ask the class to look at the two photos of forests.
How do they differ? Ask: Where can you find these
forests?
• Indicate the photo of the grasslands. Ask: Which
living things can you see in the photo? Are they
producers or consumers?
• Now ask the class to read the texts, either
individually or as a group activity.
• Indicate the four photos on page 51. Divide the class
into groups and allocate an ecosystem to each
group. The group must describe their photo to the
class.
Types of ecosystems Which plants and animals
can you find near where
you live?
You can find ecosystems all around you. Even your body is home
to ecosystems of some organisms from the monera kingdom.
forests
Forests are large areas of land covered with trees.
• Deciduous forests have trees which start losing their
leaves in autumn, such as oak trees and beeches. They are
home to squirrels, wild boar and various types of rodents.
• Coniferous forests are located in cold areas and are home
to evergreen trees. These trees, such as pine trees and fir
deciduous forest
trees, maintain their leaves all year. They are also home to
many animals, such as foxes, deer and brown bears.
• The Mediterranean forest is found near the
Mediterranean Sea. This type of forest is home to cork oaks
and holm oaks and various animals, such as eagles, hawks
and foxes. coniferous forest
grasslands
Grasslands are areas where there is not enough water for trees
to grow, so they are dominated by grasses.
• Savannahs are warm all year round and are home to
herbivores, such as giraffes and zebras.
• Temperate grasslands are colder and are where deer and
rabbits live.
savannah
1 What is the difference between a 4 Listen to a scientist talking about the
forest and a grassland? rainforest. Answer the questions in your
2 Trees grow in forests all over the
notebook.
a. Where can you find it?
world. Why is it important to protect
them? What are some major threats to b. What does it need to grow?
forests? c. Why is it threatened?
3 What is the difference between a 5 Which animals live in a Mediterranean
deciduous and an evergreen tree? forest?
50
163407_BMLT_U3_4PRIM_NSg_SB.indd 50-51
• Indicate the four texts. In the same groups, have
them read the text and report back to the class.
Activity 1
Elicit ideas from the class about the differences they
read. They can write the differences in their notebooks.
Activity 2
First, brainstorm ideas with the class. In pairs,
encourage them to think of trees as a habitat for other
organisms. Elicit ideas about why trees are under
threat. Tell pairs to list examples in their notebooks.
Activity 3
Indicate the two photos of trees and elicit the
differences they can see. Say: Why do some trees
change colour? Elicit which trees are deciduous and
which are evergreen.
Activity 4 2.34
Ask the pupils to suggest words they associate with
the rainforest. Ask: What sort of living and non-living
things can you find there? Play the audio so pupils can
write their answers in their notebooks.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 109

51

2.31 Types of ecosystems

2.32 Forests
deserts ponds

Deserts are dry and normally hot. This type of Ponds are small bodies of fresh water.
2.33 Grasslands
ecosystem is best for plants which can store They are home to various types of aquatic
water, such as cacti. It is also best for small
reptiles and mammals which can burrow
organisms, such as fish, molluscs, frogs and
algae. They are also home to some large
2.34 Activity 4
underground to keep cool. birds, such as herons or ducks.
2.35 Deserts
2.36 Ponds
2.37 Shoreline
2.38 Urban ecosystems
shoreline

The shoreline is where the sea and the land meet. The
organisms which live in this ecosystem adapted to the rocky
shore and strong waves. The shoreline ecosystem is home to
seagulls, lobsters and various types of algae and fish.

urban ecosystems

Towns and cities include both natural and artificial elements.

Many organisms have adapted to live with humans in urban
ecosystems. These include domestic animals but also species
such as pigeons, rats and many types of bacteria, protists,
and fungi.

6 How do desert plants and animals adapt to their

environment?

UNIT 3
Choose one of the ecosystems from these pages.
Search for more information and write a report.

51

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Activity 5 FAST FINISHERS

Refer the pupils back to the text. Can they name any
other organisms they would find in this ecosystem? Find out about marine or extreme ecosystems on the
Elicit ideas from the class and write them on the board. polar icecaps. Discover how the living and non-living
things in these places interact.
Activity 6
Show the class a photo of a cactus or other desert plant,
or bring one to class if possible. Elicit why they have fat SOLUTIONS
fleshy stems. The pupils refer to the text to check their
ideas and answer the questions. 1 Forests have many trees, while grasslands are
drier and have grasses and shrubs.
Activity 7
2 Trees produce much of the Earth’s oxygen; The
This could be done as a group activity, with each main threat to forests comes from deforestation
member of the group researching a particular aspect of to create land for farming or urbanisation.
the ecosystem, or for homework individually.
3 Deciduous trees lose their leaves in autumn.
WRAP IT UP 4 a. South America and Western Africa; b. lots of
rainfall and sunlight; c. farming and urbanisation
Ask the class to choose an ecosystem that they are
familiar with. It could include a park, riverside, beach, 5 Eagles, hawks, foxes and pupils’ own answers
urban environment, etc. On the board, brainstorm the
living and non-living elements that they can find there 6 Plants are adapted to store water and animals
and how they interact. Make a wall display which the burrow underground to keep cool.
pupils can contribute to, showing their chosen
ecosystem. 7 Pupils’ own answers
110
52 OUR WORLD
SUMMARY
This double-page spread focuses on the importance of
protecting endangered species and preserving the
ecosystem. On the first page, pupils are expected to work
individually, read about the specific problem of the black
rhino and some points relating to the importance of
animals and plants to human beings and life on Earth.
The accompanying activities call on their general
knowledge and, after attempting them alone, pupils will
be able to discuss and justify their answers. The second
page is aimed to be worked through in four groups, as
pupils elaborate on suggestions describing how they can
help preserve nature.
LANGUAGE
• Vocabulary: bird bath, extinct, harm, horn, overpopulate,
rubbish, seasonal fruit and vegetables, tusk
2.39 Activity 4
GETTING STARTED
Point out the title of the section and the sub-heading
referring to the ecosystem on page 52. Ask pupils how
these ideas are linked and what the consequences will
most probably be.
STEP BY STEP PAGES 52–53
• Point out the two photos again and ask your pupils
what the differences are and what connection there
may be.
• Explain pupils they do both activities individually
and after discuss in groups. Ask them to investigate
about the organisations and animals they did not
know.
• Point pupils’ attention to the shield featured at the top
of page 52 and have them suggest what it might be.
Ask: Has anyone in the class ever visited a national
park / nature reserve? Where? Was it for animals or
simply natural landscape? What did you learn there?
Our world
Endangered species
Have you ever seen a western black rhinoceros?
The answer is probably no because in 2011, the IUCN
(International Union for the Conservation of Nature) declared
it extinct. In the 1980s, there were still hundreds alive. They
were classified as a protected species, but people believed their
horns had magical and medicinal properties. They hunted them
until they were extinct.
The importance of protecting endangered species
• Every plant, animal and ecosystem are connected. If one
species goes extinct, the balance in an ecosystem can change.
This can cause another species to overpopulate an area and
harm or destroy other plant and animal species.
• Many medicines come from nature, so it must be protected.
The loss of biodiversity could harm people’s health.
• Future generations will have the same opportunities to
appreciate and experience all the diverse animal and plant
species people share the planet with today.
Project tips
1 In your notebook, match the animal protection
Bees pollinate many of the
organisations to the species they protect.
world’s main food crops.
a. RSPB 1. animal rescue Pesticides can seriously
b. WWF 2. sharks and turtles harm the bee populations.
Insects and some spiders
c. PETA 3. chimpanzees and gorillas
can replace pesticides. They
d. Oceana 4. birds
eat the pests which destroy
e. The Jane Goodall Institute 5. tigers, dolphins and crops and can keep the
5. elephants bees safe.
2 Which animals are endangered or extinct?
Choose one from each group.
a. bottlenose dolphin / blue whale / blue-ringed octopus
/ white shark
b. tiger / panther / lion / jaguar
c. brown bear / polar bear / black bear / giant panda
52
163407_BMLT_U3_4PRIM_NSg_SB.indd 52-53
• Tell them to find images of a natural park on the
internet and take a look together. Ask what country
it is in and if it is in the mountains or on the coast.
Say: How do you think this place helps preserve the
ecosystem?
• Look together at all the suggestions to help the
environment. Then look at the photos and discuss
the four actions suggested. Ask them if they have
done any of these activities.
Activity 1
Ask pupils to write the list of acronyms into their
notebooks, leaving enough space to write the names
out in full where relevant, and also to fill in more
information from the feedback stage (country / success
stories / dangers, etc.)
Activity 2
Have pupils read through the names of the animals
first. Clarify the ones they do not know. Have them
guess first at which animal they think it could be, then
give them internet access to check their answers.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 111

53

How to preserve the ecosystem

People share the planet with all other living organisms. It is
important to remember how your actions can have an impact
and what you can do to help.
• Educate friends – invite a preservation • Shop ethically – do not ask for products
expert to speak at your school. which come from endangered animals, like
• Clean up parks and streets – pick up rubbish the tusks of an elephant.
when you see it and put it in the correct bin. • Be an ethical tourist – visit places with your
Remember to never litter! family where they treat animals well.

Volunteer at a nature Join an

reserve environmental group
Learn how to protect Help collect rubbish
endangered plants and and clean up your local
animals. Observe their beach or parks. Enjoy
natural habitats. some clean nature!

Build a bird bath Buy local food

Make a simple place for Ask your family to buy
animals near you to seasonal fruit and
drink and bathe. This vegetables. Their
way, you can provide transportation is faster
them with protection. and cleaner.

3 Talk to your partner about a time you
helped preserve the environment or
animals. What did you do? If not, say
what you can do in the future.
4 Listen to an employee from a nature
reserve. Copy and complete the
sentences in your notebook. Check your
answers with your partner.
a. The animals they protect are .....
b. They prevent species from becoming .....
c. The two main reasons they are endangered
are ..... and .....
d. They provide birds with .....
e. The reserve is located on a .....

UNIT 3
f. They are areas which ..... lots of birds.

53

23/4/19 14:08

Activity 3
WRAP IT UP
Ask pupils to take turns discussing question 3. If they,
or someone they know have actually helped in some Small groups choose one of the animals from the unit
way, ask them to tell the rest of the class. If nobody and write three sentences describing them, their
has helped, collect their ideas about what they can do physical features, habitat and habits. The elected
and ask a volunteer to list them on the board. You may spokesperson for each group goes to the front and
consider this as a class project. these pupils take turns to read out their sentences
while the rest of the class confers quietly and notes
Activity 4 2.39 down their answers - when these are checked, the
Have volunteers read the bullet points aloud. Help group with the most correct answers is the winner!
correct pronuciation and explain any vocabulary or
grammatical structures they may not know (prevent
from becoming). Tell them to listen for key words to SOLUTIONS
know when the answers will be said, but explain that 1 a. 4; b. 5; c. 1; d. 2; e. 3
not all of the sentences to complete are word for word
like the audio. Allow pupils to confer with their partner 2 a. blue whale; b. tiger; c. the panda used to be
after the first listening. When they listen for a second endangered, now is vulnerable
time, they can check their answers that they decided
on with their partners. 3 Pupils’ own answers

4 a. birds; b. extinct; c. hunting, farming,

d. protection; e. wetland; f. attract
112

54 REVIEW

SUMMARY REVIEW
This double-page spread gives pupils the opportunity to
1 Copy and complete in your notebook.
review topics they have learnt in the unit by means of
living things
a chart, a set of review activities, a listening and a
speaking activity in pairs. They are also shown a new perform are classified into

study skill about how to use the internet efficiently with • .....
• reproduction
• .....
• protist kingdom

useful hints about researching on the internet. • ..... • .....

• .....
• .....

LANGUAGE 2 In your notebook, write which life function is shown in each

photo. There can be more than one answer.

• Imperatives: choose, complete, copy, explain, label a b c

2.40 Activity 4
3 Complete the sentences with the correct word in your
notebook. Then write an example for each category.

a Producers / Decomposers use photosynthesis to make

their own food.
b Predators / Herbivores are examples of primary
consumers.
c Decomposers / Predators feed on the remains of living
organisms.
d Producers / Predators are secondary consumers.

4 Listen. Write in your notebook which type of ecosystem

each sentence describes.

54
54

163407_BMLT_U3_4PRIM_NSg_SB.indd 54-55

GETTING STARTED Activity 2

Elicit which processes the photos might show. Ask the
Review the vocabulary from the unit by playing a pupils to give reasons for their choices.
revision game such as ‘Hot seat’. Give the class the
chance to look back in their notes and suggest the a. nutrition; b. reproduction; c. interaction, nutrition
target vocabulary they wish to review.
Activity 3
Review the roles of producers, consumers, and
STEP BY STEP PAGES 54–55
decomposers before asking the pupils to copy the
Activity 1 correct answer into their notebooks and add an
Remind pupils that when they organise new information, example to each.
it is easier to understand and remember it. Focus pupils’ a. producers; b. herbivores; c. decomposers;
attention on the chart and ask them to copy and d. predators
complete it in their notebooks.
Activity 4 2.40
living things
Play the audio twice so that the pupils are able to hear
perform are classified into and understand the information.
a. coniferous forest; b. grassland; c. shoreline; d. pond
• monera kingdom
• nutrition • protist kingdom
• reproduction • fungus kingdom Activity 5
• interaction • plant kingdom
• animal kingdom Ask the pupils to study the photos carefully and
identify the main elements they can see before
choosing the correct word.
a. desert; b. pond; c. city; d. grassland
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 4 113

55

5 Label the photos of the ecosystems using the words in the

box. There are some extra words.

pond tundra desert Mediterranean forest

shoreline city grassland coniferous forest

a b c d

6 With a partner, talk about the structure of

Useful language
a multicellular organism. Use the words in the box
to help you. ... are the building blocks.

tissue organism cell ... interact to form ...

organ system

Study skills

The internet is a very useful tool if you want to find out information about any
type of topic, but there are some things you need to remember when you use it.
• Use a search engine to navigate the
web.
• Look in two or three different websites.

• Compare the information you find.

• Choose the most important facts for

your needs.
• Show where your pictures and facts
come from.
• Put the information you find in your
own words.

UNIT 3
What do you know now? Check your progress!
55

23/4/19 14:08

Activity 6 WRAP IT UP
Give the pupils some time to organise their ideas and
the concepts in the box. Indicate the Useful language Ask the pupils to pick a topic from the unit and to
box to help them express their ideas more fluidly. You follow the study skills and search the internet for
may ask volunteers to perform their structure in front information. They must add their sources and
of the class. information to each tip. Ask volunteers to show and
explain their topic and where and how they have
Anwser: Cells are the building blocks. Cells interact to
found the information.
form tissues. Tissues interact to form organs. Organs
interact to form systems. Systems interact and form an
360º EVALUATION
organism.
Download, print and hand out the End-of-unit test.
Study skills
Compare the End-of-unit test with the test the pupils
• Ask the pupils how often they use the internet and did at the beginning of the unit. Ask pupils to then
what they use it for most. Elicit some ideas about complete the Self-evaluation again to see what they
which search engines they most often use and how
they use them. Say: Do you use key words? Do you
write any questions?
• Then ask the pupils to read the advice in the study
tips. Ask if they follow this advice.
• Tell them to put the advice in order from most to
least important and then compare with a partner
and finally as a class.
• Ask your pupils if they can add any more tips to
the list.