Natural Sciences 6 TB M1 Digital

natural
natural
natural sciences
sciences
sciences
PRIMARY
PRIMARY
0 0
Teacher’s Book
0
Our bodies and health
1 1 1
6
2 2 2
PRIMARY
6
3 3 3

Think Do Learn Natural Sciences
is a new series aimed at teaching content in English with a hands-on approach. This new
methodology activates critical-thinking skills and helps children understand and learn in
Teacher’s Book
a more stimulating way. Level 6 includes extensive audio activities, an activity book, and
a complete digital resource pack for both student and teacher.
The course is completely modular, allowing for a variety of teaching situations.
9 788467 383874
Nat_sciences_6_TB_cover.indd 2-4 13/08/15 10:40

natural
sciences 6
Module 1 Our bodies and health
Teacher’s Book
1
Oxford University Press is a department of the University of Oxford.
It furthers the University’s objective of excellence in research, scholarship,
and education by publishing worldwide. Oxford is a registered trade mark of
Oxford University Press in the UK and in certain other countries.
Published in Spain by
Oxford University Press España S. A.
Parque Empresarial San Fernando, Edificio Atenas
28830 San Fernando de Henares, Madrid, Spain
© of the text: Amanda Jane McLoughlin, 2015
© of the audio text: Amanda Jane McLoughlin, 2015
© of this edition: Oxford University Press España S. A., 2015
The moral rights of the author have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a
retrieval system, or transmitted, in any form or by any means, without the prior
permission in writing of Oxford University Press España S. A., or as expressly
permitted by law, by license or under terms agreed with the appropriate
reprographics rights organization. Enquiries concerning reproduction outside
the scope of the above should be sent to the Rights Department, Oxford
University Press España S. A., at the address above.
You must not circulate this book in any other form
and you must impose this same condition on any acquirer.
ISBN: 978-84-673-8387-4
D. L.: M-27760-2015
Printed in Spain
AUTHOR
Amanda Jane McLoughlin
AUDIO TEXT AUTHOR
Amanda Jane McLoughlin
COVER DESIGN
Leire Mayendía
ILLUSTRATIONS
Cover: Carlos Navarro
9788467383874_Creditos_NS6_M1.indd 1 20/08/15 11:17

Think Do Learn!
Legal framework 4
The methodology 5
Module 0 contents (optional) 6
Module 1 contents 7
Module 2 contents 8
Module 3 contents 9
Student’s material 10
Teacher’s material 16
Module 0: Living things

Module1: Our bodies and health
Unit 1 24
Unit 2 40
Unit 3 60
Module 2: Matter and energy

Module 3: Technology: objects and machines
Legal framework
The LOMCE
The RD 126/2014 establishes the official curriculum for Natural Sciences in Primary
within the framework of the LOMCE. This decree divides the subject into five distinct
content blocks: Introduction to scientific enquiry, Our bodies and health, Living
things, Matter and energy, Technology: objects and machines. It describes science
and the development of scientific enquiry as essential skills to understanding
humanity, the world around us and its changes, as well as to developing responsible
attitudes.
The LOMCE states that the first content block, Introduction to scientific enquiry, is
common to all the other content blocks, as it gives the basic methodology whereby
students will learn by doing, participating actively in the process, and begin to
understand the role and importance of technology in their lives.
Think Do Learn is organised in modules, each one corresponding to one content
block, with the first block, Introduction to scientific enquiry, being integrated
throughout the units as a key to the methodology. This allows teachers and centres
to design their own course, one that is best suited to their students’ needs and their
resources.
Key competences
Key competences are defined by the LOMCE as “knowing how to do”, and should
be integrated within each subject in order to renew the educational process. It
proposes new tasks that mean a significant change in methodology: learning occurs
through active participation. The teacher’s role is key, as they must design tasks that
encourage the development of critical thinking skills, involving students in their own
learning process.
4
LOMCE
Science and English compliant
naturally combined
•Think Do Learn’s team of authors know what
really works in the classroom. They combine
expertise both in teaching Sciences in English
and in English language teaching.
An active learning
•Careful grading of language makes it easier for
students to understand and learn new content. experience
•Links between Natural Sciences and Arts and
Crafts through an integrated cross-curricular
approach will enable students to build on their
prior knowledge.
n: an active metholear dology

Think ➜ Do ➜ Lear
ectively by actively involvin
g them in their ning process,
g skills eff
•Develop students’ thinkin n through doing.
iosi ty and encouraging them to lear
stimulating their cur s and
opening activities, fun fact
ts a rea son to eng age with the subject content with
•Give studen
quests. dents learn through doing
a
ch tha t ma kes lear ning meaningful and active. Stu
•A hands-on app roa
wide variety of tasks. tivated.
inning and keep students mo
promoted from the very beg
•Critical thinking skills are
Students learn and acquire scientific

skills together
•Hands-on experiments consolidate students’ understanding of scientific
concepts and help them develop key scientific enquiry skills such as asking
questions, predicting, planning and analysing results.
•Exciting videos of all the experiments provide a clear step-by-step explanation of
how to carry out each experiment. Use them as a powerful presentation tool to
prepare students for the experiments or simply to save valuable classroom time.
•Group work activities in every unit promote oral communication and
collaborative learning.
folleto_TDL_cubiertas actualizado1º.indd 4 19/08/14 09:21
5
Table of contents
Table of contents
Natural Sciences 6
MODULE 0: Living things
Unit Contents Page

0 Living things 4
How are living things organised? 6
What are microbes? 8
How are animals classified? 10
How do plants carry out nutrition? 12
How do animals carry out nutrition? 14
How are living things classified? 16
Let’s revise! 18
Glossary 20
6
Table of contents
Natural Sciences 6
MODULE 1: Our bodies and health
Unit Contents Page

1 Interaction 4
Which organs make up the nervous system? 6
How does the nervous system work? 8
How do we see and hear? 10
How do we taste and smell? 12
How can we keep our nervous system healthy? 14
Let’s work together! 16
Experiment time! 17
Let’s revise! 18
2 Nutrition 20
What happens when we eat? 22
What happens when we breathe? 24
How does the circulatory system work? 26
What’s excretion? 28
Why is healthy food important? 30
Experiment time! 33
Let’s revise! 34
3 Reproduction 36
What are reproductive cells? 38
What does the female reproductive system do? 40
What does the male reproductive system do? 42
What’s fertilisation? 44
How can medical advances help reproduction? 46
Experiment time! 49
Let’s revise! 50
Glossary 52
7
Table of contents
Table of contents
Natural Sciences 6
MODULE 2: Matter and energy
Unit Contents Page

4 Matter 4
What are the basic laws of reflection? 6
What’s a mixture? 8
How are mixtures separated? 10
What are chemical changes? 12
What’s oxidation? 14
Experiment time! 17
Let’s revise! 18
5 Electricity and magnetism 20

How was electromagnetism discovered? 22
What’s a bar magnet? 24
What is the Earth’s magnetic field like? 26
What are the effects of electricity? 28
How are electromagnets used? 30
Experiment time! 33
Let’s revise! 34
Glossary 36
Appendix 37
8
Table of contents
Natural Sciences 6
MODULE 3: Technology: objects and machines
Unit Contents Page

6 Objects and machines 4
What inventions do we use in our daily lives? 6
How have inventions changed art and music? 8
How do computers work? 10
What’s the Internet? 12
What’s word processing? 14
Experiment time! 17
Let’s revise! 18
Glossary 20
Appendix 21
9
PRIMARY
6 Class Book
DYNAMIC PRESENTATION BASED ON PHOTOS - Think and Do!

Getting Started activities based on the photos stimulate students to see what they
already know about the subject. The variety of activities (listen, think and do) further
engages them and gets them communicating from the very beginning!
1
UNIT
Interaction b b
a
d
GE T T I N G STARTED
c
1 Read the text and complete the sentences in your notebook.
a) Some plants interact by…
b) Animals sometimes live in herds to…
c) Some animals use natural features to…
d) Our senses help us to…
2 Look at the pictures. Describe the living things.

The … is/are interacting with its/their environment by…
3 2
Listen and answer the questions. S C I - FAC T
a) What are the three life processes that all living things perform? People interact with Interaction as a life process
b) What parts of the body do people use to interact with their animals. Sometimes,
interaction with other Living things such as plants, animals and people, interact with
environment?
animals can improve each other and the world around them in many ways. For example,
4 How does an animal use its environment to protect itself? our health. For example, plants grow towards a source of light or extend their roots towards
swimming and interacting a source of water. Some animals, such as elephants, live in groups
5 Th i n k ! Think about this unit. with dolphins makes called herds. They interact with the other animals in the herd, caring
a) What do you already know about interaction as a life process? people feel happier and can for their young, playing together and sharing food. Animals also
Make a mind map. help them to recover from interact with the world around them. Many animals use natural
depression. features, such as trees or caves, for protection, especially during
b) What do you want to learn about interaction? Write three
reproduction. The world around us also provides food.
questions.
c) What are the five senses? Write five words. In order to interact with other living things and with our
surroundings, we need to receive information about them. We use These fish are interacting with
our senses to get this information. Without our senses we wouldn’t the shark. They help it to keep
be aware of our surroundings, and interaction would be impossible. clean by eating parasites.
4 Our bodies and health 5
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In level 6, there is always a Th i n k ! activity to get I-

S C FAC T Interesting facts that
students to think of what they already know on the
are sure to capture students’ interest
subject and what they’d like to find out.
throughout the units!
10
CONTENT PAGES - Do & Learn
Students learn content through doing a variety of activities.
1
Lessons start off with a brief
introduction to the subject
2 Getting Started: a pre-reading activity for students
that helps students remember to interact with the content. A question or an
what they have previously seen active activity that prompts students to look at
and focus on the topic. content and communicate with each other.
Which organs make up the nervous system?

The brain is the most important organ in the nervous system. It controls
all the other organs in our body. The nervous system connects the brain How does the brain work?
to the organs, muscles and skin through nerves, which are connected to cerebrum The cerebrum is the largest and most complex part of the
the spinal cord. brain. It controls our intelligence, memory, personality,
emotion, speech and the ability to feel and move.
The cerebellum is responsible for balance, movement,
GE T T I N G STARTED and coordination.
The brainstem coordinates all the messages going in
1 Describe the reaction of the boy in these pictures. Why do you think this happens? and out of the brain to and from the spinal cord. It also
brainstem controls involuntary movements, such as breathing,
a) b)
cerebellum digestion, or our heartbeat.
AC T I V I T I E S
In picture … the boy is … He can feel… 2 Correct the false statements in your notebook.
In picture … he moves … because … I think he does this because… a) The spinal cord connects the nerves to the muscles.
b) The brain sends and receives messages from the nervous system.
c) Messages from our nerves travel slowly to and from the brain.
The brain The spinal cord
d) The cerebrum is part of the brain. It controls involuntary movements.
When our brain The spinal cord connects the brain to the rest
receives information, of the body. This cord is made up of nerve 3 3
Listen and say brain, spinal cord, sensory nerves or motor nerves.
it sends a message to tissue, forming a long, thick tube.
a part of the body
to tell it how to react. 4 Make a diagram of the nervous system.
If our hand touches
Nerves a) On a large piece of paper, draw around your partner to create an outline.
a hot object, nerves
in our skin tell our Nerves connect the spinal cord to b) Draw a brain and spinal cord on pieces of paper. Cut them out and stick them onto your outline.
brain. Then the brain our muscles, joints and skin. Sensory c) Use red wool to represent sensory nerves, and blue wool to represent motor nerves.
tells the muscles in nerves receive messages from the Stick the wool onto your outline.
our hand to move. muscles, joints and skin and send them
to the brain. Motor nerves transmit
messages our brain sends to the
muscles, joints and skin. This results
in movement, or a physical reaction,
such as sweating. Messages travel
along the nerves very quickly.
5 4 QUIZ Check your learning.
3 Activities at the end of each lesson: from low-order thinking skills to high-order thinking
skills. Students gradually arrive at the more demanding productive activities with all the
practice and support they need to carry them out.
11
PRIMARY
6 Class Book
Group-work activities in every unit promote

collaborative learning and oral communication.
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© Oxford University Press España,
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12
MOTIVATING, EASY-TO-DO EXPERIMENTS!
Reinforce content and language while promoting scientific methodology with
simple experiments that cater to all kinds of different learning styles.
nt
Materials:
Exp erime • an apple

• a lemon
!
time • a slice of ham
• a lettuce leaf
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Use your sen cts
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19/02/15 09:52
13
PRIMARY
6 Class Book
Throughout the year, students will acquire the necessary

skills to be able to autonomously create their own
summary diagrams — a key study skill.
Let’s revise!
1 Complete the sentences in your notebook. 6 Revise the unit. Then copy and complete the mind maps.
a) The nervous system is made up of...
b) The sensory nerves send ... to the... The nervous system
c) The brain sends ... to the ... so we can react.
d) Neurons send information in the form of ... called... Parts of the Keeping the nervous
e) We use our senses to ... the world around us. nervous system system healthy
f) We can keep our brains healthy by ... and our muscles by... How the nervous
system works
2 Find out about Braille.

Information is transmitted from the … to the … by the…
a) What’s Braille?
b) Who invented it?
The senses and sense organs
c) When was it invented?
d) Where’s it used?
3 Th i n k ! Think about your senses. Answer the questions.

Sight Taste
a) Which sense would be most difficult to live without? Why? Touch Hearing Smell
b) Which sense would be easiest to live without? Why?

I think it would be most difficult/easiest to live without the sense of … because… 7 What have I learnt?
4 What objects can you identify using your sense of touch? a) Look at the mind map and the questions you wrote at the beginning of the unit.
Do an experiment with a partner. b) What questions can you answer now?
a) Collect six different objects from around the house or classroom. c) How can you find answers for the other questions?
b) Blindfold your partner. Give him or her the objects, one by one.
c) How many objects can your partner identify?
d) Then change roles. How many of your partner’s objects
can you identify?
My progress
e) Which objects were easy to identify? Why?
The ... was easy to identify because... Copy the sentences in your notebook. Then draw a smiley next to each one.
5 Write a quiz. a) I can name the parts of the nervous system.

b) I can describe how each part functions as part of the nervous system. No, not yet.
a) With a partner, write three quiz questions about the nervous system and the senses.
c) I can identify the parts of each sense organ.
b) Find three objects for the class to identify using one of the senses.
d) I can give examples of healthy habits in the classroom. Yes, I can.
c) Ask the class your questions. Give one point for each correct answer.
d) Tell the class which sense they should use to identify the objects. e) I can use my senses to identify different objects.
Yes, very well.
Give one point for each object they identify correctly.
e) The group with the most points wins.
A Glossary at the end

of the module includes
Glossa all the key vocabulary.

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14
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PRIMARY
6 Activity Book
The Activity Book reinforces content and language seen in the

Class Book units as well as further developing students’ writing skills.
1
UNIT
4 Fill in the titles and draw lines to the parts. Then complete the sentences.
Organisation of living things A cell An cell
1 Th i n k ! Match the life processes to the examples.
a) Nutrition They are born. Cytoplasm

b) Reproduction They move around.
c) Interaction They eat.
2 Interaction, Nutrition or Reproduction? Write I, N or R in the boxes. Nucleus
a) An adult chicken lays eggs almost every day in the summer.
b) Some sea animals expel poisons to keep predators away. Cell wall/membrane
c) After running a race, an athlete should drink lots of water.
d) In the savannah, cheetahs often hunt gazelles for food. All animal and plant cells have three basic parts: the , the and
e) An Elephant’s pregnancy is estimated to last about 22 months. the organelles. In plant cells there is also a outside the membrane.
f) Human beings usually form families and live together in houses.
5 Write a title, then complete the sentences below using your own words.
3 Draw pictures of humans and life processes in the boxes. Write about your pictures.
Title: .
Interaction In this picture, Nutrition
Cells are the basic building units of life, and there are about 100 trillion cells in the human body!
But did you know that some living things are made of just one cell? They are called single-celled
living things and some examples of these are bacteria and yeast.
Because cells are so tiny, we need powerful microscopes to observe them. Thanks to these
microscopes, scientists have been able to study cells and make discoveries. For example, about
200 years ago, a scientist called Louis Pasteur discovered a way to kill germs. His discovery is
known as pasteurisation, and it has helped save millions of lives!
In this picture, Reproduction In this picture, a) Human bodies have many cells but there are
.
b) Microscopes have helped
.
c) Louis Pasteur’s discovery was important because:
.
4 5
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Language support throughout helps students with the more demanding productive
activities and similar illustrations to those in the Class Book help students to identify
the subject matter.
15
Teacher’s Book
PRIMARY
6 Teacher’s Book: Level 6
Complete unit presentation including:

•Contents
•Learning outcomes
•Assessment criteria
A unit map clearly illustrates when to use all the resources available (both print and digital)
with each lesson, so that you know exactly how to make the most of each lesson!
Unit
1 Interaction Unit map
LESSON RESOURCES DIGITAL
Contents Learning outcomes

1 Introduction Track 2
• Online resources
1 The nervous system 1 Identify and locate the main organs and cells • Interactive activity
of the nervous system.
2 The organs and cells of the nervous system
2 Identify and explain the main functions of
3 How the nervous system works Which organs make Tracks 3 & 4
the nervous system. 2 • Worksheet 1.1 • Online resources
4 The senses: sight, hearing, taste, smell and up the nervous • Interactive activity
• Support worksheet 1.1
3 Identify the many characteristics of our five system?
touch
senses and how they relate to the nervous
5 How to keep the nervous system healthy system
Tracks 5 & 6
4 *Use own methods of observation.
3 How does the nervous
• Worksheet 1.2
system work? • Interactive activity
5 *Look for, select and organise specific
Assessment criteria information, analyse it, draw conclusions,
communicate findings, reflect on the
4 How do we see and Tracks 7, 8 & 9
• Worksheet 1.3
1 Identify and locate the main organs and cells process followed and communicate orally hear? • Interactive activity
involved in the correct functioning of the and in writing.
nervous system. 6 *Implement strategies for carrying out work
2 To demonstrate an understanding of the in groups and for resolving any conflicts 5 How do we taste and Tracks 10 & 11 • Online resources
• Worksheet 1.4 • Interactive activity
functioning of the nervous system. that might arise. smell? • Support worksheet 1.4
3 To demonstrate an understanding that 7 *Use vocabulary related to the subject

healthy lifestyle choices are important for correctly.
How can we keep Tracks 12 & 13
the care of the nervous system. 8 *To develop the skills to carry out a 6 our nervous system • Worksheet 1.5
• Interactive activity
4 To describe how our senses work and how project, working in groups. To collect direct healthy?
they relate to the nervous system. information, report findings using digital
technology, using oral presentations, videos,
5 To be able to relate how unhealthy lifestyle • Template 1.1
images and texts. 7 • Digital flashcards
choices or unsafe conditions can negatively Let’s work together! • Extension worksheet
• Animation
9 *To know how to carry out a simple • Make your own poster!
affect the correct functioning of the human
body. experiment: formulate hypotheses, select the
necessary material, do the experiment, draw
6 *To develop group work, data collection • Template 1.2
conclusions and communicate the results. 8 Experiment time! • Revision worksheet • Digital flashcards
and research skills by finding relevant • Make your own dictionary! • Experiment video
information and communicating the results.
7 *To carry out a scientific enquiry using an
experimental approach. Key competences 9 Track 14
Let’s revise! • Test A, B & C
• Presentation
Assessment opportunities are highlighted
throughout the unit. Key competences are integrated in activities
throughout the unit.
*Objectives, assessment criteria and learning outcomes that relate to block 1 of the curriculum (Introduction to scientific enquiry)
24 25
16
Each leasson includes:
• A reproduction of the corresponding Class Book page.
• Content objetives, vocabulary and structures seen in each lesson and materials to use.
• A step-by-step to all the activitiesand their answers.
• The audio transcripts.
• Extra ideas and additional material associated with the lesson.
unit
ion to the
Introduct
1
UNIT
d
b
n
Interactio a
ED
START
GE T T I N G nces in your
notebook.
lete the sente
and comp
1 Read the text by…
s interact
a) Some plant live in herds
to…
sometimes
b) Animals al features
to…
als use natur
c) Some anim
s help us to…
d) Our sense things. process
S C I - FAC T
the living n as a life e, interact
with
Describe nt by… Interactio
pictures. eir environme s, animals
and peopl For example,
2 Look at the with its/th s such as plant in many ways.
e interacting ct with
Living thing around them towards
The … is/ar People intera their roots
times, and the world e of light or extend live in group
s
er the quest
ions. rm? animals. Some other each other sourc
2 Listen and answ things perfo towards a as elephants, caring
3 that all living interaction
with plants grow animals, such animals in the herd,
life processes with their improve water. Some other
What are the three le use to interact animals can a source of intera ct with the g food. Animals also
a) do peop ple, . They
of the body For exam called herds her and sharin ls use natur
al
our health. , playing toget
b) What parts interacting . Many anima during
t? protect itself
?
swimming
and for their young world around them espec ially
environmen onment to ins makes the protection,
al use its envir with dolph can interact with trees or caves, for es food.
as provid
4 How does
an anim happier and features,
such
around us
also
cting with
people feel from n. The world are intera
to recover reproductio with our These fish
about this
unit.
as a life proce
ss? help them things and . We use . They help
it to keep
Th i n k ! Think t interaction
. other living about them the shark
5 depression interact with information n’t parasites.
y know abou In order to to receive our sense
s we would clean by eating
you alread gs, we need . Without .
a) What do surroundin information impossible
map. ? Write three would be
Make a mind t interaction s to get this interaction 5
to learn abou our sense undings, and
you want of our surro
b) What do be aware
questions. s? Write fi
ve words. Activity 3
the five sense
Track 2
14:31
c) What are
25/03/15
h • Say: We
Our bodie
s and healt are going to list
indd 5
and girl talk en to a conver ANSWERS
ing about sation betwe
NLA_BIL.
U01_0P6C
004–019_
the three life

14:30
en
25/03/15
• The stu a boy

rt processes.
How to sta
4
board. dents read 1. Possible
t it? the questio
ction on the ember abou • Play the ns. answer
indd 4
word intera at do you rem
audio and the s:
• Write the
NLA_BIL.
students wri
s mean? Wh
U01_0P6C
a) Some pla
004–019_
ups. • Play the te their ans

• Ask: Wh
at does thi s in small gro track again
but stop afte
nts interact
of light or ext wers. by growing
time to dis cus ite wn
do volunteers towards
ir ideas, wr to read out r each questio ending their
roots toward a source
Content objectives interactio
n. • Give the
students
to tell you
some of the their answe of water.
rs.
n. Ask som
e s a source
dge about animals can students ard. Activity 4
prior knowle
nts and • Ask the pts on the bo b) Animals
• Activate nt ways pla ent. rds/co nce sometimes
the differe ir environm the key wo young, play live in herds
• Identify er and the id e • Ask the together and to care for the
en each oth y-st ep gu students to sha re ir
eract betwe
ES: step-b animals pro look at pictur c) Some ani foo d.
int
ACTIVITI tec e c and mals use nat
y ural Can you thin t themselves by using ask: How do these themselves, ural feature
s to protect
Vocabular cesses, nat k of any oth their environ for example
ctio n, life pro • er exa mp me nt? ground. foxes live in
eract, intera h the ir Fol lowing a clas les? hol es in the
• herds, int
Activity 1 eract wit s discussio
animals int
senses activity in the n, the studen d) Our sen
ses help us
features, nts and ir notebooks ts complete to get informa
w do pla . the world around tion about the
people , • Ask: Ho Ext ra ide a! us.
Structures mals and me nt? tex t on page 5. Sho 2. Pos
plants, ani envir on d the d any ne w w the studen sibl e answers:
ngs such as time to rea understan
camouflage ts some
• Living thi students that they
. Or ask the
m to find exa examples of animal
ct wit h each other. livi ng thi ngs. • Give the lly; check mples on the
The plant is
interacting
intera with other ir ideas ora tebooks.Activity 5 Internet. growing tow with its env
to interact • Elicit the
y in their no
ards sunligh ironment by
• In order impossible. ula ry. act ivit t.
n would be voc ab
complete
the The elepha
• Interactio stu de nts to • Studen
ts complete nts are interacting
• Ask the the by living in with their env
s act ivit a her d.
Resource
• Discuss y in pairs. ironment
at their answe The foxes are
describe wh rs.
Activity 2
interacting
Track 2 tures and Ext ra ide a! living in a hol with their env
to loo k at the pic Ask the e. ironment by
students describe of paper and students to
• Ask the tures and to write five draw thems The child is
inte
each. k at the pic
elves on a pie
smelling a flow racting with its environ
they see in time to loo
senses hav
e interacted
sentences sho
wing how the ce
er. ment by
students with the env ir five
• Give the s in pairs.
ironment tod
ay. The girl is inte
thi ng racting with
the living collecting foo her environ
ment by
d.
Track 2 3. a) Interac
tion, nutritio
Listen and n and reprod
answer the uction.
Boy: What questions. b) We use
are life proces our senses.
ses? 4. Possible
Girl: They're ans wers:
the things
26 three princip
al life pro
that all livin
g things do. A bird lives
in a tree to
reproduction ces There are
. Interaction ses: interaction, nut A rabbit live
protect itse
lf from predat
their environ occurs when rition and s in a burrow ors.
ment. Nutrit living things predators. to protect itse
breathing. ion refers to react to lf from
Reproduction eating, drin
For examp means creatin king and A zebra use
le when a g new livin s camouflage
they're carryin bird lays egg g things. pre dat to pro tec
g out the pro s or a ors. t itself from
Boy: Oh righ cess of reprod dog has puppies, 5. Student's
t. So how do uction. own answer
we interac s
Girl: Well, we t with our env
use our sen ironment?
For example, ses to interac
we see object t with our env
s around us. ironment.
Boy: Ah ok.
And we can
our senses touch things
to get inform too, right?
ation and rea So we use
Girl: Yes, tha ct to things
t’s right. around us.
Key compet
ences covere
and techno d: Linguistic
logy (Activit communica
ies 1-5); Lea tion (Activit
rning to lear ies 1-5); Ma
n (Activity 5) thematical
competenc
e and basic com
petences in
science
27
17
Teacher’s Book
PRIMARY
6 Teacher’s Book: Level 6
There are specific lesson plans

for the Let’s work together! and
Experiment time! lessons. In
the Additional resources box
you will find alternate activities,
work
Let’s r! such as Make your own poster!
e
togeth
work
Let’s
er!
Materials:
togeth
and Make your own dictionary!
1.1
• Template
il
or a penc
• a pen
ramme
show prog
• a slide
Write a health
ORT and safety report
AND SAFETY REP
WRITE A HEALTH
s
Instructions:
both of which have printable
Content objective
has
three. Each group member
1. Work in groups of
h and safety
templates should you prefer to

a different role.
ps to produce a healt report on the lighting
in your
• To work in grou Student A: You will

classroom. Complete
your section of the
template.
furniture.
report. using digital Student B: You will
report on classroom
of the template.
results and ideas Complete your section
• To communicate
down
responsible for writing
Student C: You are 2 on the
. Complete section
technology.
either substitute or extend either

your group’s decisions
template.
urgent.
problem is most
Resources
2. Decide together which notes and then complete
take
Student C should
the template.
• Template 1.1 We could improve
the … by…
classroom safer
by…
of these lessons. These lessons

We could make the
problem of … by…
Materials ramme
We could solve the
… because…
a slide show prog
I think we should Interaction
il,
TEMPLATE 1.1
• a pen or a penc 3. Prepare a slide show on:

presentation. Include Names: —————————————————————————
Class: ——————————————— Date: ————————————————
following informati
the
going to solve.
• The problem you’re
also include the Extension and

1 Complete the table. Evaluate the level of health and safety in your classroom
problem.
chose to solve the
• The reason why you Student A: 1 2 3 4 5
to solve the problem.

• A description of how
Natural light:
Is there a lot of natural light in the classroom?
Board visibility:
e
Step-by-step guid
Is there enough light to see the board?
Desk visibility:
IIs there enough light to see your notebook?
teers
late and ask volun
Revision worksheets, which can

Student B: 1 2 3 4 5
a copy of the temp n

Sharp edges:

• Give each stud
ent after each instructio
Are there many sharp edges in your classroom?
uctions aloud. Stop

to read the instr

Are there bags and objects on the floor that could
16
be dangerous?
tions.
Back support: 25/03/15 14:32
© Oxford University Press España, S. A.
any ques
Do the chairs in the classroom have good back
and ask if there are

each decide
support?
of three and they 6CNLA_BIL.indd

16 2 Complete to describe the problem, and how you will solve it.
into groups
004–019_U01_0P We have chosen to solve the problem of .
be done in class or assigned as

• Put the students
We can solve this problem by .
UNIT 1_template 1.1.indd 1
TEMPLATE 1.1 19/02/15 09:52
a role. round and ask them

to Interaction
are working, go you
• As the students ions. Ask: Why do
ngs and their decis the —————————
explain their findi you think we can solve Names: ————————————————
Date: ————————————————
homework.
lem? How do
think this is a prob or are there othe
rs? Class: ———————————————
only one solution
Experiment
problem? Is there images and video
s in their level of health and
safety in your classroom
students to use
table. Evaluate the
1 Complete the
• Encourage the ld be minimal. to 5 (very good).
on the slides shou
from 1 (very bad) 5
tions . Writ ing 2 3 4
presenta presentation.
1
prepare the oral

Student A:
time !
They also need to to the class. Enco
urage
ents their project
Natural light:
• Each group pres of the presentation.

light in the classroom?
Is there a lot of natural
questions at the end

the audience to ask positive and
on their work, something Board visibility:
• Give feed back Is there enough light

to see the board?
could improve on.

something that they Desk visibility:
USE YOUR Experiment

SENSES TO
notebook?
light to see your
time!
IIs there enough
Materi
COMPARE OB
4 5 als:
resources
2 3
JECTS
1 • an app
AdditionAl
le
Student B: • a lem
on
sheet Use your senses • a slice
● Extension work Content obj
Sharp edges: of ham
to compare objec
your own poster! ectives
classroom? • a lett
sharp edges in your
Are there many
ts uce leaf
● Template: Make • To work in Aim:
• a piec
e of pap
er and
Objects on the floor: grou ps to investig To compare objects
a pencil
objects on the floor

that could
ate the five sen using the five
Resources
Are there bags and senses.
be dangerous? ses. Hypothesis:
Answer the questio
Back support:
• Experiment ns in your notebo
Press España, S. A.
good back a) Which object ok before you a

Do the chairs in the classroom have
video do you think
will be the easiest
start.
support? b) Which object to describe?
Materials
will be the most Why?
difficult to describ
it. e? Why?
how you will solve . Method:
© Oxford University
the problem, and

2 Complete to describe of .
• an apple, Use your
We have chosen
to solve the problem
a lemon, a slice senses. Write
a sentence to
describe each
We can solve this
problem by
• a piece of of ham, a lett Sense of sight:
It looks round/ food.
paper and a pen uce leaf. small/spheric
al.
oval/pink/gr
een/large/fla
t/
20/05/15 09:31 cil. Sense of touch:
It feels rough/
and technology;
smooth/hard/ b
Sense of smell: soft/warm/co
etences in science
It smells fresh/f ld.
floral/woody. ruity/smoky/
e and basic comp
1.1.indd 1
UNIT 1_template
spicy/rotten/
ical competenc Sense of taste:
unication; Mathemat Step-by-step

It tastes sweet/
disgusting/de salty/bitter/s
comm
covered: Linguistic guide
licious. our/nice/
Key competences Results:

e
38 Digital competenc • The stud
ents write a
1. Compare your
sentences and
board write: lab report in a) What similari answer the questio

ns.
their notebo The … and the
ties can you see?
What difference
oks. On the Only the … was…
… both/all… s were there?
Aim (What we b) Which object

want to find out was the most diffi
) The ... was the
most difficul
cult to describ
e? Why?
Materials (Wh c) Which is your t to describe
because…
at we need) favouri
My favourite
te taste? Why?
taste … is …
Method (How because…
we do it)
Results (What
we found)
• They dra
w a table to
vertical and foo show their 004–019_U01
_0P6CNLA_B
17
d along the top results. Senses down the
IL.indd 17
easy/difficult . In each box

it was to des they write how 25/03/15 14:32
• Ask volu cribe the foo

nteers to read d.
• Ask: How out their hyp
are we going othesis.
• Give the to test each sense?
students tim
the class. It is e to discuss
important tha and then get
test each sen t they realise ideas from
se independen that they nee
need to be blin tly, for examp d to
dfolded. For le for touch the
nose, close the taste they nee y
ir eyes and hav d to hold the
their mouth. e someone plac ir
e the food in
• They writ
e down the met
title method hod in their
. lab report und
• Give the er the
m the four
experiment. foods, they
work in pair
s to do the
• They com
plete their lab
report.
Addition
Al resour
ces
● Revision
worksheet
● Template:
Make your own
dictionary!
Key compete
nces covered:
Linguistic com
munication;
Mathematical
competence
and basic com
petences in scie
nce and tech
nology
39
18
Activity 5
• Stude
nts
work in pa
• As the irs to comp
stu
dents are lete the ac ANSWER
and answ writing the tivity. S
ers. quiz, chec
• Each k their qu
pair
need to ask estions 1. a) the
They make five other brain, spi
a table to pa nal cord an
• Each record the irs to complete the b) messa
ges/brain.
d nerves.
group sh scores. ir quiz.
their quiz. ould stand c) messa
ges/musc
up and an les
nounce the d) electrica
winner of l signals/
Activity 6 e) intera nerve impu
lses.
ct with
• Stude f) using ou
nts do the ac r memory,
tivity indep well/doin eating he
• Use the g exercise althy food,
ir answers as endently. and sports sleeping
an assessm 2. a) Bra .
ille is a wr
ent. itten alpha
Activity 7 b) Louis
Braille bet for bli
nd people.
c) 1824
• Stude
nts do the ac d) in lifts
tivity indep and other
endently. in books, public pla
Activity 8 on medic ces, on som
Track 11 ines … e bankno
3. Students tes,
• Play the ' own answ
audio and ers
• Stude pause aft 4. Students
nts comper ea ch questio ' own answ
lete the qu ers
e!
n. 5. Student'
is iz, indepen
Let’s rev
MY PROG dently. s own answ
RESS 6. Student'
ers
• First, s own answ
make su ers
and togeth re that the students 7. Student'
s own answ
maps. er remem understan ers
complete
the mind
• Stude ber the co d the statem 8. 1) true
unit. Then
copy and
nts then decid ntent tha ents
6 Revise the The nerv
ous syste
m
e how we t each impli
ll they kn es. 2) false
ise! the nervous
ow that co
Let’s rev
Keeping thy
system heal
Additi ntent. 3) false
s in your
notebook
.
Parts of the nervous onAl re
the sentence system
How the
source 4) true
● Presen
1 Complete e up of... s
a) The nerv
ous syste
m is mad
the...
nervous system work
… by the… tation s
send ... to … to the
ory nerves
b) The sens to the ...
so we can
react.
smitted
from the
● Tests 5) false
c) The brain sends ...
mation in
the form of ... calle
d...
Informati
on is tran A, B & C
e organs
d) Neurons
send infor
es to ... the
world arou
nd us.
cles by... The sens
es and sens 6) true
our sens and our mus
e) We use thy by ...
brains heal
keep our
f) We can
Smell
le. Taste
about Brail
Find out
2
Braille? Sight Hearing Track 14
a) What’s
ted it? 8. Quiz: Ch
b) Who inven Touch
eck your
c) When
was it inven
ted?
Say true learning.
d) Where’s
it used ? .
tions
I learnt? wrote at
the begi nning of
the unit.
or false.
er the ques tions you
7 What have
k about your
senses. Answ out? Why
?
map and
the ques 1. We int
3 Th i n k ! Thin t difficult
to live with
a) Look at
the mind er now? eract with
sense wou
ld be mos
without?
Why?
e of … beca
use…
questions
can you answ r questions
?
or false? our envir
a) Which
ld be easie
st to live
without
the sens b) What
answers
for the othe onment us
b) Which
sense wou
cult/easi
est to live
c) How can
you find ing our se
I think it
wou ld be most diffi
h? k your learn ing.
2. The sp nses, true
g your sens
e of touc
8 14QUI Z Chec inal cord co
cts can you
identify usin ntrols the
4 What obje a part ner. e or classroom
.
3. The mo nervous sys
Do an expe
riment with around the
hous
by one. next to each
one. tor nerve tem, true
six different
objects from
or her the
objects, one My progress a smiley
to the bra s transmi or false?
a) Collect er. Give him notebook
. Then draw
No, not yet. in, true or t informati
b) Blindfold
your partn
can your
partner iden
tify?
objects Copy the
sentence
s in your
ous syste
m. m. false? on from the
c) How man
y objects y of your
partner’s
e the parts
of the nerv of the nerv
ous syste
4. Nerve muscles
ge roles.
How man
a) I can nam part func
tions as part Yes, I can. cells are
d) Then chan tify? how each n.
fal star-shape
well. se?
? ribe e orga
can you iden easy to iden
tify? Why b) I can desc
tify the parts
of each sens room. d cells wi
e) Which
objects were
tify beca
use... c) I can iden of healthy
habits in
the class Yes, very th dendrit
The ... was
easy to iden
d) I can give
examples different
objects.
5. We us es, true or
m and the
senses.
my senses
to identify e our se
. t the nerv
ous syste e) I can use
together19 nse of tas
5 Write a quiz
quiz ques
tions abou
of the sens
es.
to taste foo te and ou
partner,
write three
to identify
using one er.
d, true or r sense
a) With a
objects for
the class t for each
correct answ
6. It is im fal se? of hearing
b) Find three tions. Give
one poin
identify the
objects. portant to
c) Ask the class your ques
h sense they
shou ld use to
ctly. nervous sys
25/03/15
14:32
eat and sle
class whic ct they iden
tify corre
tem, true ep well to
d) Tell the
point for
each obje
or false? maintain
Give one
p with the
most poin
ts wins.
es and heal
th a healthy
e) The grou Our bodi
19
BIL.indd
6CNLA_
_U01_0P
are
004–019
s to comp
14:32
25/03/15
Activity
3 e student
18
ly. Ask th
nity ependent
opportu work ind their
ssment
18
ud en ts rtn er. tw ee n
se • St a pa nces be
BIL.indd
ers with
6CNLA_
As
_U01_0P
any differe
004–019
k their an
swers their answ to discuss
1 ntly. Chec age them
Activity independe selves 1 point for
each
• Encour
ts do activity 1 e them answers.
• Studen tel l th em to giv
as a class, er. 4 4.
correct an
sw Activity d activity your
em to rea t to test
direct th experimen en carry out
ed to use
to
• With a
partner, velop an th 41
2 yo u ne to de s fir st
Activity
ing lab
W ha t sense do Sa y: Yo u are go ad th e instruction ed write a brief
aille? •
touch. Re finish
• Ask: W
ho uses Br n. The sense of you have
le? th e informatio pe rim en t. When rim en t.
ide your ex pe
read Brail books or
prov
describe
your ex remind th
em:
estions.
e Internet, swers to the qu report to adings to
• Use th ils, glue, ite the he
find the an ns, penc board wr
students Ma terials: pe e stu dents • On the
Br ail le Show th
Ex tra ide
a! Writing alphabet. ite their name on – Aim
s, Braille wr s
tail stick them to write their – Material
card, cock t and ask on the other side the
le alphabe n and il to make e – Method
the Brail rd in pe e a pe nc
of the ca is they us some glue with
th
one side do th – Re su lts
Braille. To Then they take dots. Th
ey
name in . p of the
their name ke a drop on-to the cards
dots for ma t. Mix up
stick and will be a
raised do eir sense
cocktail y an d it de nt s to use th
dr e stu
leave it to em out. Invite th
th .
and hand the name
to identify
of touch
40
At the end of every unit the Let’s revise! lesson provides different opportunities to
help your students review the content they have studied as well as to evaluate their
progress. Two alternative tests are offered as additional resources, so that students
can be tested at different levels.
19
IWB Class Book
The Interactive Whiteboard Class Book is a one-stop resource for teachers that includes
everything you need to make the most of your class time. It is available both on and offline.
As soon as you press Enter, you will be shown the menu of the units in the module you are
teaching. From there you click on the unit and the lesson you want to go to. This takes you directly
to the Digital Class Book.
Digital Class Book (Teacher’s version)

This is a page faithful version of the book, with integrated audios (just click on the icon), pop
up activities with answers, as well as a tool bar on the right. The audios includes all the listening
activities, songs and chants, and the Talking Book.
The tool bar opens the tool page.
The home button will bring

you back to the main menu.
The green arrow will send you back

to the previous page.
The star button allows you to save

your own notes as a favourite.
The cap takes you directly to the Teacher’s Book unit in PDF format.
The correction symbol takes you directly to the Gradebook, where you can
check your students’progress in the Let’s Play section.
The resource button gives you access to all the additional resources of the module.
From there you can also search by unit
The pencil button allows you to colour or underline things on the page,
as well as giving you a highlighter or shade function.
The question mark button take you to the IWB user guide.
20
Resources
Animations:
• These are very simple animations, designed to illustrate key content in a fun an
simple way.
Digital posters:
• Large posters for every module that can be projected onto a screen.
Experiment time TV
• All the experiments in your Class Book have been filmed in a funny TV show
format. These can be used before you do the experiment, to show how it is
done, after you have done the experiment, to compare with your own results,
or, if you simply haven’t got the time or resources to do the experiment, then
at least the students can watch it being done.
Flashcards:
• All the key vocabulary is presented in individual images, with the audio.
Karaoke:
• Karaoke versions of the songs are included to add to the fun in your class.
Let’s play*:
• These are interactive activities, at least three or four per lesson. This material is
also included in the student’s digital material, and you can track their progress
through the Oxford Gradebook.
Let’s surf:
• A wide variety of possible web or video links are provided, for those classes
that have direct on-line access.
Letters to parents:
• Every unit includes a letter telling parents what content their children will be
studying in that unit, as well as what resources they can use from the Plus
Zone. A bilingual list of vocabulary is provided.
Material lists:
• A list of supplies needed per unit for the experiments or groupwork is provided,
so that the teacher can ask parents ahead of time to buy the materials.
21
Presentations*:
• These are very simple Powerpoint Presentation, which include the key
concepts in very unit. This can be used as a revision and will be provided in
both English and Spanish.
Printable resources:
• An ample variety of printable worksheets are provided, as well as the answer keys.
Tests:
• There are three editable tests provided per unit: one is at the level of the
class Test A, Test B and Test C. Teachers can modify them depending on their
students’ needs. These can either be printed as is (PDF version) or downloaded
and edited.
*These resources, as well as the Talking Book audio and the songs and chants,
are included in the digital material for the students in the Plus Zone.
22
Printable resources
As part the Additional resources clearly indicated in every lesson plan in the
Teacher’s Book, every unit includes the following:
• one Worksheet per content lesson
• one Support worksheet per content lesson for students who need extra help
• one Extension worksheet
• one Revision worksheet
• printable templates for the Let’s work together! or Experiment time! lessons
• printable templates for Make your own dictionary! and Make your own poster!
Interaction TEMPLATE 1.1
Names: —————————————————————————
Class: ——————————————— Date: ————————————————
1 Complete the table. Evaluate the level of health and safety in your classroom
Student A: 1 2 3 4 5
Natural light: Reproduction

TEMPLATE 3.1
Names:
Board visibility:
Is there enough light to see the board? Class:

————————
——————— Date:
————————
Desk visibility:
————————
IIs there enough light to see your notebook? 1. First ...

4. Finally ...
Student B: 1 2 3 4 5
Sharp edges:

be dangerous?
Back support:

support?
2. Then ...
2 Complete to describe the problem, and how you will solve it.
3. Next ...
We have chosen to solve the problem of .
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UNIT 3_template
1.1.indd 1
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23
Unit
1 Interaction
Contents Learning outcomes
1 The nervous system 1 Identify and locate the main organs and cells
of the nervous system.
2 The organs and cells of the nervous system
2 Identify and explain the main functions of
3 How the nervous system works
the nervous system.
4 The senses: sight, hearing, taste, smell and
3 Identify the many characteristics of our five
touch
senses and how they relate to the nervous
5 How to keep the nervous system healthy system
4 *Use own methods of observation.
5 *Look for, select and organise specific
Assessment criteria information, analyse it, draw conclusions,
communicate findings, reflect on the
1 Identify and locate the main organs and cells process followed and communicate orally
involved in the correct functioning of the and in writing.
nervous system. 6 *Implement strategies for carrying out work
2 To demonstrate an understanding of the in groups and for resolving any conflicts
functioning of the nervous system. that might arise.
3 To demonstrate an understanding that 7 *Use vocabulary related to the subject
healthy lifestyle choices are important for correctly.
the care of the nervous system. 8 *To develop the skills to carry out a
4 To describe how our senses work and how project, working in groups. To collect direct
they relate to the nervous system. information, report findings using digital
technology, using oral presentations, videos,
5 To be able to relate how unhealthy lifestyle
images and texts.
choices or unsafe conditions can negatively
affect the correct functioning of the human 9 *To know how to carry out a simple
body. experiment: formulate hypotheses, select the
necessary material, do the experiment, draw
6 *To develop group work, data collection
conclusions and communicate the results.
and research skills by finding relevant
information and communicating the results.
7 *To carry out a scientific enquiry using an
experimental approach. Key competences

Assessment opportunities are highlighted
throughout the unit. Key competences are integrated in activities
throughout the unit.
*Objectives, assessment criteria and learning outcomes that relate to block 1 of the curriculum (Introduction to scientific enquiry)
24
Unit map
LESSON RESOURCES DIGITAL
1 Introduction Track 2
Which organs make Tracks 3 & 4

2 • Online resources
up the nervous • Worksheet 1.1
system?
3 How does the nervous Tracks 5 & 6 • Online resources

• Worksheet 1.2
system work? • Support worksheet 1.2
4 How do we see and Tracks 7, 8 & 9 • Online resources

• Worksheet 1.3
hear? • Support worksheet 1.3
5 How do we taste and Tracks 10 & 11 • Online resources

• Worksheet 1.4
smell? • Support worksheet 1.4
How can we keep Tracks 12 & 13

6 our nervous system • Worksheet 1.5
healthy?
7 • Template 1.1
• Digital flashcards
Let’s work together! • Extension worksheet
• Animation
• Make your own poster!
• Template 1.2
8 Experiment time! • Revision worksheet • Digital flashcards
• Make your own dictionary! • Experiment video
9 Let’s revise! Track 14 • Presentation

• Test A, B & C
25
Introduction to the unit
1
UNIT
Interaction b
a
d
GE T T I N G STARTED
c
1 Read the text and complete the sentences in your notebook.
a) Some plants interact by…
b) Animals sometimes live in herds to…
c) Some animals use natural features to…
d) Our senses help us to…
2 Look at the pictures. Describe the living things.

The … is/are interacting with its/their environment by…
3 2
Listen and answer the questions. S C I - FAC T
a) What are the three life processes that all living things perform? People interact with Interaction as a life process
b) What parts of the body do people use to interact with their animals. Sometimes,
interaction with other Living things such as plants, animals and people, interact with
environment?
animals can improve each other and the world around them in many ways. For example,
4 How does an animal use its environment to protect itself? our health. For example, plants grow towards a source of light or extend their roots towards
swimming and interacting a source of water. Some animals, such as elephants, live in groups
5 Th i n k ! Think about this unit. with dolphins makes called herds. They interact with the other animals in the herd, caring
a) What do you already know about interaction as a life process? people feel happier and can for their young, playing together and sharing food. Animals also
Make a mind map. help them to recover from interact with the world around them. Many animals use natural
depression. features, such as trees or caves, for protection, especially during
b) What do you want to learn about interaction? Write three
reproduction. The world around us also provides food.
questions.
c) What are the five senses? Write five words. In order to interact with other living things and with our
surroundings, we need to receive information about them. We use These fish are interacting with
our senses to get this information. Without our senses we wouldn’t the shark. They help it to keep
be aware of our surroundings, and interaction would be impossible. clean by eating parasites.
How to start
Content objectives • Write the word interaction on the board.
• Activate prior knowledge about interaction. • Ask: What does this mean? What do you remember about it?
• Identify the different ways plants and animals can • Give the students time to discuss in small groups.
interact between each other and their environment. • Ask the students to tell you some of their ideas, write down
Vocabulary the key words/concepts on the board.
• herds, interact, interaction, life processes, natural
features, senses ACTIVITIES: step-by-step guide
Structures
Activity 1
• Living things such as plants, animals and people,
interact with each other. • Ask: How do plants and animals interact with their
• In order to interact with other living things. environment?
• Interaction would be impossible. • Give the students time to read the text on page 5.
• Elicit their ideas orally; check that they understand any new
Resources
vocabulary.
Track 2 • Ask the students to complete the activity in their notebooks.
Activity 2
• Ask the students to look at the pictures and describe what
they see in each.
• Give the students time to look at the pictures and describe
the living things in pairs.
26
Activity 3 Track 2 ANSWERS
• Say: We are going to listen to a conversation between a boy 1. Possible answers:
and girl talking about the three life processes.
a) Some plants interact by growing towards a source
• The students read the questions.
of light or extending their roots towards a source
• Play the audio and the students write their answers. of water.
• Play the track again but stop after each question. Ask some
b) Animals sometimes live in herds to care for their
volunteers to read out their answers. young, play together and share food.
Activity 4 c) Some animals use natural features to protect

themselves, for example foxes live in holes in the
• Ask the students to look at picture c and ask: How do these ground.
animals protect themselves by using their environment?
d) Our senses help us to get information about the
Can you think of any other examples? world around us.
• Following a class discussion, the students complete the
activity in their notebooks. 2. Possible answers:
The plant is interacting with its environment by
Extra idea! Show the students some examples of animal growing towards sunlight.
camouflage. Or ask them to find examples on the Internet.
The elephants are interacting with their environment
by living in a herd.
Activity 5
The foxes are interacting with their environment by
• Students complete the activity in pairs. living in a hole.
• Discuss their answers.
The child is interacting with its environment by
smelling a flower.
Extra idea! Ask the students to draw themselves on a piece
of paper and to write five sentences showing how their five The girl is interacting with her environment by
senses have interacted with the environment today. collecting food.
3. a) Interaction, nutrition and reproduction.
b) We use our senses.
Track 2 Listen and answer the questions. 4. Possible answers:
Boy: What are life processes? A bird lives in a tree to protect itself from predators.
Girl: They're the things that all living things do. There are A rabbit lives in a burrow to protect itself from
three principal life processes: interaction, nutrition and predators.
reproduction. Interaction occurs when living things react to A zebra uses camouflage to protect itself from
their environment. Nutrition refers to eating, drinking and predators.
breathing. Reproduction means creating new living things.
For example when a bird lays eggs or a dog has puppies, 5. Student's own answers
they're carrying out the process of reproduction.
Boy: Oh right. So how do we interact with our environment?
Girl: Well, we use our senses to interact with our environment.
For example, we see objects around us.
Boy: Ah ok. And we can touch things too, right? So we use
our senses to get information and react to things around us.
Girl: Yes, that’s right.
Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science
and technology (Activities 1-5); Learning to learn (Activity 5) 27

The brain is the most important organ in the nervous system. It controls
all the other organs in our body. The nervous system connects the brain How does the brain work?
to the organs, muscles and skin through nerves, which are connected to cerebrum The cerebrum is the largest and most complex part of the
the spinal cord. brain. It controls our intelligence, memory, personality,
emotion, speech and the ability to feel and move.
The cerebellum is responsible for balance, movement,
GE T T I N G STARTED and coordination.
The brainstem coordinates all the messages going in
1 Describe the reaction of the boy in these pictures. Why do you think this happens? and out of the brain to and from the spinal cord. It also
brainstem controls involuntary movements, such as breathing,
a) b)
cerebellum digestion, or our heartbeat.
AC T I V I T I E S
In picture … the boy is … He can feel… 2 Correct the false statements in your notebook.
In picture … he moves … because … I think he does this because… a) The spinal cord connects the nerves to the muscles.
b) The brain sends and receives messages from the nervous system.
c) Messages from our nerves travel slowly to and from the brain.
The brain The spinal cord
d) The cerebrum is part of the brain. It controls involuntary movements.
When our brain The spinal cord connects the brain to the rest
receives information, of the body. This cord is made up of nerve 3 3
Listen and say brain, spinal cord, sensory nerves or motor nerves.
it sends a message to tissue, forming a long, thick tube.
a part of the body
to tell it how to react. 4 Make a diagram of the nervous system.
If our hand touches
a) On a large piece of paper, draw around your partner to create an outline.
a hot object, nerves Nerves
in our skin tell our Nerves connect the spinal cord to b) Draw a brain and spinal cord on pieces of paper. Cut them out and stick them onto your outline.
brain. Then the brain our muscles, joints and skin. Sensory c) Use red wool to represent sensory nerves, and blue wool to represent motor nerves.
tells the muscles in nerves receive messages from the Stick the wool onto your outline.
our hand to move. muscles, joints and skin and send them
to the brain. Motor nerves transmit
messages our brain sends to the
muscles, joints and skin. This results
in movement, or a physical reaction,
such as sweating. Messages travel
along the nerves very quickly.
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How to start
Content objectives • The students read the introductory paragraph.
• Describe the main parts of the nervous system. • Write nervous system on the board, and ask: What are the
• Explain the difference between sensory nerves and three main parts of the nervous system?
motor nerves.
• Name and describe the functions of the three main
parts of the brain.
ACTIVITIES: step-by-step guide
Vocabulary Activity 1
• brain, brain stem, cerebellum, cerebrum, involuntary
movements, motor nerves, sensory nerves, spinal cord • The students look at the photos and describe what is
happening.
Structures • Ask: How quickly does this process happen? What does this
• This cord is made up of nerve tissue. tell us about the nervous system?
• The cerebellum is responsible for balance, movement
and coordination. Extra idea! Reaction Times Experiment: The students
work in pairs, one student holds a 30 cm ruler vertically and
Resources the other catches it. The students record where their little
Tracks 3 & 4 fingers is when they catch it. Repeat three times to see if
there is any change.
Materials
• large paper, red and blue wool, glue, scissors Activity 2 Assessment opportunity
• The students look at the picture of the brain on page 7 and
locate these parts on their own bodies.
28
• Say: The cerebrum is split in two, the right and left hemisphere. Track 5 5. Quiz: Check your learning. Answer the
• The students read the texts on pages 6 and 7. questions.
• Students complete the activity in their notebooks.
Hello everybody, are you ready?
• Discuss their answers as a class.
1.
What connects the nerves to the brain, the spinal column
Activity 3 Track 3 or the spinal cord?
2. What part of the brain coordinates messages to and from
• Play the audio, pause after each statement. Ask the
the nerves, the brain stem or the cerebrum?
students to select their answer.
3. What type of movement are breathing and the heart beat
Activity 4 examples of, voluntary or involuntary?
• The students read the instructions. Give them the materials 4. What transmits information from the brain to the muscles
and they work in groups to produce the diagram. and joints, the motor nerves or the sensory nerves?
• Ask them to label each part of the nervous system and add 5. What part of the brain connects the spinal cord to the
a few sentences about each one. brain, the cerebellum or the brain stem?
Activity 5 Track 4
ANSWERS
• Play the audio, pause after each question to give the
students time to write. 1. Possible answers:
• Play it again, this time pause after each question and ask for In picture a), the boy is touching the food. He can feel
volunteers to share their answers. heat energy.
In picture b), he moves his hand away because
the food is very hot. I think he does this because...
Additional Material Student's own answers.
● Worksheet 1.1 2. a) False (The spinal cord connects the brain to the
● Support worksheet 1.1 rest of the body.)
b) True
c) False (Messages from our nerves travel quickly to
and from the brain.)
Track 3 3. Listen and say brain, spinal cord, sensory d) False (The brain stem is part of the brain. It
nerves or motor nerves. controls involuntary movements.)
3. 1) motor nerves
1.
These connect the spinal cord to the muscles. They are
responsible for transmitting information from the brain to 2) brain
the muscles. 3) sensory nerves
2. This organ receives and processes information from all the 4) spinal cord
nerves in your body. It reacts to the information it receives, 4. Student's own answer
and sends messages to tell your joints and muscles to move.
5. 1) spinal cord
3. These connect your muscles to your brain. They are 2) brain stem
responsible for transmitting information from your
3) involuntary movements
muscles, skin and joints to your brain.
4) motor nerves
4. This extends along your spine. It contains nerve tissue and
5) brain stem
your nerves extend out from it to your muscles and joints.
and technology (Activities 1-5); Learning to learn (Activity 4); Social and civic competences (Activity 4) 29
How does the nervous system work?
How does the nervous system work?

The nervous system is made up of neurons. There are
millions of neurons in your brain. Neurons receive S C I - FAC T What is the sense of touch? First aid for burns
and transmit messages from different parts Some chemicals can Our sense of touch enables us to touch and feel things To treat minor burns, first, cool the
of the body to and from the brain. stop messages from with our skin or dermis. Nerve endings detect information burnt area under cold water for
passing to other neurons. about the objects that we touch. They produce nerve about 10 minutes. Then, cover the
Cobra venom causes impulses which the sensory nerves transmit to the brain. burn with burn cream. Finally, cover
GE T T I N G STARTED paralysis by stopping the
epidermis
it with plastic food wrap. If there are
neurotransmitters from blisters, be careful not to break them.
1 5
Classify these movements: voluntary or involuntary. functioning correctly. To treat major burns, ask an adult, or
Make a table. Then listen and check your answers. phone the emergency services.
dermis
breathing jumping cycling digesting food
writing blinking sweating clapping
Neurons
Neurons are star-shaped cells that consist nerve endings
of a cell body, a long extension called
the axon and shorter, thin fibres called
dendrites. To transmit messages, they cell body
create electrical signals called nerve AC T I V I T I E S
axon
impulses. These impulses pass messages
from one cell to the next. At the end of 2 Copy the diagram of a neuron into your notebook.
dendrites
the neuron is the cell body. It controls the a) Label the diagram.
neuron and creates nerve impulses. The
b) Write sentences to describe the function of each part.
axon transmits these nerve impulses to
other neurons. Dendrites receive nerve The … controls/transmits/receives…
impulses from other neurons.
3 Represent the nervous system.
a) In a large area, like the playground, make a line with your classmates.
How do neurons transmit information? b) Hold hands with the people next to you.
Nerve impulses are electrical impulses. c) The first person in the line should gently squeeze the next person’s hand.
They travel from one neuron to another d) Pass the movement down the line. When you feel your hand being squeezed,
neuron along the axon and leave through squeeze the hand of the next person in the line.
the dendrites. The space between one
neuron and another is called a synapse. 4 Th i n k ! Think about your representation of the nervous system in activity 3.
In order to travel across this space, the Answer the questions with a partner.
nerve impulse changes into a chemical.
a) What does the line represent?
After the chemical crosses the synapse,
it’s transformed back into a nerve b) What does the action of squeezing represent?
impulse. Then it’s ready to be passed
on to the next neuron.
How to start
Content objectives • Review what the students have learned already. Ask them
• To understand how neurons transmit information. to name the main parts of the nervous system and the brain.
• To draw and label a neuron. • Say: Today we are going to look at how messages are
transmitted along the sensory and motor nerves.
Vocabulary • The students read the introductory text.
• axon, cell body, dendrites, dermis, nervous system,
neurons, synapse
ACTIVITIES: step-by-step guide
Structures
• It’s transformed back into a nerve impulse.
Activity 1 Track 5
• Our sense of touch enables us to touch and feel things.
• If there are blisters, be careful not to break them. • Draw a two-column table on the board with voluntary and
involuntary as headings. Ask the students to copy it into
Resources their notebooks and to classify the movements in the table.
Tracks 5 & 6 • Play the audio, ask the students to check their answers.
Materials • Ask: Can you think of any other voluntary or involuntary
• paper, pens movements?
• They discuss in pairs and add to their table.
Activity 2 Assessment opportunity

• The students read the text boxes.
• While the students are reading, draw a neuron on the board.
Ask a volunteer to label the neuron.
30
• Ask: What direction does the message travel through the Track 5 1. Classify these movements: voluntary or
neuron? involuntary. Make a table. Then listen and
• Get another volunteer to draw an arrow from the dendrites, check your answers.
through the axon and down to the cell body.
What are voluntary movements?
• Write electrical impulse next to the arrow.
• Ask a student to draw another neuron, so that the cell body Voluntary movements include jumping, cycling, writing and
of one is next to the dendrites of the other. clapping.
• Ask: What is this space called? (pointing to the space And what are involuntary movements?
between the end of one axon and the dendrites of another)
Involuntary movements include breathing, digesting food,
• Label the synapse on the diagram and write chemical blinking and sweating.
impulse next to it.
• Independently, in their notebooks, the students do the
activity.
Track 6 5. Quiz: Check your learning. Say true or
false.
Activity 3
1. Neurons transmit messages by electrical signals, true or
• The students follow the instructions to represent the
false?
nervous system.
2. The space between two neurons is called an axon, true or
Extra idea! The students hold hands in groups of eight. The false?
first person thinks of a number from one to ten and passes
the message along the neuron by squeezing their hand 3. The cell body is at the centre of the neuron, true or false?
that number of times. The last person says the number. 4. We feel things through the dermis or skin, true or false?
• The students do a Mexican wave. 5. Nerve cells are spherical in shape, true or false?
Activity 4
ANSWERS
• The students discuss the questions in pairs.
• Choose several students to share their answers with the 1.
Voluntary movements: jumping, cycling, writing,
class. clapping
Involuntary movements: breathing, digesting food,
Activity 5 Track 6 blinking, sweating
• Listen to the quiz and ask the students to note the answers 2. Possible answers:
in their notebook.
The cell body controls the neuron. The axon transmits
• Replay the quiz but stop after each question to check the nerve impulses. The dendrites receive nerve
answers. impulses.
3. Student's own answer
Additional Material
4. a) The line represents the nervous system, each
● Worksheet 1.2 student represents a neuron.
● Support worksheet 1.2 b) The action of squeezing represents the electrical
impulses – the nerve impulses – that nerves
transmit in order to send information to and from
the brain and muscles. Arms and hands represent
dendrites and axon.
5. 1) true
2) false
3) false
4) true
5) false
and technology (Activities 1-5); Learning to learn (Activity 3); Social and civic competences (Activities 3 & 4) 31
How do we see and hear?
How do we see and hear?

Our eyes and ears detect information about objects and sounds around us. How do we hear?
They send messages to the brain, and our brain interprets the information.
So we see and hear when our eyes and ears transmit information to the brain. 1. Sound waves go into our ear and hit the eardrum. 2. When the eardrum vibrates,
As a result, the eardrum vibrates. it makes the small bones
inside the ear vibrate, too.
GE T T I N G STARTED eardrum
sound
1 Look at your classmates’ eyes. What colour are they? Make a bar chart to show your results. auditory nerve
… people in the class have blue/brown/green/grey eyes.
cochlea
How do we see?
3. The cochlea detects the vibrations and produces nerve
The iris is the coloured part of the eye. It surrounds the pupil. It’s impulses. The auditory nerve transmits these impulses
made of very small muscles that open and close the pupil. The retina is made of nervous to the brain. Then the brain interprets the information.
tissue arranged in thin layers
The pupil is a small hole of cells that detect light and
that lets light into the eye. colours.They send information
to the optic nerve.
AC T I V I T I E S
The cornea covers 2 Classify the words in your notebook. Make two lists: parts of the eye and parts of the ear.
and protects the
iris and the pupil. optic nerve auditory nerve eardrum iris pupil cochlea retina lens
The optic nerve is connected
to the brain. It transmits
The lens is a transparent,
information from the retina. 3 7
Listen and answer the questions.
oval-shaped structure that a) Cover your ears with your hands. What sounds do you hear?
focuses light onto the
b) Listen again without covering your ears. Is it easier to identify the sounds with your ears
retina. It’s located behind
covered or not covered?
the pupil and the iris.
c) 8 Th i n k ! With a partner, explain why. Then listen and check your ideas.
3. The optic nerve transmits
the information to the brain.
4 Find out why eyes are important. Take turns with a partner.
a) Use a scarf to cover your eyes.
b) Help your partner walk across the classroom.
c) What do eyes help us do? What can’t we do without them?
Eyes help us … We can’t … without them.
1. Light goes into the
eye through the pupil.
Then it passes through 5 Make a model of an ear with plasticine. Then, label the parts.
the lens.
2. The lens projects an upside
down image onto the retina.
This information is sent 6 9 QUIZ Check your learning.
to the optic nerve.
How to start
Content objectives • On the board, draw a two-column table with the titles senses
• Learn about the main parts of the eye and ear. and sense organs.
• Understand that the eye and ear are sense organs that • Ask: What are our five senses? What are the sense organs?
send information to the brain. • Complete the table with the help of the class.
Vocabulary • Choose a student to read the introductory paragraph aloud.

• auditory nerve, cochlea, cornea, eardrum, iris, lens,
optic nerve, pupil, retina ACTIVITIES: step-by-step guide
Structures
• The retina is made of nervous tissue. Activity 1
• Light goes into the eye through the pupil. • Ask: What colours of iris are there? What is the most common
• This information is sent to the optic nerve. colour in this classroom?
Resources • The students do a survey and make a bar chart. They write
Tracks 7, 8 & 9 about the results.
Materials Activity 2
• card, plasticine, pens
• The students read the information about the eye and the ear.
• Ask the students to complete the activity in their notebook,
independently. Check answers as a class.
Extra idea! The students work in pairs to see the effect of

light on the pupil and iris. The students look carefully at each
32
other’s eyes. Then one student closes and covers their eyes Track 8 3. Listen to the explanation to check your
for 30 seconds. They remove their hands and open their ideas.
eyes, their partner looks closely at their pupils.
Sound is made by vibrations. Sound travels through the air to
Activity 3 Track 7 & 8 our ears as vibrations. When sound reaches our ears, it makes
the small bones inside our ear vibrate. This is how our ears
• The students read the instructions and then listen. work; they detect vibrations in the air around us and transmit
Encourage them to discuss the answers in pairs. the information to our brain. When we cover our ears with
• Then play track 8 so that they can check their ideas. our hands, the vibrations don’t reach our ears, so it's difficult
to hear sounds.
Activity 4
Track 9 6. Quiz: Check your learning. Answer the
• The students work in pairs and share their findings with the questions.
class.
• Encourage the students to think of five other activites they Hello everybody, are you ready?
could test, for example: writing, singing, reading… 1. What is the retina connected to, the brain or the optic
nerve?
Activity 5 Assessment opportunity
2. What does the cornea protect, the pupil or the retina?
• Ask the students to read about the ear again. While they
are reading either draw the ear or put up a picture. Write 3. What focuses light onto the retina, the optic nerve or the
eardrum, auditory nerve, and cochlea on pieces of paper. lens?
Ask volunteers to stick the words in the correct place. Ask 4. Where do sound vibrations cause vibrations in the ear, in
them to tell the class something about their word. the eardrum or in the auditory nerve?
• Provide each student with different coloured plasticine and
5. What changes sound vibrations into nerve impulses, the
card. The students make their model of an ear. cochlea or the eardrum?
Activity 6 Track 9 6. What is the auditory nerve connected to, the eardrum or
the cochlea?
• Play the audio, pause after each question to give the
students time to write.
• Play it again, this time pause after each question and ask for ANSWERS
volunteers to share their answers.
1. Student’s own answers
Extra idea! Place one student in the middle of a room
blindfolded. The rest of the class form a circle around them. 2. Parts of the eye: optic nerve, pupil, iris, retina, lens
One student from the circle claps and the student in the Parts of the ear: auditory nerve, eardrum, cochlea
middle points to where they think the sound is coming
from. 3. a) Student’s own answers
b) It is easier to hear with your ears uncovered.
Additional Material c) Possible answer: when we cover our ears, the
vibrations that make up sound are blocked, so we
● Worksheet 1.3 can’t hear well.
● Support worksheet 1.3
4. c) Possible answers: Eyes are important because
they help us see/avoid danger. We can’t see/
walk/avoid danger without them.
Track 7 3. Listen and answer the questions.
6. 1) the optic nerve
1. sounds of busy traffic 2) the pupil
2. a bird singing 3) the lens
4) the eardrum
3. classical music
5) the cochlea
4. children reciting a clapping rhyme 6) the cochlea
Listen again without covering your ears.
and technology (Activities 1-6); Learning to learn (Activity 5); Social and civic competences (Activity 4) 33
How do we taste and smell?
How do we taste and smell?
S C I - FAC T
We use our nose to smell and our tongue to taste. We can
detect thousands of different smells and tastes with Are the senses of taste and smell connected? olfactory nerve
our nose and tongue. They transmit information to Did you know that some Have you ever noticed that food doesn’t taste
the brain so that it can interpret the information. people can’t smell? This good when you have a cold? This is because your
condition is called anosmia. senses of smell and taste work together.
Why can this condition Your tastebuds detect different tastes, such as tastebud
GE T T I N G STARTED sometimes be dangerous? sweet, salty, sour and bitter tastes. Your olfactory
cells detect thousands of different smells.
1 What’s your favourite taste? What’s your favourite smell?
Discuss with a partner, then tell the class.
My partner’s favourite … is … but my favourite is…
Both of us said that our favourite … is… AC T I V I T I E S
2 Complete the sentences in your notebook.
a) The olfactory cells detect … and send … to the…
olfactory nerve The sense of smell b) The olfactory nerve sends … to the … which interprets…
Smells are made up of gases in the air. When
c) The gustatory nerves detect … and send … to the…
air goes into your nose, the gases go into
olfactory d) The tastebuds detect … in food when it’s mixed with … in the mouth.
cells
your nasal passages. The olfactory cells
detect the gases and send nerve impulses e) Taste and smell are both important for … because…
to the olfactory nerve. The olfactory nerve f) When air goes into your ..., the gases go into your...
transmits the impulses to the brain and the
brain interprets the information. 3 10 Why are smell and taste important? Listen and write two reasons.
The sense of taste

4 Classify these foods: sweet, salty, sour or bitter. Make a table. Then add one more food
First aid for a burned tongue
to each category.
The tiny, pink bumps on your tongue If you eat or drink something
are called tastebuds. They can detect very hot, you may burn your
special chemicals in the things that you tongue. To cool your tongue,
eat and drink. The chemicals mix with rinse your mouth with cold
saliva and then the tastebuds detect water or suck an ice-cube for
them. The tastebuds produce nerve a few minutes.
impulses and transmit them to the coffee lemon chocolate cheese
gustatory nerves. These nerves are
inside the tongue, connected to the
tastebuds. These nerves then transmit
the impulses to the brain. Finally, the brain
interprets the information. tastebuds
apple grapefruit vinegar olives
How to start
Content objectives • Pass the food around the class. The students smell and
• Learn about the main parts of the nose and tongue and guess what it is.
how they are connected to the brain. • Reveal the contents of each cup and ask the students to
• Understand that the sense of taste and smell are stand up if they guessed correctly.
connected. • Ask: Which food was easiest to distinguish? Which was
Vocabulary hardest? Why do you think this is?
• gustatory nerves, nasal passages, olfactory cells, • Students read the introductory paragraph.
olfactory nerve, saliva, tastebuds
Structures ACTIVITIES: step-by-step guide
• They transmit information so that it can interpret the
information. Activity 1
• Both of us said that our favourite is…
• Students discuss the questions. Select some students to
• Have you ever noticed that food doesn’t taste good
when… share their partner’s preferences to the class.
• This is because your sense of smell… • Encourage them to use the example to create full sentences.
Resources Activity 2
Tracks 10 & 11
• Students read the texts about taste and smell.
Materials • Ask the students to complete activity 2 in their notebooks,
• food in cups, with foil on the top with small holes in, for independently. Check the answers as a class by asking
example, yoghurt, cheese, ham, chocolate, salt volunteers to read out their answers.
34
Activity 3 Track 10 Track 10 3. Why are smell and taste important? Listen
and write two reasons.
• Say: We are going to listen to why our sense of taste and
smell are so important. Encourage them to write in full Our sense of taste is important because it can help us identify
sentences and use their textbook to check spelling. foods that are spoiled and not safe to eat. When foods are
• Listen to the audio twice and then ask some students to spoiled, they contain bacteria that aren't good for us. Spoiled
read out their answers. food often has a bad taste too, so we don’t eat it.
Our sense of smell is also important because it can help us
Activity 4 detect danger. For example, we may be able to smell a fire
before we see it. The smell tells us that there's a fire nearby.
• Draw a four-column table on the board with the titles sweet,
salty, sour and bitter. Ask them to copy the table and work
Track 11 5. Quiz: Check your learning. What sense do
with a partner to classify the foods in their book and then
they belong to? Say smell or taste.
add at least one more food to each category.
1. What sense do your olfactory cells belong to?
Activity 5 Track 11 Assessment opportunity
2. What sense do your taste buds belong to?
• Play the audio and ask the students to write their answers
in their notebooks. Play the track again, this time stopping 3. What sense do your gustatory nerves belong to?
after each question to check their answers. 4. What sense does saliva belong to?
Extra idea! To show that the sense of taste and smell are 5. What sense does the olfactory nerve belong to?
connected the students do an experiment in groups of 6. What sense do the nasal passages belong to?
four. Provide a selection of different drinks in plastic cups,
for example, milk, orange juice, apple juice, water. Two of
the group are blindfolded or close their eyes and hold their ANSWERS
nose. They taste each drink and say what they think it is.
The other two monitor their replies. The students repeat 1. Students’ own answers
the experiment again, this time not holding their nose. Ask:
2. a) particles in the air/nerve impulses/olfactory
What do these results show? Ask: Why was it important to
nerve.
blind-fold the people tasting the drinks?
b) nerve impulses/brain/the information.
Additional Material c) nerve impulses/the information/brain.
● Worksheet 1.4 d) special chemicals/saliva
● Support worksheet 1.4 e) eating/they work together.
f) nose/nasal passages.
3. Possible answer: Our sense of taste can help us
identify foods that are spoiled. Our sense of smell can
help us detect danger, like a fire.
4. Sweet: apple, chocolate
Salty: cheese, olives
Sour: grapefruit, vinegar
Bitter: coffee, lemon
5. 1) smell 4) taste
2) taste 5) smel
3) taste 6) smell
and technology (Activities 1-5); Social and civic competences (Activity 1) 35
How can we keep our nervous system healthy?
How can we keep our nervous system healthy?

To keep your nervous system healthy, you should look after your brain
and your muscles. This is important because the nervous system Health and safety at school
is responsible for movement, breathing and your heartbeat. When we can’t see or hear well, our brains have
to work harder to interpret the information
they receive. So it’s important to get your
GE T T I N G STARTED eyesight and hearing checked regularly.
Make sure that you can see the teacher,
1 Look at the pictures. What parts of the body is each child exercising? How? the board and your notebook clearly and
that you hear the teacher well. There should
a) b) c)
be good lighting in your classroom. Check
that there are no objects in your way when
you move about or sharp edges that could cut
or hurt you.
The classroom isn’t a safe place to run around
in because it’s full of obstacles and sharp
corners!
The muscles are being exercised by… The brain is being exercised by…
AC T I V I T I E S
Keeping your brain healthy Keeping your muscles healthy
In order to keep your brain healthy, you should exercise In order to keep your muscles healthy, 2 Match to make sentences in your notebook.
it. You can do this by doing puzzles and playing thinking it’s important to do regular exercise. a) Your brain needs… 1. in the classroom.
games, like ‘I spy’ or ‘Guess who’. You can also exercise This guarantees a regular supply
b) You shouldn’t run… 2. keep our muscles healthy.
your brain by training your memory and solving of blood and oxygen to your muscles.
By doing exercise, you’re also c) We should get our… 3. rest and a balanced diet.
mathematical or linguistic problems.
It’s also important to rest your brain. By sleeping about ten exercising your heart and lungs. This d) Exercising helps to… 4. eyesight checked regularly.
hours a night, you’re giving your brain plenty of time to helps your nervous system to control
involuntary movements, such as 3 12
Listen and answer the questions.
rest and recharge itself.
breathing or blinking. a) What problem does the girl have?
A balanced diet is also important for a healthy brain. Just
like other organs, your brain needs energy from food in b) How does the teacher solve the problem?
order to function well. You should also drink lots of water.
Dehydration can cause memory problems or confusion.
4 Find out about computer health and safety. Use the Internet to answer the questions.
a) What can we do to protect our eyesight?
b) What can we do to make sure our spinal column is protected?
c) What can we do to make sure our brain rests?
How to start
Content objectives • Write on the board: Why is it important to keep our nervous
• To recognise the importance of the nervous system. system healthy? Brainstorm ideas with the class, writing
them on the board.
• To understand how to keep the brain and muscles
• Ask: How can we keep our nervous system healthy?
healthy.
• The students read the introduction.
• To work in groups to carry out an investigation and
produce a digital presentation.
Vocabulary ACTIVITIES: step-by-step guide

• balanced diet, brain, exercise, eyesight, hearing,
muscles, rest Activity 1
• Draw a five-column table on the board, for the first two
Structures
coloumns write the titles Keeping your brain healthy and
• You should look after your brain and your muscles. Keeping your muscles healthy.
• You can do this by doing… • The students copy this onto a large piece of paper. Tell them
• Make sure that you can see the teacher. to complete the two columns by reading the information on
pages 14 and 15. Encourage them to add their own ideas and
Resources examples.
Tracks 12 & 13 • The students complete the activity.
Materials • Ask some volunteers to share their answers with the class,
• large pieces of paper for each group, pens
encourage them to use full sentences.
36
Activity 2 Track 13 5. Quiz: Check your learning. Answer a or b
• In their notebooks the students can complete the activity or both.
independently.
1. Which activity helps keep our brain healthy?
• Check their answers by asking for volunteers to read out
a) Doing puzzles
their answers.
b) Playing golf
Activity 3 Track 12
2. What should we do to rest our brains?
• Play the audio and give time to write the answers. Play it a a) We should sleep
second time, this time stopping the track after the answer
for each question. b) We should study
• Check their answers by asking volunteers to read out what 3. Why is food important?
they have written.
a) It helps us sleep
Activity 4 b) It gives us energy
• Ask the students to think about the questions and share 4. Which activity keeps our muscles healthy?
their ideas with the class. a) Memorizing facts
• For the remaining three columns on the chart write keeping b) Going running
your eyesight healthy, keeping your spinal column healthy
and keeping your hearing healthy. Using the internet and 5. What should we get checked regularly?
their own knowledge they can complete these columns. a) Our eyesight
• When they have finished, ask the to think of an interesting
b) Our hearing
title for their poster and then display them in the classroom.
They could add pictures and drawings.
Activity 5 Track 13 Assessment opportunity ANSWERS

• Play the audio once and give them time to write their
1. a) The brain is being exercised by doing a puzzle.
answers. Play it a second time, this time stopping the track
b) The brain is being exercised by studying.
after each question.
c) The muscles are being exercised by doing sport.
• Check their answers by asking volunteers to read out what
they have written. 2. a) 3
b) 1
Additional Material c) 4
● Worksheet 1.5 d) 2
● Support worksheet 1.5 3. a) She can’t see the board.
b) She asks the girl to move closer to the board.
4. Possible answers:
Track 12 3. Listen and answer the questions.
a) Take regular breaks, use a filter over the screen.
Ok, class. Please copy the sentence into your notebooks. b) Sit properly, use a chair that supports our back,
Excuse me, Miss Jones? put our feet on a foot rest.
Yes, Annabel? c) Take regular breaks.
It's difficult for me to copy the sentence because I can’t see 5. 1) a
the board. 2) a
You can’t see the board? Oh dear. Let me see, Annabel, move 3) b
a little closer to the board. Sit here, please.
4) b
OK.
5) both
Can you see the board now, Annabel?
Yes, that’s better. Thank you.
and technology (Activities 1-5); Digital competence (Activity 4) 37
’s w o r k
Let
og e t h er!
t Let’s wo
rk
r!
togethe Materials:
• Template 1.1
cil
• a pen or a pen
WRITE A HEALTH AND SAFETY REPORT

ramme
• a slide show prog
Write a health
and safety report
Content objectives
Instructions:
• To work in groups to produce a health and safety 1. Work in groups of three. Each group member has
report. a different role.
Student A: You will report on the lighting in your
• To communicate results and ideas using digital classroom. Complete your section of the template.
Student B: You will report on classroom furniture.
technology. Complete your section of the template.
Student C: You are responsible for writing down
Resources
your group’s decisions. Complete section 2 on the
template.
• Template 1.1 2. Decide together which problem is most urgent.

Student C should take notes and then complete
the template.
Materials We could improve the … by…
We could make the classroom safer by…
• a pen or a pencil, a slide show programme We could solve the problem of … by…
I think we should … because…
Interaction
3. Prepare a slide show presentation. Include TEMPLATE 1.1
the following information: Names:
————————————
Class: ————————————
• The problem you’re going to solve. ———————————— —
——— Date: ————
————————————
• The reason why you chose to solve the problem. 1 Complete the
table. Evaluate the
level of health and
Step-by-step guide
from 1 (very bad) safety in your classroom
to 5 (very good).
• A description of how to solve the problem. Student A:

1 2 3
Natural light: 4 5
Is there a lot of natural
light in the classroom?
Board visibility:
• Give each student a copy of the template and ask volunteers

Is there enough light
to see the board?
Desk visibility:
to read the instructions aloud. Stop after each instruction

IIs there enough
light to see your
notebook?
Student B:
1 2 3 4
and ask if there are any questions.

Sharp edges: 5
Are there many sharp
edges in your classroom?
16 Objects on the floor: Our bodies and health

Are there bags and
• Put the students into groups of three and they each decide
objects on the floor
be dangerous? that could
Back support:
Press España, S. A.
Do the chairs in the
classroom have good
a role.
support? back
004–019_U01_0P6CNLA_BIL.indd 16 25/03/15 14:32
© Oxford University
2 Complete to describe
the problem, and
We have chosen how you will solve
to solve the problem it.
of
We can solve this
• As the students are working, go round and ask them to

problem by
.
Interaction
UNIT 1_template
1.1.indd 1
TEMPLATE 1.1
explain their findings and their decisions. Ask: Why do you 19/02/15 09:52
think this is a problem? How do you think we can solve the

Names: —————————————————————————
problem? Is there only one solution or are there others? Class: ——————————————— Date: ————————————————
• Encourage the students to use images and videos in their
presentations. Writing on the slides should be minimal. 1 Complete the table. Evaluate the level of health and safety in your classroom
They also need to prepare the oral presentation. from 1 (very bad) to 5 (very good).
• Each group presents their project to the class. Encourage Student A: 1 2 3 4 5
the audience to ask questions at the end of the presentation. Natural light:

• Give feedback on their work, something positive and
something that they could improve on. Board visibility:
Is there enough light to see the board?
Desk visibility:
Additional resources IIs there enough light to see your notebook?
● Extension worksheet Student B: 1 2 3 4 5

● Template: Make your own poster! Sharp edges:

be dangerous?
Back support:

support?
2 Complete to describe the problem, and how you will solve it.
We have chosen to solve the problem of .
UNIT 1_template 1.1.indd 1 20/05/15 09:31
Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology;
38 Digital competence
er i m e nt
Exp
time ! Experim
ent Materials:
time!
• an apple
• a lemon
• a slice of ham
USE YOUR SENSES TO COMPARE OBJECTS Use your senses • a lettuce lea
f
to compare objects • a piece of
pap er and a penci
l
Aim:
Content objectives
To compare objects using the five senses.
Hypothesis: a
• To work in groups to investigate the five senses. Answer the questions in your notebook before you start.
a) Which object do you think will be the easiest to describe? Why?
Resources b) Which object will be the most difficult to describe? Why?
• Experiment video Method:

Use your senses. Write a sentence to describe each food.
Materials Sense of sight: It looks round/oval/pink/green/large/flat/

small/spherical. b
• an apple, a lemon, a slice of ham, a lettuce leaf. Sense of touch: It feels rough/smooth/hard/soft/warm/cold.
Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/
• a piece of paper and a pencil. floral/woody.
Sense of taste: It tastes sweet/salty/bitter/sour/nice/
disgusting/delicious.
Results:
1. Compare your sentences and answer the questions.
Step-by-step guide a) What similarities can you see? What differences were there?
The … and the … both/all…
Only the … was…
• The students write a lab report in their notebooks. On the b) Which object was the most difficult to describe? Why?
board write: The ... was the most difficult to describe because…
c) Which is your favourite taste? Why?
Aim (What we want to find out) My favourite taste … is … because…
Materials (What we need)

17
Method (How we do it)
Results (What we found)
004–019_U01_0P6CNLA_BIL.indd 17 25/03/15 14:32
• They draw a table to show their results. Senses down the

vertical and food along the top. In each box they write how
easy/difficult it was to describe the food.
• Ask volunteers to read out their hypothesis.
• Ask: How are we going to test each sense?
• Give the students time to discuss and then get ideas from
the class. It is important that they realise that they need to
test each sense independently, for example for touch they
need to be blindfolded. For taste they need to hold their
nose, close their eyes and have someone place the food in
their mouth.
• They write down the method in their lab report under the
title method.
• Give them the four foods, they work in pairs to do the
experiment.
• They complete their lab report.
Additional resources
● Revision worksheet
● Template: Make your own dictionary!
Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology
39
Let’s revise!
Let’s revise!
1 Complete the sentences in your notebook. 6 Revise the unit. Then copy and complete the mind maps.
a) The nervous system is made up of...
b) The sensory nerves send ... to the... The nervous system
c) The brain sends ... to the ... so we can react.
d) Neurons send information in the form of ... called... Parts of the Keeping the nervous
e) We use our senses to ... the world around us. nervous system system healthy
f) We can keep our brains healthy by ... and our muscles by... How the nervous
system works
2 Find out about Braille.

Information is transmitted from the … to the … by the…
a) What’s Braille?
b) Who invented it?
The senses and sense organs
c) When was it invented?
d) Where’s it used?
3 Th i n k ! Think about your senses. Answer the questions.

Sight Taste
a) Which sense would be most difficult to live without? Why? Touch Hearing Smell
b) Which sense would be easiest to live without? Why?

I think it would be most difficult/easiest to live without the sense of … because… 7 What have I learnt?
4 What objects can you identify using your sense of touch? a) Look at the mind map and the questions you wrote at the beginning of the unit.
Do an experiment with a partner. b) What questions can you answer now?
a) Collect six different objects from around the house or classroom. c) How can you find answers for the other questions?
b) Blindfold your partner. Give him or her the objects, one by one.
c) How many objects can your partner identify?
d) Then change roles. How many of your partner’s objects
can you identify?
My progress
e) Which objects were easy to identify? Why?
The ... was easy to identify because... Copy the sentences in your notebook. Then draw a smiley next to each one.
5 Write a quiz. a) I can name the parts of the nervous system.

b) I can describe how each part functions as part of the nervous system. No, not yet.
a) With a partner, write three quiz questions about the nervous system and the senses.
c) I can identify the parts of each sense organ.
b) Find three objects for the class to identify using one of the senses.
d) I can give examples of healthy habits in the classroom. Yes, I can.
c) Ask the class your questions. Give one point for each correct answer.
d) Tell the class which sense they should use to identify the objects. e) I can use my senses to identify different objects.
Yes, very well.
Give one point for each object they identify correctly.
e) The group with the most points wins.
Activity 1 Assessment opportunity Activity 3
• Students do activity 1 independently. Check their answers • Students work independently. Ask the students to compare
as a class, tell them to give themselves 1 point for each their answers with a partner.
correct answer. • Encourage them to discuss any differences between their
answers.
Activity 2
Activity 4
• Ask: Who uses Braille? What sense do you need to use to
read Braille? • With a partner, direct them to read activity 4.
• Use the Internet, books or provide the information. The • Say: You are going to develop an experiment to test your
students find the answers to the questions. sense of touch. Read the instructions first then carry out
your experiment. When you have finished write a brief lab
Extra idea! Writing Braille Materials: pens, pencils, glue, report to describe your experiment.
card, cocktail sticks, Braille alphabet. Show the students • On the board write the headings to remind them:
the Braille alphabet and ask them to write their name on
– Aim
one side of the card in pen and on the other side write their
name in Braille. To do this they use a pencil to make the – Materials
dots for their name. Then they take some glue with the – Method
cocktail stick and make a drop on-top of the dots. They – Results
leave it to dry and it will be a raised dot. Mix up the cards
and hand them out. Invite the students to use their sense
of touch to identify the name.
40
Activity 5 ANSWERS
• Students work in pairs to complete the activity.
1. a) the brain, spinal cord and nerves.
• As the students are writing the quiz, check their questions
and answers. b) messages/brain.
• Each pair need to ask five other pairs to complete their quiz. c) messages/muscles
They make a table to record the scores. d) electrical signals/nerve impulses.
• Each group should stand up and announce the winner of e) interact with
their quiz. f) using our memory, eating healthy food, sleeping
well/doing exercise and sports.
Activity 6 2. a) Braille is a written alphabet for blind people.
• Students do the activity independently. b) Louis Braille
• Use their answers as an assessment. c) 1824
d) in lifts and other public places, on some banknotes,
Activity 7 in books, on medicines …
• Students do the activity independently. 3. Students' own answers

4. Students' own answers
Activity 8 Track 11
5. Student's own answers
• Play the audio and pause after each question.
• Students complete the quiz, independently.
MY PROGRESS
8. 1) true
• First, make sure that the students understand the statements
2) false
and together remember the content that each implies.
3) false
• Students then decide how well they know that content.
4) true
5) false
Additional resources 6) true
● Presentation
● Tests A, B & C
Track 14 8. Quiz: Check your learning.
Say true or false.

1. We interact with our environment using our senses, true
or false?
2. The spinal cord controls the nervous system, true or false?
3. The motor nerves transmit information from the muscles
to the brain, true or false?
4. Nerve cells are star-shaped cells with dendrites, true or
false?
5.
We use our sense of taste and our sense of hearing
together to taste food, true or false?
6. It is important to eat and sleep well to maintain a healthy
nervous system, true or false?
41
natural
natural
natural sciences
sciences
sciences
PRIMARY
PRIMARY
0 0
Teacher’s Book
0
1 1 1
6
2 2 2
PRIMARY
6
3 3 3

Think Do Learn Natural Sciences
is a new series aimed at teaching content in English with a hands-on approach. This new
methodology activates critical-thinking skills and helps children understand and learn in
Teacher’s Book
a more stimulating way. Level 6 includes extensive audio activities, an activity book, and
a complete digital resource pack for both student and teacher.
The course is completely modular, allowing for a variety of teaching situations.
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Our bodies and health

The course is completely modular, allowing for a variety of teaching situations.

Nat_sciences_6_TB_cover.indd 2-4 13/08/15 10:40

9788467383874_Creditos_NS6_M1.indd 1 20/08/15 11:17

Module 0: Living things

Module 2: Matter and energy

n: an active metholear dology

Students learn and acquire scientific

folleto_TDL_cubiertas actualizado1º.indd 4 19/08/14 09:21

Unit Contents Page

Unit Contents Page

Unit Contents Page

5 Electricity and magnetism 20

Unit Contents Page

DYNAMIC PRESENTATION BASED ON PHOTOS - Think and Do!

2 Look at the pictures. Describe the living things.

4 Our bodies and health 5

004–019_U01_0P6CNLA_BIL.indd 4 25/03/15 14:30 004–019_U01_0P6CNLA_BIL.indd 5 25/03/15 14:31

In level 6, there is always a Th i n k ! activity to get I-

Which organs make up the nervous system?

5 4 QUIZ Check your learning.

6 Our bodies and health 7

004–019_U01_0P6CNLA_BIL.indd 6 25/03/15 14:31 004–019_U01_0P6CNLA_BIL.indd 7 25/03/15 14:31

Group-work activities in every unit promote

slide show Date: ————————————————

• A descriptio Board visibility:

Objects on the floor:

and how you will solve it.

UNIT 1_template 1.1.indd 1

Exp erime • an apple

Throughout the year, students will acquire the necessary

2 Find out about Braille.

3 Th i n k ! Think about your senses. Answer the questions.

b) Which sense would be easiest to live without? Why?

5 Write a quiz. a) I can name the parts of the nervous system.

18 Our bodies and health 19

A Glossary at the end

Glossa all the key vocabulary.

The Activity Book reinforces content and language seen in the

Organisation of living things A cell An cell

1 Th i n k ! Match the life processes to the examples.

a) Nutrition They are born. Cytoplasm

2 Interaction, Nutrition or Reproduction? Write I, N or R in the boxes. Nucleus

a) An adult chicken lays eggs almost every day in the summer.

c) After running a race, an athlete should drink lots of water.

f) Human beings usually form families and live together in houses.

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6 Teacher’s Book: Level 6

Complete unit presentation including:

1 Interaction Unit map

LESSON RESOURCES DIGITAL

Contents Learning outcomes

3 To demonstrate an understanding that 7 *Use vocabulary related to the subject

the three life

• The stu a boy

ups. • Play the te their ans

6 Teacher’s Book: Level 6

There are specific lesson plans

templates should you prefer to

• To work in grou Student A: You will

either substitute or extend either

of these lessons. These lessons

Module 0: Living things

Activity 4 c) Some animals use natural features to protect