6

STORY TIME

Read and listen to part 1 of the story School Science Day.

1 Emily, Lucas, Mike and Alma are in the park. They’re walking home from school, talking about their Science class.

So, what are we Ms Brown said if we do something

going to do for our really great, we can present it to
Science project? the whole school for Science Day.

Yeah, and we’ve got the whole

term to work on it. The human Hey, look! What’s that
body is so cool! over there?

2 3

What’s that big thing Wow – look how it’s moving! It’s a giant puppet!
in the middle? It looks like a monster.

What is it?

4 5
How amazing! Look how her arms
It’s given me an idea for our Science project.
and legs are moving. She can
We can make a life-sized human body out
really dance!
of recycled materials.

Wow, her arms and legs

are made of plastic tubes!

189180_OTB_5PRIM_SCIENCEg_SB_Term1_Unit01.indd 6 27/4/22 15:42

 PROJECT LAUNCH 7

School
Science Day

DRIVING QUESTION

r
Emily, Lucas, Mike and Alma are going to find out about Start using you
al to
the human body.
Project Journ
roject.
complete the p

How can we make a life-sized

human body out of recycled
materials?

NEED-TO-KNOW QUESTIONS

Find the answers to the Need-to-know questions throughout the units.

What recycled materials can we use

What can we for the external parts of the body? What labels and
use to make the information are we
shape or outline going to add to our
of our life-sized model?
human body? What recycled materials can we use
for the internal organs of the body?

189180_OTB_5PRIM_SCIENCEg_SB_Term1_Unit01.indd 7 27/4/22 15:42

 8 UNIT 1

WE ARE HUMANS

STORY TIME

Read and listen to part 2 of the story School Science Day.

Emily, Lucas, Mike and Alma are talking about the giant puppet they saw in the park. The puppet
gave the friends an idea for their project for the School Science Day.

1 2
Her arms and legs moved
Yes! There’s a cat! Well, first we have to make
like she was alive!
a head and a body with
And birds! arms and legs.
The puppet
was amazing! That’s true!
Okay, so what do we need
to start our project?

Well, people were

moving her. Good idea!

3 4
A cardboard body! This Now, let’s put the head on the body, leaving space for the brain!
is so cool!

Great idea!
Sure!
Let’s see what
Let’s use this small else is in the
box for the head!! recycle bin!
Mike, can I draw your arms, body and legs? Then
we can cut out all the pieces and put them together.

ABOUT THE STORY

Read and discuss.

1 How do each of the friends contribute to the project?

2 Why does Alma ask Mike if she can draw his body for the project?

3 Lucas says ‘Good idea!’. Do you tell your friends when they have a good idea?

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 WE ARE HUMANS 9

READ THE WORLD

Read the leaflet for siblings about how babies develop.

1 How do you think a baby develops in the first six months?

A baby’s first six months

You’re going to have a little brother or sister!
Be prepared for plenty of noise! This is how babies
communicate their needs: hunger, love and playtime.
From birth, your brother or sister learns to interact
with you and your family.

Month 1: Seeing and hearing

Talk to your new brother or sister and see how they Month 4: Playtime
turn their head to look at you. Watch them react to Your little brother or sister wants to play more. Watch
a toy with lights. how they copy facial expressions.

Month 2: Getting stronger Month 5: Better sight

Look at their little head! They can hold it up for longer
now. Watch out for their first smile and listen for their
first sounds.
Month 3: Some movement
They try to hit things with their hands.
Babies can see in full colour and they can recognise
people. They start to roll over.
Month 6: Big changes
They learn to sit up, eat solid foods and understand
the word ‘no’!

2 Read and answer the following questions.

a Why is it normal for a baby to make a lot of noise?
b Read the stages of monthly developments. What changes are
important for babies in terms of recognising their family?
c Which developments are important for learning how to interact
with others?
3 With your partner, discuss why you think human infants have a
longer infancy than other animals.

DISCUSS WHAT WE KNOW

Use the I used to think, Now I think thinking routine to answer

these questions about the unit.

What allows
What makes us
How do humans change humans to grow
How is the human human?
over time? and live?
body organised?

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 10 UNIT 1

How is the human body organised?

All living things are made up of tiny units called cells.

1  Listen to five
Living things can be:
statements about how
• unicellular (a single cell), like bacteria the human body is
• multicellular (more than one cell), like humans. organised. Are they
true or false?
In multicellular living things, cells build on each other to form different
levels of organisation.

Building a human

Cells, the basic units of life,

cell (epithelial)
have different functions.

A tissue is made up of cells that

tissue (lung epithelium)
perform the same function.

An organ is formed from two or

organ (lungs)
more different types of tissue.

Organs work together within each

organ system (respiratory system)
organ system to carry out a function.

In the human body, organ systems

organism (human body)
work together to keep us alive.

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 WE ARE HUMANS 11

What makes us human? 1  In pairs, take turns

to discuss three
characteristics that
Humans share some characteristics with other animals: make us human.
chimpanzees, for example, can stand upright. Other characteristics Use these words:
are only specific to us: we can develop technology. brains, language, legs,
infancy, problems, self-
awareness, technology,
thumbs.

Our opposable
thumbs allow us to use
tools and hold objects.

Humans stand upright and Humans have the longest

are bipedal animals (using infancy in the animal
two legs to walk and run). kingdom. From birth, adults
care for infants and teach
them how to do things.

As humans we are conscious

We can communicate not only of the world around
with each other us, but also of ourselves and
through language. our own identity We can solve complex
(self-awareness). numerical problems.

Large, complex brains allow us

to understand, learn and store We can create and
information, make deliberate develop technology.
choices and be creative.

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 12 UNIT 1

How do humans change over time?

Our bodies change continually and gradually from day to day. There
are several stages in the life cycle of a human.

The foetus In old age,

grows in the adults get
womb. older, shorter
and weaker.

Nine months
later, a baby is
born. The baby Middle age
learns to hold (40–60) is
their head up, sit when ageing
and crawl and say begins to show.
some words.

After a year, the

By adulthood
baby is a toddler
(19–39), the
and learns to walk,
human body is
run and say about
fully developed.
100 words.

Childhood starts at From 10 to 14 is early adolescence. By late adolescence (15–18),

age 3. Children learn The reproductive system begins teenagers’ bodies are almost
new skills, like reading. to develop (puberty). fully developed.

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 WE ARE HUMANS 13

What allows humans to grow and live?

Humans, like all living things, perform three vital functions:

nutrition, interaction and reproduction. These three functions allow
us to grow and live.

Nutrition is the process of taking in food and

oxygen to obtain energy to live, interact and
reproduce.
The digestive system, respiratory system,
circulatory system and excretory system are
involved in the vital function of nutrition.

Interaction allows humans to receive

information and react to changes around them.
The five senses, the nervous system and the
locomotor system are involved in interaction.

Reproduction is the growth of new cells and the

creation of new life.
The male and female reproductive systems
enable reproduction and allow the human species
to survive.

1  In pairs, take turns to give clues about 2  Listen to the conversations. Which vital
a stage in the human life cycle. Can your function are they speaking about in each
partner guess the stage? conversation?

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 14 UNIT 1

LANGUAGE CORNER

Time to speak
1 
Look at the pictures of Tom and Sally on holiday. With your
partner, tell the rest of the story. Use the pictures to help you.

Tom and Sally were doing some sightseeing in a new city. They were
looking at a wind turbine while they waited for the tram …

SPEAKING TIP
Suddenly, the tram (stopped) ...
2 
Discuss these questions with your partner. After a while, they (got off) …
They started walking towards ...
a Do you prefer walking or cycling to school?
Eventually, they (arrived at) …
b How often do you use public transport?
I (always / sometimes / never) use public
c Would you like to travel in an electric vehicle? Why?
transport.

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 WE ARE HUMANS 15

science workshop
Comparing characteristics of humans
and other animals Materials:
Choose • downloadable template

In groups, choose two animals from the box. • internet access

• printed images
crow dolphin gorilla
elephant dog octopus
orangutan orca sea otter

Look at the table in the downloadable template.

a What characteristics are listed in the table?

b Complete the table with information about humans.

Research
Search online to find out more about your chosen animals. Investigate
the characteristics of each animal.
Make a note of any other interesting information you find to share with
your group.
You can print any relevant photos that help explain your answers.

Make
Complete the table with your information. Include any additional facts
sea otter
or photos.

Share
Join another group and present your findings. Make notes when the
other group is speaking.
a What animals did they choose?

b Do their animals share more characteristics with humans than

the animals you chose?
PUBLIC SPEAKING
Make conclusions Your presentation should have
an introduction, a body and a
Analyse the information in your table and the notes you made.
conclusion.
What are the three most common characteristics humans share with
the animals presented? In the introduction, share a
surprising fact to get your
Present your conclusions. audience’s attention.

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 16 UNIT 1

unit activities
How is the human body organised? What makes us human?

1 Look at the images. In your notebook, name 5 In your notebook, match the two columns.
the living things you see. Which is the odd 1 stand a brain
one out? Why?
2 opposable b awareness
a b 3 long c upright
4 complex d problems

5 self- e languages
6 speak f infancy
7 solve g thumbs

6 Listen to the five monologues. In your

notebook, match each one with a human
characteristic from activity 5.

7 Describe what you see in the two photos.

c d
What are the differences
between them? What human
characteristics do you think
have allowed us to develop?
Use the Think-Pair-Share
thinking routine to answer
the questions.

2 In your notebook, explain with examples the

difference between unicellular and
multicellular living things.

3 In your notebook, complete each sentence


with one word.
a The basic units of life are .....

b ..... work together within each organ system.

b
c A ..... is made up of cells that perform the same
function.
d An organism is kept alive because organ ..... work
together.
e An ..... has two or more types of tissue.

4 In your notebook, give examples of three organs

and the organ system each of them belongs to.

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 WE ARE HUMANS 17

How do humans change over time? What allows humans to grow and live?

8 In your notebook, label the photos a–f with 12 Complete the paragraphs about the vital
the words in the box. functions in your notebook. Then listen and
check.
baby childhood
a ..... is the growth of new cells and the creation of
adulthood middle age
old age toddler new complete organisms. It is necessary for the
human species ..... .
b The function of ..... allows humans to react to
a b
their environment using their ..... , and their
nervous and locomotor systems.
c The consumption of ..... and oxygen to obtain
energy is called ..... . It is necessary for all functions.

c d 13 In your notebook, write if the sentences are

true or false. Correct the false ones.
a The excretory system is involved in the function
of reproduction.
b The five senses are involved in the function of

e f interaction.
c The locomotor system is involved in the function
of nutrition.

14 In your notebook, copy and complete the

table with the names of systems involved with
9 Listen to six descriptions. In your notebook, the three vital functions.
match each description with the photos from
activity 8. circulatory excretory digestive
locomotor nervous reproductive
10 Which three life cycle stages are not
mentioned in activity 9? Write them in
your notebook. Then, for each one, write reproduction interaction nutrition
a characteristic.
..... ..... .....
11 In your notebook, answer the questions with
the name of a lifecycle stage. 15 In your notebook, write the vital function

In which stage …
each of the following words is related to.
a are bodies fully developed? a oxygen

b does a person begin to show signs of getting old? b foetus

c is a person able to hold their head up for the first c food
time? d muscles
d does a person grow inside another body?
e hearing

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 18 UNIT 1

visual summary

TIPS + TRICKS
• Draw using straight
or curved lines. There
are lots of
possibilities!
• Use simple shapes for
the parts of the face.
• Combine different
styles and create your
own.

189180_OTB_5PRIM_SCIENCEg_SB_Term1_Unit01.indd 18 27/4/22 15:43


unit review
1 Create an infographic with the title: ‘Building
a human’. Your infographic should:
• explain the basic components of the human body
• explain the vital functions the human body
performs in order to survive
• contain photos and / or illustrations
• contain labels and captions.
2 In your notebook, draw a mind map to
represent the different stages of the human
life cycle. Include key words which represent
the things people can do in each stage.
3 You are going to design a new medical-social
centre to help people in different stages of
their life. You can build four age-related areas
only. In your notebook, design a plan of your
centre and write a description about each
area, including:
• what age group each area is for
• what services each area will provide.
4 Use books or look online to research species in
the animal kingdom that share characteristics
with humans. Look at the list below and, in
your notebook, write an example species for
each one.
Which animals can …
• communicate with a type of language?
• use tools?
• move on two legs?
• remember things?
VISUAL CHALLENGE
In your notebook, draw each organ following the steps in the Tips + Tricks section.
189180_OTB_5PRIM_SCIENCEg_SB_Term1_Unit01.indd 19
WE ARE HUMANS 19
5 In your notebook, write if the sentences are
true or false. Correct the false ones. Work
individually or discuss in pairs.
a There are four vital functions which allow
humans to grow and live.
b Humans are bipedal animals.
c The respiratory system is an example of an organ.
d Tissues are made up of two or more types of cells.
e Early adolescents have fully developed bodies.
6 Write five ‘How to’ tips for your classmates
with the title: ‘How to look after your body’.
7 Do some research to create a fact file about
one of the different types of animal tissue.
In your fact file you should include:
• the name of your chosen type of tissue
• what it is made up of
• example functions
• in which organ or organ system it is found.
8 Roleplay. In pairs, act out the following
situation.
Pupil A:
You are an alien being from another planet. You are
going to interview a human being to find out about
their vital functions, characteristics and abilities. Your
English is very good.
Pupil B:
You are going to meet an alien being from another
planet. Explain to the alien how human beings are
built and what characteristics they have.
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