4 Let’s experiment with matter

and energy!
OUTLINE

Matter It is what forms everything that exists around us.

The amount of matter in

Mass
It has got two a substance.
measurable
properties The space that a
Volume
substance occupies.

It can be found in It can change

three states

Chemical changes: its Physical changes: it changes

composition changes and in appearance, but not in
Solid Liquid Gas new substances appear. composition.

Different types of matter from Hardness

which objects are made.
Elasticity
Materials They can be natural or artificial.
Conductivity

Properties
Buoyancy

Machines

They are new things that

They help us to perform Inventions are created to perform a
tasks with less effort using specific function.
less energy.

Structures

Simple Complex Materials

Objects
Can be
Tools

Machines

Processes

102
 Digital resources Inclusion and attention to diversity Assessment Classroom

WHAT
¿QUÉARE
VAMOS
WE GOING
A APRENDER?
TO LEARN? RESOURCES

Opening page Initial video

Learning experience. What SDG video. Goal 11
do you think?; What is going Worksheets. ICT Plan
on around you?; What can
you do to help?; What do you
need to know to take action?
SDG 11. sustainable cities and
communities

Matter  udio. What are things made of?

A
What are things made of? Presentations. Measuring instruments; How mass is
measured; How volume is measured
Interactive activities. Check what you learned

Physical and chemical changes  udio. Can matter change?

A
Can matter change? Presentation. Other changes that matter undergoes
Interactive activities. Check what you learned

Materials  udio. What do we use to make things?

A
What do we use to make Presentation. Natural products that have been
things? important to society
Presentation. We manufacture artificial materials
Infographic. The use of materials in history
Interactive activities. Check what you learned
Microscope
STEAM
Machines  udio. What machines help us?
A Protagonists.
What machines help us? Infographic. Machines and tools that made history Materials to
Presentation. How some simple machines work learn about
Presentation. Jobs and simple machines Beulah Louis
Presentation. Jobs and complex machines Henry
Video. How do machines work?
Video. I’ll tell you in a moment. The machines
exhibition
Interactive activities. Check what you learned

Inventions  udio. How do we invent things?

A
How do we invent things? Audio. Alexander Fleming
Interactive activities. Check what you learned

Projects Interactive activities. Check what you learned

How do we do a project?

Video game  orksheet. Learn how to use Scratch

W
How do we make a video game? Worksheet. ICT Plan worksheet 6
Video. How to programme in Scratch
Interactive activities. Check what you learned

Portfolio  hoto album

P
What have I learned? De cerca
Take action Reinforcement worksheets
How have I learned? Extension worksheets
Assessments. Basic and competence-based

103
Resources
Digital resources
Initial video
SDG video. Goal 11 4 let’s experiment
Worksheets. ICT Plan

with matter and

energy! 11

My toys work in different ways.

Sometimes, I disassemble
them to learn how they work.

WHAT
DO YOU
THINK?
whaT Is
goINg On
Do you disassemble things arOUND you?
to see how they work? WHAT
cAN you
What materials are
do To HElp?
your toys made from?
We use many materials
to make toys. Some
materials, like plastic,
Let’s discover what
can damage
your favourite toy is
the environment.
made of and how
it works!

TAKE
ACTIon

70

LearnIng experience SDGs Opening Image

The initial Learning experience features a boy SDG 11. Sustainable The image shows a boy admitting that,
who talks about his toys. He enjoys reflecting cities and apart from being curious about how
on how his toys work and disassembling them. communities. his toys work, he also disassembles
In many cases, pupils will have experienced Make cities and them in order to know how they work.
firsthand disassembling a toy out of curiosity human settlements Under the main photograph, we see an
and the fear of not being able to put it back inclusive, safe, illustration depicting a girl taking apart
together again. This situation is intended to be resilient and a toy with a screwdriver. Both images
motivating and familiar, an engaging starting sustainable. help pupils visualise the situation and
point for the learning experience. make connections with their own
experience.

104
 Keys + info anayaeducacion.es
Linguistic plan
u NEeD To
WHAT do yo ?
aKe aCTIOn Linguistic skills: oral expression.
knOW To T
You can try to hold a debate about the
information in What is going on around
you? by asking pupils to reflect on it
and suggest solutions.
Matter
1 WhAT ArE ThIngS
MADE oF?
Complementary activities
To motivate learning
• Outline the initial situation through
CAn MATTEr
ChAngE? 2 Physical and
chemical changes the introductory text and images.
Briefly discuss the aspects that attract
the pupils’ attention. Questions may
be asked such as: What kind of toy is
Materials
3 WhAT Do WE USE
To MAKE ThIngS?
the boy disassembling? Do you have
any similar toys? What other types
of toys do they like? Can they be
disassembled?
WhAT MAChInES
hELp US? 4 Machines
• Discuss the first of the questions in
the What do you think? section. Pupils
can be invited to bring in some simple
toys and disassemeble them together
in the classroom to see how they
Inventions
5 hoW Do WE InVEnT
ThIngS? work.
• Discuss the second question in the
What do you think? section. It may be
interesting to come up with a list or
hoW Do WE Do
A proJECT? 6 Projects wall display (physical or digital) with
examples of materials their toys are
made from.

Video game 7 hoW Do WE MAKE

A VIDEo gAME?

71

What do you thInk? what Is goIng Take action What do you need
on around you? to know to take action?

The questions This section The Take action activity The sections into which the learning
are based on explains that is presented. This time, experience is organised are presented.
the pupils’ own the use of some pupils are asked to It explores the concept of matter, the
experience in materials can have a investigate one of their concept and the role of machines in
disassembling toys negative impact on favourite toys from human societies. Then, it follows with
and offer a guide the environment. the standpoint of the the concept of invention, the ways
to reflect on the materials they’re made inventions help us solve problems and
materials they are from and how they the phases involved in developing a
made from. work. project are outlined. Finally, the learning
experience offers proposals to motivate
pupils to do their own projects and
video games.

105
Resources
Digital resources
1 Matter

WhAT ArE ThIngS MADE oF?

Audio. What are things made of?
TH IN K
 resentations. Measuring instruments;
P
What does your favourite toy weigh?
How mass is measured; How volume is
measured
1 Look, listen and read.
Interactive activities. Check what you We call different types of matter substances or materials.
learned All the things around us are made of matter.

Properties of matter

Mass
Volume
The amount of matter
The space that a
in a substance.
substance occupies.
Measured in: grams (g)
Measured in:
or kilograms (kg)
millilitres (mL) or
litres (L)

200 g
1L

50 mL

ConnectIon to the learning

States of matter
experience
The Think question presents the Liquid
Solid Gas
concept of matter in a motivating
way. The outline that follows
analyses mater, its properties
(mass and volume) and its states
(solid, liquid, gas). Some practical
examples and exercises clarify the
new concepts. The Now I know
Matter doesn’t change Matter can change Matter can change
section summarises the two basic shape or volume. shape but not volume. shape and volume.
properties that characterise matter:
mass and volume. 72

Audioscript Answer key

We call different types of matter substances or
materials.
All the things around us are made of matter.
Properties of matter:
Mass. It is the amount of matter in a substance. We
measure it in grams or kilograms.
Volume. It is the space that a substance occupies. We
measure it in millilitres or litres.
We can find matter in three states:
• Solid. Matter doesn’t change shape or volume.
• Liquid. Matter can change shape but not volume.
• Gas. Matter can change shape and volume.
1 Open answer.
2 1b, 2a.
3 a) The shape and the volume of a solid don’t change.
b) Liquids can change shape in different containers.
Their volume doesn’t change.
c) Gases change shape and volume to fill different
containers.
Your turn. Liquid and gas superpowers!
1 Suggested answer:
To find out which container has got more liquid, we
have to measure its volume. Judging by the level
of the liquid in the beakers (before pouring it into
their respective containers), we may believe that the
volumes are identical. But the shapes of the flask

106

2 Look at the pictures and choose the correct answer.
1
1) What is the mass of the rock?
a) 13 kg b) 306 g c) 12 g
2) What is the volume of the rock?
a) 10 cm3 b) 70 cm3 c) 50 cm3
3 Copy and complete the sentences in your notebook.
a) The ••• and ••• of a solid don’t change.
b) Liquids can change ••• in different containers.
Their ••• doesn’t change.
c) Gases change ••• and ••• to fill different containers.
Your turn!
LIQUID AnD gAS SUpErpoWErS!
1 Look at pictures 1 and 3. The water in flask
1 doesn’t reach the top. The water in dish 3
reaches the top. Which one contains more
water? Think.
2 Look at picture 2. The small container is full
of blue gas. We want to move the blue gas to
the bigger container. Draw the two containers
in your notebook. Use blue paint to colour the
volume of the gas in the bigger container.
3 Imagine you are a superhero. You have got the
superpower to become a gas or a liquid. Which
do you prefer? Tell a classmate.
NOW I KNO W…
Matter has got mass and it occupies space (volume) inside
a container.
and the dish are very different, and since liquids take
on the shape of the container that holds them, it is
misleading to rely on the level of the liquid in its final
container.
2 Suggested answer: The children’s drawings should
show the container with the larger volume painted
entirely in blue. Remember that gases tend to occupy
the entire volume of their container.
3 Open answer. Encourage fun free talk with this
imaginative activity.
Teaching suggestions
To support learning
1 Before listening, elicit prior knowledge. What do you
know about the properties of matter?
Keys + info anayaeducacion.es
Developing thinking
2 Interpreting images and developing a
well-grounded response to them.
Keep in mind
• Mass and volume are also called
general properties of matter. Another
one not included under this heading is
weight.
• The concepts of mass and weight are
often confused, but they are not the
same thing. Weight is a measure of
the force with which Earth’s gravity
attracts a body of a given mass.
Weight is expressed in units of force
such as Newtons (N).
• It is easy to identify substances that
we can see or touch as matter. You
could point out to the children that
other things we cannot see or touch,
such as air, are also composed of
matter.
1
2
3
ChECK
WhAT YoU
LEArnED
73
To extend learning
1 Measuring the mass of a stone is easy. All you need is
a scale. However, measuring the volume of a stone is a
bit more complicated, but let’s learn how to do it. You
need a beaker, water and a stone.
Procedure: 1. Take the beaker and add water up to
the 100 mL mark. 2. Put in the stone and note up to
which mark the water reaches now. Imagine that the
water now reaches the 170 mL mark. 3. The volume
of the stone can be calculated by subtracting that of
the beaker before and after adding the stone. In our
example it would be: 170 mL – 100 mL = 70 mL. The
volume of the stone is 70 mL!
107
Resources
Digital resources
2 Physical and chemical changes

CAn MATTEr ChAngE?

Audio. Can matter change?
Presentation. Other changes that
matter undergoes
Interactive activities. Check what you
learned
TH IN K
What happens when you heat water?
1 Look, listen and read.
Matter can experience two types of changes:

Chemical changes

The appearance and

composition of matter
change.
New substances
appear.

combustion oxidation

Physical changes

The appearance of matter changes but Solid Liquid Gas

its composition doesn’t change.

ConnectIon to the learning Changes of state

experience They happen when we heat or cool matter.

The Think question presents a

simple example of a change in
matter that seeks to appeal to
the pupils’ own experience and
connect to the initial situation.
Simple examples and experiments
encourage pupils to become more
aware of changes in their own
environment. The Now I know solid to liquid liquid to gas
section summarises physical and
chemical changes. 74

Audioscript 2 Suggested answer:

Matter can experience two types of changes:
Chemical changes. The appearance and composition of
matter change. New substances appear. Some examples
of chemical changes are combustion and oxidation.
Physical changes. The appearance of matter changes
but its composition doesn’t change. One example of
physical changes are changes of state. They happen
when we heat or cool matter, for example, from solid to
liquid or from liquid to gas.
Answer key
1 Open answer.
Your turn. Ice, liquid water and vapour
1 Water vapour condenses on the mirror.
a) Liquid state: tap water, pond in the park, river in my
city or town, etc.
b) Solid state: ice cubes in the freezer, frozen puddles
in winter, snow in the mountains, etc.
c) Vapour state: hot shower, water where pasta is
being cooked, etc.
Teaching suggestions
To support learning
1 Before listening, draw the pupils’ attention to the
images. What changes can we see in these images?
What is happening to these objects?
To extend learning
1 Say whether the following changes in matter are

108
 Keys + info anayaeducacion.es
Your turn! Linguistic plan
You will need…
ICE, LIQUID WATEr AnD VApoUr • Tap water Language skills: oral expression
• Ice-cube tray
We can find water in three different states. Let’s do an • Freezer Developing speaking skills. Describing.
experiment at home to turn it into different states. • Clock
• Stove
Step 1
Fill an ice-cube tray with water and put
• Pot with lid Keep in mind
• Lid of the pot
it in the freezer. The water turns into ice. • You can take the opportunity to
This is called solidification. provide some examples of chemical
Step 2
1 Take the ice-cube tray from the
changes in matter. Combustion and
freezer and leave it in the sun. The oxidation shown in the picture of
ice turns into liquid water. This is page 74. You could also talk about the
called fusion.
fermentation of foods.
2
• We suggest paying attention to
the key to distinguish a physical
change from a chemical one. In the
Step 3
Put water in a pot. Ask an adult to help former, there are no changes in the
you heat it. Steam comes out of the pot. composition of matter, while in the
This is called evaporation. Step 4 latter, there are. An iron bar does
3
Put the lid on the pot. Then, take it not change its composition when
off. There are drops of water in the
it expands (physical change), but
lid. This is called condensation.
it does change it when it oxidises
4
(chemical change).
• Recall that changes of state are
examples of physical changes in
matter.
1 When you take a shower, the bathroom
mirror gets steamy. Why? • You can do simple experiments in
2 Think about your surroundings. Where
class to illustrate changes of state:
can you find water in each state? Tell a I know
for example, putting butter in the
classmate. What
wasp
Sun (melting), placing a dish of water
s.
liquid or a ga under a lighted radiator (evaporation),
The fountain in the be a solid, a
1. Water can he at it
park has got liquid en we
ges state wh blowing your breath on a glass
water. 2. Water chan
or cool it. (condensation), etc.

NOW I KNO W…
ChECK
WhAT YoU
Matter can experience chemical changes (burning paper or wood) LEArnED
and physical changes (heat turns water into a gas).

75

physical or chemical. Support your answer. 3 When we cook, we often notice changes in the state
a) Pedro breaks the cardboard of the cookie box. of matter. Think of and list two examples of changes
Solution: physical change of state that occur during cooking. Explain what type
of change of state it is. For example: making steam by
b) Manuela inflates the ball before playing. Solution:
boiling water (evaporation), freezing yoghurt to make
physical change
ice cream (freezing).
c) Santiago lets the dough rise. Solution: chemical
4 When water changes from a liquid to a solid state, its
change
volume changes. Does it occupy more or less volume?
d) Carlota’s keys have rusted. Solution: chemical Investigate what happens if you put a glass bottle
change filled with water in the freezer. Why do you think this
2 Write the correct choice in your notebook. happened?
a) For water to solidify, it has to cool/heat up. Answer: Water in the solid state occupies a larger
b) For water to evaporate, it has to cool/heat up. volume than liquid water. For this reason, the bottle
may break.
c) For ice to melt, it has to cool/heat up.
5 During digestion, food undergoes physical and
d) For water vapour to condense, it has to cool/heat
chemical changes. Think about and write in your
up.
notebook an example of each of them.

109
Resources
Digital resources
3 Materials

WhAT Do WE USE To MAKE ThIngS?

 udio. What do we use to make
A
Are there artificial
things? TH IN K
materials in nature?
What materials can you use to make toys?
Presentations. Natural products that
have been important to society
1 Look, listen and read. No, there aren’t.
 resentation. We manufacture artificial
P There are natural
Materials are different types of matter. We use
materials materials in nature.
different materials to make objects.
Infographics. The use of materials in
Types of materials
history
Interactive activities. Check what you
learned
Natural Artificial

They come directly from nature. We don’t We produce them by transforming natural
transform them. materials.
ConnectIon to the learning
experience Properties of materials

The Think question connects back

to the initial learning experience
and the common thread of toys, in Hardness Elasticity Conductivity Buoyancy
this case to introduce the concept
of material. Then, the outlines
differentiate between natural and
artificial materials and focus on
the properties of the materials.
Some simple exercises encourage
pupils to get familiar with the
When the materials
concepts of hardness, elasticity, How difficult it is to
When we can stretch
transmit heat or
the materials and they When the materials
scratch, break or electricity. They can
conductivity and buoyancy. The deform the materials.
return to their normal
be conductive or
float on water.
shape.
Now I know section concludes that insulating.

the properties of the materials

determine their use. 76

Audioscript • Buoyancy. When the materials float on water.

Materials are different types of matter. We use different
materials to make objects. Answer key
There are two types of materials: 1 Open answer.
Natural materials. They come directly from nature. We 2
Natural Artificial
don’t transform them.
Artificial materials. We produce them by transforming The glass in a cup
The leather in shoes
natural materials. The cardboard in a cereal
The cotton in a T-shirt
box
Some properties of materials are:
The floors in a house may
• Hardness. How difficult it is to scratch, break or deform be artificial and/or natural.
the materials.
• Elasticity. When we can stretch the materials and they 3 a) A material that you can scratch easily is not very
return to their normal shape. hard.
• Conductivity. When the materials transmit heat or b) A material that gets hot quickly is a good
electricity. They can be conductive or insulating. conductor of heat.

110
 Keys + info anayaeducacion.es
Cooperative learning
2 We all
Make a table and classify these materials into natural
contribute
Using the Adding technique to
and artificial.
reformulate pupils’ responses.
the leather in shoes the glass in a cup the cardboard in a cereal box
Keep in mind
the floor in a house the cotton in a T-shirt the copper in cables
• The difference between properties
such as mass and volume and
3 Copy and complete these sentences with the correct word in
your notebook. buoyant particular properties such as strength
a) A material that you can scratch easily is not very ••• . conductor or elasticity is that the latter depend
b) A material that gets hot quickly is a good ••• of ••• . elastic on the type but not the amount of
c) A material that doesn’t return to its original shape after heat matter.
stretching it is not very ••• .
hard • Try focusing this section not on
d) A material that sinks in water isn’t ••• .
memorising the properties of
Your turn!
materials but on identifying the
An InVEnTor’S JoB! properties in the materials around
the children.
Dr Bighands is an inventor, but he isn’t very careful.
My name is Doctor Bighands
His most recent invention is a wooden frying pan • Knowing the materials properties is
and I’m an inventor. I think of
with a steel handle. ideas for new things, and very important so we can know what
I design and make them. to do with them (see the box Using
1 Answer these questions.
the properties of materials).
a) Is this frying pan a good invention? • This could be used to show children
b) Which properties of steel and wood that many new technologies depend
did the inventor forget?
on the development of new materials
c) How can you make his design
better?
(e.g., silicon panels for photovoltaic
solar panels).
2 Dr Bighands has got more ideas.
Are the materials good choices for
these objects? Why?
a) A glass football
b) An ice window
c) Metal socks

Language bank
ChECK
WhAT YoU There are/aren’t
LEArnED
NOW I KNO W… There is/are questions
We have to think about the properties of —Are there artificial materials in
materials that we use to make new things.
nature?
—No, there aren’t. There are
77
natural materials in nature.

c) A material that doesn’t return to its original shape Teaching suggestions

after stretching it is not elastic.
To support learning
d) A material that sinks in water isn’t buoyant.
1 Before listening elicit prior knowledge about artificial
Your turn. An inventor´s job! and natural materials. Ask your pupils about the class
1 Suggested answer: a) Dr Bighands’ special pan furniture. What is the desk made of? Where do these
will not succeed because he has chosen the wrong materials come from? Are they natural or artificial?
materials. b) Dr Bighands has not taken into account To arouse curiosity and broaden learning
that wood is a poor conductor of heat but steel is a
1 Open your pencil case, look at the objects it contains
good one. c) I would use steel to make the part of the
and now tell what natural and artificial materials you
pan that is placed on the burner, and I would make the
find inside.
handle out of wood to avoid burning myself.
2 Elasticity and plasticity are not the same thing. On the
2 Suggested answer: a) I would use rubber because it is
Internet, research the difference between these two
elastic. b) I would use glass because it is transparent
properties of materials and write the answer in your
and can withstand heat. c) I would use wool, which is
notebook.
an insulator.

111
Resources
Digital resources
4 Machines

WhAT MAChInES hELp US?

Audio. What machines help us? (I)
TH IN K
Audio. What machines help us? (II)
What machine do you use every day? How does it work?
Infographic. Machines and tools that
made history 1 Look, listen and read.
 resentation. How some simple
P Machines are devices that help us do tasks. They need energy to
work.
machines work
Presentation. Jobs and simple Types of energy
machines
 resentation. Jobs and complex
P Human force Electricity Fuel Solar energy

machines
Video. How do machines work?
Video. I’ll tell you in a moment. The
machines exhibition
Interactive activities. Check what you
learned Types of machines

Simple machines Complex machines

haven’t got many parts. have got many parts.

ConnectIon to the learning

experience
The Think question encourages
pupils to think about machines they
use every day and the way these
machines work. Then, the outlines
focus on different types of energy 2 What type of energy do these machines need to work? Talk to a
and different types of machines. classmate.
Some simple exercises encourage
washing machine What type of energy
pupils to get familiar with the types
does a stapler need?
of energy machines use. The Now I scissors plane
know section concludes that there A stapler needs
stapler
are different types of machines that human force.

help us, no matter if they are simple

or complex. 78

Audioscript The lever. It is a bar that moves over a point. It increases

Machines are devices that help us do tasks. They need our force.
energy to work. The pulley. It is a wheel with a rope. It transports heavy
There are different types of energy, like human force, objects.
electricity, fuel and solar energy.
There are two main types of machines: Answer key
Simple machines haven’t got many parts. Some 1 Open answer.
examples are the corkscrew, the broom, the hammer, the 2 Washing machine: What type of energy does a
pulley, the wheel, the wheelbarrow and scissors. washing machine need? A washing machine needs
Complex machines have got many parts. Some examples electricity.
are the washing machine, the bicycle, the crane, vehicles Scissors: What type of energy do scissors need?
like the ambulance, the vacuum and the laptop. Scissors need human force (there are also electric
Some important simple machines are: scissors).
The inclined plane. It is a ramp. We use it to move heavy Plane: What type of energy does a plane needs? A
objects easily. plane needs fuel.

112
 Keys + info anayaeducacion.es
Developing thinking
3 Look, listen and read. Applying the Think and share in pairs
developing thinking technique to
Some important simple machines
activity 2.

Inclined plane Lever Pulley ICT

It is a ramp. We use it to
move heavy objects easily.
4 What simple machines
can you recognise in the
picture? Say what type
they are.
Go to ‘I’ll tell you in a moment’ at anayaeducacion.es to learn
more about simple and complex machines.
Computatio
thinking
nal
USIng MAChInES
We have to be careful when we use machines.
1 Read the table. The pictures are like a
code! Draw other symbols for the text.
2 Which safety measures do you
recommend for these situations?
a) Riding a bike.
b) Using a hairdryer.
c) Using scissors.
d) Using a battery-powered robot.
Using ICT to search for and check
information to better understand
the contents of the section at
anayaeducacion.es
It is a bar that moves over a It is a wheel with a rope. It
point. It increases our force. transports heavy objects.
Keep in mind
• The best way for pupils to understand
simple machines is to bring examples
of each of them to class, or if this is
impossible, to watch videos to see
how they work.
• You can also observe a complex
machine that is not too complicated
and does not work with electronics,
such as a windup clock, a music box,
toys with gears, a car made with
Using machines responsi
bly detachable parts, etc.
Read and follow the instr
uctions. • In this section, it is not essential for
Ask for help.
pupils to memorise the definitions
Don’t plug in or unplug of each simple machine. However, it
devices with wet hands.
is important for them to be able to
Turn off devices when name and identify them.
you aren’t using them.
Use protective equipme
nt.
Remove batteries when
you aren’t
using them. Recycle batt
eries.

NOW I KNO W…
ChECK
WhAT YoU
Machines help us do many things. LEArnED
For example, we use pens to write.

79

Stapler: What type of energy does a stapler need? A Teaching suggestions

stapler needs human force.
To support learning
3 Open answer.
1 Before listening, have your pupils talk about the
4 Open answer. images in the outlines. What energy do these
Computational thinking. Using machines machines need? What is the difference between the
1 Open answer. blue and red machines?

2 Sugested answer: 2 Encourage role-play and speaking practice following

the language sample in activity 2.
a) Riding a bike – Wear a helmet.
b) Using a hairdryer – Don’t plug in or unplug it with To extend learning
wet hands. 1 Look at your bicycle. It is a complex machine made of
c) Using scissors – Don’t play with them. several simple machines. Can you identify the simple
machines on your bicycle?
d) Using a battery-powered robot – Read and follow
the instructions. Answer: wheels, levers (brakes and pedals), pulley
(chain, chainrings and sprockets), calliper (brakes).

113
Resources
Digital resources
5 Inventions

hoW Do WE InVEnT ThIngS?

Audio. How do we invent things?
Audio. Alexander Fleming
Interactive activities. Check what you
learned
TH IN K
Do you know the name of an inventor? What did they invent?
1 Look, listen and read.
An invention is a new thing that someone creates to do a specific job.
Important inventions include:

Some inventions are...

Structures Materials Objects

roof glass book

To protect buildings. To make windows and glasses. To learn.

ConnectIon to the learning

experience
Tools Machines Processes
The Think question encourages
pupils to think about inventions.
Some simple activities guide pupils
to discover familiar inventions
that we use in our everyday lives.
A reference to Alexander Fleming
and the discovery of the penicillin
clarifies further the concepts of mop wheel agriculture
discovery and invention. The Now I
To clean floors. To transport things and people. To grow food.
know section concludes that there
are many inventions, some of them
anonymous, however, they exist to
make us have a more comfortable
life. 80

Audioscript Answer key

An invention is a new thing that someone creates to do
a specific job.
Important inventions include:
Structures. We use roofs to protect our buildings.
Materials. We use glass to make windows and glasses.
Objects. We use books to learn.
Tools. We use the mop to clean floors.
Machines. We use wheels to transport things and people.
Processes. We use agriculture to grow food.
1 Open answer.
2 A chair is an invention that is an object. A hammer
is an invention that is a tool. A bridge is an invention
that is a structure. Paper is an invention that is a
material. A smartphone is an invention that is a
machine.
3 a) 2, b) 3, c) 5, d) 1, e) 4
Your turn. An important discovery
1 An invention is something new that is artificially
created to perform a specific function, while a
discovery is a previously unknown object, living thing
or piece of information that is found, but that already
existed.

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 Keys + info anayaeducacion.es
Developing thinking
2 Are these inventions structures, materials, objects, tools or Application of the Mirror technique.
machines? Classify them. Then, tell a partner.
ICT
Use of digital resources collected on
anayaeducacion.es

hammer
chair
smartphone
paper
3 Match the functions to the inventions.
a) Showing images and sounds.
b) Going up and down in a building.
c) Traveling through air.
d) Making clay pots.
e) Transporting people and things on land.
Your turn!
An IMporTAnT DISCoVErY
Alexander Fleming discovered penicillin.
Listen to the poem about Fleming at
anayaeducacion.es.
1 Read the meaning of ‘discovery’ and
‘invention’. What do they have in
common? How are they different?
discovery: a new place, object or
information that someone finds.
invention: a new thing that
someone creates.
2 Why is penicillin a discovery,
not an invention?
Keep in mind
bridge
• This learning experience includes
knowledge and skills related to
A bridge is an the field of technology, which is
invention that is a
structure.
incorporated into the Science
curriculum throughout Primary
Education according to the LOMLOE.
• The two projects included at the
end of the learning experience meet
the curricular requirements of the
1) Potter’s wheel LOMLOE and are technology projects
2) TV specific to Science. This should not
3) Elevator
be confused with the interdisciplinary
4) Wheel
projects at the end of each term
5) Plane
(linked to the SDGs) or the STEAM
project.
• The contents of this learning
experience can easily be approached
using the TINKERING methodology
(learning by doing or hands-on
learning), whose creative and
integrative approach works very well
to spark pupils’ interest in science and
Alexander Fleming
technology.
NOW I KNO W… • You can take advantage of activity 1
There are many inventions. We to reflect on the differences between
ChECK don’t always know who invented inventions and discoveries, although
WhAT YoU
LEArnED them. Inventios help us have a
you can also point out the relationship
more comfortable life.
between the two concepts. Recall that
the word ‘invention’ comes from the
81 Latin verb invenire, which means ‘to
find’.

2 Fleming did not invent penicillin but discovered it
when he saw that some fungi growing on abandoned
bacterial cultures killed the bacteria. While studying
these fungi, he found the substance responsible for
this antibiotic effect: penicillin.
Teaching suggestions
To support learning
1 Encourage pupils to practice speaking following the
language sample. They can add any other object to
their descriptions.
To extend learning and arouse curiosity
1 Think of three examples of:
a) Inventions that are materials. b) Inventions that
are objects. c) Inventions that are structures. d)
Inventions that are tools. e) Inventions that are
machines. f) Inventions that are processes.
2 Imagine an invention of the future. Describe it, draw it
and name it.
3 Listen to the story in STEAM Protagonists about
Stephanie Kwolek and explain some of her inventions.
4 Watch the video poem about Leonardo from STEAM
Protagonists. Make a mural about his inventions.
5 Look at and listen to the poem about Ada Lovelace
from STEAM Protagonists. Summarise her main
invention.

115
Resources
Digital resources
6 Projects

hoW Do WE Do A proJECT?
Interactive activities. Check what you
learned TH IN K
Do you remember the steps of a project?

Follow the steps in your STEAM toolbox to do these two projects.

nal
Computatio
thinking

proJECT 1: BUILDIng BrIDgES AnD ToWErS

Problem
To build a bridge or a tower. To do this, we need materials
that allow change.
Solution
We can use toothpicks and sweets. We can build
structures that are easy to assemble and disassemble.
We can combine them in different ways to find the
most stable structure.
Material
Toothpicks, jelly sweets, paper and a pencil (for designing).
Steps
Follow the steps in your STEAM toolbox. Make a
task list and decide which materials and tools you
need. Then, give each person a task.
Tips
Try making different models of bridges and towers.
Then choose the best ones.

ConnectIon to the learning

experience
The Think question introduces
pupils to the notion that a project
can be carried out to address a
problem or need identified in our
environment. The projects seek to
motivate pupils and make sure they
understand that they, too, can do
projects. The Now I know section
concludes revising the steps of
a project: thinking, designing,
planning the tasks, completing the
tasks, evaluating and sharing. 82

Teaching suggestions To extend learning and arouse curiosity

To support learning 1 Hold a technology fair to showcase pupil projects.

In both projects 2 Hold a discussion to jointly evaluate the process and

products of the pupils’ projects.
Encourage pupils to work together using English for
communicating during the project. You can gamify the 3 Ask pupils to use the Internet to research other simple
activities penalising the use of any language other than ideas for new projects and present them in class.
English.
You can divide the class into groups and have them
decide which project they want to work on.

116
 Keys + info anayaeducacion.es
nal
Computatio
thinking Linguistic plan
proJECT 2: MAKIng A pApEr BoAT
Linguistic skills: oral and written expres-
Problem
sion
We want to make a paper boat that floats.
Enhancing communication skills in the
Solution
projects.
We can use origami (paper folding) to make the boat.
Material Gamification
Paper, card or origami paper, scissors and a pencil. Doing hands-on activities and using
Steps materials that are attractive to the
Follow the steps in your STEAM toolbox. Make a task list and decide pupils.
which materials and tools you need. Then, give each person a task.
ICT
Tips
Your first boat doesn’t need to be perfect. Origami is difficult. Check resources at anayaeducacion.es
You can try again!
1
4 5
Keep in mind
3
2 • Doing a technology project is a
curricular requirement of the LOMLOE
for this subject in all grades. In this
two-page spread we suggest two
ways to do the project in a simple,
practical way.
6 7 8 9 • The lamp icon accompanying
9 this activity means that it is a
computational thinking activity.
• To do the projects in the classroom,
you can divide the pupils into groups
and let each group choose one of the
two projects.
10 • When making groups, it is crucial to
ensure that you do not inadvertently
arouse attitudes of discrimination
Go to anayaeducacion.es for inspiration. or isolation. You should supervise
the organisation of the groups and
NOW I KNO W… ChECK the distribution of tasks to ensure
WhAT YoU
The steps of a project are: thinking, designing, planning LEArnED that they are fair and that the work
the tasks, completing the tasks, evaluating and sharing.
environment is healthy and conducive
to cooperation.
83

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Resources
Digital resources
7 Video game

hoW Do WE MAKE A VIDEo gAME?

Worksheet. Learn how to use Scratch
TH IN K
Worksheet. ICT Plan worksheet 6
What do you know about programming?
Video. How to programme in Scratch
Interactive activities. Check what you Scratch is a tool for creating stories, animations and games. Let’s use
it to make a video game.
learned
Before you start, go to anayaeducacion.es to learn how Scratch works.
al
tation
Compu king
thin

LET’S MAKE An AnIMATIon!

What do I have to do?
Follow the steps to create a video game:
1) Make an animation: a character who moves across the screen.
2) Create a story: two characters who have a conversation.

How do I make an animation?

1) Choose a stage
Click on to choose a stage. Choose one from picture 1.
For example, a bedroom.
2) Choose a character
Click on to choose a character. Choose one in
picture 2. For example, Avery. Let’s call her Luz. You can
ConnectIon to the learning change the size of your character. 1
experience
The Think question encourages
pupils to focus on programming.
Creating a video game will allow
pupils to apply all the steps that
are part of a project. Simple
instructions guide pupils step by
step on Scratch. The components Scene

2
Object

of an animation, a character Show

Size Direction

and a story, and simple moving

Backgrounds

instructions provide the basic

knowledge and competences for
pupils to take the initiative. The
Now I know section concludes that
we use programming in order to
give instructions to computers and
make them do what we want. 84

Teaching suggestions
To extend learning
1 Ask the pupils if they play any video games, and then
suggest that they design a change that they think
would improve the game.

118
 Keys + info anayaeducacion.es
Gamification
See worksheet 6 from the ICT Plan at Do hands-on activities using materials
anayaeducacion.es for help using your Code for the character’s
computer responsibly and safely. movement
that are attractive to the pupils.

Go to anayaeducacion.es to watch a video ICT

about Scratch. Check resources at anayaeducacion.es

Keep in mind
• Doing a block programming
project step by step is a curricular
Making your character move requirement of the LOMLOE for this
Follow these steps:
subject. On these pages, you will
1) In the bedroom find a very simple way to fulfil this
Tell Luz to move when you click on her. curricular point using Scratch, a free
2) Luz tool that is one of the most frequently
a) She receives the message to move. used for block programming.
b) Use the ‘glide’ block to make her move
• You will find the videos and resources
smoothly.
c) Use the ‘next costume’ block to make her
you need to learn to programme in
walk. Use the ‘wait’ block to control how Scratch at anayaeducacion.es. It’s
fast she moves. easier than it looks!
• This activity requires the use of
Code for the story computers or tablets. It involves
opening the Scratch tool and
following the step-by-step
Creating a story
instructions provided.
Choose another character, for example, a dog. Let’s
call him Canelo. Let’s make Luz and Canelo talk.
Follow these steps:
1) Canelo sends the ‘conversation1’ message.
2) Luz receives the message and sends
‘conversation2’ to Canelo.
3) Canelo receives ‘conversation2’ and answers
Luz.

NOW I KNO W…
NOW I KNO W…
We use programming to give instructions to computers. WhCh ECK
AT YoU
There
The are manymake
instructions things we can
them do towe want.
do what LEArnED
keep our body healthy.

85

119
 My ViSUaL SUMMary
All the things around us
Matter are made of matter.

States of matter
Solid: it doesn’t change shape
or volume.

Liquid: it can change shape,

but not volume.

Mass is the amount of matter in a Gas: it can change shape and

substance. We measure mass with volume.
scales in grams (g) or kilograms (kg). Mass and volume

200 g

1L

Matter
Volume is the space that
a substance occupies. We
50 mL measure volume in special
containers with marks for
millilitres (ml) or litres (L).

Changes in matter

Chemical changes. The appearance

and composition of matter change.
New substances appear.

Solid Liquid Gas

Physical changes. The appearance

of matter changes but its composition
doesn’t change. Changes of state are physical changes.

86

Teaching suggestions • Facilitate organisation, recall and processing of

The My visual summary section aims to summarise
all the contents the pupils have studied throughout
the learning experience. You may aim to have your
pupils read the texts of this section aloud to practice
pronunciation skills.
• Provide pupils with non-linear visual ways to
understand, produce and represent knowledge.
• Help your pupils develop higher-order thinking skills
including analytical skills.
information.
• Help your pupils externalise their knowledge and show
their understanding.
• Make explicit the structural form of knowledge and
relationships between concepts, thereby enhancing
the pupils’ comprehension.
• They attend to different learning styles.
• They are effective organisational tools the pupils can
apply to organise their knowledge.

120
 Materials

Materials are different types of matter.

We use different materials to make objects.

There are natural materials

and artificial materials.

Properties of materials
• Hardness
• Elasticity
• Conductivity
• Buoyancy

Devices that help us do tasks.

Machines need energy to work.
Machines

Types of machines

Simple Complex
machines machines

They haven’t got many parts. For example: They have got many parts. For example:
inclined plane (ramp), lever, wheel, pulley. clock, computer, robot.

Invention An invention is a new thing that someone creates to do a specific job.

87

Visual summaries can be used at the beginning and at
the end of each of the learning experiences. They are
an excellent way to organise and make prior knowledge
evident while setting a good basis for your class to
begin. The interactive visual summary digital resource
allows us to display images and texts gradually or to
display images only.
The latter choice is a great way to introduce upcoming
content and motivate learning. It also promotes group
learning, interaction, and communication. Towards the
end of the learning experience, you can use images
to review concepts and relationships together with
your pupils. This way, you can summarise the learning
experience’s content in a whole-class activity.

121
Resources
Digital resources
Photo album
POrtFOLiO
Interactive activities. Check what you WHAT HAVE I LEARNED?
learned
1 Are these things made of matter? Tick 8 Match the objects with the descriptions.
Inclusion and attention to diversity ‘Yes’ or ‘No’.
1
De cerca Insulating
Yes No A Not elastic
Reinforcement worksheets Hard
Air
Extension worksheets
2
An idea Conductive
Assessment B Not elastic
Orange juice Hard
 ssessments. Basic and competence-
A
Tears 3
based Elastic
C Insulating
Classroom materials 2 Make two word families: mass, litres, Light
volume, scales, measuring jug, kilogram.
Microscope
 TEAM Protagonists. Materials to learn
S 3 Write the three different states of 9 What machine do you need to...
matter. Find two substances in each a) Write a letter.
about Beulah Louis Henry state near you.
b) Join sheets of paper together.
4 Luis says he has got sufficient flour to c) Put a nail in the wall.
make a cake. Ana says she has got 2 kg d) Cut out a shape.
of flour. How can they discover who has
got the most flour? 10 Make these animations using Scratch.
a) A penguin that moves when you press
5 Read the sentences. What changes of the arrow keys.
state do they describe?
b) A bat that changes costume when it
a) We leave chocolate in the sun. flies, when you click on it and when it
b) We put a bottle of water in the freezer. is not moving.
c) We heat water in a pot and steam
comes out.

6 Gonzalo takes an ice cube from the Don’t forget to complete your photo
freezer and puts it in his orange juice. album at anayaeducacion.es.
a) Did heat turn the water into an ice cube?
b) What change of state occurs in the
ice cube in the orange juice?
Traffic lights. Apply this colour code next
7 Copy and correct the sentences. to each activity in your notebook.
a) The shape and volume of a gas can’t I knew the answer.
change.
I needed help.
b) The shape of a solid can change.
I couldn’t answer the question.
c) The volume of a liquid can change.

88

Answer key 7 a) False. Gases have neither fixed shape nor fixed
What have I learned? volume. b) False. Solids have got a definite shape.
c) False. Liquids have got a fixed volume.
1 Air: yes. An idea: no. Orange juice: yes. Tears: yes.
8 1, B; 2,A; 3,C
2 a) mass, kilogram, scales. b) litres, volume, measuring
jug. 9 a) I need a computer to write a letter. b) I need a
stapler to join sheets of paper together. c) I need a
3 Solid, liquid, gas. Open answer.
hammer to put a nail in the wall. d) I need scissors to
4 I would use a scale to measure the mass of flour that cut out a shape.
Luis has got and would express the data in kilograms
10 a) Open answer. b) Open answer.
(it is important that the measures are expressed using
the same units).
5 a) Fusion b) Freezing c) Evaporation
6 a) No, I would use cold to make the water solidify into
ice. b) Fusion

122
 Keys + info anayaeducacion.es
ICT
Developing a digital photo album
available at anayaeducacion.es
Let’s discover what your favourite toy is made from and how it works!
Developing thinking
1 Choose one of your favourite toys. 2 Draw your toy. Then, draw this
Application of the developing thinking
Choose a simple toy that you can organiser around it. Complete the technique I used to think, but now I
open to take out the parts. Ask an organiser. Use the Internet and think.
adult for help. the instructions of the toy to help you.
Emotional education
What parts has it got? Section devoted to metacognition
Is it a simple or a Is the toy new or is it
to encourage pupils to identify their
complex machine? an old invention?
emotions in relation to learning.

Do the parts of the toy

damage the environment?
Drawing and What are the parts of
Can you recycle them? name of your toy the toy made from?
Which recycling bins can
you put the parts into?

What can you do with How does the toy work?

the toy? Does it need energy?
How do you play with it? Which type?

ConnectIon to the learning

hoW hAVE I LEArnED?
experience
Attention Once the projects are completed,
1 Copy the diagram. Choose a number for the pupils are asked to apply
each category. Connect the dots to make 5
a pentagon. A big pentagon means you 4
what they have learned. Some
are learning a lot! 3 exercises follow and then, an
Group
2 Quality 5
2
4
5
work in-depth analysis of a particular
Think and answer. of my work 4 3 1 3

a) How does working in a group help me to

2 1 1
2
toy. First, each pupil chooses a
1 1
learn? 2 2 specific toy. Then, guided by a
3
b) Which classmate helps me to learn the 3
4 graphic organizer, pupils apply
4
most? 5
5
the Associative analysis thinking
c) How does my classmate help me? Solving technique, to analyse the chosen
d) How do I help my calssmate? Studying problems
toy in depth and from a variety of
89 points of view.

Take action learned during the learning experience. For some

1 When choosing the toy, it is important to guide the sections it may be necessary to consult other sources
pupils to ensure they choose toys with a simple of information. If it were convenient, the manuals of
mechanism and recognizable materials. Some many recent toys are usually available on the websites
examples of useful toys for analysis are strollers and of the manufacturers, so, it is possible to consult them
other toy vehicles; articulated dolls, with or without there.
batteries; traditional toys such as yo-yos, spinning
tops or diabolos; mechanical toys that throw balls or How have I learned?
foam darts; mechanical toys with cranks, levers or 1 Open answer. Pupils are asked to create a
pulleys. self-assessment pentagon in order to check in what
Some examples of toys to avoid are electronic toys areas they did well and which areas they can improve
with screens, board games, stuffed animals, non- further.
articulated dolls, balls and balloons. 2 Open answer. It is strongly encouraged to have pupils
2 When filling out the graphic organiser, the group is review their own work, the work of their classmates
expected to give a variety of interesting answers. and their collaboration with classmates, in order to
The essential thing is that pupils consider with calm appreciate the value of group work and collaboration.
each section without losing sight of the concepts

123