OUR BODIES

UNIT 2
Unit 2

OUR BODIES
CONTENTS EVALUATION CRITERIA
Pupils will be able to:

Health and illness Understand the importance of looking after ourselves.

Nutrition Know the body systems which combine to carry out

nutrition.

Digestive system Describe the principal characteristics and organs of the

digestive system.

Reproduction Know the system which is involved in reproduction.

Introduction to scientific activity: sources of information Use different sources of information.

Projects and reports Plan and carry out projects, presentations and reports.

OPENING PAGES UNIT SUMMARY

Song: Healthy habits In this unit pupils will learn about:
• healthy diets

STORY • body systems (circulatory, respiratory, digestive,

excretory, reproduction)
Let’s have a picnic
• how to take care of their bodies and minds
• health problems and preventions
WORK TOGETHER
Measure the fat in the food you eat

LANGUAGE FOCUS
CONTENT PAGES
• Food (types, groups); diet
Body systems
• Healthy habits, daily hygiene, health problems
You grow and change
A healthy diet
KEY STRUCTURES
Look after your health
• It’s important to … to …
Health problems
• To avoid …, you should / shouldn’t …
• … is / are healthy …, isn’t / aren’t healthy …
OUR WORLD
• I can …, I need …
Healthy bodies and minds

REVIEW
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 61

LEARNING STANDARDS KEY COMPETENCES

Pupils are able to:

MST

AUT
SOC

CUL
DIG
LIN

LTL
Recognise and identify healthy habits and health problems.

Identify the systems which combine to carry out nutrition: respiratory, digestive and
circulatory systems.

UNIT 2
Locate the organs of the digestive system: mouth, oesophagus, stomach, large and small
intestine.

Identify the male and female reproductive systems and organs.

Identify that human beings grow and go through different stages of life.

Look for, select and organise concrete and relevant information; analyse, reach conclusions,
communicate the results and reflect on the process.

Carry out simple experiments and investigations.

Consult and use written documents, images and graphs, presenting work in an organised
way, on paper or digitally, either individually or in groups.

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

DIGITAL RESOURCES UNIT TRACK LIST

Scripts on page 222
PUPIL’S IWB
Page 23 1. 26 1. 27
MY COMMUNITY
Page 24 1. 28 1. 29
LEARNING KIT
Page 26 1. 30 1. 31 1. 32 1. 33
• Interactive content activities, Interactive
language activities, Flashcards, Presentations, Page 27 1. 34 1. 35

Song, Multimedia Page 28 1. 36 1. 37

TEACHER’S KIT Page 29 1. 38 1. 39 1. 40

• Teacher’s Book, Test generator, Methodology, Page 30 1. 41 1. 42

Wordlists, Worksheets, Lyrics, Multimedia, 360° Page 31 1. 43 1. 44
evaluations
Page 32 1. 45 1. 46
FAMILY CORNER
Page 33 1. 47
• Presentations, Wordlist, Family guide
Page 34 1. 48

Page 37 1. 49
62

22 OPENING PAGES

SUMMARY
The aim of the unit opener is to find out what pupils
already know about some of the topics in the unit. Use
the picture to review what they know about different
food groups, different stages in life, and healthy habits.

LANGUAGE
• Question words: where, which, who, etc.
• I can …
• There is / are
• Vocabulary: shop, stall, sweets, apples, biscuits, carrots,
meat, nuts, fish, exercise, fruit, water, bread, ham,
healthy, unhealthy, baby, child, adult, young, old

MATERIALS
Digital flashcards.

1. 26–1. 27 Healthy habits song

GETTING STARTED Activity 3

If you are using an interactive whiteboard, focus only
on the picture of the street market, not the questions.
Either elicit ideas about what is happening in the
picture from the class, or point to each part of the
picture asking pupils what the woman is holding, how
many vegetables they can see, who is the oldest and
youngest person in the picture, and what is in the
foreground and background of the picture.
STEP BY STEP PAGES 22–23
Activity 1
Pupils can reactivate previously studied vocabulary
using ideas from the picture. Elicit ideas about healthy
eating, exercise and hygiene.
Activity 2
Read the prompts aloud and use mime and gestures to
make sure pupils understand these. Ask volunteers to
point to examples of each in the picture.
Ask pupils to study the picture to find each of the foods
in the list. Which foods are healthy and which foods are
unhealthy? Encourage pupils to answer in complete
sentences using the Useful language box to help them.
Activity 4
Ask pupils to identify Alex and Carla in the picture and
say what they are doing. Extend the activity by pointing
to other people in the picture and repeating the question
What is he / she doing? Pupils should answer with
complete sentences. Elicit why pupils think Alex and
Carla are buying fruit and vegetables.
Activity 5 1. 26
Run through the photos and words with the pupils.
Listen to the song and have them put up their hands
when they hear the words. Listen again to allow them
to write their answers. Play again to check.
Activity 6 1. 27
Play the song and ask the class to sing along.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 63

23

1. 26–1. 27 HEALTHY HABITS

Taking a walk or rowing a boat,
Eating some vegetables or some nuts!
Taking a shower every day,
Yes! Listen up to what I say!

Chorus:

UNIT 2
Let’s exercise, push and pull!
Let’s exercise, run and jump!
Let’s try and keep good habits,
Eat healthy food, yes that’s it!

Our body needs water to feel good,

It also needs a bit of fruit!
So if you’re feeling down and dull,
Get up, go out and have some fun!

(Repeat chorus)

TARGETED QUESTIONS 360º EVALUATION

 If possible, bring some fruit and vegetables to class
and place them where the pupils can see them. Can
you see anything in the classroom that you might
find at a street market?
 Ask pupils to touch the different items. What
does it feel like? (soft, smooth, rough, etc.). These
can also be placed in an opaque draw-string bag for
pupils to touch and guess the item.
 Which foods are your favourite? Ask pupils
to name foods in the picture that they like eating.
Pupils then identify foods in the picture that they
should eat more of for health reasons.
 Which stall would you like to help on?
Ask pupils to identify the stall they would like to help
on in the picture, and say why.
Download, print and hand out the Diagnostic test and
Self-evaluation form for pupils to complete.
SOLUTIONS
1 Pupils’ own answers.
2 Someone who likes doing exercise (girl holding
a tennis racquet, girls riding bikes); someone
eating healthy food (man eating a banana, boy
and girl eating nuts); someone buying fish
(woman at the fish stall); someone smelling an
orange (woman in foreground).
3 Apples, carrots, meat and nuts are healthy;
sweets and biscuits are not.

4 Alex and Carla are at the fruit and vegetable

WRAP IT UP
Play ‘True or false’ using the opening picture. Describe
things you can see in the picture and pupils tell you if it
is true or false.
stall. They are buying apples. Their reason for
doing this is probably to have a healthy diet.
5 Vegetables, nuts, exercise, water, fruit.
64

24 STORY

SUMMARY
This page opens with a story in which your pupils see
Carla and Alex going on a picnic with friends. Through
the characters, the class evaluate different foods and have
the opportunity to act out the roles in the story.

LANGUAGE
• Synonyms and antonyms: healthy, not healthy, good for
you, bad for you
• Vocabulary: apples, carrots, bread, cheese, ham,
biscuits, sweet (adjective)
• We have some ... / Do you have some ...?
• I like / don’t like ... / Do you like ...?

1. 28 Let’s have a picnic

1. 29 Activity 1

GETTING STARTED WRAP IT UP

Ask pupils to look at the story and describe what is
happening. Elicit ideas about which foods are healthy,
and what the different food groups are.
STEP BY STEP PAGE 24
Let’s have a picnic 1. 28
Ask three pupils to read the story from the book. Ask
the rest of the class to read along. The concepts can be
further reinforced by dividing the class into groups of
four and asking them to act out the story, each taking
the role of one of the two friends, Carla and Alex. This
is a good opportunity to work on pronunciation,
particularly of tricky words such as ham and biscuits.
Activity 1 1. 29
Identify the foods in the photos. Ask pupils which food
group each belongs to and give them time to write the
names in their notebooks. Then ask them to listen to
the recording to find out which food the boy is
describing. Listen again to check the answer.
• Ask pupils what other types of foods make up a
healthy diet. Ask what we should eat more of, and
what food groups we should only eat a little of.
• Pupils can also draw their own food group wheel. To
do this, they draw a large circle on a piece of paper
and draw the foods that they typically eat in a week,
using coloured pencils. Ask them to be honest about
their diet and, where possible, to include all of the
food groups, fruit and vegetables.
FAST FINISHERS
In pairs, pupils play a guessing game. They use the
picture on pages 22 and 23 to describe different foods
they can see in the street market. Their partner
identifies the food being described, says if it is healthy
or unhealthy, and which food group it belongs to.
SOLUTIONS
1 Bread (carbohydrates).
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 65

WORK TOGETHER 25

SUMMARY
Pupils will use the Cooperative investigation technique and
apply this to an enquiry-based activity to encourage
curiosity of the world around them. First, pupils will discuss
their ideas with a partner, then share them with the class, in
order to form a class hypothesis. Next, they will agree on a
plan and work in pairs to carry it out. With their partner,
they will develop conclusions and share these with the
class. Finally, pupils will test their hypothesis by comparing

UNIT 2
their conclusion to their original ideas.

LANGUAGE
• Comparatives: less fat, more fat, healthier
• I think ..., My idea is ...
• Vocabulary: the names of various foods to be tested

MATERIALS
Brown paper, ruler, felt-tip pen, different types of food, for
example: butter, crisps, muffin, yoghurt, chocolate, cheese.

GETTING STARTED
• Divide pupils into groups of four and explain that
before they carry out the experiment, they must
develop a hypothesis to test. Outline what they will
do in the experiment and ask them to take a minute
to think of their own hypothesis. They should then
share their ideas with the group before agreeing on
a hypothesis to test. They can write their hypotheses
on pieces of paper, and then read each others’ out
to the group, before agreeing on one.
• Draw pupils’ attention to the Think first text and
follow-up questions. Ask them to read the text and
answer the three questions individually in their
notebooks, before sharing ideas.
• Step 3. Establish how pupils can follow this step
without staining their clothes.
• Step 4. Ask them what might happen if they don’t
leave enough time for the paper to dry.
• Step 5. When the experiment is complete, ask them
to discuss their results. Encourage pupils to notice
that the more fat in the food, the darker the square.
• Step 6. Pupils write their conclusions in their
notebook. Encourage them to identify whether
their original ideas were correct. Ask them to use
the Reflect text to help them do this.
WRAP IT UP

Ask pupils to make a list of the foods they tested by fat

STEP BY STEP PAGE 25
• Step 1. Read through the steps with the pupils and
ask questions to make sure they know what to do.
Ask each group to choose six foods, making sure
that they all vary in fat content.
• Step 2. Pupils follow the instructions for this step,
ensuring all their squares are even.
content to display on the wall. Which foods have more
fat? Which have less?
360º EVALUATION
Download, print and hand out the Cooperative
learning evaluation for pupils to complete.
66

26 BODY SYSTEMS

SUMMARY
This double-page spread introduces pupils to four body
systems: the circulatory system, the respiratory system,
the digestive system and the excretory system. It is
natural for pupils not to absorb all the new vocabulary
and concepts at this stage. The main learning aim is to
understand how internal organs work together to carry
out vital functions, and how each organ has a particular
role.
LANGUAGE
• Vocabulary: circulatory system, respiratory system,
digestive system, excretory system, heart, arteries,
veins, pulse, nutrients, oxygen, atria, ventricles, lungs,
gas, carbon dioxide, stomach, intestine, breathe in,
breathe out, digest, expel, separate, oesophagus,
kidney, bladder, ureter, urethra, sweat
• Question words: where, what, why, etc.

1. 30 Body systems 1. 33 Activity 2

1. 31 Circulatory system 1. 34 Digestive system
1. 32 Respiratory system 1. 35 Excretory system

GETTING STARTED
Explain to pupils that they are going to learn about four
body systems that help our bodies work: the circulatory
system, the respiratory system, the digestive system and
the excretory system. Write the word machine on the
board and ask for examples of machines, for example:
car, robot. Write these on the board. Elicit ideas of why
the human body is like a machine (it can do lots of
different things; we move, run, talk; it has lots of parts).
• Next point out the diagram of the digestive system
on page 27. Ask pupils to imagine eating a piece of
fruit, such as an apple. Ask them to trace the route
the food would take through their digestive system.
As they do this, draw their attention to the various
organs that are used. Explain that the digestive
system extracts nutrients from the food we eat. Ask
what happens to everything that cannot be used by
the body to move on to the excretory system. Explain
that here the body expels solid waste from the large
intestine, and liquid waste from the bladder.

STEP BY STEP PAGES 26–27
• Before you read the first text, ask pupils to look at
the two pictures and examine the heart, the arteries
and the veins to describe them. Ask them what type
of organ the heart is (a muscle). Draw pupils’
attention to the initial question (the heart pumps
more blood to the muscles) and the text on page 26.
• Refer them to the picture of the respiratory system
and ask them to locate the parts of the system on
their bodies. Ask them to hold their hands flat on
the top part of their chest and take a deep breath,
feeling their hands move upwards and outwards as
their lungs fill with air. Pupils then read the text.
• Draw pupils’ attention to the different parts of the
excretory system on the diagram and practise the
pronunciation of the different words before reading
the text.
Activity 1
Refer pupils to the diagram of the heart to locate the
answer.
Activity 2 1. 33
Play the audio once for pupils to listen. Play a second
time for them to write the answers in their notebooks.
Play a third time to check.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 67

27

UNIT 2
Activity 3 WRAP IT UP
Ask pupils to find the name of the gas in the text.
Play ‘Odd one out’ with the body systems. Say the odd
Activity 4 one out: blood, veins, mouth; mouth, stomach, lungs, etc.
Pupils discuss their ideas in pairs before sharing with
the class.
SOLUTIONS
Activity 5
1 The atria and ventricles.
Show pupils how to find their pulse. Have them count
the number of beats before and after exercise. They 2 Regular exercise, healthy diet, etc.
then compare their results with the rest of the class.
3 Oxygen.
Activity 6
4 Smoking, pollution, etc.
Ask pupils to look at the two diagrams on page 27 to
help them do this. 5 By touching your wrist or neck.

Activity 7 6 The small intestine.

Have pupils prepare ideas with a partner before sharing
7 Solid waste from the large intestine, liquid
with the rest of the class.
waste from the excretory system, and sweat
Activity 8 through the skin.

Explain that they are both long tubular structures 8 In adults, the small intestine is about 7 m, and
which are folded many times so that they can fit in our the large intestine is about 1.5 m.
bodies. Elicit ideas about how long they could be.
68

28 YOU GROW AND CHANGE

SUMMARY
On this double-page spread pupils revise the stages of life
and study in more detail how we grow and change. They
also gain an understanding of the male and female
reproductive systems. They identify and differentiate the
reproductive organs and study how these systems work.

LANGUAGE
• Present simple
• Vocabulary: reproductive system, male, female,
testicles, penis, urethra, ovaries, uterus, vagina, vulva,
baby, child, children, adolescent, adult, elderly people,
attention, independent, responsibility, developed

1. 36 The stages of life

1. 37 Activity 2
1. 38 Reproduction
1. 39 Female reproductive organs
1. 40 Male reproductive organs

GETTING STARTED Activity 1

Ask pupils how they are similar to and different from
each other. Ask them to think about their parents or
older and younger siblings to elicit similarities and
differences. Draw their attention to the initial question
and elicit ideas. Explain that they are going to find out
more about how we change as we grow.
Ask pupils to look at the photo of the adults and ask
what they are doing (working, looking after a baby).
Ask if these are their only responsibilities. Elicit possible
answers by asking them to think about what their
parents, or teachers, do. Encourage them to use the
Useful language box to help them structure their
answers.

STEP BY STEP PAGES 28–29
• Draw pupils’ attention to the photos on page 28. Ask
them how old the people are, what they are doing,
and which stage of life they are at. Ask them to
check their ideas by reading the accompanying texts.
• Refer them to the introductory text on page 29. Do
men and women have the same reproductive
systems? (No.) What do our reproductive organs
make it possible for us to do? (To reproduce.) Ask
pupils to focus on the diagram of the female
reproductive system. Go over key vocabulary by
saying a word, asking pupils to repeat it, and then
asking them to point to it on the diagram. Repeat
the procedure with the male reproductive system.
Activity 2 1. 37
First invite pupils in the class who have baby siblings to
share their ideas and experiences. Then elicit possible
answers to the questions. Play the audio once for
pupils to listen. Play it a second time for them to write
the answers in their notebook. Play a third time to
check.
Activity 3
Ask pupils if they are close to any elderly people,
maybe grandparents, or a neighbour. Establish what
type of help elderly people need (mobility, new
technology, etc.). Pupils make a list with their partner
of how they can help elderly people and then share
their ideas with the rest of the class.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 69

29

Activity 4
Ask pupils to find the testicles and ovaries on the
diagrams. Elicit ideas about what each produces. If you
wish to extend their knowledge, ask them what the
male and female cells are called (sperm and ova).
UNIT 2
FAST FINISHERS
Ask fast finishers to test a partner on the lesson
vocabulary by choosing words and turning them into
anagrams. For example: olandsceest (adolescents).

Activity 5
SOLUTIONS
Ask pupils to categorise the words as part of the male
or female reproductive system in their notebooks. 1 Pupils’ own answers.
Encourage them to say something about each one. For
example: It’s a tube in the penis (urethra); It connects 2 Babies grow very fast, so have to take in plenty
the uterus to the outside of the body (vagina). of nutrients and rest a lot.

3 Pupils’ own answers.

WRAP IT UP
4 The testicles produce the male cells and the
Have pupils make a simple family tree showing which ovaries produce the female cells.
members of their family are babies, children,
adolescents, adults and elderly people. They can 5 Male (testicles, penis); female (uterus, vagina,
present their tree to the class, giving extra information ovaries, vulva).
about each member.
70

30 A HEALTHY DIET

SUMMARY
This double-page spread reviews the main food groups
and food vocabulary. Pupils revise the three main meals
of the day and focus on the subject of snacks and how
healthy snacks are an important part of our diet. The
main learning aim is to think about what makes up a
healthy meal and encourage pupils to take responsibility
for their food choices. The increasing problem of obesity
and its causes can be explored further if you feel this will
not cause anyone in your class to feel self-conscious or
uncomfortable.

LANGUAGE
• Vocabulary: food groups, vitamins, minerals,
carbohydrates, fibre, dairy, calcium, fats, proteins, iron,
potassium, ingredients, allergic, snack, labels, calories

1. 41 A healthy diet
1. 42 Food groups
1. 43 Meals and snacks
1. 44 Activity 6

GETTING STARTED • Ask pupils to look at the photos of healthy snacks

Ask each pupil to draw their three meals from
yesterday (breakfast, lunch and dinner) and to compare
with a partner. Ask them to say which food groups
their meals included, which was the largest food
group, and which the smallest. Ask them what snacks
(if any) they ate.
STEP BY STEP PAGES 30–31
• Draw pupils’ attention to the initial question and
elicit ideas. Encourage them to name the foods and
food groups on page 30. Next, ask them to focus
on the illustration of the food groups. Elicit ideas
about the foods they can see in the chart. Establish
which foods they like and dislike. Ask if there are
any foods they cannot eat.
• Ask pupils to look at the different sections of the
chart. Establish why the slices are different sizes.
Elicit ideas about which foods they should eat more
/ less of.
• Write the word snack on the board and elicit ideas
about its meaning. Ask pupils when and why they
would typically have a snack.
on page 31. Ask them which of these they have as a
snack. Elicit further ideas. Ask pupils to read the
information about the health benefits of the
different types of foods shown, and tell you why
they are good to include in our diet.
Activity 1
• Ask pupils to work with a partner and name the
foods they can see. They then read the text and say
how the different foods help their body.
• Talk about allergies and find out if any pupils in the
class are allergic to any foods or ingredients. Refer
them to the Project tips box in preparation for the
later project work.
Activity 2
Ask pupils to look at the section of the pie chart which
represents fats and elicit ideas about the foods they can
see there. Establish which of these they use at home.
Activity 3
Ask pupils if they prefer to eat fruit or vegetables. Ask
why fruit is so popular. Explain that fruit contains
natural sugar, which is why we sometimes like to eat
fruit more than vegetables.

Activity 4
• Draw pupils’ attention to the food label on the page
and check how much of the information they
understand. Establish which food the label could
belong to.
• Ask pupils to bring in their own food labels to
analyse and see what information they contain.
Activity 5
Elicit ideas about the types of snacks pupils might
eat in a week. Brainstorm these ideas on the board.
Pupils classify these as healthy or unhealthy. They
then add more healthy snacks to the list.
Activity 6 1. 44
Check pupils’ understanding of the task. Play the audio
once for pupils to listen. Play a second time for them to
write the answers in their notebook. Play a third time
to check.
WRAP IT UP
Use the vocabulary from pages 22–31 to play vocabulary
games such as ‘Bingo’, ‘Hangman’, or ‘Taboo’.
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 71
31
UNIT 2
SOLUTIONS
1 Bread, rice, cereals, pasta, potatoes, milk,
cheese, yoghurt, peanuts, olive oil, walnuts,
avocado, peas, beans, fish, meat, poultry, eggs,
carrot, spring onion, pepper, tomato, lettuce,
cherries, bananas, apple, orange.
2 Oils from vegetables, particularly olive oil, and
from nuts such as peanut oil. Fats are also found
in vegetables such as avocado, and in nuts such
as almonds and walnuts.
3 Vegetables have more fibre, which helps our
digestion. The sugar content in fruit can cause
tooth decay.
4 Labels give information on calorie content, fats,
cholesterol, salt (sodium), carbohydrates
including sugar, and protein. They also give
recommended serving quantities.
5 Pupils’ own answers.
6 a. 70%; b. one litre (about five glasses of water
a day)
72

32 LOOK AFTER YOUR HEALTH

SUMMARY
On this page pupils are asked to think about why certain
healthy habits are necessary. Pupils also learn how to look
after themselves on a day-to-day basis to keep fit and
healthy.

LANGUAGE
• Question words: where, what, why, etc.
• It’s important to … to …
• Vocabulary: fit, healthy, wash your hands, brush your
teeth, do exercise, drink lots of water, enjoy your free
time, rest, have a bath or shower, eat healthy food

1. 45 Look after your health

1. 46 Activity 2

GETTING STARTED Activity 2 1. 46

Check pupils’ understanding of the task and elicit

Ask pupils if they have a pet. If not, ask them what
sort of pet they would like to have. Establish what they
would need to do to ensure their pet has a healthy life.
Elicit ideas about keeping clean, eating well, visiting
the vet, etc. Ask pupils whether it is also important for
them to do some of these things for themselves.
STEP BY STEP PAGE 32
ideas. Play the audio once for them to listen. Play a
second time for them to write the answers in their
notebook. Play a third time to check.
Activity 3
Ask pupils about their going to bed and waking up
times. Ask them to calculate how many hours they sleep.

• Draw pupils’ attention to the initial question and elicit WRAP IT UP

ideas. Ask if they do sports outside school. If so, which
Play ‘Chinese whispers’. Line pupils up around the
ones and how often. Read the introductory text and
classroom. Whisper a healthy habit to the first pupil
then ask what other physical activities they do. For
and they pass it down the line. The last person says the
example, walking to school or cycling.
word out loud. Send the first person to the end of the
• Elicit ideas about the photos by asking them, for line and repeat.
example, why we need to wash our hands and what
might happen if we do not do exercise, etc.
SOLUTIONS
Activity 1
1 Pupils’ own answers.
Ask pupils to look at the photos and discuss why the
healthy habits are necessary. They should use the 2 Before we eat, after going to the toilet, and
Useful language box to do this, and then share ideas when our hands are dirty.
with the class. 3 Pupils’ own answers.
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 73

HEALTH PROBLEMS 33

SUMMARY
On this page pupils learn how health problems are
caused and how some can be prevented. The topic of
health problems could be a sensitive issue in class, so care
may need to be taken. The topic of health issues has
been touched on lightly in the book, but there is scope to
go into greater detail if you feel this is appropriate for
your class.

UNIT 2
LANGUAGE
• Question words: where, what, why, etc.
• To avoid …, you should / shouldn’t …
• Vocabulary: cold, flu, stomach upset, tiredness,
respiratory problems, tooth decay, obesity, sunburn,
rash, broken bones

1. 47 Health problems

STEP BY STEP PAGE 33 WRAP IT UP

• Check understanding and drill pronunciation of the
health problems in the pictures. Then ask pupils to
describe what they can see. Ask them about what
may have caused the problems, and if they have
ever suffered from any of these problems
themselves.
• Ask pupils if the people in the pictures could
prevent their health problems. Model a few
sentences on the board using appropriate
imperatives. For example: Cover your nose when
you sneeze, Go to bed early, Don’t smoke, etc.
Activity 1
Encourage pupils to ask one another how they feel.
Practise saying: How are you? I’m very well, thank you.
And you?
Activity 2
Ask pupils to use the Useful language box to help
them say what they should and shouldn’t do to avoid
the health problems.
Play ‘Bingo’ with the pictures on page 33. Ask pupils
to choose six of the nine pictures. Give advice for each
health problem until one of the pupils completes the
bingo. For example: You should go to bed earlier
(tiredness); You shouldn’ t be in the sun too long
(sunburn). The pupil who finishes first is the winner.
FAST FINISHERS
Ask fast finishers to conduct a survey among their
classmates to see who does the most exercise, or
sleeps the most, in a week. Encourage them to reflect
on how this changes on school nights and at the
weekend.
SOLUTIONS
1 Pupils’ own answers.
2 Apply suncream, eat less sweets, exercise, etc.
74

34 OUR WORLD

SUMMARY
This double-page spread focuses on the importance of a
healthy body and mind, as well as asking pupils to think
about how they can stay safe when preparing and
cooking food in the kitchen. Pupils are encouraged to
think about what makes up a healthy diet and how they,
and others, can follow certain rules to prevent illnesses
and accidents in the kitchen.

LANGUAGE
• Vocabulary: menu, option, choice, ingredient, meal,
relax, socialise, hobby, medicine
• ... is healthy / ... is not healthy
• I can ...
• I need ...

1. 48 Activity 3

GETTING STARTED
Ask pupils for examples of things that make them laugh.
Elicit some jokes (in English if they know them) but if
not, in their own language. Encourage pupils to laugh in
class and enjoy themselves. Ask them why laughter is
said to be the best medicine and if they feel better after
they have been laughing.
• Now ask them to read the text above the safety rules
poster on page 35. Ask them what we need to do to
be safe in the kitchen. Mime the items on the list, for
example, washing your hands, chopping food, etc.
and elicit the safety rule in each case.
Activity 1
Refer pupils back to page 30 to identify the food
groups.

STEP BY STEP PAGES 34–35 Activity 2

• Ask pupils to look at the photo on page 34 and ask
what the children might be about to do (cook a
meal). Pupils read the introductory text. Ask if they
agree with the information and how they can help
themselves and others feel good. For example, they
can listen to and help others, treat each other with
kindness and respect, etc.
• Focus pupils’ attention on the kitchen safety rules on
page 35 and input any new vocabulary. Ask if they like
cooking and cook at home. If so, what rules do they
follow?
Pupils discuss ideas related to healthy foods and meals
before writing a menu in their notebooks. They can then
share these ideas with the rest of the class, or create a wall
display to showcase their menus.
Activity 3 1. 48
Ask pupils if they have brought a snack to school
today. Ask if their snacks are healthy, and establish
what they can bring to eat at school that is a healthy
option. Play the audio and ask pupils to identify who
has the healthy snack (the boy). Then play again and
ask pupils to think about what other options the girl
could choose to make her snack healthy.

Activity 4
Establish that pupils understand the rules and then ask
them to work in pairs to discuss the questions, before
sharing their ideas with the class. Encourage them to
give reasons for their answers.
Activity 5
With the same partner, ask pupils to draw a table
classifying the rules in their notebook. Ask them to use
the following headings to do this: Rules that protect us
from getting hurt and Rules that stop us from getting ill.
Activity 6
Pupils brainstorm ideas with their partner and then
draw a picture of their rule to share with the rest of
the class. These can later be collated into a class book.
WRAP IT UP
Ask pupils what other rules they have to follow to be
safe and happy at home and in school. For example,
what rules do they follow when walking along a busy
street? What rules do they follow when moving around
school, or doing sports?
NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 75
35
UNIT 2
TEACHER TIPS
Create a vocabulary bag to keep track of new
words from each unit. The bag, or envelope, can
be used to revise vocabulary throughout the book.
SOLUTIONS
1 Fruit, dairy, carbohydrate and protein; vegetables
and protein; fruit, diary, protein and fats (nuts);
vegetables and protein. Yes, they are healthy.
2 Pupils’ own answers.
3 The boy (kiwi fruit and almonds).
4 Pupils’ own answers.
5 The first two rules stop us from getting ill. The
rest stop us from getting hurt.
6 Pupils’ own answers.
76

36 REVIEW

SUMMARY
This double-page spread gives pupils the opportunity to
organise what they’ve learnt in the unit by means of a
concept map. On the second page, pupils work in pairs to
carry out speaking activities that ask them to first
construct questions related to the key content of the unit
using the correct word order, and then answer these
accurately for their partner. Pupils also learn a new study
skill. In this unit pupils learn how to use their creativity to
make activities to help them revise.
Pupils can then undertake the simple End-of-unit test.

LANGUAGE
• Imperatives: copy, complete, test, divide, design
• Forming questions

MATERIALS
Digital flashcards.

1. 49 Activity 4

GETTING STARTED Activity 2

Ask pupils to do this activity in pairs. One of them
Review key vocabulary from the unit by playing focuses on the female reproductive system and one on
vocabulary games such as ‘Taboo’ or ‘Hangman’. the male reproductive system.
Male: testicles, penis, urethra.
STEP BY STEP PAGES 36–37
Female: ovaries, vulva, uterus, vagina.
Activity 1 Activity 3
• Remind pupils that when we organise new Review the parts of the different body systems and ask
information in a visual way, it is easier to understand pupils to name the organs they can see in the pictures.
and remember it. Can they say which body system each one belongs to?
• Focus pupils’ attention on the concept map and ask Pupils discuss the systems in pairs before writing the
them to tell you where the missing words go. answers in their notebooks.
a. The heart belongs to the circulatory system.
body systems
b. The lungs belong to the respiratory system.
circulatory respiratory digestive excretory c. The kidneys belong to the excretory system.
system system system system
d. The female reproductive organs belong to the
• heart • nose • mouth • kidneys female reproductive system.
• veins • mouth • oesophagus • bladder
• arteries • trachea • stomach • skin
e. The stomach belongs to the digestive system.
• lungs • small intestine
• large intestine
 NATURAL SCIENCE LEARN TOGETHER PRIMARY 3 77

37

UNIT 2
Activity 4 1. 49 Pupil B
Check pupils’ understanding of the task. Play the audio a. Do you eat lots of carbohydrates? (Pupils’ own
once for them to listen. Play a second time for them to answers)
write the answers in their notebook. Play a third time b. Do you drink lots of water? (Pupils’ own answers)
to check.
c. What do you breathe out? (Carbon dioxide)
1. c (watermelon)
Study skills
2. e (bread)
• Elicit ideas about how pupils like to learn and what
3. f (avocado)
helps them remember new information.
4. a (cheese)
• Pupils then work in groups of four to design a
5. b (nuts); d (eggs) creative activity to review their part of the unit.
Activity 5 • The groups share their ideas and carry out their
activities on other groups in the class.
Ask pupils to get into pairs and put the words in order
to make questions. Point out that the first word in
each question is the one that starts with a capital 360º EVALUATION
letter. Pupils should write the questions in their
notebooks and then test their partner. Download, print and hand out the End-of-unit test.
Compare the test with the ones pupils did at the
Pupil A beginning, and during, the unit. Ask: What did you
a. How many hours do you sleep? (Pupils’ own learn? Elicit key vocabulary and concepts from the unit.
answers)
b. Do you eat lots of vegetables? (Pupils’ own answers)
c. What do you breathe in? (Oxygen)