essential science 4 teachers book

Animals need water, food and the right temperature.. 2 Living things Our senses Our body Animals Vertebrates and invertebrates The Earth Water Air Plants Flowering plants The landscape W

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Teacher’s Book

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• Essential Science teaches basic concepts of Science,

Geography and History through English

• Content and language are carefully interwoven

in Essential Science.

• The syllabus covers all the scientific contents which

students require at this level

• The language objectives correlate with those

set out in the Cambridge Young Learners suite

• Basic activities in the Student’s Book give students

the confidence to ask simple questions, and makeshort, descriptive statements

• The Student’s CD gives

an extensive selection ofrecorded texts

• The students’ self-confidencewill grow, as their fluency andpronunciation improve

• Learner autonomy isencouraged

• The Activity Book provides reinforcement

and extension activities

• It includes projects and tasks to widen

the students’ horizons, and stimulate

reflection on work and progress

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Machines make work easier They help us to do tasks with less effort.

All machines need energy to work.

Some machines change the intensity of a force: when we apply

a little force, the machine produces a bigger force For example, levers change the change the directionof a force For example, when we pull intensity of a force Other machines

on a pulley rope, we create a downward force; the object on the other end of the rope rises.

Compound Machines

A compound machine is made up of two or more simple machines.

Compound machines work together to make a task easier

When you put a screw into wood, the thread cut

s a groove in the wood, making it hold verytightly Screws change the direction and intens ity of a force.

Examples: bolt, Archimedes screw

Wedges

A wedge is made up of two inclined planes joined back to back The ed

ges of the planes meet and form a sharp edge Wedges can be used to hold things toget

We use levers to lift things A lever is a board or bar that rests on a turn

ing point This turning point is called the fulcrum The closer the object is to the fulcr

um, the easier it

is to move When we apply a force at the effort point, the force is intensified at the resistance point Levers change both the intens ity and direction of a force.

Examples: seesaw, hammer, bottle opener, crow baw, human arm

Examples: flag pole, crane

Wheel and Axle

An axle is a cylinder that goes through the center of a wheel The axle

allows the wheel

to turn Wheels and axles change the intensity o

f a force, making it easy to move things from place to place.

Examples: door knob, wagon wheels

Inclined Planes

An inclined plane is a sloping surface, such as

a ramp Inclined planes are used to move objects

up or down The object moves farther than when it is lifted straight up

or lowered straight down, but less force is needed Inclined planes chang

e the intensity and direction of a force.

Examples: staircase, ramp, slide

• Essential Science provides a wealth of material to

teachers and students This gives teachers greatflexibility to choose They can adapt their work

in view of the time the students spend on Science,Geography and History in English

• Internet resources are available for teachers and

students on our websites Links encourage students

to go further in their research

• Richmond Student’s Dictionary: a valuable reference

tool

• Assessment, Extension and Reinforcement

worksheets provide teachers with additionalresources

• Posters and flashcards give teachers important

visual back-up

• This Teacher’s Book offers page-by-page teaching

suggestions, solutions to the Activity Book

activities, and a guide to other resources

• The Teacher’s CDs contains a

selection of recorded texts as well as

all the Student’s CD recordings.

10 11 13

21 22

27 28 32 33

23 24 30 29

42 41 40

31

37 38 39

15 25 26

16 17 18

12 9 4 2

1

7

Animal and Plant Habitats

Activities

Habitats Have students identify the animals and plants according to their habitats: animals and plants which live in hot places (camel, toucan, koala, rattlesnake, cactus), animals and plants which live in temperate places (moose, lynx, rhesus monkey and ferns), animals and plants which live in cold places (peguin, polar bear, walrus, fir tree).

Then have students identify the animals which live in trees (orangutan, koala, toucan), the animals which live on the ground (lion, elephant, kangaroo) and animals which live

in water (whale, shark, sea lion).

Movement

Students list animals under these headings: Animals that Run,

Animals that Fly, Animals that Swim, Animals that Slither (e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw;

swim—dolphin, whale, shark; slither—rattlesnake) Ask

individual students to imitate the movements of different animals and have the class guess what they are.

Birth Have students draw and label animals that are born from their mothers (the mammals, including the marine mammals), Body Covering

Write these headings on the board: Hair, Scales, Feathers Have

students list animals under the headings according to their body

some facial hair when they are born; Scales—shark, rattlesnake;

Feathers—eagle, toucan, parrot, penguin).

Body Parts Have students identify the animals which have four legs (lion, rhinoceros, koala), the animals which have two legs and two wings (penguin, parrot), the animals which have fins (shark, whale, dolphin) and the animals which do not have legs, wings or fins (rattlesnake).

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 4, SECOND CYCLE

0 4 Men and women

•The life cycle

•The Solar System

•The Earth’s orbit

•The seasons

•Completing a table

•Comparing photos

•Spaceexploration

0 6 The universe

•The properties of rocks

•The uses of rocks

•Types of soil

•Classifying minerals

•Matching words and pictures

•Preservingmonuments

0 7 Minerals

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•The properties of materials

•Natural and artificialmaterials

•Simple and complexmachines

•Identifying simpleand complex machines

•The countries in Europe

•Finding information on maps

•Completing maps

•Peacefulcoexistence

•Respectfor theenvironment

•Preventingburns

•Compiling informationabout our area

•Rightsand duties

14 The Romans

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The Student's Book

indicates anInternet Activity

of the page reinforce

basic concepts, and

practise structures and

vocabulary

citizenship themes

indicates Richmond

World Facts Readers.

indicates that theactivity shouldfirst be doneorally

indicates that itcan also be used

as a writingexercise

shows that it is

also recorded

Read

into numbered sections

ANIMALS AND PLANTS 3

Animals and plants

LOOK

READ

Look at the photo.

• What is this animal eating?

• What else does it need

in order to survive?

1 What do animals need?

Animals need water, food and the right temperature

They live in places where they find the things they need.

Water

All animals need water

Aquatic animals, like fish and dolphins, live in water.

Food

All animals eat other living things

Herbivores eat plants, and carnivores eat other animals.

Omnivores eat plants and animals

Temperature

Some animals live in very hot places They rest during the day.

They look for food at night, when it is not so hot

Other animals live in cold places

They have thick fur or fat under their skins

This gives them protection from the cold.

Some land animals, like ducks, spend a lot of time in the water

Make more questions Change the underlined words Do herbivores eat plants and animals?

1

Look

with a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit

DESCRIBING RELATIVE POSITION

EXPRESSING DURATION

THE PLANETS Mercury is next to the Sun

Mercury is between the Sun and Venus.

Venus is next to Mercury

Venus is between Mercury and the Earth.

Make more sentences Then ask and answer questions.

Is the Earth between Venus and Mars? Yes, it is / No, it isn't.

The Earth takes 24 hours to rotate completely

The universe

DESCRIBING A PROCESS

PLANT REPRODUCTION First, when the fruit is ripe, it opens

Then, the seeds come out and fall to the ground

Next, the seed absorbs water from the soil and the seed opens

Then, a root grows down into the soil

Finally, a small stem grows.

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2

Living things Our senses Our body Animals Vertebrates and invertebrates The Earth Water Air Plants Flowering plants The landscape Water and weather Population Work Past and present

I can compare living things and non-living things.

I can identify animal and plant habitats.

I can identify our five senses

I can name the parts of the eye and the ear.

I can name some bones and muscles.

I can say how we use our muscles.

I can classify animals in different groups.

I can identify what different animals eat.

I can identify vertebrates and invertebrates.

I can name the characteristics of mammals.

I can identify the three parts of the Earth.

I can compare solids, liquids and gases.

I can say where we find water.

I can describe the water cycle

I can describe the characteristics of air.

I can identify some atmospheric phenomena.

I can identify stems, leaves and roots

I can compare trees, bushes and grasses.

I can name some of the parts of a flower.

I can describe how plants grow.

I can identify different landscapes.

I can name the parts of a mountain

I can describe the course of a river.

I can talk about the weather.

I can compare cities, towns and villages.

I can identify some means of transport.

I can identify some types of work.

I can talk about the needs of industry.

I can talk about the past.

I can make a family tree.

3 6 10 13 16 25 27 30 32 35 40 44 48 51 53

PROJECT 1: Animal index cards 20

PROJECT 2: Make a skeleton to study bones and joints 21-24

PROJECT 3: An experiment 37

PROJECTS 4-7: Make objects to experiment with air 38-39

PROJECT 8: Make a relief model of your autonomous community 56-57

UNIT

Read and tick

Consumer education

education

Peace education

anus balanced blood

bone breakfast calcium chewing diet digestion dinner energy faeces grow healthy intestine lunch mineral mouth muscle oesophagus protein stomach substance tea vitamin

37

Project 6

SOIL SAMPLES

Instructions:

Separate soils and see what they are made of.

1 Collect three different soil samples: 2 Cut the tops off three plastic bottles.

sandy soil, soil with clay, soil with humus.

3 Place each soil sample in a bottle 4 Add water to each bottle and stir.

5 Leave the bottles untouched overnight 6 Observe the samples and answer.

1 Which sample has the most sand?

(Hint: Sand and gravel are small bits of rock that sink to the bottom.)

2 Which sample has the most clay?

(Hint: Clay is very fine and stays suspended in the water so it looks brown for a time.)

3 Which sample has the most humus?

(Hint: Leaves and sticks often float on top of the water.)

4 Which soil sample has the most layers?

Date

SEPARATING SOIL SAMPLES

T™æ soi¬ froµ m¥ ßecon∂ bott¬æ.

T™æ soi¬ froµ m¥ firs† bott¬æ.

T™æ soi¬ froµ m¥ thir∂ bott¬æ.

T™æ soi¬ wit™ cla¥.

Glossary

glossary to recordthe vocabularythey have learned

Projects and tasks

lead the students toreflect, and carry outsimple experiments

Contents

Animals and plants Food Breathing Men and women Life cycles The universe Minerals Ecosystems Light Materials Where do

we live?

Oceans and continents Government and society The Romans

I can talk about what plants need.

I can identify some dinosaurs.

I can classify food into groups.

I can name the parts of the digestive system.

I can name the organs of the respiratory system.

I can describe how blood circulates in our body.

I can name the sex organs of men and women.

I can describe people at different stages of growth.

I can talk about what animals eat and how they breathe.

I can describe the stages in plant reproduction.

I can identify the astronomical bodies of the Solar System.

I can explain how the Earth’s orbit causes the seasons.

I can classify minerals.

I can describe types of soil.

I can talk about the characteristics of an ecosystem

I can describe a food chain

I can identify the characteristics of light.

I can compare conductors and insulators.

I can classify materials according to their origin.

I can name some simple and some complex machines.

I can identify the Autonomous Communities of Spain.

I can name the countries which share frontiers with Spain.

I can locate the six continents and the five oceans on a map.

I can describe the continent of Europe.

I can talk about the institutions of the Spanish State.

I can identify jobs in the service sector.

I can describe a Roman city.

I can name some important inventions

3 7 11 15 18 24 27 29 32 34 40 43 45 49

UNIT

Read and tick

Worksheet 13 Date Apply your knowledge

THE LIFE CYCLE

1 Number the pictures in chronological order Then answer the questions.

• when the baby leaves its mother’s womb

• the time a baby spends in its mother’s womb

• it connects the baby to its mother during pregnancy

• Which photo was taken when Mary was 16 years old?

• Which photo was taken most recently?

• Name two changes in Mary

1

Book offers

a wealth ofactivities.Activities

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• Obtaining information from drawings and photographs

• Appreciating fossils as testimonies from the past

• Caring for and protecting nature

Content objectives

1 Understanding what animals and plants need to survive

2 Understanding that nutrition is a common life process

3 Understanding how animals and plants interact with the habitat

4 Understanding the effect of light, water and temperature on plants

5 Discovering that there were living things in the past which do not exist today

6 Learning what fossils are

7 Developing a responsible attitude towards animals and plants

Language objectives

1 Describing the needs of animals and plants (present simple): All animals need

water Some plants live in water.

2 Expressing purpose: They use these substances to make …

We study fossils to know …

3 Talking about time and place: during the day; at night; in places where …

4 Expressing quantity: a little; a lot of; all; most; not many

5 Comparing and contrasting: Some animals … , other animals …

6 Describing extinct animals (past simple): Dinosaurs were like reptiles

It walked on two legs.

7 Expressing general truths (present perfect): Some living things have

disappeared Some remains of living things have become rocks.

• Animals need: water, food, the right temperature

• Plants need: water, soil, light, the right temperature

• Living things from the past;

fossils

• Classify animals into carnivores, herbivores and omnivores

• Match animal and plant adaptations with the place where they live

• Obtain information from photographs

• Protect animals and plants

• Assessment – Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *

Internet resources

www.richmondelt.com www.indexnet.santillana.es Endangered animals http://www.worldwildlife.org/endangered/index.cfm

Information about wildlife protection and conservation.

Strategies http://www.scienceacross.org/index.cfm?fuseaction=

Click on What are living things? Or The Five Kingdoms

of living things for pictures, information and interactive puzzles Useful for students and teachers

Other resources

• Richmond World Facts

• Richmond Student's Dictionary

artificial natural starﬁ

opaque

Apply your knowledge

CLASSIFY

1 Look and colour Then complete the table with objects from the picture

LIGHT PASSES / DOES NOT PASS THROUGH OBJECTS

®e‡¬ectorﬁ matc™eﬁ

curtai> wal¬

33

1 Draw and colour the shadow projected by each vase

2 Match each object with the materal

Then write conductor or insulator below each material

Define these words.

Worksheet 28 Date Apply your knowledge

LIGHT AND HEAT

i† allowﬁ ligh† to pasﬁ throug™

i† dø±ﬁ no† allo∑ ligh† to pasﬁ throug™

i† allowﬁ soµæ ligh† to pasﬁ throug™

The Teacher's Book

Materials for reinforcement and extension

Contents for

English skills

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• Ask the Ss to compare the photos.

• Focus on picture 1 Ask: Is there much light

in the picture? (No, it’s dark.)

• Focus on picture 2 Ask: What happens

if we plant a weeping willow in a dry place?

(It dies.)

• Focus on picture 3 Ask: Where is the

a lot of sunlight? (No, it needs shade.)

• The Ss read and listen to

• Ask: Where do plants get food? (They make

their own food.) How do they get it water?

(through roots) Ask about the care

received by plants at home, at school,

READ

LOOK

READ

Look at the photo.

Water

Food

Temperature

carnivores plants omnivores animals

1

4 ANIMALS AND PLANTS

READ

1 What do plants need?

Plants need water, soil, sunlight and the right temperature They live in places where they find the things they need.

Water All plants need water They absorb water

through their roots Some plants, like cactus, can survive with only a little water

Other plants, like ferns, need a lot of water.

Some plants, like water lilies, live in water

Soil The roots of the plant fix it to the soil.

Plants absorb water and other substances from the soil They use these substances

to make their own food

Sunlight All plants need sunlight.

They make their food using sunlight

Some plants need a lot of sunlight

Other plants, like moss, live

in very shady places

Temperature Most plants need a warm temperature.

Not many plants grow in very cold places

Plants

Ferns live in wet, shady places

Weeping willows need a lot of water They have long roots so they can absorb as much water as possible.

Plants like moss live in forests

They need very little light

Complete the sentence.

Plants need four things:…

2

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write these words and sentences on the blackboard (BB) Ask the Ss to copy the sentences and complete them with the correct words.

cold water hot food temperatures

1 Ducks spend a lot of time in the …

2 The … of omnivores is plants and animals.

3 Animals live in places with different …

4 Animals in … places rest during the day.

5 Animals in … places have fur to protect them.

Answers: 1 water 2 food 3 temperatures 4 hot 5 cold.

1

■ CONTENT AND LANGUAGE DEVELOPMENT

Expressions of quantity.

Play and ask Ss to complete the sentences.

All Not many a lot of Some a little

1 Some plants, like cacti, can survive with only … water (a little)

2 Other plants, like ferns, need … water (a lot of)

3 … plants need sunlight (All)

4 … plants need a lot of sunlight (Some)

5 … plants grow in very cold places (Not many)

2 1

Content objectives: 1, 2, 3

Language objectives: 1, 3, 5

Model answer (M.A.) Do carnivores eat other

■ Special attention

• Understanding that animals can only live in places where they find the things they need

• The use of the auxiliary verb do in

questions in the present simple

■ Hands on

■ Presentation

• Ask: Who has a pet at home? Do you give it

water? What does it eat? Does it need to sleep?

• Ask: What animal is this? (a vicuña)

What covers its body? (fur) What colour is it? (brown and white) Has it got a tail? (No) What is it doing? (eating grass, plants)

• Ask: What else does it need? (water, air,

the right temperature …)

• Say: Look at the ducks What are they

doing? (swimming) What happens if the ducks have no water? (They die because they can’t swim or get food.)

• The students (Ss) read and listen to They then do the activity at the bottom of the page.

Activity Book, pages 4 and 5.

R

➔

1 1 READ

LOOK

The insulating effect of feathers

• Take two outdoor thermometers outside on a cold day Record the temperatures.

• Place an insulating cover over one

Caring for a plant

• Take a plant to class and put it in

a sunny place with no draughts

Ask: What will happen to the plant?

(It will grow, get leaves, flowers …)

• Have students take turns every week watering the plant and giving it the care it needs.

• Record the changes in the plant regularly during the year.

Pets We are responsible for taking care of our pets and giving them the care they need

Special attention

difficult for the students

in both Science and English

Presentation

texts as well as graphic

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Various learning skills can help students to master the

contents of Essential Science:

Memorisation

• To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise them

in order

• In order to teach the respiratory and circulatory

systems, for example, ask students to touch

the corresponding parts of their bodies

Photographs

• The photographs help students to obtain information

It can be helpful to ask the students to study

a picture before they have read the caption

or received any other external information

• Focus the students’ attention: What do you see in the

photo? Can you see …?

• Go on to analyse the picture systematically,

highlighting all the details

Drawings

• These drawings represent parts of the human body,

plants, etc Some are realistic, while others are

simplified

heart

The circulatory system

veins arteries

Learning skills

• To extract information, it is important to study the whole picture carefully as well as look at thedetails

• The students study the accompanying texts, whichgive the names of the different parts or functions

Highlighted words

• These are printed in bold They highlight key points and vocabulary

Experiments

• Before an experiment begins, the students are asked

to predict how they think it will end

• Students need to have a clear idea of anexperiment’s different stages

• Point out the following:

• material they will need

• Students should be encouraged to predict what they

will learn: What do you know about rocks? What do

you think this unit / this page is going to be about?

• Comparison questions encourage students to relate

information from different sections: In what ways are

• Some citizenship questions may be difficult for thestudents in English It is advisable to begin byeliciting short, simple replies

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Recorded Material

Some sections of each Unit are recorded on the

Student’s CD There is a more complete selection of

texts on the Class CD.

• The listening exercises can be used

in the presentation stage of the Unit

• Students should listen to the recording

at least twice before they check their answers

• The exercises can be corrected on the board,

or by looking at the text in the book

• For revision purposes, the listening exercises

can be used at the end of the unit to recycle

vocabulary or revise the content

• At the end of each unit on the Class CD,

there is an additional recorded text for use

with higher level classes

• The recorded material will help students with the

pronunciation of new language and vocabulary

Essential Language

The Essential Language section in the Student’s Book

(pages 49 – 54), summarises the main functions and

structures

Here are some practical suggestions for using this

section:

Expressing facts

• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underline

examples of the structure in each unit, either copying

the texts, or using pencils

• Passive verb forms: Students identify the structure:

verb to be + past participle, and write examples from

each unit

Classifying

• Students ask questions related to examples from

the unit, for example: Does fruit give us energy?

Describing

• Describing physical properties: Students copy thetables into their notebooks They test each other

in pairs

• Describing relative position: Students study the

page In pairs they ask each other: Where is …?,

and answer using the correct preposition

• Describing a process, using linking words: First, next,

then, etc The students find more examples of

processes using these linkers in other units

DESCRIBING MANNER

Light moves

in a straight line / very fast.

Heat goes from hot bodies to colder bodies.

Conductors get hot and cold quickly Insulators get

hot and cold slowly True or false? Make more sentences.

Light moves very slowly True / False.

Light

REPORTING

European countries that share frontiers with Spain:

France shares a frontier with Spain.

Italy does not share a frontier with Spain.

True or false? Make more sentences.

Germany shares a frontier with Spain.

fragile paper flexible rubber

transparent Ask and answer questions.

VATICAN CITY MONACO SWITZERLAND LIECHTENSTEIN LUXEMBOURG FRANCE SPAIN

I T A L Y BELGIUM UNITED KINGDOM DENMARK

G E RMANY CZECH REPUBLIC

P O L A N D

B E LARUS

L I T H U A NIA LATVIA (RUS.

T U R K E Y

U K R A I N E MOLDOVA

B U LGARIA SERBIA MACEDONIA ALBANIA GREECE CROATIA

H U NGARY

A U S T R IA SLOVENIA MALTA

ARCTIC OCEAN

ICELAND

GEORGIA ESTONIA

AZERBAIJAN

R O M A N I A BOSNIA- HERZOGOVINA

A S I A

Ceuta Melilla

Countries that belong

to the European Union

COMPARING

Asia the biggest Africa

continent.

America the longest Oceania the smallest Match.

Oceans and continents

You: Texts and photos.

Government and society

EXPRESSING F ACTS ABOUT THE P AST

Muslims entered Spain.

They lived

in cities.

Christian kings lived

in the north.

Christians conquered all Spain.

They built cathedrals.

They had beautiful palaces.

The Romans

54 ESSENTIAL LANGUAGE

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Linking units and contents

• Before students look at the Contents list, write a few

titles on the left of the board: The Universe;

Ecosystems; Oceans and continents.

• On the right, write, in a different order, some of the

information about the titles: Europe; The sea is

an ecosystem; The Solar System.

• Students volunteer to go to the board and draw a linebetween a title and its information

• The students now have the list of contents (page ii of

the Student’s Book), open in front of them Draw on

the board something to represent a title, for

example, a rock (Unit 7)

• Students guess which unit is referred to Studentsthen volunteer to draw other titles on the board, andthe activity continues They may also do this activity

in pairs

Anagrams

• Write anagrams on board, for example TLANP

(PLANT) and ask the students to say which unit isbeing referred to The students could do this in pairs

About this book

Notes:

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General questions

• Ask general questions:

How many units are there in the book?

What is the first / last unit about?

What do you think you will study in Unit (5)?

What are Units 6, 9, 13 about?

(These questions can also be asked in pairs.)

Which unit is about animals / plants / the universe?

(These questions can also be asked in pairs.)

Which unit do you like best / is most interesting for you?

ABOUT THIS BOOK

• Look at these pictures.

Match them to the units on the opposite page

Then look at the book Check your answers.

I

Learning to learn

Notes:

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You already know a lot!

• This section shows students that they already have

considerable prior knowledge

• Explain that this will help them throughout the year

• This section can also be used as a diagnostic test at

the beginning of the year

• Choose how many words to include according to the

level of the class

• These are topics you will study this year.

You already know a lot!

TITLE

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTO

What is the animal doing?

Can you see water?

What else can you see in the photo? Think about what you see in photos Photos have a lot of information.

What is the second section on the page?

EXPLANATIONS

These paragraphs have important information

Important words are like this: water, food.

SYMBOLS

• The text is on the CD

• Richmond World Facts

• There is an Internet activity

What do animals eat?

Herbivores eat plants.

Carnivores eat…

Omnivores eat…

FOOD

Can you name five types of food?

Do you know the names of three meals?

THE BODY

What can babies do when they are born?

Name two things.

What can't babies do when they are born?

Name two things.

The Sun, planets,…

How many hours are there in a day?

LIGHT

Do you know the seven colours in a rainbow?

Red, … indigo and violet.

OCEANS AND CONTINENTS

Can you name three continents?

Can you name two oceans?

Notes:

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Focus on the page

Use the text in the right-hand column of page 2 to showthe students how their textbook is organised

TITLE AND PHOTO

• Ask the students to tell you the number and title

of the unit Then ask them to look at the photo and predict what they think the unit will be about:

What do you think this unit is going to be about?

• Explain that photos include a great deal of

information Ask the students: What can you see

• Further suggestions for teaching page 3 are given

on page 18 of this Teacher’s Book.

• The use of photos is discussed in the Learning skills section on pages 10–11 of this Teacher’s Book.

EXPLANATIONS AND SYMBOLS

• Explain that the students have their own

Student’s CD.

• Students should listen to the recordings at home,which will help them to assimilate what they havelearned

• It is helpful if they sometimes listen to the recordings

without using the Student’s Book This sharpens

their auditory capacity

• The recordings also help them to work

on their pronunciation

• Further suggestions for exploiting the recording

are given in the Learning skills section on

pages 10–11

ACTIVITIES

• Some activities reinforce acquisition of the scientificcontents Others focus on citizenship reflection

• Suggestions for exploitation are given

in the Learning skills section on pages 10–11.

LOOK

READ

Look at the photo.

• What is this animal

eating?

Water

Food

Temperature

Some land animals, like ducks,

spend a lot of time in the water

1

Notes:

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Trang 16

UNIT CONTENT

Assessment criteria

they need

1 Understanding what animals and plants need to survive

3 Understanding how animals and plants interact with the habitat

4 Understanding the effect of light, water and temperature on plants

5 Discovering that there were living things in the past which do not exist today

6 Learning what fossils are

7 Developing a responsible attitude towards animals and plants

1 Describing the needs of animals and plants (present simple): All animals need water Some plants live in water.

2 Expressing purpose: They use these substances to make …

We study fossils to know …

3 Talking about time and place: during the day; at night; in places where …

4 Expressing quantity: a little; a lot of; all; most; not many

5 Comparing and contrasting: Some animals … , other animals …

6 Describing extinct animals (past simple): Dinosaurs were like reptiles

It walked on two legs.

7 Expressing general truths (present perfect): Some living things have disappeared Some remains of living things have become rocks.

the right temperature

fossils

carnivores, herbivores and omnivores

adaptations with the placewhere they live

photographs

Contents

UNIT 1

Trang 17

– Assessment: Worksheet 1

Advice for teaching Science to students whose first

language is not English.

Life processes and living things

http://www.zephyrus.co.uk/biologytopics.html

Click on What are living things? Or The Five Kingdoms

of living things for pictures, information and

interactive puzzles Useful for students and teachers

Other resources

Trang 18

LOOK

READ

Look at the photo.

Water

Food

Herbivores eat plants, and carnivores eat other animals Omnivores eat plants and animals

Temperature

Some animals live in very hot places They rest during the day They look for food at night, when it is not so hot

carnivores plants omnivores animals Make more questions Change the underlined words Do herbivores eat plants and animals?

1

Comprehension Write these words and sentences on theblackboard (BB) Ask the Ss to copy the sentences and completethem with the correct words

cold water hot food temperatures

1 Ducks spend a lot of time in the …

2 The … of omnivores is plants and animals.

3 Animals live in places with different …

4 Animals in … places rest during the day.

5 Animals in … places have fur to protect them.

Answers: 1 water 2 food 3 temperatures 4 hot 5 cold.

1

Content objectives: 1, 2, 3

Language objectives: 1, 3, 5

Model answer (M.A.) Do carnivores eat other

animals? Do omnivores eat plants and animals?

• Understanding that animals can only live in

places where they find the things they need

• The use of the auxiliary verb do in

questions in the present simple

• Ask: Who has a pet at home? Do you give it

water? What does it eat? Does it need to

sleep?

What covers its body? (fur) What colour is

it? (brown and white) Has it got a tail? (No)

What is it doing? (eating grass, plants)

• Ask: What else does it need? (water, air,

the right temperature …)

doing? (swimming) What happens if the

ducks have no water? (They die because

they can’t swim or get food.)

They then do the activity at the bottom of

LOOK

The insulating effect of feathers

outside on a cold day Record the

temperatures

of them

thermometers after some time

thermometers Tell the Ss that birds’

feathers have a similar insulating

effect and help keep them warm

Pets We are responsible for takingcare of our pets and giving them the care

they need

Vocabulary

animal, carnivores, food, herbivores, omnivores, temperature, water

Trang 19

• Ask the Ss to compare the photos.

• Focus on picture 1 Ask: Is there much light

in the picture? (No, it’s dark.)

• Focus on picture 2 Ask: What happens

if we plant a weeping willow in a dry place? (It dies.)

• Focus on picture 3 Ask: Where is the

moss? (on the tree trunks) Does it need

a lot of sunlight? (No, it needs shade.)

• The Ss read and listen to

• Ask: Where do plants get food? (They make

their own food.) How do they get water? (through roots) Ask about the care

received by plants at home, at school,

1 What do plants need?

Plants need water, soil, sunlight and the right temperature They live in places

where they find the things they need.

Water

All plants need water They absorb water

through their roots Some plants, like cactus, can survive with only a little water

Other plants, like ferns, need a lot of water.

Some plants, like water lilies, live in water

Soil

The roots of the plant fix it to the soil.

Plants absorb water and other substances from the soil They use these substances

to make their own food

Sunlight

All plants need sunlight.

They make their food using sunlight

Some plants need a lot of sunlight

Other plants, like moss, live

in very shady places

Temperature

Most plants need a warm temperature.

Not many plants grow in very cold places

Plants

Ferns live in wet, shady places

Weeping willows need a lot of water They have long

roots so they can absorb as much water as possible.

Plants like moss live in forests

They need very little light

Plants need four things:…

2

Expressions of quantity

All Not many a lot of Some a little

1 Some plants, like cacti, can survive with only … water (a little)

2 Other plants, like ferns, need … water (a lot of)

3 … plants need sunlight (All)

4 … plants need a lot of sunlight (Some)

5 … plants grow in very cold places (Not many)

2

1

M.A water, soil, sunlight, the right temperature

Caring for a plant

•Take a plant to class and put it in

a sunny place with no draughts

Ask: What will happen to the plant?

(It will grow, get leaves, flowers …)

•Have students take turns every weekwatering the plant and giving it thecare it needs

•Record the changes in the plantregularly during the year

Trang 20

• Understanding how fossils are formed

some living things have disappeared

(They do not exist today, they are extinct.)

Ask: What animals have disappeared?

(mammoths, sabre-toothed tigers …)

Ask: What can you see in the two pictures?

(a shell and a fish skeleton)

• Continue: How do we know they existed in

the past? (by studying fossils: the remains

of living things which have become rocks)

are there? (three) Which is on two legs?

(Tyrannosaurus) Play

Activity Book, page 6.

“Animals adapt to the cold.”

This additional recorded text can be used

with the Activity Book, page 5.

2 1 READ

Comprehension Write these sentences on the BB

1 Dinosaurs were big fossils / reptiles.

2 A dinosaur’s skin was covered with scales / fur.

3 Dinosaurs were born from rocks / eggs.

4 The Tyrannosaurus walked on two / four legs.

5 The Diplodocus had a very long head / neck.

Answers: 1 reptiles 2 scales 3 eggs 4 two 5 neck.

(In a museum …) Can you describe it?

them Use the drawings to talk about

size, body covering, teeth, food

two characteristics of the dinosaur

they drew (Tyrannosaurus walked on

two legs and was very tall.)

Extinction Many animals are in danger

of extinction because of human activities:

illegal hunting, water pollution …

We can see a fish skeleton

in this fossil

1 Living things from millions of years ago

Some living things have disappeared For example, dinosaurs disappeared hundreds of millions of years ago

2 Fossils

Some remains of living things have become rocks.

We call them fossils.

We study fossils to know what living things looked like, and how they lived

Living things from the past

They were born from eggs

Which animals are in danger of extinction today?

Diplodocus was

a herbivore It was about 27 metres long

It had a long neck, and a small head

Tyrannosaurus was a carnivore

It walked on two legs

It was about 12 metres long

Triceratops was a herbivore

It was 9 metres long

3

4

M.A blue whale, white rhinoceros, monk seal, Iberian

lynx, panda

Trang 21

1 Read the sentences and decide if they are true

Correct the false ones.

1 Animals do not need water to survive.

2 Fish and dolphins are aquatic animals.

3 Herbivores eat other animals.

4 Animals in hot places look for food during the day.

5 Some animals have fat under their skins.

Herbivores eat plants.

4.Animals in hot places look for food at

night.5 Correct.

2 Choose the correct tense to complete the sentences.

1 Dinosaurs live / lived millions of years ago.

2 Fossils are / were the remains of living things.

3 People study / studied fossils to know about living things.

4 Tyrannosaurus walks / walked on two legs.

5 Diplodocus has / had a long neck.

had.

Trang 22

22 Activity Book

3 Find four stick insects in this picture Describe them.

WHAT LIVING THINGS NEED

3

1 Tick the true sentences.

2 Classify these living things: terrestrial or aquatic Draw pictures.

HERBIVORES AND CARNIVORES

1 Read carefully.

2 Look for information in encyclopedias or on the Internet

Are these animals herbivores or carnivores?

The savannah

The savannah is a large ecosystem in Africa Many animals live on the savannah.

Herbivores often form large herds They travel long distances in search of grass and water.

™erbivođổ carnivođổ ™erbivođổ

carnivođổ ™erbivođổ carnivođổ

™erbivođổ ™erbivođổ ™erbivođổ

Trang 23

• shark tooth fossil

1 Identify the fossils and label them.

• fern leaf fossil

• shell fossil

• frog fossil

What do these words mean? Circle a or b.

Fossil: the remains of a plant or animal from the a present b past

VOCABULARY 4

3

6 5

ƒer> ơeaƒ fis™ fossiơ dinosauđ sĐeơetonﬁ

5

ADAPTING TO THE COLD

1 Read and find these words What do they mean? Decide and write.

Animals adapt to the cold

Animals adapt to their habitat When it is very cold, some animals change their behaviour.

For example, some animals hibernate to adapt to low temperatures During the coldest months of the year, nature provides very little food For that reason, animals such as dormice, bears, squirrels, turtles and frogs, hibernate, or sleep, all winter.

In order to adapt to the cold, other animals migrate

This means they travel long distances to reach places with a warmer climate and more food Sparrows, storks, cranes and geese are examples of migratory animals.

2 Read and mark true or false.

1 When an animal hibernates, it travels to a warmer climate 씲

2 In cold weather, cranes and sparrows migrate to find food. 씲

3 Migratory animals do not hibernate in the winter. 씲

4 Squirrels and bears hibernate in cold weather. 씲

tra√±ơ to đeac™ plaâeﬁ wit™ ồ waràeđ clima†ổ an∂ àođổ foo∂

Trang 24

UNIT CONTENT

2 Classifying food using different criteria

3 Distinguishing if food comes from animals or plants

4 Identifying food from different groups

5 Identifying the main nutrients in food

6 Designing a healthy diet and understanding its importance

7 Recognising the main meals of the day

8 Recognising functions of teeth and how to care for them

9 Identifying the main organs and basic functions of the digestive system

10 Outlining the process of digestion

1 Comparing and contrasting food: Some food comes from animals Other food …

2 Classifying food (zero article): Fruit and vegetables give us vitamins.

3 Giving reasons: We need food to stay healthy We need milk because it has calcium.

4 Defining things and people (relative clauses): People who do a lot of exercise need more food The small intestine, which is about seven metres long …

5 Recommendations: Our daily diet should include milk We should eat a variety

of food.

6 Describing a process (present simple and passive): The digestive system is made

up of … Food enters our body through our mouth … Then the food goes down the oesophagus …

to origin and what it provides

and balanced

system

we process food in our body

need and the physical exercise

we do

talk about nutrition and health

of water in our diet

of a healthy diet

Contents

UNIT 2

Food

Trang 25

Useful for teachers Go to “The Game Closet” for a game

about different foods

Food and Nutrition

Detailed explanation and interactive diagrams

of the digestive system Useful for students.

Other resources

Trang 26

Some food from group 4

1 The origins of food

Food gives us the substances we need to grow and to stay healthy We get the energy we need to walk or study Some food, like meat and milk, comes from animals Other food, like fruit and bread, comes from plants.

We also need water and salt, that do not come from plants

or animals

2 Food groups

We classify food into four groups:

1 Dairy products, like yoghurt, give us energy and calcium Calcium is important for our bones and muscles.

2 Meat, fish, eggs and lentils give proteins to help us grow.

3 Rice, pasta, bread, sugar and cakes give us energy.

4 Fruit and vegetables give us vitamins and minerals.

We need to eat food from all four groups to stay healthy

Food

LOOK

Make more sentences Change the underlined words.

Bread gives us energy Dairy products give us calcium.

READ

Look at this photo

• Name the food that comes from animals.

• Name the food that comes from plants.

5

Comprehension Write the sentence halves on the BB

The Ss copy them and draw lines to match them

• Understanding that each food group

gives us things we need to live and are

important for our health

and eggs Food that comes from plants:

the rest.

• Give clues and tell the Ss to guess which

vegetable it is: It’s long and orange (carrot).

It’s purple with a little green “hat” (aubergine).

by its content

• Ask: Can you name a food with calcium

(yoghurt) … with vitamins (fruit) … that

gives us energy (rice) … that gives us

proteins? (lentils).

the bottom of the page

LOOK

Analysing food labels

class and show the Ss how to read

them

food packets? (ingredients including

additives and preservatives, quantity or

weight, expiry date, name and address

of manufacturer, preparation, storage,

Trang 27

calcium and children need a lot of it to grow, especially for bones and muscles.)

Children who cannot drink milk substitute

it with other foods rich in calcium

• Explain that when we do physical exercise,

we need energy Since we get energy fromfood, when we do more exercise, we needmore food

• Ask: What is a balanced diet? (different

foods, the right quantities) Does everybody need the same diet? (No) Why is it

important to eat several times a day? (for energy)

at the bottom of the page

➔ER

➔

11

10 9

3 2 1

READ

1 A healthy diet

Our diet is made up of the things

that we eat and drink

•A balanced diet gives us the right

quantity of each type of food.

2 How much food do we need?

The quantity of food we need depends

on how old we are and how much physical exercise we do

• When we are growing, we need more

of some types of food For example,

we need milk because it has calcium

• If we do a lot of exercise, we need

to eat more.

3 Food and meals

There are four meals that we eat during the day:

breakfast, lunch, tea and dinner

This is so we have enough food

to give us energy through the day

•It is very important to have a good breakfast.

We need energy in the morning

•A good tea includes a sandwich and some

fruit or milk

•For lunch and dinner we should eat a variety

of food It is healthy to eat meat one day

and fish the next to get the proteins

we need to help us grow.

A healthy diet

READ

People who do a lot of exercise need more food

Our daily diet should

1 We should eat … meals during the day (four)

2 They are breakfast, lunch … and dinner (tea)

3 Breakfast is important We need … in the morning (energy)

4 A good tea includes a … and some fruit or milk (sandwich)

5 It is healthy to eat … one day and fish the next (meat)

Comprehension Write these sentences on the BB and ask the

Ss if they are true or false

1 We should drink milk when we are growing (T)

2 Everyone needs the same quantity of food (F)

3 We need more food when we do exercise (T)

4 We should eat the same things every day (F)

and soft drink containers to class

them on the BB Compare themtogether (Soft drinks contain little

or no fruit juice and lots of sugar, which

is bad for the teeth.)

(fruit juices because they come from fruit which is healthy)

Breakfast is very important

It gives us the energy we need

to concentrate at school

Trang 28

drawing of the digestive system.

They should look at the organs:

shape, colour and location

• Read out the organ names Ask them to

repeat them and trace the route of the

food on the drawing with their finger

• Ask: Where is the beginning of the digestive

system? (mouth) Where is the end? (anus)

• Write a list of words on the BB Ask which

ones are organs in the digestive system:

ear, mouth, heart, anus, stomach, foot,

knee, small intestine, elbow, large intestine.

of the diagram

They then do the activity at thebottom of the page

14

13

2 1

12

READ

Comprehension Ask the Ss to complete the sentences

body brush food digest

1 We use our teeth to chew our … (food)

2 We should … our teeth every day (brush)

3 It is very important to … our food (digest )

4 Our … breaks down food into simpler substances (body)

Comprehension Write these sentences on the board

1 Food enters our body through our mouth Yes /No

2 Our oesophagus is a tube between our nose and mouth Yes/No

3 Our stomach is like a bag Yes/No

4 The small intestine is about a metre long Yes/No.

Answers: 1 Yes 2 No 3 Yes 4 No.

14

2 1

7

LOOK

READ

The digestive system

What do you use your teeth for?

How many times a day

do you brush your teeth?

1 We need to digest our food

Our body needs to break down our food into simpler substances These substances can then be taken to different parts

of our bodies

2 The digestive system

The digestive system is made up of the following organs: the mouth, oesophagus, stomach, intestines and anus

•Food enters our body through our mouth.

•Our oesophagus is a tube between our mouth and stomach.

•Our stomach is like a bag.

•Our intestine is a long tube It is made up of two parts:

the small intestine, which is about seven metres long, and the large intestine, which is about a metre and a half.

•At the end of the large intestine is the anus.

anus

large intestine

small intestine stomach

oesophagus mouth

The digestive system

True or false?

Decide and make more sentences.

Our stomach is a long tube.

Brushing your teeth

When? Why? Explain why we should

brush them regularly

brush Movements: away from the

gums on the outside and inside

surfaces; back and forth on the

surfaces of the teeth; gently along the

gum line Finally, brush your tongue

Trang 29

FOOD 9

How we digest food

LOOK AND READ

After we eat, we should wait two hours before we swim or run Our digestion takes time!

Some food, like bread and

vegetables, are digested very

quickly

4 The nutritious substances enter our blood

5 Forming and expelling faeces

large intestine

➧

How do we process our food?

1 Chewing

1 The stages of digestion

1 Digestion begins in the mouth.

Our teeth cut and chew the food.

Our tongue mixes the food with saliva.

Then the food goes down the oesophagus

and into the stomach.

2 In the stomach, the food is mixed with a liquid (gastric juice).

This breaks down the food into simpler substances.

The mixture then goes into the intestine.

3 In the small intestine, the food is divided

into the substances our body needs.

All the useful parts of our food go from our small intestine into the blood The parts that we cannot use go into the large intestine They are transformed into faeces and expelled through the anus

9

10

with the correct participle

divided transformed expelled mixed

1 In the stomach, the food is … with a liquid.

2 Food is … into different substances in the small intestine.

3 Food that is not useful is … into faeces.

Answers: 1 mixed 2 divided 3 transformed 4 expelled.

• Understanding the digestive process

• The use of the passive

What words are highlighted? (mouth, oesophagus, stomach, small intestine)

• Write on the BB Title: The stages of

digestion First level: mouth – stomach – small intestine – large intestine Second

level: Food is chewed and mixes with saliva.

– Food is mixed with gastric juice and breaks down into simpler substances – Digestion ends Useful substances go into the blood – Faeces are formed and are expelled through the anus.

• Emphasise that digestion ends in the smallintestine

“How to prevent salmonellosis.”This additional recorded text is for practicewith more advanced classes

17

➔E

R

➔

16 15

1 LOOK AND READ

Fats and digestion

on top Ask: What happens to the oil?

(It stays on top of the water.)

Ask: What happens to the oil now?

(The oil breaks up where the drops fall.)

during digestion break down fats

in a similar way

Digestion takes time Tips for gooddigestion: avoid heavy meals and greasyfood Don’t do vigorous exercise or swimjust after eating

Trang 30

30 Activity Book

7

GROUP 1 This group contains calcium.

GROUP 2 This group helps

us grow.

GROUP 3 This group gives

us energy.

GROUP 4 This group gives

us vitamins.

2 Classify the foods above.

1 Circle the food: comes from animals = red; comes from plants = green.

3 How can we eat a healthy and balanced diet? Tick three.

씲 Eat lots of sweets and pastries 씲 Have fruit and drink milk every day.

FOOD

bread

cheese

tomatoes carrots

WHAT FOOD DO WE EAT?

1 What foods are used to make these dishes? Find out and list two or three.

Trang 31

9

MAKE UP A MENU

1 Make up three lunch menus Choose foods from the different groups.

• Have you used foods from all the groups?

• Have you used some foods more than others?

• Are your menus healthy?

• Have you included fruits and vegetables? Why?

2 Study your menus and answer the questions.

TUESDAY

milk cheese yoghurt

peppers apples oranges carrots

fish eggs meat beans

bread pasta rice

Faeces are expelled.

Food is divided into two groups.

The food our body cannot use goes here.

It connects the mouth and the stomach.

Digestion begins here.

Food is mixed with gastric juice.

DIGESTION

1 Match and then colour each organ according to the key.

Circle the words related to digestion.

VOCABULARY

2 How do you digest an apple? Number the sentences.

The parts of the apple that my body cannot use go to the large intestine.

The apple, mixed with saliva, goes down the oesophagus.

씲 I chew the apple in my mouth.

Finally, the faeces are expelled through the anus.

In my stomach, the apple is mixed with gastric juice.

Then the food goes into the small intestine.

Trang 32

UNIT CONTENT

and understanding their function

1 Identifying the main organs and basic functions of the respiratory system

2 Distinguishing breathing movements

3 Understanding why we breathe

4 Identifying the route air takes inside our body

5 Identifying the main organs and basic functions of the circulatory system

6 Understanding how the heart and blood vessels work

7 Identifying the main organs and basic functions of the excretory system

4 Describing function: Our ribs protect our lungs Arteries carry the blood.

5 Classifying: There are three types of blood vessels.

6 Describing location (prepositions): Our heart is between the two lungs

circulatory and excretorysystems

and identify organs

responsible for nutrition

inside the body

us take better care of ourhealth

Contents

UNIT 3

Breathing

Trang 33

Resource folder

– Reinforcement: Worksheet 3– Extension: Worksheet 3

For teachers working with the digestive, respiratory,

excretory and circulatory systems.

Lungs and breathing

http://www.kidcyber.com.au/topics/body_lungs.htm

Useful for students and teachers, with simple

explanations and diagrams

Lungs and the rest

http://kidshealth.org/kid/body/lungs_noSW.html

Interactive diagrams from the different parts of the body.

Useful for teachers and children.

Other resources

* Not yet available in English

mouthnose

lungtrachea

or windpipe

Trang 34

10 BREATHING

Breathing

LOOK The students breathe in

Their ribs move up, and their chest gets bigger

Then they breathe out

Their ribs move down, and their chest gets smaller

• Do the same What do you notice?

1 The respiratory system

The respiratory system is made up of the following organs: nostrils, trachea, two bronchial tubes and two lungs Our ribs protect our lungs.

Air enters our body through the nose and mouth

It passes through the nostrils It goes down through the trachea and the bronchial tubes, and into the lungs.

Oxygen from the air passes through the walls of our lungs

into our blood

2 Breathing

Two movements, inhalation and exhalation, cause the air to circulate when we breathe

•When we inhale, our lungs fill with air.

•When we exhale, the air leaves our lungs.

trachea nostrils bronchial tubes lungs nose (or mouth)

How does air reach our lungs? Put the words in order.

1 Nose (or mouth) 2 …

READ

left lung right lung

bronchial tube trachea

nose nostrils

13

Giving instructions In pairs, the Ss take it in turns to give each

other ‘breathing instructions’ Student A: Put your hand on your chest Breathe in through your nose Exhale Inhale

Comprehension Write the sentences on the BB

1 We have a bronchial tube and two lungs (F)

2 Our ribs protect our lungs (T)

3 Air goes down through the trachea and the bronchial tubes (T)

4 Blood passes through the walls of our lungs (F)

5 When we inhale the air leaves our lungs (F)

20 19

1 1

• Understanding that oxygen from the air

passes through our lungs into our blood

• Pronunciation of breathe, respiratory,

trachea, bronchial, oxygen

when we breathe in? How does it enter our

body? How does it reach our lungs?

• Tell the Ss it is better to breathe through

our nose The nose warms and cleans the

air

system while Ss follow the route the air

takes in the diagram with their fingers

diagram

18

READ

LOOK

Breathing

their chest and breathe in Ask: Do you

notice how your chest gets bigger? Can

you feel your ribs move up?

ask: How do the ribs move now? What

happens to our chest when we breathe

out?

Breathing and health It is important

to breathe correctly When we are nervous,

we breathe too quickly To relax, we should

breathe slowly, inhaling and exhaling

through our nose

Trang 35

• Knowing that blood circulates constantly

• Distinguishing two types of blood vessel

involuntary muscle because it moves

without our control In the drawing we can

see the heart is hollow Blood passesthrough the cavities

• Write this diagram on the board: Title:

Circulatory system Second level: blood – heart – blood vessels Third level: a liquid that carries oxygen, nutritious substances and waste products – pumps the blood – carry the blood

• Ask Ss why they think we bleed when weget a cut on our body

Activity Book, page 13, 14.

➔ER

➔

24 23

22

3 2 1

It carries oxygen and the substances from digestion to different parts of our body

Blood also collects waste products

The journey of our blood around our body

is called circulation.

The circulatory system is responsible

for blood circulation It is made up

of the heart and the blood vessels

2 The heart

The heart is an organ

It pumps the blood around our body

Our heart is between the two lungs

Each time our heart beats, it pushes blood

to all the organs in our body

3 Blood vessels

Blood circulates around our body inside

blood vessels There are three types of blood

vessels: arteries, veins and capillaries

to the rest of our body

back to the heart

that connect veins and arteries

The heart seen

from the outside

veins arteries

vein

artery

muscle

Inside the heart

Complete the sentences.

Arteries carry the blood…

Veins carry the blood…

14

15

16

17

Prepositions Write the prepositions and sentences on the BB

Ask the Ss to complete the sentences with the correct

preposition

around from to (2) between

1 Blood carries oxygen … different parts of our body.

2 Our heart is … the two lungs.

3 Blood circulates … our body inside blood vessels

4 When our heart beats, it pushes blood … all the organs in our

body

5 Arteries carry blood … the heart to the rest of the body.

Answers: 1 to 2 between 3 around 4 to 5 from.

Donating blood Donated blood cansave lives in a medical emergency, such

as a car accident

Trang 36

• Understanding what excretion consists of

and the need for it

happens if our kidneys do not clean our

blood? (We die.) Why? (The blood fills with

waste products.)

• Explain that excretion and defecation are

not the same thing Defecation is the

elimination of faeces, and is carried out by

the digestive system In excretion, waste

products produced by all the organs of the

body are eliminated from the blood by the

excretory system

diagram

and They then do the activity at

“Our heart is incredibly strong.”

This additional recorded text can be used

with the Activity Book, page 13.

25

LOOK

Underline the options in each sentence

Ask Ss to write down the correct option

1 Blood collects the healthy / waste products from our body.

2 The kidneys and the bladder / stomach make up the excretory system.

3 The kidneys expel / clean our blood.

4 Blood is filtered / stored through the kidneys.

5 The bladder stores urine / faeces.

Answers: 1 waste 2 bladder 3 clean 4 filtered 5 urine.

1

READ

LOOK

How does our blood stay clean?

Look at these photos

Behind the stomach and the intestines (photo 1), there are two small organs shaped like beans (photo 2)

• Do you know the name

of these organs?

• What do they do?

1 Excretion

Blood collects the waste products from our body

Eliminating waste products from the blood is called excretion.

2 The excretory system

The excretory system is made up of the kidneys and the bladder

•We have two kidneys.

Our blood is cleaned when it passes through the kidneys

They filter the blood and make urine.

•Urine is stored in the bladder until we expel it

The excretory system

tubes carrying urine from the kidneys to the bladder

bladder

renal artery renal

vein

2 1

The excretory system is made up of the … and the …

Kidney filtering model

of a clear bottle

the mixture into the funnel

(It will stay in the filter.) And the water?

(It will go in the bottle.)

in a similar way when it passes

through our kidneys

Kidney transplants A kidney transplantcan save a life Transplant operations

replace a damaged organ with a healthy one

Trang 37

1 Match the word with its function

Answer

s:1 – b.

2 – d.3 – a.

4 – e.5 – c.

2 Complete the text with the correct words

Compare your answers with a partner

.4.

blood.5.

bladder

Trang 38

38 Activity Book

11

BREATHING

1 Label the respiratory organs

Then colour them using the key.

◆ nose

◆ nostrils

◆ trachea

◆ bronchial tubes

◆ lung

2 Are these three people breathing?

What do they need? Think and tick.

Explain the meaning of these words Circle a or b.

Ribs: These bones protect our a stomach b lungs

Inhale: When we inhale, air a leaves b enters our lungs

Exhale: When we exhale, air a leaves b enters our lungs

Breathe: When we breathe, air goes into and out of our a stomach b lungs VOCABULARY

noßæ nostrilﬁ

bronchia¬

tu∫±ﬁ trac™eå

Trang 39

• litres of blood does the heart pump every day?

• heartbeats are there in a day?

• heartbeats are there in a year?

• heartbeats are there in a lifetime?

Our heart is incredibly strong!

The heart is a powerful pump that forces our blood

to circulate throughout our bodies, from our head to our toes It pumps between 7,000 and 8,000 litres of blood

in a day, and it beats 120,000 times during this period

In a year, the heart beats more than 30 million times

During an average lifetime, it beats more than 2 billion (2,000 million) times

Every time the heart beats, it produces a sound called the heartbeat.

You can listen to a person’s heartbeat by placing your ear next to their chest or putting your hand on their wrist

At rest, the heart beats 60 to 80 times a minute

When you do physical exercise, your pulse, which is the number of heartbeats per minute, can reach 200.

2 Invent another title for this text.

3 Tick the correct meaning of pulse.

씲 The number of heartbeats per hour.

씲 The number of heartbeats per minute.

∫±t∑ảe> 7,000 an∂ 8,000 litđeﬁ 120,000 tiàeﬁ

mođổ tha> 30 millio> tiàeﬁ mođổ tha> 2 billio> tiàeﬁ

Look at this young man He is giving blood

Later his blood is analysed If his blood is healthy,

it can be used to help other people.

Many people can be blood donors

They need to be healthy adults.

Bổ ồ bloo∂ donođ!

Student's drawings

Gi√ả bloo∂!

Sa√ả li√±ﬁ!

Model answer:

Trang 40

UNIT CONTENT

1 Understanding the physical differences between men and women

2 Understanding how reproduction occurs

3 Discovering the stages in the growth of a foetus

4 Learning about birth

5 Discovering some characteristics of babies

6 Associating each stage of growth in people with the main characteristics

7 Interpreting anatomical drawings of reproductive organs

8 Studying photographs to obtain information

1 Describing the reproductive process (present simple): People reproduce …

2 Expressing time sequences: When a man and woman … As soon as … the baby begins …

3 Expressing obligation: They must look after …

4 Describing facts: We were all born from

5 Making comparisons: As small as a grain of sand Girls and boys grow taller

6 Describing stages in development: Babies do not know how to … then they …

7 Expressing contrast: However, they know …

during pregnancy

that take place from the time

we are born

extract information

growth and change of a babyduring pregnancy

development in human beings

bodies

people

looking after our body and ourhealth

Contents

UNIT 4

Men and women

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