857371 _ 0001-0015.qxd 10/7/06 09:21 Página Teacher’s Book 857371 _ 0001-0015.qxd 12/7/06 14:10 Página Essential Science 853672_C.ai 27/2/06 20:00:43 • Essential Science teaches basic concepts of Science, Geography and History through English • Content and language are carefully interwoven in Essential Science Science, Geography and History • The syllabus covers all the scientific contents which students require at this level Código de pedido: S-06794 • The language objectives correlate with those set out in the Cambridge Young Learners suite Código de pedido: S-06743 Science, Geography and History • The Student’s Book guides students towards curricular objectives Activity Book • A series of presentations explain key concepts in clear and simple language • Basic activities in the Student’s Book give students the confidence to ask simple questions, and make short, descriptive statements • 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 • The Student’s CD gives an extensive selection of recorded texts • The students’ self-confidence will grow, as their fluency and pronunciation improve • Learner autonomy is encouraged 857371 _ 0001-0015.qxd 12/7/06 14:10 Página Teacher’s Book • Essential Science provides a wealth of material to teachers and students This gives teachers great flexibility 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 • Posters and flashcards give teachers important visual back-up • Richmond Student’s Dictionary: a valuable reference tool Essential Science3 • Assessment, Extension and Reinforcement worksheets provide teachers with additional resources Science, Geography and History LEVEL • This Teacher’s Book offers page-by-page teaching suggestions, solutions to the Activity Book activities, and a guide to other resources F INS ,W INGS AND L EGS LEVEL www.richmondelt.com CLOUDS • The Teacher’s CDs contains a selection of recorded texts as well as all the Student’s CD recordings • Richmond World Facts Readers provide a series of stimulating and carefully graded texts on Geography, Science, Culture and History www.richmondelt.com • 58 readers at levels of proficiency are available 857371 _ 0001-0015.qxd 12/7/06 14:10 Página CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY Natural sciences UNIT CONCEPTS BOOK 3, SECOND CYCLE PROCEDURES CITIZENSHIP 01 Living things • The life cycle • Living things • Animals and plants • Where animals and plants live • Comparing photos • Completing a chart • Pollution 02 Our senses • Touch • Sight • Hearing • Taste • Smell • Completing a chart • Doing an experiment • Blind people 03 Our body • Movement • The skeleton • Muscles • How we use our muscles • Labelling a diagram • Doing an experiment • Changes in the body 04 Animals • The classification of animals • What animals eat • How animals are born • Classifying pictures • Labelling photos • Animal protection 05 Vertebrates and invertebrates • Vertebrates • Invertebrates • Matching photos and diagrams • Completing index cards • Respecting small animals 06 The Earth • The Earth • Solids, liquids and gases • Changes in matter • Analysing a picture • Labelling a diagram • Pollution 07 Water • Characteristics of water • Water as a resource • The three states of water • The water cycle • Comparing photos • Labelling pictures • Water as a valuable resource 857371 _ 0001-0015.qxd 14/7/06 13:20 Página Geography and History UNIT CONCEPTS PROCEDURES CITIZENSHIP 08 Air • Air as a gas • The atmosphere • Classifying pictures • Comparing photos • Fresh air 09 Plants • Stems, leaves and roots • Trees, bushes and grass • Compiling information about plants in our region • Labelling a picture • Protection of plants and trees 10 Flowering plants • Plant seeds and fruit • Plants are born • Plants grow and change • Drawing the life of a bean plant • Doing an experiment • Fruit in season 11 The landscape • Changes in the landscape • Mountains and flat lands • Completing descriptions • Labelling a map • Landscapes in our region 12 Water and weather • Water • The coast and the sea • Weather • Drawing a weather map • Describing coastal relief • Clean beaches 13 Population • Cities, towns and villages • Transport • Interpreting graphs • Compiling information about our area • Customs and traditions 14 Work • Crop and animal farming • Industry • Labelling a chart • Making a relief model • The right to work 857371 _ 0001-0015.qxd 14/7/06 13:29 Página The Student's Book indicates Richmond World Facts Readers Title Our senses • This is the number and title of the unit LOOK indicates an Internet Activity Imagine you are in this room Your eyes are covered What can you know? indicates a reading activity Look • The units begin with a LOOK or COMPARE section which focuses attention on the theme of the unit READ The senses We need our senses in order to understand our surroundings We have five senses: sight, hearing, smell, taste and touch Each sense goes with an organ in the body shows that it is also recorded • We use our eyes to see They are the organs of sight • We use our ears to hear They are the organs of hearing • We use our nose to smell It is our organ of smell • We use our tongue to taste It is our organ of taste • We use our skin to feel It is our organ of touch Touch The skin on our hands is very sensitive We can use our hands to model a piece of clay Our body is completely covered by skin Through our skin we feel cold, heat and pain indicates that the activity should first be done orally Some parts of our body are very sensitive For example, the skin on our fingers is very sensitive However, the skin on our legs is not so sensitive Activities • Activities at the bottom of the page reinforce basic concepts, and practise structures and vocabulary • Some are linked to citizenship themes Make more sentences Change the underlined words We use our skin to feel OUR SENSES indicates that it can also be used as a writing exercise Read • Information is organised into numbered sections Water EXPRESSING FACTS Water can be found in three different states Rivers, lakes, drinking water Ice, snow, hailstones Water vapour Essential language • The Essential Language section summarises all the key language used at this level Air DESCRIBING PROPERTIES The Earth is surrounded by an enormous layer of gases called the atmosphere In the lower parts of the atmosphere, The higher parts of the atmosphere, In outer space, there is a lot of oxygen there is a little oxygen there is no oxygen is / are liquid water solid water a gas 857371 _ 0001-0015.qxd 12/7/06 14:10 Página The Activity Book • Learner autonomy: the students assess their own progress I can it • The Activity Book offers a wealth of activities Activities Contents Worksheet Date Apply your knowledge THE LIFE CYCLE UNIT Read and tick ✔ I CAN DO IT Living things Our senses Our body 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 10 Animals Vertebrates and invertebrates The Earth Water Air Plants Flowering plants The landscape Water and weather Population Work Extra Past and present What living things do? Match and write • reproduce • eat • are born • die • grow I can name some bones and muscles I can say how we use our muscles 13 I can classify animals in different groups I can identify what different animals eat 16 I can identify vertebrates and invertebrates I can name the characteristics of mammals 25 I can identify the three parts of the Earth I can compare solids, liquids and gases 27 I can say where we find water I can describe the water cycle 30 I can describe the characteristics of air I can identify some atmospheric phenomena 32 I can identify stems, leaves and roots I can compare trees, bushes and grasses a®ỉ bor> How living things begin? Connect 35 I can name some of the parts of a flower I can describe how plants grow 40 I can identify different landscapes I can name the parts of a mountain 44 I can describe the course of a river I can talk about the weather 48 I can compare cities, towns and villages I can identify some means of transport 51 I can identify some types of work I can talk about the needs of industry 53 I can talk about the past I can make a family tree A E C D F B PROJECT 1: PROJECT 2: PROJECT 3: PROJECTS 4-7: PROJECT 8: GLOSSARY: Animal index cards Make a skeleton to study bones and joints An experiment Make objects to experiment with air Make a relief model of your autonomous community 20 21-24 37 38-39 56-57 58-64 Name Date Project Glossary INVESTIGATION SHEET AN EXPERIMENT Design and carry out an experiment Answer these questions Question: How does water affect the growth of plants? Method: How can you find the answer? Living things Model answers: Glossary TaĐổ two plant, waeđ o>ổ đegularlƠ an no waeđ tổ oteđ, te> compađổ What resources you need? Two plantfi in potfi, wa†e® How much time you need? • Students use the glossary to record the vocabulary they have learned Abou† th®ỉỉ ổek Tổ o>ổ withou waeđ wilơ d^ổ Results: How can you record your results? Dra∑ å pictu®ỉ o® å char† How often you take measurements? ErƠ ođ dayfi What are you looking for? To ßỉỉ iƒ t™ỉ plantfi a®ỉ growin@ Conclusions: Compare your results with your hypothesis Tổ firs plan i bi@ an ealthƠ Tổ oteđ o>ổ ifi dr¥ an∂ wil†e∂ What your results show you? T™ỉ plan† withou† wa†e® ifi dyin@ Evaluation: Was the experiment a good one? Yefi What did you learn? Plantfi >æe∂ waeđ to liả What went wrong, if anything? I forgo to wa†e® t™ỉ plan† Can you improve it next time? Ye I ca> ả mođổ cađefuơ Hypothesis: What you think will happen? Multicultural non-sexist education Peace education Health education eyelash cold eyelid die eyesight grow flavour habitat focus life cycle hearing need inner ear pollution iris reproduce lens root outer ear soil protect sunlight pupil warm retina Our senses • Projects and tasks lead the students to reflect, and carry out simple experiments Road safety eyebrow breathe salty Projects and tasks 37 eyeball born (be) Consumer education short-sighted blind sight cochlea skin colour-blind smell ear canal soil ear drum sour 58 Environmental education Citizenship Sex education 857371 _ 0001-0015.qxd 12/7/06 14:10 Página The Teacher's Book Materials for reinforcement and extension UNIT UNIT Living things Contents for Science skills UNIT CONTENT RESOURCES Content objectives Resource folder Distinguishing living things from non-living things Understanding the meaning of the life cycle Understanding that nutrition, movement, growth and reproduction are common life processes Learning characteristics of animals and plants Distinguishing animals and plants Understanding that living things only live in places where all their needs are satisfied Understanding that living things can live on land or in water Developing a responsible altitude towards animals, plants and their habitats PHOTOCOPIABLE RESOURCES • Developing intelligence worksheets • Working with recent immigrants – Reinforcement: Worksheet – Extension: Worksheet • Assessment – Assessment: Worksheet Language objectives Internet resources Describing and identifying objects, people and animals (present simple): Living things grow Non-living things not grow Comparing and contrasting: Some living things … Other living things … Describing ability: Animals can move Plants cannot move Talking about habits and facts: Animals live … Do bison live …? www.richmondelt.com www.indexnet.santillana.es Teaching strategies http://www.scienceacross.org/index.cfm?fuseaction= content.showcontent&node=29 Advice for teaching Science to students whose first language is not English Contents Contents for English skills SPECIAL PROGRAMMES* • Reinforcement and extension CONCEPTS • Everything around us: living and non-living things • The life cycle of living things • Characteristics of animals and plants • The needs of living things PROCEDURES ATTITUDES • Distinguish living things from non-living things • Classify different living things into animals or plants • Sequence correctly the events in the life cycle of living things • Interest in knowing about and protecting living and non-living things around us Living things http://www.bbc.co.uk/schools/revisewise/science/living/ Information and interactive activities and tests about living things 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 http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml LEVEL Other resources • • • • Assessment criteria • • • • • • • Learning the characteristics of living things Identifying living and non-living things Classifying living and non-living things Distinguishing living from non-living things Describing the life cycle of some living things in the right order Identifying the needs of living things Recognising that people are living things W HERE D O P LANTS G ROW ? Richmond World Facts Richmond Student’s Dictionary Flashcards Posters P LANES , T RAINS AND M ORE * Not yet available in English www.richmondelt.com 16 17 Other resources Internet resources Worksheet 15 Date Apply your knowledge Worksheet 14 Date Apply your knowledge COMPARE SKELETONS • There are solutions to all Activity Book activities VERTEBRATE ANIMALS Look carefully Then read and circle A Use these words to label the parts of the skeletons Then colour the skeletons • skull B • spinal column • ribs • legs • tail skul¬ skul¬ spina¬ colum> tai¬ C ¬e@ spina¬ colum> ribfi ● What are the differences between the human skeleton (A) and the cow’s skeleton (B)? Use these words to complete the sentences • The human skeleton has got / has not got tail bones • It has more / fewer bones in the legs • It has two / four legs √±r†ebra†efi bo>efi backbo>ỉ • Animals with a skeleton are called • The skeleton is made up of • All vertebrates have a • The cow has two / four legs VOCABULARY Match Read and circle The skull ● What are the differences between the human skeleton (A) and the chimpanzee’s skeleton (C)? • Human arm bones are longer / shorter than human leg bones 17 • The spinal column • • The chimpanzee’s arm bones are longer / shorter than its legs 16 • is made up of many vertebrae joined together • is an external protection of the body Invertebrates • • is made up of the bones in the head An exoskeleton • • are animals with no bones on the inside bones backbone vertebrates Activity Book 54 Solutions 857371 _ 0001-0015.qxd 12/7/06 14:10 Página Language objectives Content objectives • A cross-reference to the content objectives on the previous double page • A cross-reference to the language objectives Hands on Vocabulary • This presented in alphabetical order • It is recommended that students learn it Vocabulary Content objectives: 1, 4, 5, Language objectives: Content objectives: 1, 2, 3, 4, body, bones, head, involuntary movement, limbs, muscles, trunk, voluntary movement READ • Understanding that bones and muscles are connected to each other and work together Movement ■ Hands on The body 10 The skeleton is made up of all the bones in our body The skeleton has two important functions: head The parts of the skeleton shoulder An involuntary movement is one that we not control For example, we touch something hot, and then take our hand away quickly elbow 12 arm trunk ■ Hands on jawbone Our bones • Bones are hard and rigid They are different in shape and size For example, the bones in our fingers are small and short The bones in our legs are big and long ulna • Cartilage is soft and flexible We have cartilage at the end of some of our bones, for example, our nose radius ribs • Ss touch their hands and describe what they feel Ask: What can you feel under the skin? Is there anything hard? What shape are the hard parts? Are they big? Can they move? • Tell the Ss that what they can feel are the bones Ask them: What you notice if you touch your index finger? It is in three sections, each with a bone humerus vertebra hip The joints Our joints are important for movement: ankle Look at the boy What parts of his body can he bend? Decide and complete He can bend… M.A … arm (elbow) … leg (knee) OUR BODY ■ CONTENT AND LANGUAGE DEVELOPMENT pelvis spinal column (backbone) femur tibia • The neck is the joint between the head and the trunk • The shoulder, elbow and wrist are the joints in our arms ■ Presentation fibula • The hip, knee and ankle are the joints in our legs Running is a voluntary movement 10 13 A joint is a place where two bones meet Some bones are joined together so closely that they cannot move, for example, the bones in the skull Other bones have a special joint which means they can move wrist • READ Present with 16 The Ss say if the following movements are voluntary or involuntary: Moving our hand away when we prick a finger (I) Raising your hand to ask a question (V) Opening a book (V) Closing your eyes when a fly is buzzing round (V or I) Your heartbeat (I) Changes in the body Children grow and become men and women Ask Ss how the body of the boy in the photo will change as he grows Then choose another photo in the book of a girl and ask how her body will change • Passive forms: are joined … sternum (breastbone) The skeleton is made up of bones and cartilage A voluntary movement is when we make a movement that we want to, for example, when we pick up a glass ■ Presentation to practise the vocabulary • Learning the vocabulary skull neck knee 17 • Understanding that bones are beneath the skin and muscles The skeleton 14 • It holds the body up It gives it shape limbs • Play ■ Special attention LOOK 11 • It protects the most delicate parts of the body like the brain, the heart and the lungs • Muscles are soft and flexible Many muscles are joined to bones When muscles move, they pull and push the bones • Draw the parts of a puppet: head and neck, trunk, limbs (in two sections to include elbows and knees), hands and feet Mark where a hole needs to be made • Make photocopies of the puppet and give them to the Ss They stick the puppet onto cardboard and then cut out the figure and make holes where indicated Fix the pieces with pins • Ss move the joints of the puppet ankle, bone, cartilage, elbow, hip, knee, neck, shoulder, skeleton, wrist, names of the most important bones READ The skeleton • Bones are hard and rigid We cannot bend our bones Making a puppet • Points which may be difficult for the students in both Science and English The skeleton LOOK We make many different movements through the day Our muscles and bones work together to move our body Special attention Vocabulary Language objectives: Our body ■ Special attention • LOOK The Ss learn the names of parts of the body by looking at the photo of the boy and focussing on the highlighted words: head, limbs, trunk … The other words describe the parts which make up these three main sections For example: The limbs are the arms and legs The leg includes the knee and the ankle • A classroom experience, which is motivating and simple to Parts of the body: Simon says Ss study the names of parts of the body They stand up Say: Simon says touch your head The Ss must obey the instructions Then continue giving instructions to touch other parts of the body, beginning with the phrase: Simon says Occasionally this phrase is omitted, which means the students must not obey the instructions Any student who does, is out of the game and has to sit down The winners are the Ss left standing Make more sentences Change the underlined words The shoulder is a joint in our arms M.A The ankle is a joint in our legs The wrist is a joint in our arms The knee is a joint in our legs The elbow is a joint in our arms OUR BODY 11 • Ss touch their chest and find their ribs and sternum Explain that these bones protect the lungs and heart ■ CONTENT AND LANGUAGE DEVELOPMENT Names of bones Make photocopies of the skeleton but erase the names of the bones Ss study the names for minutes Then, without looking, they write them in the correct place • READ Present and with 18 and 19 Ask: Are bones hard? Are they soft? What would happen if we didn’t have a skeleton? What would our body be like? (a sack, a balloon without air …) Vocabulary game: Hangman The Ss study the vocabulary related to the skeleton Then one student chooses a word and writes on the BB the spaces for each letter, for example: _ _ _ _ (N E C K) The Ss say letters of the alphabet to guess the word Correct letters are written in the spaces but if the letter is not in the word, the S at the board begins to draw the Hangman When someone guesses the word correctly, it is their turn to choose a word • Suggest they learn the names of the bones by starting at the top of the head and working their way down to the feet, visualising the bones they are naming • Present with 20 To illustrate the joints in the body refer the Ss to page 10 of the book Then ask the Ss to the activity • LOOK Present with 21 ➔ R Activity Book, pages 10, 22 and 23 Calcium We need calcium to grow and to be healthy Milk and dairy products like yoghurt and cheese are rich in calcium 34 35 Presentation • The suggestions include texts as well as graphic materials, such as photographs, drawings, diagrams and graphs Content and language development Citizenship • These activities combine Science and Language skills Activity Book ➔ R This symbol indicates a revision activity E ➔ This symbol indicates an extension activity • Citizenship themes are identified with symbols 857371 _ 0001-0015.qxd 12/7/06 14:11 Página 10 Learning skills Techniques Various learning skills can help students to master the contents of Essential Science: Memorisation • To extract information, it is important to study the whole picture carefully as well as look at the details • The students study the accompanying texts, which give the names of the different parts or functions Highlighted words • To memorise new vocabulary, it is useful to associate the words with mental pictures, and then revise them in order • In order to teach human bones, for example, ask students to begin with their head, and move downwards until they reach their feet • Touching the corresponding parts of their bodies can help memorisation Photographs • 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 an experiment’s different stages • Point out the following: • 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 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 skull sternum (breastbone) • material they will need • initial situation • sequence of events • final result Enquiry questions • Learning should never be a purely mechanical process Questions can be used to elicit prior knowledge, and find out students’ ideas • Students should be encouraged to predict what they will learn: What you know about mammals? What 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 … different from …? • This type of question should be adapted to the language level of the class jawbone ribs humerus ulna vertebra radius pelvis spinal column (backbone) femur tibia fibula 10 Activities • Initially, the activities at the bottom of the page should be done orally with the whole class Later, most can be written down, either as homework or as whole class activites This will help students to master the key concepts and language • Some citizenship questions may be difficult for the students in English It is advisable to begin by eliciting short, simple replies, for example, hearing, smell, taste and touch, in response to the question: What senses are very important to blind people? 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 114 Vocabulary Content objectives: 1, census, emigrant, graph, immigrant, inhabitants, population Language objectives: 1, Population ■ Special attention READ • Distinguishing the difference between immigrants and emigrants • Interpreting population bar graphs • Get ϩ comparative adjective: gets bigger Settlements 70 A settlement is a place where people live The people that live there are the inhabitants of the settlement The number of inhabitants is called the population births emigrants The population gets bigger for two reasons: ■ Hands on Course graph • Draw the x axis and y axis on the BB • On the x axis write the names of the groups in third year (3A, 3B, 3C …) • Draw the bar for each course to show the number of students Ask: How many students are there in our group? Which group has more students? ■ Presentation • READ Present with 105 and look at the drawing Then tell Ss to answer increase or decrease Ask: What happens if more people die than are born? (decrease) What happens if many immigrants come? (increase) What happens if many emigrants leave? (decrease) • LOOK Discuss the graph The x axis: number of inhabitants; y axis: years The height of the bars shows the number of inhabitants there were in each year ➔ R Activity Book, page 48 E ➔ Activity Book, page 49 • More people are born than die • People come in from other places These people are immigrants Sometimes, the population gets smaller: immigrants deaths • More people die than are born • People go away to other places These people are emigrants Reasons that explain the increase or decrease of a population LOOK Graphs showing the census A census shows the number of inhabitants in a place Number of inhabitants in millions 45 40 We can give this information in graphs 35 Spain's population increased after the census of 2001 25 In 2006 it was 44 million 30 20 15 10 Graph showing the evolution of Spain’s population 1950 1960 1970 1981 1991 2001 Years Make new questions Change the year How many inhabitants were there in 1960? M.A How many inhabitants were there in 1970? How many inhabitants were there in 1991? POPULATION ■ CONTENT AND LANGUAGE DEVELOPMENT Vocabulary The Ss copy the definitions and match the corresponding word to each one population / settlement / inhabitants A place where people live (settlement) The people who live in a place (inhabitants) The total number of people who live in a place (population) Our surroundings Peace begins with our family at home, with our friends at school, in our neighbourhood with our neighbours, Ask what we can to encourage peace 114 Easily confused words Ask the Ss to write a definition of IMMIGRANT and EMIGRANT Answers: Immigrants are people who come in from other places Emigrants are people who go away to other places 43 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 115 Vocabulary Content objectives: 3, 4, Language objectives: cities, inhabitants, rural population, towns, urban population, villages, work Cities, towns and villages ■ Special attention READ Cities, towns and villages 71 Many people live and work in towns and cities Towns and cities are examples of urban populations Other people live and work in villages in the countryside This is the rural population There are three main differences between cities, towns and villages: the size, the number of inhabitants and the type of work that people This is a small village Urban populations Cities are the biggest settlements, and the most populated Their inhabitants many different types of work For example, they work in business, government, education and other services San Francisco is a big city with tall buildings and wide avenues in the United States Rural populations Villages are small settlements and not have many inhabitants Some villages get bigger, and become towns or cities Many of the people who live in villages work in farming or small businesses This is a small town in Great Britain Complete the sentences Urban populations work in… Rural populations work in… 44 POPULATION M.A Urban populations work in business … education Rural populations work in farming … small businesses ■ CONTENT AND LANGUAGE DEVELOPMENT Listening The Ss copy the words and sentences below After listening again to 106 , they complete each sentence with one of the words three / rural / inhabitants / work / urban Towns and cities are examples of … populations (urban) People who live in villages in the countryside are the … population (rural) There are … main differences between cities, towns and villages (three) One of the differences is the number of … (inhabitants) Another difference is the type of … that people (work) • Understanding the difference between rural population and urban population • Noun people ϩ plural verb: People are … • Verb: to work ■ Hands on Improve our surroundings • The class makes a group proposal to improve the neighbourhood or town They consider these things: urban furniture: benches, flower boxes, wastepaper bins …; pedestrian crossings, traffic signs; basic services: schools, doctors; shops and banks; parks and gardens; leisure • Ask Ss what they could improve and how ■ Presentation • READ Ask the Ss to compare the photos Write words to choose from on the BB: sky, clouds, tall buildings, low buildings, trees, cultivated land, narrow streets, wide streets, cars, countryside … Ask: What you notice about the photos? Where the most people live? Where is there more noise? • Present , and with 106 , 107 and 108 Ask Ss to give examples of urban and rural jobs E ➔ Activity Book, page 50 Customs and traditions People have different customs and traditions in rural and urban areas They deserve our respect because they enrich our cultural diversity 115 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 116 Vocabulary Content objectives: 5, Language objectives: 4, 5, airport, by air, by land, by sea, ports, roads, stations, transport, travel, vehicles Transport ■ Special attention READ LOOK • Matching types of transport and facilities An airport is like a big city • Impersonal statements using the passive: … is widely used, need to be sent quickly Most big cities have an airport Airports are often built several kilometres from the city This is because of the noise the planes make • Expressions of purpose: We use … to go • Phrasal verb: Planes take off ■ Hands on control tower fuel tanks Transport map runway • Guide the interpretation of a transport map • Point out colours, lines and thickness, drawing and symbols • Ss interpret the map to answer questions For example: How can we travel from A to B? Can we go by road from C to D? Transport 72 fire brigade We use vehicles to go from one place to another We also use vehicles to move goods • Transport by land • Cars, buses, and trains travel by land • We build roads, railways and stations Land transport is very widely used car park • Where the planes take off and land? • Transport by sea • Ships transport people They are also used for moving large quantities of goods This means of transport is slower • Ships sail in and out of ports There are special machines in ports for lifting containers 109 • Ask the Ss to guess the means of transport: It goes in and out of ports (boat) It moves on railways (train) It has wings and engines (plane) It has big wheels and many seats (bus) • LOOK Ask the Ss to write sentences using words in the airport picture The fuel tanks contain fuel for the planes The control tower controls take-off and landing of the planes … E ➔ 110 ‘Some towns grow and others disappear.’ The recording can be used with Activity Book, page 49 Traffic signs and regulations To be good pedestrians and drivers, people must respect all the traffic signs and safety regulations to avoid accidents Make more sentences Change the underlined words Cars are an example of land transport M.A Planes … air Ships … sea POPULATION ■ CONTENT AND LANGUAGE DEVELOPMENT Vocabulary Write the following list of vocabulary on the BB: planes / ports / fly / roads / airports / stations / containers / passenger terminal / railways / ships / runway / cars / take off / buses / to land / control tower Ask Ss to make three columns in their notebooks with the headings below Then they write the words under the correct heading BY LAND 116 passeng er termin al • Transport by air • Planes transport people They also take goods which need to be sent quickly • Planes fly in and out of airports ■ Presentation • READ Present with transport for passengers and goods Many people use buses to travel in cities BY AIR BY SEA Answers: By land: roads, stations, railways, cars, buses By air: planes, fly, airports, passenger terminal, runway, take off, to land, control tower By sea: ports, containers, ships 45 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 117 Write the words in the box in the correct column planes containers runway ports fly roads passenger terminal cars take off airports railways buses stations ships to land control tower By land By air By sea ESSENTIAL SCIENCE Photocopiable material â Richmond Publishing - Santillana Educación, S L 117 Apply your knowledge POPULATION TOWNS Observe, colour and complete Read carefully Some towns grow and others disappear Many towns and villages have existed for over a thousand years However, not all of them have developed equally Some have grown quickly in a short time, and are now cities Others have grown little by little, and have not changed much Some towns and villages have seen their populations decrease Today their populations are so small that there are more empty houses than inhabited ones Some even have fewer than 50 inhabitants This is a We must preserve our villages and towns, and their history They are a very important part of our regional and national heritage tow> This is a cit¥ Read, decide and tick A village / town It has the largest area It has a small population ✔ a) b) People work in farming Mođổ eopơổ ađổ bor> tha> d^ổ Peopơổ coàổ froà oteđ plaâe to liả teđổ ✔ VOCABULARY Explain the meaning What does a town need to keep the population from getting smaller? Think and circle • jobs • medical services • parks • amusement parks • schools • shops • good transportation • beaches • universities • cinemas immigrant: emigrant: 49 48 ✔ ✔ It has tall buildings Why can a population get bigger? Give two reasons A city A πerso> who coµefi froà anoteđ countrƠ A erso> who ơe hi ow> countr¥ 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 118 Worksheet 38 Date Read and learn Activity Book 118 Worksheet 39 Date Tasks FIND TOWNS AND CITIES Read the clues Complete the names with the missing vowels Then connect the name to the place The running of the bulls takes place here The largest city in Andalusia The largest city in Catalonia Some important prizes are given here There is a famous cathedral here N W P_ A M P L _O N _A E B_ U R G _O S S _ O V _I _E D _O S _E V _I L L _ A B_ A RC _E L _O N _A Complete Model answer: Cúrdobồ Tổ mosqÔổ, tổ Jewis quaređ Name of the town / city where I live: Important monuments or sights: 50 857371 _ 0112-0119.qxd 29/6/06 18:31 Página 119 Notes: Worksheet 40 Date 119 857371 _ 0120-0128.qxd 13/7/06 08:45 Página 120 UNIT 14 Work UNIT CONTENT Content objectives Understanding what the active population is Distinguishing work by economic sectors, and rural and urban populations Distinguishing irrigated crops and dry crops Recognising different kinds of animal farming Understanding industry Following a product from its manufacture to end result Identifying professions Language objectives Asking for information: question forms: What these people do? Do as auxiliary verb and main verb Defining different groups: People who work … Present participle used as an adjective: working people Describing a farm: Some crops …, other crops … Describing different kinds of animal farming: cattle / sheep / equine … Distinguishing between different materials: raw materials, industrial products Contents CONCEPTS • The active population and types of work people • Crop farming: irrigated crops, dry crops • Different kinds of animal farming • Industrial products • The transformation of raw materials into industrial products PROCEDURES • Classify types of crops and where farm animals live and eat • Differentiate raw materials and industrial products • Interpret pictures about work, crop farming and animal farming Assessment criteria • • • • • • 120 Defining active population Classifying work based on jobs and economic sectors Identifying dry crops and irrigated crops Classifying farm animals by type of animal Distinguishing raw materials from industrial products Appreciating and respecting the work done by people ATTITUDES • Appreciate all the different types of jobs and the people who them 857371 _ 0120-0128.qxd 13/7/06 08:45 Página 121 UNIT RESOURCES Resource folder PHOTOCOPIABLE RESOURCES • Reinforcement and extension – Reinforcement: Worksheet 14 – Extension: Worksheet 14 SPECIAL PROGRAMMES* • Developing intelligence worksheets • Working with recent immigrants • Assessment – Assessment: Worksheet 14 Internet resources www.richmondelt.com www.indexnet.santillana.es Farming http://www.friendlyfarmclub.com/ Games, facts, vocabulary and activities on and about the farm Useful for students Glass recycling http://www.glassforever.co.uk/ Information and games about glass and recycling Images of a toy factory http://www.designboom.com/contemporary/toys3.html A German photographer visits toy factories in China Useful for students http://www.fsa.usda.gov/ca/agforkids.htm Other resources • • • • Richmond World Facts Richmond Student’s Dictionary Flashcards Posters * Not yet available in English 121 857371 _ 0120-0128.qxd 29/6/06 17:24 Página 122 Vocabulary Content objectives: 1, 2, Language objectives: 1, 2, Work ■ Special attention LOOK • Understand service as it refers to work • Prepositions: over the age of, about 65, obtain resources from, transforming resources into, provide services for active population, farmers, fishing, industrial jobs, obtain resources, services, transform resources, work Look at the photos People many different jobs • What jobs these people do? ■ Hands on Role-play • The Ss role-play different types of jobs • Ss use the first person singular to describe what the job is, where they it, what they use, what they wear, why they like it … • For example: I’m a teacher I work in a school I teach science to nine-year old students LOOK AND READ Active population Obtaining natural resources People who work in crop and animal farming, mining and fishing ■ Presentation • Ask the Ss to describe what they can see in the photos: A crop farmer driving a harvester Industrial workers packaging products in a factory A doctor / nurse working in a hospital • LOOK AND READ Present and with 111 and 112 Tell Ss that people who are not working but are able to work, for example the unemployed, are also included in the active population • The diagram classifies different types of jobs 73 People work to earn money With this money, they buy the things they and their families need Working people form the active population These are people over the age of 16 who have jobs Most working people retire when they are about 65 Transforming resources Types of work People who work in factories and construction People many different kinds of work Providing services People who work in banks, transport, health services and government LOOK Work Different types of job 74 • Some people obtain resources from the land, for example, farmers Others obtain resources from the sea, for example, people who work in fishing • Some people have industrial jobs, transforming resources into products • Some people provide services for other people, for example, doctors and teachers Give examples of the active population People who work in animal farming, people who work in… 46 WORK M.A crop farming, mining, fishing, factories, banks, transport, health services, government ■ CONTENT AND LANGUAGE DEVELOPMENT Listening Write the following sentences on the BB Ss listen again to 111 and underline the correct alternative in each sentence People work to earn MONEY / HONEY With this they buy the things they EAT / NEED The active population are working people over the age of 60 / 16 Most working people retire when they are about 60 / 65 Answers: money need 16 65 The right to work Everybody has the right to work Physically challenged people and women often have difficulty finding jobs 122 857371 _ 0120-0128.qxd 10/7/06 08:46 Página 123 Vocabulary Content objectives: 3, 4, farming, dry crops, equine farming, irrigated crops, pig farming, poultry farming, sheep farming Language objectives: 4, Crop and animal farming ■ Special attention READ Crops Animal farming 75 Crop farming is the cultivation of plants, used mainly for food • Some crops need a lot of water These are irrigated crops, for example, fruit and vegetables • Other crops grow mainly with rain water These are dry crops, for example, olives and some cereals • Distinguishing types of animal farming 76 • Understanding the meaning of crops: irrigated and dry crops Farmers breed animals for food and other products There are different kinds of animal farming: • Cattle farming (bulls and cows) • Sheep farming • Pig farming • Equine farming (horses and donkeys) • Poultry farming (chickens and eggs) ■ Hands on Farm animals • Ask the Ss to make farm animals with plasticine Sizes should be in proportion • The Ss draw the different animal homes • They write the animal’s name on the home • The Ss place each animal in the right home LOOK crops Crop farming Irrigated crops fruit vegetables cereals houses silos milking shed stables for cows milk truck Dry crops grapes olives cereals tractor feeding trough drinking trough ■ Presentation bull sheep • Ask the Ss: What food you think we can get from animal farming? And crop farming? Make a list of products on the BB: fruit, vegetables, cereals, cheese, eggs, feathers, leather, meat, milk, processed meats, wool … pig horse Make more sentences Change the underlined words Pig farming – pigs; cattle farming – bulls;… chicken M.A Sheep farming - sheep; equine farming - horses and WORK donkeys; poultry farming - chicken and eggs 47 ■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension Read aloud the following sentences and Ss decide if they are true or false If they are false, they try to correct them Crop farming is the cultivation of trees Dry crops grow mainly with rain water Fruit and vegetables are dry crops Irrigated crops need a lot of water Poultry farming refers to chicken and eggs Cattle farming refers to pigs T/F T/F T/F T/F T/F T/F • Present and with 113 and 114 • LOOK Ask the Ss to make sentences using the words in the boxes: Oranges are irrigated crops We eat cereals for breakfast Olives grow in Spain Explain that the drawing on the right shows a cattle farm Ask them to make sentences with the words in the drawing: Animals drink water from the drinking trough The farmer milks the cows in the milking shed Answers: – F … of plants – T – F They are irrigated crops – T – T – F It refers to bulls and cows 123 857371 _ 0120-0128.qxd 29/6/06 17:25 Página 124 Content objectives: 5, Vocabulary Language objectives: energy, factory, industrial product, industry, raw materials Industry ■ Special attention COMPARE • Distinguishing raw materials and industrial products Why are all these bikes the same? • The same person made all these bikes • Understanding the industrial process • Machines can make many identical pieces • Active / passive sentences: the same person made … The objects we use are made … ■ Hands on READ The process of transformation in two types of industry • Take to class two of the same handcrafted objects and two of the same industrially-produced objects • Ask the Ss to compare them: What you notice about these objects? Explain that handcrafted products are never exactly the same • Industrial objects can be identical Raw materials iron ore Industry 77 Most of the objects we use are made in factories cotton ➧ ➧ Handicrafts and industry We use raw materials to make things For example, wood is a raw material We use wood to make paper Paper is not a raw material It is an industrial product Transport What industry needs trains lorries ➧ ➧ Factory metal works textile factory 78 Industry needs four things: • Raw materials like wood and cotton • Factories with special machinery • Energy, like electricity and gas, to make machines work • People who the work ■ Presentation Product steel • Ss make a chart showing raw materials and industrial products: wood – furniture; fruit – jam; leather – shoes; rubber – tyres … E ➔ Activity Book, pages 51, 52 Safety at work Industry and workers need to follow certain safety rules to prevent accidents Companies should provide use gloves, masks and helmets where necessary 124 clothes Complete the sentence Industry needs four things:… • READ The diagram shows that raw materials are transformed into industrial products • Present and with 115 and 116 The Ss analyse which objects around them are made in factories They should conclude that this is the majority ➧ ➧ • COMPARE Bicycles are alike because they are made industrially with machines which make many identical pieces 48 WORK M.A … raw materials, factories, energy, people ■ CONTENT AND LANGUAGE DEVELOPMENT Vocabulary Write the two columns of words on the BB The Ss copy them and then draw a line to match the words on the left to the definitions on the right cotton paper metal works steel lorries electricity a b c d e f transport raw material energy industrial product factory product Answers: – b – d – e – f – a – c Worksheet 41 Date Apply your knowledge THE MANUFACTURING PROCESS Imagine you are making a cart like the one in the picture Organise your work MANUFACTURED PRODUCTS Label the pictures: raw material or manufactured product MATERIALS Circle the materials you want to use maeriaơ manufactuđe produc maeriaơ manufactuđe produc manufactuđe produc maeriaơ TOOLS Colour the tools you need ● Complete the sentences Use cotton, milk or fish Canned sardines are made with PROCESS Cheese is made from Who can help you? Decide and tick Ǣ a plumber Ǣ ✔ a carpenter Ǣ an electrician FINISHING Colour the materials you would use to finish your cart T-shirts are made of fis™ mil§ cotto> What manufactured foods you eat? Name three Model answer: yoghur† b®ea∂ chocola†ỉ VOCABULARY Answer å car† What materials did you use? soàổ woo, hamàeđ, nail an pain† What colour did you paint your cart? purp¬ỉ MINER Circle the professions Green: people who obtain natural resouces Red: people who make things DENTIST Blue: people who provide services What did you make? 52 TAXI DRIVER DRESSMAKER TEACHER FACTORY WORKER FISHERMAN POLICEMAN / POLICEWOMAN CONSTRUCTION WORKER CATTLE FARMER 51 857371 _ 0120-0128.qxd 29/6/06 17:25 Página 125 Tasks Activity Book Worksheet 42 Date 125 857371 _ 0120-0128.qxd 29/6/06 17:25 Página 126 126 Worksheet 44 Date Tasks A FAMILY TREE Draw pictures of your family, or glue photos on the page Use these words and complete your family tree Extra Worksheet 43 Date PAST AND PRESENT Think and number the pictures 1, or (1 ؍oldest; ؍newest) Model answers: grandmother father sister / brother grandmother grandfather Apply your knowledge mother grandfather ● Describe the changes in kitchens Write electric, wood or fireplace brot™e® sis†e® In the past, people cooked food over a Then later they used a cooker with a àổ siseđ Today we use fiđeplaâổ woo eơectriâ fire inside cookers Remember three of your experiences and complete the sentences Model answers: studyin@ fođ Langua@ổ exaà Last month I âeơebrae mƠ birthdaƠ Last year I visie mƠ cousin i> Burgo Last week I was fateđ moteđ VOCABULARY grandfat™e® grandmot™e® grandfat™e® 54 grandmot™e® Match each word with its meaning biography • • a written summary of historical events in order history • • a description of a person’s life legend • • a story about past events (These events may or may not be true.) 53 Look at this model of Ireland Then draw the outline of your Autonomous Community on a big piece of card Cover it with green plasticine Project Worksheet 45 Date 857371 _ 0120-0128.qxd 29/6/06 17:25 Página 127 MAKE A RELIEF MODEL OF YOUR AUTONOMOUS COMMUNITY Tasks COMPLETE A TIMELINE Read, decide and write • My 1st birthday • I went to school • My 5th birthday • I learned to read You can ask your family for help You can add your own information Model answers: YEAR Mark the elevated lands on the green plasticine Cover them with yellow plasticine 56 1998 I wafi bor> 1999 M¥ firs† birthdaƠ 2001 I n to schooơ 2002 I ơear>e to đea 2003 MƠ fift birthdaƠ 2004 I ơear>e to riổ å bi§ỉ 2005 I go† å do@ 2006 Wỉ mo√±∂ to å >e∑ hoỉ 55 127 Finish by placing small labels on the model with the names of the mountains and rivers Use blue plasticine to make the rivers in your Autonomous Community Mark on the yellow plasticine the contour lines formed by mountain ranges Cover this area with brown plasticine and shape the plasticine like mountains Project 57 857371 _ 0120-0128.qxd 13/7/06 08:45 Página 128 Essential Science, Science, Geography and History, for Year of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C GUERRINI Contributing authors: Cristina Zarzuelo, Jane Kilner English language editors: Martin Minchom, Cathy Myers, Encarnación Diez, Sheila Klaiber, Lesley Thompson, Nancy Konvalinka English language specialist: Jeannette West Art director: José Crespo Design coordinator: Rosa Marín Design Team: Cover: Martín León-Barreto Interior: Rosa Barriga Artwork coordinator: Carlos Aguilera Design development: Rẳl de Andrés, José Luis García and Javier Tejeda Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: María Delgado, Miguel Á Mora-Gil, Lourdes Román and Linocomp, S L Proofreader: Lorenzo Antón Research and photographic selection: Amparo Rodríguez Photographs: DIGITALVISION; EFE/SIPA-PRESS/Dickinson; SERIDEC PHOTOIMAGENES CD; WWF/ADENA; ARCHIVO SANTILLANA Richmond Publishing Kings Street Cloisters Albion Place London W6 0QT United Kingdom © 2006 by Santillana Educación, S L./Richmond Publishing Torrelaguna, 60 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S L PRINTED IN SPAIN Printed in Spain ISBN: 84-294-4384-3 CP: 857371 D.L.: All rights reserved No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher ...85 737 1 _ 0001-0015.qxd 12/7/06 14:10 Página Essential Science 8 536 72_C.ai 27/2/06 20:00: 43 • Essential Science teaches basic concepts of Science, Geography and History... • dog • torch • horse 85 737 1 _ 0016-00 23. qxd 30 /6/06 10:42 Página 22 Apply your knowledge Activity Book 22 Worksheet Date 85 737 1 _ 0016-00 23. qxd 30 /6/06 10:42 Página 23 Notes: Worksheet Date Apply... Population? B: Unit 13 Answers: a – 2; b – 8; c – 1; d – 14; e – 10; f – 4; g – 12; h – 5; i – 3; j – 7; k – 9; l – 11; m – 13; n – Unit Unit Unit 13 Unit Notes: 13 85 737 1 _ 0001-0015.qxd