Science 2 Teacher Book (New Edition)

New ScienceBookTeacher’sScience, Geography and History

774130INTGUIA001 _ 001-021.qxd 18/6/04 19:07 Página 1

The teacher’s book for Science, Geography and History, New Science, for Year 2of Primary Education is a collective work, created, written and developed in the Primary Education department at Santillana Educación S.L.,under the supervision of JOSÉ LUIS ALZU GOÑI.

Contributing authors: Cristina Zarzuela (Student’s Book), Gema Méndez Díaz,Isabel Jiménez and José Jiménez (Teacher’s Book)English language specialist: Paul and Susan HouseEnglish editor and linguistic consultant: Katharine ScottArtwork: Alberto PiruzProject coordinator: Maite López-SáezEditor: Cristina Zarzuelo (Student’s Book), Mar García and José Tomás Henao (Teacher’s Book)


III

IntroductionPresentation of The Learning Ladder IVProject components

Resources for the student VIResources for the teacher VII

Teacher’s Book organization IXContents for the cycle XII

Science, Geography and History, Year 2 1Contents – Student’s Book 3Content map – Student’s Book 4Unit organization 6

Teaching notesFirst term

Content map and letter to the families 8 AWelcome unit 8Unit 1 12 Unit 2 22 Unit 3 32 Unit 4 42 Unit 5 52

Second termContents and letter to the families 66 AUnit 6 66 Unit 7 76 Unit 8 86Unit 9 96Unit 10 106

Third termContents and letter to the families 120 AUnit 11 120Unit 12 130Unit 13 140Unit 14 150

Final revision 164

Contents


IV

Presentation

Quality education involves being able to guarantee improved learning skills.

In order to achieve this principle one of the main corner-stones of this project islearning more; that is whilst covering all the essential contents, the studentsare presented with a much more complete programme. This project contains:

Texts for the students with:

• More practice• More study aids (graphs, diagrams, workbooks, etc.)• More revision • A student centred methodology

Resources for the teacher with:

• Reinforcement and extension activities• A programme for improving oral expression «Speak and understand»• More practice activities • Various classroom resources

The Learning Ladder is the new Santillana programme for quality education,which provides a complete educational project in both Spanish and English for two subject areas, Science, Geography and History, and Mathematics.

Quality education involvesimproving understanding.

In order to achieve this principle one of the main corner-stones of this project is improving understanding; students should understandthe concepts they learn, establish relationships between newly learnt conceptsand previous knowledge, and apply existing knowledge to show that they understand.This project contains:


• More reading comprehension activities • More activities for expanding and developing vocabulary• Activities for integrating knowledge• Activities for applying knowledge to problem solving


• Workbooks• Programme for developing intelligence


Quality education requirespromoting responsibility for learning amongst the students.

In order to achieve this principle one of the main corner-stones of this project isreviewing and revising in different ways.The students are supervised continuously in these tasks. This project contains:


• Term reviews • Final review


• Workbooks• Test and assessment activities for each unit • Tests and assessment sheets for each term

V

Quality education requireseducating for the information society.

In order to achieve this principle one of the main corner-stones of this project is linking new technologies to school activities. This project contains:

• Multimedia resources • Audio recordings • On line resources for the student• On line resources for the teacher

Quality education involvesintegrating cross-curricular issues.

In order to achieve this principle one of the main corner-stones of thisproject is acquiring the necessary habits and valuesfor living within a community. This project contains:


• Cross-curricular programme • Activities for developing the social and emotional

aspects of the child


• Activities for working with cross-curricular issues• Programme for developing study habits (Workbook)


VI

Year

1Ye

ar 2

RESOURCES FOR THE STUDENT

Books for the student * Workbooks

* Spanish Language 1 Primeros pasos* Spanish Language 1 Primeros pasos

Graph paper edition* Spanish Language 1 En marcha

Readers

• First term • Second term • Third term

• First term graph paper edition• Second term graph paper edition• Third term graph paper edition

Mathematics 1Including an envelope with materials for the classroom

• First term• Second term• Third term

Science, Geography and History 1Including an envelope with craft activities for Christmas

Art and CraftEnglish* Music * Society, culture and religion: catholicism* Society, culture and religion: non-denominational

Art and CraftEnglish* Music* Society, culture and religion: catholicism* Society, culture and religion: non-denominational

* Spanish Language 2 Readers


• First term graph paper edition• Second term graph paper edition• Third term graph paper edition

Mathematics 2Including an envelope with materials for the classroom

* Not yet available in English.


Science, Geography and History 2


VII

RESOURCES FOR THE TEACHER

Teacher’s Books * Resource folder

• * Teacher’s Book for Spanish Language 1 Primeros pasos (including CD of stories and poems)

• * Teacher’s Book for Spanish Language 1 En marcha (including CD of stories and poems)

• Speak and understand (Workbook and CD)

• Spanish Language Workbook 1

• Reinforcement and extensionSpanish Language 1

• Test and assessment Spanish Language 1

• Writing activities 1

• Mathematics Workbook 1• Developing intelligence 1

• Reinforcement and extension Mathematics 1

• Test and assessment Mathematics 1

• Numbers activities 1

• Science, Geography and History Workbook 1

• Reinforcement and extension Social Sciences 1

• Test and assessment Social Sciences 1

• Teacher’s Book for Mathematics 1

• Teacher’s Book for Science, Geography and History 1

• Teacher’s Book for Art and Craft• Teacher’s Book for English• * Teacher’s Book for Music• * Teacher’s Book for Society, Culture and Religion

• Teacher’s Book for Art and Craft• Teacher’s Book for English• * Teacher’s Book for Music• * Teacher’s Book for Society, Culture and Religion

• * Teacher’s Book for Spanish Language 2 (including CD of stories and poems)

• Speak and understand(Workbook and CD)

• Spanish Language Workbook 2

• Reinforcement and extensionSpanish Language 2

• Test and assessment SpanishLanguage 2

• Mathematics Workbook 2• Developing intelligence 2

• Reinforcement and extension Mathematics 2

• Test and assessment Mathematics 2

• Numbers activities 2

• Teacher’s Book for Mathematics 2

• Science, Geography and History Workbook 2

• Reinforcement and extension Social Sciences 2

• Test and assessment Social Sciences 2

• Teacher’s Book for Science, Geograhy and History 2

Special programmes Photocopiable sheets

Classroom materials and new technologies: • Interactive programme for basic subject areas • Classroom posters forSpanish Language • Classroom materials for Mathematics • On line resources



VIII

* Special Programmes

• WorkbooksThis programme is designed to developstudy habits and learning skills. Thereis one workbook for each subject area.

• Speak and understandThis programme is designed to developbasic skills in oral expression andcomprehension.

• Workbook• CD with recordings

• Developing intelligenceThis programme is designed to developand exercise reasoning skills to improvelearning.

Each workbook contains 35photocopiable worksheets classifiedaccording to the following skills:Perception and attention, Memory, Oralcomprehension, Spatial comprehension,Logical reasoning, Time sequencing andNumeracy.

* Photocopiable sheets

• Reinforcement and extensionThese worksheets are designed tooffer a support to learning for thosestudents who encounter difficulties(reinforcement) and fast finishers(extension).

• Tests and assessmentThese worksheets are designed as areview for assessing each term’s work.The workbook contains an assessmentsheet for each unit of work; three testsheets (one per term) and threeassessment registers (one per term).

• Numbers activitiesThese worksheets are designed toconsolidate basic contents relating to numeracy and mathematical operations.

Each worksheet relates to the contents inthe Student’s Book.

• Writing activitiesThese worksheets are designed todevelop and practice handwriting skillsand to consolidate basic notions ofhandwriting. The workbook includes ahandwriting sheet for each letter or groupof letters. Each worksheet is available inplain version and in graph paper version.

RESOURCES FOR THE TEACHER



IX

The Teacher’s Book is organised as follows:

1. Presentation of the term: two pages introduce the work for each term.

2. Presentation of the unit: two pages introduce the work for each unit.

12 B

UNIDAD 0

CONTENTS AND RESOURCES

Student’s Book * Resources for the teacher

* Other materials for the studentsContents and objectivesPage

The human body� To locate the main parts of the body

in ourselves and in others� To identify the parts of the body that move

and carry out different actions

Reinforcementand extension:

Reinforcement sheet 1


Extension sheet 1

Test and assessment:Unit 1 test

Moving the body� To understand the function of the bones,

muscles and joints� To identify the main bones, muscles

and joints

The senses� To identify the function of each sense� To relate each sense to its sensory organ

Learning to read� To develop reading with understanding

of a descriptive text� To accept and appreciate people with

physical disabilities

I can do it� To study bones and joints through

the assembly of a skeleton

Now I know� To apply and use some of the concepts

acquired through the unit� Review of the unit

Classroom materials� Posters

Special programmes� Developing

intelligence 2� Workbook

unit 1

� Tasks in naturalscience:

The human body 1

12-13

14-15

16-17

18

19

20-21

12 A

UNIT 1

The human body

September October November December January February March April May June

UNIT CONTENTS

Objectives

• To recognise that the human body is made in such a way as to allow us different types of activities and movements

• To identify the main parts of the human body• To understand one’s own body, its abilities and its limitations• To understand that we relate to our environment through our senses• To understand the limitations of people who have some kind of physical

disability (motor disability, blindness or deafness)

Contents

THEME: The human body

INFORMATION AND ACTIVITIES• The main parts of the body• The human body and movement: bones, muscles and joints• The senses• People with physical disabilities

LEARNING TO READ: I have got a new neighbour

I CAN DO IT: Making a skeleton

Assessment criteria

• Reflecting on the possibilities of movement in the human body• Locating the main parts of the human body• Identifying the abilities and limitations of the human body• Differentiating between bones, muscles and joints• Understanding the senses, the sensory organs and their functions• Appreciating healthy habits and the importance of personal hygiene• Accepting differences in people

Suggested timing for the unit


Letter to the family

This is a photocopiable pageexplaining the mostimportant contents of the term’s work.Families are encouraged to takean active role in supporting the child’slearning through simple activities and games.

Contents

This section presents the objectives, contents, assessment criteria and suggested timingfor each unit ofwork.

Contents and resources

This page shows thecontents and objectives for each page of the Student’sBook and how they arerelated to the additionalresources and materials for the students and the teachers.

Teacher’s Book

Contents for the term

This section presents the contents and assessment criteria for eachterm.

8 B

Term 1Contents

Assessment criteria

• Types of food• The mouth, the teeth

and the stomach• Breathing and the lungs

• Pets and wild animals• Herbivorous

and carnivorous animals• Vertebrates

and invertebrates• Viviparous and oviparous

animals

• Insects• Fish• Reptiles• Mammals• Birds• Amphibians

• Wild plants and cultivated plants

• What plants need• The parts of a plant• Types of plants• Plant reproduction

• The parts of the body• Bones, muscles and joints• The senses

• Descriptive text


• Explanatory text



• Making a skeleton

• Do a health survey

• Making a life cyclewheel

• Observing and describing marine animals

• Making plant file

Animals, animals all aroundTheme 4

PlantsTheme 5

The human bodyTheme 1

Welcomeunit

How does our bodywork?Theme 2

AnimalsTheme 3

THEME INFORMATIONLEARNING TO READ

I CAN DO IT

1. Identifying the parts of the body, bones, muscles and joints2. Relating food substances to our vital needs3. Identifying the characteristics of a healthy diet4. Relating air entering and leaving our bodies to the function of breathing5. Identifying what changes and what stays the same during growth6. Classifying animals according to different criteria: the presence of bones,

the way they are born, what they eat7. Identifying the parts of a plant8. Understanding that a new plant can grow from each seed9. Appreciating the importance of plants to human beings

On the next page there is a letter for you to photocopy andhand to the parents of your students. This will help them toparticipate in supporting their child’s learning.

�

8 A

We are about to embark upon the next step in your child’slearning. The children already have a considerable body ofknowledge and our aim now is to consolidate and improve thisknowledge so that they can learn even more.

During this first term in Science, Geography and History your child is going to learn about living beings.

We will be looking at how the human body works and whichorgans we use for breathing and eating. We will also bestudying types of animals and plants so that the children canrecognise similarities and differences.

In order to practice and review what we have done at schoolyou can help by doing activities at home which bring your childinto contact with nature. This is how children developobservational skills which help them to identify types of animalsand plants. You can also discuss how to care for animals andplants so that your child acquires a sense of responsibility for theother living beings in our environment.

Thank you for your support and help.

Dear Families:


X

36

thirty-six36

Rabbits come from their mother’s womb.

Rabbits, horses, monkeys and lots of otheranimals come from their mothers’ wombs.

Animals that are born like this are calledviviparous animals.

Animals are born and grow

How many names for baby animals do you know? M. A.Chicks, puppies, kittens, lambs, calves…

Ducks are different from cats. Ducklings come from eggs. The mother duck lays the eggs.

Fish, frogs, crocodiles and butterflies come from eggs.

Animals which come from eggs are called oviparous animals.

• In order to find out what thestudents already know about thistheme ask them how certainanimals are born (a cow, a rabbit,a chicken, a sardine, a horse, aturkey…). Ask: Is this animal bornfrom an egg or from its mother’swomb? Point to your stomach toshow them what you mean.Explain: Some animals are bornfrom eggs which the female of thespecies lays. These animals arecalled oviparous. Give someexamples (a chicken, a sardine,

ADDITIONAL INFORMATION

How long does it take for animals to be born?

Not all animals take the same length of time to be born. The timetaken from the laying of an eggs to the hatching of the chickvaries from bird to bird. For example:

Time taken for bird eggs to hatchCanary 13 daysPigeon 18 daysHen 21 daysDuck 28 daysGoose 31 daysOstrich 42 days

36

OBJECTIVES

• To distinguish the ways animals are born

• To classify animals according to how they areborn

ORDER OF ACTIVITIES

1. Read the text out loud andensure that the students understand all the words and the overall meaning.

2. Look carefully at the pictures.

3. Discuss the text and the pictures.

4. Read the instructions out loudand ensure that the students know what theyshould do.

5. Do the activities.

6. Discuss the results of the activities with the whole class.

7. Read the paragraph at the bottom of page 35 out loud.

� Teaching suggestions

Objectives for the page: one ortwo sentences describing what thestudents will learn in this page.

Order of activities: a descriptionof the suggested order in whichthe activities can be undertaken.

Teaching suggestions:activities that complement those included in the book.

3. Teaching notes: these include teaching suggestions for developing the work in the Student’s Book.

This section of the Teacher’s Book includes the following:

• Additional information. Further information for the teacher to transmit to the class.

• Anticipating difficulties. Basic information on some of the more commondifficulties experienced by children in the target age group.

• Learning skills Suggestions for strategies and activities which help to develop learning skills.

• Checking and assessing. A list of the basic concepts the students shouldhave acquired during the unit.


XI

Answer key: reproduction of the Student’sBook with the answers marked on the page.

It is the same case with the mammals. Not all babies remaininside their mother’s wombs for the same length of time. For example:

Time taken for mammals to be bornCat 2 monthsLion 3 monthsBear 7 monthsHuman being 9 monthsDolphin 11 monthsElephant 22 months

UNIT 3

37thirty-seven

Tick the oviparous animals.

How a sparrow is born. Complete the sentences.

Number the sentences in the correct order.

Oviparous animals come from eggs. The mother lays the eggs.Viviparous animals come from their mother’s womb.

The mother lays the

.

• The sparrow is an animal because it is born from an egg.

The baby breaks the

and is born.

The mother gives the

chick .

ACTIVITIESunit 3

1

2

3

1

1

2 3

The calf has justbeen born.

The calf is inside the mother.

The calf is drinkingthe mother’s milk.

eggfi eg@ foo∂oviparoufi

2 3

��

� �

a frog). Other animals are bornfrom their mother’s wombs (a horse, a cow, a human being).These animals are calledviviparous. Tell the students todraw two columns in theirnotebooks and classify animalsinto oviparous and viviparous.

• Discuss the way that oviparousanimals are born. Explain that notonly birds are born from eggs butalso fish, insects and reptiles.Then ask: Are all eggs the same?Are they all the same shape andcolour? Do all animals lay eggs?Make sure that they understandthat some marine animals areviviparous, such as whales anddolphins.

Multidisciplinary linkArt and craft

• Divide the class into two groups.Give each group a piece ofconstruction paper, entitledOviparous animals, and Viviparousanimals. Each group makes aposter by cutting out and gluinganimals from their group onto theconstruction paper. Under eachanimal they should write the name.Ask students to present theirposter to the rest of the class.

Cross-curricularTeam work

• Before beginning the activity aboveremind the students of the rulesfor working in teams. They shouldagree on a division of tasks, theymust not impose their ideas oneveryone else, they should avoidarguments, etc.

Resources for the teacher

Reinforcement and extension:Reinforcement sheet 3.(See pp. VI-VII)

37

Other activities called Multidisciplinary linksThese help to developlinks between the subjectarea (Science, Historyand Geography) and other subject areas.

Other activities are called Cross-curricularThese help to develop thecross-curricular programme:

• Self-discipline• Solidarity• Tolerance and respect• Teamwork• Responsibility• Health and hygiene• Tidiness and cleanliness• Courtesy • Time management

Resources for the teacher:This section indicates the teaching resources for the page.


XII

Contents for Science, Geography and History - FIRST CYCLE

THEME

• Different materials and where they come from• Using tools and machines

• The movement of the body• The parts of the body

• The air and wind• Water: its characteristics

and presence in nature

• What plants need• Cultivated plants• The parts of a plant• Plants we use for food

• Pets and wild animals• Habitats. How animals move• How animals are born

• Growing and changes• Healthy habits• Looking after our health

• Types of food• Food and health• The meals of the day

• Sight: organs and perceptions• Smell: organs and perceptions• Hearing: organs and perceptions• Touch: organs and perceptions

• Using recycled paper• Recycling materials

• Filling in a form with physical descriptions

• Understanding oneself

• Different uses for water• Observing the changes in water• Saving water

• Observation of the growth and development of a plant

• Respecting nature

• What animals eat• Filling in a form about an animal• Respecting animals

• Health and sickness• Filling in a form with personal data• The importance of personal hygiene

• The origin of different food• Classification of food• Solidarity

• Taste: organs and perceptions• Making a stained-glass window• Friendship and relationships

Year 1


AnimalsTheme 7

PlantsTheme 8

The air and waterTheme 9

Materials and objectsTheme 10

FoodTheme 1

HealthTheme 2

The sensesTheme 4

• Changes which happen as time goes by• The present and the past• How we measure time

• The functions of a house• Types of houses• Clothes

• Living beings and the Sun• Sunset and sunrise• Day and night: the different activities we do

at different times

• Natural elements of the landscape• The coast: mains kinds of relief• Nature in the city

• Streets and buildings• The city: inhabitants, jobs and services• The village: inhabitants and jobs

• Activities we do with the family• Christmas• Living together: the family and friends

• Appropriate clothes for each occasion

• The importance of housing

• Filling in a form about the family• Cooperation

• Locating elements in the street• Looking after public areas

• Making nature stickers• Friendship and relationships

• Making a sun wheel• The importance of asking

for help

• Making a time-line• Appreciating the importance

of the past

NatureTheme 12

The Earth and theSunTheme 13

As time goes byTheme 14

House and clothesTheme 3

Family and friendsTheme 5

Cities and villagesTheme 11

Sci

ence

Geo

grap

hy a

nd H

isto

ry


XIII

• Birthdays and festivals • A family history• Customs and local symbols

• The sequence of daily activities• Measuring how time goes by• Past and present

• Inside the house: spatial and functional analysis• Streets• Neighbourhood and services

• Transforming products (secondary sector)• Obtaining food products (primary sector)

• The members of the family: relatives and changes• Neighbours• The neighbourhood and its services

• Coastal landscape• Inland landscape: plains and mountains• Transport by land, sea and air

• The Earth, the Sun and the Moon• Day and night

THEME

• Inventions and their uses• Electricity • Materials

• What plants need• The parts of a plant• Plant reproduction

• Pets and wild animals• Vertebrates and invertebrates• Carnivores and herbivores

• The soil: sand, rocks and earth• Water: states and changes• The air and the wind

• The human body and movement• Bones, muscles and joints• The senses: organs and perceptions

• Healthy food• Different types of food• The mouth, the teeth and the stomach• Breathing and the lungs

• Insects• Fish • Reptiles

• Observing the forces of water and wind

• The importance of caring for plants

• The seasons• Recording the weather

• Road safety test• Environmental protection

• Public and private transport• Map reading• Behaviour on public transport

• Communication• Interpreting a population graph• Children’s rights

• Services (tertiary sector)• Food safety

• Changes to daily life • Making a calendar

• Testimonies from the past: monuments, statues…

• Organising a time line• Appreciating the past

• Medical discoveries• Recycling paper• The value of scientific work

• Making a plant file• Protecting nature

• Mammals• Birds• Amphibians

• The blood and the heart• Doing a health survey• Looking after our bodies

• Making a skeleton • Respecting the disabled

• Oviparous and viviparous animals • Reflecting on the life cycle• Animal protection

Year 2

Animals, animals all around Theme 4

PlantsTheme 5

Inventions and discoveriesTheme 7

In the countryTheme 6



AnimalsTheme 3

My family and neighboursTheme 11Jobs and workingTheme 12

Time goes byTheme 13

Stories and memoriesTheme 14

The Earth and the skyTheme 8

Landscapes on the EarthTheme 9

Homes and housesTheme 10



Prim

ary

2

Project: The Learning Ladder

Science,Geographyand History

Santillana


2

Pre

sent

atio

n

Science 2 is part of the series THE LEARNING LADDER, a newprogramme for quality education. This book is based on the three maincorner-stones of our project: improving understanding, learning more andacquiring the necessary habits and values for living within a community.

Improving understanding is unquestionably the key to learning. The importance of this aspect is clear from the structure of the material itself.

Each discipline is colour-coded. Natural Sciences = green and orange;Geography = blue; and History = purple.

The conceptual content is clearly presented to make learning easierfor the pupils.

The reading passages are short and simple in the first units, but theybecome progressively more complex. Towards the end of this bookthey include systematic comprehension exercises.

Furthermore, the LEARNING TO READ programme is clearly marked ineach unit. This programme has been designed as an introduction toreading and aims to develop comprehension skills of scientific texts.

Learning more is another key aspect of the project. Science 2provides a large number of activities typical of the most common andefficient teaching practices: application activities, summaries, conceptualmaps, revision, vocabulary exercises, etc. and the following complementaryprogrammes.

I CAN DO IT: activities which ask the pupils to use their knowledgeand skills.

REVISION ACTIVITIES: resources for each term’s work.

Acquiring the necessary habits and values for living within

a community is the third key aspect of the project which develops aprogramme of education in values. The pupils learn how to behave in their personal and social lives by analysing motivating situations. These situations are based on the contents of the book.


3

3three

Welcome to Year Two 8

1 The human body 12

2 How does our body work? 22

3 Animals 32

4 Animals, animals all around 42

5 Plants 52

Revision and discovery activities 62

6 In the country 66

7 Inventions and discoveries 76

8 The Earth and the sky 86

9 Landscapes on the Earth 96

10 Homes and houses 106


11 My family and neighbours 120

12 Jobs and working 130

13 Time goes by 140

14 Stories and memories 150


Final revision 164

Contents


4

four4

The human body

12

• The human body and movement • Bones, muscles and joints

How does our body work?

22

• Healthy food• Different types of food

• The mouth, teeth and the stomach

Animals

32

• Pets and wild animals • Vertebrates/invertebrates• Carnivores/herbivores

Animals, animalsall around

42

• Insects • Fish• Reptiles

Plants

52

• What plants need • The parts of plants

In the country

66

• The soil: sand, rocks and earth • Water: states and changes

Inventions and discoveries

76

• Simple machines and complexmachines

• Forces• Movement

SUBJECT

1

2

3

4

5

6

7

Con

tent

map INFORMATION AND ACTIVITIES

The Earth and the sky

86

• The Earth, the Sun and the Moon

Landscapes on the Earth

96

• Coastal landscape

Homes and houses

106

• Inside the house: spatial and functional analysis

• Streets• Neighbourhoods and buildings

My family and neighbours

120

• Neighbours• The neighbourhood and its services

Jobs and working

130

• Obtaining products (primary sector)

Time goes by

140

• The sequence of daily activities • Measuring how time goes by

Stories and memories

150

• Birthdays and festivals • A family history• Customs and symbols

8

9

10

11

12

13

14

• Day and night

• Inland landscape: mountains, plains

• The members of the family: relatives,changes

• Transforming products (secondary sector)

REVISION ACTIVITIES: by term and year


5

5five

• The senses: organs and perceptions I have got a new neighbour Make a skeleton

• Breathing and the lungs• Blood and the heart

Growing up A health survey

• How animals are born: oviparous andviviparous animals

We look after animals The life cycle

• Mammals• Birds

Amphibians Marine animals

• Reproduction in plants From wheat to bread Make a plant file

• Air and wind Forests are oxygen factories Find out the force of water and wind

• Medical discoveries Pasteur: a great scientist Make recycled paper

INFORMATION AND ACTIVITIES LEARNING TO READ I CAN DO IT

• The seasons Different places on the Earth Record the weather

Friends of the Earth Road safety

• Public and private transport I like my neighbourhood Map reading

• Communication and the media Children’s rights Interpret population charts

• We need services (tertiary sector) The life of a sweet Think about food

Natural clocks

• Memories of the past: monuments,statues, buildings

Columbus reaches America Make a time-line of inventions and discoveries

• Transport by land, sea and air

• The evidence of the past in the present

• Changes in daily life

Make a calendar for birthdays andspecial days


6

six6

1. The picture. This reminds you ofsituations you have seen orexperienced and it tells you whatyou are going to study in the unit.

2. This short passage explains thesituation and sums up the main idea.

3. It is not enough to read the text:you must understand and learn.These activities will help you.

4. This is a passage which is easy toread. There are clear drawings to helpyou understand what you have to learn.

5. Answer this question as well as youcan and ask more questions on thesubject.

6. You know you understand when youcan apply what you have learnt to other situations.

7. The summary helps you to remember the main idea.

8. This reading passage helps you to understand scientific texts. The activities help you to bea better person and get on wellwith others.

9. You will enjoy learning and makinguseful things.

sixty-six 6766 sixty-seven

Look at the pictures and write dry or wet.

What do people build on the land? Colour the things in the picture.

1.

2.

3.

4.

5.

ants’ nest

ants

worms

stones

roots

The children are wearing climbing boots. Sometimes they walk on hard ground made of rocks. Sometimes they walk on sandy ground and sometimes they walk on wet ground.

Plants do not grow on dry ground. They grow on wet ground.

Look at the picture. What is there under wet soil?

In the country6 ACTIVITIES

1

2

3

bird

air

sand

stones

water

rock

cloud

seventy 7170 seventy-one

Air

We cannot see air, but it is everywhere, all over the Earth.

There are lots of gases mixed together in the air. The mostimportant gas is oxygen. All living beings need oxygen to survive.

Wind

Air often moves. When the airmoves we call it wind.

When the wind is so strong that it blows down trees and roofs we call it a hurricane.

Air is everywhere

Who needs air? Does the air have a shape?

Look at the picture and answer the questions.

Colour the picture of a windy day.

• What is inside the parachute?

• Can we see the air?

• What is oxygen?

Colour the arrow which shows the direction of the wind.

air

air

air

ACTIVITIES

1

2

There is air everywhere. There are lots of gases in the air.The most important gas is oxygen.All living beings need oxygen.

unit 6

seventy-two 7372 seventy-three

Forests are oxygen factoriesWhen we breathe we use the oxygen fromthe air.

Plants use oxygen, too. Plants alsoproduce oxygen and give it back to the air.

There are lots of plants in forests, parksand jungles. These places are oxygenfactories.

The oxygen from the plants is necessaryfor all the life on the Earth. We shouldplant, look after and care for plants andtrees.

1. Make a plastic windmill.

2. Put the windmill under a tap. Turn thetap on. When a lot of water comes outof the tap, the windmill turns very fast.

3. Blow up a balloon. Hold the windmillnear the balloon. Let the air out.

Complete the sentence.

Plants oxygen.

Write the name of three places that are oxygen factories.

Tick the correct sentence.

We should care for plants because they produce oxygen.

We should care for plants because they use oxygen.

Find out the force of water and wind

What can we use the force of water and wind for?

LEARNING TO READ I CAN DO IT unit 6

1

3

2

• use • produce • use and produce

a b c

The

orga

nisa

tion

of th

e un

its


7

7seven

10. With these activities you can seethat your hard work was worthwhile. You will remember themost important things, you willuse the vocabulary you havestudied and you will test yourself.

Revision activities

To revise previous units with yourclassmates.

IN ADDITION

Discovery activities

To learn to think like a scientist.

Final revision

To check what you have learnt this year.

Now I know

seventy-four 7574 seventy-five

LET’S REMEMBER

• There are rocks, sand and soil in the ground.

• Everything needs water. There is no life without water.

• Water is a liquid, but it can be a solid or a gas.

• Air is gas. Air is everywhere.

• Oxygen is in the air. We need oxygen.

LET’S WORK WITH WORDS

Write true (T) or false (F).

LET’S REVISE

Label the picture of a plant. Answer the questions.

LET’S PRACTISE

I KNOW

Fruit trees grow in the sand in the desert.

When liquid watergets hot it turnsinto gas.

• What part of the plant is in the soil?

• What parts of the plant are in the air?

Solve the problem.

• A lot of boys and girls are playing in a room.The windows are closed. It is difficult to breathe. What should they do?

• In some parts of the world there is not verymuch water. A lot of people become sick or die of thirst. What can we do to help?

Buildings aremade out of rocks.

Snow and hail are liquid water.

We can catchliquids and gasesin our hands.

A hurricane is a strong wind.

1

2

3

4

5

1. What the ground is made of.

2. What water is for.

3. What water is like.

4. What air is like and what it is for.

REVISION ACTIVITIES. Group work

161one hundred and sixty-oneone hundred and sixty160

MEANS OF COMMUNICATION

The Smiths visiteda village yesterday.Let’s see what theysaw.

What are they using?4

FLAG

Describe the flag.5

3

Who did you work with?

How many activities did you finish?

FIELDS

What do we call someone who grows crops?

1

BAKERY

2

3

Which raw materials go into this factory?

Which finished product comes out of the factory?

flour

water

yeast

CUSTOMS

What traditional dish are they eating?

fried fish onion soup

6

CUSTOMS

7 What colours are the clothes?

MONUMENTS

8 What monument did they visit?

65sixty-fivesixty-four64

DISCOVERY ACTIVITIES. Group work

Find and circle things in the picture. Find out the most common shoe size in the class. Before you begin, organiseyour work.

1 3

Use the table to answer the questions.

Which shoe size is the most common?

Which is the smallest size?

Which is the biggest size?

4

LOOK AT THE PICTURE INVESTIGATE

4 mammals 1 plant with flowers 1 child

1 reptile 4 trees 1 old lady

2 birds 1 lake 1 girl

2 fish 2 clouds 1 gardener

Think about the activity.

What was the most difficult thing to find?

Where is it?

2

1. Write the names of allyour classmates. Writetheir shoe sizes.

2. Count the number oftimes you have the samesize.

3. Compare the numbers.

4. Decide which size is mostcommon.

Follow the steps and do the work in your notebook.

Which classmates did you work with?

Which activities did you get right?

Name and surname

Pilar García 31

Anne Smith 33

Shoe size

Shoe size

30 5

31

32

33

34

8

17

12

2

Number of times

Revision test

165one hundred and sixty-fiveone hundred and sixty-four164

Label the picture.

• head

• trunk

• limbs

• joints

What are the parts of a plant? Tick the correct answer.

Roots, stem and leaves.

Trunk, branches and flowers.

Trees, grass and trunk.

Now use the words to label the picture.

1 3

Choose and draw a means of transport. Do not forget to draw the people or the goods.

• land • sea • air

4

5

2

This is a

Find six things farmers provide.

M I L K E L I E G G S O S

L B N V E G E T A B L E S

C E R E A L S S L L O P D

V T Y J L H L G C M E A T

L V C F R U I T L Q W L T

Classify the animals.

• mammal • bird • fish • reptile • insect


Term 1Contents

Assessment criteria

• Types of food• The mouth, the teeth

and the stomach• Breathing and the lungs

• Pets and wild animals• Herbivorous

and carnivorous animals• Vertebrates

and invertebrates• Viviparous and oviparous

animals

• Insects• Fish• Reptiles• Mammals• Birds• Amphibians

• Wild plants and cultivated plants

• What plants need• The parts of a plant• Types of plants• Plant reproduction

• The parts of the body• Bones, muscles and joints• The senses






• Making a skeleton

• Do a health survey

• Making a life cyclewheel

• Observing and describing marine animals

• Making plant file

Animals, animals all aroundTheme 4

PlantsTheme 5


Welcomeunit


AnimalsTheme 3

THEME INFORMATIONLEARNING TO READ

I CAN DO IT

1. Identifying the parts of the body, bones, muscles and joints2. Relating food substances to our vital needs3. Identifying the characteristics of a healthy diet4. Relating air entering and leaving our bodies to the function of breathing5. Identifying what changes and what stays the same during growth6. Classifying animals according to different criteria: the presence of bones,

the way they are born, what they eat7. Identifying the parts of a plant8. Understanding that a new plant can grow from each seed9. Appreciating the importance of plants to human beings


�

8 A

774130Paginases0 _ 002#011.qxd 18/6/04 19:15 Página 2

8 B

We are about to embark upon the next step in your child’slearning. The children already have a considerable body ofknowledge and our aim now is to consolidate and improve thisknowledge so that they can learn even more.

During this first term in Science, Geography and History your child is going to learn about living beings.

We will be looking at how the human body works and whichorgans we use for breathing and eating. We will also bestudying types of animals and plants so that the children canrecognise similarities and differences.

In order to practice and review what we have done at schoolyou can help by doing activities at home which bring your childinto contact with nature. This is how children developobservational skills which help them to identify types of animalsand plants. You can also discuss how to care for animals andplants so that your child acquires a sense of responsibility for theother living beings in our environment.

Thank you for your support and help.

Dear Families:


eight8

What do you do before you go to school? Tick the pictures. F. A. (Free Answer)

What did you have for breakfast this morning? Draw a picture.

1

2

Welcome to Year Two

I have breakfast. I get dressed. I brush my teeth.

I put on my shoes. I clear the table. I wash my hands.

What do you have for breakfast on Saturdays and Sundays?F. A. (Free Answer)

(Note: check that the food drawn represents a healthybreakfast suitable for the age group.)

In activities 1, 2 and 3 the studentswill be working with aspects relatedto the body: personal autonomy and hygiene, diet, etc.

Objectives• To identify every-day activities• To recognise and appreciate the

importance of personal hygiene.• To identify the appropriate foods

for each meal.• To recognise clothing.

Activities• Talk to the students about what

the child in activity 1 is doing. Askthem what they do at home afterschool and before bed. Remindthem that they should wash theirhands before dinner and brushtheir teeth after dinner.

• Ask the students to put thepictures in order.

• For activity 2, discuss the meals ofthe day. Ask the students:– Do we need to eat every day? Why?– Do you eat macaroni for

breakfast? Why?– What would happen if you only

ate chocolate and sweets? Would you be healthy?

– What kind of things do we haveto eat to stay healthy?

Language link Materials: pictures of food, shops,pets, clothes, actions we do in thestreet and at home.Revise key vocabulary for thewelcome unit. This unit includes sixsets of vocabulary: clothes, food,shops, street objects, actions doneat home and pets.Draw six columns on the board, eachheaded with a category. Hand outthe pictures so that students cantake turns putting them in thecorrect columns.Ask the students to help you fill inthe columns with key vocabulary.

8

THE WELCOME UNIT

This unit has been designed to help the students during theperiod of adaptation after the summer holidays

The objective of these activities is to review and remember what the students learnt last year and to apply some of thisknowledge.

The welcome unit focuses on a series of activities concerningthe immediate world of the child and related to some of thethemes that we are going to be looking at this year.


9nine

What clothes do you wear every day? Label the pictures.

What do you see on the way to school? Colour the pictures.

3

4

a zebra crossing a traffic light a traffic policeman

a bakery some trees a rubbish bin

sockfi shø±fi pantfi/underpantfi

skir† troußerfi T-shir†

F. A. (Free Answer)

THE WELCOME UNIT

• After you have done activity 3 askthe students to say what clothesthey would wear in differentsituations. For example:

– It’s very cold and it’s raining.What should you wear to school?

– It’s very hot and I want to have a swim. What should I wear to goswimming?

Activity 4 is designed for the studentsto express their knowledge of thestreet, public services and jobs.

Objectives• To recognise objects from the

street: traffic light, waste paperbin, trees, shops, etc.

Activities• Talk to the children about the

pictures in activity 4. Ask them tothink about how important trafficsigns are. Ask the followingquestions:

– What do we do before we crossthe road?

– Where should we cross the road? – How many colours can you see

on the traffic light? What doeseach colour mean? Are trafficlights just for cars or for cars andpeople?

– What do the traffic police do?

• Ask the students to look out of thewindow for a few minutes and tosay what they can see outside.Students work in pairs and drawall the things they can rememberseeing outside. Help them to labeltheir pictures by writing the wordson the board as they ask for them.

• Divide the class into four groups.Tell them to choose one of thepictures in activity 4 and act out ascene based on the picture. Forexample: buying bread, crossing theroad, throwing litter in the bin, etc.

9


ten10

5 Match the pictures and write the name of the shop.

6 Circle your favourite pet. F. A. (Free Answer)

How do you look after your pet? Tick the sentences.

I feed my pet every day.

I give my pet water every day.

I take my pet to the cinema.

I love my pet.

fishmon@e®ªfi

statio>e®ªfi

shø¶ shoπ

�

� �

In activity 4 the students use theirknowledge to recognise differentshops and what each one sells.

Objectives• To relate the names of the shops

to the things we buy in each shop.

Activities• Before doing activity five, ask:

– What do we buy at the green-grocer’s/baker’s/...?

– Where do you buy...?

• Divide the class into four groups andplay hangman using shop names.

In activity 6 the students expresstheir knowledge about animals.

Objectives• To understand and express what

animals need to survive• To encourage positive attitudes of

respect and protection for animals

Activities• Tell the students to look at

the pictures in activity 6, name theanimals, and then to work out which animals you are describing:– Which animal comes from an egg

and can fly?– Which animals come from their

mothers’ wombs and are pets?– Which animal comes from an egg

and has got a hard shell?

Language linkMaterials: construction paper,crayons, white paperThe students draw their pets orfavourite animal on half of the A4sheet of white paper. They cut themout and glue them onto theconstruction paper, and writesentences on the other half of thesheet to describe the animal andglue them on below the pictures.Make a wall display with all the pets,entitled Our Pet Gallery.

10


11eleven

7 Which picture is like your house? Tick the picture. F. A. (Free Answer)

Circle the correct words and write the missing words. F. A. (Free Answer)

I live in a house / flat. It is big / small. It has got windows

and doors. I have / have not got a garden.

8 Read and complete the picture. Colour the picture.

• Flowers around the fountain.

• A dog on the right of the post-box.

• A pigeon on the roof of the market.

• A cat outside the ice-cream shop.

pigeon

dogflowers

cat

In activity 7 the students continueworking on everyday activities, nowfocusing on their houses.

Objectives• To identify different types of houses• To describe one’s own house

Activities• The students should look carefully

at the picture in activity 7 anddescribe the house. Ask:– Which building is probably in

a city? Is this building for onefamily, or more than one? Whatdo we call this kind of house?

– Which house is probably in avillage? Does it rain or snow a lotin this village? Look at the roof.

– Which house is modern and hasa garden?

– Which building is most like yourown house?

The object of activity 8 is to reinforcebasic spatial concepts, such as left,right, in front of, behind, above, etc.

Objectives• To reinforce spatial awareness

Activities• After doing activity 8, the students

can play Robot steps. Give orders:– Forward three! The students take

three steps forward like robots.– Back one! The students take one

step back like robots.

Language linkRevise vocabulary of the parts of ahouse with the students: sittingroom, hall, kitchen, dining room,bathroom, toilet, bedroom, andgarage. They can draw pictures oftheir houses and label the rooms.Ask the students:– What do we call the room where we

do the cooking?– Where do we have a shower?

11

THE WELCOME UNIT


12 A

UNIT 1

The human body


UNIT CONTENTS

Objectives

• To recognise that the human body is made in such a way as to allow us different types of activities and movements

• To identify the main parts of the human body• To understand one’s own body, its abilities and its limitations• To understand that we relate to our environment through our senses• To understand the limitations of people who have some kind of physical

disability (motor disability, blindness or deafness)

Contents

THEME: The human body

INFORMATION AND ACTIVITIES• The main parts of the body• The human body and movement: bones, muscles and joints• The senses• People with physical disabilities

LEARNING TO READ: I have got a new neighbour

I CAN DO IT: Making a skeleton

Assessment criteria

• Reflecting on the possibilities of movement in the human body• Locating the main parts of the human body• Identifying the abilities and limitations of the human body• Differentiating between bones, muscles and joints• Understanding the senses, the sensory organs and their functions• Appreciating healthy habits and the importance of personal hygiene• Accepting differences in people


774130unidad01 _ 002-021.qxd 1/7/04 13:25 Página 2

12 B

UNIDAD 0




The human body� To locate the main parts of the body

in ourselves and in others� To identify the parts of the body that move

and carry out different actions




Extension sheet 1


Moving the body� To understand the function of the bones,

muscles and joints� To identify the main bones, muscles

and joints

The senses� To identify the function of each sense� To relate each sense to its sensory organ


of a descriptive text� To accept and appreciate people with

physical disabilities

I can do it� To study bones and joints through

the assembly of a skeleton






unit 1


The human body 1

12-13

14-15

16-17

18

19

20-21



1 The human body

twelve12

The children are jumping, running, climbing and playing. They are moving their bodies and having fun.

OBJECTIVES

• To locate the main parts ofthe body in ourselves and in others

• To identify the parts of the body that move and carry out different actions

ORDER OF ACTIVITIES

1. Look at and describe the main picture.

2. Read the text within the picture.

3. Discuss, ask and answer questionsabout the picture.


5. Discuss the results of the activities with the whole group.

� ANTICIPATING DIFFICULTIES

• In the presentation of this unit make a special distinctionbetween the following words: hard, rigid, soft and elastic. It isessential that the students should understand these words inorder to understand the difference between the characteristics ofthe bones and the muscles. Elasticity is the key to the working of the muscles.

• Some students may not have assimilated the shape and conceptof the human body yet. It is important to review this by runningthrough the parts of the body from the head to the feet. Touchand name the parts of the body and get the students to join inwith you.


• Ask the following questions toenable the students to discussthe picture.– Where are the children in the

picture? Have you ever been to aplace like this?

– What are the children doing?Encourage them to use thefollowing words. Climbing,dancing, going up the slide…

– Are the children having fun?

– Look at the girl climbing up therope. Which parts of her body is she using?

– Look at the girl climbing up theslide. Which parts of her body is she using?

• Take some photos and pictures toclass of people doing different

12


UNIT 1

13thirteen

What are the children doing? Complete the sentences.

Label the picture.

What do you move when you are swimming? Circle the words.

• swimming • jumping • crawling • climbing

He is . She is .

She is . He is .

face •

cheek •

chin •

underarm•

chest •

stomach •

• hand

• arm

• leg

• calf

• foot

ACTIVITIES

1

2

3

swimmin@

ƒæe†

armfi

stomac™

¬egfi

handfi

chi>

HEAD

LIMBS

TRUNK

crawlin@ jumpin@

climbin@ kinds of physical activity. Describethe movements and ask thechildren to relate the movementsto the parts of the body. Then askthem to explain what kinds ofactions they can do using thefollowing parts of the body. Arms, hands, legs, head.

Multidisciplinary link. Gym

• Ask the students to perform thefollowing actions and movementsand to think about the parts of thebody they are moving in eachcase.• jump

• write

• sew

• run

• swing backwards and forwards

Multidisciplinary link. Language

• Ask the students to memorise andact out the following rhyme:

• My body has three main parts,My head, my trunk, my limbs.Here’s my face, my eyes and noseMy mouth, my cheeks, my chin.Here’s my trunk, my underarms,My chest and my tummy.And here’s my bellybutton.Doesn’t it look funny? Here are my limbs, my legs, my feet,My arms, my hands,This is how I say hello,And run and jump and stand.ADDITIONAL INFORMATION

People perform two different types of movement: voluntarymovements and involuntary movements.

• Voluntary movements are those we do because we want to.For example, run, jump, swim or pick up an object with ourhand.

• Involuntary movements are those movements which we donot control. For example, sneeze, pull our hand away if weprick our finger or the beating of our hearts.

13


� LEARNING SKILLS

Interpreting words in bold print

When we want to identify the main concepts in a text we can usethe words which are highlighted in bold print. These wordsusually tell us what the main theme of each paragraph is. For example:

◗ Read the text on page 14 and ask the students to answer thefollowing questions:

• Which words are highlighted in each paragraph?

• Which paragraph gives us information about the main joints?

• What is the text about?

fourteen14

Bones and muscles

The hard parts of our body are calledbones.

• Bones are hard and rigid. We cannot bend them.

• Our bones are covered by muscles. We move our body with our muscles.

• Muscles are soft and elastic. They do not break when we stretch and contract them.

• We bend our body with our joints.

Touch your arms, legs, hands and hips. Can you feel your bones?

The bonesin the skeleton

neckshoulder

wrist

elbow

knee

ankle

Main joints

Moving the body

The musclesin our body

rib

spinalcolumn

tibia

femur

cranium

pectoralmuscles

abdominalmuscles

biceps

calves

OBJECTIVES

• To understand the function ofthe bones, muscles and joints

• To identify the main bones,muscles and joints

ORDER OF ACTIVITIES

1. Read the text out loud and describe the pictures.


3. Read the instructions out loudand ensure that the students know what they should do.


5. Discuss the answers to all the activities with the wholeclass.



• Encourage the students to namethe parts of the body that we canbend. Help them by asking thefollowing questions: Can we bendour arms? Can we bend our feet? Etc.

• Show the students an articulatedfigure (the wooden figures used forpainting and drawing are ideal forthis purpose). Point to the mainjoints and ask the students tohelp you name them. Elbows,wrists, shoulders, hips, knees,ankles.

14



Bones can be classified in the following way:

• Long bones: they are long and cylindrical. Their function is tofacilitate movement. For example, the femur, the tibia and thehumerus.

• Short bones: they are short and cube-shaped. Their function is to give strength to the body. For example, the bones in the wrist and the vertebrates.

• Flat bones: they are small, flat and not very thick. Theirfunction is to protect other organs. For example, the bones of the cranium.

UNIT 1

15fifteen

Write true or false.

• There are bones inside our body.

• There are bones all over our body.

• There are a lot of bones in our hands.

• All our bones are the same. >

>

>

>

Complete these sentences about muscles.

• Our muscles are and .

• We our bodies with our muscles.

Look at the pictures and write the names of the joints.

a) d)

b) e)

c)

We use our muscles, bones and joints for moving.

ACTIVITIES unit 1

�

�

�

�

1

2

3

tr¤æ

ab

d

e

c

tr¤ætr¤æ

falßæ

elbo∑k>eæ

wris†shoul∂e®

ank¬æ

elasti©so‡†mo√¶

• Explain the function of themuscles to the students.Encourage them to find certainmuscles in their bodies and tothink about how they work. Forexample, when we bend our armsor legs we can observe how thebiceps work or the muscles in ourcalves. The muscles get harder andthen relax.


• Ask the students to perform thefollowing actions to the sound ofthe tambourine as you play it.

• – Move your arms every time youhear the tambourine.

• – Cross and uncross your armswhen you hear the tambourine.

• – Touch your left shoulder withyour right hand.

• – Touch your right shoulder withyour left hand.

• – Walk like a robot to the rhythmof the tambourine. Do not bendyour knees.

• – Walk and lift your knees veryhigh.

• Ask: What differences do younotice between walking withstraight legs and walking as youbend your knees?

15


Reinforcement and extension:Reinforcement sheet 1. (See pp. VI-VII)


16

sixteen16

There are five senses

We use our senses to recognise people,animals and things around us.

• Sight: we recognise light, colour, shapeand size.

• Hearing: we recognise voices andsounds.

• Smell: we recognise different smells.

• Taste: we recognise different flavours.

• Touch: we recognise texture andtemperature (soft, hard, hot, cold).

How can we look after our eyes? Circle the correct words.

We use five parts of our body for our senses

We see with our eyes.

We hear with our ears.

We touch with our skin.

We taste with our tongue.

We smell with our nose.

The senses

Sit close to / a good distance from the television.


The eye

The eyes are the organs of sight. Part of our eyes is for protectingthe eye and the other part is used for seeing. The eyelids,eyelashes and the eyebrows protect our eyes. The eyeball, the pupil, the iris and the lens are used for seeing.

The eyeball is a sphere shape and it is what we normally call the eye.

The pupil is the black dot in the centre of the eyeball. Lightenters the eye through the pupil.

16

OBJECTIVES

• To identify the function of each sense

• To relate each sense to its organ of sense

ORDER OF ACTIVITIES

1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.

2. Look at and describe the pictures.







• Before reading the text out loudfind out how much the childrenalready know about the senses.Ask them how many senses wehave. Ask them to name thesenses and what they are eachused for.

• Prepare three paper plates. Putslices on lemon on one of theplates, crisps on another andsugar on the third. Ask thestudents to taste the things on theplates.


The iris surrounds the pupil. Irises can be different colours.When the iris closes a bit the pupil gets smaller and only a littlebit of light enters the eye. When the iris opens up more lightenters the eye.

The lens is located behind the pupil and inside the eye. Thisworks like an ordinary lens and helps us to focus so that ourvision is clearer over various distances.

The retina is at the back of the eye. The light that enters the eyethrough the pupil reaches the retina.

UNIT 1

17seventeen

What sense do we use? Write sight, hearing, smell, taste or touch.

The flavour of an ice-cream.

The texture of a teddy-bear.

A friend’s voice.

The smell of a pear.

The light of the stars. >

>

>

>

>

Write sweet, salty or bitter.

>>>

We use our senses to recognise the things around us.

We have five senses: hearing, sight, smell, taste and touch.

eyes ears nose skin tongue

ACTIVITIESunit 1

1

2

3

tas†æ

Use the key to circle the words.

bitter salty rough colours sound heat

thunder clouds music cold sweet perfume

touc™

™earin@

sµel¬

sigh†

bit†e® salt¥ s∑æe†

*

***

• Ask the students the followingquestions about the foods theyhave tasted. Is the lemon sweet orbitter? Which of the food you tastedis sweet? What other sweet thingscan you name? What are the crispslike? Are they sweet, bitter or salty?What other salty foods can youname?

Multidisciplinary link. Art and Craft

• Tell the students to work in pairsand make a collage using differentmaterials of different textures(sandpaper, magazine paper, crepepaper, sand, cloth, wool, cotton,etc.). Once they have finished theirwork ask them to describe theircollages to the rest of the class.They should say what they haveincluded and describe the textures(e.g. rough, soft, delicate…).

Cross-curricularHealth and hygiene

• Ask the students to say whathappens if they listen to music tooloud. Ask them to describe thesensation in their ears. Ask themto think about what might happento their hearing if they constantlylisten to very loud music.

Cross-curricularSolidarity

• Ask the students to think aboutand list ways that they can helppeople who are blind or deaf. Forexample, they can help them crossthe road, go to the playground atbreak time or move from one partof the school to another.

17


Reinforcement and extension:Reinforcement sheet 1. (See pp. VI-VII)


18

eighteen18

I have got a new neighbourI have got a new neighbour in my street. His name is Leo. Leo is blind. He cannot see people, objects or places.

Leo is really great. We go out for walks. Leo uses a white stick. He taps the floor in front of him with his stick. He does not knock into things.

He recognises our voices. He has got a lot of friends in our street!

He also recognises things just by touching them. When we play a guessing game with our eyes closed,he always wins. Leo is a champion!

Answer the questions.

• What sense can Leo not use?

• How does he recognise his friends?

Write two games you can play with Leo. M. A. (Model Answer)

LEARNING TO READ

1

2

Leo ca>´† ußæ hifi sigh†.

Hæ ®ecognißefi t™ei® voi©efi.

Guessin@ gaµefi an∂ pasfi t™æ par©e¬.• Lead the students in anexperiment on their senses ofhearing and sight. Choose onestudent and say:– Walk around the classroom with

your eyes shut;– Now stop.

Ask a different student to call theone that has got their eyes shut.– Can you walk towards the person

that is calling your name?– Now you may open your eyes.

How did you walk in the rightdirection?

Repeat with different students.

• Choose a student and say: Please cover your ears. Ask a different student to speak to the one with their ears covered, and discuss how much we can hear with our ears covered, and what it feels like.

LEARNING TO READ

Text type: descriptive textThis text describes some of the skills that blind people develop inorder to overcome their disability. This text highlights the thingsthat the protagonist can do.

18

OBJECTIVES

• To develop reading with understanding of a descriptive text

• To accept and appreciate people with physical disabilities

ORDER OF ACTIVITIES

1. Read the text out loud.

2. Ensure that the students understand all the words and the overall meaning of the text.

3. Discuss the problems that people with physical disabilities face.



Activity Strategy

1 Identifying and understanding details in a text

2 Applying information to other similar situations



Braille Alphabet

The Braille alphabet is a system of writing for the blind. It wasinvented by the Frenchman Louis Braille. The letters, numbers andpunctuation signs are represented by a combination of six raised dots.

UNIT 1

19nineteen

1. Trace the skeleton. Draw the skeleton on construction paper.

2. Join the pieces using butterfly-clips.

3. Move the skeleton’s joints.

Make a skeleton

I CAN DO IT unit 1

19

OBJECTIVES

• To study bones and joints through the assembly of a skeleton

ORDER OF ACTIVITIES

1. Explain the skeleton to the class.


3. Assemble the skeleton.

4. Discuss the results of the activity with the wholegroup.


• Take a skeleton from the sciencelab to the classroom and reviewthe main bones and joints withthe students. Ask the followingquestions. Where is the femur?What do we call this joint (point toone)? Which bone is the tibia?Where is the cranium?

• Show the students a rag doll. Letthem feel it so they can see thatit is very soft. Ask them to noticehow the doll cannot stand up onits own. Ask the followingquestions. Do you think that thedoll could stand up if we put wiresthrough it? Ask them to thinkabout the fact that the skeleton(all the bones together) keep thebody standing upright. Remindthem that the soft things coveringthe bones are the muscles.


20

LET’S REMEMBER

• We use our muscles, bones and joints for moving.

• Bones are hard. The skeleton is made of bones.

• Muscles are soft. We use them for moving.

• We can bend our body with our joints.

• We use our senses to recognise things around us.

• There are five senses: hearing, sight, smell, taste and touch.

• We use our ears, eyes, nose, tongue and skin to recognise things around us.


Complete and label the picture.

• head • trunk • limbs • joints

twenty20

1

2

>

>

>

>

™ea∂

trun§

limbfi

jointfi

Now I know

• Remind the students of the aimsof each section.

– Let’s remember is designed toreinforce the main conceptsstudied in the unit.

– Let’s work with words isdesigned to reinforce the mainvocabulary studied in the unit.

– Let’s revise is designed toreinforce and help themremember some of the basicconcepts in the unit.

– Let’s practice requires thestudents to use the knowledgethey have acquired in the unit.

– I know is a self assessmentactivity where each studentmarks what they have learnt.

20

OBJECTIVES

• To apply and use some of the concepts acquired through the unit

• Review of the unit

ORDER OF ACTIVITIES

1. Identify each section on the double page (Let’s remember, Let’s work withwords, Let’s revise, Let’s practice and I know). Explain the aims of each section.

2. Read the instructions and explain what the studentsshould do.



CHECKING AND ASSESSING

Check that the students understand the following concepts.

• The different movements that the body is capable of

• The main parts of the body

• The abilities and limitations of the body

• The relationship between the skeleton, the muscles, the jointsand movement

• The use of the senses

• The names of some bones and muscles


UNIT 1LET’S REVISE

How do you keep healthy? Colour the pictures.

LET’S PRACTISE

I KNOW…

1. I can move my body in many ways.

2. I must look after my senses.

3. There are bones in my body.

4. The names of the joints in my body.

Why is David’s arm in plaster? Tick the answer.

Because a bone in his arm is broken.

Because his arm is cold.

twenty-one 21

3

4

5 excellent good fair

�


• Write the key words up on theboard. Point to each word and askthe students to tell you somethingabout the word. Ask questions ifnecessary. For example, Can youpoint to your limbs? Tell me howmany limbs you have got. What dowe call these limbs? Etc. Write theiranswers on the board, and ask thestudents to copy some of theminto their notebooks.


• Explain to the students thatstretching their backs and walkingupright is very important for thedevelopment of their bones andmuscles. Tell them also how theyshould carry their schoolbags inorder to avoid damage to theirbacks. It should fit firmly into thecentre of their backs and theweight inside the bag should beevenly distributed. Tell them toempty out their schoolbags and fillthem again thinking about howthey can distribute the contents sothat the weight is evenly balanced.

Language link

Review the parts of the body, andleft and right. Tell the students to work in pairs.They need the skeletons they madein the previous lesson. Thestudents stand facing each otherand give instructions: Move the leftleg. Bend the right knee. Touch thehead. Etc.

21


Reinforcement and extension:Extension sheet 1.

Test and assessment: Unit 1 sheet. (See pp. VI-VII)

KEY WORDS

• Head• Trunk• Limbs• Skeleton• Ribs• Cranium• Spinal column• Tibia

• Femur• Muscles• Pectoral muscles• Abdominal muscles• Calves• Biceps• Joints


22 A

UNIT 2

How does our body work?


UNIT CONTENTS

Objectives

• To understand what a healthy diet consists of• To recognise that nutrition and respiration are vital functions of the body• To relate taking air in and expelling air with breathing• To recognise the function of the heart as a vital function• To understand that our bodies change as we grow• To read and understand a descriptive text• To reflect on healthy habits and customs

Contents

THEME: How does our body work?

INFORMATION AND ACTIVITIES• A healthy diet• Types of food• Nutrition• Respiration

LEARNING TO READ: Growing up

I CAN DO IT: Doing a health survey

Assessment criteria

• Identifying the characteristics of a healthy diet• Understanding that respiration and nutrition are vital functions• Explaining the function of the teeth and the stomach in nutrition• Explaining the basic function of respiration• Recognising healthy dietary habits• Identifying some of the changes to the human body during growth


774130unidad02.qxd 18/6/04 19:49 Página 2

22 B

UNIDAD 0



* Other materials for the

studentsContents and objectivesPage

A healthy diet� To recognise the need to follow a healthy,

balanced diet

Reinforcement and extension:



Extension, sheet 2


Food and nutrition� To show the route of the alimentary

canal and the names of some of the organs involved in the digestive tract

Breathing� To understand that breathing

is a vital function


through a descriptive text� To understand that some things change

and some things stay the same through the growth stages

I can do it� To reflect on healthy habits and customs





intelligence 2� Workbook unit 2

� Tasks in natural science:

The human body 2

22-23

24-25

26-27

28

29

30-31



2 How does our body work?

Our body needs lots of different substances. We get these substancesfrom food and water. We must all eat a little bit of everything.

22 twenty-two

yoghurt

fruit

meat

vegetables

fish

waterbread

egg

OBJECTIVES

• To recognise the need to follow a healthy, balanced diet

ORDER OF ACTIVITIES


2. Read the questions under thepicture.

3. Discuss, ask and answerquestions about the picture.


• Ask the following questions to helpthe students analyse the picture:– How many people can you see?

– Where are they?

– What are they doing? Are theyhaving breakfast, lunch or dinner?

– What food can you see in thepicture?

– Where is the food? Point out that the food is kept in covered cabinets for healthand hygiene purposes.

• Ask students to choose a tray offood that they would like to havefor lunch and practice ways ofasking for the food; remind themto say please and thank you.

• Ask the students about thechildren’s behaviour in the picture.Is anybody running in the canteen?What can you see on the traysbesides the food (cutlery: knives,forks and spoons)? What can yousee on the table besides the foodand water (napkins)?


• In this unit we will be working on the anatomy and physiologyof the human body. It is important that the students should beable to differentiate between the characteristics and functions ofbasic organs such as the stomach, the lungs and the heart. Theywill need these concepts for future years when they will beworking more in depth.

• It is also important that the students understand clearly whichsubstances are needed for correct physical development duringthe growth years. They should also acquire good habits of hygiene and healthy attitudes with respect to their personalhygiene.


22


UNIT 2

23twenty-three

Write true or false.

Label the pictures.

• fish • meat • fruit • vegetables • milk • pulses

What did you have for lunch? Draw a picture and answer the questions. F. A.

The girl needs a lot of sweets.

The girl needs a good diet.

• Is it varied?

• Is it enough?

• What is missing?

•

1

2

3

ACTIVITIES

yoghur† an∂

The boy does not need a lot of sweets.

The boy does not need fruit and vegetables.

Analyse and correct eating habits.

A balanced meal.

FalßæTr¤æ

Tr¤æFalßæ

µea†

pulßefi

mil§

√±@etab¬efi

fis™

frui†

• Ask the students the followingquestions.– Is all the food you eat the same?

– Can a person live if they onlydrink water and they don’t eatanything at all?

• Reinforce the idea of different foodtypes by drawing the chart belowon the board. Ask the students toclassify different food items.


• Develop the students’ vocabularyby associating food with the shopswhere it is bought. Write a list ofshop words on the board and askthe students what they buy in eachshop (fishmonger’s, butcher’s,greengrocer’s, supermarket,baker’s…). Then clean the boardand write the names of food itemsand ask the students where theywould buy each item.

• Play a chain game. Start of by saying: I went to the fishmonger’s and I bought some sardines. The next students should repeat your sentence and add another and so on.


• Discuss healthy eating with the students:

• – You should eat all of the differenttypes of food in the correctproportions.

• – It is not good to eat a lot ofsweets and other foods that arenot nutritious.

• – Can you help me write out abalanced menu, includingbreakfast, lunch, tea and dinner?

23


• A healthy diet consists of a variety of food items and balancedquantities of each type of food.

• Food can be classified into four main groups:

1. Dairy produce (milk, yoghurt, cheese, etc.) whichstrengthens the bones and the teeth.

2. Meat, fish, eggs and pulses which are necessary for growth.

3. Cereals, bread, pasta, potatoes and sugar, which give usenergy.

4. Fruit, vegetables and salad which give us vitamins.

Types of food

Fruit and vegetables

Meat, fish and pulses

Dairy produce

Sugar, cereals and bread


twenty-four24

We cut and chew our food with our teeth.

We swallow our food and it goes to our stomach.

We put food and water into our mouth.

We use our tongue to mix the food withsaliva.

milk teeth


We must our food very well.

We need to eat

mouth

lip

tongue

molars(grind) molars

stomach

canine(tears) incisors

(cut)

canine

c™e∑

• Find out how much the childrenalready know about teeth anddigestion. Ask the followingquestions.

– Do all our teeth look the same?Why do we have different kinds of teeth?

– What would happen if we lost allour teeth at the same time?

– Do you know these words: grind,tear, cut? Can you show me theseactions with your hands?

– What happens inside our bodieswhen we eat? Where does thefood go?


Other organs of the digestive tract are:

• The salivary glands. They produce saliva which we need to make the food moist and soft.

• The oesophagus. This is the tube which connects the mouth to the stomach.

• The intestines. Nutritious substances pass from the smallintestine into the blood. The waste products then go into thelarge intestine and are eliminated.

24

OBJECTIVES

• To show the route ofthe alimentary canal and the names of some of the organs involved in the digestive tract

ORDER OF ACTIVITIES

1. Read each paragraph out loudand describe the corresponding pictures.

2. Discuss the pictures and text.

3. Read the instructions out loudand explain what the studentsshould do.


5. Discuss the answers with the whole class.



� LEARNING SKILLS

Finding information in a picture

In order to find information in a picture we need to look carefullyat all the details, especially the labels which complement theinformation or add more information. For example:

◗ Look at the picture on page 24 and answer the followingquestions:

• What do we call the teeth which are used for tearing food?

• What do we call the teeth which are used for grinding food?

• What do we call the teeth which are used for cutting food?

• Where did you find these names?

UNIT 2

25twenty-five

Use the key to colour the teeth.

Where does the food go? Colour the route and label the picture.

Use the words to complete the sentences.

• stomach • mouth • teeth • saliva

First, we put the food in our .

Then, we chew with our .

We use our tongue to mix the food with .

The food goes to our .

Everybody needs food. We put the food in our mouth, we chew itand then we swallow it. The food goes to our stomach.

Teeth that tear.

Teeth that grind.

Teeth that cut.

ACTIVITIES

1

2

3

unit 2

†æet™

stomac™mout™

mout™†æet™

salivåstomac™

• Write the following words on theboard and ask the students totake turns coming to the boardand underlining those words whichhave something to do with thedigestion of food.

ears stomach tongue

saliva nose hand

teeth air mouth


Tell the students that they shouldwash their hands before eachmeal and brush their teeth aftereach meal. Tell them to draw achart and cross off each day aftereach meal.

Language link

Teach the students the followingrhyme. Show them how to mimethe actions to demonstrate thecorrect movement of thetoothbrush.

• Brush up and down

• Brush in and out.

• Every day three times.

• Now wash your brush

• And rinse your mouth

• Now everybody smile!

25

M Tu W Th F S Su

Breakfast

Lunch

Dinner




26

twenty-six26

Put your hands on your chest and breathe in. What can you feel?

When we breathe in, air goes into our body through our nose.

The air goes to our lungs. Then we breathe out and expel the air.

Our body needs the oxygen in the air.

The blood transports and distributes the nutrients and the oxygen around our body.

The heart beats and pumps the blood round our body.

We need to breathe

nose

lungs

heart

air goes in

air comes out

• Discuss breathing with thestudents. Tell them: Breathe inand out slowly; now breathe morequickly. What changes can younotice? Now put your hand on yourchest, and see what each rhythmof breathing feels like.

• Tell the children to try to find theirribs. Explain that their lungs arebehind their ribs and that the ribsare bones which protect our lungs.

• Show the students how they canfind their pulse. Explain that thesoft movement they can feel istheir blood flowing around theirbodies.

• After reading the text, ask: – What does our blood do?

(It transports nutrients andoxygen around the body).


Hiccups

When we get hiccups a strange sudden sound is made by amuscle which is located just below the lungs. The movementof this muscle helps our breathing. It is called thediaphragm. When the diaphragm is irritated we get hiccups.One of the causes of hiccups is eating too much, too fast.

If you get hiccups you can try one of the following remedies:• Breathe into a bag. • Pinch your nostrils together and take small sips of water. • Put some sugar under your tongue. • Ask somebody to give you a big shock!

paper

26

OBJECTIVES

• To understand that breathingis a vital function

ORDER OF ACTIVITIES

1. Read the paragraphs out loud and describe the corresponding pictures.

2. Discuss the pictures and the texts.

3. Read the instructions out loudand ensure that all the students know what they should do.





� LEARNING SKILLS

Underlining words

Underlining words is a good way of helping us to remember partsof a text very quickly. One way the students can do this is byunderlining the main idea or ideas in a text. For example:

◗ Look at the following text in which the key words have beenunderlined. Then underline the key words in the paragraph atthe bottom of page 27.

When we , enters our body through our nose. The airreaches the and then we breathe out again. Our need the in the air. oxygen

bodylungsairbreathe

UNIT 2

27twenty-seven

Look at the picture and complete the sentences.

• First they fill their lungs with.

• Then they blow theinto the balloons.

1

Use the key to colour the pictures. Now label the pictures.2

Circle the differences in picture a .

• Which man is breathing clean air?

3

Everybody needs to breathe. Our blood transports and distributesthe nutrients from our stomach and the oxygen from our lungs.

the lungs the heart

ACTIVITIES

1

2

3

unit 2

a b

ai®ai®

t™æ lungfi t™æ ™ear†

T™æ ma> i> pictu®æ ∫.

– What do we mean when we saythat our heart beats? (It meansthat it moves in and out). Askthem to think about the rhythmicbeating of a drum. Tell thestudents to find their pulses andsay the rhythm out loud.


• Explain the meaning of thefollowing words:– Inhale: (breathe in): take air into

your lungs.– Exhale: (breathe out): expel the

air from your lungs.

Language link

Materials: construction paper, felttip pens. This unit contains some wordswhich the students may finddifficult to remember andespecially to spell. breathe (in and out), distribute,exhale, expel, heart, inhale, lungs,nutrient, oxygen and transport. It is important that they shouldlearn to use the correct terms. Divide the class into groups. Giveeach group a couple of wordsfrom the list above. The studentsshould write their words in themiddle of pieces of constructionpaper and illustrate the meaningof the word. They can also think ofsome simple sentences using thewords and write them around theword as examples. Display the word posters on thewall of the classroom and usethem to remind the students ofthe correct terminology whileworking through the unit.

27




28

twenty-eight28

Growing upHuman beings are living beings. All living beings areborn. Then they grow and change.

As we grow our bodies change.

Children grow very quickly. Our height and our weightincrease very quickly.

When we are fifteen our bodies grow more slowly. At fifteen there are more differences between girlsand boys, too.

Our body stops growing when we are adults.

As we get older we learn more and we know more.

Everybody learns new things as they grow up.


• Do children grow very quickly?

• Do adults stop growing?

How has your body changed? Write three things. M. A.1

11

2

LEARNING TO READ

Yefi, t™e¥ do.

Yefi, t™e¥ do.

I´µ tal¬e®, I´µ ™eav^e® an∂ I´√¶ go† †æet™.

• All the students can write theirown autobiography with the help oftheir families. Ask the parents togive children information aboutone significant event for each yearof their lives. For example:

– In my first year I learnt to sit upand crawl.

– When I was two years old Istopped using a dummy.


• Make a classroom poster usingphotos of the students when theywere babies. Write the title Whenwe were young across the top of alarge sheet of paper and glue thephotos of the students on thepaper. Display the poster on the wall.

LEARNING TO READ

Text type: descriptive textThis text describes a process. Certain expressions such as: Thenthey grow and change, When we are fifteen and As we get oldermark the progression of stages in our lives.

28

OBJECTIVES

• To develop reading with understanding through a descriptive text

• To understand that some things change and somethings stay the same throughthe growth stages

ORDER OF ACTIVITIES





Activity Strategy

1 Understanding details in a text

2 Applying information to new contexts


UNIT 2

29twenty-nine

Use the key to colour the boxes. F. A.

never always sometimes

1

Answer the question. F. A.

• How can you look after yourself better?

• I should

2

A health survey

I wash my hands before eating.

I brush my teeth after eating.

I have a shower every day.

I have a varied diet.

I eat enough food.

I sit up straight.

I do exercise.

I go to the doctor’s when I am ill.

I go to the doctor’s for check-ups.

I CAN DO IT

1

2

unit 2

Reinforce good habits.Correct bad habits. OBJECTIVES

• To reflect on healthy habitsand customs


• Ask the students:

– What is a survey? (It’s a series of questions. In this case wehave to tick the answers thatapply to us).

– What is a survey for? (It is to findout more information aboutpeople and their habits.)


Ask the students to think carefullyabout personal hygiene and why itis important. Suggest reasons tothem, for example: Our hands collectlots of dirt. That’s why we need towash them before meals. If we don’twash everyday and wear cleanclothes, our bodies don’t smell verynice. We share our classroom withour classmates and it isn’t nice forother people if we smell bad.

Language link

• Ask the students to classifythings that they do every day,every week and from time to time,with regard to health and personalhygiene. For example, every day:have a shower, brush my teeth,wash my hands, change myclothes, comb my hair…; everyweek: cut my nails, wash my hair,clean my ears…; from time totime: visit the doctor, visit thedentist, buy a new tooth brush,wash my hair brush…


Dentistry is a field of medicine which treats illnesses andproblems in the mouth and teeth. Cavities are the most commonproblem that we have with our teeth.

Cavities destroy the teeth little by little. They begin by destroyingthe surface of the tooth and progress gradually to the inside of thetooth. Once the cavity is deep it can be very painful and we needto go to the dentist to have a filling.

In order to prevent cavities we should brush our teeth after everymeal and not eat too many sweet things.

29


LET’S REMEMBER

• Everybody needs to eat and breathe.

• We chew our food in our mouth and it goes to our stomach.

• When we breathe in, the air goes to our lungs.

• Our heart beats and pumps the blood round our body.

• The blood distributes the nutrients and the oxygen.

• Our height and weight increase very quickly when we are children.


Label the pictures. Write a sentence about each picture.

• mouth • nose • lungs • stomach • air • food

breathing

eating

30 thirty

1

2

F. A.

lungfi

stomac™ mout™

foo∂

noßæai®

Now I know

30

• Remind the students of the aimsof each section:– Let’s remember is designed to

reinforce the main conceptsstudied in the unit.

– Let’s work with words, toreinforce the main vocabularystudied in the unit.

– Let’s revise, to reinforce andremember some of the basicconcepts in the unit.

– Let’s practice requires thestudents to use the knowledgethey have acquired in the unit.

– I know is a self-assessmentactivity where each studentmarks what they have learnt.

• Talk to the students about whatthey have learnt in this unit andencourage them to give theiropinion about the activities theyhave worked with. Ask:

30

OBJECTIVES

• To apply and use some of theconcepts acquired throughthe unit


ORDER OF ACTIVITIES

1. Identify each section on thedouble page (Let’s remember,Let’s work with words, etc.).Explain the aims of each section.

2. Read the instructions and explain what the students should do.




Check that the students understand the following concepts: • The characteristics of a healthy, balanced diet• Nutrition and breathing are essential for human life• The function of the stomach, teeth, heart, lungs, and blood• People’s bodies change as they grow• Healthy habits and customs we should follow


LET’S REVISE

Fill in the card. Draw a picture of yourself. F. A.

LET’S PRACTISE

I KNOW…

1. Everybody needs to breathe.

2. We use our lungs to breathe.

3. Everybody needs a varied diet.

4. I am growing and my body is changing.

Circle the answers.

Can the swimmer breathe under water? Yes she can. / No she can’t.

How long can she stay under the water? 3 minutes. / 3 hours. / 1 day.

thirty-one 31

3

4

5

ME

I am centimetres tall.

I weigh kilos.

My shoes are size .

I have lost teeth.

Things I do to keep healthy and strong:

I

A self-portrait.

UNIT 2

– Which activities did you likemost/least?

– Which activities were difficult/easy?

– In which activities did you learnmore/less?

• Ask the students to read section 1(Let’s remember) in silence, and tryto memorise the sentences. Tell the students to close their books,give them the first few words of eachsentence and see if they can supply the rest of the sentence.

• Take some large plastic bags toschool. Make holes in them forthe arms and tell the students toput them on as if they were a jacket (with the opening at theback). Students can use felt tippens to draw the position of thefollowing organs on their partners:heart, lungs, stomach.

Language link

• Materials: a large sheet ofcontinuous paper, blue paint andrulers.

• Tell all the children to take off oneshoe and sock. Place thecontinuous paper on the floor andask the students to line up andplace a hand print and a foot printon the paper. Write the studentsname above each set of prints. Tellthe children to find their prints onthe paper, measure the length oftheir footprints and hand prints andwrite the length by the side. Thentell them to write in their shoe sizes.

• Display the mural and askquestions, for example: Who hasgot the biggest feet?

31


Reinforcement and extension:Reinforcement sheet 2.

Test and assessment: Unit 2 test.(See pp. VI-VII)

KEY WORDS

• Nutrition • Food• Breathing • Mouth• Tongue• Saliva• Teeth

• Stomach• Nose• Lungs• Blood• Heart


32 A

UNIT 3

Animals

UNIT CONTENTS

Objectives

• To recognise that animals are born, grow and die and therefore are living beings

• To appreciate the life cycle• To classify animals according to different criteria• To identify the different types of food animals eat and the different

ways they are born• To encourage respect for all living beings

Contents

THEME: Animals

INFORMATION AND ACTIVITIES• Pets and wild animals• The main parts of animal bodies• Herbivores and carnivores, vertebrates and invertebrates• Types of animals according to the way they are born: viviparous

and oviparous animals• The dangers to animal life• Stages in animals’ lives

LEARNING TO READ: We look after animals

I CAN DO IT: The life cycle

Assessment criteria

• Recognising that animals are living beings which are born, grow and die• Identifying different ways in which animals are born and different food

that they eat• Classifying animals according to how they are born• Classifying animals according to the food they eat• Differentiating between vertebrates and invertebrates• Showing respect for animal life




32 B

UNIDAD 0





Pets, farm animals and wild animals.� To recognise the main features of pets, farm

animals and wild animals� To locate the main parts of animals’ bodies




Extension sheet 3


Herbivores, carnivores, vertebrates and invertebrates� To classify animals according to whether they

are herbivores or carnivores� To identify vertebrates and invertebrates

Types of animals according to how they areborn: viviparous or oviparous� To distinguish the ways animals are born� To classify animals according to how they are

born


through an explanatory text� To encourage respect and protection of animal

life

I can do it� To reflect on the stages of the life cycle







Animals and plants 1

32-33

34-35

36-37

38

39

40-41



3 Animals

Lucy brings her rabbit to school. Her friends ask lots of questions. What do rabbits eat? Do they eat meat like wolves? Do they eat plants like sheep? Can a rabbit be a pet like a dog or a cat?

thirty-two32

toucan

pets

wild animals

OBJECTIVES

• To recognise the main features of pets, farm animalsand wild animals

• To locate the main parts of animals’ bodies

ORDER OF ACTIVITIES


2. Read the text and the questions under the picture.

3. Discuss, ask and answer questions about the picture.



• Ask the students to look carefullyat the main picture and read thewords in the illustration. Then askthe following questions: – Have any of you got a pet rabbit

at home?

– What other pets have you got?

– Ask the students who have dogsand cats: What do they eat? Howoften do you feed them? Do youtake them for a walk? How often?How often do you have to changetheir water?

– Who looks after the pets in yourhouse?

– Has anybody got a real lion, tigeror bear at home? Why do youthink that we don’t keep thesekinds of animals as pets? Wheredo these animals normally live?


• When you are working with the question of carnivorousanimals being meat eating animals some students may believethat “meat” means pork or beef. Explain that in this case “meateating” means that they eat fish, mice, birds and so on.

• While you are working through the unit and especially in thesection on looking after pets explain to the students thatalthough some animals are carnivores we give them animalfeed made up of different products. This is the case of dogs and cats.


32


UNIT 3

33thirty-three

Match the pictures and the sentences.

Label the picture.

• head • mouth • ear • legs • tail • skin • eye

• They live close to people.

• They live a long way from people.

• They can feed and look afterthemselves.

• People feed and look after them.

Pets live with people. People feed them and look after them. Wild animals feed and look after themselves.

What does a rabbit eat? Use the key to colour the picture.

Pets and farm animals

Wild animals

1

ACTIVITIES

2

>

3

1 11

1

11

1

3 3

3

3

2

2

2

23

3

3

™ea∂

ski>

tai¬¬egfi

e¥æ

mout™ea®

Grass, leaves, carrots.

• Show the students photos ofdifferent animals and ask them tosay whether they are pets, farmanimals or wild animals.

• Play the animal chain game. Startthe chain off by saying: My favouriteanimal is a tiger. Point to anotherstudents who says: My favouriteanimal is a tiger and a rabbit.Continue making the chain withdifferent animal words untilsomebody makes a mistake withthe sequence. Start again.


• Ask the students to mime themovements of the followinganimals: a cat, a bear, a kangaroo,a frog and a bird. Then ask thestudents to think about the kindsof sounds these animals make.


• Explain to the students that weoften use expressions aboutanimals to describe a person. Givethem some examples: as busy asa bee; as greedy as a pig, swim likea fish, naughty monkey, etc.

• Discuss the meanings of theseexpressions and ask the studentswhy we use them. Tell thestudents to choose one of theanimals they have discussed, drawa picture and write the expression.They should try to reflect the traitin their pictures.

Cross-curricularResponsibility

• Discuss the needs of pets andhow we should look after them.Talk about being a responsible petowner. Discuss feeding, givingfresh water, keeping the petsclean, taking them for walks, lovingthem and showing affection,keeping the streets clean and so on.

33

• When you are working with the section on fish explain that thefish bones are the skeleton of the fish’s body.

• Make sure they understand the difference between a hardexoskeleton and a shell. The exoskeleton is completely joinedto the body of the animal (a tortoise or a crab). The shell ispartially separate (a mussel or an oyster).


thirty-four34

Vertebrates and invertebrates.

Rabbits have got bones inside theirbodies.

• Animals with bones are calledvertebrates. Rabbits are vertebrates.Dogs and sardines are alsovertebrates.

• Animals without bones are calledinvertebrates. Clams and worms areinvertebrates.

What are animals like?

What is a rabbit like?

Rabbits have got long teeth to cut the plants they eat. Animals that eatplants are called herbivores.

Animals that eat meat are calledcarnivores. Sharks and lions arecarnivores.

Are people vertebrates or invertebrates? We are vertebrates.

fur big ears

short tail

the skeleton of a rabbit

the skeleton of a sardine

clam worm

• Ask the students the followingquestions. When we have chickenfor lunch, do we eat the bones?Do we eat the lamb chop bones? Dowe eat the fish bones? Why not?

• Take a complete fish bone intoclass and some chicken and rabbitbones so that they students canobserve the shape, consistency andtypes of bones (flat bone, longbones, joints, etc).

� LEARNING SKILLS

Classifying according to specific criteria

Classification according to common characteristics is a very usefulway of organising information. For example:

◗ Classify the following animals into vertebrates and invertebrates.

sardine – rabbit – fly – worm – pigeon – prawn – spider

34

OBJECTIVES

• To classify animals accordingto whether they are herbivores or carnivores

• To identify vertebrates and invertebrates

ORDER OF ACTIVITIES

1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning.






7. Read the paragraph at thebottom of page 35 out loud.


Vertebrates Invertebrates



Omnivorous animals

Animals which eat both plants and meat are called omnivorousanimals. Tortoises, pigs and bears are all omnivorous.

The largest animal in the Spanish fauna is the brown bear, whichis unfortunately in danger of extinction. It lives in the Cantabrianmountain range and in the Pyrenees. Although its diet consistsmainly of plants such as chestnuts, acorns and walnuts it also eatssmall animals like snails and ants. One of its favourite treats is honey

UNIT 3

35thirty-five

Colour the animals’ food. Label the pictures herbivore or carnivore.

Match the pictures.

Colour the skeletons of the vertebrates.

Herbivores eat plants. Carnivores eat other animals. Vertebrateshave got bones. Invertebrates have not got bones.

>

ACTIVITIESunit 3

1

2

3

fish dove

bones shell

dog

hard exoskeleton

carnivo®æ

™erbivo®æ

carnivo®æ ™erbivo®æ


• Give each student a sheet ofpaper with a partially drawnelephant. Leave out the ears,trunk and tail, for instance. Tell thestudents to complete and colourthe picture. Ask the followingquestions: Is the elephant avertebrate or an invertebrate? Is ita herbivore or a carnivore? Is it apet or a wild animal?

Language link

Give the students the followinganimal quiz to do in pairs. 1. Write the names of three

herbivorous animals. 2. Write the names of three

carnivorous animals. 3. Write the names of three

vertebrates. 4. Write the names of three

invertebrates. 5. Write the names of two

herbivorous vertebrates. 6. Write the names of two

carnivorous vertebrates. Tell the students to say stop whenthey have finished the quiz. Thefirst pair to finish reads itsanswers to the rest of the classfor discussion.

35




36

thirty-six36

Rabbits come from their mother’s womb.

Rabbits, horses, monkeys and lots of otheranimals come from their mothers’ wombs.

Animals that are born like this are calledviviparous animals.

Animals are born and grow

How many names for baby animals do you know? M. A.Chicks, puppies, kittens, lambs, calves…

Ducks are different from cats. Ducklings come from eggs. The mother duck lays the eggs.

Fish, frogs, crocodiles and butterflies come from eggs.

Animals which come from eggs are called oviparous animals.

• In order to find out what thestudents already know about thistheme ask them how certainanimals are born (a cow, a rabbit,a chicken, a sardine, a horse, aturkey…). Ask: Is this animal bornfrom an egg or from its mother’swomb? Point to your stomach toshow them what you mean.Explain: Some animals are bornfrom eggs which the female of thespecies lays. These animals arecalled oviparous. Give someexamples (a chicken, a sardine,


How long does it take for animals to be born?

Not all animals take the same length of time to be born. The timetaken from the laying of an eggs to the hatching of the chickvaries from bird to bird. For example:

Time taken for bird eggs to hatchCanary 13 daysPigeon 18 daysHen 21 daysDuck 28 daysGoose 31 daysOstrich 42 days

36

OBJECTIVES

• To distinguish the ways animals are born

• To classify animals according to how they areborn

ORDER OF ACTIVITIES

1. Read the text out loud andensure that the students understand all the words and the overall meaning.









It is the same case with the mammals. Not all babies remaininside their mother’s wombs for the same length of time. For example:

Time taken for mammals to be bornCat 2 monthsLion 3 monthsBear 7 monthsHuman being 9 monthsDolphin 11 monthsElephant 22 months

UNIT 3

37thirty-seven

Tick the oviparous animals.

How a sparrow is born. Complete the sentences.


Oviparous animals come from eggs. The mother lays the eggs.Viviparous animals come from their mother’s womb.

The mother lays the

.

• The sparrow is an animal because it is born from an egg.

The baby breaks the

and is born.

The mother gives the

chick .

ACTIVITIESunit 3

1

2

3

1

1

2 3

The calf has justbeen born.

The calf is inside the mother.

The calf is drinkingthe mother’s milk.

eggfi eg@ foo∂oviparoufi

2 3

��

� �

a frog). Other animals are bornfrom their mothers’ wombs (a horse, a cow, a human being).These animals are calledviviparous. Tell the students todraw two columns in theirnotebooks and classify animalsinto oviparous and viviparous.

• Discuss the way that oviparousanimals are born. Explain that notonly birds are born from eggs butalso fish, insects and reptiles.Then ask: Are all eggs the same?Are they all the same shape andcolour? Do all animals lay eggs?Make sure that they understandthat some marine animals areviviparous, such as whales anddolphins.


• Divide the class into two groups.Give each group a piece ofconstruction paper, entitledOviparous animals, and Viviparousanimals. Each group makes aposter by cutting out and gluinganimals from their group onto theconstruction paper. Under eachanimal they should write the name.Ask students to present theirposter to the rest of the class.


• Before beginning the activity aboveremind the students of the rulesfor working in teams. They shouldagree on a division of tasks, theymust not impose their ideas oneveryone else, they should avoidarguments, etc.



37


38

thirty-eight38

We look after animalsAnimals are living beings. All living beings areborn, grow, get old and die.

Some animals only live for a few days, likeflies. Some animals live for a long time.Tortoises can live longer than people.

A lot of animals are in danger. Some animalscannot find enough food. Other animals live in polluted places. Some animals lose theirparents and they cannot survive.

We should protect and look after all animals.


All animals live for a long time.

All animals live for a short time.

Some animals live for a long time and others live for a short time.

Read the passage again. Find and classify two animals.

It lives for a few days. It lives for many years.

Why are animals in danger? Complete the sentences.

Some animals cannot .

Other animals live .

LEARNING TO READ

1

2

� �fl¥

FFT

fin∂ enoug™ foo∂i> pollu†e∂ pla©efi

tortoißæ

LEARNING TO READ

Text type: explanatory type

This text has the following structure:

• The normal life cycle of animals with some specific examples

• The risks and dangers of animal life

• The responsibility that humans have towards animal protection

38

OBJECTIVES

• To develop reading with understanding through an explanatory text

• To encourage respect andprotection of animal life

ORDER OF ACTIVITIES



3. Discuss the importance of protecting and caring for animals.



Activity Strategy

1 Understanding details in a text

2 Giving opinions

• Explain to the students: Whencertain animal species are notreally able to survive or reproduceon their own in their naturalenvironment we say they are indanger of extinction. There aremany species that are currently indanger of extinction: whales, thelynx, seals, bears, etc.


Tell the students that they mustnever abandon an animal norshould they bring homeabandoned animals without askingtheir parents first. If they find anabandoned animal they should tella grown up so that he or she canget in touch with a specialorganisation that cares forabandoned animals.


� LEARNING SKILLS

Summarising a text in a title

We use titles in order to summarise a text in just a few words.These titles should be short and should say what the text is aboutin a very general way. For example:

◗ Read the following text and write a title.

Title: _______________

Rabbits have got very long teeth. They use these teeth to cut plantswhich they eat. Animals that eat plants are called herbivores.

UNIT 3

39thirty-nine

The life cycle

Follow the instructions.

Turn the wheel. What can you see? F. A.

1 3

I CAN DO IT unit 3

2

2

Complete the life cycle.

• Colour the arrows.

• Complete the picture.

1

New-bornchick

39

OBJECTIVES

• To reflect on the stages of the life cycle

ORDER OF ACTIVITIES


2. Draw and colour the elements in the life cycle.

3. Make the wheel for the life cycle.

4. Discuss the results of the activity with the whole group.


• Give each student a sequence ofthree scenes on the theme of thelife cycle of an animal or aperson. Ask them to place thescenes in the correct order.

• Tell the students to bring threephotos of themselves to school;one photo of when they werebabies, one photo of when theyfirst went to school and anothermore recent photo. Ask them toglue the photos onto a piece ofconstruction paper inchronological order.

• Ask the following questions inorder to make them think carefullyabout the life cycle:

– What would happen if men andwomen stopped having babies?

– What would happen if only onepair of lions were left (a maleand a female) and they did nothave any cubs?



Use the words to complete the word map.

• oviparous animals • herbivores • vertebrates

• invertebrates • carnivores • viviparous animals

ANIMALS

food bones the way they are born

they eatmeat

they eatplants

they come from their

mother’s womb

they have got bones

they have notgot bones

forty40

1

2

they comefrom eggs

carnivo®efi √±r†ebra†efi oviparoufi

™erbivo®efi in√±r†ebra†efi viviparoufi

Now I know

LET’S REMEMBER

• Animals are living beings: they are born, they grow and they die.

• Animals move from place to place and eat other living beings.

• Herbivores eat plants. Carnivores eat other animals.

• Vertebrates have got bones. Invertebrateshave not got bones.

• Oviparous animals come from eggs. Viviparous animals come from their mother’s womb.

40


• Encourage the students to thinkabout the work they have done byasking the following questions:

– How can we classify animals bythe different types of food thatthey eat?

– How are viviparous animals born?

– What do we call animals thathave bones inside their bodies?

• Tell the students to work in pairsand make index cards aboutdifferent animals using thefollowing model:

– This is a (name of animal). – It was born ……… so it is a

………. – It eats ……… so it is a ………. – It is a ……… so it has/hasn’t got

bones.

40

OBJECTIVES



ORDER OF ACTIVITIES






Check that the students understand the following concepts:

• The difference between vertebrates and invertebrates

• The main differences between pets, farm animals and wild animals

• The different types of food that animals eat

• The two ways in which animals are born

• The need to protect and care for animals


LET’S PRACTISE

I KNOW...

1. Animals are living beings.

2. How animals are born.

3. It is important to look after animals.

4. Some animals have got bones inside their bodies.

41forty-one

4

5

LET’S REVISE

How do animals help us? Match the pictures to the sentences.

They give us food. •

They help us. •

They work for us. •

They are pets. •

3

Solve the problem:

John has got a problem. His dog does not want to eat, run or play.

What should John do? Tick the correctsentence.

1. He should take his dog to the park.

2. He should take his dog to the vet.

3. He should take his dog to the hospital.

�

UNIT 3

– It lives ……… (on the land, inwater…)

Language link

• Materials: flashcards or picture ofdifferent types of animals (insects,birds, fish, mammals).

• Give each student a picture or aflashcard. Ask the students to dothe following: Stand up and nameyour animal. Give as muchinformation as you can about theanimal. For example: This is a lion.It’s a carnivore, it’s a vertebrateand it is viviparous.

• Call out classifications, forexample: herbivores. All thestudents holding pictures of herbivores should stand up andhold out their picture. The rest ofthe class can check that studentsstanding are right.

• Play the classification game. • Tell the students that you are

going to call out two classificationwords. They should form twogroups according to the picturesthey are holding. Tell the studentsto form the following groups:herbivores and carnivores;vertebrates and invertebrates;viviparous and oviparous; wildanimals and pets or farm animals.

41



Test and assessment:Unit 3 test. (See pp. VI-VII)

KEY WORDS

• Animal • Invertebrate• Pet • Viviparous• Farm animal • Oviparous• Wild animal• Carnivore • Vertebrate


42 A

UNIT 4

Animals, animals all around

UNIT CONTENTS

Objectives

• To understand that there are many different groups of animals• To classify animals into insects, fish, reptiles, mammals, birds

and amphibians• To recognise some of the essential characteristics of insects, fish,

reptiles, mammals, birds and amphibians• To identify the way that insects, fish, reptiles, mammals, birds

and amphibians reproduce and what they eat• To appreciate animal life

Contents

THEME: Animals, animals all around

INFORMATION AND ACTIVITIES• Insects• Fish• Reptiles• Mammals• Birds• Amphibians• Marine animals

LEARNING TO READ: Amphibians

I CAN DO IT: Marine animals

Assessment criteria

• Understanding that there are different types of animals• Understanding that each type of animal has specific characteristics• Identifying the way in which insects, fish, reptiles, mammals, birds

and amphibians reproduce and what they eat• Describing and classifying animals according to different criteria• Appreciating and respecting the importance of animal life




42 B

UNIDAD 0





Insects� To distinguish the main characteristics

of insects� To identify some insects




Extension sheet 4


Fish and reptiles� To distinguish the main characteristics

of fish and reptiles� To identify some fish and reptiles

Mammals and birds� To distinguish the main characteristics

of mammals and birds� To identify some mammals and birds


through a descriptive text� To identify the main characteristics

of amphibians� To recognise some amphibians

I can do it� To identify and describe the external

characteristics of some marine animals






� Tasks in natural science


42-43

44-45

46-47

48

49

50-51



4 Animals, animals all around

At midday the sun is warm. A lot of insects come out to fly. Insects have not got any bones. They are very small. Insects have got six legs. Some insects have got wings.

forty-two42

dragon fly

bee

grasshopper

ladybird

wasp

OBJECTIVES

• To distinguish the main characteristics of insects

• To identify some insects

ORDER OF ACTIVITIES

1. Look at and describe the mainpicture.

2. Read the text under the picture.





• Read the words in the picture andask the students to look carefullyat the picture. Then ask thefollowing questions: – How many animals can you see

in the picture?

– In real life which is the biggestanimal and which is thesmallest?

– Which animals fly?

– Which animals have fins?

– How do ladybirds move? How dograsshoppers move?

– Where do fish live? On the landor in the water?


• It is important to clarify for the students that some animals thatlive in the water like whales or dolphins are not fish butmammals.

• Students often classify spiders as insects. In order to avoid thisconfusion highlight the fact that insects all have six legs andthat spiders have eight legs which is why they are not insects.Spiders belong to their own group called arachnids.

• When you are describing reptiles explain that not all reptilescrawl along the ground like snakes. Some reptiles, likecrocodiles, have legs and they walk or even run.


42


UNIT 4

43forty-three

Copy and label the picture.


Find six insects. Label the pictures.

Insects come from eggs. Insects are very big.

Insects are invertebrates. Insects have got antennae.

Insects have got legs.

Insects are invertebrates. They have got six legs and two antennae. A lot of insects have got wings.

H

A E R A W A S P A

O U E P A B E E A

N

B

M

U

O

T

S

T

Q

E

U

R

I

F

T

L

O

Y

A

P I M O F L Y M

O R M I A N T W

beetle

T

ACTIVITIES

1

2

3

head

eye

legs

antennae

T

T

F

T

but†er‡l¥

mosquito

an†

fl¥∫¶æ wasπ

Insect with labelledparts.

• Write the following words on theboard and ask the students to saywhich words are related to insects:

• antennae • fins

• viviparous • oviparous

• vertebrates • invertebrates

• wings • legs

• bones

• Explain how each word is relatedto insects. When you speak aboutlegs remind them that insects allhave six legs. Spiders have eightlegs which is why they are notinsects.


• Give each student a big picture ofa ladybird. Tell them to colour inthe ladybird and glue their pictureonto a piece of construction paper.Tell the students to make holeswhere the black spots are andglue black shiny paper to the backof the drawing.


• Ask the students to write threesentences about insects. Theyshould begin their sentences with:All insects ... (for example: areoviparous, have six legs,are invertebrates).

Language link

• Make an insect mural. Tell thestudents to find pictures of insectsand bring them into class. Draw abackground of a field and a smallpond. Tell the students to gluetheir insects to the backgroundand make labels for the names.

43


Ants

Ant are insects. They are found all over the world. One of themain characteristics of ants is that they are social creatures. Theylive in large groups and they share out the work. There are threedifferent types of ants.

• Queens: they have wings and are responsible for laying theeggs which will be the next generation of ants.

• Males: their function is to fertilise the queen ants.

• Workers: they have no wings and their mission is to collectfood and build the defences of the ant nest.


forty-four44

Reptiles

Reptiles are vertebrates. They areoviparous animals. They live on the land.

A lot of reptiles have got short legs, likecrocodiles and lizards.

Lizards have got long bodies and long,thin tails. Their bodies are covered inscales.

Other reptiles have not got any legs, likesnakes. They slide along the ground.

Fish

Carp are oviparous animals. They are vertebrates and they live in water.

Some fish live in rivers, like carp.

Carp have got fins. They use their fins for swimming. Their bodies are covered in shiny scales.

Other fish, like bream and horse-mackerel, live in the sea.

How is an oviparous animal born?

Fish. Reptiles

snake

lizard

breamscalestrunk

headtail

carpfins

legs

horse-mackerel

carp

tail

scales trunk head

• Ask any students who have petfish the following: Can you explainto us what you give the fish to eat?How do fish sleep? How are theyborn? How do you look after yourfish?

• Ask the students to think aboutthe similarities between fish andreptiles, and to complete thefollowing sentences in theirnotebooks.


Fish

Fish are aquatic animals. They breathe through gills which arelocated at either side of the head. Fish take oxygen from thewater and absorb it through the gills unlike land animals whichtake oxygen from the air.

Fish eat plankton, marine plants, smaller fish, larvae, smallmolluscs, etc.

Fish move their bodies from side to side and move their fins inorder to move in the water.

44

OBJECTIVES

• To distinguish the main characteristics of fish and reptiles

• To identify some fish andreptiles

ORDER OF ACTIVITIES



3. Discuss the pictures and thetext.

4. Read the instructions out loud and ensure thatthe students know what theyshould do.






Generally speaking fish have a highly developed sense of smell,however their sight is not very good and some fish that live invery deep water are blind.

The skeleton of a fish can be cartilaginous, in other words soft(like a shark or a sting ray) or bony and hard (like a sardine or a hake).

The biggest fish is the whale shark which can measure up to 18 metres and the smallest fish is the dwarf goby which is only8 millimetres long.

UNIT 4

45forty-five

Label the pictures.

• tail • fins • scales • legs • head

Classify the animals. Write Yes or No.

It has got scales.

It has got feathers.

It is a vertebrate.

It is an invertebrate.

It has got fins.

It has got legs.

It lives in water.

It lives on the land.

It is a fish.

It is a reptile.

Fish are vertebrates. They have got fins and scales. They are oviparousanimals. They live in water. Reptiles are vertebrates. They areoviparous animals. They have got scales. They live on the land.

sardine

trout lizard

crocodile

ACTIVITIES

1

2

unit 4

Yes Yes

sca¬efi sca¬efi™ea∂

¬egfifinfi

NOYESNOYESNOYESNOYESNO

NOYESNONOYESNOYESNOYES

tai¬ tai¬– Fish and reptiles have bodies

covered in _______.

– Fish and reptiles both havebones, so they are_____________.

– Fish and reptiles are born fromeggs so they are ____________.

• Ask the students to say thenames of fish and reptiles. Writethe words on the board and thenask the students to describesome of the animals written onthe board. Praise all the studentsfor their answers but pay specialattention to descriptions whichhave some scientific value.

• Write the following code on theboard and ask the students towork out the names of differenttypes of sharks. 1 � B 2 � L 3 � U4 � E 5 � W 6 � H7 � A 8 � T 9 � I@ � G � � R # � M& � D

1 2 3 4 ..... shark5 6 7 2 4 ..... shark1 3 2 2 ..... shark8 9 @ 4 � ..... shark6 7 # # 4 � 6 4 7 & ..... shark

45




46

forty-six46

Mammals

Mammals are vertebrates. They areviviparous animals. They come from their mother’s womb.

Baby mammals drink their mother’s milk,like this zebra.

Zebras are mammals. They have got four legs, a long neck and their skin is covered in black and white hair.

Dogs and lions are also mammals.

Describe the birds.

Birds

Birds are vertebrates. They areoviparous animals. Their bodies arecovered with feathers.

Storks are birds. They have got blackand white feathers. They have alsogot two wings, two legs and a longbeak.

Sparrows, ducks and eagles arebirds.

Mammals. Birds

eagle sparrow oriole

• Show the students three photos of mammals and three photos ofbirds. Tell them the names of theanimals. Ask the students to copyand complete the following chartin their notebooks:

Born from their mothers’ wombs 1.2.3.

Born from eggs 1.2.3.


Birds are oviparous animals that are born from eggs. Most birdsmake nests using twigs and leaves. They lay their eggs in thenests.

However, some birds such as swifts, which are similar toswallows, make strange nests in the shape of a funnel. Theymake their nests using mud. Other birds like cuckoos lay theireggs in other birds’ nests. This way they don’t have to go to thetrouble of building their own.

The number of eggs laid by each type of bird varies. For example,penguins only lay one egg each time whereas ducks lay up to 15 eggs.

46

OBJECTIVES

• To distinguish the main characteristics of mammalsand birds

• To identify some mammalsand birds

ORDER OF ACTIVITIES










The male or the female must sit on the eggs and incubate them sothat the chicks can develop inside the eggs. They keep the eggswarm with their own bodies. This period of incubation may lastfrom between 10 and 82 days depending on the species of bird.

When the chicks are born, some birds leave the nest and followtheir mother around looking for food.

However, other chicks stay in the nest for a time. The parentsbring food to the chicks and give it to them in their beaks. Whenthe chicks have grown enough the parents teach them how to fly.Once the chicks can fly they leave the nest and begin anindependent life.

UNIT 4

47forty-seven

Which animals drink their mother’s milk? Tick the pictures.

Complete the sentences.

The , the ,

the and the are mammals.

Draw a bird. Label the picture.

Mammals come from their mother’s womb. Mammals drink their mother’s milk. Birds are vertebrates. They come from eggs and they have got feathers.

dog elephant pig

canary bee cow

• beak

• feathers

• wings

• legs

• head

ACTIVITIES

1

2

unit 4

What have all these animals got in common? Tick the boxes.

feathers skin

four legs wings

come from eggs bones

3

™ea∂∫±a§ wingfi

ƒeat™erfi¬egfi

(PICTURE)

do@pi@ co∑

e¬ephan†

�

�

� �

�

� �

�

• Divide the class into two groups.Say: I am going to call out thenames of mammals and birds.When I say the name of a mammalthe first group must clap theirhands and when I say the name ofa bird the second group must claptheir hands. Complicate theactivity by adding names ofanimals that are neither mammalsnor birds.

• Draw a flow chart on the board.Tell the students to copy it intotheir notebooks and complete ittogether with a partner.

• Write the names of the followinganimals and their young in twocolumns on the board. Tell thestudents to copy the columns intothe notebooks and match thebabies to the animals.

Calf SheepKitten LionPuppy CowCub BirdChick DogLamb Cat


Teach the students the followingtongue twister. Ask them to say itfaster and faster each time. Yellow lions lying in the long grass.

ExamplesCharacteristics

BIRDS

ExamplesCharacteristics

MAMMALS



47


48

forty-eight48

AmphibiansFrogs, toads and salamanders are vertebrates. They are amphibians.

Frogs, toads and salamanders have not got any fur. They live in wet places. They live where there is water.

All amphibians start their life in the water. The females lay eggs in ponds and rivers. Tadpoles come from eggs. They look like fish. Tadpoles live in water. They can swim.

Tadpoles change slowly. They grow legs. Then the second part of their life begins. They come out of the water and live on the land.


Amphibians are vertebrates. They have not got any fur. They are born in the water and then they live on the land.

Amphibians are vertebrates. They always live in the water.

Write the names of three amphibians.

Where can you find a toad or a frog?

LEARNING TO READ

1

2

3

�

Frogfi, toadfi an∂ salaman∂erfi.

I> å ∑±† pla©æ. Nea® wa†e®.

• After you have read the text outloud ask the students thefollowing questions aboutamphibians: – Do amphibians have feathers, fur

or skin?

– Are they vertebrates orinvertebrates? Why?

– Are they oviparous? Why?

– Where do amphibians live?

– What would happen to thetadpole if we took it out of thewater for a long time?


Tell the students to do thefollowing physical activities.• Walk like frogs while I mark out a

rhythm on the tambourine.

• Crawl like snakes while I markout a rhythm on the triangle.

• Do a relay race in teams. Youhave to hop like frogs.

LEARNING TO READ

Text type: descriptive textThis is a descriptive text which describes the main characteristicsof amphibians.

48

OBJECTIVES


• To identify the main characteristics of amphibians

• To recognise some amphibians

ORDER OF ACTIVITIES





Activity Strategy

1 Identifying explicit details in a text

2 Applying information to new contexts



Whales

Whales are mammals that live in the sea. Their hearts are thesame size as a small car and their bodies are covered in a layer of fat. They eat plankton or other sea creatures. They usually haveone baby at a time and the young feed on their mothers’ milk forabout seven months.

Whales can stay under the water for quite a long time and whenthey come to the surface they blow out a stream of hot waterthrough orifices located on their heads.

Whales have been hunted for years and prized for their fat. This iswhy they are in danger of extinction.

UNIT 4

49forty-nine

Marine animals

Match the sentences and the pictures. Use the words to complete the sentences.

• eight • black • five • two

Look at the picture and circle the correct words.

1. The shark is a fish. / an insect.

2. It lives in the water. / on the land.

3. It has got legs. / fins.

4. Its body is covered with skin. / feathers.

• The body of a mussel is soft and orange. It has got ashell.

• A starfish has got legs.

Its body is covered with a hard

exoskeleton.

• An octopus has got a very big head.

It has got tentacles.

• A crab has got a hard exoskeleton.

It has got claws.

I CAN DO IT

1

2

unit 4

shark

blac§

fi√¶

eigh†

twø

49

OBJECTIVES

• To identify and describe the external characteristics of some marine animals

ORDER OF ACTIVITIES

1. Explain the activities.

2. Read the descriptions out loud and ensure that thestudents understand all the words and the overall meaning of the text.



• Show the students pictures of different animals and ask themto describe the animals.Encourage them to always do thisfollowing the same order. Begin bydescribing the head, then thebody and finally the extremities.

• Play What animal am I? A student describes an animalwithout saying which one it is.His/her classmates try to guess.The first one who guessescorrectly describes anotheranimal. Continue until all or mostof the members of the class havehad a turn.


Ask the students to work out thefollowing animal riddle: Guess who I am: I’m black and white I’m full of stripes.

(Zebra)


LET’S REMEMBER

• Insects are invertebrates. They have got six legsand two antennae. A lot of insects have got wings.

• Fish are vertebrates. They have got fins. They areoviparous animals and they live in the water.

• Reptiles are vertebrates. They have got scales. They are oviparous animals and they live on the land.

• Mammals are vertebrates. They come from theirmother’s womb and they drink their mother’s milk.

• Birds are vertebrates. They come from eggs and they have got feathers.


Write true (T) or false (F). Draw pictures.

fifty50

Now I know

1

2

MAMMALS

They are born from their mother’s womb.

They have got scales.

They drink their mother’s milk.

They have got feathers and a beak.

They are born from eggs.

They have got four legs.

BIRDS

FISH REPTILES


They have got fins.

They live on the land.


They have got wings.

They have got scales.

T

FT

TTF

T

TF

TFT

50


• Write the names of severalanimals on the board and ask thestudents to say which group theybelong to (reptiles, birds,mammals, etc.)

• Ask the following questions tocheck whether the students haveunderstood the concepts in thisunit:

– Which groups of animals have westudied in this unit?

– Which groups of animals areinvertebrates?

– Are reptiles born from theirmothers’ wombs or from eggs?

– Which groups of animals havescales all over their bodies?

– Which animals drink theirmothers’ milk when they arebabies?

50

OBJECTIVES



ORDER OF ACTIVITIES

1. Identify each section on thedouble page (Let’s remember,Let’s work with words, etc.). Explain the aims of each section.






• The different types of animals

• The characteristics and main features of insects, fish, reptiles,mammals and birds

• The criteria to bear in mind when classifying animals

• Animals should be respected, cared for and protected


LET’S REVISE


• vertebrates • walk • head • we drink our mother’s milk

• trunk • mammals • limbs

• People have got bones. We are .

• Our body has got a , a

and .

• We come from our mother’s womb and .

We are .

• We can and we can run. We can also learn how to swim.

LET’S PRACTISE

I KNOW…

1. There are lots of different vertebrates.

2. How to recognise an insect.

3. How to classify animals.

4. All animals are important.

Circle the two insects.

fifty-one 51

3

4

5

√±r†ebra†efi™ea∂ trun§

∑¶ drin§ ou® mot™e®´fi mil§

limbfi

mammalfiwal§

UNIT 4

Cross-curricularCleanliness and tidiness

Before doing the activity aboveremind the students about therules for working in the classroom.They should be tidy and organisedin their work. Their writing shouldby clear and legible, they mustglue the pictures down carefullyand so on.

Language link

Draw the following word search onthe board and tell the students tofind two birds, two mammals, tworeptiles, two amphibians, twoinsects and two fish.

51




KEY WORDS

• Insect• Antennae• Fish• Fins• Scales• Reptiles• Birds• Feathers

• Beak• Skin• Fur• Mammals• Drink milk• Amphibian

A N T X S T S

P P I G E O N

D O G F Q A A

W B E E C D K

V F R O G M E

S H A R K E R

C A N A R Y T

N L I Z A R D

S A R D I N E


52 A

UNIT 5

Plants


UNIT CONTENTS

Objectives

• To understand that plants are living beings, they are born, grow and die• To recognise that plants need food and air in order to survive• To appreciate the importance of plants for human life• To identify the main parts of a plant• To classify plants according to different criteria

Contents

THEME: Plants

INFORMATION AND ACTIVITIES• The needs of a plant• Cultivated and wild plants• Different types of plants:

– Trees– Bushes– Grasses

• The parts of a plant:– Roots– Stem– Leaves– Flowers– Fruit

• Plants are born and grow

LEARNING TO READ: From wheat to bread

I CAN DO IT: Make a plant file

Assessment criteria

• Recognising plants as living beings• Identifying the main parts of a plant• Differentiating between and describing plants• Classifying plants according to different criteria• Identifying the stages of plant growth• Locating the seeds in the fruit• Appreciating the importance of plants to human life



52 B

UNIDAD 0




Plants� To recognise the needs of cultivated plants� To identify soil, air, water and light as

necessary elements for plant survival




Extension sheet 5

Testand assessment:Unit 5 test

Parts of plant� To identify the main parts of a plant: roots,

stem, leaves, flowers and fruit� To differentiate between trees, bushes and grass

The life cycle of a plant� To describe the stages of the life cycle

of a plant� To understand the reproductive function

of seeds


through a descriptive text� To describe the process of making bread� To appreciate the importance of plants

as part of human nutrition

I can do it� To describe plants using the criteria learnt

in this unit� To reflect on the different uses of plants

for humans






unit 5



52-53

54-55

56-57

58

59

60-61



5 Plants

Plants need soil, water, air and sunlight. These plants are in a garden. People look after the plants in the garden.

fifty-two52

fir tree

bushes

grass

weeping willow

OBJECTIVES

• To recognise the needs of cultivated plants

• To identify soil, air, water and light as necessary elements for plant survival

ORDER OF ACTIVITIES


2. Read the text in the pictureand the text under the picture.




• In order to encourage thestudents to look carefully at themain picture and describe it, askthe following questions: – Where are the people in the

picture?

– What are the children doing?

– Do plants need water?

– What else do plants need?

– Are plants living beings?

– Is a tree a plant?

– Is a bush a plant?

– Look at the tree. It’s a willow tree.Describe the trunk.


• One of the difficulties that the students may find isdifferentiating between bushes, trees and smaller plants. Pointout that we have to look carefully at the stem or the trunk tosee the difference.

• The students must also be aware of the fact that the flower andthe fruit are not the same thing.

• Most of students will have plants at home. Make them aware ofthe fact that plants are living beings not just decorative objects.


52


UNIT 5

53fifty-three

What do plants need? Label the pictures.

Look at the picture and write A or B.

Plant is healthy.

Plant is not healthy.

Plant needs water.

Match the words and the pictures.

• lettuce • apple tree • tomato plant • carrot

ACTIVITIES

1

2

3

a b

wa†e® soi¬

ai® su>

ABB

– Have the bushes got trunks? Arethey the same as the tree trunk?

– Have the bushes got flowers?

– Are the plants in this garden wildplants or did somebody plantthem deliberately?

• Encourage the students to namefood items which are from plants.Remind them that we eat differentparts of the plant and ask them ifthey can remember someexamples. Tell the students thatnot all plants are edible. Someplants are poisonous so when theyare in the countryside they shouldnot try eating plants unless anadult is present to guide them.


• Show the students pictures ofgarden tools (hoe, spade, rake,hose, watering can…) and askthem to think about how we usethese tools in the garden. Teachthe students the verbs to go withthe tools (dig, rake, water, plant…).Ask the students to draw the toolsin their notebooks and help themto write a short sentence for eachtool explaining how we use it.


• Divide the class into pairs. Eachpair should bring a small plant toclass and agree to care for theplant. They should decide whatthey are going to do. How oftenthey are going to water the plant,where they are going to place it…Explain to the students that whenthey water the plants they shouldnot soak the plant but make surethat the water does not spill out of the plant pot. Spend some timelooking at the plants at the end of each class and praise thestudents for their work.

53


• While you are working through this unit you will need picturesand leaflets on plants. It would also be a good idea to arrange a visit to a botanical garden, a florist or a garden centre.

• You could also organise a plant file for the classroom.– Collect grass and leaves. Press the samples between two

sheets of paper.– Place the sheets of paper between two heavy books for

a couple of weeks. – Glue the dried samples to sheets of construction paper and

write the names of the plants they belong to. Store the sheetsin a folder.


fifty-four54

Plants also have different roots, leaves,flowers and fruit.

Different kinds of plantsThe parts of a plant

All plants have got roots, a stemand leaves.

Most plants also have flowers and fruit.

Big plants and small plants

Plants have different kinds of stems.

• Trees have got a thick, hard stem called a trunk.

• Bushes have got a short, hard stem.

• Grass has got a short, soft, green stem.tree

(chestnut)

flower

leaves

stem

roots

bush(rose)

grass(clover)

ROOTS LEAVES FLOWERS FRUIT

wheat rose tulip orange

cherries

acorn

bay daisies

oak lilac

carrot

elm

• Tell the students to collect leavesand bring them to class. Thestudents then place a sheet ofpaper over the leaves and drawaround the outline. Tell thestudents to colour in the leaves.Discuss the different shapes ofthe leaves. Ask them to describethe size, shape and texture of thedifferent leaves.


The chestnut tree

The chestnut tree has a thick, brown trunk. The leaves are big, it has white flowers (occasionally they are dark pink) and the fruitis the chestnut. The wood from this tree is used to make furniture.Some chestnut trees have edible fruit.

The fruit from the horse chestnut tree, which is commonly foundin parks, is not edible for humans but it can be eaten by animals.

The olive tree

The olive tree has a greyish brown trunk. It has leaves all yearround. The olive tree has small white flowers and the fruit is

54

OBJECTIVES

• To identify the main parts of a plant: roots, stem, leaves,flowers and fruit

• To differentiate between trees, bushes and grass

ORDER OF ACTIVITIES



3. Discuss the pictures and the text.







edible. We use olives (the fruit) to extract olive oil. The woodfrom the olive tree is used for making furniture.

The strawberry tree

The strawberry tree is really a bush which has a brownish, reddishtrunk. It has leaves all year round, white flowers and a fleshy, red fruit. The fruit has a rough surface. The leaves of thestrawberry tree are used to make medicine and the fruit is usedfor making different kinds of drinks and cakes.

Lavender

Lavender is a bush. It has a dark green stem and long, spearshaped, greyish leaves. The flowers are blue and we use them formaking medicines and perfume.

UNIT 5

55fifty-five

Label the picture.

Circle and colour the roots.

Colour the stems. Label the pictures tree, bush or grass.

Plants have got roots, a stem, leaves, flowers and fruit. Trees andbushes have got trunks. Grass has got a short, soft, green stem.

pine tree

oaklavenderviolet

poppy sugar beet

ACTIVITIES unit 5

1

2

3

¬ea√±fi

rootfis†eµ

grasfi bus™ t®ææ

flo∑±®• Take a selection of fruit to class

and ask the students which typeof plant the fruit comes from. Letthe students took, smell and tastethe fruit. Ask: Do bananas grow on trees or bushes? What aboutapples? Do they grow on trees?

Students may not know what kindof plant some fruit that they ofteneat grows on. For example,children often think thatpineapples grow on trees, which is not correct. Show the studentspictures of the fruit growing on its plant.


Tell the students to make a collageusing the leaves they collected.They can make a landscape bygluing the leaves onto paper.

Multidisciplinary linkMathematics

Read out the following sentencesand ask a volunteer to come to theboard and write the numbers asyou read:– There are 69 tall buildings. 8

blackbirds have made their nestsin the buildings and 54salamanders are climbing up thewalls of the buildings.

– There are 345 trees in the park.23 squirrels are running up anddown the trees and 58 sparrowsare flying in the park.

– There are 70 pigeons eatingbread in the square.

Ask students to write sums on theboard using the numbers from the sentences.

55




56

fifty-six56

How long does a tree take to grow: a few hours or a few years?A few years.

A lot of plants have leaves and flowers in the Spring.

The flowers become fruit.

Plants come from seeds

Seeds are inside the fruit. A new plant can grow from a seed. The seed needs soil and water.

A plant grows in four stages.

1. First, the seed falls on the ground.

2. Then, the seed opens. A small root and a stem grow. The stem has got small leaves.

3. The root grows down and the stem grows up. Leaves grow on the stem.

4. Then, the plant grows and has got a lot of leaves.

Plants are born and grow

stem

root

4

Apple tree

3

2

1

• Ask the students: Where can yousee the seeds on a plant? What arethe seeds for?

• Take a selection of fruit to class.Make sure your selection containsa variety of seed types, forexample: strawberry, sunflowerseeds, and so on. Explain that theblack specks on the surface of thestrawberry are in fact the seedsand that sunflower seeds are the

� LEARNING SKILLS

Identifying the stages in a process.

In order to identify the stages in a process we need to identify thewords which sequence the stages: first, then, after that and so on.For example:

◗ Write the following sentences on the board and ask the studentsto number them in the correct order:Finally the plant grows and the leaves grow. First the seed falls onthe ground. Then the roots grow down. Then the seed opens anda small root appears.

1. 3.

2. 4.

56

OBJECTIVES

• To describe the stages of the life cycle of a plant

• To understand the reproductive function of seeds

ORDER OF ACTIVITIES

1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning ofthe text.










The tomato plant

The tomato plant has a green stem, yellow, star shaped flowersand the fruit is the tomato which we use for salads, making juiceand sauces.

The carrot plant

The carrot plant has a thin, green stem and white flowers(although sometimes the central flower is red). It has a thick,fleshy orange root. This is the part of the plant that we eat.

UNIT 5

57fifty-seven

Look at the seeds and classify the fruit.

• One seed: .

• A lot of seeds: .

Where can a seed grow? Tick the box.

Number the pictures in the correct order.

Plants come from seeds. The seed falls on the ground. The soilcovers the seed. The seed opens. The stem, the roots and smallleaves grow. The seed grows into a plant.

stones soil and water sand


Seeds need .

ACTIVITIES

1

2

3

peach apple plum melon

unit 5

πeac™, pluµapp¬æ, µelo>

soi¬ an∂ wa†e®

3 1 2

�

part that we eat. Then encouragethe students to name other fruitand say where the seeds are andwhat they look like.

• Take some packets of seeds toclass of plants that give us foodthe students will be familiar with.Give each student a small flowerpot and some soil. Tell thestudents to look carefully at theinstructions on the packets ofseeds. Help them to read theseinstructions if necessary. Thestudents plant their seeds andcare for their plants. Remind thestudents of the basic rules ofplant care (light, water, air). Tellthe students to write their nameson their flower pots. Seeds whichwill grow quickly are: radishes,parsley, courgettes and beans.


Tell the students to bring someseeds to class. Give each studenta small piece of constructionpaper (A4 size) and tell them tomake a mosaic using the seeds.Remind them of the rules for artwork in the classroom. Theyshould tidy up and clean thetables after they have finished andwork carefully in order to achievethe best results. Praise thestudents who make an effort toproduce tidy work.



57


58

fifty-eight58

From wheat to breadBread is very healthy. It gives us energy. We need energy for growing, moving andworking.

Bread is normally made with wheat. This is how it is made.

Farmers sow the wheat seeds in the Autumn. The wheat grows and the farmer harvests it in the summer.

Then we grind the wheat and make flour.We mix the flour with water and yeast to make dough. We knead the dough well and make different shapes.

Then we put the dough in the oven and we bake it. Now the bread is ready to eat.

Match the words to the meanings.

grind • • To cut the wheat.

harvest • • To make flour.

knead • • To mix the dough.


We grind the wheat and make flour.

We sow the wheat seeds.

We bake the dough in the oven.

LEARNING TO READ

1

2

We mix the flour with water and yeast.

We harvest the wheat.

We knead the dough.

1

2

3

4

1

3

6 5

2

4

• If there is a kitchen in your school,spend one session making breadwith the students. Mix the flourwith water and yeast and showthem how to kneed the doughwell. Each student can make asmall bread roll.

• Take a selection of different typesof bread to class. Discuss thedifferences with the students.


Give the students bread dough tomake sculptures with. Once theyhave made the shape they wantthey can paint and decorate thesculptures. Hold a class exhibitionof the sculptures.

LEARNING TO READ

Text type: descriptive textThe text “From wheat to bread” describes a process, the processof making bread. The text is written in the order of the process.The pictures show the order of the actions.

58

OBJECTIVES


• To describe the process of making bread

• To appreciate the importanceof plants as part of humannutrition

ORDER OF ACTIVITIES



3. Discuss activity two and explain to the students theythey should put the actionsin order.



Activity Strategy

1 Matching words to their definitions

2 Putting sentences in the correct order to show a process



The melon plant

The melon plant has stems which grow along the ground. It hasbig leaves and yellow flowers. The fruit is the melon which cangrow very big. It is green or yellow, very juicy and edible.

Beet

Beets have long straight stems, big leaves and small greenflowers. The root is very big and fleshy. There are two types ofbeet. One type is red and we eat it in salads. The other type is white and we use it for extracting sugar.

UNIT 5

59fifty-nine

1. Choose some useful plants.

2. Make a card for each plant.

• First, describe the plant.

• Then, write what we use it for.

• Finally, draw a picture.

3. Cut out coloured cards.

Make a plant file

I CAN DO IT

THE ORANGE TREE

Description

• It is a tree.

• The trunk is dark grey.

• It has got small, white flowers.

• The fruit is an orange.

Use

• The orange tree is a fruit tree.

• We eat the fruit of the orange tree.

unit 5

Complete and classify the cards.

59

OBJECTIVES

• To describe plants using the criteria learnt in this unit

• To reflect on the differentuses of plants for humans

ORDER OF ACTIVITIES

1. Explain the basic concepts involved in making a plant file.

2. Remind the students of the main ideas of the unit: types of plants and the partsof a plant.




• Explain to the class that we useplants in many different ways(food, decoration, paper, furniture,perfumes, textiles…). Ask them tosay how we can use variousdifferent plants.

• Collect the plant files that thestudents have made in thisactivity and make a class folder.


• Divide the class into groups offour or five students. Each groupmakes a mural on one aspect ofthis unit. The spokesperson foreach group presents the mural tothe rest of the class. Remind thestudents of the rules for workingtogether in groups.


LET’S REMEMBER

• Plants are living things. They need soil, water, air andsunlight. Plants have got roots, a stem, leaves, flowersand fruit.

• Trees are plants with a long, hard, thick stem.

• Seeds are inside fruit.

• Plants come from seeds. Seeds fall on the ground. Soilcovers the seeds and a new plant grows.



• roots • stem • leaves • flowers • fruit • seed

The seed is in the soil.

Thegrow from the stem.

Theappear.

Thegrows on the plant.

A root and a stem grow from the

.

Thegrow down. Thegrows up.

sixty60

1

2

1 2 3

4 5 6

ßæe∂rootfi

s†eµ

frui†flo∑±rfi¬ea√±fi

Now I know

60


• Read the section Let’s rememberout loud. Ask the students to copythe following questions into theirnotebooks and to write theanswers:– What do plants need to survive?

– Describe a tree.

– Describe the stem of a bush.

– Where are the seeds in fruit?

– What happens when the seedsfall on the ground?

• Tell the students to exchangebooks with their partners and tocorrect each other’s work. Showthem how to tick and give onepoint for each correct answer.

60

OBJECTIVES



ORDER OF ACTIVITIES1. Identify each section on

the double page (Let’s remember, Let’s work withwords, etc.). Explain the aims of each section.






• Plants are living beings and as such they are born, grow,reproduce and die

• The necessary elements for plant life

• The parts of a plant

• The differences between types of plants

• The usefulness of plants to human life

• The need to respect plant life


LET’S REVISE

Which things come from plants?

LET’S PRACTISE

I KNOW…

1. Plants are living things.

2. Plants need water.

3. Where plants come from.

4. We need plants for food.

Colour the good actions. Cross out the bad ones.

sixty-one 61

3

4

5

popcorn

wood

cottonbread

leathermetal paper

, , , , and

come from plants.

popcor>paπe®

woo∂ cotto> b®ea∂

UNIT 5

Give the class the correctanswers. Ask students to explainto their partners any answerswhich are not correct.

• Write the following words on theboard:

big tree small bushmedium-sized foodwith flowers decorationwithout flowers woodgrass

Show the students pictures ofplants and ask them to describethe plants using the words on theboard.

Language link

• Materials: construction paper,crayons, scissors, glue, paper.

• Show the students how to draw aplan for a garden. Large circlesrepresent trees, medium-sizedcircles represent bushes andsmall circles represent smallplants. Discuss the otherelements of a garden such aspaths, walls, ponds, benches,chairs and tables, play areas andso on.

• Tell the students to work in pairs.They design their ideal garden. Tellthem to draw the garden using lightpencil marks and then cut and glue the elements onto theconstruction paper. They can thencolour and label the elements.Students describe their gardens tothe rest of the class. Display thegardens on the wall.

61




KEY WORDS

• Plants• Root• Stem• Leaves• Flowers• Fruit• Seeds• Sow

• Trunk• Grass• Trees• Bushes


62


sixty-two62

Find and write three joints. M. A.

What part of our body do we use for our sense of touch?

What part of our body do we use to cut and chew food?

2

3

ANIMALS

What do herbivores eat?

Draw an insect.10

9

1

THE HUMAN BODY

Elbo∑, wris†,ank¬æ.

Ou® ski>.

Ou® †æet™.

Plantfi.

Check:6 legs2 antennae


63

63sixty-three

PLANTS

Draw a tree in Spring. What do plants need?

Where are the seeds?

Colour the fruit.

What is the name of the part of a plant that grows under ground?

5

6

7

8

4

Which animals have got feathers?

Where do mammals come from?

11

12

Colour the reptile.13



Ai®, wa†e®, su>, soi¬.

Insi∂æ t™æ flo∑±rfi o®t™æ frui†.

T™æ rootfi.

Birdfi.

Froµ t™ei® mot™e®´fiwombfi.

Discuss the rules for team work: organisation, respect, sharing,listening, participating...


64

sixty-four64


Find and circle things in the picture.1

LOOK AT THE PICTURE

4 mammals 1 plant with flowers 1 child

1 reptile 4 trees 1 old lady

2 birds 1 lake 1 girl

2 fish 2 clouds 1 gardener

Think about the activity.

What was the most difficult thing to find?

Where is it?

2

fish

lake reptile

child

bird

mammal

cloudcloud

mammal

bird

plant withflowers gardener girl

mammal

mammal

old lady

1, 2, 3, 4 trees

2

3

4

2

1

T™æ ®epti¬æ.O> å roc§.

SCIENTIFIC METHOD

These pages provide an introduction to the procedures for scientificwork. In this section the students will be working with thefollowing procedures: observation (activities 1 and 2), collectingand recording data (activity 3) and analysis of data (activity 4).


65

65sixty-five

Find out the most common shoe size in the class. Before you begin, organiseyour work.

3

Use the table to answer the questions.

Which shoe size is the most common?

Which is the smallest size?

Which is the biggest size?

4

INVESTIGATE

1. Write the names of allyour classmates. Writetheir shoe sizes.

2. Count the number oftimes you have the samesize.

3. Compare the numbers.

4. Decide which size is mostcommon.

Follow the steps and do the work in your notebook.


Which activities did you get right?

Name and surname

Pilar García 31

Anne Smith 33

Shoe size

Shoe size

30 5

31

32

33

34

8

17

12

2

Number of times


Term 2Contents

Assessment criteria

• The use of inventions • Electricity • New materials (plastic) • Significant advances

in medicine

• The Earth, the Sun and the Moon

• The movements of the Earth• Day and night• The seasons

• Coastal landscapes• Plains• Mountains• Means of transport:

air, land and sea

• Inside houses• Streets and neighbourhoods• Urban transport: public

and private

• The components of the soil:sand, earth and rocks

• Types of soil: sandy and wet• The water cycle • Changes in the state

of water• The air and the wind

• Discursive text

• Informative text


• Didactic text

• Discursive text

• Discovering the forceof water and wind

• Making recycled paper

• Recording the weather

• Doing a road safety survey

• Map reading

In the countryTheme 6

Inventions and discoveriesTheme 7

THEME INFORMATIONLEARNINGTO READ

I CAN DO IT

1. Identifying the different forms of water in nature and changes in its state

2. Recognising the presence of air in different places and objects3. Understanding the importance of technological and scientific advances

for the development of human life4. Understanding what we use machines for and identifying different types

of machines5. Identifying the Sun, the Earth and the Moon6. Differentiating types of landscape and their main features7. Understanding the function and usefulness of means of transport8. Identifying the main rooms in a house, locating them on a floor plan

and in space9. Understanding the most common services in a neighbourhood

66 A


�

The Earth and the skyTheme 8

Landscapes on the EarthTheme 9

Homes and housesTheme 10


66 B

We are now about to start the second term and once again I would like to ask you for your help and support in this newstage. Any activity which you can do at home to help developyour child’s understanding of the concepts we will be dealingwith is of enormous value. You child will feel secure knowingthat you are involved and interested in his/her learning process.

During this second term in Science, Geography and History your child is going to learn many things about the air, the waterand the Sun. We are going to study the environment which we live in, the landscape which surrounds us and some of the inventions and discoveries which have made significantimprovements in the quality of human life.

In order to reinforce at home the work we are doing at school I would like to suggest that you spend some time with your childin the kitchen. Show him/her how we heat or freeze water so thathe/she can see the changes in state (liquid, solid and gas). Youcan also show him/her some of the inventions that you use on adaily basis such as the fridge and the washing machine. Explainhow these machines work and what people did before they hadthese devices at home.

Your cooperation and support is essential for your child’sdevelopment.

Thank you for your effort and interest.

Dear Families:


66 C

UNIT 6

In the country

UNIT CONTENT

Objectives

• To understand the different types of soil• To reflect on the usefulness of water for living beings• To observe the different forms of water in nature• To encourage water saving practices• To identify the air as an essential element for living beings• To appreciate the importance of the forests for living beings• To develop reading with understanding of a discursive text

Contents

THEME: In the country

INFORMATION AND ACTIVITIES• Types of soil: rocky, sandy, wet, dry…• Water:

– Use– Changes in state

• The air: – Composition– The wind

• The forests and plants: their importance for human life

LEARNING TO READ: Amphibians

I CAN DO IT: To discover the force of water and wind

Assessment criteria

• Recognising different types of soil• Understanding that water and oxygen are necessary for life• Explaining the water cycle• Recognising the main characteristics of water• Distinguishing the three states of water• Identifying oxygen as one of the gases present in the air• Appreciating the importance of forests and their usefulness to living

beings• Developing water saving practices




66 D

UNIDAD 0





Soil� To identify different types of soil: rocky,

sandy, wet� To analyse what is present in wet soil




Extension sheet 6


Water: use and changes in state� To distinguish the different states of water� To understand that water is in continuous

movement

The air and the wind� To understand that oxygen is one of the

components of the air and an essential elementfor life

� To understand that the wind is air in movement


through a discursive text� To appreciate the importance of plants

and forests

I can do it� To discover the force of the wind and the water

through an experimental task� To make a windmill







The natural environment

66-67

68-69

70-71

72

73

74-75



sixty-six66

The children are wearing climbing boots. Sometimes they walk on hard ground made of rocks. Sometimes they walk on sandy ground and sometimes they walk on wet ground.

Plants do not grow on dry ground. They grow on wet ground.

In the country6

bird

air

sand

stones

water

rock

cloudOBJECTIVES

• To identify different types of soil: rocky, sandy, wet

• To analyse what is present in wet soil

ORDER OF ACTIVITIES






• Tell the students to look carefullyat the picture. Ask for volunteersto read the words in the pictureout loud. Then ask: – Where are the children in the

picture?

– What can you see on the ground?What can you see in the sky?

– Where is the ground soft? Why isit soft there?

– Why are there plants growingnear the water?

– Are there any plants growing onthe rocks? Why not?

– Look at the boy’s hair. Is it windy?

– Can you see the air?

– Is it cold? Why do you think so?

• Explain to the students that livingbeings depend a lot on the type ofsoil. Plants and animals needcertain conditions (humidity,


• Students may well have difficulty understanding the differentstates of water. Point out that ice and steam are also water.Explain that the clouds are not made of steam but smalldroplets of liquid water.

• When you are discussing the characteristics of water explainthat water has no colour, it is not white.

• Explain that the wind is air in movement. When we say it’swindy or there’s a breeze we are saying that the air is moving.


66


UNIT 6

67sixty-seven

Look at the pictures and write dry or wet.

What do people build on the land? Colour the things in the picture.

1.

2.

3.

4.

5.

ants’ nest

ants

worms

stones

roots

Look at the picture. What is there under wet soil?

ACTIVITIES

1

2

3

dr¥ ∑±†

house

tunnel

road

bridge

rootfiantfi´>es†antfisto>efiwormfi

67


The soil is made up of different sized rocks and stones, sand,earth and the remains of living beings such as leaves which havefallen from the trees. Different kinds of animals live underground,for example moles.

Moles are mammals which have special feet for digging the soil.They have very strong claws and they can build longunderground tunnels to connect the different parts of their nest.They are practically blind because they live in darkness. However,their sense of smell and touch are very well developed. They eatother animals that live underground such as insects or worms.

mineral substances, etc.) for theirsurvival. The soil conditions in aparticular area influence the typesof plants and animals that we willfind there.

• Show the students a receptaclefull of sand and another one full ofdamp soil. Encourage them toobserve the different colours,textures and smell. Ask: Which soildo you think would be best forplants? Why? What essentialelement has the damp soil got?


• Tell the students to make a collageof a landscape using stone, sand,leaves, grass, etc. Hold anexhibition of all the collages andinvite another class to come andsee the work.

Cross-curricularCourtesy

• Take advantage of the activityabove to ask the students toprepare a written invitation asfollows:

• The students and teacher of class(2) would like to invite you to visittheir art exhibition called “NaturalArt”. The exhibition will be open on(day) from (time) to (time).

• We look forward to seeing you here.• Class (2)

• Tell the students to vote for threeclass representatives to presentthe exhibition to the visitors.

• Divide the class into 2 groups. Giveeach group a drawing of the outlineof the trunk of a body drawn on along sheet of paper. Tell the childrento complete the outline of the body.Group 1 draws the outline of a boyand group 2 draws the outline of agirl. In order to perform this task thestudents will have to organise theirwork and share out the tasks.


sixty-eight68

We need water

Water

There is water in the sea, in rivers,lakes and in our houses.

Water is a liquid. We cannot keep it in our hands.

When water gets cold it turns into ice.Ice is a solid.

When water gets hot, it turns intovapour. Vapour is a gas.

cloudrain snow

river

sea

evaporation1

2

3

4

5

Changes in waterWater is always moving in nature.1. When the water in the seas and rivers gets hot, it evaporates and goes

into the atmosphere.2. The water vapour in the atmosphere joins together in small drops and makes clouds.3. When the clouds get cold they make rain, snow and hail.4. The water from the rain and the snow comes back to the ground, the rivers

and the lakes.5. The water in the rivers goes back to the sea.

• Discuss the different uses ofwater. Use the information on thispage in the Additional Informationsection. Then ask the students toname daily activities which involveusing water.


Water is an essential element for life. A reliable water supply is essential for human life and the development of a society.

Water is necessary for just about all human activities. We need itfor health and public health, agricultural production, nutrition andfor maintaining an ecological balance.

There is a lot of water on the Earth but nowhere near all thewater available is suitable for using as drinking water. The waterin the sea is salt water and therefore cannot be drunk unless it is first processed to remove the salt.

68

OBJECTIVES

• To distinguish the differentstates of water

• To understand that water is in continuous movement

ORDER OF ACTIVITIES

1. Read the text out loud and ensure that the students understand all the words and the overall meaning of the text.









In some places in our country it rains heavily and there is plentyof drinking water. However, in other places it hardly rains at alland drinking water is scarce. In order to ensure a regular supplyof drinking water dams are built to store water. This water is thenpiped to our houses.

In the cities we use water for cleaning the streets and watering the public gardens. In many cities now this water is recycledwater. It is not suitable for drinking but it can be used for otherpurposes.

UNIT 6

69sixty-nine

What do we use water for? Write four words.

Use the key to colour the pictures.

Read and copy.

Remember to drink lots of water every day.

ACTIVITIES

solid liquid gas

Write another example of each one.

A solid: A liquid: A gas:

1.

2.

3.

4.

Water is a liquid. When water gets hot, it turns into vapour. Vapour is a gas. When it gets cold, it turns into ice. Ice is a solid.

1

2

3

unit 6

in@in@in@in@

drinkwa†er

washcook

sto>æ mil§ ai®

S

S

S

SS S

S

S

S

L

LL

G

G

G

G

• Tell the students to make a muralon the different uses of water.They can use pictures or drawtheir own. Show them how todisplay the different uses andlabel them: washing, personalhygiene, cooking, electricity,watering and so on.

• Put water into three differentreceptacles (a plate, a bottle anda glass) and leave the receptacleson the window ledge for themorning. In the afternoon ask thechildren to look at the water andsee if it has evaporated. Ask themwhich receptacle shows moreevaporation. Explain that morewater has evaporated from theplate because the surface areaexposed to the warm air is greater.Then ask them why the receptaclewhich shows the least evaporationis the bottle.


Discuss the importance of notwasting water and ask thestudents to think about what wecan do on a daily basis to savewater. For example, ask thefollowing questions: When youbrush your teeth do you turn offthe tap or leave the water running?Which uses the least amount ofwater, a bath or a shower? Do youthrow water away after you havefinished a meal or use it to waterthe plants at home?

69




70

seventy70

Air

We cannot see air, but it is everywhere, all over the Earth.

There are lots of gases mixed together in the air. The mostimportant gas is oxygen. All living beings need oxygen to survive.

Wind

Air often moves. When the airmoves we call it wind.

When the wind is so strong that it blows down trees and roofs we call it a hurricane.

Air is everywhere

Who needs air? Does the air have a shape?All living beings. No, it doesn’t.

air

air

air

• Ask the students: Can we touchthe air? In order to prove theexistence of the air tell thestudents to hold up a strip ofpaper and blow on it. The papermoves because we make the airmove. We turn the air into wind. Inorder to show them that the forceof the wind depends on the forceexerted on the air use a hair dryeror a fan and direct it at the strips


Wind energy

This type of energy is produced by the wind. People have beenusing wind energy for many centuries. They used the wind tomove sailing ships and the sails on a windmill. The energygenerated by the windmills was then used to mill the wheat andobtain flour.

We now use the wind to make electricity in the wind farms. Thewind moves the blades on the windmills. These new windmills do not look like the old ones. They are very tall and thin andhave long thin blades. The movement of the blades is transformedinto electricity.

70

OBJECTIVES

• To understand that oxygen is one of the components of the air and an essentialelement for life

• To understand that the windis air in movement

ORDER OF ACTIVITIES










� LEARNING SKILLS

Comparing pictures

In order to find the differences between two pictures of the samesubject but taken at different moments, first do a general analysisof the picture and then focus on the details which show thedifferences between one and the other. For example, look at theclothes the people are wearing, which objects are in a differentposition, and so on.

◗ Look at the pictures in activity 2 on page 71 and say what isdifferent.

UNIT 6

71seventy-one

Look at the picture and answer the questions.

Colour the picture of a windy day.

• What is inside the parachute?

• Can we see the air?

• What is oxygen?

Colour the arrow which shows the direction of the wind.

ACTIVITIES

1

2

There is air everywhere. There are lots of gases in the air.The most important gas is oxygen.All living beings need oxygen.

unit 6

Ai®.

No, ∑¶ ca>´†.

I† ifi t™æ gafi ∑¶ >æe∂.

of paper. Ask the students: Whendoes the paper move more? Whenwe blow it or when we use thehairdryer/fan? Why do you think itmoves more with the hairdryer/fan?

• Explain some of the ways in whichwe use the air and the wind: thetyres on a car contain air underpressure, we generate electricitywith the wind, we use the wind tomove a sailing boat and so on.

• Discuss the negative effects of airpollution. Ask the students if theycan name some of the things thatproduce air pollution (cars andfactories, for example). Ask thestudents if they can think of someways in which we can help toreduce air pollution (using publictransport or walking).

• Explain the difference between theair and the wind. The wind is air inmovement.


Explain to the students how theyshould behave when a classmateis giving his/her opinion. Tell themthat if they do not agree withsomething that is being said theyshould raise their hand and waitfor their turn to speak. Theyshould not shout or raise theirvoices. Remind them thateveryone has somethinginteresting to say and that weshould take turns expressing ouropinion and listening to others.



71


72

seventy-two72

Forests are oxygen factoriesWhen we breathe we use the oxygen fromthe air.

Plants use oxygen, too. Plants alsoproduce oxygen and give it back to the air.

There are lots of plants in forests, parksand jungles. These places are oxygenfactories.

The oxygen from the plants is necessaryfor all the life on the Earth. We shouldplant, look after and care for plants andtrees.


Plants oxygen.

Write the name of three places that are oxygen factories.


We should care for plants because they produce oxygen.

We should care for plants because they use oxygen.

LEARNING TO READ

1

3

2

• use • produce • use and produce

ußæ an∂ produ©æ

fo®estfi parkfi jung¬efi

�

• After reading the text, explain thatforests are necessary for all livingbeings not only because theyproduce oxygen and purify thewater but also because they arethe natural habitat of manydifferent species of animals.

• Point out that plants don’t justproduce oxygen they alsoconsume oxygen.


Explain that if we dirty the soil andthrow rubbish and waste on theground the plants stop growing in those places and eventuallythey die.

LEARNING TO READ

Text type: discursive textLook carefully at the structure of the text:

1. Oxygen is necessary for life (paragraphs one and four). 2. Plants produce oxygen (paragraphs two and three). 3. So, we must care for and respect plant life (paragraph four).

72

OBJECTIVES

• To develop reading with understanding through a discursive text

• To appreciate the importanceof plants and forests

ORDER OF ACTIVITIES

1. Read the text.


3. Discuss the importance of caring for plants.



Activity Strategy

1 and 2 Remember and name details in a text

3Explain the conclusion and apply the information to a new context



In many reservoirs the pressure of the water is used to generateelectricity. The water which is released from the dam exertsenough pressure to turn the turbines of the power station.

The water in some reservoirs is also used to water thesurrounding fields. A system of pipes and canals is built to channel the water to the crops that need irrigating.

UNIT 6

73seventy-three

1. Make a plastic windmill.

2. Put the windmill under a tap. Turn thetap on. When a lot of water comes outof the tap, the windmill turns very fast.

3. Blow up a balloon. Hold the windmillnear the balloon. Let the air out.

Find out the force of water and wind

What can we use the force of water and wind for?To make electricity.

I CAN DO IT unit 6

a b cOBJECTIVES

• To discover the force of the wind and the water through an experimental task

• To make a windmill

ORDER OF ACTIVITIES

1. Briefly explain what a windmill is.

2. Read the instructions out loudand ensure that all the students know what they should do.

3. Make the windmill


� Teaching suggestions• Talk to the students about the

most common types of mills (windand water mills) that have beenused over the centuries. Explaintheir most common uses: millinggrain, extracting water from a well,generating electricity and so on.


Tell the story of Don Quixote andthe windmills. Use a simplifiedversion of the story. Ask a fewcomprehension questions aboutthe text and then choose asection to dictate. Count up thenumber of words in the text andwrite the number of words on theboard. Before you do the finalreading tell the students to countthe words they have written downand check that they have thecorrect number. This will helpthem with the problem of wordbreaks in English.

73


Now I know

seventy-four74

LET’S REMEMBER

• There are rocks, sand and soil in the ground.

• Everything needs water. There is no life without water.

• Water is a liquid, but it can be a solid or a gas.

• Air is gas. Air is everywhere.

• Oxygen is in the air. We need oxygen.



Fruit trees grow in the sand in the desert.

When liquid watergets hot it turnsinto gas.

Buildings aremade out of rocks.

Snow and hail are liquid water.

We can catchliquids and gasesin our hands.

A hurricane is a strong wind.

1

2

F F T

T T F

74


• Check that the students haveunderstood the main ideas in thisunit by asking them orally:

– What happens when water getsvery cold? What does it turn into?

– What happens when we heatliquid water? What does it turninto?

– Why do we need air to live?

– Is air a gas or a liquid?

– What kind of soil do plants growbest in?

• Ask the students to complete intheir notebooks: – When the water in the sea and

the river heats up, it…

– The clouds are made up of…

– When the water in the cloudsgets cold, it…

74

OBJECTIVES



ORDER OF ACTIVITIES


2. Read the instructions and explain what the studentsshould do.





• The different elements which soil is made of

• The main characteristics and uses of water

• The changes in the state of water

• The main characteristics of the air and some of the ways in which we use the wind

• Oxygen is one of the most important gases for life


75seventy-five

LET’S REVISE

Label the picture of a plant. Answer the questions.

LET’S PRACTISE

I KNOW…

• What part of the plant is in the soil?

• What parts of the plant are in the air?

Solve the problem.

• A lot of boys and girls are playing in a room.The windows are closed. It is difficult to breathe. What should they do?

• In some parts of the world there is not verymuch water. A lot of people become sick or die of thirst. What can we do to help?

3

4

5

1. What the ground is made of.

2. What water is for.

3. What water is like.

4. What air is like and what it is for.

flo∑±®

s†eµ

rootfi

T™æ rootfi.

T™æ s†eµ, ¬ea√±fi an∂ flo∑±rfi.

¬ea√±fi

Open thewindow.

We can save water. We can help them to collect water.

UNIT 6

• Help the students to write the storyof the water cycle from theperspective of a drop of water.Narrate the story. Start: Once upona time there was a little drop of waterin a cloud. Encourage the studentsto tell the story with you and writethe key words on the board. Thenthe students can write the story onsheets of paper and illustrate thedifferent events. Encourage them tobe creative. They can give the dropof water a name, name the placesit travels to, and describe the placesthe drop of water passes through.Display the water stories on the wall.

Language link

Ask the students to recite this rhymewith you and mime the actions. I’m a little drop of water floating inthe clouds.I’m feeling very cold and now I falldown.I fall into the river and I float alongso fast.I float for days and days until I’m atthe sea at last.I’m feeling nice and warm floatingon the waves.And suddenly I find myself in theclouds again.I’m a little drop of water…… Divide the class into groups.Group 1 starts by reciting therhyme and miming the actions.Group 2 takes over and repeatsthe rhyme and the actions.Continue reciting and miming toreinforce the idea of a cycle.

75




KEY WORDS

• Soil• Rocks and stones• Sand• Water• Liquid• Solid

• Gas• Air• Oxygen• Wind


76 A

UNIT 7


UNIT CONTENTS

Objectives

• To find out about certain inventions and discoveries which have changedour lives considerably

• To appreciate the usefulness of inventions in our daily lives• To understand that electricity is a type of energy which is used to make

many machines work• To understand that people invent many different materials to improve

our lives• To read and understand an informative text• To appreciate the work of scientists• To understand the importance of recycling for protecting nature

and conservation

Contents

THEME: Inventions and discoveries

INFORMATION AND ACTIVITIES• The function of inventions• The use of different types of energy. Electricity• Using new materials: plastic• Medical discoveries. Treatment and prevention of illnesses• Medicines

LEARNING TO READ: Pasteur: a great scientist

I CAN DO IT: Make recycled paper

Assessment criteria

• Recognising the importance of technological and scientific advances for human development

• Finding out about inventions that help to make our lives easier and identifying their functions

• Appreciating the usefulness of electricity• Appreciating the advantages of new materials• Appreciating the importance of advances in medicine for fighting illness• Understanding the need for recycling as a way of protecting

the environment




76 B

UNIDAD 0



* Othermaterials for the


Inventions and discoveries� To identify the function and use of certain

inventions� To recognise that technological advances

improve the quality of human life




Extension sheet 7


Energy and new materials� To recognise the usefulness of electricity and

plastic in our daily lives� To understand the applications of electrical

energy

Scientists and health� To appreciate and value scientific discoveries

and their role in human life� To recognise the usefulness of medicines

and other scientific discoveries


through an informative text� To appreciate the importance of the work of

the scientists

I can do it� To reflect on the importance of recycling� To make recycled paper







Matter and energy

76-77

78-79

80-81

82

83

84-85




Luke takes his collection of old inventions to school. He is explaining that we use inventions every day. They make life easier for us. He is telling the class that scientific discoveries are very important.

7

76 seventy-six

telephone

phonograph

lighter

automobile

camera stethoscope

OBJECTIVES

• To identify the function and use of certain inventions

• To recognise that technological advances improve the quality of human life

ORDER OF ACTIVITIES



3. Discuss, ask and answer questions about the picturesand the text.



• Ask the students to look carefullyat the picture and then answer thefollowing questions: – Do you use the telephone at home?

– What does your telephone athome look like? Does it look likethe telephone in the picture?

– Can you find an object in thepicture that people used to usefor listening to music? What doyou use at home for listening to music?

– Look at the car in the picture? Do you see cars like this today?What’s the same about the carstoday? What’s different? Do youthink that the car in the picturegoes faster than the cars today?


• Some students may relate electricity to the presence of wire andcables. Explain to them that there are many devices which runon electricity but which do not have wires and cables.

• You should also point out while working through this unit thatwe only take medicines when we are ill and only when a doctor prescribes the medicine. Children should never takemedicines unless an adult is present.


76


UNIT 7

77seventy-seven

What are these inventions important for? Tick the boxes.

Match the invention with the inventor. What do we use each invention for?

Write the names of three inventions you use every day.

Transport CommunicationOur life at home

ACTIVITIES

1

2

3

light bulb

steam engine

telephone

Bell

Edison

Watt

Ca®, trai>, †e¬epho>æ, schoo¬ ba@...

�

�

�

� �

�

�

77


• The washing machine was invented by Alva Fisher in 1901. The original invention was a drum turned by a motor.

• The vacuum cleaner was invented in 1908 by William Hoover.In English speaking countries many people call a vacuumcleaner a hoover.

• In 1945, the American inventor, Percy Le Baron Spencerexhibited a special oven which could cook food very fast. Thiswas the predecessor of the microwave.

• John Baird, considered to be the inventor of the television,made the first television transmission across the Atlantic oceanin 1928.

– Have you got a camera at home?Is it like the camera in thepicture? What’s different?

– Do you know what a stethoscopeis for? Who uses a stethoscope?Where can you see one?

• Ask the students to say how theywould perform these tasks withoutusing a machine: – Do the washing

– Do the ironing

– Open a tin

– Heat the water for a shower

Explain that thanks to the hardwork and creative genius of certainpeople we have machines anddevices to help us do all thesethings much more quickly andmuch more easily.

• Ask the students to name thedevices or machines that we use to: – Measure time

– Wash the dishes

– Go up and down stairs in largebuildings

– Collect the dust from the floor

– Find out what somebody’stemperature is

Help by writing the words on theboard and asking the students tofind the correct word: clock/watch,dishwasher, lift, vacuum cleaner,thermometer.

• Make a file of inventions andinventors. Write the names ofinventions, the name of the inventorand the date of the invention onindex cards.


Discuss how cars have developedover the years and the increase inthe amount of traffic on the road.Explain that cars now travel muchfaster than before. This is why weshould always wear a seat belt,even in the back seat of the car.


seventy-eight78

The invention of plastic

Plastic is a new material. It wasinvented less than 100 years ago.

In the past, people made someobjects from metal and glass. Today,we make these things from plastic.Plastic objects are cheaper, saferand easier to use.

Energy and new materials

The discovery of electricity

Scientists discovered electricity more than 250 years ago. Electricity is a form of energy. We use electricity for manydifferent things.

Most of the things we use every day workwith electricity. Washing machines,televisions, mobile phones and computersall work with electricity.

We use electricity to move engines,produce light and transmit sounds.

Imagine there is no electricity in your house. What can you not do? F. A.

• Read the text about electricity outloud. Then ask the studentsquestions about their city or townat night. Ask them what they thinkit would be like if there was noelectricity. Ask questions to guidethem, for example: Could you seeat night in the street? What wouldhappen to the traffic lights? Whatabout at home? Would you be ableto watch TV?

• Ask the students to identifyobjects and devices in theclassroom which use electricity.


The origin of plasticIn 1860 a manufacturer of billiard balls offered an award of $10,000 to anyone who could make a material to substitute theivory that was used for making billiard balls. Hyatt did not winthe prize but his invention, celluloid, was used to make a hugenumber of objects from dental prostheses to shirt collars.

There are some types of natural plastics like amber or rubber butmost plastics are synthetic like linoleum, bakelite and so on.Synthetic materials are made using a complex industrial processof transformation. The raw material is petroleum.

78

OBJECTIVES

• To recognise the usefulnessof electricity and plastic inour daily lives

• To understand the applications of electricalenergy

• To appreciate the usefulnessof new materials

ORDER OF ACTIVITIES

1. Read the text out loud and look carefully at the pictures.


3. Read the instructions out loud and ensure that the students know what theyshould do.






� LEARNING SKILLS

Finding information in a textIn order to find specific information in a text, first read the textthrough quickly to get a general idea of what the main ideas are.

◗ Read the text on page 78 and find the answers to the followingquestions.

• When was electricity discovered?

• What do we use electricity for?

• Why is plastic a new material?

UNIT 7

79seventy-nine

These machines work with electricity. Label the pictures.

Match the pictures to the sentences.

• To protect the eyes.

• To stop water getting in.

• To store food.

1

3

Spot the differences. Talk about the pictures.2

ACTIVITIESunit 7

We use electricity and energy. Electricity and energy are discoveries.We also use plastic. Plastic is an invention.

A B

iro>radio

mi≈e®ju^©e®

cooker microwave running water

dishwasher

electric light

Ask them what we use theseobjects for. Repeat the processasking them about objects anddevices used at home.

• Read the text about plastics anddiscuss the importance of plasticin our daily lives. Ask the studentsto name objects that they use inthe classroom which are made ofplastic, for example: school bags,pens, felt tips, pencil sharpenersand so on.

• Ask the students about their toys.Ask them to name toys that aremade of plastic. Make a list of allthe toys they name on the board.Explain that plastic is one of themost commonly used materialstoday.

• Take a selection of objects toclass which are made of hardplastic, for example: a pen and acup. Contrast these with objectsthat are soft, for example, aplastic bag. Manipulate theobjects so that the students cansee that they each have differentproperties. Draw a chart on theboard with two columns: hardplastic and soft plastic. Tell thestudents to name objects for eachcolumn.


Tell the students that one of theproblems of plastic is that it isvery difficult to dispose of. Weshould always try to reuse plastic.Give them some examples. Wecan reuse plastic food containersand plastic bags. Ask them whatcolour the plastic recycling bins are.

79




80

eighty 80

Looking after our health

A lot of scientists study the humanbody. They discover the origin of illnesses.

Scientists also discover medicines.These medicines make us strong and cure our illnesses.

Important medical discoveries

A lot of medical discoveries are veryimportant. They cure our illnesses. For example:

• We use X-rays to see inside the body.

• We use vaccinations to prevent illnesses like smallpox.

• We use antibiotics to cure infections.

• We use heart transplants to save lives.We replace a sick heart with a healthyone.

Scientists and health

How many vaccinations have you had? F. A.

• Read the texts on page 80 outloud and ask the followingquestions.– Do you know why we have

vaccinations? (In order to avoidgetting certain illnesses or tomake sure that if we do get theillness it is not serious).

– When do we take medicines?

– Who tells you to takemedicines? Explain how we usethe word prescribe.


Many of the discoveries and inventions related to medicine tookplace more than 200 years ago.

• In 1798, the British scientist Edward Jenner first used thevaccination for smallpox. In 1885 Louis Pasteur discovered avaccine against rabies.

• In 1846 a drug was discovered to anesthetise patients.

• An early stethoscope was also invented at approximately the sametime. This is used to listen to the respiratory system and the heart.

• Many other medicines were discovered. In 1899 the companyfounded by Friedrich Bayer discovered aspirin.

80

OBJECTIVES

• To appreciate and valuescientific discoveries and theirrole in human life

• To recognise the usefulnessof medicines and other scientific discoveries

ORDER OF ACTIVITIES



3. Read the instructions out loud and ensure that thestudents know what theyshould do.






Transplants

Recently there have been huge advances in medical scienceespecially in the field of organ transplants. The most commonorgan transplants are: the cornea, kidney, heart and liver. The milestones in organ transplant are:

• 1954. The first successful kidney transplant was carried out.

• 1963. James Hardy carried out the first lung transplant.

• 1963. Thomas Starzl carried out the first liver transplant.

• 1967. Christian Bernard carried out the first heart transplant.

UNIT 7

81eighty-one

Circle the things you use when you are ill. F. A.

Which part of the body can you see in the X-rays? Label the pictures.

Use the words to complete the sentence.

discovered an

called .

ACTIVITIES

1

2

3

unit 7

Many scientists study the human body. They cure illnesses. Our lives are healthier now.

• penicillin • Fleming • antibiotic

capsules

suppositories tablets

cream injections

spray

medicine

foot

chest

hand han∂

foo† c™es†

antibioti©F¬emin@πenicilli>

• Take a thermometer to class. Askthe students if they know what it isand what it is used for. Ask themwhere the medicines are kept in theirhouse and if they know how theyshould be used. Emphasise that they should never take medicinesunless they are supervised by anadult; the doctor decides when weneed to take medicines.

• Tell the students to ask theirparents about the illnesses theyhave had. For example: chickenpox,mumps, measles, and so on. Makea list of all the usual childhoodillnesses and explain that todaythese illnesses are not such aproblem in our country because ofmedical discoveries. Explain thatthese illnesses are still a problemin some parts of the world.

• Ask the students if they have everhad flu. Ask them to say how theyfelt (hot, achy, tired…). Explain thatflu is a virus, and we don’t usuallytake antibiotics when we have flu.Other infectious illnesses can becured by antibiotics.


Take a first aid kit into class. Showthe students its components andname them. Explain that it isimportant to have a first aid kit athome, at school and in public placesin case of accidents; it must be kept in an accessible place foradults but out of the reach ofchildren. Remind the students thatmedicines are only good if they areused correctly.

81




82

eighty-two82

Pasteur: a great scientistLouis Pasteur was a scientist. He lived morethan one hundred years ago. He worked veryhard. He did research in his laboratory. He discovered that some bacteria causeillnesses. He discovered how to cure them.

Now we know the origin of a lot of illnesses,like diarrhoea and pneumonia. We also havevaccinations to prevent some illnesses,like rabies.

Pasteur also discovered a way of preserving foodfor a long time. This is called pasteurisation. We use it today to preserve milk and yoghurt.

What did Pasteur do? Tick the boxes.

He did research in his laboratory.

He discovered that bacteria cause illnesses.

He made bacteria.

He invented a way of preserving food.

Write the names of two illnesses.

Is Pasteur’s work important for us? Complete the sentences.

Pasteur invented to prevent illnesses. He invented to preserve food.

LEARNING TO READ

1

2

3

�

�

�

diarrhø±å, p>eumoniå.

vacci>efipas†eurisatio>

LEARNING TO READ

Text type: informative textThis text gives us information about the advantages of Pasteur’swork for society. The words in bold print are the key wordsrelating to the work of this scientist.

82

OBJECTIVES

• To develop reading with understanding through an informative text

• To appreciate the importanceof the work of the scientists

ORDER OF ACTIVITIES

1. Read the text.



Activity Strategy

1 and 2 Identifying general information and implicit details in a text

3 Giving opinions

• Contact a local university orscientific research centre andinvite one of the researchscientists to come to the school to talk to the children about theirwork, what they are trying todiscover or invent, the objects thatthey use in the laboratory and soon. Prepare the visit beforehand by deciding with the class thequestions they are going to ask.


Explain to the students that manychildren in the world do not havethe same opportunities or facilitiesthat they have for looking after theirhealth. For example, in many placesthere is a lack of medicines, thehospitals are not as well equippedor the means which we have forpreventing and curing illnessessuch as vaccines do not exist. Askthem to think about how we couldhelp these children.



� LEARNING SKILLS

Interpreting the meaning of unknown words by using the context.

In order to understand a piece of text we need to know what thewords mean. One way in which we can find out the meaning of the words is by relating unknown words to the rest of the text.For example:

◗ Read the text on page 82 and explain the meaning of the wordlaboratory.

UNIT 7

83eighty-three

Look at the pictures.

Follow the instructions.

Make recycled paper

I CAN DO IT unit 7

1

2

What do you recycle at home? M. A.Glass, paper, plastic, metal, organic waste.

trees wood cellulose paste paper

1. Mix used paper, glue and water. 2. Spread the mixture.

3. Press down the paper paste. 4. Dry the paper.

usedpaper

recycled paper

83

OBJECTIVES

• To reflect on the importanceof recycling

• To make recycled paper

ORDER OF ACTIVITIES

1. Look carefully at the instructions for making recycled paper.

2. Make the recycled paper.

3. Discuss the results of the activity with the whole class.

• Explain to the students that weuse the trees in the forests tomake many things, one of which ispaper which we then use formaking books and for writing on.We have to cut down lots of treesto obtain this paper. Remind themthat we have learnt that trees andforests are very important forliving beings. Explain that this iswhy we should not be wastefulwhen using paper.

• Discuss the importance ofrecycling in general. Ask thefollowing questions: – What kinds of things can we

recycle?

– Where can we take things thatwe want to recycle?

– Can we make other objects fromrecycled materials?

Remind the students that thesimplest form of recycling is to reuse objects.



eighty-four84

LET’S REMEMBER

• Scientific advances are very important. They make our lives better.

• Electricity is a discovery. Machines work with electricity.

• Plastic is an invention. Plastic objects are useful,safe and easy to use.

• Medical advances save lives and help us to live better.


Write and draw an invention. M. A.

AN INVENTION FOR TRAVELLING AN INVENTION FOR COMMUNICATING

AN ELECTRIC MACHINE A PLASTIC OBJECT

1

2

drawing drawing

drawingdrawing

ca®

frid@æ plasti© bott¬æ

†e¬epho>æ

Now I know

84

• Ask the students to work in pairsand to make index cards aboutinventions and inventors. Use thefollowing model:

84

OBJECTIVES



ORDER OF ACTIVITIES







• The advantages of scientific and technological discoveries andinventions for human beings

• Inventions and discoveries have meant that our societies havedeveloped

• The function and application of electricity and materials such asplastic

• The work and effort of scientists have improved our quality of life

Invention: _____________________________.Inventor: ______________________________.Year: _________________________________.Use: ________________________________.

____________________________________.____________________________________.____________________________________.

Description (draw or glue a picture of theinvention):


85eighty-five

LET’S REVISE

Label the pictures.

paper metal wood wool plastic glass

LET’S PRACTISE

I KNOW…

1. Important inventions.

2. Research is important.

3. Important scientists.

4. Important medical discoveries.

I am very lucky.

In some countries children do not havevaccinations or medicines.

They do not have comfortable houses with water and electricity. Do you think you are lucky? Why?

3

4

5

woo∂

plasti©

paπe® µeta¬

glasfi

woo¬

UNIT 7

• Ask the students to complete thefollowing chart showing how theywould have done things before thediscovery of electricity andelectrical appliances.

Action Before Now

Wash the dishes

Cook the dinner

Light up a room

Listen to music

Iron the clothes

Language link

Materials: a vaccination calendar. Draw the calendar on the board (usingthe names of the illnesses in English)Ask the students to copy thecalendar into their notebooks andtick the vaccines they have had.They can do this by checking theages. Explain that before these vaccinesexisted many people died of theseillnesses. That’s why although wemight not like having vaccinationsthey prevent serious illnesses.


You may well have some childrenin your class who need to takemedicines on a regular basis, orwhose family or friends do so(diabetics and asthmatics forexample). Explain that thesepeople are not sick, they simplyneed to take medicines all thetime whereas most people onlytake medicines occasionally.

85




KEY WORDS

• Discovery• Invention• Energy• Antibiotic• Vaccine• Transplant• Penicillin • Recycling


86 A

UNIT 8

Earth and the sky

UNIT CONTENTS

Objectives

• To identify the Sun as the source of heat and light• To understand the process involved in the change from day to night• To relate the movement and rotation of the Earth to the seasons of the year• To develop the capacity of observation and analysis• To understand the differences in areas of the Earth which receive more

or less sunlight

Contents

THEME: The Earth and the sky

INFORMATION AND ACTIVITIES• The Sun, the Earth and the Moon• Day and night:

– Changing from one to the other– Times of the day

• The four seasons of the year• The differences in areas of the Earth depending on whether they receive

more or less sunlight

LEARNING TO READ: Different places on the Earth

I CAN DO IT: Record the weather

Assessment criteria

• Understanding that the Sun is the source of light and heat for the Earth• Identifying the Sun, the Earth and the Moon• Differentiating the four phases of the Moon• Explaining the change of day to night as a consequence of the rotation

of the Earth• Relating the movement of the Earth to the four seasons of the year• Understanding that the amount of sunlight that reaches the Earth conditions

life in different parts of the Earth• Observing and recording the weather in our region over a week




86 B

UNIDAD 0





The Sun, the Earth and the Moon� To understand that the Sun is the source

of light and heat on the Earth� To differentiate the four phases of the Moon




Extension sheet 8


Day and night� To relate the changing of day to night

to the rotation of the Earth

The four seasons� To understand that the Earth takes twelve

months to orbit the sun� To understand that this movement around

the sun is the origin of the seasons of the year� To recognise the main characteristics of each

season


through a descriptive text� To recognise that there are many different

climate zones on the Earth� To understand the influence of the climate

on people’s lives

I can do it� To develop the capacity of observation

and analysis of the weather and the climate� To record and organise data in a chart








86-87

88-89

90-91

92

93

94-95



ochenta y ocho86

8 The Earth and the sky

The spaceman is looking at the Earth and the Moon. There is air all round the Earth. There is a lot of water on the Earth. There is no air and water on the Moon.

The Earth and the Moon get light from the Sun.

The Earth

The MoonOBJECTIVES

• To understand that the Sun is the source of light and heaton the Earth

• To differentiate the four phases of the Moon

ORDER OF ACTIVITIES






• Tell the students to look carefullyat the main picture and then ask: – What is the person in the

picture?

– What does an astronaut do?

– Which of the two circular objectsin the picture is the Earth?

– Look at the picture of the Earth.What colour is the water? Whatcolour is the land?

– Is there any water or air on theMoon?

– What are the little dots in the restof the picture?

– Can you see the stars during theday? Can you see the Moonduring the day?

– Where does the light come fromto light up the Earth?


• It is very important to insist during this unit that the Sun doesnot move around the Earth but rather it is the Earth that movesaround the Sun which means that we see the sun in differentpositions during the course of a day.

• Explain that the Moon also moves and that the lunar phases area result of the position of the Moon with respect to the Sun.


86


UNIT 8

87eighty-seven

Label the pictures Earth, Sun and Moon. Use the key to colour picture.


We need air and water.

There is air and water on the Moon.

Colour the dark part of the Moon blue. Copy the words.

ACTIVITIES

1

2

3

waning Moon

waxing Moon new Moon

full Moon

sea land atmosphere

Moo>

Su>

wanin@ ful¬

waxin@ >e∑

Eart™

Sea

atmosphere

land

T

F

• Tell the students to look at theastronaut in the picture. Ask thefollowing questions. Is he walking?How is he moving? What is hewearing? Why is he wearing aspecial suit? What has he got onhis back? Explain that like allastronomical objects the Earth hasa special force which acts like amagnet (gravity). As we move awayfrom the Earth this force isreduced. This is why astronautsfloat in space.

• Explain the phases of the Moon.Tell the students how they candifferentiate between the waxingand the waning of the moon: theyhold up their hands and form acircle between the right and lefthand. Imagine the Moon fits insidethe circle. When the moon fits intoyour left hand it is waning. When itfits into your right hand it is waxing.Waning means getting smaller andwaxing means getting bigger.

Language link

• Remind the students of the rhymethey learnt in Year 1.

When the Moon fits my left handIt’s getting smaller every night.When it’s getting bigger,It fits into my right!

Language link

• Materials: construction paper,scissors and crayons.

• Give each student a small piece ofconstruction paper (A4). Tell thestudents to draw a circle on whitepaper, colour it like the moon, cutit out and glue it onto the paper.Ask them to think of sentences todescribe the moon. Write someexamples on the board. They canchoose the sentence they like bestand copy it round the shape of theMoon. Display the Moon-shapepoems on the wall.

87


The Sun

The sun is an enormous star at the centre of our Solar System.Our Solar System is located in the galaxy called the Milky Way.The Sun is a sphere made of materials which are submitted tovery high temperatures. It gives light and heat to the Earth andthe rest of the planets and satellites in our Solar System.

Life on the Earth depends on the Sun, because without the Sun’senergy we would have no heat or light. Plants would not be ableto develop and the life cycle of the Earth would be broken.


eighty-eight88

The parts of the day

The Sun seems to come up in the morning and go down at night.But the Sun does not move. The Earth moves.

From day to night

The Earth spins round and round like a top. It takes 24 hours to turn roundonce.Because the Earth is spinning, a partof the Earth always gets light from the Sun. In this part of the Earth it isdaytime. In the other part of the Earthit is night-time.

When is the Sun high in the sky? At midday.

The day begins when wesee the Sun coming up.This is the sunrise.

At midday the Sun is high in the sky.The day ends when we see

the Sun going down. This isthe sunset.

We cannot see the Sunat night because theEarth turns.

the Earth

the Sun

the Sun

the Earth

night

day

Day and night

• Explain the rotation of the Earthusing a spherical object for theEarth and a lamp for the Sun.Explain that this is how we haveday and night time. Ask thefollowing questions:– Where is it daytime? Why do you

say that?

– Which object is moving? TheEarth or the Sun?

– What happens to the areaswhere there is not light?


The Earth

The Earth is the planet we live on. It is spherical and when we lookat pictures of the Earth taken from space the predominant colour isblue. This is why the Earth is sometimes called the Blue Planet. When we look at the Earth from space we can see three differentareas: • The water (oceans, seas, river and lakes) covers most of the

Earth’s surface. • The land is the part that is out of the water. It is made up of the

continents and the islands. There is also land under the water. • The air surrounds the Earth and makes up the atmosphere.

88

OBJECTIVES

• To relate the changing of dayto night to the rotation of theEarth

ORDER OF ACTIVITIES

1. Read the text and ensure thatthe students understand all thewords.


3. Discuss the pictures and thetext with the class.



6. Discuss the results of the activities with the wholegroup.

7. Read the text at the bottom of page 89 to ensure that thestudents have understood the most important information.



The Moon

The Moon is the Earth’s only satellite. It has a very similar shapeto the Earth but it is much smaller. There is no air or water on theMoon. The changes in temperature are very sharp and life cannotexist on the Moon. The Moon takes about 28 days to orbit theEarth. We can see four lunar phases which are the result of the position of the Moon with respect to the Sun: • New Moon: we cannot see the Moon at all in this phase. • Waxing Moon: only the right-hand side of the Moon is visible

from the Earth. • Full Moon: we can see the whole of the Moon. • Waning Moon: only the left-hand side of the Moon is visible

from the Earth.

UNIT 8

89eighty-nine

Label the pictures day or night. Write three differences.

What do you do at these times of the day? F. A.

• At sunrise .

• At midday .

• At sunset .

• At night .

Find the information in a newspaper. Complete the sentences. F. A.

• The Sun came up today at .

• The Sun went down today at .

The Earth takes 24 hours to turn round once.It is daytime where the Earth receives the light from the Sun.It is night-time where the Earth does not receive the light from the Sun.

ACTIVITIES

1

2

3

It is . It is .

unit 8

nigh† da¥Nigh†: t™æ Moo> an∂ t™æ starfi a®æ ou†. I†´fi dar§.Da¥: t™æ Su> ifi ou†. I†´fi ligh†. Wæ ca> ßææ colourfi.

• Tell the students to look carefullyat the pictures for the times of theday on page 88. Tell the studentsto describe the light in thepictures. Ask them to describe thecolour and the intensity. Tell themto also look carefully at theshadows and describe the lengthand position of the shadows.

• Work with the vocabulary for thetimes of the day.

• Explain to the students that thesunrise is when the sun is comingout. We also call this time of theday, dawn. The sunset is when thesun is going down behind thehorizon. We also call this time ofthe day, dusk.


Teach the students this riddle. Askthem to copy the riddle andillustrate it once they have workedit out. I’m big and yellow and sometimesred.I’m the king of the sky, so it is said.Some think I move through thedaytime sky.But I don’t. I just sit here way uphigh.I warm up the Earth and light upthe day.I’m the king of the sky, so they say.

89




90

ninety90

The four seasons

The Earth takes twelve months, or a year, to go round the Sun. The twelve monthsare divided into four seasons: Spring, Summer, Autumn and Winter. Each seasonlasts three months.

Spring: 21st March-20th June Summer: 21st June-21st September

The four seasons of the year

It is cold in Winter. It rains and it can snow.The nights are longer than the days. Some animals hibernate.

It is cool in the Autumn. It can rain a lot. Days and nights are the same length. Some trees lose their leaves.

It is hotter and drier in Summer. Days are long and nights are short.

In the Spring it is warm. Days and nights arethe same length. There are a lot of flowers.

Winter: 21st December-20th MarchAutumn: 22nd September-20th December

• Ask the students the followingquestions: When is your birthday?In the winter, spring, summer orautumn? When do we celebrateChristmas? Which season are we innow? When do we have the longestholidays? When do we start schoolagain after the holidays?

� LEARNING SKILLS

Making index cards

Organising information into index cards is a useful way tosummarise and store things we want to remember. Only writedown the most important information. For example:

◗ Read the text on page 90. then make index cards for the seasonsof the year using the model.

90

OBJECTIVES

• To understand that the Earthtakes twelve months to orbitthe sun

• To understand that this movement around the sun is the origin of the seasons of the year

• To recognise the main characteristics of each season

ORDER OF ACTIVITIES

1. Read the text and ensure that the students understandall the words.


3. Discuss the picture and thetext with the class.

4. Read the instructions out loudand ensure that the studentsknow what they should do.






UNIT 8

91ninety-one

Circle the correct words and complete the sentence.

• The Earth takes 24 hours to turn round once. / to go round the Sun.

• The Earth takes one year to turn round once. / to go round the Sun.

• The year is divided into four seasons: Spring,

, and .

Draw a picture of Winter or Spring.

Complete the sentences.

• A festival we have in Winter is

• A festival we have in Spring is

The Earth takes one year to go round the Sun.The year is divided into four seasons: Spring, Summer, Autumn and Winter.

unit 8ACTIVITIES

1

2

3

Describe your picture.

Sumµe® Autum> Win†e®

Christmafi.

Landscape

Plants

Clothes

Colours

Light

Eas†e®.

• Tell the students to work in pairsand act out the relationshipbetween the Sun and the Earth.One student (the Sun) stands stillin the centre. The other student(the Earth) turns round onthemselves and around the sun atthe same time.

• Divide the class into groups anddo a quiz on the subject of theunit. Ask questions about theissues they have studied. (Howlong does the Earth take to orbitthe Sun? Are the days or the nightslonger in the Summer? Is therewater on the Moon). If the groupgive the right answer they get twopoints. If they do not answercorrectly the other group have theopportunity to answer and if theydo so correctly they get one point.The winner is the group with themost points.


Divide the class into four groups.Each group makes a muralrepresenting one of the seasons.They can use pictures anddrawings. While they are doingtheir mural play the Four seasonsby Vivaldi. Explain to the class thatthis music represents the fourseasons. When there is a seasonchange in the music ask them ifthey can guess which season it is.



91

Spring• Time of the year: 21st March to 20th

June• Temperature: mild• Length of days and nights: the same

length• Other data: there are flowers and

many animals are born

Summer• Time of the year: • Temperature: • Length of days and nights: • Other data:

Autumn• Time of the year: • Temperature: • Length of days and nights: • Other data:

Winter• Time of the year: • Temperature: • Length of days and nights: • Other data:


92

ninety-two92

Different places on the EarthIn many places on the Earth it is always like Winter,for example, the North Pole. The Sun is never veryhot at the North Pole. The ground is covered in icemost of the year.

The Inuit people live at the North Pole. They maketheir houses with materials to protect them fromthe cold.

In other places on the Earth it is always likeSummer, for example, in the Sahara Desert. It is very hot in the desert. The Sun shines almost every day and it hardly ever rains.

The Tuaregs live in the Sahara. They wear clothesto protect them from the heat.

Use words from the passage to complete the sentences.

The live at .

The live in .

Now describe the North Pole and the Sahara.

• Which place is hotter? .

• Which place has got more water? .

Complete the sentence. F. A.

I would prefer to live in the because

LEARNING TO READ

1

2

Spain

North Pole

Sahara

Inui† πeop¬æTua®egfi

t™æ Nort™ Po¬æt™æ Saharå Deßer†

T™æ SaharåThæ Nort™ Po¬æ

• Talk about what people’s lives arelike when they live in very coldplaces. Contrast this with peoplewho live in very hot places. Askthe students about the kinds ofhouses they live in, the clothesthey wear and the food they eat.Explain that people have to adapttheir lives to the places they live in.

Cross-curricularTolerance and respect

Encourage the students to showan attitude of tolerance andrespect towards people from othercountries and to show an interestin other cultures.

LEARNING TO READ

Text type: descriptive textThis text can be summarised as follows: Part one Part twoParagraph 1: cold places Paragraph 3: hot placesParagraph 2: how people Paragraph 4: how peoplelive in the cold live in the heat

92

OBJECTIVES


• To recognise that there aremany different climate zoneson the Earth

• To understand the influenceof the climate on people’s lives

ORDER OF ACTIVITIES

1. Read the text and describe thepictures.


3. Discuss the questions in activity 2.



Activity Strategy

1

2

Identifying explicit information in a text

Expressing personal preference


� LEARNING SKILLS

Summarising a textWe use summaries to synthesize the information contained in a text and express the contents in an abbreviated form. In orderto summarise a text it is first necessary to read the text carefullyand underline the main ideas or key words. We use these words and ideas to write our summary.

◗ Summarise the text on page 92. Write one sentence for eachparagraph.

◗ Read the text on page 92 and underline the main ideas or keywords. Then write one sentence for the first two paragraphs andone sentence for the last two paragraphs.

UNIT 8

93ninety-three

Look at this weather map for a Spring day.

Keep a record of the weather in your area for two weeks. F. A.

Record the weather

I CAN DO IT

sun

clouds

rain

storms

snow

Sunday Monday Tuesday Wednesday Thursday Friday Saturday

unit 8

1

2

93

OBJECTIVES

• To develop the capacity of observation and analysis ofthe weather and the climate

• To record and organise datain a chart

ORDER OF ACTIVITIES

1. Briefly explain the main features of a weather map andthe symbols that we use.





• Tell the students to bringnewspapers to class and cut outthe weather maps and the otherinformation about the weather.Tell them to look carefully at thesymbols on the maps. Tell thestudents to cut out the symbolsand glue them into theirnotebooks. They should also writethe meanings of the symbols.

• Ask the students why it isimportant to know what theweather is going to be like in thefollowing situations: – We are going on a long car

journey.

– We are going to sow some plantsin the garden.


LET’S REMEMBER

• All living beings need the light and heat from the Sun.

• There is water and air on the Earth.

• The Earth takes 24 hours to turn round once.We have days and nights because the Earthturns round.

• The Earth takes one year to go once roundthe Sun. The year is divided into fourseasons.



• Earth • midday • Moon • Sun

• days • sunset • season

• Most of the surface of the is covered in water.

• There is no water or air on the .

• The Earth and the Moon receive light from the .

• At the Sun is high in the sky.

• In the Winter begins at 6 o’clock in the evening.

• The after Winter is Spring.

• In Summer the are very long.

94 ninety-four

1

2

Eart™Moo>

Su>midda¥

sunße†ßeaso>

dayfi

Now I know

94

• Ask the students to work in pairsand revise the main ideas in theunit. Then tell them to sit as ifthey were TV presenters and toexplain the main ideas to the restof their classmates.

• Write the following sentences onthe board. Tell the students tocopy them into their notebooksand write true or false:

– The Earth takes 48 hours to turnaround once.

– The Earth takes a year to orbitthe Sun.

– There are five seasons in theyear.

– The temperature is mild in theSpring.

– It does not rain much in theSummer.

94

OBJECTIVES



ORDER OF ACTIVITIES







• The Sun is the source of light and heat for the Earth

• The shape of the Earth and its movements

• The relationship between the rotation of the Earth and the dayand night

• The relationship between the Earth’s orbit and the four seasons


LET’S REVISE

• Complete the sentences. Use: vapour, liquid, solid.

Sea water is water.

Snow and ice are water.

There is water in the clouds.

• Tick the correct sentence.

The Earth moves in a straight line.

The Earth moves in a closed circle.

LET’S PRACTISE

I KNOW…

1. What the Earth is like.

2. How the Earth moves.

3. What makes the day and the night.

4. The names of the four seasons.

Tick the things the children have gotto protect themselves from the sun.

hat umbrella

coat suncream

shirt sun glasses

ice-cream shoes

ninety-five 95

3

4

5

liqui∂soli∂

vapou®

�

� ��

� �

UNIT 8

95

KEY WORDS

• The Sun • The Earth • The Moon• Sunset• Sunrise• Day• Night• Midday

• Seasons• Spring• Summer• Autumn• Winter• Weather map

• Make a model of the lunar phasesusing paper and constructionpaper.– Draw a full moon on black

construction paper. Colour in themoon using white wax crayonsto make it shine.

– Cut out a round disc of blackconstruction paper the same sizeas the Moon you have drawn.

– Place the disc exactly on top of the Moon and secure it at the top.

– Turn the black disc from side toside to represent the differentlunar phases.

Encourage the students to helpyou write a short text about theSun using the information in thechart. Ask the students to writesimilar texts about the Moon andthe Earth.

What is it?

What colour is it?

Has it got waterand air?

Has it got life?

Does itmove?

Star

Yellow

No

No

No

Planet

Blue

Yes

Yes

Yes,around the Sun

Satelite

Sun Earth Moon

White

No

No

Yes,aroundthe Earth


Reinforcement and extension:Extension sheet 8.(See pp. VI-VII)


96 A

UNIT 9

Landscapes on the Earth

September Octuber November December January February March April May June

UNIT CONTENTS

Objectives

• To understand that there are different types of landscapes on the Earth• To identify the different landscapes• To understand that a landscape is made up of physical and human

features• To develop the capacity of observation and investigation• To explain the need for and usefulness of means of transport• To differentiate between different means of transport according to

the merchandise carried• To relate different means of transport to features in the landscape

which have been built for them

Contents

THEME: Landscapes on the Earth

INFORMATION AND ACTIVITIES• The definition of a landscape• Features in a landscape: natural and artificial• Types of landscapes: coastal, plains and mountains• Transport and landscapes:

– Transport of people and merchandise– Types of transport: by land, sea and air

LEARNING TO READ: Friends of the Eath

I CAN DO IT: Road safety

Assessment criteria

• Perceiving and appreciating the existence of different types of landscapeon the Earth

• Differentiating between physical and human features in a landscape• Distinguishing between coasts, plains and mountains• Recognising the main features of the three types of landscape:

coasts, plains and mountains• Understanding and explaining what a means of transport is• Classifying the means of transport according to what they transport

and how they transport• Relating means of transport to the features in a landscape

which have been built for them



96 B

UNIDAD 0



* Othermaterials for the studentsContents and objectivesPage

Elements in a landscape: coastal landscape� To analyse a coastal landscape and identify

the main features in the landscape� To distinguish physical and human features

in the landscape




Extension sheet 9


Inland landscapes� To identify the main characteristics of

a landscape composed of plains� To identify the main characteristics

of landscape composed of mountains

Transport and landscapes� To relate means of transport to the features

in the landscape that have been built for them� To understand the need for transport

and its function� To differentiate between types of transport

Learning to read � To develop reading with understanding

through a didactic text� To reflect on good habits for protecting

the environment

I can do it� To understand the road safety rules for

pedestrians and users of means of transport� To analyse one’s own behaviour with respect

to road safety and to correct negative aspects






unit 9



96-97

98-99

100-101

102

103

104-105



9 Landscapes on the Earth

This landscape is the coast. We can see cliffs and a beach at the edge of the sea. We can also see trees, buildings and roads.

A lot of people live on the coast. There are fishing villages, cities with ports and housing estates.

96 ninety-six

beach

villagelighthouse

cliffs

treesroad

OBJECTIVES

• To analyse a coastal landscape and identify the main features in the landscape

• To distinguish physical and human features in the landscape

ORDER OF ACTIVITIES






• Tell the students to look carefullyat the picture. Ask a volunteer toread the text in the picture outloud. Ask the following questions:– Where are the people in the

picture? What are they doing?

– How many cars can you see? Is the orange car on the beach or on a road?

– Look at the buildings in thevillage. Are they big or small?

– Look at the tall, red and whitebuilding. Do you know what it is?(A lighthouse). Do you know whatit is for?


• Make sure that through the course of this unit the studentsfocus on relating human activity to landscapes.

• Point out that there is a difference between ancient andmodern. Explain that these terms do not mean the same as oldand new. Make sure that they can see the difference betweennew and modern.


96


UNIT 9

97ninety-seven

Look at the picture of the landscape. Use the key to colour the circles.

Match the numbers and the pictures. Colour the picture.

physical features human features

A landscape is everything we can see. A landscape has got naturalelements like the sea and rocks. A landscape has got also things built by people like roads and houses.

ACTIVITIES

1

2

lighthouse1 port2 fishingvillage

3 housingestate

4 beach5 island6

6

1

2

34

5

– Is the beach sandy or stony? Canyou see the cliffs? Are they sandyor rocky?

– Do you think that the cliffs havebeen built or are they natural?

– Who uses the lighthouse?

– Do the people in the village workin factories and offices or do youthink they might be fishermen?

• Explain that the coastline is not astraight line and that sometimesthe sea cuts into the land andmakes different kinds of relief likebays and inlets. Point out that thecoastline is sometimes sandy(beaches) and sometimes thereare high cliffs.

• Ask the students about their visitsto the beach. Ask them to namethe beaches they have visited andwhat they did when they were at thebeach. Ask them about the water.Was it cold or warm? What is thesea water like? Is it fresh water orsalt water?


Write the following words in a liston the board: fishing village,housing estate, island and port. Ask them to describe what theymight find in each of these places.Guide their descriptions by askingquestions such as: Can you find abig supermarket in a small fishingvillage?


• Discuss the importance ofprotecting oneself from the sun.Ask the students to explain whathappens if we stay out in the sunwithout any protection (sunburn,redness, blisters, headache, etc).Then ask them to think about howthey can protect themselves (suncream, sun hat, T-Shirt, limit timespent in the sun, etc).

97


Lighthouses

A lighthouse is a tower situated along the coast and in sea ports.The lighthouse has a bright light on the top of the tower whichhelps sailors at night.The oldest known lighthouse was the Alexandria lighthouse inEgypt which is one of the seven wonders of the world.Nowadays lighthouses run on electricity and the brightness of the light is increased using lenses and mirrors which produce a flashing, rotating light. The flashing of the light means that it iseasier to identify at night and warns sailors of the proximity of the coast.


ninety-eight98

Mountain landscapes

Some land is not flat. It has got mountains,forests, and usually, a lot of water. It is normally cold in the mountains and sometimes it snows.

There are very small villages in the mountains and the roads are narrow. They go up and down the mountains.

A lot of the people from the mountains have got farm animals or work in the forests. A lot of people from the cities go to the mountains for sports activities.

Plains

Flat land is called a plain. Rivers comedown from the mountains and crossthe plains.

There are a lot of towns and cities onthe plains. Good roads and railwaysconnect the towns and cities.

There are farms and fields near thetowns. There are workshops andfactories near the cities.

What is the landscape like where you live?

Inland landscapes

• Ask the students about theirpersonal experiences of differenttypes of inland landscapes. Askthe following questions:– Do you know a mountain village? – What colours can you see in a

mountain landscape? – What colours can you see on the

plains in the summer?– Have you ever been swimming in

a river in the mountains? Is thewater very cold or very warm?

98

OBJECTIVES

• To identify the main characteristics of a landscapecomposed of plains

• To identify the main characteristics of landscapecomposed of mountains

ORDER OF ACTIVITIES



3. Discuss the picture and the text with the class.




7. Read the text at the bottom of page 99 to ensure that the students have understoodthe most important information.

� Teaching suggestions ADDITIONAL INFORMATION

Some of the natural landscapes that we can see have changedvery little over the years. Others have been transformedconsiderably by actions such as:

• The building of villages, towns and cities

• The building of roads, railways, tunnels, bridges, reservoirs andso on

• The installation of telecommunications masts and electricitypylons and cables

• The cutting down of trees in order to obtain wood


People also affect the landscape greatly. In some areas huge forestfires, which may have been caused deliberately, have had a massive impact on the landscape. The new trees takes manyyears to grow so the change in the landscape will be obvious for some time.

UNIT 9

99ninety-nine


Label the picture.

There are mountains, forests and small rivers in the mountains.The villages are small.Plains are flat. There are cities and big towns on the plains.

• The road is straight and flat.

• It is near the sea.

• It is a landscape with mountains.

• There are animals.

• There are cultivated fields.

• There is a big forest.

• It is a flat landscape.

• mountain • plain • river • forest • village • road

ACTIVITIES

1

2

unit 9

fo®es†

ri√±®

villa@æ

plai>

mountai>

roa∂

• Explain that the people who live onthe inland plains work inagriculture, both animal farmingand crop farming. In themountainous areas people work inanimal farming and industriesrelated to exploiting the forests.Ask the students to help you tomake lists of products which weobtain from these differentindustries (meat, fruit, wood,paper, and so on).

• Show the students pictures ofdifferent kinds of landscapes andask them to identify the main type(coastal, plains or mountains). Tellthem to describe the pictures.

Multidisciplinary link. Art and craft

Tell the students to work in groupsand to find pictures of landscapes.They can use magazines,newspapers, brochures and theInternet. They should use thesepictures, together with their owndrawings and short pieces of textto make posters about types oflandscapes. Each group presentsits poster to the rest of the class.


Take the students on a visit tosee a natural landscape. Beforeyou go remind them of the rulesfor school trips. Tell them to takea notebook, pencil and crayonswith them so they can take notesand draw pictures. Tell them toalso take a plastic bag to collectall their rubbish and litter and takeit home with them.

99




one hundred100

Transport

We often travel long distances fromone place to another. We needtransport to do this.

Food is grown in the country andproduced in factories. The foodtravels from the country to marketsand shops. It travels by goodstransport.

Land transport

Cars, buses and lorries travel along theground. They need roads and motorways.

Trains also travel along the ground. They need railways and stations.

Air transport

Aeroplanes travel through the air. They need airports and control towers.

Sea transport

Ships travel over the sea. They need ports.

Transport and landscape

• Discuss means of transport withthe class. Ask the followingquestions: – Have you ever been on a ship or

a boat? What did it feel like? Did you feel a bit sick?

– Where did you travel from and to?


The aeroplane

More than 100 years ago the first plane was built. It was a gliderwith an engine that turned a huge propeller in the nose of the plane.

In 1903 the Wright brothers were the first people to fly a plane.The flight lasted for just 1 minute but it was an incrediblebreakthrough in the history of flight. Gradually aviators began to make longer journeys.

In 1909 the French pilot Blériot managed to cross the Channelbetween Great Britain and France. In 1913 Roland Garros crossedthe Mediterranean Sea. In 1927 Lindbergh crossed the Atlantic injust a day and a half.

100

OBJECTIVES

• To relate means of transportto the features in the landscape that have beenbuilt for them

• To understand the need fortransport and its function

• To differentiate between types of transport

ORDER OF ACTIVITIES







7. Read the text at the bottom of page 101 to ensure that the students have understood the most important information.



Thanks to the invention of new materials and the development oftechnology we now have supersonic aircraft which can reach veryhigh speeds and can cross the Atlantic Ocean in just three hours.

UNIT 9

101one hundred and one

Classify the means of transport.

There are means of transport for people and for goods. Sometransport travels on the land, some over the sea and some throughthe air. We need roads, ports, rails and airports for transport.

Transport for people Transport for goods

ACTIVITIES

1

bus lorry van car

unit 9

Label the pictures old or modern.2

bufica®

ol∂ mo∂er> mo∂er>

mo∂er> ol∂ ol∂

lorr¥va>

– Have you ever travelled by plane?Were you scared? Did you enjoythe flight? Where did you startyour journey? Where did you flyto? Did you see the clouds? Wasit a bumpy flight?

– Have you ever travelled by train?Did you like it? Was it fun?

– Which means of transport do youuse more often?

– What’s your favourite means oftransport? Why is it yourfavourite?

• Tell the students to bring toyplanes, cars, trains, buses andships to school. Tell them to lookcarefully and describe thedifferences. Guide them by askingquestions like: Has it got wheels?How many wheels has it got? Canlots of people travel in it?

Multidisciplinary link. Mathematics

Tell the students to look carefullyat the pictures on page 100. Askthem to say how many triangles,squares and circles they can see inthe pictures. Ask them to identifythe shapes in the objects.

Cross-curricularCourtesy

Remind the students how theyshould behave when they travel onpublic transport. Give them thebasic rules: Don’t push. Wait yourturn. Give your seat to an elderly orhandicapped person or anyonewho needs to sit down. Don’t maketoo much noise. Don’t throw litteron the floor. Don’t disturb the driveror other passengers. And so on.



101


one hundred and two102

Friends of the EarthMany people work hard to protect the Earth.

There are lots of things we can do to protect the Earth.

We can avoid polluting the air we breathe.

We can use water carefully.

We can help everyone to have water.

We can protect the forest from fires.

We can protect wild animals so they can live in freedom.

We will all live better if we protect our Earth.

We must all work hard to protect our Earth.

The world is better place for everyone if we protectour Earth.

Choose another title for the passage. F. A.

Let’s make the world a better place! Working hard to protect the world. The world belongs to all of us. Oh, what a beautiful world!

Read the passage again and complete the sentence. F. A.

I can work hard to protect the Earth. I can

And I can

LEARNING TO READ

1

2

Look at the ways we can protect the Earth. What would you most like to do? F. A.

• Talk to the students about thework done by organisationsdedicated to environmentalprotection. Invite a member of oneof these organisations to come tothe school and talk to thestudents about his/her work.Encourage the students to askquestions. They can prepare a listof questions before the visit andrecord the interview on tape. Playthe tape back to the class afterthe interview.

• Encourage the students to thinkabout the importance of protectingthe environment we live in. Askthem what they can do to help.Ask guiding questions, forexample: What kind of materialscan you recycle? How can you helpto save water?

LEARNING TO READ

Text type: didactic textThis text provides a list of suggestions as to how we can helpprotect our planet. All the sentences begin with: We can … The repetition of these words highlights the importance of ourintervention in these matters.

102

OBJECTIVES

• To develop reading with understanding through a didactic text

• To reflect on good habits forprotecting the environment

ORDER OF ACTIVITIES

1. Read the text out loud and look carefully at the photo.

2. Ensure that the students understand all the words and the overall meaning ofthe text.

3. Discuss the issue of environmental protection.



Activity Strategy

1 Choosing a new title to fit the text

2 Applying information to a personal situation


UNIT 9

103one hundred and three

What do you do? Use the key to colour the boxes. F. A.


Classify your results and talk with your classmates. F. A.

Road safety

I do not walk on the edge of the pavement.

I wear a seat-belt in the car.

I get out of and into the car on the sidenext to the pavement.

I cross the road on zebra crossings and at the traffic lights.

I wait for the green man before I crossthe road.

I look both ways before I cross the road.

On public transport I give my seat topeople who need to sit down.

On public transport I hold on tight so I do not fall over.

I CAN DO IT

1

2

unit 9

number of boxes



Traffic signs

Traffic signs first appeared more than one hundred years agowhen the number of vehicles on the roads and the speed at whichthese vehicles travelled began to increase. In those days the trafficwas so disorganised that there were accidents involving manyvehicles (with or without engines) and pedestrians. This is why traffic signs were placed along the public highways to organise and control the movement of the traffic and avoidaccidents.

103

OBJECTIVES

• To understand the road safetyrules for pedestrians andusers of means of transport

• To analyse one’s own behaviour with respect to road safety and to correct negative aspects

ORDER OF ACTIVITIES

1. Briefly explain the importance of road safety and the basic rules for pedestrians.


3. Do the activity.



• Tell the students that this kind ofsurvey is designed to assess howmuch we know about road safetyand our opinions on the samematter.

• Discuss the importance ofrespecting the rules and thetraffic signs. Ask them what wouldhappen if everyone did exactlywhat they wanted instead offollowing the rules. Ask them totell you some of the rules theyfollow (where they cross the road,how they look, whether they run orwalk across the zebra crossing,and so on).


LET’S REMEMBER

• A landscape is everything we can see in a placeon the Earth.

• A landscape has physical features like mountains,rivers, forests and animals and human featureslike roads, villages and cities.

• There are landscapes with coast, mountains and plains.

• We need transport to travel from one place toanother by land, sea or air.

• The means of transport need roads, stations,ports and airports.


Complete the table with these words.

• passengers • goods • sea • air

• roads • rails • ports • airports

MEANS OF TRANSPORT

are for they travel by

they need they need they need

1

2

one hundred and four104

landpasßen@erfi

goodfi

ßeå

portfi

ai®

airportfiroadfi railfi

Now I know

• Ask the students to bring photosto class of different types ofmountain landscapes. Tell them toglue the photos into theirnotebooks and write a briefdescription of what they can see inthe photo: natural features (rivers,trees, etc.) and human features(roads, bridges, etc). Ask them to describe the weatherin the photo. Repeat the processwith landscapes of plains.

• Write a list of means of transporton the board:

– sailing boat – canoe– bus – car– plane – bike– helicopter

Ask the students to draw eachvehicle and classify them into twogroups, vehicles with an engineand without an engine.

104

OBJECTIVES



ORDER OF ACTIVITIES

1. Identify each section on the double page (Let’s remember, Let’s work with words, etc.). Explain the aims of each section.





Check that the students understand the following concepts:• The existence of different types of landscape

• The main characteristics of the different types of landscape

• The difference between physical and human features in a landscape

• The usefulness of means of transport and the different types

• The need for roads, stations, airports, ports and otherinstallations for transport


LET’S REVISE


What do we call animals that live in the wild?

What do we call plants that live in the wild?

LET’S PRACTISE

I KNOW…

1. The natural elements in a landscape.

2. How to recognise mountains and plains.

3. How to recognise the coast.

4. About means of transport.

5

4

3

one hundred and five 105

What is the best means of transport? Match the pictures and the sentences.

• I am going to a restaurant near my house.

• I am going on a journey a long way from my home.

• I am moving to another city with all my furniture.

Wil∂ animalfi.

Wil∂ plantfi.

UNIT 9


Ask the students to use thevocabulary in activity 2 and towrite sentences of at least fivewords. Volunteers can read theirsentences out loud.

Language link

Materials: construction paper. Make word maps. Use a piece ofconstruction paper for each set of words: vehicles and transport,and physical and human featuresin the landscape. Make wordcards for the vocabulary in eachset of words. Hand out the wordcards and ask the students tocome and attach their words to thecorrect category (use Blue Tac). Play different games with the wordsin the categories, for example:1. Which word is missing. Tell thestudents to look carefully at one ofthe categories and then close theireyes. Remove one or more of thewords. Students open their eyes and say which word(s) is missing. 2. Mixed up words. Tell thestudents to close their eyes whileyou put some of the words intoincorrect categories. Studentsopen their eyes and take turnsputting the words back into thecorrect category.3. Spell the word with me. Placeyour hand over all the letters of aword except for the first letter. Askthe students to call out the letters.Gradually show the letters of theword one by one and ask thestudents to spell the word out loud.

105




KEY WORDS

• Landscape• Coast• Cliff• Physical features• Human features• Port• Plain• Mountain• Transport

• Merchandise• Roads• Airports• Railways• Stations• Road safety• Pedestrian• Traffic light


106 A

UNIT 10

Homes and houses

UNIT CONTENTS

Objectives

• To recognise the reasons why we need to live in houses• To recognise a home as a place where several people live together• To identify the rooms or places in a house• To understand that cities and towns are divided into neighbourhoods• To appreciate the importance of urban transport services• To identify the different means of urban transport• To interpret different symbols• To understand the difference between a model and a plan• To develop observational skills

Contents

THEME: Homes and houses

INFORMATION AND ACTIVITIES• Houses: – Their development– Rooms and furniture• Streets: features found in the street• Neighbourhoods• Urban transport: public and private

LEARNING TO READ: I like my neighbourhoodI CAN DO IT: Map reading

Assessment criteria

• Understanding the necessity of having houses• Identifying the different rooms and places in a house• Relating each room or place to its use and contents• Understanding that cities and towns are divided into neighbourhoods• Explaining the concept of a neighbourhood• Appreciating the importance of urban transport• Identifying the different types of urban transport• Recognising and appreciating what is necessary for a peaceful coexistence

in a neighbourhood• Analysing and interpreting a plan




106 B

UNIDAD 0


Student’s Book * Resourcefor the teacher



Development of houses. Rooms and furniture� To relate different pieces of furniture

and devices to the rooms or places in the housewhere they are normally found

� To understand that houses have developed over time

� To understand that a house is composed of different rooms




Extension sheet 10


Neighbourhoods and streets� To understand the structure and composition

of a neighbourhood� To identify the main architectural features

in the street

Urban transport� To differentiate between public and private

transport� To identify different means of public and

private transport


through a discursive text� To identify the main characteristics of one’s

own neighbourhood� To appreciate the importance of good

behaviour and manners in our relationshipswith our neighbours

I can do it� To analyse the relationship between a model

and a plan� To read a map� To draw a route on a map








106-107

108-109

110-111

112

113

114-115



10 Homes and houses

one hundred and six106

This is a model of a house. There are different rooms in a house.We live in houses to protect us from the cold and rain. At home we learn to live with other people.

window

door

bedroom

corridor

bathroom

kitc

hen

bed

OBJECTIVES

• To relate different pieces offurniture and devices to therooms or places in the housewhere they are normallyfound

• To understand that houseshave developed over time

• To understand that a house iscomposed of different rooms

ORDER OF ACTIVITIES






• Explain to the students that a model is a representation on a smaller scale of a real object.Tell them to look carefully at thepicture and ask the followingquestions: – If this were a real house what

would be missing at the top of the house?

– How many bedrooms are there?Which piece of furniture helpsyou to recognise which rooms arebedrooms?

– Which room is the kitchen?

– What other rooms can you see?


• In this unit the students will be reading maps. Some of thestudents may still have difficulty with spatial concepts (left-right, up-down, in front of-behind, etc.). Do some simpleexercises to reinforce these concepts.

• Explain the difference between a plan or map, which is adrawing to scale of a building or a city and a model which is a miniature representation of the city or building.


106


UNIT 10

107one hundred and seven


Talk about the different houses. F. A. (Materials, structure, height, parts...)

Read and copy.

Everyone has the right to have a house to live in.

bedroom kitchen sitting room bathroom bed bath sofa fridge

Thousands of years ago. A thousand years ago.

A hundred years ago. Today.

The bed is in the

The

ACTIVITIES

1

2

3

∫±drooµ.bat™ ifi i> t™æ bathrooµ.

T™æ so‡å ifi i> t™æ sittin@ rooµ.T™æ frid@æ ifi i> t™æ kitc™e>.

– How many rooms are there inyour house?

– What would happen if we had tolive in the street? Would we becold? How would we wash?

– How many people live together inyour house?

• Remind the students that when wedescribe a person, thing or animalwe explain its maincharacteristics. Ask them to thinkabout the house that they live inand to try to describe it to the restof the class. Ask the followingquestions to help the students: – How many rooms are there in

your house?

– What is each room for?

– What is there in the (kitchen)?

– What colour are the walls?

– Is your home in a tall building?

– Is it a house on its own?

– What is it made of?


Divide the class into groups offour. Ask them to make a houseusing construction paper, colouredpaper, glue, scissors and recycled materials. Tell each groupto make its house roughly thesame size as the other groups sothat when they have all finishedyou can put them together to forma neighbourhood.


Ask a volunteer to write his/heranswers to activity 1 on the board.Correct any mistakes and tell thestudents to correct their own work.

107


Different types of house

Human beings have not always lived in houses like the ones weknow today.

Thousands of years ago people lived in caves. Later they builthuts using clay and straw. After that they started to build housesusing wood or stone.

In the areas near the north pole, the Inuit people, the localinhabitants, make their winter houses using blocks of ice.


one hundred and eight108

Neighbourhoods

Towns and cities are divided intoneighbourhoods. Every neighbourhood has a lot of streets and buildings.

Every neighbourhood usually has shops,offices, schools, libraries, churches, healthcentres and playgrounds.

Every neighbourhood has a name.

The streets

All streets have:

– buildings

– a road for the cars and a pavementfor the people.

Each street has got a name and allthe houses have got a number.

A group of houses surrounded bystreets is called a block.

What is the name of your street? What is the name of your neighbourhood?

The houses in my neighbourhood

pavementroad

• Take the students for a walkaround the neighbourhood whereyour school is situated. Point outthe most common features.Before you leave ask them to writedown the following questions intheir notebooks so that when youreturn to the classroom they areable to answer them.– What are the streets like? Are

they narrow or wide? What aboutthe pavements?

� LEARNING SKILLS

Completing the information in a pictureIn order to complete the information in a picture whichaccompanies a piece of text you can label the picture. For example:

◗ Look at the picture on page 108, titled The streets. Label thefollowing features in the picture:

• Building

• Street

• Block

108

OBJECTIVES

• To understand the structure and composition of a neighbourhood

• To identify the main architectural features in thestreet

ORDER OF ACTIVITIES











The names of streets

All streets have names. Some streets are named after certainprofessions or jobs (for example: Artists’ Street), others are calledafter a monument or denote the size or importance of the street(for example: The High Street or The Main Street). Other streetsare named after people from the area or important people inhistory (for example: Christopher Columbus or Goya). Somestreets are called after a historical event which is particularlyrelevant like Constitution Street. We can also find streets namedafter geographical features like The River Ebro Street or the namesof animals or plants (for example: Fish Street or Olive Street).

UNIT 10

109one hundred and nine

Tick the things you can see in your street. F. A.

Complete the sentence about your street. F. A.

There is not a and there are not any .

Number the things in the street. Colour the picture.

houses shop pavement road4321

There are buildings, roads and pavements in the street. There arelots of streets and buildings in a neighbourhood.

ACTIVITIES

1

2

unit 10

12

34

– Are there lots of shops? Is therea shopping centre?

– Are the buildings very high?

– Are the streets clean. Are thereany parks or gardens?

– Are there any streetlamps,benches, litter bins, recycling binsor postboxes?

– Is there a health centre? Is therea library? Are there any otherschools?

• After your walk around theneighbourhood, the students writethe answers to the questions. Askany of your students from otherneighbourhoods to compare theirswith where the school is located.


Use the houses that the class madein the previous Art and craft link onpage 107. The students place theirhouses and buildings together tomake a neighbourhood with streetsand pavements joining the areas.They can use construction paper,and place some of the featuresthat they saw in the street likestreetlamps and postboxes.


Before you go out for your walk toexplore the neighbourhood remindthe students how they shouldbehave. They should pay attentionto your instructions, not make toomuch noise, stand aside for otherpeople to pass, use thepedestrian crossings, throw anylitter in the litter bins.

109




110 one hundred and ten

Transport in the city

A lot of people travel in the city. They go to school or to work.

Other people go shopping, go out to havefun or go to visit their family and friends.

We all use transport to travel quickly and comfortably.

Do you use public transport to come to school?

Public transport

Anyone can use public transport. Buses,taxis and the underground are all publictransport.

The Town Council is responsible for publictransport.

Private transport

People use private transport when they usetheir own vehicles.

Sometimes there are a lot of cars in the streets. Then we have traffic jamsand a lot of pollution.

Streets and transport

• Talk to the students about thepublic transport services that theyknow and use. Ask the followingquestions.– How do you come to school?

– Do you use a means of transportthat has wheels? Which one(s)?

– Where does this means oftransport travel, on the surface orunder the ground?

– Do you know the person whodrives it?


The bicycle

Throughout history man has built different kinds of vehicles withtwo wheels joined by a bar. These primitive forms of transportwere the precursors of the bicycle.

In ancient China a type of bicycle with two bamboo wheels butno pedals was built. Many years later Leonardo da Vinci drew a vehicle very much like the bicycles we have today.

However, two hundred years ago the vehicle that we know as abicycle was first designed. The Penny-farthing, a bicycle withtwo wheels, one large one at the front and one small one at theback, pedals and a saddle was the first of the modern bicycles.

110

OBJECTIVES

• To differentiate between public and private transport

• To identify different means of public and private transport

ORDER OF ACTIVITIES










From that moment on bicycles developed until they reached themodern form we know today. The shape of the bicycles that weredesigned depended largely on what they were going to be usedfor. For example, the racing bikes were built using a very lightmaterial and a small, curved handle bar so that the riders couldlearn forward and gather up speed.

Mountain bikes were built for rough terrain. Tandems weredesigned for two or more riders.

UNIT 10

111one hundred and eleven

Use the words under the pictures to complete the sentences.

• It has a green or red light on the top. We wave ourhand to stop it in the street.

It is a .

• It has a fixed route. We wait for it at a specialstop.

It is a .

• It travels under the ground and has no problemswith traffic jams. Only some cities have this means of transport.

It is an .


We use transport to travel around the city. Anyone can use publictransport. Private transport is when we use our own vehicles.

Reserved for pregnant women.

ACTIVITIES

1

2

unit 10

Reserved for the elderly.

Reserved for disabled people.

bus

underground train

taxi

tax^

bufi

un∂ergroun∂ trai>

– Can you use it at any time of theday?

– Can this means of transportchange its route if there is a lotof traffic?

– Where do you catch it?

• Take a map of the local (ornearest) underground to class. Youcan find these on the Internet.Explain that each line is classifiedaccording to a colour and all thelines go through several differentstations. Some lines meet at astation where passengers canchange from one line to another.Show them some examples.

• Give the students copies of themaps and ask them to work outthe best route from one place toanother. They should say whichstation they start at, which linethey take, where they have tochange and which other lines theytake and where they end up.


Reiterate the rules we must followwhen we are on public transport.Make a poster with the studentsto reflect these rules. Discuss theimportance of the rules for bothsafety and out of respect for otherpassengers.

• Wait till the bus stops completelybefore getting on or off.

• Don’t block the exits or entrances.

• Don’t put your head or arms out of the windows because you mightcause an accident.

• Don’t disturb the driver. He mightget distracted and you will putother passengers’ lives at risk.



111


one hundred and twelve112

I like my neighbourhoodAndrea likes her neighbourhood.

Andrea was born in this neighbourhood.

She likes it because there are a lot of placeswhere she can play with her friends.

She likes it because there are a lot of treesand a park near her house.

She likes it because it is always clean.

She likes it because there are a lot of different kinds of shops.

She likes it because there are not many cars.

She especially likes it because it is a smallneighbourhood and she knows a lot of people.

Circle the correct words.

What’s your neighbourhood like? Circle the words. F. A.

In my neighbourhood the streets are always clean / dirty. There are a lot / only a few parks and gardens. There are no / a lot of shops. There is a lot of / not much traffic.

LEARNING TO READ

1

2

1. Andrea’s street is always clean. / dirty.

2. Andrea’s street has got a lot of shops. / only a few shops.

3. There are only a few / a lot of cars in Andrea’s street.

4. There are / are not any gardens and parks in Andrea’s street.

• Ask the students questions sothat they can compare theirneighbourhood to the one in thetext.

• Ask the students Who isresponsible for managing thetraffic, cleaning the streets,watering the gardens? and so on.

Multidisciplinary linkMathematics

Ask the students to solve thefollowing maths problem: Ten years ago there were 765 peoplein my neighbourhood. Now thereare 948 people living here. Howmany more people are there now?

LEARNING TO READ

Text type: discursive text

This text offers ideas in the form of a list. In this case the list givesus reasons why Andrea likes her neighbourhood. Look at therepetitive start to the sentences, She likes it because…The repetition reinforces the message.

112

OBJECTIVES

• To develop reading with understanding through a discursive text

• To identify the main characteristics of one’s ownneighbourhood

• To appreciate the importanceof good behaviour and manners in our relationshipswith our neighbours

ORDER OF ACTIVITIES

1. Read the text and describe the picture.

2. Ensure that the students knowwhat they should do.

3. Discuss the answers to question 2.

4. Do the activity.


Activity Strategy

1 Identifying explicit data in the text

2 Applying information to other situations


UNIT 10

113one hundred and thirteen

Map reading

Compare the model and the map.1

Find things on the map.2

I CAN DO IT

• What is opposite the hospital?

• What is behind the supermarket?

Draw the route:

flower shop ➙ hospital ➙ greengrocer’s ➙ fountain ➙ chemist’s

unit 10

mapmodel

T™æ par§.A fountai>.

� LEARNING SKILLS

Finding information on a plan or map

In order to find information on a map or plan the reader shouldfirst locate all the symbols, icons or signs. For example:

◗ Look carefully at the plan on page 113 and locate:– The hospital

– The supermarket

– The greengrocer’s

– The chemist’s

Now answer this question: – How do you know there is a chemist’s?

113

OBJECTIVES

• To analyse the relationshipbetween a model and a plan

• To read a map

• To draw a route on a map

ORDER OF ACTIVITIES

1. Briefly explain the differences between a model and a map.


3. Do the activity.



• Tell the students to look carefullyat the model and the map inactivity 1. Explain that the sameneighbourhood has beenrepresented in two different ways.In the model we can see thehouses, the streets and the parkmuch as they are in real life but ona much smaller scale. In the mapwe can see these elements as if we are looking at them fromabove.

• Ask the students to draw a plan oftheir house. Tell them to ask theirparents to help.



Look at the pictures. Use the words in the boxes to complete the sentences.

road

streets

pavement

home

we live

bus

transport

have a

and a .

At

with

other people.

We can all use a

because

it is public .

114

LET’S REMEMBER

• We all need a house to live in.

• Houses protect us from the cold and the rain.We learn to live with other people at home.

• In our neighbourhood there are a lot of streets.A group of houses surrounded by streets is called a block.

• We use transport to travel around the city.

• We can use public transport or privatetransport.

one hundred and fourteen

1

2

Now I know

St®æetfipa√±µen†

roa∂

hoµæ ∑¶li√¶

bufitranspor†

• After you have read the sectionLet’s remember, the students cancopy and answer the followingquestions in their notebooks.

– What do we call a group ofhouses surrounded by streets?

– What do we use transport for?

– Name two types of urban transport.

• The students can write a shortsurvey and ask their family andfriends about transport. Give themthe following model:

114

OBJECTIVES



ORDER OF ACTIVITIES







• The reason why people live in houses

• The main parts of a house

• A neighbourhood is a group of houses, streets and squares

• The usefulness and importance of urban transport

• The existence of different kinds of transport

• Name and relationship:

• Which means of transport do you usuallyuse?

• How many days of the week do you use it?

• Are you happy with this means of transport?

• Does this means of transport cause alot of pollution?


LET’S REVISE

Read the sentences and write true (T) or false (F).

There is a lot of pollution in cities because…

the air is very cold and it is difficult to breathe.

the air contains gases which are bad for us.

We must protect trees to protect our own health because…

trees stop the wind from bothering us.

trees are living beings and they produce oxygen.

A clean and healthy city is not a rubbish dump, so…

we should keep our rubbish at home.

we should put our rubbish in recycling bins.

LET’S PRACTISE

I KNOW…

1. Why we live in houses.

2. All about my street.

3. All about my neighbourhood.

4. All about the transport in the city.

Solve the problem.

A ticket for one bus journey costs 1 Euro and a bus pass for ten journeys costs 7 Euros.What is the difference between ten single ticketsand a bus pass?

one hundred and fifteen 115

3

4

5

FT

FT

FT

1 € � 10 � 10 €10 € � 7 € � 3 €

10 tickets cost 3 € more than a bus pass.

UNIT 10


Talk to the students about theimportance of cooperating withtasks at home. Ask them whatkinds of things they do to help athome (tidying their bedrooms,taking the rubbish out, setting andclearing the table, etc.) and discusswhat other things they can do to help with the housework.

Language link

Draw the street below on the board.

Ask questions in order to practicethe following prepositions: opposite,next to, between. Add other elements like a bus stopand a postbox and practice theprepositions: in front of and behind. Tell the students to draw the streetin their notebooks and take turnsgiving instructions and drawing theroute from one place to anotherin pairs.

115




Hospital Supermarket Cinema

School Toy shop

Bus station Library Car park

Police station Health centre

KEY WORDS

• House• Neighbourhood• Block• Street• Road• Pavement

• Private transport• Public transport• Model• Plan


116


one hundred and sixteen116

WATER

THE SEASONS

Complete the sentences with solid, gas or liquid.

Water is a . When water gets

hot it turns into vapour. Vapour

is a . When water gets cold it turns

into ice. Ice is a .

1

Look at the picture and writethe name of the season.

3

DIBUJO

MACHINES

2 Match the three sentences to one picture.

a. It is very simple.

b. It is manual.

c. We use it to cut things.

Write six things you can find inthe street. M. A.

4

THE STREET

liqui∂

gafisoli∂

Autum>

postbo≈tra‡‡i© ligh†shopfi

signficarfibußefi


117

117one hundred and seventeen

TRANSPORT

Match the sentences to the pictures.6



Many people travel in it.

It travels by land.

It is public transport.

It carries people and goods.

It travels by air.

It is public transport.

It carries goods.

It travels by land.

It is private transport.

5 Tick the picture of the coast.

LANDSCAPES

�


118


one hundred and eighteen118

Let’s add substances to water and see what happens.1

LET’S EXPERIMENT

Let’s analyse the results. Complete the sentences with these words.

• dissolves • floats • sinks

Sugar in water.

Salt in water.

Rice in water.

Oil on water.

Lemon juice in water.

Pencil shaving on water.

2

3

salt

sugar

lemon juice�

��

pencil shaving

rice

oil

��

�

Now classify your results in the table.

dissolves floats sinks

Substance

dissol√±fidissol√±fisinkfi

floatfidissol√±fi

floatfi

sugar, salt,lemon juice

pencil shavingoil

rice

SCIENTIFIC METHOD

These pages provide an introduction to the procedures forscientific work. In this section the students will be working withthe following procedures: observation and description (activities 1, 2 and 3), making conjectures (activity 4).


119

119one hundred and nineteen

Look at the problems. Talk to your classmates and tick the correct answer.

If I mix hot water and cold water.

I get warm water.

I get cold water.

I get a green liquid.

I get a black liquid.

I get a white liquid.

The air will come out quickly.

The air will stay in the balloon.

The balloon will get bigger.

The water will have a differentshape in each one.

The water will have the same shape in each one.

4

LET’S THINK



If I mix a blue liquid with a yellow liquid.

If I untie the balloon.

If I pour water into these things.

�

�

�

�


Term 3Contents

Assessment criteria

• Work in the factories• Work for obtaining food• Work in the service sector

• Daily activities• Measuring time• The differences between

the past and the present

• Festivals• Family history• The customs and symbols

of a place. • Objects and buildings from

the past

• The family• The neighbours• The neighbourhood

and its services• Means of communication:

personal and collective


• Narrative text


• Narrative text

• Interpreting population charts

• Thinking about food

• Making a calendar for birthdays and special days

• Making a time line of inventions and discoveries

Stories and memoriesTheme 14

My family and neighboursTheme 11

Jobs and workingTheme 12

Time goes byTheme 13

THEME INFORMATIONLEARNINGTO READ

I CAN DO IT

1. Identifying and appreciating the importance of the services in a neighbourhood

2. Understanding the different means of communication3. Understanding and appreciating the importance of work4. Differentiating between different types of work according to the tasks

and aims5. Understanding the importance of buying and selling6. Understanding and using the correct measurements of time7. Using some time markers correctly such as: before/after, ancient/modern…8. Distinguishing between past and present9. Identifying sequences of events in our own lives

120 A


�


120 B

We are nearly at the end of the year now and close tocompleting a successful school year full of interest in learning.

During this final term in Science, Geography and History your child is going to learn about their immediate environment.They will be looking at the family, neighbours, types of workand jobs and means of communication.

We will also be looking at the importance of valuing the history,customs and symbols of our Autonomous Community.

You can help your child by explaining your family history. Tellhim/her about how things used to be for you when you werehis/her age. Talk about the kinds of games you used to play, thethings you celebrated and how you celebrated, and any otherdetails which you think would be of interest to your child.

When you are walking in the streets talk to your child abouthow things have changed with time.

Thank you very much for your interest and cooperation.

Dear Families:


120 C

UNIT 11

My family and neighbours

Septiember October November December January February March April May June

UNIT CONTENTS

Objectives

• To understand that a family is a group of people who are related to each other

• To understand that our neighbours are the people who live in our neighbourhood

• To recognise different public services• To understand the usefulness of means of communication• To identify different means of communication• To encourage and appreciate social relationships• To understand the importance of children’s rights• To understand population graphs

Contents

THEME: My family and neighbours

INFORMATION AND ACTIVITIES• The family:

– Members of the family– Possible changes in the family

• The neighbourhood: neighbours and services• Means of communication

LEARNING TO READ: Children’s rights

I CAN DO IT: Interpret a population chart

Assessment criteria

• Recognising the family relationships amongst members of the family• Understanding and explaining the concept of a neighbourhood• Recognising some of the services in the neighbourhood• Understanding the need for means of communication• Classifying means of communication into personal and collective• Interpreting and making population graphs• Reflecting on children’s rights• Appreciating the importance of our relationships with others



120 D

UNIDAD 0


Student’s Book* Resources

for the teacherContents and objectivesPage

Members of the family. Changes in the make-up of the family� To identify the different members of

the family� To discover changes that take place in

the make-up of a family over time




Extension sheet 11


Neighbours and the services of the neighbourhood� To understand that neighbourhoods changeover time

� To appreciate and respect the services in ourneighbourhood

Means of communication� To classify the means of communication according to the number of people who use each one

� To appreciate the importance of communicating

Learning to read� To develop reading with understanding through a descriptive text

� To reflect on and appreciate the importance of children’s rights

I can do it� To interpret population graphs� To understand that the population of any place is made up of men (boys) and women(girls) of different ages

Now I know� To apply and use some of the concepts acquired through the unit

� Review of the unit




unit 11

120-121

122-123

124-125

126

127

128-129



11 My family and neighbours

These families are having a party. All families are different. There are people of different ages in each family.

Families change a lot over the years. A family changes, for example,when they have a baby.

one hundred and twenty120

OBJECTIVES

• To identify the different members of the family

• To discover changes that take place in the make-up of a family over time

ORDER OF ACTIVITIES






• Tell the students to look carefullyat the main picture and then askthe following questions:– How many families can you see

in the picture?

– Look at the family in the middleof the picture. How many peopleare there in this family? Can yousay who they are? (Mother,father, etc.)

– There are different kinds offamilies, aren’t there? Can youtell me some differences?

– Are all the members of a familythe same age?

• Talk to the students about theirfamilies. Ask the followingquestions: Who do you live with?


Some of your students may come from single parent families orhave parents who have recently divorced or separated. Be awareof the fact that other children may be adopted. Address the issueof the family with sensitivity and care. Explain that there are many different types of families, not just thestandard nuclear family. Families may be made up of differentmembers, who have different ages, the relationship amongst themembers of the family may be blood ties and may not be. But all families have one thing in common and that is that theyprotect and care for the children in the family.


120


UNIT 11

121one hundred and twenty-one

Draw a family and complete the sentences. F. A.

Write the names in the family tree.

Write about your family tree. F. A.

There are people in my family tree. I have gotsisters and brothers.

I have got grandmothers andgrandfathers.

My surname is

.

My father’s surname is

.

My mother’s surname is

.

ACTIVITIES

1

2

3

paternal grandparents

motherfather

Daniel

daughter

maternalgrandparents

Gloria

Anne

Lucy

Luke JoséLouise

Daniel

Louise

An>æJoßæ

Gloriå Lu§æ

Luc¥

E. g. Parent(s), children,grandparents.

121

� LEARNING SKILLS

Interpreting a family tree

We use a family tree to represent the relationships within a family.In this type of diagram, which usually has branches, theinformation is displayed in the following order: the most distantancestors are placed in the upper part of the diagram and themost recent generations in the lower part. For example:

◗ Draw your family tree. Use the model on page 121.

How many brothers and sistershave you got? Have you got anygrandparents? Do they live in thesame house as you? Have you gotany great grandparents? What doyou usually do with your family onSaturdays? Do you meet up withother families who are friends of yours?

• Draw a picture of your house onthe board and write the names ofthe people who live in your houseinside the outline. Draw threeballoons coming out of the roof ofthe house and write the followingsentences in the balloons: We loveeach other. We help each other.We all take turns to do things athome. Discuss these sentenceswith the students and theirsignificance within the family unit.

• Hold a family party one afternoonat school. Tell the students towrite an invitation to give to theirparents:The students in class _____ wouldlike to invite (names)________ to aparty in their classroom. We wantto get to know all the families inour class. Please come on (day)_________ at (time)__________.


Tell the students to bring a familyphoto to school and to make a photo frame. They will needconstruction paper, scissors, glueand a decorative ribbon or string.They glue the photo to theconstruction paper and hang upthe family portrait using the ribbon.


one hundred and twenty-two122

Services

In our neighbourhood we have gotservices. Services are for everyone.They help us to live better. Servicesare things like buses, the post, gardensand shops.

Answer the questions. F. A.

Do you know your neighbours?.

Do you play with your neighbours?.

Do you help your neighbours?.

My neighbours

A lot of people live in our street.

The street changes from time to time.Sometimes we get new neighboursand sometimes our neighbours go to live somewhere else.

People who live in the same street are neighbours. Neighbours help each other.

How many neighbours have you got?

Neighbours need each other

• Encourage the students to talkabout their neighbours and theirrelationship with them. Ask themthe following questions:– How many neighbours do you

know?

– What are their names?

– Are all your neighbours yourfriends?

– Have you got any friends in yourneighbourhood?


Public services and elements in the street

This page of the unit discusses the neighbourhood services thatwe can all use such as public transport, postal services, publicgardens and parks, and the shops.

Many of these services provide facilities which make up thedifferent elements we can see in the street.

Have a walk around your neighbourhood and see how manydifferent elements you can see.

122

OBJECTIVES

• To understand that neighbourhoods change over time

• To appreciate and respect the services in our neighbourhood

ORDER OF ACTIVITIES







7. Read the text at the bottom ofpage 123 to ensure that thestudents have understood the most important information.



• Bus stops

• Public notices

• Litter bins

• Benches

• Streetlamps

• Traffic lights

• Traffic signs

• Telephone booths

Children should learn from an early age that it is important torespect and use these objects carefully.

UNIT 11

123one hundred and twenty-three

Use the key to colour the boxes.

Colour the pictures and write old or modern.

A lot of neighbours live on a street. Neighbours help each other.Neighbours use public services.

It is an street. It is a street.

Circle the clues in the picture.

ACTIVITIES

1

2

unit 11

neighbours

public services

personal objects

ol∂ mo∂er>

P N P

OPP

P(O)

(P)

(N)

– Do you neighbours help you?

• Ask a volunteer to talk abouthis/her neighbourhood. Askquestions to guide the student:What kinds of shops are there? Isthere a health centre? Is it clean?Is there a park?


Talk to the students about thelength of time they have beenliving in their neighbourhood. Ifthere are new arrivals ask theother members of the class to tellthem about their newneighbourhood. Point out to thestudents that it is important towelcome people into ourneighbourhoods and make themfeel at home.


Ask the students how they like tosee their neighbourhood. Askthem if they like to see cleanstreets. Ask them about graffiti.Explain that it makes theneighbourhood look scruffy anduncared for. Ask them to thinkabout how they can help to keeptheir neighbourhood in goodcondition.

123




one hundred and twenty-four124

The media

We get information about the worldfrom different places. We read thenewspapers and magazines, welisten to the radio, we watchtelevision or we surf the Internet.

Personal communication

We communicate when we talk, askquestions or explain something.

We communicate when we tell otherpeople what we think. We alsocommunicate when we ask otherpeople what they think or feel.

When people are not near us we canuse the post, the telephone or e-mailto communicate with them.

Answer the questions. F. A.

Do you watch television every day? Do you listen to the radio?

1 2

3

4

Communication

• Ask the students about the type ofTV programmes that they watch(music programmes, films, sports,etc.). Explain that TV and radio aremeans of communication whichare enjoyed by lots of people.Compare them to other means of communication like letters ortelephone calls which only involvea few people.

• Ask the students if they listen tothe radio. Divide the class into two

124

OBJECTIVES

• To classify the means of communication according to the number of people who use each one

• To appreciate the importanceof communicating

ORDER OF ACTIVITIES

1. Read the text and ensure thatthe students understand all the words.







� Teaching suggestions � LEARNING SKILLS

Reading and interpreting a sequence of pictures

In order to interpret a sequence of pictures it is first necessary to look carefully at the order of the pictures and observe details ineach one. For example:

◗ Look at the sequence of pictures on page 124 and explain whatwe have to do in order to send a letter



E-mail

E-mail is a type of communication between people using theInternet. An e-mail is not very different to a letter written on apiece of paper but e-mail messages can be sent and received in a very short period of time even if the two people are living indifferent parts of the world.

When we send a letter by ordinary post we need to write anaddress on the envelope. When we send an e-mail we also needto write an address. E-mail addresses have three parts: the firstpart is the name of the person who is sending the message, thesecond part is the sign @ and the third part is the name of thecomputer the message is being sent from.

UNIT 11

125one hundred and twenty-five

Write examples.

Personal communication:

The media:

What kind of communication did your great grandparents use? Circle the picture.

We get information by communicating. There are different kinds ofcommunication. There is personal communication and the media.

Guess what it is. Complete the sentences.

• We can hear words and music.

It is the .

• We can see pictures and hear sounds.

It is the .

• We can see pictures and read words.

It is the .

1

2

3

ACTIVITIESunit 11

pos†, †e¬epho>æ, æ-mai¬.

radio

†e¬evisio>

>ewspaπe®

>ewspaπerfi, magazi>efi, radio,†e¬evisio>, In†erne†.

groups. Tell each group to thinkabout one of these means ofcommunication. Ask them to makea list of its advantages anddisadvantages. For example: youcan listen to the radio in all therooms of the house. You can’t seeimages on the radio.

• Talk to the students about theInternet. Explain that the Internetis a huge network of informationand communication and it meansthat people all over the world canbe connected.

• Remind the students that theyshould not use the Internet withouttheir parents supervision.


Ask the students to bring a stampand an envelope to school. Explainthe layout of a letter. You writeyour address and the date in thetop right hand corner. Then youstart your letter on the left handside. Write: Dear, followed by thename followed by a comma. Youthen write the body of the letter. Toend the letter you write: Love fromand your name. Ask all thestudents in the class to write theirnames and addresses on strips ofpaper. Collect the strips andshuffle them. Hand them outagain. Tell the students to write aletter to the person whose nameis on their strip of paper. Who theyare writing to is a secret. Giveeach student an envelope and astamp. Let them prepare theenvelopes, with the addresses andstamps, and take them to thepostbox to send them.

125


Reinforcement and extension: Reinforcement sheet 11.(See pp. VI-VII)


one hundred and twenty-six126

Children’s rights

We all have our own name. We all havepeople to look after us, to protect us and to love us. We all have a house to live in and a school to go to.

If we are thirsty, we have something to drink. If we are hungry, we havesomething to eat. If we want to saysomething, people listen to us. If it is cold, they keep us warm and if we are ill, they look after us.

All the children in the world should haveall these things. These are children’srights.

Write three examples of children’s rights. F. A.

We all have the right to

Why is going to school a right for all children? Tick the correct answer.

Because we learn about the world and to learn to live with others.

Because we have fun and play with our friends.

LEARNING TO READ

1

2

�

• Find an abridged version of thechildren’s charter of rights. Forexample in Internet on http://www.educared.net/concurso2001/405/derechos. htm. You might also find this in anencyclopaedia. Make copies andhand it out to the children. Ask forvolunteers to read the children’srights out loud. Discuss thedifferent rights with the students.

• Encourage the students to reflecton what would happen if one of theneeds mentioned in the text wasnot met. Help them to appreciatethat their needs are met.

LEARNING TO READ

Text type: descriptive textExplain the structure of this text. The first two paragraphs describesituations which are common in our country. The last paragraphexplains that this situation should be generalised and cover all chil-dren all over the world. This implies that there are places wherechildren do not have full rights.

126

OBJECTIVES


• To reflect on and appreciatethe importance of children’srights

ORDER OF ACTIVITIES

1. Read the text out loud and describe the photo.


3. Discuss question 2.



Activity Strategy

1 Identifying details and general information in a text



UNIT 11

127one hundred and twenty-seven

Look at the charts and answer the questions.

PUPILS IN A SECOND YEAR PRIMARY CLASS

• How many girls are there in the class?

• How many more girls than boys are there?

Look at the population chart for Los Sauces and answer the questions.

• Which is the biggest group?

• Which is the smallest group?

Make a chart for your family. F. A.

Interpret population charts

Number 1 2 3 4 5 6 7 8 9 10 11 12 13 14

0 50

Women over 50

Men over 50

Women between 20 and 50

Men between 20 and 50

Women under 20

Men under 20

100 150 200

1

2

3

Girls

Boys

unit 11

70

125

130

90

100

75

142

Me> ∫±t∑±e> 20 an∂ 50.Me> ove® 50.

I CAN DO IT


UNICEF

UNICEF is a United Nations organisation which was founded in1946 to help children in war zones.

After this the organisation began to undertake other commitmentstowards the protection of children. UNICEF tries to ensure that allchildren receive necessary health care and education.

One of the main objectives is to defend children’s rights and makesure that others respect them.

127

OBJECTIVES

• To interpret populationgraphs

• To understand that the population of any place is made up of men (boys)and women (girls) of different ages

ORDER OF ACTIVITIES

1. Briefly explain what a graph is and how it works.

2. Read the instructions out loudand ensure that the students know whatthey should do.

3. Do the activity.



• Tell the students to look carefullyat the first graph on page 127.Explain that each box representsone unit (one person) whereas inthe second graph each boxrepresents fifty units (fifty people).

• Tell the students to use the graphin activity 1 as an example and tomake a graph representing thepopulation of their class.



Write the words in the correct places.

• neighbours • means of communication • public services • news

• All the in the street

join the carnival.

• We must look after

the

so that we can all use them.

• My brother likes watching the

on the television.

• The Internet is

a .

128 one hundred and twenty-eight

1

2

>eighbourfi

publi© ßervi©efi

>ewfi

µeanfi o£ communicatio>

Now I know

LET’S REMEMBER

• Families are all different.

• There are people of different ages in a family.

• Neighbours help each other, they look after their street and they use public services.

• Letters and the telephone are examples of personalcommunication.

• The radio, newspapers and the television are examples of the media.

• The Internet is the most modern means of communication.

• Ask for volunteers to read thesentences in the section Let’sremember out loud. Then write thefollowing questions on the boardfor the students to copy into theirnotebooks and answer:

– Are all families the same?

– Are all the members of a familythe same age?

– Write down two means of personal communication.

– Write down two means of collective communication.

– Which is the most modern meansof communication?

• Divide the class into groups. Handout old newspapers. Give thestudents tasks designed to makethem look for specific informationin the newspapers. For example:What’s on at the cinema? Whatwas the weather like? Who was at

128

OBJECTIVES



ORDER OF ACTIVITIES

1. Identify each section on the double page (Let’s remember, Let’s work with words, etc.). Explain the aims of each section.






• The members of a family are joined together by family tieswhich may or may not be blood ties.

• There are different kinds of families.

• Public neighbourhood services are very useful.

• Means of communication are very useful.

• The difference between personal and collective means ofcommunication.

• It is possible to extract information from a population graph.

• Children’s rights.


LET’S REVISE

Complete the sentences with the words: taller or bigger.

John has grown. He is than he was two years ago.

There are more streets in my neighbourhood now than two years ago. It is .

LET’S PRACTISE

I KNOW…

1. All about families and how they change.

2. All about neighbours.

3. What we use means of communication for.

4. How we use public services.

• Tick three things you do to help at home. F. A.

make my bed wash the dishes

tidy my bedroom set the table

clean my shoes put my clothes away

• Solve the riddle.

Sometimes they’re older but sometimes they’re younger.

And sometimes they’re older and younger.

Sometimes they’re short and sometimes they’re tall.

But some people haven’t got them at all.

Jump one letter on and you can see,

Three secret words, write them down for me.

one hundred and twenty-nine 129

3

4

5

DGSNQA Q R Z M C QDSRHR R

T

tal¬e®

big@e®

SRESISDNASREHTORB

UNIT 11

the top/bottom of the footballleague? And so on.

Language link

Write the following text on the board:Prestwood is a small town. It has apopulation of 289. There are 74women and 72 men. There are 76girls under the age of 18 the restare boys under the age of 18.

Tell the students to work in pairs.They should work out how manyboys there are under the age of 18and draw a population graph forthe town of Prestwood using thegraph on page 127 as a model.

Language link

Draw the following bar chart on theboard: How many people live in your house?

Tell the students to copy the barchart into their notebooks and askten classmates the question. Theycolour in the boxes on the barchart according to the answers.

129




KEY WORDS

• Family• Neighbours• Neighbourhood services• Means of communication• Post• E-mail• Internet• Rights


130 A

UNIT 12

Jobs and work


UNIT CONTENTS

Objectives

• To understand the difference between a raw material and a finished product

• To understand that there are many different jobs involved in obtaining finished products

• To recognise the work of crop and animal farmers and fishermen as basic to obtaining food products

• To recognise the jobs relating to obtaining and transforming food products • To identify different activities within a particular job or profession• To understand that some jobs provide services for others• To appreciate the importance of all jobs and professions• To understand the advantages of teamwork and the need to work

together towards a common goal

Contents

THEME: Jobs and work

INFORMATION AND ACTIVITIES• Workers who transform raw materials into finished products• Raw materials and finished products• Workers who produce food: animals and crop farmers, and fishermen• Workers who provide services• The stages of production from the raw materials to the finished product

LEARNING TO READ: The life of a sweet

I CAN DO IT: Think about food

Assessment criteria

• Differentiating between raw materials and finished products• Understanding that raw materials are transformed in order to obtain

finished products• Understanding that animal and crop farmers, and fishermen work

to provide food• Recognising certain professions within the service sector and some of

the activities they engage in• Relating shops to the products they sell and the people who work

in the shops• Reflecting on the importance of work and workers• Appreciating the importance of teamwork



130 B

UNIDAD 0



Contents and objectivesPage

Raw materials and finished products� To understand that some materials are

transformed in factories to provide products to be used or consumed

� To relate finished products to their raw materials




Extension sheet 12


Workers in the food sector� To understand the various tasks performed

by farmers and fishermen� To identify which products are obtained

by animal and crop farmers, and fishermen

Other workers� To identify professions within the service

sector and their related tasks� To understand the basic idea of commercial

exchange� To relate the different shops to the products

sold in them and the people who work there� To relate different skills to the tools used

Learning to read � To develop reading with understanding

through a narrative text� To identify the main stages in obtaining

a finished product

I can do it� To understand that it is important to do things

in a particular order when buying food items� To recognise some health and safety rules for

the handling of food items






unit 12

130-131

132-133

134-135

136

137

138-139



one hundred and thirty130

12 Jobs and working

These people are working in a factory. They use machines. They are making strawberry jam from strawberries. We can buy the jam in the shops.

People earn money when they work.

finishedproduct

raw material

OBJECTIVES

• To understand that some materials are transformed in factories to provide products to be used or consumed

• To relate finished products to their raw materials

ORDER OF ACTIVITIES






• Ask the students if they knowwhere some of the most commoncommodities that we use each daycome from. For example ask themwhere the furniture we use, theclothes we wear or the notebookswe use come from. Explain that allof these commodities are made infactories where very often a lot ofpeople work. Ask the students toname things we use on a dailybasis that are made in factories.Tell them to think about thematerials that are used to makethese commodities. For example:furniture is made from wood,clothes are made from textiles and


• In this unit some students may find it difficult to distinguishbetween a product and a service. Point out that not all jobsinvolve making products. Give them some examples, like:teachers, doctors, gardeners, etc.

• Also make sure that the students do not confuse the concept of a raw material with that of a natural product. A naturalproduct is made from raw materials but raw materials arematerials in their original state: honey is a raw material butbiscuits made from honey and cereals might be called a natural product.


130


UNIT 12

131one hundred and thirty-one

Read and copy.

Circle the raw materials in red and the finished products in blue.

Strawberries are a raw material. Jam is a finished product.

• furniture

• oil

• belt

• scarf

• towel

• cheese

ACTIVITIES

1

2

3

Raw material Factory Finished product

cotton •

leather •

milk •

wood •

wool •

olives •

What goes into the factory and what comes out? Match the words.

notebooks are made from paper(wood).

• Focus the students’ attention onthe picture of the factory anddescribe the main features.Explain to them that this a jamfactory. In order to makestrawberry jam we needstrawberries which are rawmaterials. Jam is the finishedproduct.

• Tell the students to look verycarefully at the main picture and tryto describe the process for makingjam. Start the description off bysaying the raw material, in this casethe strawberries, arrives at thefactory.

• Write the following words on theboard: cupboard, cheese, coat andhamburger. Tell the students tocopy the words onto separatesheet of paper. They should thenthink about the raw materials thatare used to make each productand where we obtain these rawmaterials from, and write themunder the words. For example a cupboard is made from wood andwood is obtained from trees.

Cross-curricularTeamwork

Explain to the students that mostwork involves teamwork. That is,most work is the result of acombined effort of several peoplewho all work together with acommon aim. This means thatthey all share the responsibility forthe results of their work. Ask themto think about examples ofteamwork and suggest situationswhere one member of the teamdoes not pull his/her weight. Forexample: What would happen if thegoalkeeper of a football team spentall his time talking to his friends inthe crowd?

131

ADDITIONAL RESOURCES

• It would be a good idea to plan visits to a factory, a farm orsome shops while you are working through this unit. Before you take the students on the visit, do some initialactivities to make them aware of what they are going to see and what they should be looking for.

• Show the students photos of activities carried out in thedifferent sectors studied in the unit so that they acquire somebasic notions of what different workers do in their jobs.

• You could also ask some of the mothers and fathers of yourstudents to come to the school and talk about their jobs, howthey serve the community and other aspects of interest.


one hundred and thirty-two132

Animal farmers

Animal farmers look after animals. Weuse the animals for food. We use cowsfor meat and milk. We use sheep formilk, meat and wool. We use chickensfor meat and eggs.

Animal farmers look after their animals.They feed them and they protect themfrom illnesses.

Crop Farmers

Men and women work as cropfarmers. They grow plants for food. For example, they grow potatoes,cereals, fruit and vegetables.

Crop farmers sow seeds, look afterthe plants and then collect the harvest.

Fishermen

Fishermen go to sea to get fish and shellfish.

They use small boats to fish near the coast. They use big boats to fishout at sea. The big boats stay at seafor several days.

Jobs connected with food

• After reading the texts on page132 ask the following questions: – Who works on the land?

– What kinds of things does ananimal farmer do?

– What kinds of things does a cropfarmer do?

– What tools does a crop farmer use?

– What products does a cropfarmer produce?


Fishing

Spain has a very long coastline and fishing in the sea has alwaysbeen an important industry within the food sector.

River fishing is not an important part of the food economy andis more of a leisure activity than an industry.

It is increasingly difficult for fishermen to find fish near the coastand so many of them travel thousands of kilometres to fish on thehigh seas.

132

OBJECTIVES

• To understand the varioustasks performed by farmersand fishermen

• To identify which productsare obtained by animal andcrop farmers, and fishermen

ORDER OF ACTIVITIES










In order to prevent the disappearance of fish from many of theworld’s seas and oceans there are special rules to control the amount of fish taken from the sea and to allow the species toreproduce. Fishermen are not allowed to catch certain types of fish at certain times of the year.

Many marine species are protected (just as land creatures areprotected) and the fishing of these species is limited byinternational agreements. The whale is an example of a protectedspecies.

UNIT 12

133one hundred and thirty-three


What do we get from each animal?

We get from cows.

We get from sheep.

We get from chickens.

Find and classify six names of fish and shellfish.

A lot of people work to give us food. Crop farmers grow cereals,fruit and vegetables. Animal farmers give us meat, milk and eggs.Fishermen catch fish and shellfish.

E

M U S S E L O N U U

P E S C A C O D L A

R U I H A K E O C K

S

H

A

A

R

K

D

B

I

L

N

P

E

R

C

A

O

W

O

N

C L A M J A T P P

The farmerploughs theland.

He sowsthe seeds.

He collectsthe harvest.

He watersthe plants.

Fish Shellfish

ACTIVITIES unit 12

1

2

3

1

µea† an∂ mil§woo¬, µea† an∂ mil§

µea† an∂ eggfi

co∂ claµha§æ musße¬

sardi>æ praw>

42 3

– What products does an animalfarmer produce?

– What do we call the person whogets fish from the sea?

– What tools do they use?

• Ask the students to relate theproducts to the person whoproduces them.

• Tell the students to ask someoneat home to help them find threerecipes. They should write out therecipes and underline the productsproduced by the crop farmer,animal farmer and fisherman indifferent colours. Discuss therecipes in class and remind thestudents of the importance of ahealthy, balanced diet. Ask theclass to vote on their favouriterecipe.


Ask the students to imagine thatthey are either a fisherman, a cropfarmer or an animal farmer. Tellthem to think about and draw thetools they need for their work. Tellthem to draw themselves workingand describe the picture to theirclassmates. Tell the students tomake a list of the food productsthey provide.

133



Food Peoplemilkchops animal farmersalmontomatoes

fishermanchickenprawnslamb crop farmerchickpeas


one hundred and thirty-four134

Shopkeepers

Some people work in services. Their work helps us in our daily life.

Some people work as shopkeepersin shops.

The shops sell the raw materials and the finished products from the farmers.

Shops also sell things made in factories.

We buy things in shops. We exchangemoney for products.

Other workers

Electricians, street cleaners, teachers,musicians and doctors also work forus. They work in different services.

Some people, like policemen andfirefighters, keep the streets safe for us.

Can we take something from a shop without paying?No. We always have to pay for things in shops.

People help us with their work

• Ask the students to read the textson page 134 and to underline theprofessions in the text. Write thewords on the board and encouragethe students to talk about whatthese people do.


Play a guessing game. Ask the students to help you to brainstorma list of professions and jobs. Write the words on the board, forexample:

photographer, butcher, doctor, nurse, actor/actress, shoemaker,electrician, plumber, lawyer, teacher,…

Write one profession for each member of the class. Give eachstudent an index card. Number the words on the board and thenwalk around the classroom touching the students on the shoulderand saying one of the numbers. The students write the wordcorresponding to their number on the index card.

134

OBJECTIVES

• To identify professions withinthe service sector and theirrelated tasks

• To understand the basic ideaof commercial exchange

• To relate the different shopsto the products sold in themand the people who workthere

• To relate different skills to the tools used

ORDER OF ACTIVITIES







7. Read the text at the bottom of page 135 to ensure that thestudents have understood the most importantinformation.



Collect all the index cards and place them in a shoe box.

Students take turns selecting a card (without looking at the word)from the shoe box. They then act out the profession for the restof the class. The other students can ask yes/no questions to which the student doing the miming can answer with thumbsup or down (no speaking).

The student who guesses the correct profession then takes thenext turn. Establish the rule that while everyone can ask questionseach student can only guess the profession correctly once. Repeat until all or most of the students have had a go.

UNIT 12

135one hundred and thirty-five

Colour the route from the farm to the table.

What do these people sell? Write two examples for each one.

The baker:

The butcher:

The greengrocer:

Match the words to the pictures.

Shopkeepers, teachers, doctors, office workers, politicians andtaxi-drivers work very hard. They provide services for other people.

photographer •

hairdresser •

painter •

writer •

unit 12ACTIVITIES

1

2

3

b®ea∂ an∂ ca§efi.chopfi an∂ s†ea§.

¬ettu©æ an∂ app¬efi.

• Discuss the fact that someworkers provide a service to otherpeople in the community in orderto help them or make their liveseasier or more comfortable. Askthe following questions:– Where do you buy the fruit and

vegetables? What would happenif there were no greengrocers?

– What would happen if nobodycleaned the streets and wateredthe plants and trees?

– Who works at the hospital? Whatwould happen if nobody workedat the hospital?

• Ask the students about theirparents’ jobs. Ask them what theywould like to be when they grow up.Make sure that you point out thatmothers or fathers who do notwork out of the house still work.Correct any student that says: “Mymother doesn’t work.” Point outthat people who work at home workvery hard. Discuss the importanceof work for our communities andthe need to work hard at school inorder to prepare ourselves for workin the future.


Discuss the importance of thework done by NGOs (NonGovernmental Organisations).Explain that many people whowork for these organisations do soon a voluntary basis. They do notget paid for their work. Even sotheir work is very valuable andimportant for the community. Aska volunteer from an NGO to come to the school and talk about his/herwork and why it is important.



135


one hundred and thirty-six136

The life of a sweetThis is the story of a sweet.

The story begins on the farm. A farmer harvests a crop called sugar beet. She sells the sugar beetto a sugar factory.

Then, the sugar beet travels in a lorry to the factory. At the factory, the workers grind the sugar beet over and over again until they get sugar.

After that, the owner of the sugar factory sells the sugar to a sweet factory.

Then, the sugar travels in a small lorry to the sweetfactory. The workers at the sweet factory mix thesugar with fruit flavours. Now the sweets are ready.

The sweets travel in a van from the sweet factory toa sweet shop.

Finally, somebody buys the sweet and eats it all up!


Underline the finished products from factories.

biscuits oranges chocolate lemonade

LEARNING TO READ

1

2

sweet factory

sugarfactory

sugar beet field

sweet shop

3 2 1 4

• Tell the students to work in groupsof four or five. Tell them to findinformation about differentfinished products. Tell them toconsider the following points:

– The raw materials used.

– The main stages in theproduction process.

– The people who work in order tomake the finished product.

– The wrapping and packaging used.

– The shops where these productsare sold.

Each group chooses aspokesperson who then describesthe results of the group’s work to the rest of the class.

LEARNING TO READ

Text type: narrative textThis text describes the process involved in making a finishedproduct from obtaining raw materials to placing the product in the shop. In order to identify the stages involved we use wordslike: then, after that, and finally.

136

OBJECTIVES

• To develop reading withunderstanding through a narrative text

• To identify the main stages inobtaining a finished product

ORDER OF ACTIVITIES



3. Discuss the finished productsfrom the factories and ask the students to think about the raw materials used.



Activity Strategy

1 Forming a sequence of the stages of production




Food safety and hygiene

Every day people become ill because they eat food productswhich have gone bad. It is very easy to prevent these illnesses by following basic steps in hygiene:

• Always buy food in shops which are clean and where the foodis kept in clean conditions.

• Before buying packaged food read the information on the labeland check the sell by and use by dates.

• When buying a lot of food at once leave the food whichrequires refrigeration to the end and once at home store it quickly in the fridge or freezer.

UNIT 12

137one hundred and thirty-seven

Look at Luke and Linda’s shopping trolley.

1. First, they put rice and a tin of tomatoes in the trolley.

2. Then, they got a lettuce and somefish.

3. After that, they got some yoghurt.

4. Finally, they got a bag of frozen fish fingers.

Draw the route they followed.

Classify the food.

In a cold place:

On the shelf:

Think about food

I CAN DO IT

1

2

unit 12

yoghur†, mil§, fis™...ri©æ, ti> o£ tomatø±fi, pastå...

Hábitos y valores.Uso del tiempo

Haga que los alumnos reflexionen,con las siguientes preguntas,sobre la importancia de planificary organizar el trabajo antes decomenzar a realizarlo:

• ¿Qué pasaría si, a lahora de preparar lacena, decidimoshacer huevos fritos yno queda ninguno encasa?

• El profesor o laprofesora te pidehacer un trabajo queexige recortar ypegar fotos y, cuandote dispones arealizarlo, no tieneslas tijeras ni elpegamento: ¿Quépasaría?

137

OBJECTIVES



ORDER OF ACTIVITIES

1. Briefly explain the importance of hygieneand safety when dealing with food.


3. Do the activity.

4. Discuss the results of the activity with the whole class.


• Explain some of the basic rulesfor food safety and hygiene. Tellthe students what they should dowhen buying food. For example:look carefully at the use by dateson the packaging, check that thewrapping is not broken, placefrozen foods in a special bag tokeep them cold, use gloves whenselecting fruit and vegetables,don’t handle the fresh food on the stalls, and so on. Then ask the students why it isimportant to take care with foodproducts.


LET’S REMEMBER

• Most people work.

• Farmers and fishermen work to get food for us.

• In factories the workers turn raw materials into finished products.

• A lot of people work in services or helping other people.


Write the words in the correct places.

fishmonger crop farmer animal farmer butcher fisherman baker

The grows wheat. The sells bread.

The looks after pigs. The sells ham.

The catches fish. The sells fish.

Which jobs are services? Complete the sentence.

hairdressers fishermen teachers nurses firefighters

H , , ,

and provide services for other people.

Now I know

1

2

one hundred and thirty-eight138

croπ farµe®

anima¬ farµe®

ba§e®

butc™e®

fis™erma>

†eac™erfiaird®esßerfi nurßefifi®e‡igh†erfi

fismon@e®

• Tell the students to work in pairsand to explain some the mainideas from the unit as if they wereTV newsreaders.

• Write a list of professions andjobs on the board. Tell thestudents to choose one and writeit in their notebooks. The studentsask someone at home to helpthem find information about theirprofession or job. They shouldlook for the following information:– What is the main function of the

job? – Where do people who do this job

work? – What timetable do they work? – What kinds of tools and

machines do they use? – What kind of qualifications do

they need?

138

OBJECTIVES



ORDER OF ACTIVITIES

1. Identify each section on the double page (Let’s remember, Let’s work withwords, etc.). Explain the aims of each section.






• The difference between a raw material and a finished product.

• The relationship between crop and animal farmers, fishermen, and obtaining food products.

• Raw materials are transformed into finished products in factories.

• Some people work in the service sector and provide services forthe rest of the community.

• Food hygiene and safety is important for protecting our heath.


LET’S REVISE

Classify the food.

• sardines • chicken • sausages • bread • milk

• asparagus • cereals • sugar • mineral water • salt

VEGETABLE ANIMAL MINERAL

LET’S PRACTISE

I KNOW…

1. Why people work.

2. Which people produce food for others.

3. How farmers work.

4. The names of a lot of jobs.

Solve the problem.

Look at Liz and Frank’s shopping. What should they put in the fridge?

3

4

5

139one hundred and thirty-nine

b®ea∂asparagufi©e®ealfisuga®

T™æ yoghurtfi an∂ t™æ fis™.

sardi>efichic§e>

mi>era¬ wa†e®sal†

sausa@efimil§

UNIT 12

• Once all the students havecollected their information aboutjobs and professions tell them toexchange their information with aclassmate and read each other’swork. Ask volunteers to explaintheir work to the rest of the class.

Language link

Tell the students to work in pairs.They should write out a shoppinglist of food they are going to buyfrom the supermarket. Help themthink about this list by asking thefollowing questions: – What do you have for breakfast

each day?

– How often do you eat fruit?

– How often do you eat meat? Howoften do you eat fish?

– What things do you eat and drinkevery day?

Once they have written out theirlist tell them to underline in blueall the things which should be keptin the fridge. Remind the students that we alsoput things in the fridge once theyhave been opened. For example a tin of olives is kept in thecupboard, but once it is opened, ifthere are any olives left we putthem in the fridge.

139




KEY WORDS

• Food• Factory• Raw materials• Finished product• Crop farmer• Animal farmer• Fisherman• Salesperson

• Shop• Services• Buy• Sell• Food safety


140 A

UNIT 13

Time goes by


UNIT CONTENTS

Objectives

• To understand the changes that take place in people, nature and society as time goes by

• To form a sequence of changes that take place chronologically• To discover the evolution of some aspects of daily life• To compare oneself at two different moments in time• To understand that we use different units to measure the passage of time

(hours, days, weeks, months and years)• To understand that there are different instruments for measuring

the passage of time

Contents

THEME: Time goes by

INFORMATION AND ACTIVITIES• Time notions: hour, day, week, month and year• Relationships of equivalence between different units of time• Instruments for measuring time: the calendar and the clock/watch• Past and present with respect to daily life

LEARNING TO READ: The life of a sweet

I CAN DO IT: Make a calendar for birthdays and special days

Assessment criteria

• Discovering the evolution of some aspects of daily life• Recognising the transformation and change in some aspects of life• Forming sequences of different events chronologically to show the

evolution of an object or a fact• Understanding and using basic notions of historical time which show things

happening simultaneously and successively• Establishing relationships of equivalence between different units of time• Interpreting a calendar• Distinguishing past from present• Identifying different types of watches



140 B

UNIDAD 0



* Othermaterials for the studentsContents and objectivesPage

Notions of time� To form sequences of actions in daily life

chronologically� To understand the notions of a week and a day




Extension sheet 13


Clocks and calendars � To understand how we use clocks

and calendars� To discover and understand the relationships

of equivalence between different units of time

Things change over time� To discover aspects of people’s lives and

nature which change with the passage of time� To understand the notions of past and present� To distinguish ancient and modern objects


through an explanatory text� To identify different types of clocks used

in the past

I can do it� To understand that we use a calendar

in order to organise events and rememberimportant events






unit 13

� Tasks in history:

Discovering time 1

140-141

142-143

144-145

146

147

148-149



13 Time goes by

We do a lot of things from the time we get up to the time we go to bed. We only remember the most important things.

one hundred and forty140

OBJECTIVES

• To form sequences of actionsin daily life chronologically

• To understand the notions ofa week and a day

ORDER OF ACTIVITIES



3. Discuss, ask and answerquestions about the picturesand the text.



• Discuss the scenes in the pictureswith the students. Ask thefollowing questions:– What is the boy in the first

picture doing? What time is it?What time of day is it? (morningor night).

– What are the children in thesecond picture doing? What timeis it?

– What are the children in the thirdpicture doing? What time is it?What can you see on the tablethat we can use for measuringtime?

– What is the boy in the fourthpicture doing? What time is it?Why is he brushing his teeth?

• Then ask the students somequestions about their schedule at


• While you are working through this unit you may notice thatsome children still have difficulty distinguishing notions such asyesterday, today and tomorrow with respect to certain activities.

• Some students may still not know how to tell the time. Theymay find it hard to identify the hands on the clock and relatetime to activities which take place during the day.


140


UNIT 13

141one hundred and forty-one

What do you do every day? Complete the diary.1

Fill in your school timetable. F. A.1

Copy the sentence and underline the last two words.

What we do every day is known as our daily life.

1

Time Monday Tuesday Wednesday Thursday Friday

1

2

3

ACTIVITIES

What do you do only at the weekends? Draw a picture and write a sentence. F. A.

In the morning In the afternoon

@e† uπgo to schoo¬

Wha† ∑¶ do e√±r¥ da¥ ifi know> afi ou® dail¥ l^ƒæ.

ha√¶ lunc™

do m¥ hoµewor§ha√¶ †eåpla¥

Child doing an activity.

school and when they are onholiday:– When do you have breakfast?

In the morning, in the afternoonor at night?

– What time do you start school inthe morning? What time do youfinish school in the afternoon?What time do you have break?

– When do you play at home? In the morning, or in the evening?

• Ask the students to do a survey athome. They should ask membersof their families and other peoplethey have contact with about theirdaily activities. Tell the students tomake a note of their answers. Givethem some examples of thequestions they can ask.– What time do you get up on

weekdays?

– What time do you start work?What time do you finish work?

– Do you spend any time doing asport or hobby?

– What time do you go to bed onweekdays?

– How many hours a day do yousleep?


Tell the students to make a list ofall the things they did at theweekend. Then tell them tonumber the actions and activitieson their list in chronological orderbeginning on Saturday morningand finishing on Sunday evening. Tell the students to write aparagraph about what they did onSaturday and another paragraphabout what they did on Sunday.Remind them to use words like:then, after that, later on, andfinally. Ask for volunteers to read theirwork out loud.

141

� LEARNING SKILLS

Organising time for studying.

We write down the tasks we have to perform in a clear andorganised fashion in order to distribute our time when we arestudying. A simple way of doing this is to use a timetable.Timetables are very useful because we can quickly see exactlywhat we have to do at each moment of the day. For example:

◗ Use a timetable such as that on page 141 and write down thetasks and work you have to do for school this week.


one hundred and forty-two142

The clock

Time passes and it never stands still. That means it never stops. We measuretime by counting the hours. We use a clockto count the hours.

Clocks are very useful. We do not want tobe late so we look at the clock. We havegot a lot of things to do in our daily lives sowe look at the clock and check the time.

We can look at the clock when we startsomething and then again when we finish.That is how we know how long it takes.

The calendar

Time is divided into hours, days, weeks,months and years. Everything happens in the same order:

– a day has 24 hours

– a week has seven days

– a month has four weeks and usually a few days more

– a year has twelve months

A calendar shows us the days, the weeks and the months of the year.

The clock and the calendar

• Once you have read the text onpage 142 out loud, ask: Could wetell the time if we didn’t haveclocks? How? Would we be exactlyright? Guide the students towardsthe idea of using the position of the sun and the length anddirection of the shadows.

• Ask students the names of festivalsand celebrations that we have.Write the names of the festivalsand the dates on the board.Students find these dates on theircalendars on page 143.


Clocks and watches

People have felt the need to measure time since the verybeginning of civilisation. This need has given rise to the inventionof clocks and watches which are instruments we use to tell thetime or divide time into hours, minutes and seconds.

The oldest known clock is called a sun dial. It was used by theancient Chinese and Egyptians. Later water clocks and sandclocks were made and used.

The first mechanical clocks were manufactured in Germany. They were very big and had huge cogs moved by pendulums.

142

OBJECTIVES

• To understand how we useclocks and calendars

• To discover and understandthe relationships of equivalence between different units of time

ORDER OF ACTIVITIES






6. Discuss the results of theactivities with the wholegroup.

7. Read the text at the bottomof page 143 to ensure that thestudents have understood themost important information.



In 1659, the Dutchman, Christiaan Huygens built the firstpendulum clock and one hundred years later the Englishman,John Harrison built the first portable clock for using on ships.Wrist and pocket watches originated from this design.

Finally in the 20th century quartz and atomic watches wereinvented and these are the watches we use today. They are veryaccurate and reliable. Atomic watches only lose one second every 300 years.

UNIT 13

143one hundred and forty-three

Look at the calendar. 1

Use the key to circle the dates on your calendar: M. A.

• your birthday • your best friend’s birthday


• Which is the shortest month? .

• What day of the week is 17th August? .

• How many days are left before the holidays? . F. A.

1

We measure time in many different ways. We use hours, days,weeks and years. We use clocks and calendars to measure time.

ACTIVITIESunit 13

1

2

M Tu W Th F S Su1 2 3 4

5 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30 31

JANUARY

M Tu W Th F S Su1 2

3 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

FEBRUARY

M Tu W Th F S Su1 2 3 4 5 6

7 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728

MARCH

M Tu W Th F S Su1 2 3 4 5 6

7 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30 31

APRIL

M Tu W Th F S Su1 2 3

4 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30

MAY

M Tu W Th F S Su1

2 3 4 5 6 7 89 10 11 12 13 14 15

16 17 18 19 20 21 2223 24 25 26 27 28 2930 31

JUNE

M Tu W Th F S Su1 2 3 4 5

6 7 8 9 10 11 1213 14 15 16 17 18 1920 21 22 23 24 25 2627 28 29 30

JULY

M Tu W Th F S Su1 2 3

4 5 6 7 8 9 1011 12 13 14 15 16 1718 19 20 21 22 23 2425 26 27 28 29 30 31

AUGUST

M Tu W Th F S Su1 2 3 4 5 6 78 9 10 11 12 13 14

15 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31

SEPTEMBER

M Tu W Th F S Su1 2 3 4

5 6 7 8 9 10 1112 13 14 15 16 17 1819 20 21 22 23 24 2526 27 28 29 30

OCTOBER

M Tu W Th F S Su1 2

3 4 5 6 7 8 910 11 12 13 14 15 1617 18 19 20 21 22 2324 25 26 27 28 29 3031

NOVEMBER

M Tu W Th F S Su1 2 3 4 5 6

7 8 9 10 11 12 1314 15 16 17 18 19 2021 22 23 24 25 26 2728 29 30

DECEMBER

Februar¥Wed>esda¥

• Help the students to work using a calendar by asking:

– Which months have 31 days?

– Which month has only 28 days?

– In which month is the first day ofthe month on a Sunday?

– Which day of the week is 26th ofDecember?

And so on.

Language link

Teach the students the poemabout the months of the year.Write it on the board. Ask them tocopy it and illustrate it. Divide theclass into four groups and askeach group to memorise oneverse. They can recite the poem intheir groups.January is cold and the nights arelong,

February is cold and the windblows strong,

March is chilly but the trees havenew buds

April is wet, listen to the frogs.

May is sunny, warm and bright

June has days the same as nights.

July is hot and the nights are short.

August is time for holidays andsports.

September comes and it’s back toclass.

October is here time for witchesand bats.

November is cold, windy and dark.

December is here and it’sChristmas at last.

143




one hundred and forty-four144

In some ways we live the same now as people lived in the past. We have to eat, protect ourselves,communicate, travel, live together, learn and have fun.

But in other ways things are very different now.

Things change as time goes by

The Past The Present

• Tell the students to look carefullyat the pictures on page 144 anddescribe the things that havechanged from the past to thepresent. You may need to guidethem by asking questions such as:


Ask the parents of your students to help you to organise anexhibition of objects from the past and objects from the present.Ask them to provide contrasting objects such as: photos, toys,clothes, machines, small pieces of furniture, coins, and so on.

Try organising the objects according to their functions irrespectiveof whether they are ancient or modern. Tell the students to makelabels with the words PAST or PRESENT and to label the objects.

Tell the students to help you make a leaflet for the exhibition.They should list the items, give them an approximate date and saywhat they were/are used for.

144

OBJECTIVES

• To discover aspects of people’s lives and naturewhich change with the passage of time

• To understand the notions of past and present

• To distinguish ancient and modern objects

ORDER OF ACTIVITIES




4. Read the instructions out loud and ensure that the students know what they should do.






UNIT 13

145one hundred and forty-five

Label the pictures past or present. 1

Circle the oldest objects.2

Tick the changes in picture .b3

Things change as time goes by. People change, the landscapechanges and the things people make change.

1

ACTIVITIES

2

3

unit 13

ba

pas† p®eßen†

�

��

– Were there any cars in thestreets in the past? What aboutnow?

– Did the farmers use tractors inthe past? What about now?

• Show the students pictures ofobjects from the past andexamples of modern day versions(telephones, typewriters,computers, old-fashioned washingmachines and so on). Explain howthese objects have changed andthe advantages of the modernversions.

• Encourage the students to ask theolder members of their familiesand friends how they used to dothings before they had thesemodern day machines anddevices. Tell them to ask peoplewhat they think has changed most.Suggest that they ask thefollowing questions:– What were the means of

communication like in the past?

– How did you keep food?

– How did you heat your houses?

– What was the TV like?



145


About 10,000 years ago our ancestors began to cultivate the landand domesticate wild animals. This is how animal and cropfarming began. The early farmers did everything using just theirhands. One of the most difficult tasks was to turn the soil overwhen they were ready to plant the seeds. They used shacklesmade of wood or stone. 4,000 years ago the Egyptians inventedthe plough which was drawn by mules or oxen. By using a plough the farmers could plough more land and much morequickly. 100 years ago the tractor was invented. This is a vehiclewhich is used to draw a plough or turn over the soil. By using a tractor farmers can plough much bigger fields and work muchmore quickly.


one hundred and forty-six146

Natural clocksToday there are a lot of different kinds of clocks. A long time ago clocks were very different. People usednatural elements to measure the time, like the Sun,water or sand.

A sundial works using the Sun and a needle. The shadowfrom the needle falls onto a dial on the ground or on the wall. The dial is divided into hours so you cansee the time all through the day.

Water clocks measure the time it takes for an amount of water to go from one part of the clock to another.

Hourglasses have two parts which are joined together.Sand passes from one to the other through a small hole.

Although clocks have changed over the years, you can stillsee old clocks today.

Write.

• Choose another title for the passage.

Clocks and time

Time goes by and clocks change

New clocks and old clocks

• Complete the sentences.

A sundial uses the .

An hourglass uses .

A water clock uses .

• We use hourglasses in some games. Write the names of two games. F. A.

1

LEARNING TO READ

1

sundial

waterclock

hourglass

Su> an∂ å >æed¬æsan∂wa†e®

• After reading the text explain thatpeople have always felt the needto tell the time more or lessaccurately and this is why theyhave invented different kinds ofclocks over the centuries. Ask thefollowing questions: Why do weneed to measure time? Do youthink that the sun dials, waterclocks and sand clocks were veryprecise? Could the people in ancienttimes carry their clocks aroundwith them? What kinds of clocksand watches do we use today?


Play The clock by Haydn. Give thestudents poster paints and paperand tell them to draw a picture torepresent the music they arelistening to.

LEARNING TO READ

Text type: explanatory textThis text describes what clocks were like in ancient times. It alsoexplains how they worked. The text includes expressions like:using, works and have two parts.

146

OBJECTIVES

• To develop reading with understanding through a explanatory text

• To identify different types of clocks used in the past

ORDER OF ACTIVITIES

1. Read the text and look carefully at the pictures.


3. Discuss the different types of clocks.



Activity Strategy

1 Summarising the contents of a text

2

3

Understanding details and general information in a text

Applying information to other situations



A calendar is a way of showing the days of the year by classifyingthem into months and weeks.

In western countries we use the solar calendar. Each year has 365 days and these days are divided into 12 months. The monthsare of different lengths. This is the time that the Earth takes to orbit the Sun.

In other cultures such as the Muslim world they still use the lunarcalendar. One month is a complete cycle of the moon (29 and ahalf days). Each year has 354 days and these are also divided into 12 months. Six months have 29 days and the other sixmonths have 30 days.

UNIT 13

s

147one hundred and forty-seven

Divide a large piece of card into twelve.

Write the twelve months in the correct order.

Write the names of your classmates in their birthday months.

3

Make a calendar for birthdays and special days

I CAN DO IT unit 13

1

birthday

Christmas holidays

summer holidays

Day of the Child (20th November)

Day of Peace (30th January)

Book Day (23rd April)

Use these symbols in your calendar.

JANUARY FEBRUARY MARCH

APRIL MAY JUNE

JULY AUGUST SEPTEMBER

OCTOBER NOVEMBER DECEMBER

147

OBJECTIVES

• To understand that we use acalendar in order to organiseevents and remember important events

ORDER OF ACTIVITIES

1. Briefly describe the basic notions of the calendar.





• Explain that throughout the yearwe celebrate different festivalsand events such as local andregional festivals, religiousholidays, national holidays, etc.Explain that on these days thegrown-ups don’t usually go to work and the children don’t go toschool. Ask the students if theycan think of any examples ofthese days.

Cross-curricularTime management

Remind the students that beforethey start any activity they shouldplan the time they think they aregoing to need and the order of theactivities. If they are planning acraft activity they should also makea list of all the things they need.


LET’S REMEMBER

• Time goes by and never stands still.

• We use clocks and calendars to measure time.

• There are 24 hours in a day; 7 days in a week; 4weeks in a month and 12 months in a year.

• People and things change as time goes by.



• day • month • week • year • hours

The first month of the

is January.

It is a very long film. It lasts almost three

.

We only see each other once

a on Sundays.

I have to eat food and drink water every

.

I usually go to the cinema once

a , except in August.

148 one hundred and forty-eight

1

2

¥ea®

hourfi

∑¶e§

da¥

mont™

Now I know

• Tell the students to copy thefollowing riddles into theirnotebooks and work them out:

I can move my hands but I can’twrite a word.

(Clock)

Twelve knights, one after the other Not one of them more than 31 They’ve each got a name They’ve each got a number In the time the Earth orbits the Sun.

(The months of the year)

I move my hands if you wind me up.I can’t walk, but some say I fly.I’ve got a face, but no nose or mouth.I can’t speak but I can tell the time.

(Clock)

148

OBJECTIVES



ORDER OF ACTIVITIES







• The passage of time causes change in people and objects

• The sequence of time and changes in different aspects of human life

• The evolution of some aspects of daily life

• The relationships of equivalence between: day-hours; week-days; month-weeks; year-months

• The usefulness of clocks and calendars


LET’S REVISE

• Write the months of the year in the correct order.

January,

.

• Let’s remember how the earth moves.

The Earth takes hours to turn round once.

Half of this time is and the other half is .

The Earth takes days to go round the Sun.

In every year there are four .

LET’S PRACTISE

I KNOW…

1. How time goes by.

2. How to use a clock.

3. How to use a calendar.

4. How things change.

A joke

“Hello John! Goodness me! You havechanged a lot since last year.”

“I certainly have. I’m not John.”

A riddle

A tree has twelve branches,

Each branch has four nests,

Each nest has seven birds

And each bird has a name.

one hundred and forty-nine 149

3

4

5

Februar¥, Marc™, Apri¬, Ma¥, Ju>æ,Jul¥, Augus†, Sep†em∫±®, Octo∫±®, No√±m∫±®,De©em∫±®.

24nigh†da¥

365ßeasonfi

UNIT 13

Twelve sisters standing all in a row.Number two’s the shortest, what’sher name?

Do you know?

(February) Seven by seven, we march throughtime.

24 hours till we each march by.

(The days of the week)

Language link

• Materials: a classroom clock youcan move the hands on.

• Students may still have difficultytelling the time in English. Drawthree boxes in a row on the boardas follows: minutes past/to hour

• Remind the students that this ishow we say the time in English.Use the clock to display times andask the students to say what timeit is.

Language link

• Time dictation. Tell the students todraw six boxes where they canwrite a digital clock. Give anexample on the board. Dictatetimes and ask the students towrite the times into the digitalclocks. Then tell them to draw theanalogical clock next to the digitalclocks.

149




KEY WORDS

• Time• Clock/watch• Calendar• Hour• Day• Week• Month• Year

• Past• Present• Change


150 A

UNIT 14

Stories and memories


UNIT CONTENTS

Objectives

• To reflect on the importance of our personal history• To appreciate different customs and traditions• To understand that festivals commemorate significant events in our societies• To identify personal history as the sum total of the events which have taken

place over a lifetime and in the lifetime of our predecessors• To understand and appreciate the importance of historical objects• To appreciate the importance of our artistic, cultural and natural heritage

and to take an interest in its preservation

Contents

THEME: Stories and memories

INFORMATION AND ACTIVITIES• Festivals• The history of our predecessors• Distinctive elements of the history of a place:

– Customs– Symbols– Typical elements

• Artistic heritage. Types of historical objects

LEARNING TO READ: Columbus reaches America

I CAN DO IT: Make a time-line of inventions and discoveries

Assessment criteria

• Using time identifiers to understand the history of a person or place• Appreciating and showing a positive interest in different people’s customs

and traditions• Identifying what is being celebrated in different festivals• Showing an interest in history and our predecessors• Appreciating the importance of protecting our cultural, artistic and natural

heritage• Organising events on a time-line



150 B

UNIDAD 0




Festivals and celebrations � To understand that all the festivals we celebrate

have an origin and a reason� To identify and classify the festivals which

are best known to us




Extension sheet 14


Stories and customs� To show an interest in the history of

our predecessors� To respect and appreciate customs

and traditions from different places� To identify the symbols of an Autonomous

Community

Memories from times past� To identify different types of historical objects� To reflect on the importance of preserving

historical monuments because they form part ofour history


through a narrative text� To find out about historical characters

and events

I can do it� To understand the usefulness of a time-line� To form a sequence of events chronologically






unit 14

� Tasks in history:

Discovering time 1

150-151

152-153

154-155

156

157

158-159



ciento cincuenta150

14 Stories and memories

We celebrate the day we were born. This is our birthday.

Every year we celebrate our birthdays on the same day of the same month.

We also have local holidays and festivals to celebrate important dates from the past.

OBJECTIVES

• To understand that all the festivals we celebrate have an origin and a reason

• To identify and classify the festivals which are bestknown to us

ORDER OF ACTIVITIES





5. Discuss the results of the activities with the whole class

• Tell the students to look carefullyat the picture and then ask thefollowing questions:– What are the people in the

picture celebrating?

– Whose birthday is it? How old isshe?

– Who are the other people in thepicture?

– What are they doing? Are theyhaving a good time?

• Ask the students what they do ontheir birthdays and how theycelebrate. Ask them whether theyhave a party or not and whetherthey have any special food like a birthday cake. Ask why wecelebrate birthdays.


• The notion of historical time can be quite difficult for somestudents. Make sure that you use time markers like: before,after, now and then to help them situate the events in time.Start by helping them to describe their own personal history.

• Point out that just because things are old it does not mean thatthey are useless or should be thrown away. Explain that thanksto the existence of old and ancient objects we know a lot aboutthe past and how people lived. Explain that our past is all partof our history which is why it is important to preserve ourhistorical heritage.


150


UNIT 14

151one hundred and fifty-one

Look at the pictures and complete the sentences.

Match the festival to the picture.

Draw a picture of your local festival. F. A.

• Carnival • Christmas • Local festival

Every year on my birthday,

1. I have a .

2. I have a .

3. I have a .

ACTIVITIES

1

2

3

ca§æpart¥p®eßen†

• Talk to the students about thefestivals celebrated in your regionor city/village. Discuss the reasonfor the festival and how it iscelebrated. Ask the students whatthey usually do on these days.

Multidisciplinary link. Mathematics

Celebrating a birthday partyinvolves buying different things.Ask the students to make a list ofall the things they would buy fortheir party, such as: balloons, cake,bread (for sandwiches), crisps,drinks, party bags and so on. Askthem to find out how much thesethings cost (they can ask at home)and to work out how much it coststo hold a birthday party.


• If you are fortunate enough tohave a student in the class fromanother Autonomous Communityor better still another countryask them to talk about thefestivals they celebrate. Ask thefollowing questions:– Which days are special?

– What do you celebrate onthose days?

– Do you have any special food?What?

– Do you have any special events (dances, exhibitions,plays, etc.)?

– Who do you usually celebratewith?

• Ask these students to bringphotos to class to show the restof the students about theirtraditions and celebrations. Ifyou do not have anyone from adifferent background help thestudents to find out about othercelebrations from around theworld.

151


Festivals

• Some festivals, such as those that take place in villages,celebrate a particular moment in agricultural life, for examplethe harvest or the collecting of the grapes for making wine.

• Other festivals are dedicated to celebrating the local patronsaint or religious events such as Christmas, when wecelebrate the birth of Jesus.

• We also celebrate historical events. In Spain we celebrate theDay of the Constitution and in other countries they celebratethe day they achieved independence.


one hundred and fifty-two152

Every place hasa history

All places have different customsand traditions. People speak differently, they have got speciallegends, typical food and dances or traditional clothes.

Places have got also different symbols.

The most common symbols are flagsand shields.

Stories and customsEvery family has a history

Jenny’s grandad tells her stories abouthis past. She loves these stories aboutgrandad when he was a child. His lifewas very different. He did not live in the city, he lived in the mountains.

These stories tell us about our family. All families have their own family history.

shieldflag

• After you have read the text Everyfamily has a history, tell the childrento ask the older members of theirfamilies about their own familyhistory. They should find out facts,events and anecdotes, write a fewsentences about their family historyand illustrate their work. Ask forvolunteers to read their work outloud. Explain that everyone has adifferent family history.


Monuments

All cities and villages have buildings which were built a long timeago and which are different from the rest of the buildings becausethey represent our historical and artistic heritage. We call thesebuildings monuments or historical buildings and they are veryimportant because they tell us a lot about the past and the waypeople used to live. There are many different types of historicbuildings and monuments, for example: cathedrals, mosques,castles, palaces, monasteries, etc.

A long time ago people built cathedrals in all the main Europeancities. The cathedrals are located in the main square of the city.

152

OBJECTIVES

• To show an interest in thehistory of our predecessors

• To respect and appreciatecustoms and traditions fromdifferent places

• To identify the symbols of anAutonomous Community

ORDER OF ACTIVITIES







7. Read the text at the bottom of page 153 to ensure that thestudents have understood the most importantinformation.



They were all so tall that in those days they stood above the otherbuildings.

People could see the cathedrals from all the different parts of thecity. These buildings were also very decorative. They often hadstained glass windows, sculptures, paintings and huge arches builtin different styles.

The building of the cathedrals lasted for many years and it was avery difficult job. Architects and stonemasons took part in thebuilding of the cathedrals and they often travelled from one cityto another. Their tools were made of metal and wood and theyworked with huge lumps of stone. They also used cranes forlifting the heavy blocks of stone.

UNIT 14

153one hundred and fifty-three

Complete the form: F. A.

Match the words and the pictures.

• traditional dance • traditional dish • traditional costume

Colour the Spanish flag. Draw the flag of your community.

People remember the important things that happened to them and their ancestors. We like to know about these things.

ACTIVITIES

1

2

3

unit 14

My grandparents were born in

My parents were born in

I was born in

red

red

yellow Community flag.

• Explain that places also have theirown history and many places havefestivals and celebrations tocommemorate this history everyyear.

• Find pictures in books, libraries ormuseums about the history of thestudent’s city, town or village.

• Show the students pictures ofsome of the typical dishes fromtheir region. Write the recipes onthe board and ask them to copythem down in their notebooks. Askstudents from other places tobring in typical recipes from theirtowns or countries. Ask thesestudents to talk about typical foodfrom their country/region.


Ask the students to name some ofthe special events that havehappened to them over their livesand write them on the board. Givethem some examples: their firstday at school, the arrival of a newbrother or sister, moving house, andso on. Students can write a fewsentences about the event theymost remember.


Explain to the students that it isimportant to treat the oldermembers of our families andsocieties with respect, courtesyand tolerance. Encourage them totalk about their grandparents, saytheir names, explain what they dowith their grandparents, how oftenthey see them, and so on.

153




one hundred and fifty-four154

Mota castle was built eight hundredyears ago. It was built to defend the town against its enemies.

The old city of Oviedo has got still a lot of streets and houses that were builthundreds of years ago.

A lot of people visit Oviedo to see the old buildings and streets.

This bronze statue is of Miguel de Cervantes.

Cervantes was a writer. He lived a longtime ago. He wrote Don Quixote.

Memories of the pastIn our houses we have got photos, pictures and objectsfrom many years ago. When we see them we rememberthe past.

In towns and cities we can also see churches, castles,palaces and other monuments that were built many years ago.

• Discuss the importance ofpreserving monuments and theolder quarters of the cities. Askthe students to name some of theold buildings they have visited andthe artistic heritage they haveseen. Encourage all the studentsto take part in the discussion andcheck that they all show an


Castles

In the year 1000 Europe saw a huge increase in the building of castles, built in places that were difficult to get to and easy to defend.

The nobles lived in the castles and defended them againstenemies who attacked the castles, so castles were protected withwalls, towers, moats and drawbridges. There were huge store-rooms in the castles for keeping large quantities of food forthe inhabitants to use if they were under attack. They collectedrain water and used wells for drinking water.

The servants who worked for the nobles also lived in the castlestogether with the soldiers and some peasants.

154

OBJECTIVES

• To identify different types ofhistorical objects

• To reflect on the importanceof preserving historical monuments because they form part of our history

ORDER OF ACTIVITIES




4. Read the instructions out loud and ensure that the students know what they should do.






� LEARNING SKILLS

Describing a picture

To describe a picture we need to look at the colours, the drawing,the scene, the landscape, the people, etc. for example:

◗ Look at the picture on page 155 and answer the followingquestions:

• Who do you think the person is in the picture? Is he a prince ora farmer?

• Are his clothes modern or ancient?

• When do you think this picture was painted, a few years agoor a long time ago?

UNIT 14

155one hundred and fifty-five

Where do these people live? Follow the paths.

Label the photos.

Are there any monuments in or near your town? Write two names. F. A.

There are beautiful buildings and parks in all towns and cities. They were built a long time ago and we should look after them.

• palace

• castle

• monastery or convent

• statue • building • painting

ACTIVITIES

1

2

3

unit 14

paintin@ statuæ buildin@

interest in this issue. Explain thatthe reason we preserve thesebuildings and monuments isbecause they form part of ourcultural and historical heritage.

• Ask the students to prepare anindex card on a historic building intheir city/town/village. Theyshould try to get a photo of thebuilding or draw a picture and glueit onto a piece of constructionpaper. They should then write afew sentences under the picturedescribing the building, sayingwhen it was built, what it was usedfor then and what it is used fornow. They can ask someone athome for help if necessary.

• Discuss the different measuresthat are taken to preserve the oldneighbourhoods or quarters of thecities. For example: prohibitingtraffic, making them pedestrianareas, restoring the houses, and so on. Ask the students if theythink it is a good idea to preservethese places. Ask if they have anygood ideas.


Encourage the students to helpyou invent a story about an oldbuilding. The building is in a verybad condition and somebodywants to buy it and knock it down.Ask the students to come up withgood reasons why it should not bedemolished and possible ways inwhich the building could be usedfor all the local community.



155


one hundred and fifty-six156

Columbus reaches America12th October 1492 is a very important day in the history of Spain and the history of the world.

On this day, an explorer called Christopher Columbus and a small group of men landed in America.

Columbus had three ships. He wanted to find a new route to get to India by sea. Instead, he reached America. He did not know that America existed on the other side of the Atlantic Ocean.

12th October is a national holiday now. We celebrate the official discovery of America.


• Who landed in America in 1492?

• How did he travel?

Circle the correct word in the sentence.

The Atlantic / Pacific Ocean is between America and Europe.

LEARNING TO READ

1

2

Christop™e® Colombufi.

B¥ shiπ.

• Discuss the importance of thearrival of Columbus to theAmericas. Explain that Columbusbrought many things back fromAmerica, things that people inEurope had never seen beforesuch as tomatoes, corn, peppersand cocoa which we use formaking chocolate. Explain that the reason thatSpanish is spoken in most of thecountries in Latin America isbecause Columbus was one of thefirst Europeans to reach America.

LEARNING TO READ

Text type: narrative textThis text narrates a historical event. Look closely at the use of thepast tense: landed, had, wanted, reached, etc. The last paragraphmoves back into the present tense to describe a current event.

156

OBJECTIVES

• To develop reading with understanding through a narrative text

• To find out about historicalcharacters and events

ORDER OF ACTIVITIES



3. Discuss the text.



Activity Strategy

1 Identifying relevant information

2 Explaining the present consequences of historical events


� LEARNING SKILLS

Making a time-line

We use time-lines to record historical events in the correctchronological order. We relate the event to the date when it tookplace. For example:

◗ Make a time-line for the following geographical discoveries:

• 1522 Juan Sebastian Elcano first circumnavigated the world.

• 1855 David Livingstone reached the Victoria Falls in Africa.

• 1492 Christopher Columbus landed in America.

• 1909 Peary reached the North Pole.

UNIT 14

157one hundred and fifty-seven

Make a time-line of inventions and discoveries

Look at the pictures and read.

Complete the time-line with the inventions and discoveries.2

I CAN DO IT unit 14

1

The wheel was invented5,000 years ago.

Printing was invented500 years ago.

The computer was inventeda few years ago.

The steam engine wasinvented 200 years ago.

Penicillin was discovered75 years ago.

Writing was invented6,000 years ago.

6,000 years ago

5,000 years ago

500 years ago

200 years ago

75 years ago

A few years ago

writing

t™æ w™æe¬

t™æ s†eaµ engi>æ

t™æ compu†e®

printin@

πenicilli>

157

OBJECTIVES

• To understand the usefulnessof a time-line

• To form sequences of eventschronologically

ORDER OF ACTIVITIES

1. Briefly explain the concept ofa time-line.


3. Do the activity.



• Discuss the inventions anddiscoveries in the pictures onpage 157. Explain the importanceof these events for the history ofmankind. Ask the students toname some of the uses andadvantages that these eventshave had in our lives. Forexample, Thanks to the discoveryof the wheel we now have carswhich we can use for travellingfrom one place to another veryquickly and comfortably.

• Make a time-line with classshowing the most importantevents in your local history.


LET’S REMEMBER

• We celebrate birthdays and other festivals. We rememberthings that happened in the past.

• People remember and celebrate things that happened tothem or their ancestors.

• Families have a lot of customs which come from theirancestors.

• In all our cities and towns there are many monumentswhich were built a long time ago.

• It is important to know about the past of our country.


Use the words to complete the word map.

• festivals • castles • legends • statues • flag

one hundred and fifty-eight158

TOWNS AND CITIES

for example for example

have

for example

Customs Symbols Monuments

1

2

shieldsƒestivalfi stat¤efi

¬e@endfi fla@ cast¬efi

Now I know

• Tell the students to read thesection Let’s remember verycarefully and then to close theirbooks and complete thesesentences:

– When we celebrate our …… weremember the day we were born.

– In our cities and town there are…… which were built a long timeago.

– In our cities and towns wecelebrate …… to remind us offamous people or events from a long time ago.

158

OBJECTIVES



ORDER OF ACTIVITIES

1. Identify each section on the double page (Let’s remember, Let’s work withwords, etc.). Explain the aimsof each section.






• The significance of some time indicators

• Respect and appreciation of customs and traditions from allparts of the world

• Festivals remind us of important historical events

• The history of our predecessors is an important part of ourheritage

• The importance of preserving our cultural, artistic, natural andhistorical heritage


LET’S REVISE

Label the pictures old or modern.

LET’S PRACTISE F. A.

You are going bury a box of objects. A hundred years from now somebodyis going to find the box. What are yougoing to put inside the box? Draw things to show what you are likeand how you live.

I KNOW…

1. That we remember things from the past.

2. How to recognise customs.

3. How to recognise a monument.

4. Why we must look after old monuments.

one hundred and fifty-nine 159

3

4

5

ol∂

mo∂er>

ol∂

mo∂er>

mo∂er>

ol∂

UNIT 14


Encourage the students to makesentences using the followingwords: birthday, festival,monument, statue and flag.

Language link

Practice the past tenses of theverbs. Ask the students to help you writeall the things that they didyesterday both at home and atschool. Write the phrases on theboard in note form and at random,for example: breakfast at 8:30,school at 9:00 and so on. Point to some of the phrases andask the students to help you makefull sentences. Reinforce the useof the past tense of the verb, forexample: I had breakfast at 8:30,I went to school at 9:00,and so on. Tell the students to copy thephrases that apply to them andmake a time-line. Once they havelabelled the time-line with thephrases they should write a shortparagraph about their day.

159




KEY WORDS

• Birthday • History • Festival • Customs • Symbols • Flag• Shield • Ancestors

• Monuments • The discovery of America • Time-line


160


one hundred and sixty160

MEANS OF COMMUNICATION

The Smiths visiteda village yesterday.Let’s see what theysaw.

What are they using?4

3

FIELDS

What do we call someone who grows crops?

1

BAKERY

2

3

Which raw materials go into this factory?

Which finished product comes out of the factory?

flour

water

yeast

A farµe®

Wa†e®, flou® an∂¥eas†.

B®ea∂.

A †e¬epho>æ.


161

161one hundred and sixty-one

FLAG

Describe the flag.5



CUSTOMS

What traditional dish are they eating?

fried fish onion soup

6

CUSTOMS

7 What colours are the clothes?

MONUMENTS

8 What monument did they visit?

I† hafi go† two g®æe> ®ectang¬efian∂ two whi†æ o>efi.

�

Re∂, g®æe>, A cast¬æ.blac§, purp¬æ an∂oran@æ.


162


one hundred and sixty-two162

Find and circle fourteen differences between the past and the present.1

LET’S COMPARE

Now colour the new inventions red. 2

PAST

PRESENT

SCIENTIFIC METHOD

These pages provide an introduction to the procedures forscientific work. In this section the students will be working withthe following procedures: observation and comparison (activity 1), making conjectures (activity 2), using instruments formeasuring and recording data (activities 3 and 4) and explainingthe results (activity 5).


163

163one hundred and sixty-three

Make an hourglass. Work in groups and follow the instructions. 3

Use your hourglass to measure time. What can you do before all the sand falls through the hole? F. A.

We can bounce a ball times.

We can count from 1 to .

We can clap times.

4

Write a report. F. A.

• What do we use an hourglass for?

• How can we make one?

• What did you use it for?

5

LET’S MAKE SOME USEFUL THINGS



1 2 3

4 5 6


164

Revision test

one hundred and sixty-four164

Label the picture.

• head

• trunk

• limbs

• joints

1

2 Classify the animals.

• mammal • bird • fish • reptile • insect

™ea∂

trun§

jointfi

mamma¬

inßec†

®epti¬æ

fis™ bir∂

limbfi


165

165one hundred and sixty-five

What are the parts of a plant? Tick the correct answer.

Roots, stem and leaves.

Trunk, branches and flowers.

Trees, grass and trunk.

Now use the words to label the picture.

3

Choose and draw a means of transport. Do not forget to draw the people or the goods. F. A.

• land • sea • air

4

5

This is a

Find six things farmers provide.

M I L K E L I E G G S O S

L B N V E G E T A B L E S

C E R E A L S S L L O P D

V T Y J L H L G C M E A T

L V C F R U I T L Q W L T

¬ea√±fi

s†eµ

rootfi

�


166

Final revision

one hundred and sixty-six166

Number the things in the picture.

mountain river bridge sea

forest road town plain

6

Write three things can you see in a landscape with mountains. M. A.8

7 Classify the words from activity 6.

Natural elementsThings built by people

1

2

3

4

5

6 8

7

21

3 65

7

84

fo®es† plai>ri√±®

Fo®estfi, lotfi oƒ wa†e®, smal¬ villa@efi,narro∑ roadfi, animalfi.

roa∂brid@ævilla@æ

ßeåmountai>


167

167one hundred and sixty-seven

Complete the calendar.

• Write the year. Write the missing months.

• Write your birthday in the correct month.

9

Label the pictures old or modern.10

There is one point for each activity. Count your points and complete the sentence.

I got points in the revision test.

YEAR JANUARY FEBRUARY MARCH APRIL

MAY JUNE JULY AUGUST

SEPTEMBER OCTOBER NOVEMBER DECEMBER

ol∂ ol∂ ol∂

mo∂er> mo∂er> mo∂er>


Art director: José Crespo Design team:

Cover: Manuel EstradaInterior: Rosa Marín and Rosa Barriga

Artwork coordinator: Carlos AguileraDesign development: Raúl de Andrés, José Luis García and Javier Tejada

Technical director: Ángel GarcíaTechnical coordination: José Luis Verdasco and Marisa ValbuenaLayout: Antonia Perales, José Luis Serrano and Javier PulidoProofreader: Aoife Ahern, John HoltResearch and photographic selection: María Leocadia Rodrigálvarez

Photographs: A Toril; A. Viñas; Algar; C. Sanz; F. de Madariaga; F. Ontañón; G. Rodríguez;

GARCÍA PELAYO/Juancho; I. Rovira; J.C. Muñoz; J. Gual; J. L. G. Grande; J. M. Escudero;

J. V. Resino; Krauel; O. Torres; P Anca; P. Esguevara; Prats I Camps; R. Manent; R. Tolín; A.G.E.

FOTOSTOCK/ Clause Nuridsany & Marie Perennou, Kenneth Willardt, Martin Rugner; E.A. Janes,

Marevision, Al Ley; A.S.A./ Tom Cambell; AGENCIA ESTUDIO SAN SIMÓN/ A. Prieto;

CD GALLERY/B. Lamm; COMSTOCK; COVER/SIGMA/SIEMENS, COVER/CORBIS/

Charles & Josette Lenars; Stephen Frink, Kevin Schafer, IMAGES; DIGITAL BANK;

DIGITALVISION; EFE; EFE/SIPA-PRESS/Dirk Heinrich, Gritsyuk; ESTUDIO TRECE POR DIEZIOCHO;

FOCOLTONE; JOHN FOXX IMAGES; LOBO PRODUCCIONES/ C. Sanz;

MUSEUM ICINOGRAFÍA/ J. Martin; PHOTODISC; SAFI 2000; STOCKBYTE; MATTON-BILD;

NEW POL/DOMAR S.A.; PHILIPS; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA

All rights reserved; apart from the exceptions established in law, no part ofthis publication may be reproduced in any form, distributed, transmitted in anyform or by any means without the prior permission of the copyright holders.Any infraction of the above may lead to an infringement of the laws of Intellec-tual Property (articles 270 and following the penal code).

© 2004 by Santillana Educación, S.L.Torrelaguna, 60. 28043 MadridPRINTED IN SPAINPrinted in Spain by

ISBN: 84-294-9398-0CP: 774130D.L.:


Documents

Science 2 Teacher Book (New Edition)