New ScienceBookTeacher’sScience, Geography and History
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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)
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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
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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:
Texts for the students with:
• More reading comprehension activities • More activities for expanding and developing vocabulary• Activities for integrating knowledge• Activities for applying knowledge to problem solving
Resources for the teacher with:
• Workbooks• Programme for developing intelligence
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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:
Texts for the students with:
• Term reviews • Final review
Resources for the teacher with:
• 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:
Texts for the students with:
• Cross-curricular programme • Activities for developing the social and emotional
aspects of the child
Resources for the teacher with:
• Activities for working with cross-curricular issues• Programme for developing study habits (Workbook)
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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• Second term• Third term
• 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.
• First term• Second term• Third term
Science, Geography and History 2
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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
* Not yet available in English.
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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
* Not yet available in English.
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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
Reinforcementand extension:
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
* Not yet available in English.
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
• Descriptive text
• Explanatory text
• Descriptive text
• Descriptive 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:
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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.
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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.
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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
The human bodyTheme 6
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
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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
The human bodyTheme 1
How does our bodywork?Theme 2
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
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Prim
ary
2
Project: The Learning Ladder
Science,Geographyand History
Santillana
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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.
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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
Revision and discovery activities 116
11 My family and neighbours 120
12 Jobs and working 130
13 Time goes by 140
14 Stories and memories 150
Revision and discovery activities 160
Final revision 164
Contents
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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
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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
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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
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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
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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
• Descriptive text
• Explanatory text
• Descriptive text
• Descriptive 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
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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:
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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.
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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
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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
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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
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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
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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
Reinforcementand extension:
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
* Not yet available in English.
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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.
4. Do the activities.
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.
� Teaching suggestions
• 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
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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
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� 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.
2. Discuss the text and the pictures.
3. Read the instructions out loudand ensure that the students know what they should do.
4. Do the activities.
5. Discuss the answers to all the activities with the wholeclass.
6. Read the paragraph at the bottom of page 15 out loud.
� Teaching suggestions
• 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
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ADDITIONAL INFORMATION
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®
ank¾
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.
Multidisciplinary link. Gym
• 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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 1. (See pp. VI-VII)
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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.
ADDITIONAL INFORMATION
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.
3. Discuss the text and the pictures.
4. Read the instructions out loudand ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the paragraph at the bottom of page 17 out loud.
� Teaching suggestions
• 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.
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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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 1. (See pp. VI-VII)
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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.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Identifying and understanding details in a text
2 Applying information to other similar situations
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ADDITIONAL INFORMATION
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.
2. Read the instructions out loudand ensure that the students know what they should do.
3. Assemble the skeleton.
4. Discuss the results of the activity with the wholegroup.
� Teaching suggestions
• 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.
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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.
LET’S WORK WITH WORDS
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.
3. Do the activities.
� Teaching suggestions
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
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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
�
Multidisciplinary link. Language
• 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.
Cross-curricularHealth and hygiene
• 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
Resources for the teacher
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
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22 A
UNIT 2
How does our body work?
September October November December January February March April May June
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
Suggested timing for the unit
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22 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the
studentsContents and objectivesPage
A healthy diet� To recognise the need to follow a healthy,
balanced diet
Reinforcement and extension:
Reinforcement sheet 2
Reinforcement and extension:
Extension, sheet 2
Test and assessment:Unit 2 test
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
Learning to read� To develop reading with understanding
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
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 2
� Tasks in natural science:
The human body 2
22-23
24-25
26-27
28
29
30-31
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the questions under thepicture.
3. Discuss, ask and answerquestions about the picture.
4. Do the activities.
• 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)?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
22
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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.
Multidisciplinary link. Language
• 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.
Cross-curricularHealth and hygiene
• 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
ADDITIONAL INFORMATION
• 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
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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
Complete the sentence.
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?
ADDITIONAL INFORMATION
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.
4. Do the activities.
5. Discuss the answers with the whole class.
� Teaching suggestions
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� 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
Cross-curricularHealth and hygiene
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 2.(See pp. VI-VII)
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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).
ADDITIONAL INFORMATION
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.
4. Do the activities.
5. Read the paragraph at the bottom of page 27 out loud.
� Teaching suggestions
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� 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.
Multidisciplinary link. Language
• 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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 2.(See pp. VI-VII)
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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.
Answer the questions.
• 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.
Multidisciplinary linkArt and craft
• 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
1. Read the text out loud.
2. Ensure that the students understand all the words and the overall meaning of the text.
3. Do the activities.
� Teaching suggestions
Activity Strategy
1 Understanding details in a text
2 Applying information to new contexts
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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
� Teaching suggestions
• 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.)
Cross-curricularHealth and hygiene
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…
ADDITIONAL INFORMATION
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
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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.
LET’S WORK WITH WORDS
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
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
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
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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
Resources for the teacher
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
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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
Suggested timing for the unit
September October November December January February March April May June
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32 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the
studentsContents and objectivesPage
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
Reinforcement and extension:
Reinforcement sheet 3
Reinforcement and extension:
Extension sheet 3
Test and assessment:Unit 3 test
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
Learning to read� To develop reading with understanding
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
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 2
� Tasks in natural science:
Animals and plants 1
32-33
34-35
36-37
38
39
40-41
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text and the questions under the picture.
3. Discuss, ask and answer questions about the picture.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
32
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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.
Multidisciplinary link. Gym
• 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.
Multidisciplinary link. Language
• 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).
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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.
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 they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole class.
7. Read the paragraph at thebottom of page 35 out loud.
� Teaching suggestions
Vertebrates Invertebrates
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ADDITIONAL INFORMATION
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
Multidisciplinary linkArt and craft
• 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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 3.(See pp. VI-VII)
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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
774130unidad03.qxd 18/6/04 19:18 Página 36
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 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.
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
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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.
Write true (T) or false (F).
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
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 importance of protecting and caring for animals.
4. Do the activities.
� Teaching suggestions
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.
Cross-curricularResponsibility
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.
774130unidad03.qxd 18/6/04 19:18 Página 38
� 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
1. Read the instructions out loudand ensure that the students know what they should do.
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.
� Teaching suggestions
• 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?
774130unidad03.qxd 18/6/04 19:18 Página 39
LET’S WORK WITH WORDS
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
• Remind the students of the aimsof each section.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
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
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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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 3.
Test and assessment:Unit 3 test. (See pp. VI-VII)
KEY WORDS
• Animal • Invertebrate• Pet • Viviparous• Farm animal • Oviparous• Wild animal• Carnivore • Vertebrate
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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
Suggested timing for the unit
September October November December January February March April May June
774130unidad04 _ 002-051.qxd 18/6/04 19:20 Página 2
42 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the
studentsContents and objectivesPage
Insects� To distinguish the main characteristics
of insects� To identify some insects
Reinforcement and extension:
Reinforcement sheet 4
Reinforcement and extension:
Extension sheet 4
Test and assessment:Unit 4 test
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
Learning to read� To develop reading with understanding
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
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 4� Workbook unit 4
� Tasks in natural science
Animals and plants 1
42-43
44-45
46-47
48
49
50-51
* Not yet available in English.
774130unidad04 _ 002-051.qxd 18/6/04 19:20 Página 3
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.
3. Discuss, ask and answer questions about the picture.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
6. Read the paragraph at the bottom of page 43 out loud.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
42
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UNIT 4
43forty-three
Copy and label the picture.
Write true (T) or false (F).
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.
Multidisciplinary linkArt and craft
• 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.
Multidisciplinary link. Language
• 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
ADDITIONAL INFORMATION
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.
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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.
ADDITIONAL INFORMATION
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
1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.
2. Look carefully at the pictures.
3. Discuss the pictures and thetext.
4. Read the instructions out loud and ensure thatthe 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 45 out loud.
� Teaching suggestions
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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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 4.(See pp. VI-VII)
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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.
ADDITIONAL INFORMATION
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
1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.
2. Look carefully at the pictures.
3. Discuss the pictures and thetext.
4. Read the instructions out loudand ensure that the students know what they should 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 45 out loud.
� Teaching suggestions
774130unidad04 _ 002-051.qxd 18/6/04 19:21 Página 46
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
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 4.(See pp. VI-VII)
47
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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.
Tick the correct sentence.
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?
Multidisciplinary link. Gym
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 develop reading with understanding through a descriptive text
• To identify the main characteristics of amphibians
• To recognise some amphibians
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. Do the activities.
� Teaching suggestions
Activity Strategy
1 Identifying explicit details in a text
2 Applying information to new contexts
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ADDITIONAL INFORMATION
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§
fiæ
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.
3. Do the activities.
� Teaching suggestions
• 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.
Multidisciplinary link. Language
Ask the students to work out thefollowing animal riddle: Guess who I am: I’m black and white I’m full of stripes.
(Zebra)
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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.
LET’S WORK WITH WORDS
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 are born from eggs.
They have got fins.
They live on the land.
They are born from eggs.
They have got wings.
They have got scales.
T
FT
TTF
T
TF
TFT
50
• Remind the students of the aimsof each section.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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LET’S REVISE
Use the words to complete the sentences.
• 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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 4.
Test and assessment: Unit 4 test.(See pp. VI-VII)
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
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52 A
UNIT 5
Plants
September October November December January February March April May June
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
Suggested timing for the unit
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52 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the studentsContents and objectivesPage
Plants� To recognise the needs of cultivated plants� To identify soil, air, water and light as
necessary elements for plant survival
Reinforcementand extension:
Reinforcement sheet 5
Reinforcementand extension:
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
Learning to read� To develop reading with understanding
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
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 5
� Tasks in naturalscience:
Animals and plants 1
52-53
54-55
56-57
58
59
60-61
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picture.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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.
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
52
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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.
Multidisciplinary link. Language
• 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.
Cross-curricularResponsibility
• 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
ADDITIONAL INFORMATION
• 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.
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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.
ADDITIONAL INFORMATION
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
1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.
2. Look carefully at the pictures.
3. Discuss the pictures and the text.
4. Read the instructions out loudand ensure that the students know what they should 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 55 out loud.
� Teaching suggestions
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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.
Multidisciplinary link. Art and Craft
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 5.(See pp. VI-VII)
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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.
2. Look carefully at the pictures.
3. Discuss the pictures and the text.
4. Read the instructions out loudand ensure that the students know what they should 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 57 out loud.
� Teaching suggestions
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ADDITIONAL INFORMATION
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
Complete the sentence.
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.
Multidisciplinary link. Art and Craft
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 5.(See pp. VI-VII)
57
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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.
Number the sentences in the correct order.
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.
Multidisciplinary link. Art and Craft
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 develop reading with understanding through a descriptive text
• To describe the process of making bread
• To appreciate the importanceof plants as part of humannutrition
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 activity two and explain to the students theythey should put the actionsin order.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Matching words to their definitions
2 Putting sentences in the correct order to show a process
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ADDITIONAL INFORMATION
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.
3. Read the instructions and explain what the students should do.
4. Do the activities.
� Teaching suggestions
• 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.
Cross-curricularTeam work
• 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.
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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.
LET’S WORK WITH WORDS
Use the words to complete the sentences.
• 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
• Remind the students of the aimsof each section.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the unit
ORDER OF ACTIVITIES1. Identify each section on
the double page (Let’s remember, Let’s work withwords, etc.). Explain the aims of each section.
2. Read the instructions and explain what the students should do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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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
Resources for the teacher
Reinforcement and extension:Extension sheet 5.
Test and assessment:Unit 5 test. (See pp. VI-VII)
KEY WORDS
• Plants• Root• Stem• Leaves• Flowers• Fruit• Seeds• Sow
• Trunk• Grass• Trees• Bushes
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62
REVISION ACTIVITIES. Group work
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
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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
Which classmates did you work with?
How many activities did you finish?
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...
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64
sixty-four64
DISCOVERY ACTIVITIES. Group work
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).
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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 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
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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
• Descriptive 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
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.
�
The Earth and the skyTheme 8
Landscapes on the EarthTheme 9
Homes and housesTheme 10
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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:
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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
Suggested timing for the unit
September October November December January February March April May June
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66 D
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the
studentsContents and objectivesPage
Soil� To identify different types of soil: rocky,
sandy, wet� To analyse what is present in wet soil
Reinforcement and extension:
Reinforcement sheet 6
Reinforcement and extension:
Extension sheet 6
Test and assessment:Unit 6 test
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
Learning to read� To develop reading with understanding
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
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 6
� Tasks in natural science:
The natural environment
66-67
68-69
70-71
72
73
74-75
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picture.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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,
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
66
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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
ADDITIONAL INFORMATION
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?
Multidisciplinary linkArt and craft
• 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.
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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.
ADDITIONAL INFORMATION
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.
2. Look carefully at the pictures.
3. Discuss the pictures and the text.
4. Read the instructions out loudand ensure that the students know what they should 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 69 out loud.
� Teaching suggestions
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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.
Cross-curricularResponsibility
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 6.(See pp. VI-VII)
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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
ADDITIONAL INFORMATION
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
1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.
2. Look carefully at the pictures.
3. Discuss the pictures and thetext.
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 71 out loud.
� Teaching suggestions
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� 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.
Cross-curricularResponsibility
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 6.(See pp. VI-VII)
71
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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.
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.
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.
Cross-curricularResponsibility
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.
2. Ensure that the students understand all the words and the overall meaning of the text.
3. Discuss the importance of caring for plants.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 and 2 Remember and name details in a text
3Explain the conclusion and apply the information to a new context
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ADDITIONAL INFORMATION
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
4. Discuss the results of the activities with the whole class.
� 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.
Multidisciplinary link. Language
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
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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.
LET’S WORK WITH WORDS
Write true (T) or false (F).
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
• Remind the students of the aimsof each section.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the 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 studentsshould do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 6.
Test and assessment: Unit 6 test.(See pp. VI-VII)
KEY WORDS
• Soil• Rocks and stones• Sand• Water• Liquid• Solid
• Gas• Air• Oxygen• Wind
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76 A
UNIT 7
Inventions and discoveries
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
Suggested timing for the unit
September October November December January February March April May June
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76 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Othermaterials for the
studentsContents and objectivesPage
Inventions and discoveries� To identify the function and use of certain
inventions� To recognise that technological advances
improve the quality of human life
Reinforcement and extension:
Reinforcement sheet 7
Reinforcement and extension:
Extension sheet 7
Test and assessment:Unit 7 test
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
Learning to read� To develop reading with understanding
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
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 7
� Tasks in natural science:
Matter and energy
76-77
78-79
80-81
82
83
84-85
* Not yet available in English.
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Inventions and discoveries
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
1. Look at and describe the main picture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
76
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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
ADDITIONAL INFORMATION
• 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.
Cross-curricularResponsibility
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.
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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.
ADDITIONAL INFORMATION
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.
2. Discuss the pictures and the text.
3. Read the instructions out loud and ensure that the students know what theyshould do.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
6. Read the paragraph at the bottom of page 79 out loud.
� Teaching suggestions
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� 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.
Cross-curricularSolidarity
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 7.(See pp. VI-VII)
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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.
ADDITIONAL INFORMATION
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
1. Read the text out loud and ensure that the studentsunderstand all the words and the overall meaning of the text.
2. Discuss the pictures and thetext.
3. Read the instructions out loud and ensure that thestudents know what theyshould do.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
6. Read the paragraph at the bottom of page 81 out loud.
� Teaching suggestions
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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.
Cross-curricularHealth and hygiene
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 7.(See pp. VI-VII)
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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.
2. Ensure that the students understand all the words and the overall meaning of the text.
3. Do the activities.
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.
Cross-curricularSolidarity
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.
� Teaching suggestions
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� 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.
� Teaching suggestions
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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.
LET’S WORK WITH WORDS
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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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):
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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.
Cross-curricularSolidarity
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 7.
Test and assessment: Unit 7 test.(See pp. VI-VII)
KEY WORDS
• Discovery• Invention• Energy• Antibiotic• Vaccine• Transplant• Penicillin • Recycling
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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
Suggested timing for the unit
September October November December January February March April May June
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86 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Othermaterials for the
studentsContents and objectivesPage
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
Reinforcement and extension:
Reinforcement sheet 8
Reinforcement and extension:
Extension sheet 8
Test and assessment:Unit 8 test
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
Learning to read� To develop reading with understanding
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
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 8
� Tasks in natural science:
The natural environment
86-87
88-89
90-91
92
93
94-95
* Not yet available in English.
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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
1. Look at and describe the mainpicture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
86
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UNIT 8
87eighty-seven
Label the pictures Earth, Sun and Moon. Use the key to colour picture.
Write true (T) or false (F).
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
ADDITIONAL INFORMATION
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.
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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?
ADDITIONAL INFORMATION
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.
2. Look carefully at the pictures.
3. Discuss the pictures and thetext with the class.
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 wholegroup.
7. Read the text at the bottom of page 89 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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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.
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 8.(See pp. VI-VII)
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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.
2. Look carefully at the pictures.
3. Discuss the picture and thetext with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the wholegroup.
7. Read the text at the bottom of page 91 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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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.
Multidisciplinary linkArt and craft
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 8.(See pp. VI-VII)
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:
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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 develop reading with understanding through a descriptive text
• 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.
2. Ensure that the students understand all the words and the overall meaning of the text.
3. Discuss the questions in activity 2.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1
2
Identifying explicit information in a text
Expressing personal preference
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� 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.
2. Read the instructions and explain what the students should do.
3. Do the activities.
4. Discuss the results of the activities with the whole class.
� Teaching suggestions
• 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.
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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.
LET’S WORK WITH WORDS
Use the words to complete the sentences.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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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
Resources for the teacher
Reinforcement and extension:Extension sheet 8.(See pp. VI-VII)
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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
Suggested timing for the unit
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96 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* 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
Reinforcementand extension:
Reinforcement sheet 9
Reinforcement and extension:
Extension sheet 9
Test and assessment:Unit 9 test
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
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 9
� Tasks in naturalscience:
The natural environment
96-97
98-99
100-101
102
103
104-105
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
96
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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?
Multidisciplinary link. Language
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?
Cross-curricularHealth and hygiene
• 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
ADDITIONAL INFORMATION
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.
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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
1. Read the text and ensure that the students understandall the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
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
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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
Match the pictures and the sentences.
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.
Cross-curricularResponsibility
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 9.(See pp. VI-VII)
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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?
ADDITIONAL INFORMATION
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
1. Read the text and ensure that the students understandall the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 101 to ensure that the students have understood the most important information.
� Teaching suggestions
774130unidad09.qxd 18/6/04 19:30 Página 100
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 9.(See pp. VI-VII)
101
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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.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Choosing a new title to fit the text
2 Applying information to a personal situation
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UNIT 9
103one hundred and three
What do you do? Use the key to colour the boxes. F. A.
never always sometimes
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
never always sometimes
ADDITIONAL INFORMATION
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.
2. Read the instructions out loudand ensure that the students know what they should do.
3. Do the activity.
4. Discuss the results of the activity with the whole group.
� Teaching suggestions
• 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).
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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.
LET’S WORK WITH WORDS
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
• 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 with words, etc.). Explain the aims of each section.
2. Read the instructions and explain what the students should do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
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
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LET’S REVISE
Answer the questions.
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
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension:Extension sheet 9.
Test and assessment:Unit 9 test. (See pp. VI-VII)
KEY WORDS
• Landscape• Coast• Cliff• Physical features• Human features• Port• Plain• Mountain• Transport
• Merchandise• Roads• Airports• Railways• Stations• Road safety• Pedestrian• Traffic light
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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
Suggested timing for the unit
September October November December January February March April May June
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106 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resourcefor the teacher
* Othermaterials for the
studentsContents and objectivesPage
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
Reinforcement and extension:
Reinforcement sheet 10
Reinforcement and extension:
Extension sheet 10
Test and assessment:Unit 10 test
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
Learning to read� To develop reading with understanding
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
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 10
� Tasks in natural science:
The natural environment
106-107
108-109
110-111
112
113
114-115
* Not yet available in English.
774130unidad10 _ 002-121.qxd 18/6/04 19:33 Página 3
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
1. Look at and describe the mainpicture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
106
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UNIT 10
107one hundred and seven
Use the words to complete the sentences.
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?
Multidisciplinary linkArt and craft
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.
Multidisciplinary link. Language
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
ADDITIONAL INFORMATION
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.
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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
1. Read the text and ensure that the students understandall the words.
2. Look carefully at the pictures.
3. Discuss the picture and thetext with the class.
4. Read the instructions out loudand ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 109 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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ADDITIONAL INFORMATION
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.
Multidisciplinary linkArt and craft
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.
Cross-curricularResponsibility
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 10.(See pp. VI-VII)
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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?
ADDITIONAL INFORMATION
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
1. Read the text and ensure that the students understandall the words.
2. Look carefully at the pictures.
3. Discuss the picture and thetext with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the wholegroup.
7. Read the text at the bottom of page 111 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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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 .
Match the pictures and the sentences.
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.
Cross-curricularResponsibility
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 10.(See pp. VI-VII)
111
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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.
� Teaching suggestions
Activity Strategy
1 Identifying explicit data in the text
2 Applying information to other situations
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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.
2. Read the instructions out loudand ensure that the students know what they should do.
3. Do the activity.
4. Discuss the results of the activity with the wholegroup.
� Teaching suggestions
• 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.
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LET’S WORK WITH WORDS
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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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?
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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
Cross-curricularResponsibility
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 10.
Test and assessment: Unit 10 test.(See pp. VI-VII)
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
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116
REVISION ACTIVITIES. Group work
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
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117
117one hundred and seventeen
TRANSPORT
Match the sentences to the pictures.6
Who did you work with?
How many activities did you finish?
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
�
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118
DISCOVERY ACTIVITIES. Group work
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
dissolñfidissolñfisinkfi
floatfidissolñfi
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).
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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
Who did you work with?
How many activities did you finish?
If I mix a blue liquid with a yellow liquid.
If I untie the balloon.
If I pour water into these things.
�
�
�
�
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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
• Descriptive text
• Narrative text
• Explanatory 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
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.
�
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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:
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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
Suggested timing for the unit
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120 D
UNIDAD 0
CONTENTS AND RESOURCES
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
Reinforcementand extension:
Reinforcement sheet 11
Reinforcementand extension:
Extension sheet 11
Testand assessment:Unit 11 test
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
Classroom materials� Posters
Special programmes� Developing
intelligence 2� Workbook
unit 11
120-121
122-123
124-125
126
127
128-129
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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?
� ANTICIPATING DIFFICULTIES
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.
� Teaching suggestions
120
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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)__________.
Multidisciplinary link. Art and Craft
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.
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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?
ADDITIONAL INFORMATION
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
1. Read the text and ensure thatthe students understand all thewords.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom ofpage 123 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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• 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?
Cross-curricularSolidarity
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.
Cross-curricularResponsibility
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 11.(See pp. VI-VII)
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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.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 125 to ensure that thestudents have understood the most important information.
� 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
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ADDITIONAL INFORMATION
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.
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension: Reinforcement sheet 11.(See pp. VI-VII)
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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 develop reading with understanding through a descriptive text
• To reflect on and appreciatethe importance of children’srights
ORDER OF ACTIVITIES
1. Read the text out loud and describe the photo.
2. Ensure that the students understand all the words and the overall meaning ofthe text.
3. Discuss question 2.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Identifying details and general information in a text
2 Applying information to other situations
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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
ADDITIONAL INFORMATION
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.
4. Discuss the results of the activity with the wholegroup.
� Teaching suggestions
• 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.
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LET’S WORK WITH WORDS
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
• To apply and use some of theconcepts acquired throughthe unit
• Review of the unit
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.
2. Read the instructions and explain what the students should do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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.
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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
Resources for the teacher
Reinforcement and extension:Extension sheet 11.
Test and assessment:Unit 11 test. (See pp. VI-VII)
KEY WORDS
• Family• Neighbours• Neighbourhood services• Means of communication• Post• E-mail• Internet• Rights
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130 A
UNIT 12
Jobs and work
September October November December January February March April May June
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
Suggested timing for the unit
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130 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
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
Reinforcementand extension:
Reinforcement sheet 12
Reinforcementand extension:
Extension sheet 12
Testand assessment:Unit 12 test
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
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 12
130-131
132-133
134-135
136
137
138-139
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text in the pictureand the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
130
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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.
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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?
ADDITIONAL INFORMATION
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
1. Read the text and ensure thatthe students understand all the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 133 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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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
Number the pictures in the correct order.
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.
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 12.(See pp. VI-VII)
Food Peoplemilkchops animal farmersalmontomatoes
fishermanchickenprawnslamb crop farmerchickpeas
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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.
ADDITIONAL RESOURCES
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
1. Read the text and ensure thatthe students understand all the words.
2. Look carefully at the pictures.
3. Discuss the picture and thetext with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 135 to ensure that thestudents have understood the most importantinformation.
� Teaching suggestions
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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.
Cross-curricularSolidarity
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 12.(See pp. VI-VII)
135
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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!
Number the pictures in the correct order.
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
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 finished productsfrom the factories and ask the students to think about the raw materials used.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Forming a sequence of the stages of production
2 Applying information to other situations
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ADDITIONAL INFORMATION
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
• To apply and use some of theconcepts acquired throughthe unit
• Review of the unit
ORDER OF ACTIVITIES
1. Briefly explain the importance of hygieneand safety when dealing with food.
2. Read the instructions and explain what the students should do.
3. Do the activity.
4. Discuss the results of the activity with the whole class.
� Teaching suggestions
• 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.
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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.
LET’S WORK WITH WORDS
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
• 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, etc.). Explain the aims of each section.
2. Read the instructions and explain what the students should do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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.
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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
Resources for the teacher
Reinforcement and extension:Extension sheet 12.
Test and assessment:Unit 12 test. (See pp. VI-VII)
KEY WORDS
• Food• Factory• Raw materials• Finished product• Crop farmer• Animal farmer• Fisherman• Salesperson
• Shop• Services• Buy• Sell• Food safety
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140 A
UNIT 13
Time goes by
September October November December January February March April May June
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
Suggested timing for the unit
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140 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* 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
Reinforcementand extension:
Reinforcement sheet 13
Reinforcementand extension:
Extension sheet 13
Testand assessment:Unit 13 test
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
Learning to read� To develop reading with understanding
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
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 13
� Tasks in history:
Discovering time 1
140-141
142-143
144-145
146
147
148-149
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text under the picture.
3. Discuss, ask and answerquestions about the picturesand the text.
4. Do the activities.
5. Discuss the results of the activities with the whole class.
• 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
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
140
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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?
Multidisciplinary link. Language
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.
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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.
ADDITIONAL INFORMATION
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
1. Read the text and ensure thatthe students understand all thewords.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the 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.
� Teaching suggestions
774130unidad13.qxd 18/6/04 19:37 Página 142
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
Answer the questions.
• 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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 13.(See pp. VI-VII)
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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:
ADDITIONAL RESOURCES
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
1. Read the text and ensure thatthe students understand all the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loud and ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 145 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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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?
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 13.(See pp. VI-VII)
145
ADDITIONAL INFORMATION
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.
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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?
Multidisciplinary link. Art and Craft
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.
2. Ensure that the students understand all the words and the overall meaning ofthe text.
3. Discuss the different types of clocks.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Summarising the contents of a text
2
3
Understanding details and general information in a text
Applying information to other situations
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ADDITIONAL INFORMATION
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.
2. Read the instructions out loudand ensure that the students know what they should do.
3. Do the activities.
4. Discuss the results of the activity with the whole group.
� Teaching suggestions
• 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.
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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.
LET’S WORK WITH WORDS
Use the words to complete the sentences.
• 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
• To apply and use some of the concepts acquired through the unit
• Review of the 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.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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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
Resources for the teacher
Reinforcement and extension:Extension sheet 13.
Test and assessment:Unit 13 test. (See pp. VI-VII)
KEY WORDS
• Time• Clock/watch• Calendar• Hour• Day• Week• Month• Year
• Past• Present• Change
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150 A
UNIT 14
Stories and memories
September October November December January February March April May June
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
Suggested timing for the unit
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150 B
UNIDAD 0
CONTENTS AND RESOURCES
Student’s Book * Resources for the teacher
* Other materials for the studentsContents and objectivesPage
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
Reinforcementand extension:
Reinforcement sheet 14
Reinforcementand extension:
Extension sheet 14
Testand assessment:Unit 14 test
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
Learning to read� To develop reading with understanding
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
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 14
� Tasks in history:
Discovering time 1
150-151
152-153
154-155
156
157
158-159
* Not yet available in English.
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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
1. Look at and describe the main picture.
2. Read the text under the picture.
3. Discuss, ask and answer questions about the picturesand the text.
4. Do the 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.
� ANTICIPATING DIFFICULTIES
• 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.
� Teaching suggestions
150
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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.
Cross-curricularTolerance and respect
• 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
ADDITIONAL INFORMATION
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.
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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.
ADDITIONAL INFORMATION
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
1. Read the text and ensure thatthe students understand all the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loudand ensure that the studentsknow what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 153 to ensure that thestudents have understood the most importantinformation.
� Teaching suggestions
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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.
Multidisciplinary link. Language
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.
Cross-curricularTolerance and respect
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
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 14.(See pp. VI-VII)
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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
ADDITIONAL INFORMATION
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
1. Read the text and ensure thatthe students understand all the words.
2. Look carefully at the pictures.
3. Discuss the picture and the text with the class.
4. Read the instructions out loud and ensure that the students know what they should do.
5. Do the activities.
6. Discuss the results of the activities with the whole group.
7. Read the text at the bottom of page 155 to ensure that thestudents have understood the most important information.
� Teaching suggestions
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� 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.
Multidisciplinary link. Language
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.
Resources for the teacher
Reinforcement and extension:Reinforcement sheet 14.(See pp. VI-VII)
155
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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.
Answer the questions.
• 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
1. Read the text out loud.
2. Ensure that the students understand all the words and the overall meaning ofthe text.
3. Discuss the text.
4. Do the activities.
� Teaching suggestions
Activity Strategy
1 Identifying relevant information
2 Explaining the present consequences of historical events
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� 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.
2. Read the instructions out loudand ensure that the studentsknow what they should do.
3. Do the activity.
4. Discuss the results of the activity with the whole group.
� Teaching suggestions
• 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.
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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.
LET’S WORK WITH WORDS
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
• 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, etc.). Explain the aimsof each section.
2. Read the instructions and explain what the students should do.
3. Do the activities.
� Teaching suggestions
CHECKING AND ASSESSING
Check that the students understand the following concepts:
• 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
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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
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UNIT 14
Multidisciplinary link. Language
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
Resources for the teacher
Reinforcement and extension:Extension sheet 14.
Test and assessment:Unit 14 test. (See pp. VI-VII)
KEY WORDS
• Birthday • History • Festival • Customs • Symbols • Flag• Shield • Ancestors
• Monuments • The discovery of America • Time-line
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160
REVISION ACTIVITIES. Group work
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.
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161
161one hundred and sixty-one
FLAG
Describe the flag.5
Who did you work with?
How many activities did you finish?
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.
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162
DISCOVERY ACTIVITIES. Group work
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).
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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
Which classmates did you work with?
How many activities did you finish?
1 2 3
4 5 6
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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
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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
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s†eµ
rootfi
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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>
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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
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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.
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