Essential science 3 teachers book

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 3, SECOND CYCLE•The life cycle •Living things •Animals and plants •Where animals and plants live •The classification of animals •What ani

Teacher’s Book

• Essential Science teaches basic concepts of Science,

Geography and History through English

• Content and language are carefully interwoven

• Basic activities in the Student’s Book give students

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

• The Student’s CD gives

an extensive selection ofrecorded texts

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

• Learner autonomy isencouraged

• The Activity Book provides reinforcement

and extension activities

• It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress

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• Essential Science provides a wealth of material to

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

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

• Internet resources are available for teachers and

students on our websites Links encourage students

to go further in their research

• Posters and flashcards give teachers important

visual back-up

• Richmond Student’s Dictionary: a valuable reference

tool

• Assessment, Extension and Reinforcement

worksheets provide teachers with additionalresources

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

suggestions, solutions to the Activity Book

activities, and a guide to other resources

• The Teacher’s CDs contains a

selection of recorded texts as well as

all the Student’s CD recordings.

• Richmond World

Facts Readers

provide a series

of stimulating and carefully graded texts on Geography,Science, Culture and History

• 58 readers at 6 levels of proficiency areavailable

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 3, SECOND CYCLE

•The life cycle

•Living things

•Animals and plants

•Where animals and plants live

•The classification of animals

•What animals eat

•How animals are born

•Classifying pictures

•Labelling photos

•Animal protection

•Vertebrates

•Invertebrates

•Matching photos and diagrams

•Completing index cards

•Respecting small animals

•The three states of water

•The water cycle

•Labelling pictures

•Water as

a valuableresource

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•Stems, leaves and roots

•Trees, bushes and grass

•Compiling information about plants in our region

•Labelling a picture

•Plant seeds and fruit

•Plants are born

•Plants grow and change

•Drawing the life of a bean plant

•Doing an experiment

10 Flowering plants

•Changes in the landscape

•Mountains and flat lands

•Describing coastal relief

•Cleanbeaches

•Fresh air

•Protection

of plants and trees

The Student's Book

indicates anInternet Activity

• Activities at the bottom

of the page reinforce

basic concepts, and

practise structures and

vocabulary

• Some are linked to

citizenship themes

indicates Richmond World Facts Readers.

indicates that theactivity shouldfirst be doneorally

indicates that itcan also be used

as a writingexercise

shows that it is

also recorded

Read

• Information is organised into numbered sections

6 OUR SENSES

1 The senses

We need our senses in order to understand our surroundings

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

Each sense goes with an organ in the body

•We use our eyes to see They are the organs of sight.

•We use our ears to hear They are the organs of hearing.

•We use our nose to smell It is our organ of smell.

•We use our tongue to taste It is our organ of taste.

•We use our skin to feel It is our organ of touch.

2 Touch

Our body is completely covered by skin.

Through our skin we feel cold, heat and pain.

Some parts of our body are very sensitive

For example, the skin on our fingers is very sensitive

However, the skin on our legs is not so sensitive

Your eyes are covered.

What can you know?

The skin on our hands is very sensitive We can use our hands

to model a piece of clay

5

Look

• The units beginwith a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit

EXPRESSING FACTS

Water can be found in three different states.

Rivers, lakes, drinking water liquid water.

Ice, snow, hailstones is / are solid water.

Water vapour a gas.

Water

DESCRIBING PROPERTIES

The Earth is surrounded by an enormous layer of gases called the atmosphere.

In the lower parts of the atmosphere, there is a lot of oxygen.

The higher parts of the atmosphere, there is a little oxygen

In outer space, there is no oxygen.

Air

Essential language

• The Essential Language section

summarises all thekey language used atthis level

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The Activity Book

Multicultural

non-sexist education

Health education

Consumer education

Road safety Environmental

education

Citizenship Sex

education

Peace education

Our senses

blind cochlea colour-blind ear canal ear drum

eyeball eyebrow eyelash eyelid eyesight flavour focus hearing inner ear iris lens outer ear protect pupil retina salty short-sighted sight skin smell soil sour

Glossary

INVESTIGATION SHEET

37

Question: How does water affect the growth of plants?

Method: How can you find the answer?

What resources do you need?

How much time do you need?

Hypothesis:What do you think will happen?

Results: How can you record your results?

How often do you take measurements?

What are you looking for?

Conclusions: Compare your results with your hypothesis.

What do your results show you?

Evaluation: Was the experiment a good one?

What did you learn?

What went wrong, if anything?

Can you improve it next time?

Design and carry out an experiment Answer these questions.

T™ổ o>ổ withou† wa†eđ wilơ d^ổ.

Dra∑ ồ pictuđổ ođ ồ char†.

E√±rƠ 2 ođ 3 dayfi.

To òổổ iƒ t™ổ plantfi ađổ growin@.

T™ổ firs† plan† ifi T™ổ plan† withou† wa†eđ ifi Yefi.

Plantfi >ổe∂ wa†eđ to li√ả.

I forgo† to wa†eđ t™ổ plan†.

Yefi I ca> ∫ả mođổ cađefuơ.

đegularlƠ an∂ do no† wa†eđ t™ổ ot™eđ, t™e> compađổ.

bi@ an∂ ™ealthƠ T™ổ ot™eđ o>ổ ifi drƠ an∂ wil†e∂.

dyin@.

Glossary

• Students use theglossary to recordthe vocabularythey have learned

Projects and tasks

• Projects and taskslead the students toreflect, and carry outsimple experiments

Contents

2

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

I can compare living things and non-living things.

I can identify animal and plant habitats.

I can identify our five senses

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

I can name some bones and muscles.

I can say how we use our muscles.

I can classify animals in different groups.

I can identify what different animals eat.

I can identify vertebrates and invertebrates.

I can name the characteristics of mammals.

I can identify the three parts of the Earth.

I can compare solids, liquids and gases.

I can say where we find water.

I can describe the water cycle

I can describe the characteristics of air.

I can identify some atmospheric phenomena.

I can identify stems, leaves and roots

I can compare trees, bushes and grasses.

I can name some of the parts of a flower.

I can describe how plants grow.

I can identify different landscapes.

I can name the parts of a mountain

I can describe the course of a river.

I can talk about the weather.

I can compare cities, towns and villages.

I can identify some means of transport.

I can identify some types of work.

I can talk about the needs of industry.

I can talk about the past.

I can make a family tree.

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

PROJECT 1: Animal index cards 20

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

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

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

UNIT

Read and tick

✔

I CAN DO IT

Extra

Worksheet 1 Date Apply your knowledge

THE LIFE CYCLE

2 How do living things begin? Connect.

1 What do living things do? Match and write.

Activities

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• Learning the characteristics of living things

• Identifying living and non-living things

• Classifying living and non-living things

• Distinguishing living from non-living things

• Describing the life cycle of some living things in the right order

• Identifying the needs of living things

• Recognising that people are living things

Content objectives

1 Distinguishing living things from non-living things

2 Understanding the meaning of the life cycle

3 Understanding that nutrition, movement, growth and reproduction are common life processes

4 Learning characteristics of animals and plants

5 Distinguishing animals and plants

6 Understanding that living things only live in places where all their needs are satisfied

7 Understanding that living things can live on land or in water

8 Developing a responsible altitude towards animals, plants and their habitats

Language objectives

1 Describing and identifying objects, people and animals (present simple):

Living things grow Non-living things do not grow.

2 Comparing and contrasting: Some living things … Other living things …

3 Describing ability: Animals can move Plants cannot move.

4 Talking about habits and facts: Animals live … Do bison live …?

• Everything around us: living and non-living things

• The life cycle of living things

• Characteristics of animals and plants

• The needs of living things

• Distinguish living things from non-living things

• Classify different living things into animals or plants

• Sequence correctly the events

in the life cycle of living things

• Interest in knowing about and protecting living and non-living things around us

CONCEPTS PROCEDURES ATTITUDES Contents

• Assessment – Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *

Internet resources

www.richmondelt.com www.indexnet.santillana.es Teaching strategies http://www.scienceacross.org/index.cfm?fuseaction=

content.showcontent&node=29

Advice for teaching Science to students whose first language is not English.

Living things http://www.bbc.co.uk/schools/revisewise/science/living/

Information and interactive activities and tests about living things.

Life processes and living things http://www.zephyrus.co.uk/biologytopics.html

Click on What are living things? or The Five Kingdoms

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

Other resources

• Richmond World Facts

• Richmond Student’s Dictionary

1 Use these words to label the parts of the skeletons Then colour the skeletons.

2 Use these words to complete the sentences.

• Animals with a skeleton are called

• The skeleton is made up of

VERTEBRATE ANIMALS

16

skul¬

Match.

The skull • • is made up of many vertebrae joined together

The spinal column • • is an external protection of the body.

Invertebrates • • is made up of the bones in the head.

An exoskeleton • • are animals with no bones on the inside.

VOCABULARY

bones backbone vertebrates

• skull • spinal column • ribs • legs • tail

17

1 Look carefully Then read and circle.

2 Read and circle.

● What are the differences between the human skeleton (A) and the cow’s skeleton (B)?

•The human skeleton has got / has not got tail bones.

•It has more / fewer bones in the legs.

•It has two / four legs.

•The cow has two / four legs.

● What are the differences between the human skeleton (A) and the chimpanzee’s skeleton (C)?

•The chimpanzee’s arm bones are longer / shorter than its legs.

•Human arm bones are longer / shorter than human leg bones.

C

The Teacher's Book

Materials for reinforcement and extension

Contents for

English skills

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• Bones are hard and rigid

We cannot bend our bones

• Muscles are soft and flexible

Many muscles are joined to bones

When muscles move, they pull and push the bones

A voluntary movement is when we make

a movement that we want to, for example, when we pick up a glass

An involuntary movement is one that we do not

control For example, we touch something hot, and then take our hand away quickly.

hip elbow

wrist

ankle knee

trunk

9

10

■ CONTENT AND LANGUAGE DEVELOPMENT

Parts of the body: Simon says

Ss study the names of parts of the body.

They stand up Say: Simon says touch your head The Ss must

obey the instructions Then continue giving instructions to touch

other parts of the body, beginning with the phrase: Simon says.

Occasionally this phrase is omitted, which means the students

must not obey the instructions Any student who does, is out of

the game and has to sit down The winners are the Ss left standing.

• Present with The Ss say if the following movements are voluntary or

involuntary: Moving our hand away when we

prick a finger (I) Raising your hand to ask

a question (V) Opening a book (V) Closing your eyes when a fly is buzzing round (V or I) Your heartbeat (I).

• The Ss learn the names of parts of the body by looking at the photo of the boy and focussing on the highlighted words:

head, limbs, trunk … The other words

describe the parts which make up these

three main sections For example: The

limbs are the arms and legs The leg includes the knee and the ankle.

• Play 17 to practise the vocabulary

LOOK

16

1 READ

• Ss move the joints of the puppet.

Changes in the body Children grow and become men and women Ask Ss how the body of the boy in the photo will change as he grows Then choose another photo in the book of a girl and ask how her body will change.

35

• Understanding that bones are beneath the skin and muscles

• Learning the vocabulary

• Passive forms: are joined …

• Present and with and

Ask: Are bones hard? Are they soft? What

would happen if we didn’t have a skeleton?

What would our body be like? (a sack,

a balloon without air …).

• Ss touch their chest and find their ribs and sternum Explain that these bones protect the lungs and heart.

• Suggest they learn the names of the bones

by starting at the top of the head and working their way down to the feet, visualising the bones they are naming.

• Present with To illustrate the joints

in the body refer the Ss to page 10 of the book Then ask the Ss to do the activity.

2 1 READ

■ CONTENT AND LANGUAGE DEVELOPMENT

Names of bones Make photocopies of the skeleton but erase the names of the bones Ss study the names for 5 minutes

Then, without looking, they write them in the correct place.

Vocabulary game: Hangman

The Ss study the vocabulary related to the skeleton Then one student chooses a word and writes on the BB the spaces for each

letter, for example: _ _ _ _ (N E C K)

The Ss say letters of the alphabet to guess the word Correct letters are written in the spaces but if the letter is not in the word, the S at the board begins to draw the Hangman When someone guesses the word correctly, it is their turn to choose a word.

2 1

• Ss touch their hands and describe

what they feel Ask: What can you feel

under the skin? Is there anything hard?

What shape are the hard parts? Are they big? Can they move?

• Tell the Ss that what they can feel are

the bones Ask them: What do you

notice if you touch your index finger?

It is in three sections, each with

a bone.

Calcium We need calcium to grow and

to be healthy Milk and dairy products like yoghurt and cheese are rich in calcium.

The skeleton is made up of all the bones in our

body The skeleton has two important functions:

•It holds the body up It gives it shape.

•It protects the most delicate parts of the body

like the brain, the heart and the lungs

2 The parts of the skeleton

The skeleton is made up of bones and cartilage

•Bones are hard and rigid

They are different in shape and size

For example, the bones in our fingers are small and short

The bones in our legs are big and long

•Cartilage is soft and flexible

We have cartilage at the end of some

of our bones, for example, our nose.

3 The joints

A joint is a place where two bones meet

Some bones are joined together so closely that they cannot move, for example, the bones

in the skull Other bones have a special joint which means they can move

Our joints are important for movement:

•The neck is the joint

between the head and the trunk

•The shoulder, elbow and wrist

are the joints in our arms

•The hip, knee and ankle

are the joints in our legs

The skeleton

ulna humerus

vertebra

spinal column (backbone)

skull

sternum (breastbone) ribs jawbone

fibula tibia

femur pelvis

radius

READ 11

12

13

14

M.A The ankle is a joint in our legs The wrist is a joint in our arms.

The knee is a joint in our legs The elbow is a joint in our arms.

• It is recommended that students learn it

Presentation

• The suggestions include

texts as well as graphic

Hands on

• A classroom experience,which is motivating andsimple to do

Citizenship

• Citizenship themesare identified withsymbols

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Various learning skills can help students to master the

contents of Essential Science:

Memorisation

• To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise them

in order

• In order to teach human bones, for example, ask

students to begin with their head, and move

downwards until they reach their feet

• Touching the corresponding parts of their bodies can

help memorisation

Photographs

• The photographs help students to obtain information

It can be helpful to ask the students to study

a picture before they have read the caption

or received any other external information

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

photo? Can you see …?

• Go on to analyse the picture systematically,

highlighting all the details

Drawings

• These drawings represent parts of the human body,

plants, etc Some are realistic, while others are

simplified

ulna humerus

vertebra

spinal column (backbone)

sternum (breastbone)

ribs

jawbone

fibula tibia

femur pelvis

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

Highlighted words

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

Experiments

• Before an experiment begins, the students are asked

to predict how they think it will end

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

• Point out the following:

• material they will need

• Students should be encouraged to predict what they

will learn: What do you know about mammals? What

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

• Comparison questions encourage students to relate

information from different sections: In what ways are

• Some citizenship questions may be difficult for thestudents in English It is advisable to begin by

eliciting short, simple replies, for example, hearing,

smell, taste and touch, in response to the question: What senses are very important to blind people?

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Recorded Material

Some sections of each Unit are recorded on the

Student’s CD There is a more complete selection of

texts on the Class CD.

• The listening exercises can be used

in the presentation stage of the Unit

• Students should listen to the recording

at least twice before they check their answers

• The exercises can be corrected on the board,

or by looking at the text in the book

• For revision purposes, the listening exercises

can be used at the end of the unit to recycle

vocabulary or revise the content

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

there is an additional recorded text for use

with higher level classes

• The recorded material will help students with the

pronunciation of new language and vocabulary

Essential Language

The Essential Language section in the Student’s Book

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

structures

Here are some practical suggestions for using this

section:

Expressing facts

• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underline

examples of the structure in each unit, either copying

the texts, or using pencils

• The verb to be born: The students ask and answer

questions about how different animals are born

• Passive verb forms: Students identify the structure:

verb to be + past participle, and write examples from

each unit

Expressing ability

• Can / cannot: Students ask questions related to

examples from the unit, for example: Can birds swim?

Describing functions

• Verbs, concrete nouns, abstract nouns: Studentscopy the tables into their notebooks They test eachother in pairs

Defining

• Prepositions of place: Students copy the texts, oruse pencils to underline prepositions of place

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

and answer using the correct preposition

• Relative pronouns: Students identify examples of

relative pronouns (who … which …) They write True /

False sentences to test their partners, using relative

pronouns to give correct or incorrect definitions

Describing

• Properties: verb to have: The students write

affirmative and negative sentences

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

then, etc The students find more examples of

processes using these linkers in other units

• Landscapes: There is / there are + singular / plural

nouns Students find and underline more examples

of this structure in other units

• The weather: Students write examples to describethe weather today, or in different seasons of the year

DESCRIBING PROPER TIES

DESCRIBING A PROCESS

We classify fruit into two groups.

Fleshy fruits have a lot of water

are fleshy fruits

Nuts do not have a lot of water

Ask and answer

Are apples a fleshy fruit?

Yes, they are / No, they aren't.

Are melons nuts?

Yes, they are / No, they aren't.

First, the flowers grow Then, the flowers become fruit

Next, the fruit falls and opens

Then, the seeds fall out of the fruit into the soil

Finally, the seeds grow into new plants.

cities, farms and motorways Coastal landscapes

cliffs, the sea and tourist towns Match.

You: We can see motorways

Mountains have three parts.

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Linking units and contents

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

titles on the left of the board: Living things; Our

senses; Our body; The Earth; The landscape; Water

and weather.

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

information about the titles: Animals and plants;

Sight, hearing, taste, smell and touch; The skeleton;

Solids, liquids and gases; Mountains and flat lands;

The coast and the sea.

• Students volunteer to go to the board and draw a line

between a title and its information

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

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

the board something to represent a title, for

example, a dog (Unit 4), and a mountain (Unit 11)

• Students guess which unit is referred to Students

then volunteer to draw other titles on the board, and

the activity continues They may also do this activity

in pairs

Anagrams

• Write anagrams on board, for example RATEW

(WATER) and ask the students to say which unit is

being referred to The students could do this in pairs

About this book

Multicultural non-sexist education

Health education

Consumer Road safety Environmental

education Citizenship Sex

education Peace

What do animals eat? How are animals born?

0 5Vertebrates and invertebrates 17

Changes in landscapes Mountains and flat lands

12Water and weather 40

The coast and the sea Weather

General questions

• Ask general questions:

How many units are there in the book?

What is the first / last unit about?

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

What are Units 6, 9, 13 about?

(These questions can also be asked in pairs.)

Which unit is about animals / plants / the earth?

(These questions can also be asked in pairs.)

Which units discuss ‘water’?

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

ABOUT THIS BOOK

• Look at these pictures.

Match them to the units on the opposite page

Then look at the book Check your answers.

You already know a lot!

• This section shows students that they already have

considerable prior knowledge

• Explain that this will help them throughout the year

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

the beginning of the year

• For example, to establish prior knowledge of the

parts of the body, photocopy the boy on page 10,

removing the text Ask students to label the picture

• Choose how many words to include according to the

level of the class

YOU ALREADY KNOW A LOT!

ANIMALS

Can you name five animals?

Where do they live?

What do they eat?

PARTS OF THE BODY

Ear, leg…

Think of more words.

FOOD

Do you know the names of three meals?

Can you name five types of food?

PLANTS

Can you name three trees or flowers?

LANDSCAPES

What can you see in the country?

What can you see in a city?

WEATHER

Do you know three weather words?

Today it is…

PLACES

Can you name three cities in your region?

Can you name three European countries?

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTO

What animals can you see?

Can you see water?

Think about what you see in photos Photos have a lot of information.

What is the second section on the page?

EXPLANATIONS

These paragraphs have important information

Important words are like this: the life cycle SYMBOLS

• The text is on the CD

• Richmond World Facts

• There is an Internet activity

Focus on the page

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

TITLE AND PHOTO

• Ask the students to tell you the number and title

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

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

• Explain that photos include a great deal of

information Ask the students: What can you see

in the photo?

• If their language level allows it, suggest that theycompare this African landscape with their own

region or country: Is this landscape different from

your region? (It’s dry …)

• Further suggestions for teaching page 3 are given

on page 18 of this Teacher’s Book.

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

EXPLANATIONS AND SYMBOLS

• Explain that the students have their own

Student’s CD.

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

• It is helpful if they sometimes listen to the recordings

without using the Student’s Book This sharpens

their auditory capacity

• The recordings also help them to work

on their pronunciation

• Further suggestions for exploiting the recording

are given in the Learning skills section on

pages 10–11

ACTIVITIES

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

• Suggestions for exploitation are given

in the Learning skills section on pages 10–11.

2 The life cycle

The life of all living things has a beginning and an end Some living things, like trees, have a very long life Other living things, like insects, have a very short life

Living things are born, grow, relate to each other, reproduce and die

This process is called the life cycle.

People are living things, and so we have a life cycle too

1 Living and non-living things

Everything around us can be put into two

groups: living things and non-living things.

and reproduce People, animals and plants

are all living things

The Sun and rocks are non-living things.

Objects that people make, like tables

or cars, are also non-living things.

Look at this photo

Point and identify.

UNIT CONTENT

Assessment criteria

Content objectives

1 Distinguishing living things from non-living things

2 Understanding the meaning of the life cycle

3 Understanding that nutrition, movement, growth and reproduction are common life processes

4 Learning characteristics of animals and plants

5 Distinguishing animals and plants

6 Understanding that living things only live in places where all their needs are satisfied

7 Understanding that living things can live on land or in water

8 Developing a responsible altitude towards animals, plants and their habitats

Language objectives

1 Describing and identifying objects, people and animals (present simple):

Living things grow Non-living things do not grow.

2 Comparing and contrasting: Some living things … Other living things …

3 Describing ability: Animals can move Plants cannot move.

4 Talking about habits and facts: Animals live … Do bison live …?

and non-living things

plants

non-living things

into animals or plants

in the life cycle of living things

protecting living and non-livingthings around us

Contents

Living things

– Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

Advice for teaching Science to students whose first

language is not English.

Click on What are living things? or The Five Kingdoms

of living things for pictures, information and

interactive puzzles Useful for students

and teachers.

Other resources

2 The life cycle

The life of all living things has a beginning and an end Some living things, like trees, have a very long life Other living things, like insects, have a very short life

Living things are born, grow, relate to each other, reproduce and die

This process is called the life cycle.

People are living things, and so we have a life cycle too

1 Living and non-living things

Everything around us can be put into two groups: living things and non-living things.

•Living things are born, grow, eat, breathe

and reproduce People, animals and plants are all living things

•Non-living things do not eat or grow

The Sun and rocks are non-living things.

Objects that people make, like tables

or cars, are also non-living things.

Living things

LOOK

Make more sentences Change the underlined words All living things are born.

READ

In Africa

Look at this photo

Point and identify.

Sequencing Write on the BB the verbs: reproduce, are born, relate to each other, die, grow.

The Ss write these verbs in the correct sequence in the followinglife cycle

Answers: are born – grow – relate to each other – reproduce – die.

Comprehension Write the sentences on the board

The Ss choose the correct alternative in each sentence

Trees have a LONG / SHORT life.

Insects have a LONG / SHORT life.

Answers: 1 long 2 short.

2 1

Content objectives: 1, 2, 3.

Language objectives: 1,2, 3.

Vocabulary life cycle, living things, non-living things

All living things die

All living things reproduce… grow… eat… breathe.

• Understanding that plants, although

they cannot move, are living things

• The use of the verb: to be born

• The use of the auxiliary verb: do in

negative sentences in the present simple

about the photo? What animals can you

see? Where are they? What are they

doing? What plants can you see? Tell the

Ss that animals and plants are living

things

• Then ask: Is there water in the photo?

Is there earth? Is there air? Ask the Ss:

Are air, earth and water living things?

Explain that they are non-living things

• Write a list of words on the BB: stones,

grass, dog, tree, butterfly, worm, book,

pencil, mountain, sea Ask the Ss to

classify the words into living or non-living

things, for example: Stones are non-living

things Grass is a living thing

and do the activity

Activity Book, page 3.

Activity Book, page 4.

LOOK

Living things change

• Draw two pictures on the blackboard

(BB) of how you are now and how you

were when you were younger The

students (Ss) draw similar pictures

• Ask the Ss to think about how they

have changed They compare their hair,

teeth, height, the size of their feet, and

the things they have learnt: My feet are

big now I can speak English now …

• Point out that living things, including

people, change throughout their lives

• The use of the auxiliary verb do in the

question form in the present simple tense

plants move? What do animals eat? Do plants eat? How do they get food? The Ss

suggest answers Then the teacher writes

on the BB: Plants do not move Plants

make their own food Animals move Animals eat other living things

Ask the Ss to write the names of plants inone half and the names of animals in theother half They can use the words on page

4 of the book Then ask them to chooseone in each column and make sentences

1 Animals and plants

Plants and animals are living things

How do they differ from each other?

•Plants cannot move

They are fixed to the ground by their roots

Plants make their own food using water, minerals from the soil and sunlight.

•Animals, including people, cannot make their own food

They need to eat plants and other animals

Animals can move from place to place.

Animals and plants

The heron can fly over the tree.

However, the tree cannot move.

tree

ferns butterfly

frog

• Look at the photos

Choose one animal

How do you know

it is an animal?

Choose one plant

How do you know it is a plant?

3

bird

Can Write the following sentences on the BB

Ss copy and complete them with can or cannot.

Answers: 1 can 2 cannot 3 can 4 cannot.

Comprehension Now write these sentences and ask Ss

to copy them and circle the correct answers

1 Trees / frogs eat insects.

2 Trees / frogs make their own food.

3 Trees / frogs can move.

4 Trees / frogs have roots.

5 Trees / frogs cannot move.

Answers: 1 frogs 2 trees 3 frogs 4 trees 5 trees.

animals, move, plants, roots

Model answer (M.A.) A frog is an animal because it can move and

eats other living things Ferns are plants because they cannot move and they make their own food.

Animal and plant mobiles

• In class, Ss make mobiles by using

a coat hanger, some string and pictures of living things

• Ss use only pictures of animals

or plants

from the mobile on different lengths

of string

• When the mobiles are finished, ask:

What living things can you see? Are they plants or animals?

3

■ Special attention

• Understanding that living things only live in

places where there is everything they need

• Expressions of quantity: some, some

of them, others

related to the place where they live Earth,

water, air, temperature and sunlight are all

important Explain that living things must

have everything they need to live Pollution

may be harmful to the bison’s drinking

water, and to the plants they eat

bears Ask them: What colour are they?

What colour is the place where they live?

Do they have fur? A lot or a little? Polar

bears have fur to protect them from the

cold Their fur is the same colour as the

The SS then read the text and do theactivity

Activity Book, page 5.

‘Life in a drop of water.’

This additional recorded text is formore advanced classes

LOOK

4

Comprehension Write the sentence halves on the BB

The Ss copy them and draw lines to match them

Alternative: make photocopies of page 21

The Ss cut out the sentence halves and match them

3 Different living things c is a place where a plant or animal lives.

Answers: 1 – c 2 – e 3 – b 4 – a 5 – d.

1

LIVING THINGS 5

1 Animal and plant habitats

A habitat is a place where a plant or animal lives

Different animals and plants live in different habitats

They need water, air, soil, sunlight and food

in the places where they live

•Different living things have different needs.

Some of them can only live in very cold places.

Others can only live in very warm places.

Some living things need a lot of water

Others can live without water for several days

•Living things can live on land or in water.

Sardines and water lilies live in water

Lions and trees live on land.

Where do animals and plants live?

Polar bears live in very cold places.

Look at this photo Do bison live in hot or cold areas?

What do they need?

(Think about water and plants.)

Is pollution dangerous

to these animals?

LOOK

READ

bison water lilies lions polar bears trees

on land in water in warm places in cold places

Make more questions Change the underlined words Do sardines live in water?

4

M.A Where do lions live? Is it warm or cold? Do polar

bears live in cold places? Do trees live on land?

• Take a jar containing soil and worms

into class Ask: How can we find out

about living things?

• Pour the contents of the jar carefully

onto a piece of cardboard Ss look

closely at the worms and describe them

• Explain that the worms’ habitat is soil

They need humidity to live They eat

the remains of living things

Pollution Pollution can be harmful toanimals They are affected by pollution in

the air, the water and the earth

a live in warm places

b have different needs

c is a place where a plant or animal lives

d live in cold places

22 Activity Book

Worksheet 1 Date Apply your knowledge

THE LIFE CYCLE

2 How do living things begin? Connect.

1 What do living things do? Match and write.

Worksheet 2 Date Apply your knowledge

IDENTIFY LIVING THINGS AND NON-LIVING THINGS

FINISH

MUSSEL

It attaches itself

to rocks and moves very little.

SNOWMAN

It disappears in the Sun.

START

Cross out the non-living things.

• cactus • mosquito • child • penguin • hammer • dog

• palm tree • snowman • house • sardine • torch • horse

VOCABULARY

POPLAR TREE Its leaves fall in the winter.

New leaves grow

in the spring.

ROBOT

It can move and talk.

Worksheet 3 Date Apply your knowledge

ANIMAL HABITATS

5

1 Where do the animals live? Complete the chart Colour the animals.

WHERE ANIMALS LIVE

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UNIT CONTENT

Assessment criteria

2 Identifying the five senses and how they work

3 Distinguishing the parts of the eye

4 Understanding that we need light in order to see

5 Identifying the path that sound takes in the ear

6 Understanding what taste buds are for

7 Appreciating the importance of all the senses

8 Differentiating healthy and unhealthy habits to look after our sense organs

Language objectives

1 Explaining the purpose of an object: We need our senses in order to …

We use our eyes to see …

2 Conditions that are always true (zero conditional: if + present tense):

If there is … we cannot see …

3 Expressing recommendation / obligation: We should … We must …

4 Describing where things are: in the centre; at the back; inside; behind

5 Describing movement: into; along; to

6 Making comparisons: Animals can smell better than …

sizes, distances, position

an organ in the body

of the senses

and ear

the senses in order to react tothe surroundings

healthy lifestyle to take care

of the sense organs

Contents

Our senses

– Assessment: Worksheet 2

• Developing intelligence worksheets

• Working with recent immigrants

6 OUR SENSES

1 The senses

We need our senses in order to understand our surroundings

We have five senses: sight, hearing, smell, taste and touch Each sense goes with an organ in the body

• We use our eyes to see They are the organs of sight.

• We use our ears to hear They are the organs of hearing.

• We use our nose to smell It is our organ of smell.

• We use our tongue to taste It is our organ of taste.

• We use our skin to feel It is our organ of touch

2 Touch Our body is completely covered by skin

Through our skin we feel cold, heat and pain.

Some parts of our body are very sensitive

For example, the skin on our fingers is very sensitive

However, the skin on our legs is not so sensitive

Your eyes are covered.

What can you know?

The skin on our hands is very sensitive We can use our hands

to model a piece of clay

5

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Ask the Ss if the following sentences are true or false

1 Our fingers are very sensitive 3 Our body is covered by skin.

Answers: 1 – T 2 – F 3 – T 4 – F.

Vocabulary Write the table on the BB

Ask the Ss to copy and complete the spaces

Answers: 1 sight 2 ears 3 nose 4 taste 5 touch.

2 1

M.A We use our ears to hear We use our eyes to see.

We use our nose to smell We use our tongue to taste.

• Understanding that all of the body is

sensitive to touch but certain areas, such

as the hands, are very sensitive We use

them to find out more about our

surroundings

• Understanding the infinitive of purpose: …

to see, … in order to understand …

ask them: What can you smell? (the cake)

What can you hear? (my friends blowing out

the candles, children’s voices) What can

you taste? (the sweets) What can you feel?

(the paper cups, the serviettes …)

• Ask Ss what sense we use when we do the

following: smell an orange, taste an apple,

decide how big a house is, hear a friend’s

voice, decide how smooth a piece

of paper is

• Ask Ss: How do your parents know if you

have a temperature? (They put their hands

or lips on your forehead because hands

and lips are sensitive parts of the body.)

Activity Book, pages 6, 7.

➔

E

7 6

2 1 READ

LOOK

We sense things by touching them

• Bring a bag and several objects to

class, for example, a sponge, crepe

paper, shiny paper, a stone, a book,

a pencil, a pencil sharpener and chalk

Before you show them to the class,

ask: How can we find out about the

senses?

• Put one object in the bag at a time

Without looking at it, Ss take turns to

put their hands in the bag, hold the

object and describe it: It’s round It’s

soft … The other Ss try to guess what

it is

■ Special attention

• Interpreting the diagram of the eye

• Distinguishing between the modal verbs:

that an eyeball has volume, like a balloon

In the diagram we can see inside theeyeball

• We normally see the eye from the front,protected above and below by the eyelids

• The colours (which are not real) helpidentify the different parts of the eye

• Ask Ss: How do we close our eyes? (We

move our eyelids.) What do we call the little hairs on our eyelids? (eyelashes) What are our eyebrows made of? (little hairs)

Activity Book, pages 8, 9.

2 1 READ

We should always have enough light when we read or write

We must take good care of our eyes.

OUR SENSES 7

9 LIVING THINGS

1 Our eyes

We use our eyes to see Some parts are for vision

Other parts are for protection

•We use the eyeball, pupil, iris, lens and retina to see.

Sight

The eye

LOOK AND READ

READ

True or false? Decide and make more sentences.

We use our eyelashes to see Eyelashes protect our eyes.

eyebrow

eyelashes

eyelids

pupil

This is in the centre of the eye.

The light goes through the pupil.

eyeball

The eyeball is round

lens

This is inside the eye

It is behind the pupil

We use the lens

This is at the back

of the eye The light goes through the pupil and reaches the retina

iris

The iris surrounds the pupil

It can be brown, green or blue

2 Light

If there is only a little light, we cannot see objects very well

If it is completely dark, we cannot see anything

We need light in order to see

We can see colours, shapes, sizes,

position and distances with our eyes

6

7

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write the following words and sentences

on the BB Ss complete the sentences with the correct word

inside / back / surrounds / centre / round

1 The retina: This is at the … of the eye (back)

2 The pupil: This is in the … of the eye (centre)

3 The lens: This is … the eye (inside)

4 The eyeball is … (round)

5 The iris … the pupil (surrounds)

A class survey Ss find out the most common eye colour

in the class They carry out a survey by asking each other:

What colour are your eyes? How many students have brown eyes?

eye, eyeball, iris, lens, protect, pupil, retina, to see, sight

M.A We use our eyelashes to see - false Eyelashes protect our

eyes – true Other possible answers: We use the pupil to see We use

the lens to see Eyelids protect our eyes Eyebrows protect our eyes.

Eyes and distances

• Hold a pen in one hand and the top

of the pen in the other Close one eyeand hold your hands about 40

centimetres from your body Ask the Ss

to make a prediction: What will happen

if I try to put the top on the pen?

Carry out the experiment

• Ss carry out the same experiment

• Explain that we need both eyes tocalculate distances With only one eye

we cannot put the top back on the pen

Looking after our eyes To look afterour eyes, we should read with enoughlight, have our eyesight checked, and wearglasses or contact lenses if we needthem

■ Special attention

• Understanding that the outer ear is the

external part of the ear and that there is

the inner ear inside the head

• Understanding that sound is a vibration

• Following the path of sound by means

of prepositions and verbs of movement

part of the diagram is the part of the ear

we can see, the right section is what is

inside the head

• The colours of the diagram distinguish the

different parts: the outer ear and the ear

canal are coloured pink, the ear drum is

green, the small bones are brown and the

cochlea is blue

• Take a piece of cardboard and make it

vibrate by moving it with the hand Explain

that sound is a vibration When sound

reaches the ear drum, it vibrates like the

cardboard and transmits the vibration

to the small bones

Activity Book, page 9.

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write the following words on the board

The Ss complete the sentences with the correct word

bones / brain / ears / cochlea / drum / canal

1 Vibrations go into our outer … (ears)

2 They go along the ear … (canal)

3 The vibrations reach the ear … (drum)

4 The movement of the eardrum reaches the small … (bones)

5 The … collects the information (cochlea)

6 It sends the information to the … (brain)

There are two parts:

• We can see the outer parts These are our two ears

• The inner ears are inside our head They are very delicate

We can hear different sounds

We can tell where sounds come from.

Hearing

We can distinguish the different sounds that a xylophone makes.

How we hear sound

Look Follow the path that sound takes

1 Sound vibrates The vibrations go into our

outer ears They go along the ear canal

2 The vibrations reach the

ear drum It vibrates.

3 The movement of the eardrum reaches the

small bones Then

it goes to the cochlea

4 The cochlea collects

the information It sends

it to the brain

outer ear

ear drum

cochlea small bones

ear canal

Follow the path that sound takes Put these words in order.

Where sounds come from

• The Ss close their eyes Clap your

hands once The Ss say where the

sound is from Now stand in different

places in the classroom and clap

again The Ss say: The sound is from

the BB The sound is from the

window …

• Tell Ss that we use our ears not only to

hear, but to detect where sounds come

■ Special attention

• Understanding that taste and smell arerelated

• Use of the defining relative pronoun:

… somebody who is lost

• Use of preposition and gerund: by following

make sentences like: Lemons are sour.

Ham is salty.

Tell the Ss that when we have a cold wecannot appreciate the taste of foodbecause we cannot smell it The sense oftaste and smell are closely related We canprove this by tasting food with our eyesclosed and our nose covered up

‘Is the sense of touch important?’This additional recorded text is forpractice with more advanced classes

15

➔E

14 13

2 1 READ

COMPARE

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Read out the following sentences for Ss

5 Pizzas are sweet.

6 Lemons are salty.

Answers: 1 salty 2 sweet 3 sweet 4 sweet 5 salty 6 sour.

lemons ham bananas cake

1 Taste

We taste food and drink with our tongue

The surface of our tongue is full of small dots called taste buds.

We use these to distinguish flavours.

We distinguish four different flavours:

sweet, salty, sour and bitter.

2 Smell

When we breathe, air goes in through our nose

We also use our nose to distinguish different smells

Our nose is our organ of smell

Animals can smell better than people

For example, dogs can find somebody who is lost by following a trail

They can taste the water melon

They can smell the flowers.

The perception of smells

• Place a glass of lavender water in thecorner of the classroom

• Ask the Ss: What do you notice? Ss will

notice the smell Ask them to say whenthey first smell it, and to identify it

• Explain that as it evaporates,

it spreads round the room We notice

it when it reaches our noses

• Ask the Ss to predict: What will happen

after a while? (The Ss will stop being

aware of the smell.)

Content objectives: 1, 2, 6, 7

Language objectives: 6.

Vocabulary

flavours, nose, smell, taste, taste buds

M.A All the senses are important except sight With smell they

can identify a flower; with hearing a person, with touch an object

and with taste an apple.

Worksheet 4 Date Apply your knowledge

THE FIVE SENSES

6

1 These words are related to the senses

Use the key to colour them.

2 Protect your skin! Circle the things you should not touch with your hands.

Then complete the sentence.

3 Look at the objects How do these things protect us? Decide and complete.

sight: red hearing: blue touch: green

taste: yellow smell: orange

• a hot iron • boiling water • ammonia

We should not touch

with our hands because they are bad for our skin.

1

2

3

å ho† iro>

2 They protect our eyes from the

3 They protect our hands from the

1 They protect our ears from the

, å ho† pa>, boilin@ wa†e®, inßectici∂æ o® ammoniå

col∂

Su>

™ea†

USE YOUR SENSE OF TOUCH

7

1 What can you find out using your sense of touch?

You need:

A partner and some objects For example:

Instructions:

1 Your partner sits on a chair

Blindfold him or her.

2 Put one object in his

or her hands.

3 Ask: What is it?

4 Write the answer on the chart.

5 Ask: How do you know?

6 Write the answer on the chart.

Use these words.

å bal¬ I†´fi å bal¬ I†´fi roun∂.

HOW GOOD IS YOUR EYESIGHT?

1 Look carefully and answer the questions.

• Which line is longer? Circle A or B.

• Which circle is larger? Circle A or B.

They are the same.

They are the same.

SIGHT AND HEARING

9

1 Draw one of your eyes Match the words

2 Identify and match Then colour.

• What colour is your iris?

• What colour is your pupil?

UNIT CONTENT

Assessment criteria

Content objectives

1 Identifying main organs and basic functions: bones, muscles and joints

2 Learning about the skeleton and its functions

3 Understanding what joints are and their purpose

4 Interpreting anatomical diagrams

5 Identifying characteristics of bones and muscles

6 Understanding what muscles are for and how they work

7 Distinguishing voluntary muscles from involuntary muscles

8 Associating different movements with the muscle used

9 Recognising the importance of sports and physical exercise

Language objectives

1 Giving definitions: A voluntary movement is … An involuntary movement is …

A joint is a place where …

2 Impersonal statements: The skeleton is made up of … Bones are joined together.

3 Describing possession: our skin; their movements

4 Expressing contrast: However, …

5 Expressing functions: We use … to raise / to bend …

6 Explaining how a movement occurs (reflexive pronouns): by itself;

by themselves

characteristics and names

and involuntary movements

and apply the new vocabularycorrectly

habits for taking care of theskeleton and muscles

Contents

Our body

– Assessment: Worksheet 3

• Developing intelligence worksheets

• Working with recent immigrants

Information about the human skeleton.

The human body

http://kidshealth.org/kid/body

Simple explanations about the human body

Useful for students.

Protecting bones and muscles

http://www.sciencenewsforkids.org/articles/20040505/

Feature1.asp

Information about warming up before exercising.

Useful for students.

This information was provided by kidsHealth, one of the largest resources online for medically reviewed health information written for parents, kids and teens For more articles like this one, visit www.kidsHealth.org or www.teensHealth.org © 1995-2006 The Nemovis Foundation.

Other resources

* Not yet available in English

10 OUR BODY

1 Movement

We make many different movements through the day Our muscles and bones work together to move our body.

• Bones are hard and rigid

We cannot bend our bones

• Muscles are soft and flexible

Many muscles are joined to bones

When muscles move, they pull and push the bones

A voluntary movement is when we make

a movement that we want to, for example, when we pick up a glass

An involuntary movement is one that we do not

control For example, we touch something hot, and then take our hand away quickly.

wrist

ankle knee

trunk

9

10

■ CONTENT AND LANGUAGE DEVELOPMENT

Parts of the body: Simon says

Ss study the names of parts of the body

They stand up Say: Simon says touch your head The Ss must

obey the instructions Then continue giving instructions to touch

other parts of the body, beginning with the phrase: Simon says.

Occasionally this phrase is omitted, which means the students

must not obey the instructions Any student who does, is out of

the game and has to sit down The winners are the Ss leftstanding

• Understanding that bones and muscles

are connected to each other and work

together

following movements are voluntary or

involuntary: Moving our hand away when we

prick a finger (I) Raising your hand to ask

a question (V) Opening a book (V) Closing

your eyes when a fly is buzzing round

(V or I) Your heartbeat (I).

the body by looking at the photo of the boy

and focussing on the highlighted words:

head, limbs, trunk … The other words

describe the parts which make up these

three main sections For example: The

limbs are the arms and legs The leg

includes the knee and the ankle.

• Play 17 to practise the vocabulary

LOOK

16

1 READ

Making a puppet

• Draw the parts of a puppet: head

and neck, trunk, limbs (in two sections

to include elbows and knees), hands

and feet Mark where a hole needs

to be made

give them to the Ss They stick the

puppet onto cardboard and then cut

out the figure and make holes where

indicated Fix the pieces with pins

• Ss move the joints of the puppet

Changes in the body Children growand become men and women Ask Ss how

the body of the boy in the photo will

change as he grows Then choose another

photo in the book of a girl and ask how

her body will change

■ Special attention

• Understanding that bones are beneath theskin and muscles

• Learning the vocabulary

• Passive forms: are joined …

Ask: Are bones hard? Are they soft? What

would happen if we didn’t have a skeleton? What would our body be like? (a sack,

a balloon without air …).

• Ss touch their chest and find their ribs andsternum Explain that these bones protectthe lungs and heart

• Suggest they learn the names of the bones

by starting at the top of the head andworking their way down to the feet,visualising the bones they are naming

• Present with To illustrate the joints

in the body refer the Ss to page 10 of thebook Then ask the Ss to do the activity

2 1 READ

■ CONTENT AND LANGUAGE DEVELOPMENT

Names of bones Make photocopies of the skeleton but erase

the names of the bones Ss study the names for 5 minutes

Then, without looking, they write them in the correct place

Vocabulary game: Hangman

The Ss study the vocabulary related to the skeleton Then one

student chooses a word and writes on the BB the spaces for each

letter, for example: _ _ _ _ (N E C K)

The Ss say letters of the alphabet to guess the word Correct

letters are written in the spaces but if the letter is not in the word,

the S at the board begins to draw the Hangman When someone

guesses the word correctly, it is their turn to choose a word

• Ss touch their hands and describe

what they feel Ask: What can you feel

under the skin? Is there anything hard? What shape are the hard parts? Are they big? Can they move?

• Tell the Ss that what they can feel are

the bones Ask them: What do you

notice if you touch your index finger?

It is in three sections, each with

a bone

Calcium We need calcium to grow and

to be healthy Milk and dairy products likeyoghurt and cheese are rich in calcium

The skeleton is made up of all the bones in our

body The skeleton has two important functions:

•It holds the body up It gives it shape.

•It protects the most delicate parts of the body

like the brain, the heart and the lungs

2 The parts of the skeleton

The skeleton is made up of bones and cartilage

•Bones are hard and rigid

They are different in shape and size

For example, the bones in our fingers

are small and short

The bones in our legs are big and long

•Cartilage is soft and flexible

We have cartilage at the end of some

of our bones, for example, our nose.

3 The joints

A joint is a place where two bones meet

Some bones are joined together so closely

that they cannot move, for example, the bones

in the skull Other bones have a special joint

which means they can move

Our joints are important for movement:

•The neck is the joint

between the head and the trunk

are the joints in our arms

are the joints in our legs

The skeleton

vertebra

spinal column (backbone)

skull

sternum (breastbone)

M.A The ankle is a joint in our legs The wrist is a joint in our arms.

The knee is a joint in our legs The elbow is a joint in our arms.

■ Special attention

• Understanding that apart from the

voluntary muscles that appear in the

pictures, we have muscles in other parts of

the body, for example, the tongue and the

heart

• Learning the vocabulary

• Verbs with infinitive: … when we want to

• Use of the reflexive pronoun: … by

position of the muscles in the drawings

For example: This is the deltoid muscle

This muscle is the biceps Play and tell

Ss to listen and point to the muscles

Then ask the Ss to do the activity

and E➔ Activity Book, page 11.

R

➔

24 23

2 1 READ

22

LOOK

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write the two halves of each sentence on theboard for the Ss to match

1 We move our voluntary muscles a moves all the time.

1 Muscles

The muscles in these pictures are just under our skin

However, there are muscles in other parts

of our body, for example, in the stomach.

We need muscles in order to move

Muscles

Make more questions Change the underlined words Do we use the trapezius muscle when we walk?

2 Types of muscles

We divide muscles into two groups.

when we want to The muscles in our arms are voluntary muscles.

We do not control their movements For example, the heart is a muscle

It moves all the time

Anatomical model of the arm

• Use sticky tape to attach a cardboard

hand to one end of a rectangular piece

of cardboard (the forearm) At the

other end use a pin (the elbow) to

attach another rectangular piece of

cardboard (the arm)

• Put all the pieces in line Place a piece

of wool at the top of the rectangles

and one at the bottom Stick each end

of the wool to a rectangle

• By pulling the top piece of wool the

arm bends at the elbow and the hand

moves upwards On pulling the lower

piece of wool, the arm returns to its

original position

■ Special attention

• Understanding that muscles vary in size

• Interpreting the diagrams of stretching thearm and bending the arm

• Use of the reflexive pronoun: … move by

itself

movements they see in the photos of thechildren They feel the muscle that isworking They will notice that it is hard.When the muscle stops working, it is soft

carefully the diagrams of what an armlooks like inside The bones are colouredyellow, the muscles red and we see theoutline of the arm and the hand Ask the

Ss to predict what will happen when theybend and stretch their arms as in the

diagram Ask: What will happen when the

biceps becomes shorter? And when it stretches? When is the biceps harder?

➔E

LOOK AND READ

■ CONTENT AND LANGUAGE DEVELOPMENT

Muscles and parts of the body Write the following words and

sentences on the BB The Ss write one of the words in the

appropriate sentence

shoulders / arms / walk / waist / run

1 We use the deltoid muscle to raise our … (arms)

2 We use our abdominal muscles to bend at the … (waist)

3 We use the quadriceps and gemellus when we … or …

We need our muscles to move our bones

• Muscles change in size

They move the part of the body they are connected to

• Muscles are flexible

They become short or long without breaking

For example, when the biceps muscle

is short, it pulls on the radius

We bend our arm

When the biceps muscle is long,

we stretch our arm

Each muscle has a special job

LOOK AND READ

Stretching the arm

Bending the arm

biceps

(muscle)

radius (bone) biceps

(muscle)

radius (bone)

LOOK AND READ

to bend at the waist

The quadriceps and

gemellus work

together when we walk or run

• In pairs, Ss analyse how the muscles

of the face move when we makegestures, for example, when we smile,raise our eyebrows, and look angry,surprised or frightened

• In each case, Ss touch their faces tofeel when the muscles are harder

Content objectives: 6, 8

Language objectives: 5, 6.

Vocabulary

bending muscle, flexible, size, stretching muscle

Exercise Physical exercise helps us togrow and be healthy It is important to doexercise every day

1 Label the skeleton.

• humerus • fibula • ribs • jawbone • spinal column (backbone)

2 Use these words to complete the text.

Our skeleton is made up of more than 200 They are used to hold

bo>efi

• body • femur • ribs • skull • tibia • fibula • bones

ulnå s†ernuµ

colum>

tibiå fibulå traπeziufi

Worksheet 9 Date Apply your knowledge

MUSCLES

11

1 Classify the muscles.

• pectoral • deltoids • trapezius • gemellus (rotating muscle)

• dorsal • quadriceps • biceps

a) When I raise my arms:

b) When I run:

● Which muscles do you move? Look at Activity 1 Decide and write.

2 How can you protect your spinal column? Decide and tick three

씲 Do not carry heavy things 씲 Swim regularly.

씲 Do not take long walks 씲 Sit with your back straight.

Match the three columns.

can stretch and later recover its shape can change without breaking

∂eltoidfi bi©epfi

FITNESS ACTIVITIES

12

The heart is a muscle Exercise keeps it strong and healthy.

Feel your pulse after exercise Is your heart beating more rapidly?

How many of these activities can you do in one minute?

Instructions:

1 Work with a partner and time each other with a watch.

2 Write down the answer Answers will vary.

UNIT CONTENT

Assessment criteria

Content objectives

1 Recognising and comparing basic features of different animals: movements, senses, birth, nutrition, external features, reproduction

2 Classifying animals using different criteria

3 Learning that carnivores, herbivores and omnivores eat different types of food

4 Identifying examples of carnivores, herbivores and omnivores

5 Learning how oviparous animals and viviparous animals are born and howthey grow

6 Identifying examples of oviparous and viviparous animals

Language objectives

1 Giving information: Present Simple: affirmative, negative, interrogative

2 Describing movement: walk, fly, swim, crawl

3 Classifying animals: Herbivores eat plants.

4 Talking about groups: some … others

5 Giving examples: such as, for example

6 Possessive adjectives: their mother’s milk

food as criteria: carnivores,

herbivores, omnivores

how they are born as criteria:

oviparous, viviparous

criteria

information from them

Contents

Animals