Essential science 5 teachers book

Living things have the following characteristics: •They are born from other living things.. The Teacher's BookUNIT 0 UNIT CONTENT Assessment criteria • Distinguishing living things and n

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Teacher’s Book

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• Essential Science teaches basic concepts of Science,

Geography and History through English

• Content and language are carefully interwoven

in Essential Science

• The syllabus covers all the scientific contents whichstudents require at this level

• The language objectives correlate with those set out

in the Cambridge Young Learners suite

San tilla nauca

• A series of presentations explain key concepts

in clear and simple language

• Basic activities in the Student’s Book give students

the confidence to ask questions, and makedescriptive statements

• The Student’s CD gives an

extensive selection of recordedtexts

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

• Learner autonomy isencouraged

• The Activity Book provides reinforcement

and extension activities

• It includes projects and tasks to widen the students’ horizons, and stimulatereflection 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 inview of the time the students spend on Science,Geography and History in English

• 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 are available

• Internet resources are available for teachers and

students on our websites Links encourage students

to go further in their research

• Richmond Student’s Dictionary: a valuable reference

tool

• Assessment, Extension and Reinforcement

worksheets provide teachers with additionalresources

• Posters and flashcards give teachers important visual

back-up

Teacher’s Book

Science, Geography and History

• 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 CD contains a selection

of recorded texts as well as all

the Student’s CD recordings.

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The Roman Empire

Hadrian´s Wall baths theatre aqueduct temple Appian Way

sarcophagus

7

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 5

•Living and non-living things

•Characteristics of lifeprocesses

•Cells and the parts of a cell

•Unicellular and multicellularorganisms

•Observing parts of a plant

•Describing the reproduction

•The processes of nutrition,digestion, respiration,circulation and excretion

•Interpreting anatomicaldrawings

•Observing photographs

•Healthy eatinghabits

0 5 Nutrition

•The properties of matter

•Differentiating physical and chemical changes

•Changes in matter

•Changes in state

•Explaining eventsscientifically

•Using personal experience

•Naturaldisasters

0 7 The atmosphere

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•The concept of landscape

•Inland and coastallandforms

•Mountains, plains and coasts in Spain

•Interpreting maps

•Periods of Prehistory andcharacteristics of prehistoriclife

•Early civilisations on theIberian peninsula

•The Roman legacy in Spain

•Interpreting historical maps

•Studying ancient monuments

•Understandingour culturallegacy fromthe past

•Society in Spain after 1492

•Putting historical events in order

•Interpreting historical maps

•Respect for historicbuildings

13 The Middle Ages

•Rivers, lakes and watersheds

•Climate and weather

•Living things and theirhabitats

•Observing drawings and photos

•Locating climate zones on a globe

of humanaction on theenvironment

•The concept of population

•Causes and types

of migration

•Characteristics of thepopulation in Spain

•Interpreting a population bar

•Doing a census

people fromother cultures

•Respect for seniorcitizens

•The concept of activepopulation

•The agricultural, industrialand service sectors

•Tourism and transport

in Spain

•Identifying industries in own area

•Using maps to locate services

importance

of all types ofwork

•Road safety

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The Student's Book

indicates anInternet Activity

indicates

a reading

activity

indicates Richmond World Facts Readers.

indicates that theactivity shouldfirst be doneorally

indicates that itcan also be used

as a writingexercise

Look at this photo.

• What living things can you see?

• What non-living things can you see?

1 Living and non-living things

In nature, there are living things and non-living things.

People, animals and plants are living things.

Rocks, air and wind are non-living things.

Living things have the following characteristics:

•They are born from other living things.

Living things eat food, which contains nutrients.

Nutrients are substances which provide energy.

•Sensitivity

Living things react to their environment.

•Reproduction

Living things have offspring.

Many living things need a mate to reproduce.

New living things replace the ones which die.

Make more sentences Living things are born Living things …

What living things are there in your home?

The population is the number of people live in a place.

Urban populations are people who live in cities.

Rural populations are people live in villages and towns.

People leave a country are called emigrants.

True or false? Make more sentences.

The population is the number of people who visit a place True / False.

TALKING ABOUT MANNER

The number of inhabitants in a place changes continually.

The adult population is growing quickly.

Some countries are densely populated.

The population is not evenly distributed.

Some areas are sparsely populated.

Population

Essential language

• The Essential Language section

summarises all thekey language used atthis level

• Activities at the bottom

of the page reinforce

basic concepts, and

practise structures and

Look

with a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit

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Multicultural

non-sexist education

Health education

Consumer education

education

Peace education

The Activity Book

7

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

PROJECT 3: An experiment 37

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

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

GLOSSARY: 58-64

UNIT

Read and tick

abdomen arachnid arthropod cephalothorax cnidarian crustacean echinoderm exoskeleton insect invertebrate mollusc myriapod oviparous parasite shell sponge thorax

worm

alligator amphibian aquatic beak bony fish carnivore cartilaginous fish cetacean cold-blooded crocodile egg feather fin fur gill habitat incubation lizard lung mammal

36

Use this information to construct a climate graph

Temperature is in degrees centigrade (°C)

Precipitation is in millimetres (mm).

1 Complete the temperature

Put a point on each month using the information in the table Then draw a red line

to connect the points from all twelve months.

2 Complete the precipitation.

Each month on the table is represented by a vertical blue bar at a different height

on the graph.

MAKE AND INTERPRET A CLIMATE GRAPH Project 3

Temperature Precipitation

I can classify living things into three kingdoms.

I can describe a cell.

I can distinguish the different parts of a plant.

I can talk about photosynthesis.

I can classify invertebrates.

I can describe the different arthropod groups.

I can name the characteristics of vertebrate groups.

I can classify vertebrates into groups.

I can locate the main organs of nutrition.

I can describe the processes involved in nutrition.

I can talk about the general properties of matter.

I can identify changes of state in matter.

I can talk about the purpose of the atmosphere.

I can explain the water cycle.

I can talk about the concept of landscape.

I can identify the main inland and coastal landforms.

I can describe rivers and watersheds.

I can distinguish the Earth’s climatic zones.

I can talk about the concept of population.

I can identify the causes and types of migration.

I can identify the three economic sectors.

I can describe public and private service sectors.

I can talk about the main periods of Prehistory.

I can sequence events in Spanish history.

I can talk about the importance of the Golden Age.

3 6 9 12 16 21 25 28 32 38 41 44 48

UNIT

Read and tick

I CAN DO IT

PROJECT 1: Classify plants 19

PROJECT 2: Observe and describe a fungus 19

PROJECT 3: Make and interpret a climate graph 36

PROJECT 4: Investigate changes in matter 37

PROJECT 5: The Roman provinces of the Iberian Peninsula 54-55

Animal

4

THE ORGANISATION OF LIVING THINGS

KINGDOMS

1 Match and label.

3 Classify the living things from Worksheet 1.

2 Complete the sentences.

a. are made up of which work together.

b. are made up of which work together.

c. are made up of which work together.

Many systems work together in an organism.

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a wealth ofactivities.Activities

Glossary

glossary to recordthe vocabularythey have learned

Projects and tasks

lead the students toreflect, and carry outsimple experiments

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The Teacher's Book

UNIT 0

UNIT CONTENT

Assessment criteria

• Distinguishing living things and non-living things

• Knowing that cells are the smallest living units in a living thing

• Recognising the three parts of a cell

• Explaining how living things are organised

• Classifying living things into three kingdoms

Content objectives

1 Distinguishing living things and non-living things

2 Identifying the characteristics of living things and life processes

3 Understanding what a cell is and the parts of a cell

4 Understanding that there are unicellular organisms and multicellular organisms

5 Learning how living things are organised

3 Expressing purpose: To keep a living thing healthy; to make their food

4 Giving examples: for example, our skin cells … such as the heart

5 Describing position: around the cell … between the nucleus and the membrane

6 Expressing ability: They can / cannot move.

• Living things and non-living things

• The characteristics of living things and life processes

• The cell and the parts of a cell:

cytoplasm, membrane and nucleus

• The organisation of living things: cell, tissue, organ, system, organism

• The principal kingdoms

of living things: animal, plant and fungi

• Interpreting a diagram about the organisation of living things

• Studying photographs to learn about living things

• Classifying living things into three kingdoms

• Identifying the characteristics

of the three kingdoms of living things

• Appreciating life and living things

• Assessment – Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES *

Internet resources

www.richmondelt.com www.indexnet.santillana.es Cells and life processes http://lgfl.skool.co.uk/keystage4.aspx?id=315 The structure of plant and animal cells and life processes, along with other biology topics

For students and teachers.

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

A variety of biology topics including the kingdoms

of living things and human organ systems

The fungi kingdom http://www.wise-online.com/objects/index_tj.asp?

objid=BIO304

A closer look at the fungi kingdom

Other resources

• Richmond World Facts

• Richmond Student’s Dictionary

• Flashcards

• Posters

* Not yet available in English

cell membrane Cells

The cell is the basic unit of living things All living things are made up of cells Some living things, such as bacteria, are made trillion cells Every part of the body is made up of one kind of cell or another, hundred different kinds of cells in the human body, including bone cells, muscle cells, heart cells, liver cells and so on The shape and size of a cell depend on its funtion Muscle cells

controls most of its functions The cytoplasm is a jellylike substance that makes up most of the inside of a cell The cell membrane is the outside covering of a cell It controls what can enter and exit a cell.

Tissue

Tissue is made up of a group of cells that have the same function For example, bone tissue is made up of three types of bone cell—one to make bones, one to repair bones and one to remove dead bone cells.

Humans have four types of tissue.

· Muscle tissue is made up of cells that contract and relax to produce movement.

· Nervous tissue is found in the brain and spinal cord, as well as the sense organs.

· Connective tissue includes the bones and tendons.

· Epithelial tissue covers the body and lines some internal organs.

only about one fifth of our weight There are two main types of muscle tissue: skeletal muscle tissue, which is connected to the skeleton, and smooth muscle tissue, which

is found in the internal organs Around 40% of a man’s weight and 20% of a woman’s weight is made up of skeletal muscle tissue.

Organs

An organ is a set of tissues that have the same function Each organ is made

up of several types of tissue For example, there are three types of bone tissue tissue at the ends of bones In the skin, which is also an organ, there is epithelial tissue, muscle tissue, nervous tissue and connective tissue.

Systems

A system is a set of organs that work together to perform a common function There are ten major systems in humans, including the respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular and reproductory systems.

Musculoskeletal System

Bone Cells Muscle Cells

Bone Tissue Muscle Tissue

Bone

Skeleton Muscular System Muscle

nucleus cytoplasm

nucleus cytoplasm cell membrane

The Organisation of the Human Body

Contents for

Science skills

9

WHAT ARE ANIMALS LIKE?

1 Complete the word maps about animals.

are born from eggs.

are born from their mother’s womb.

Reproduction: animals are divided into

are animals with a skeleton.

have no bones.

Skeletons: animals are divided into

What organs do these animals use to breathe? Name them.

VOCABULARY

Oviparouﬁ Viviparouﬁ

The tapeworm (taenia) is an invertebrate animal

It is a parasite in humans, pigs and other animals.

For example, a pig eats food contaminated with tapeworm eggs The eggs hatch into larvae in the animal’s intestine.

Then they travel into the bloodstream and the muscles.

the larva grows in their intestine It becomes a tapeworm

This parasite absorbs their food and causes weakness and anaemia.

Contaminated animals have eggs in their faeces

These can infect other animals.

씲It is an invertebrate. 씲It is a parasite. 씲It is oviparous.

씲It is an amphibian. 씲It is viviparous. 씲It is an herbivore.

3 Order the information as it appears in the text.

What kind of animal a tapeworm is How it lives inside a person How it goes from animals to humans How it lives inside an animal

4 Investigate Find the names of other human parasites.

M A.hookwarµ flatworµ ascariﬁ trichi>ellå

Materials for reinforcement and extension

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ISpecial attention

• Understanding that cells are

three-dimensional and not flat

• Understanding that humans are made up

of tiny cells

IHands on

IPresentation

• Focus on the drawing of cells Ask:

What are the parts of an animal cell?

(membrane, nucleus, cytoplasm) What are the parts of a plant cell?

(nucleus, cytoplasm, membrane, wall)

• Give examples of unicellular living things:

bacteria, some algae, yeast, protozoa …

• Point out that cells have three dimensions

and are not flat Cells can have different shapes: cubes, octahedrons …

• Ask: Are cells small? (yes) How can we see

cells? (with a microscope)

do the activity at the bottom of the page.

5 4 3

Look at this photo.

•Sensitivity

•Reproduction

Many living things need a mate to reproduce.

New living things replace the ones which die.

Some living things are made up of a single cell.

They are unicellular.

Other living things are made up of many cells.

They are multicellular.

2 What are cells like?

Cells differ in shape and size.

They carry out different tasks.

For example, our skin cells are different from our bone cells.

3 Parts of a cell

Cells have three parts:

• The membrane is the covering

around the cell.

• The nucleus is the part

which controls the cell.

• Cytoplasm is between the nucleus

and the membrane.

Plant cells also have a hard cell wall

around the membrane.

This is why some plant stems are hard.

Cells

These cells are amplified by a microscope.

We use microscopes to study small things.

Complete the sentence.

Cells have three parts: …

The parts of animal and plant cells

membrane cytoplasm nucleus

Animal cell

nucleus cytoplasm membrane wall

Plant cell

2

3

ICONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write the following phrases on the BB

Ask Ss to match the sentence halves

1 Living things a provide energy.

2 Non-living things b basic life processes

3 Nutrients c are born and die.

4 Animals d do not reproduce.

5 There are three e are living things

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

1

ICONTENT AND LANGUAGE DEVELOPMENT

Comprehension.Write the following sentences on the BB

Ask Ss to choose the correct option

1 Living things are made up of tiny / big units called cells.

2 Cells are the smallest units in a living / non-living thing.

3 Living things with a single cell are multicellular / unicellular

4 Living things made up of many cells are multicellular / unicellular

5 Skin cells and bone cells are different / the same.

Answers: 1 tiny 2 living 3 unicellular 4 multicellular.

• Using the vocabulary correctly

• Relative clauses with which

IHands on

IPresentation

• Focus on the photo and questions.

Living things: grass, trees, cows, calves.

Non-living things: air, buildings …

• Ask: How do you know cows are living

things? (They are born, eat, react, grow, reproduce and die.) What do cows need to live? (food, water, space)

• Elicit examples of the characteristics

of living things Ask: When are more calves

born? (spring) What do cows eat? (grass) When chickens grow, what do they become? (hens, cockerels) What animal does a cow need to reproduce? (a bull)

then do the activities at the bottom of the page.

Activity Book,page 3.

R

2 1

2 1 READ LOOK

Our pets

• Encourage Ss to talk about their

experiences with pets

• Ask: Who has a pet? What is it? What

does it do? (It sleeps, plays, eats…)

Making yoghurt

• Pour two litres of warm milk into

a container Add two plain yoghurts and cover it with a towel

• Ask: What do you think will happen

after twelve hours? (The milk will change to yoghurt.)

• Examine the mixture later Explain that

the bacteria in the yoghurt caused

a chemical change Bacteria are unicellular living things

Respecting all living things

All living things, big or small, deserve our respect.

Bacteria and living things Bacteria can cause illnesses, such as pneumonia.

Some bacteria are used to make food, like yoghurt.

Activity Book

This symbol indicates a revision activity

This symbol indicates an extensionactivity

Special attention

difficult for the students

in both Science and English

Presentation

texts as well as graphic

materials, such as

photographs, drawings,

diagrams and graphs

Content and languagedevelopment

• These activities combineScience and Languageskills

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Learning skills

Techniques

Various learning skills can help students to master the

contents of Essential Science:

Memorisation

• To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise them

in order

• In order to teach the circulatory system, for example,

students touch the corresponding parts of their

bodies

Photographs

• The photographs help students to obtain information

It can be helpful to ask the students to study

a picture before they have read the caption

or received any other external information

• Focus the students’ attention: What do you see

in the photo? Can you see …?

• Go on to analyse the picture systematically,

highlighting all the details

Drawings

• These drawings represent parts of the human body,

plants, etc Some are realistic, while others are

simplified

he digestive ystem

mouth

pharynx salivary

glands

small intestine

oesophagus

liver

stomach pancreas

rectum anus

large intestine

• Students need to have a clear idea

of an experiment’s different stages

• Point out the following:

– material they will need– initial situation

– sequence of events– final result

Enquiry questions

• Learning should never be a purely mechanicalprocess Questions can be used to elicit priorknowledge, and find out students’ ideas

• Students should be encouraged to predict what they

will learn: What do you know about volcanoes? 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 different from ?

• This type of question should be adapted to thelanguage level of the class

Activities

• Initially, the activities at the bottom of the pageshould be done orally with the whole class Later,most can be written down, either as homework

or as whole class activites This will help students

to master the key concepts and language

• Some citizenship questions may be difficult for the students in English It is advisable to begin

by eliciting short, simple replies

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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

• 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 51 - 56), summarises the main functions and

structures

Here are some practical suggestions for using this

section:

Expressing facts

• The Present Simple tense in the affirmative,

negative, interrogative forms: Students underline

examples of the structure in each unit, either copying

the texts, or using pencils

• Passive verb forms: Students identify the structure:

verb to be + past participle, and write examples.

Giving examples

• Students ask questions related to examples from

the unit, for example: Are vegetables consumer

products?

Talking about the past

• Students copy the table from Unit 12 into their

notebooks They test each other with True / False

questions in pairs

Defining

• Prepositions of place: Students copy the texts,

or use 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 incorrectdefinitions

Describing

• Properties: verb to have: The students write

affirmative and negative sentences

• Describing a process, using linking words: First, then, next, etc The students find more examples

of processes using these linkers in other units

• There is / there are + singular / plural nouns.

Students find and underline more examples

of this structure

54 ESSENTIAL LANGUAGE

MAKING IMPERSONAL ST ATEMENTS

Waves

wind.

Ocean currents are caused by differences in water temperature.

rain, snow or hail.

Water in liquid form

oceans, seas, rivers and lakes.

Water in solid form

is found in / on mountains.

Water vapour

the atmosphere.

The atmosphere

INDICATING LOCATION

Coastal plains are flat land

near the coast.

A marsh is wet land

near the mouth of a river

Low-lying coasts are plains

The Central Plateau

is divided

the Central Mountain Chain.

The landscape

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Linking units and contents

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

titles on the left of the board: The landscape; Living

things; Population; The economy.

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

information about the titles: Migration; Mountains

and plains in Spain; Cells; The primary and secondary

sectors.

• 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 2

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

something on the board to represent a title, for

example, a dog (Unit 4), and a mountain (Unit 8)

• 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 CLIMATE

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

being referred to The students could do this in pairs

Contents

Notes:

2

Multicultural non-sexist education

Health education

The primary and secondary sectors in Spain The service sector in Spain

The Iberian peninsula in pre-Roman times Roman Hispania

Al Andalus The Christian kingdoms Spain after 1492

PAGE

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General questions

• Ask general questions:

How many units are there in the book?

What is the first / last unit about?

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

What are Units 4, 8, 12 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 unit discusses reptiles?

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

ABOUT THIS BOOK

• Look at pictures A-M.

Match them to Units 1-13 on page 2

Then look at the book Check your answers.

Unit 1 Unit 7 Unit Unit

Unit Unit Unit 9

Unit 10 Unit 5 Unit Unit

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You already know a lot!

• This section shows students that they already have

considerable prior knowledge

• Explain that this will help them throughout the year

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

the beginning of the year

• Choose how many words to include according to the

level of the class

• These are topics you will study this year.

You already know a lot!

TITLE

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTO

What is the animal doing?

Can you see water?

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

What is the second section on the page?

EXPLANATIONS

These paragraphs have important information

Important words are like this: water, food.

SYMBOLS

• The text is on the CD

• There is an Internet activity

What do animals eat?

Herbivores eat plants.

Carnivores eat…

Omnivores eat…

FOOD

Can you name five types of food?

Do you know the names of three meals?

THE BODY

What can babies do when they are born?

Name two things.

What can't babies do when they are born?

Name two things.

The Sun, planets,…

How many hours are there in a day?

LIGHT

Do you know the seven colours in a rainbow?

Red, … indigo and violet.

OCEANS AND CONTINENTS

Can you name three continents?

Can you name two oceans?

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTO

What is the animal doing?

Can you see trees?

What else can you see in the photo?

Think about what you see in photos.

Photos have a lot of information.

What is the second section on the page?

EXPLANATIONS

These texts give you important information

Important words appear like this: react, nutrients.

SYMBOLS

• The text is on the CD

• There is an Internet activity

Name four things plants need.

Plants need the correct temperature,

Name four parts of the digestive system.

Name three parts of the respiratory system.

Name two parts of the excretory system.

THE ATMOSPHERE

Can you talk about the weather?

Today it is sunny; today it is raining;

Describe Roman cities

In Roman cities, there were important buildings:

amphitheatres,

MUSLIMS AND CHRISTIANS

Where did Muslims and Christians live?

Muslims lived in cities surrounded by

Christians

Notes:

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Focus on the page

Use the text in the right-hand column of page 4 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 landscape with their own region:

Is this landscape different from your region?

(It’s green …)

• Further suggestions for teaching page 5 are given

on page 18 of this Teacher’s Book

• The use of photos is discussed in the Learning skills section on page 10 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 recordingsalso help them to work on their pronunciation

• Further suggestions for exploiting the recording

are given in the Learning skills section on page 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 page 10

LIVING THINGS 5

Living things

LOOK

READ

Look at this photo.

• What living things

can you see?

• What non-living things

can you see?

In nature, there are living things

and non-living things.

Living things have the following characteristics:

• They are born from other living things.

Nutrients are substances which provide energy.

Living things react to their environment.

Living things have offspring.

Many living things need a mate to reproduce.

New living things replace the ones which die.

What living things are there in your home?

1

Notes:

Trang 16

UNIT CONTENT

•Distinguishing living things and non-living things

•Knowing that cells are the smallest living units in a living thing

•Recognising the three parts of a cell

•Explaining how living things are organised

•Classifying living things into three kingdoms

1 Distinguishing living things and non-living things

2 Identifying the characteristics of living things and life processes

3 Understanding what a cell is and the parts of a cell

4 Understanding that there are unicellular organisms and multicellular organisms

5 Learning how living things are organised

3 Expressing purpose: To keep a living thing healthy; to make their food

4 Giving examples: for example, our skin cells … such as the heart

5 Describing position: around the cell … between the nucleus and the membrane

6 Expressing ability: They can / cannot move.

•Living things and non-livingthings

•The characteristics of livingthings and life processes

•The cell and the parts of a cell:

cytoplasm, membrane and nucleus

•The organisation of livingthings: cell, tissue, organ,system, organism

of living things: animal, plantand fungi

•Interpreting a diagram aboutthe organisation of living things

about living things

•Classifying living things intothree kingdoms

•Identifying the characteristics

of the three kingdoms of livingthings

•Appreciating life and livingthings

CONCEPTS PROCEDURES ATTITUDES

Contents

Living things

Trang 17

– Assessment: Worksheet 1

•Developing intelligence worksheets

•Working with recent immigrants

The structure of plant and animal cells and life

processes, along with other biology topics

Living things

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

A variety of biology topics including the kingdoms

of living things and human organ systems

The fungi kingdom

http://www.wise-online.com/objects/index_tj.asp?

objid=BIO304

A closer look at the fungi kingdom

Other resources

•Flashcards

•Posters

* Not yet available in English

cell membrane

The shape and size of a cell depend on its funtion Muscle cells The three main parts of cells are the nucleus, the cytoplasm and controls most of its functions The cytoplasm is a jellylike substance that makes up most of the inside of a cell The cell membrane is the outside covering of a cell It controls what can enter and exit a cell.

Tissue

Tissue is made up of a group of cells that have the same function For example, bone tissue is made up of three types of bone cell—one to Humans have four types of tissue.

· Muscle tissue is made up of cells that contract and relax to produce movement.

· Nervous tissue is found in the brain and spinal cord, as well as the sense organs.

· Connective tissue includes the bones and tendons.

· Epithelial tissue covers the body and lines some internal organs.

Bone tissue, despite its strength, is amazingly light; bones make up only about one fifth of our weight.

There are two main types of muscle tissue: skeletal muscle tissue, which is connected to the skeleton, and smooth muscle tissue, which

is found in the internal organs Around 40% of a man’s weight and 20% of a woman’s weight is made up of skeletal muscle tissue.

Organs

An organ is a set of tissues that have the same function Each organ is made

up of several types of tissue For example, there are three types of bone tissue

in bones: a hard outer tissue, a sponge-like tissue inside bones, and a smooth tissue at the ends of bones In the skin, which is also an organ, there is epithelial tissue, muscle tissue, nervous tissue and connective tissue.

Systems

A system is a set of organs that work together to perform a common function There are ten major systems in humans, including the respiratory, nervous, circulatory, digestive, excretory, skeletal, muscular and reproductory systems.

nucleus cytoplasm

cell membrane

The Organisation of the Human Body

Trang 18

LIVING THINGS 5

Living things

LOOK

READ

Look at this photo.

•Sensitivity

•Reproduction

Many living things need a mate to reproduce New living things replace the ones which die.

1

Comprehension Write the following phrases on the BB

Ask Ss to match the sentence halves

…react to their environment…grow…die…/ Open

• Using the vocabulary correctly

• Relative clauses with which

Living things: grass, trees, cows, calves

Non-living things: air, buildings …

• Ask: How do you know cows are living

things? (They are born, eat, react, grow,

reproduce and die.) What do cows need to

live? (food, water, space)

of living things Ask: When are more calves

born?(spring) What do cows eat? (grass)

When chickens grow, what do they

become? (hens, cockerels) What animal

does a cow need to reproduce? (a bull)

then do the activities at the bottom of the

2 1 READ

LOOK

Our pets

• Encourage Ss to talk about their

experiences with pets

• Ask: Who has a pet? What is it? What

does it do?(It sleeps, plays, eats…)

What does it need? (food, water …)

Respecting all living things

All living things, big or small, deserve

our respect

Trang 19

What are the parts of an animal cell?(membrane, nucleus, cytoplasm) What are the parts of a plant cell?

(nucleus, cytoplasm,membrane,wall)

• Give examples of unicellular living things:bacteria, some algae, yeast, protozoa …

• Point out that cells have three dimensionsand are not flat Cells can have differentshapes: cubes, octahedrons …

• Ask: Are cells small? (yes) How can we seecells? (with a microscope)

do the activity at the bottom of the page

5 4

Some living things are made up of a single cell.

They are unicellular.

Other living things are made up of many cells.

They are multicellular.

2 What are cells like?

Cells differ in shape and size.

They carry out different tasks.

For example, our skin cells

are different from our bone cells.

3 Parts of a cell

Cells have three parts:

• The membrane is the covering

around the cell.

• The nucleus is the part

which controls the cell.

• Cytoplasm is between the nucleus

and the membrane.

Plant cells also have a hard cell wall

around the membrane.

This is why some plant stems are hard.

Cells

These cells are amplified by a microscope.

We use microscopes to study small things.

Complete the sentence.

Cells have three parts: …

The parts of animal and plant cells

membrane cytoplasm nucleus

Animal cell

nucleus cytoplasm membrane wall

Plant cell

2

3

Comprehension Write the following sentences on the BB

Ask Ss to choose the correct option

1 Living things are made up of tiny / big units called cells

2 Cells are the smallest units in a living / non-living thing

3 Living things with a single cell are multicellular / unicellular

4 Living things made up of many cells are multicellular /

unicellular

5 Skin cells and bone cells are different / the same

Answers: 1 tiny 2 living 3 unicellular 4 multicellular

…membrane, nucleus and

Making yoghurt

• Pour two litres of warm milk into

a container Add two plain yoghurtsand mix Put a lid on the container and cover it with a towel

• Ask: What do you think will happenafter twelve hours? (The milk willchange to yoghurt.)

• Examine the mixture later Explain thatthe bacteria in the yoghurt caused

a chemical change Bacteria areunicellular living things

Bacteria and living things Bacteriacan cause illnesses, such as pneumonia.Some bacteria are used to make food,like yoghurt

Trang 20

■ Special attention

• Understanding new concepts

• Pronunciation of muscle, tissue

body is organised into systems which work

together

• Draw concentric circles on the BB and write

these words from the centre outwards:

cells, tissues, organs, systems, organism

• Ask:What is the simplest unit in the

human body? (a cell) Which is more

complex, an organ or a cell? (an organ)

Which is more complex, an organ or an

organism? (an organism)

• Use different colour chalk and write these

words inside the same concentric circles:

muscle cell, muscle tissue, deltoid muscle,

muscular system, organism

activities at the bottom of the page

Activity Book, page 4.

R

➔

7

1

LOOK AND READ

Vocabulary Write these sentences on the BB

Ask Ss to write the jumbled words correctly

1 A human being is an NAGROMIS

2 Human beings are ILTUMRALULELC

3 One type of tissue is ELSCUM tissue

4 Tissues are made up of SELCL

5 The heart is an AGRON

6 One type of system is the VITESGIDE system

Answers: 1 organism 2 multicellular 3 muscle 4 cells

5 organ 6 digestive

1

LIVING THINGS 7

1 How are living things organised?

Multicellular living things have the following structure:

•Cells form tissues:

Tissues, such as muscle tissue,

are made up of cells

which work together.

•Tissues form organs:

Organs, such as the heart,

are made up of tissues which work together.

•Organs form systems:

Systems, such as the digestive system,

are made up of organs which work together.

•An organism is a complete living thing:

Many systems work together in an organism.

All living things are organisms.

All the systems in an organism work together to keep

a living thing healthy.

The organisation of living things

tissue organism cell organ system Put the words in order from the simplest structure

to the most complex structure.

Make more sentences

Change the underlined words.

Tissues, such as muscle tissue, are made up of cells which work together.

LOOK AND READ

muscle cell

muscular system

human being

cell, tissue, organ, system, organism / Model Answer (M.A.) Systems…

the digestive system … organs Organs…the heart…tissues…

Content objectives: 5.

Language objectives: 1, 2, 3, 4, 6.

Vocabulary cell, organ, organism, system, tissue

Atlas of human anatomy

• Use an atlas of human anatomy, or the

Richmond poster of the human body,

to show different structures in the

human body

• Ask: What does the human body

consist of? (bones, organs, muscles )

What are the major organs in the

digestive system?

(mouth, oesophagus, stomach)

Prevention Periodic health check-upscan help prevent illness by detecting

health problems before they become

serious

Trang 21

• Understanding the concept of kingdom

• Understanding that fungi are neither plantsnor animals

animals move? (Yes) Can plants move?(No) Can mushrooms move? (No) How doplants obtain food? (They make their food.)Ask about plants and fungi

• Help Ss make a tree diagram Title: Thethree kingdoms Level 1: The animalkingdom, The plant kingdom, The fungikingdom Level 2: characteristics of each.Level 3: examples

you give some examples of fungi? (breadand fruit mould, yeast) What do you knowabout mushrooms? (many are poisonous)

➔E

12 11

10 9

READ

8 LIVING THINGS

1 Kingdoms

Living things are classified

into groups called kingdoms

The three principal kingdoms are the animal kingdom, the plant kingdom and the fungi kingdom.

2 The animal kingdom

• Animals are multicellular.

• They eat other living things.

• They can move from one place to another.

• They have a nervous system and sense organs.

• They react to stimuli.

3 The plant kingdom

• Plants are multicellular.

• They use sunlight and substances from the soil and air to make their food.

• They cannot move

They have roots in the ground.

• Plants do not have a nervous system

or sense organs However, they react slowly to some stimuli For example, many plants grow towards the light.

4 The fungi kingdom

• Most fungi are multicellular

A few are unicellular.

• They depend on other organisms for food

They do not make their own food.

• They are fixed to something

They cannot move.

READ

Kingdoms

Animals can move.

Plants grow well when there is a lot of sunlight

Mould

• Put a few drops of water on a slice

of bread

• Place inside a plastic bag Put the bag

in a warm, dark place

• Show Ss the bread after a few days.Ask: What has happened?

(The bread has developed mould.) Ask: What does the mould need togrow?(moisture, warmth and nutrients)

Yeast and bread Yeast is amicroscopic fungus used to make bread

It feeds on sugar and produces carbondioxide, making the bread rise

Comprehension Write these sentences on the BB

Ss copy the sentences and circle the correct option

1 Living things are classified into three / four kingdoms

2 Animals can / cannot move from one place to another

3 Plants have / do not have a nervous system or sense organs

4 Plants grow towards / away from the light

5 Fungi depend on / do not depend on other organisms for food

6 Fungi can / cannot move

Answers: 1 three 2 can 3 do not have 4 towards

5 depend on 6 cannot

1

Trang 22

22 Activity Book

CLASSIFICATION

3

1 Classify into living or non-living things.

Match and write.

: living things eat food, which contains nutrients.

: living things react to their environment.

: living things have offspring.

VOCABULARY

πeopơổ cowfi tđổefi snaĐefi flo∑±rfi fung^

nutritio>

òensitivitƠ

đeproductio>

chairﬁ glasﬁ plastiâ

THE ORGANISATION OF LIVING THINGS

KINGDOMS

1 Match and label.

3 Classify the living things from Worksheet 1.

2 Complete the sentences.

Many systems work together in an organism.

tissÔeﬁ TissÔeﬁ

âellﬁ Organﬁ

organﬁ Sys†emﬁ

πeopơổ cowfi flo∑±rfi trổefi fung^

snaĐeﬁ

Trang 23

What type of living things are fungi?

Fungi are living things They are born, grow, reproduce and die, but they are not plants or animals.

They are not plants because they cannot make their own food They absorb nutrients from the remains of other living things They are not animals because they

do not have sense organs and they cannot move.

Some fungi, such as yeast, are too tiny to see

Others, such as moulds, are also tiny, but you can see them all together.

Some fungi are in the ground In autumn, they become mushrooms and grow above the ground.

There are many edible mushrooms.

Investigate Which edible mushrooms are found in your region?

VOCABULARY

Model Answer (M A.) Butto> mushroomﬁ ađổ foun∂ i> mƠ đegio>.

Trang 24

UNIT CONTENT

•Distinguishing the different parts of a plant

•Understanding the processes carried out in plant reproduction

•Identifying the different groups of plants with their main characteristics

•Explaining the process of photosynthesis

•Knowing about different types of plant reproduction

•Interpreting diagrams, drawings and photographs correctly to obtain answers

•Respecting plants

1 Recognising the distinguishing features of flowering and non-flowering plants

2 Understanding how to classify plants and the main characteristics of each group

3 Identifying what plants need

4 Learning how plants breathe and make their own food

5 Understanding how plants reproduce

6 Appreciating the important role plants have in nature

Language objectives

1 Describing properties: Plants have …, angiosperms have …

2 Describing processes (passive, present simple): … are absorbed from the soil … transported from the roots … Photosynthesis takes place …

3 Expressing quantity: almost all gymnosperms … some grasses …

4 Giving examples: such as pine trees

5 Giving additional information: small plants which live … stems which extend …

6 Describing movement (prepositions): through the roots … up the stem … from the stamens to the ovary

•The parts of a plant and theirfunctions

•Plant classification

•Plant nutrition: respiration and photosynthesis

•Flowers as organs ofreproduction: the parts of

a flower, pollination, howseeds form and germinate

•Types of special stemsinvolved in plant reproduction

•Observe the different parts

of a plant

•Classify plants into two groups

•Describe the processes carriedout in plant nutrition

•Describe the processes carriedout in the reproduction offlowering plants using thecorrect sequence

•Interpret drawings, photographsand diagrams correctly

•Appreciate the role of plantsand show an interest inprotecting them

Contents

Plants

Trang 25

The Great Plant Escape combines facts, pictures

and activities For students and teachers.

Plants and animals

http://www.saburchill.com/chapters/chapters.html

The Open Door Web Site has a wealth of material about

plants and animals, including how plants breathe, feed

and reproduce For teachers.

How plants grow

http://www.kidport.com/RefLib/Science/

HowPlantsGrow/HowPlantsGrow.html

How Plants Grow includes information on pollination,

seeds and bulbs.

Other resources

Trang 26

PLANTS 9

Plants

1 Plant groups

Plants have roots, a stem and leaves

The roots are in the soil Water and other substances

are absorbed from the soil through the roots

The stem supports the leaves

Water and nutrients are transported from the roots

to the leaves inside the stem

Theleaves breathe and make the plant’s food.

2 Flowering plants

Flowering plants are the biggest group of plants

•Gymnosperms have small flowers, but no fruit.

Their seeds are all together in cones

Almost all gymnosperms are trees, such as pine trees.

•Angiosperms have flowers and fruit

Chestnut trees and some grasses are angiosperms.

3 Non-flowering plants

Non-flowering plants are the smallest group

of plants They need shade and moisture.

•Mosses are small plants which live

on rocks, trees and the ground.

•Ferns are larger than mosses

They have thick, underground stems and big leaves.

• How many plants can you see

8

olives grapes

Angiosperm fruit

Ferns and mosses are found in dark, humid forests.

ferns

moss

Quiz Ask Ss to close their books Read out these questions

Ss write the answers in their notebooks

1 Which is the biggest group of plants?

2 Which is the smallest?

3 Plants have roots, a stem and … what else?

4 What does the stem transport to the leaves?

5 What do the leaves make?

6 Where do we find ferns and mosses?

Answers: 1 flowering plants 2 non-flowering plants 3 leaves

4 water and nutrients 5 food for the plant 6 in forests /

on rocks and trees

1

Vocabulary angiosperms, cones, fungi, gymnosperms, leaves, mosses, stem

• Not all plants have flowers

• Pronunciation of breatheand moisture

shapes, sizes, colours, leaves … Focus on

the photo and elicit answers

three main parts and a line to show the

ground Ask:What is the part in the soil?

(the roots) What supports the leaves?

(the stem) What makes the plant’s food?

• Draw a table on the BB Title: PLANT

GROUPS First level: Flowering plants –

Non-flowering plants Second level:

Gymnosperms – Angiosperms

Third level: examples

• Examples:

Gymnosperms: cedar, cypress, fir

Angiosperms: wheat, poppy, oak, rosemary

Non-flowering plants: moss, fern

Activity Book, pages 6, 7.

R

➔

15 14 13

1-3

READ

LOOK

Cones

• Collect different gymnosperm cones

• Get Ss to compare their shape, size

and colour

• Lift the pine cone scales to show where

the seeds are and what they are like

Ancient trees Some trees live for hundreds of years They are part

of our natural heritage We should respect

and protect them

Content objectives: 1, 2.

Language objectives: 1, 2, 3, 4, 5, 6.

Trang 27

plants in a room without light? (they die)

Do plants breathe? (yes)

Ask: What do plants need to survive?(sunlight, carbon dioxide, water and minerals)Where does respiration take place?

(in the leaves) How do plants obtain food?(They make their own food.)

Ask: What is raw sap? (a mixture of waterand minerals) Where does it form?

(in the roots)

elaborated sap? (the plant’s food) Where does it form? (in the leaves)

Ss do the activity at the bottom

of the page

19

4

18 17 16

1-3 LOOK AND READ

LOOK AND READ

Plant nutrition

1 Respiration

Like all living things, plants breathe

They take oxygen from the air, and release

carbon dioxide This exchange of gases

is called respiration It takes place

in leaves continually, day and night.

2 Plant nutrition

Plants obtain food in a different way

from animals Plants are autotrophs:

they make their own food To make food,

plants need sunlight, carbon dioxide,

water, and minerals from the soil.

3 Water and minerals

Water and minerals are important for plant

nutrition In the soil, minerals dissolve in water.

Plants absorb this water through their roots

These nutrients, called raw sap,

travel up the stem to the leaves.

4 Photosynthesis

Photosynthesis enables plants to make

food from sunlight, carbon dioxide,

water and minerals.

Photosynthesis takes place in the leaves

In the leaves, raw sap mixes with carbon

dioxide and becomes elaborated sap

This is the plant’s food.

Sunlight is essential for photosynthesis,

so it only takes place during the day

During photosynthesis, plants release oxygen.

Complete the sentence To make food, plants need …

Do you have plants in your home? How do you take care of them?

sunlight

carbon dioxide

oxygen

raw sap

elaborated sap stem

leaf

roots

water and dissolved minerals

哭哭

Respiration The exchange of gases

10

9

Comprehension Write these words and sentences on the BB

Ss copy the sentences and complete them with the correct words

oxygen food stem minerals gases leaves respiration

1 Oxygen and carbon dioxide are …

2 Plants breathe through their …

3 When they breathe, plants take … from the air and release

carbon dioxide

4 The exchange of gases is called …

5 Plants make their own …

6 Water and … are important for plant nutrition

7 In plants, nutrients travel up the … to the leaves

Answers: 1 gases 2 leaves 3 oxygen 4 respiration 5 food

…sunlight, carbon dioxide, water and minerals M A I give them sunlight and water and replant when necessary

Plants produce oxygen

• Put an aquatic plant in a jar full ofwater Cover the plant with a shortinverted funnel and place an invertedtest tube over the funnel

• After several days, show Ss thebubbles in the inverted test tube

Explain that the plant releases oxygenwhen it makes food during photo-synthesis

Trang 28

• The sequence in the reproductive

processes of angiosperms

• Fruit comes from flowers

• Tubers and bulbs are underground stems

parts of a flower? (stamens and ovary,

respectively)

the drawing as they hear the names

• Ask: Why are stolons an example of

asexual reproduction? (New plants grow

from the stems without flowers or seeds.)

• Ask: Can you name any bulbs? (onions,

1-4

21

READ

Comprehension Write these sentences on the BB Ask Ss towrite the numbers in the correct sequence Number 1 is correct

1 The stamens produce pollen

2 A new plant forms

3 When the fruit is ripe, it falls to the ground

4 The pollen moves from the stamens to the ovary

5 Tiny pollen grains form on the stamens

6 The seeds germinate: they open and small roots and leavesgrow

7 The ovary grows and becomes a fruit with seeds inside

8 The fruit opens and its seeds fall out

9 After pollination, the petals fall

Flowers are the reproductive organs of the plant

• The stamens are the male parts

which produce pollen.

• The ovary is the female part which contains

ovules Ovules become seeds.

2 Pollination

Tiny pollen grains form on the stamens

Pollination is the movement of pollen

from the stamens to the ovary.

Pollination usually takes place in the same plant However, wind and insects also carry pollen

to other plants.

3 Seeds and fruit

After pollination, the flower changes Its petals fall.

The ovary grows, and becomes a fruit with seeds

inside When the fruit is ripe, it falls to the ground The fruit opens, and its seeds fall out.

The seeds germinate: they open, and small roots

and tiny leaves grow A new plant forms.

4 Asexual reproduction

Some plants reproduce without flowers or seeds

• Tubers, such as potatoes, are underground stems.

The underground stem develops roots

A thin stem rises above the ground, and develops leaves A complete plant grows.

• Bulbs, such as onions, also grow underground.

• Some plants, such as strawberry plants, have

stolons These are stems which extend across

the ground Roots grow, and a new plant begins.

calyx sepal petal

corolla pollen

stamens ovary

stolon

new plant

What is your favourite fruit?

What do the seeds look like?

Vocabulary: asexual reproduction, bulbs, germinate, ovary, petal, pollen, pollination, seeds, sepal, sexual reproduction, stamens, stolons, tubers

Needs of seeds

• Soak some lentils in water Then put a

folded paper napkin and some lentils

on three soup plates

• Wet the napkin in plate 1 Do not wet

the napkin in plate 2 Cover the lentils

in plate 3 completely with water

• Ask: What will happen to the lentils?

(The lentils in plate 1 germinate

because they have air and water

The lentils in plate 2 stay the same

because they have no water

The lentils in plate 3 begin to germinate

but later die because they have no air.)

Fruit and health Fruit helps us growstrong and healthy To get all the vitamins,

we should eat fresh fruit

Trang 29

1 Decide if these sentences are true or false.

2 Circle the correct word.

1 Photosynthesis enables plants to make food / light

2 Plants make food from sunlight, carbon dioxide, water and roots / minerals.

3 Photosynthesis takes place in the stems / leaves.

4 Raw sap mixes with carbon dioxide / oxygen in the leaves

5 Photosynthesis takes place during the day / night.

6 During photosynthesis, plants release oxygen / carbon dioxide.

Answers:

1 T rue 2 False 3 False (in cones) 4 T

rue 5 False 6 T rue 7 T

rue

Answers:

1 food 2 minerals 3 leaves 4 carbon dioxide 5 da

y 6 oxygen

Trang 30

30 Activity Book

Apply your knowledge

PLANTS

1 Complete each sentence.

a The stems of bushes are

b Plants need the correct temperature, water, soil and

e Plants breathe and

Match and write.

: movement of pollen from the stamens to the ovary.

: part of gymnosperms which contains the seeds.

: part of angiosperms which contains the seeds.

: female part of the flower which turns into fruit.

: male parts of the flower which produce pollen.

: reproductive organ of the plant.

VOCABULARY

2 Name the parts of the plant involved in the following processes.

Worksheet 4 Date

sof† an∂ fơexibơổ.

sunligh†.

flo∑±rﬁ.

frui†.

maĐổ t™eiđ ow> foo∂.

staàenﬁ ovarƠ staàenﬁ, ovarƠ

pollinatio>

co>ổ frui†

ovarƠ

staàenﬁ flo∑±đ

2 Gymnosperm or angiosperm? Decide and label the photos.

1 Use the words below to complete the word map.

Tasks

CLASSIFY PLANTS

Worksheet 5 Date

PLANTS

without flowers

with flowers

(They do not have any fruit.)

(They have fruit.)

mosses

A

F E

B

D C

ƒernfi pi>ổ tđổefi c™estnu† tđổefi angiosπermfi

gymnosπermﬁ

gymnosπerà angiosπerà

angiosπerà gymnosπerà

Trang 31

PLANT REPRODUCTION

1 Match and write Then order the photos.

2 Complete the table.

1 2 3 4

germination flowering pollination formation of fruits and seeds

formatio> oƒ fruitﬁ an∂ ßæedﬁ @erminatio>

Sæedfi oπe> an∂ smal¬ rootfi an∂ tin¥ ¬ea√±fi gro∑.

Flo∑±rfi apπea® T™ei® πetalfi attrac† inßectfi.

Pol¬e> mo√±ﬁ froµ t™æ staµenﬁ tø t™æ ovar¥.

Af†e® pollinatio>, t™æ flo∑±® chan@efi Itfi πetalfi fal¬.

T™æ ovar¥ growfi an∂ ∫±coµefi å frui† wit™ ßæedfi.

Trang 32

UNIT CONTENT

•Recognising characteristics of invertebrate animals

•Classifying invertebrates

•Using the main characteristics to identify arthropods

•Interpreting anatomical drawings

•Showing interest in protecting nature

1 Identifying characteristics of invertebrates and where they live

2 Learning names of invertebrate animals

3 Understanding the main characteristics of invertebrate groups

4 Identifying the characteristics of arthropods and where they live

5 Understanding the different arthropod groups

6 Appreciating the importance of protecting animal habitats

1 Describing and classifying invertebrates and arthropods: Invertebrates are … Arthropods are covered by … … have an external skeleton

2 Expressing contrast: Most are … but some … Many live in the sea … others live …

3 Giving examples: such as giant squids … such as medusas

4 Expressing ability: Most invertebrates can move … The arthropod can grow …

5 Describing sequence: At first …, then …

6 Expressing frequency: They are usually … and often have … From time to time …

•The main characteristics

of invertebrate animals

•Invertebrate groups

•Arthropods: characteristics,groups, and anatomicaldifferences

•Recognise different types

of invertebrates

•Classify invertebrates into groups

drawings of invertebrates

•Distinguish body parts

of insects, arachnids and arthropods

•Study labelled anatomicaldrawings of invertebrateanimals

of protecting habitats in order

to protect animal life

Contents

Invertebrates

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Everything you ever wanted to know about insects

and more For teachers and students.

Invertebrate animals

http://www.pbs.org/kcet/shapeoflife/animals/index.html

The Shape of Life gives facts, photos

and activities on all the invertebrate groups

Let's talk about insects

http://www.urbanext.uiuc.edu/insects/12.html

A clever ant explains about insects

Other resources

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12 INVERTEBRATES

Invertebrates

COMPARE Compare the photos.

• How many different animals can you see?

• Think of other animals which live in,

or near, the sea.

1 What are invertebrates?

Invertebrates are animals which do not have

a skeleton or a backbone.

•Size:

Most invertebrates are very small, but some, such as giant squids, are enormous.

but others have no covering.

2 How do invertebrates live?

Many invertebrates live in the sea, but some live in fresh water

Others live on land.

Most invertebrates can move, but some attach themselves to rocks

or the sea floor

Others, called parasites,

live inside other animals.

Invertebrates are oviparous

A larva hatches from an egg

At first, it does not look like an adult Then its physical appearance changes.

READ

12

Describe invertebrates Most invertebrates are very small, …

Why is it important to protect animals’ habitats?

Comprehension Write the words and sentences on the BB

Ss copy and complete the sentences with the correct word

1 Invertebrates do not have a …

2 Many invertebrates are protected by …

3 Not all invertebrates live in the …

4 … live inside other animals

5 Invertebrates are …Answers: 1 skeleton 2 shells or exoskeletons 3 sea

Ask Ss for examples of invertebrates:

Which are very small? (flies, ladybirds)

Which are a little larger? (snails, clams)

Which are even larger? (octopus, starfish,

crabs)

• Ask: Which invertebrates … have shells?

(limpets, mussels, cockles, snails) … have

exoskeletons? (crabs, sea urchins,

starfish, scorpions) … have no body

covering? (earthworms, squid, jellyfish)

• Ss do the activity at the bottom of the

page

The vocabulary activity is Extension

Present the vocabulary on the BB before

Ss name the organs

➔ER

➔

27 26

2 1 READ

COMPARE

Worms and light

• Ask: Where do worms live?

(underground)

• Cut off about one-third of the lid

of a shoebox

• Place the earthworms on a wet paper

towel at one end of the box

• Cover the box with the lid making sure

the worms are on the open side Ask:

What will the worms do? (move to the

dark side)

• Place the box away from the light

• Wait 30 minutes and take off the lid

Ask: Why do the earthworms move to

the dark side? (They avoid light

because they live underground.)

M.A …are symmetrical, are protected by shells or exoskeletons M.A If an animal’s habitat is destroyed, it can die…

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Ask: How many groups of animals arethere? (six) Which names are in bigletters? (names of the invertebrate groups)Which group does (coral) belong to?

• Ask: How can we organise all theinformation?(in a table) Ask: What type

of table should we use? Point out that inthis case, a double-entry table is useful.Write the names of the invertebrate groupsdown the left side At the top, write these headings: Body, Habitat, Othercharacteristics, Examples

Some squares will be empty

• Sponges have irregular bodies

They cannot move They attach themselves

to rocks or the sea floor They filter seawater,

and retain nutritive substances for food.

• Cnidarians have jelly-like bodies

They are marine animals.

They have tentacles which can sting you

Some, such as coral and sea anemone,

attach themselves to rocks

Others, such as medusas, can move about.

• Worms have long, soft bodies

Some are cylindrical, and others are flat

Some are aquatic, and others are terrestrial

Many are parasites.

• Echinoderms are symmetrical:

they are usually in five parts

They are marine animals

They have a skeleton made of hard plates,

and often have spines

They are covered by a thin skin.

• Arthropods are covered by a hard

exoskeleton Some are aquatic Others

are terrestrial.

• Molluscs have a soft body

Many are covered by one or two shells.

LOOK AND READ

ofiura star

beetle

scorpion

snail clam

octopus river crab

Listening Write these sentences on the BB Ss decide if they

are true or false, then check by listening again to

1 Sponges have symmetrical bodies

2 Cnidarians have tentacles which can sting you

3 Medusas cannot move about

4 Many worms are parasites

5 Echinoderms are usually in four parts

6 Arthropods are covered by a hard exoskeleton

7 Molluscs have a hard body

Answers: 1 False (irregular) 2 True 3 False (can) 4 True

5 False (five) 6 True 7 False (soft)

Draw and label

• Ask: Which invertebrate animals can you name?Write suggestions

on the BB

• Ss choose an invertebrate animal and draw it

• They label the body parts

• They write what they know about the invertebrate in the drawing

Invertebrates and food Many peopleinclude invertebrates in their diet,for example, prawns, squid, mussels and snails

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• The fact that arachnids are not insects

• Worms and myriapods are two different

groups

can we see in the drawings? (grasshopper,

spider, lobster) Which group do they belong

to? (insect, arachnid, crustacean) Which

invertebrate has a head / thorax /

abdomen? etc

• Have Ss copy this sentence: Arthropods

are invertebrate animals which have

exoskeletons made up of many small plates

• Ss make a double entry chart for

arthropods Down the left, they write

the arthropod groups They write these

headings: Body, Habitat, Other

characteristics, Examples

• They do the activity at the bottom of the

2 1

LOOK AND READ

Pairwork testing Ss use their tables and the information

in their books to test each other on arthropods They shouldprepare a minimum of five questions for their partner and writethem down Student A should ask all the questions first

Student B should not look at his / her book or notes

Then, the roles are reversed and Student B asks the questions.Ask for feedback after a few minutes, e.g How many questions did you get right? Were any of your questions the same?

Arthropods have an external exoskeleton

It is made up of many small plates, and covers the body, legs and antennae.

The exoskeleton is rigid From time to time, the arthropod sheds it, and grows a new, flexible one

As a result, the arthropod can grow until its new exoskeleton becomes rigid.

Arthropod sense organs are well developed:

they have antennae and eyes The eyes can be simple or compound

Compound eyes are made up of many smaller, simpler ‘eyes’.

Insects, arachnids, crustaceans and myriapods are arthropods.

2 Arthropod groups

• Insects: An insect’s body is divided into three parts: head, thorax

and abdomen The head has a mouth, two eyes and two antennae.

The thorax has six legs Many insects also have wings on the thorax.

Insects are the most numerous arthropod group

They are found in many different habitats

Flies and butterflies are insects.

• Arachnids: Arachnids have eight legs.

The body is divided into two parts:

the abdomen and the cephalothorax.

Spiders and scorpions are arachnids.

• Crustaceans: Crustaceans have ten or more legs

Many have long antennae The body is divided into two parts:

the abdomen and the cephalothorax

Lobsters, shrimps and crabs are crustaceans.

• Myriapods: Myriapods have long bodies with many legs

The head has one pair of short antennae

Centipedes and millipedes are myriapods.

Make more questions Change the underlined words.

Do insects have six legs? Is an insect’s body divided into two parts?

Are there many insects or arachnids where you live?

Where do you see them?

legs

eye

mouth antenna head thorax

antenna legs

Making a spider

• Ask: How can we make a spider out

of plasticine?

• Elicit suggestions from Ss First,

make a small ball and a large ball

legs have spiders got? (eight)

• Make four pairs of articulated legs

to place on the cephalothorax

Cochineals Cochineal insects live

on cactus plants The females produce

a deep red dye used to colour cloth,

cosmetics and food

Yes No, three M.A Do arachnids have eight legs?

Do crustaceans have ten legs? Is a crustacean’s body divided into three parts? Is an arachnid’s body divided into three parts?

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2 Write the words below under the appropriate heading.

the sea shell symmetrical enormous fresh water irregular small on land

Answer

s:Body shape

: symmetrical,irregular B

ody covering

: shell

Size

: enormous,small

Habitat

: the sea,fresh water ,

on land

1 Match the sentence halves.

Answers:

1 – g 2 – f 3 – b 4 – c 5 – d 6 – a 7 – e

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38 Activity Book

9

WHAT ARE ANIMALS LIKE?

1 Complete the word maps about animals.

are born from eggs.

are born from their mother’s womb.

Reproduction: animals are divided into

are animals with a skeleton.

have no bones.

Skeletons: animals are divided into

What organs do these animals use to breathe? Name them.

gillﬁ trac™eåæ lungﬁ

It is a parasite in humans, pigs and other animals.

For example, a pig eats food contaminated with tapeworm eggs The eggs hatch into larvae in the animal’s intestine.

Then they travel into the bloodstream and the muscles.

If people eat undercooked meat from this infected pig, the larva grows in their intestine It becomes a tapeworm

This parasite absorbs their food and causes weakness and anaemia.

Contaminated animals have eggs in their faeces

These can infect other animals.

3 Order the information as it appears in the text.

4 Investigate Find the names of other human parasites.

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11

CLASSIFY INVERTEBRATE ANIMALS

1 Name the invertebrate groups Give examples.

2 Write the name of the group of arthropods in the correct space.

Covered by a hard exoskeleton

body divided into 2 parts

INVERTEBRATE ANIMALS

Arthropod groups

body divided into more than 2 parts

Soft bodies, usually covered by shells They cannot move and live in the sea Jelly-like bodies and tentacles Skeleton made of hard plates; symmetrical Long, soft bodies

arthropodfi molluscfi spon@efi cnidarianfi echino∂ermfi wormfi

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UNIT CONTENT

•Recognising the distinctive characteristics which define each of the vertebrate groups

•Distinguishing reptiles, amphibians and fish

•Classifying vertebrates correctly using different criteria

•Associating characteristics of the different vertebrate groups with their way of life

•Recognising the variety of marine animals

•Associating the physical appearance and structure of certain animals with theiradaptation to life in the sea

•Observing photographs of vertebrates to obtain information

1 Recognising the characteristics of the main groups of vertebrates

2 Classifying vertebrates into mammals, birds, reptiles, fish and amphibians

3 Learning that there are various bird groups with distinctive characteristics

4 Understanding how reptiles are classified

5 Understanding how fish are classified

6 Understanding how amphibians are classified

7 Appreciating the importance of knowing about and protecting animals

1 Describing quantity: most; some; many; a few; others

2 Describing location: inside; on; on the front of; on the sides; underwater

3 Explaining how actions occur: They swim by moving … Using their wings …

4 Describing general and particular characteristics: All birds … Each bird species …

5 Providing additional information: … food which the bird eats

6 Expressing purpose: They come to the surface to breathe … use their fins to swim

7 Describing progression: As young amphibians grow, they change …

structure of vertebrate groups

they breathe, and maincharacteristics of vertebrategroups

•Describe the vertebrate groups

•Classify vertebrates into groups

•Associate physical aspects ofthe vertebrate groups with thehabitats where they live andtheir habits

vertebrate animals to obtaininformation

•Appreciate the importance

of knowing about andprotecting animals

Contents

Vertebrates

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