Essential science 6 teachers book

•The environment: this refers to the surrounding conditions which affect living things, such as soil, climate, water, air and light.. 2 Living things Our senses Our body Animals Vertebra

Teacher’s Book

• Essential Science teaches basic concepts of Science,

Geography and History through English

• Content and language are carefully interwoven

• A series of presentations explain key concepts

in clear and simple language

• Basic activities in the Student’s Book give students

the confidence to ask simple questions, and 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

Machines make work easier They help us to do tasks with less effort.

All machines need energy to work.

Some machines change the intensity of a force: when we apply

a little force, the machine produces a bigger force For example, levers change the change the intensity of a force Other machines

direction of a force For example, when we pull

on a pulley rope, we create a downward force; the object on the other end of the rope rises.

Compound Machines

A compound machine is made up of two or more simple machines.

Compound machines work together to make a task easier

to split things apart, as in a knife W edges change the direction of a force.

Examples: ax, knife, nail

A pulley is made up of a wheel and a rope The rope fits into a groove on the wheel.

Pulling down on one end of the rope lifts the object on the other end Pulleys help move loads up, down or sideways Pulleys change the direction of a force.

Examples: flag pole, crane

Wheel and Axle

An axle is a cylinder that goes through the center of a wheel The axle allows the wheel from place to place.

Examples: door knob, wagon wheels

Inclined Planes

An inclined plane is a sloping surface, such as a ramp Inclined planes are used to move objects

up or down The object moves farther than when it is lifted straight up or lowered straight down, but less force is needed Inclined planes change the intensity and direction of a force.

Examples: staircase, ramp, slide

© Richmond Publishin g 2006 Richmond Publishing is an imprint of Santillana E

ducación, S.L.

• 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

• Richmond Student’s Dictionary is a valuable

reference tool

• Assessment, Extension and Reinforcement

worksheets provide teachers with additionalresources

• Posters and flashcards give teachers important visual

and a guide to other resources

• The Teacher’s CDs contain a selection

of recorded texts as well as all the

21 22

32 33

30 29

42 41 40

31

37 38 39

15 25 26

12 9 4 2

1

7 Animal and Plant Habitats

Activities

Habitats Have students identify the animals and plants according to their habitats: animals and plants which live in hot places (camel, toucan, koala, rattlesnake, cactus), animals and plants which live in temperate places (moose, lynx, rhesus monkey and ferns), animals and plants which live in cold places (peguin, polar bear, walrus, fir tree).

Then have students identify the animals which live in trees (orangutan, koala, toucan), the animals which live on the ground (lion, elephant, kangaroo) and animals which live

in water (whale, shark, sea lion).

Movement

Students list animals under these headings: Animals that Run,

Animals that Fly, Animals that Swim, Animals that Slither (e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw;

swim—dolphin, whale, shark; slither—rattlesnake) Ask

individual students to imitate the movements of different animals and have the class guess what they are.

Birth Have students draw and label animals that are born from their mothers (the mammals, including the marine mammals), Body Covering

Write these headings on the board: Hair, Scales, Feathers Have

students list animals under the headings according to their body

some facial hair when they are born; Scales—shark, rattlesnake;

Feathers—eagle, toucan, parrot, penguin).

Body Parts Have students identify the animals which have four legs (lion, rhinoceros, koala), the animals which have two legs and two wings (penguin, parrot), the animals which have fins (shark, whale, dolphin) and the animals which do not have legs, wings or fins (rattlesnake).

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY BOOK 6

•Ecosystems and their main components

•Living things and theenvironment

•Relationships between living things

•A fine balance

environmentallyconscious

0 1 Ecosystems

•Parts and functions of themusculoskeletal, nervous and endocrine systems

•Reflex and voluntarymovements

•Labour

•Observing and drawinginformation from pictorialsand diagrams

•Using tables and diagrams

to process information

•Take care of your body

•Birth: sharedresponsibility

0 3 Sexual characteristics

•Types and sources

of energy

•Energy conversion

•Light and its properties

•Sound and its qualities

•Observing and drawinginformation fromphotographs, diagrams and graphs

•Using audio recordings

0 5 Electricity and magnetism

•Types of forces

•Distortion and motion

•Types and parts

0 6 Forces

•The Solar System

•Movements of the Earth

•The Moon and eclipses

•Stars, galaxies andconstellations

•Observing and interpretinginformation from drawingsand diagrams

•Using tables and diagrams

to process information

•Daylight savingtime

•Observingeclipses safely

0 7 The Solar System

•Main geographic features

•Coasts

•Rivers and watersheds

•Climate, flora and fauna

•Observing and interpretingmaps and pictures

•Reading and comprehendingtexts

•Physical features

•Climates

•Population structure and distribution

•The European Union

•Interpreting maps andpictures

•Reading and comprehendingtexts

•The formation and culturalheritage of the Visigothickingdom

•Landscapeprotection

•Protect our flora and fauna

•Spain'spopulationdiversity

•Respect in

a democraticsociety

•Europe's rivers

in danger

•Diversity

•Civilisationlegacies

•Preserving our historic treasures

12 The Middle Ages

•The Spanish Empire and theCatholic Monarchs

•Culture and politics in the

•Contributionsfrom the NewWorld

•A Constitution

13 Spain after 1492

•The early 20thcentury

•The Second Republic

•The Civil War and thedictatorship

•The transition to democracy

20thcentury culture andsociety

•Observing and interpretingpictures

•Using timelines to processinformation

•Peace education

•Gender equality

14 The 20th century

The Student's Book

indicates anInternet Activity

of the page reinforce

basic concepts, and

practise structures and

as a writingexercise

indicates that theactivity shouldfirst be doneorally

Compare the photographs.

• What living things can you see?

• What do you see around them?

• In what other places can you find animals?

READ

1 Ecosystems

An ecosystem consists of all the living things

in a specific environment, and their interaction with their habitat Ecosystems can be small, like a pond, or large, like a rainforest.

The components of an ecosystem are:

are called flora The animals are called

fauna There are also fungi, bacteria

and algae.

•The environment: this refers to the surrounding

conditions which affect living things, such as soil, climate, water, air and light

• Many living things live in forests and grasslands

The abundant vegetation provides them with food.

• Few living things live in deserts because there is little food.

and marine ecosystems, such as the sea,

are aquatic ecosystems.

Complete the sentences

Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem.

Make more sentences Change the underlined words A desert is a terrestrial ecosystem.

Look

with a LOOK orCOMPAREsection whichfocusesattention on thetheme of theunit

GIVING EXAMPLES

Ask and answer questions.

Do many living things live in deserts? Yes, they do / No, they don’t.

Do insecticides pollute the soil? Yes, they do / No, they don’t.

Complete the sentence.

Some human activities, …

DESCRIBING THINGS

The central nervous system consists of the brain and the spinal cord.

Ask and answer questions.

What does the skeleton consist of?

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 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

of Spain The population

of Spain Europe Prehistory and Antiquity The Middle Ages Spain after 1492

I can describe an ecosystem.

I can sequence a food chain

I can distinguish different parts of the body.

I can describe the human brain.

I can classify male and female genital organs.

I can describe the birth process and newborn babies.

I can classify energy sources.

I can describe qualities of light and sound.

I can describe electricity and electric circuits.

I can explain magnetism and magnetic fields.

I can identify types of forces and motion.

I can describe machines and their mechanisms.

I can name the planets in the Solar System.

I can describe eclipses.

I can identify the different landscapes of Spain.

I can talk about Spanish climates, flora and fauna.

I can talk about population density in Spain.

I can describe political organisations in Spain.

I can identify physical features of Europe.

I can talk about the European Union.

I can classify different periods of Prehistory.

I can talk about Pre-Roman and Roman times.

I can sequence events in the Middle Ages.

I can describe medieval society.

I can talk about the importance of the Golden Age.

I can sequence events in Spanish history.

3 6 10 16 20 25 27 31 34 38 44 47 50

UNIT

Read and tick

The 20 th century 53 I can talk about the Civil War and the dictatorship.I can describe 20th century culture in Spain.

The Activity Book

Multicultural

non-sexist education

Health education

Consumer education

Road safety Environmental

education

Citizenship Sex

education

Peace education

afterbirth amnion belly button Caesarean section clitoris contraction dilation egg cells embryo Fallopian tube fertilisation foetus genital organ incubator

labia labour lactation menstruation ovary penis period pregnancy premature prostate puberty reproductive system scrotum seminal vesicle sperm teste testicle umbilical cord urethra uterus vagina vas deferens vulva zygote

absorb amplitude biomass chemical concave convex echo electrical electricity fan fossil fuel intensity light bulb mechanical energy non-renewable opaque pitch reflect refract renewable replenish

23

Project 3

MAKE ELECTRICAL CIRCUITS

Make a series circuit.

You will need the following:

• 1.5 volt battery

• 3 light bulb holders

• 3 light bulbs

• 4 wires

Make a parallel circuit.

You will need the following:

• 1.5 volt battery

• 3 light bulb holders

• 3 light bulbs

• 6 wires

Now answer the questions by experimenting with the circuits.

1 What happens if you remove one of the light bulbs from the series circuit?

2 What happens if you remove one of the light bulbs from the parallel circuit?

3 How is a string of lights for a Christmas tree connected, in series or in parallel? Why?

Glossary

glossary to recordthe vocabularythey have learned

Projects and tasks

lead the students toreflect, and carry outsimple experiments

4

Worksheet 2 Date Apply your knowledge

RELATIONSHIPS BETWEEN LIVING THINGS

1 Match and label.

2 Number the elements in these food chains.

a.

b.

seaweed

1 secondary consumer producer tertiary consumer primary consumer

Match.

competition • • A living thing lives in or on another living thing and harms the host

parasitism • • Several species compete for the same things

mutualism • • A living thing eats the parasites in or on another living thing,

which benefits both living things

The Teacher's Book

17 16

UNIT CONTENT

Assessment criteria

• Defining ecosystems and identifying their main components

• Identifying living things in a food chain

• Describing relationships between living things

• Describing the main problems of the environment

Content objectives

1 Identifying ecosystems and their main components

2 Recognising and describing the main ecosystems

3 Understanding how the environment affects living things, and how living things can affect the environment

4 Identifying and describing relationships between living things

5 Identifying and understanding the main environmental problems

Language objectives

1 Giving examples: like a pond, such as rivers …

2 Giving definitions using relative clauses: everything which affects …

3 Expressing quantity: many living things … some human activities … several species … a lot of heat …

4 Identifying items: known as …

5 Expressing ability: Pollution can change ecosystems … is possible thanks to …

6 Expressing contrast: However, …

7 Describing results: Consequently, …

8 Zero conditional to describe a fact: If one … becomes …, other species can become …

• Ecosystems and their main components

• Effects of the environment on living things and vice versa

• Relationships between living things

• Environmental problems

• Study photographs of different ecosystems to obtain and compare information

• Interpret a food chain diagram

• Analyse environmental problems

• Use tables and diagrams to present information

• Develop awareness

of environmental damage

• Understand the importance

• Assessment – Assessment: Worksheet 1

• Developing intelligence worksheets

• Working with recent immigrants

Internet resources

www.richmondelt.com www.indexnet.santillana.es Managing ecosystems http://www.bbc.co.uk/schools/gcsebitesize/geography/

ecosystems/index.shtml

Revise topics related to ecosystems and take tests.

Ecosystems and biomes http://www.kidsgeo.com/geography-for-kids/

0164-ecosystems.php

Learn about ecosystems and biomes.

Global warming http://globalwarming.enviroweb.org/index.html

Find information and games on global warming.

Food chains http://www.bbc.co.uk/schools/revisewise/science/

living/03b_act.shtml

Revise information on food chains and take a test.

Other resources

• Richmond World Facts

• Richmond Student's Dictionary

• Flashcards

• Posters

* Not yet available in English

An ecosystem is made up of all the living and non-living the animals that live there, the landscape and the weather An ecosystem can be as large as the African savanna, pictured here, or as small as a puddle.

Acacias

Acacia trees are a source of food for elephants and giraffes Leopards often reach of lions and hyenas.

Plants

Plants are the producers in an ecosystem.

die if there were not any plants The would not be any plants to eat, and the carnivores would die because there

Wildebeest

Diet: Wildebeest eat short, sweet grasses

and succulent plants.

Social Group: Herds of over 1,000 animals

the move to new pastures.

Rocks

Rocks provide shelter and homes for many types of animals Some animals, such as snakes, seek shelter from the high temperatures in the savanna Others, such

as leopards, use the rocks to hide their young from predators.

Elephants

Diet: Elephants digest only about 40 percent

of what they eat, and have to eat enormous amounts of vegetation, up to 300 kilogrammes

a day Elephants eat almost anything green.

Social Group: Elephants live in herds normally

composed of 8–15 related members led by a dominant cow.

Giraffes

Diet: Giraffes mainly eat several species

of acacias, but they also eat the leaves lower ones.

Social Group: Giraffes live in herds of

10–20; herds can reach up to 100.

Lions

Diet: Prey consists primarily of wildebeest

and zebra, but also includes giraffes, buffalo and gazelles Lions also scavenge from their kills.

Social Group: Lions live in large social

groups, called prides A lion pride typically has 20 or more individuals, consisting usually of two males, several females and their young Males stay with a pride as long as they are strong enough to defend it from other males.

Zebras

Diet: Zebras rely almost entirely on a variety of

grasses, but they also eat leaves and twigs.

Social Group: Zebras are social animals that form

small families of 5–20 animals, consisting of a dominant male, females and young.

Hyenas

Diet: Hyenas kill about 95% of their prey, but they also

scavenge for carrion Primary prey includes wildebeest, gazelles, zebra and buffalo.

Social Group: Hyenas usually live in clans of up to 80

individuals The clan is lead by a dominant female.

Soil, water, air and climate are the non-living parts of

an ecosystem The non-living parts determine what kinds of plants and animals can survive in an ecosystem For example, if the temperature is very low, polar bears might live there, but snakes will not.

but frogs will not.

Plants and animals are the living parts of an ecosystem The living things in an ecosystem depend on each other For example, elephants eat the fruit of certain trees for nourishment When they have digested the fruit, they excrete the seeds.

Their excrement fertilizes the seeds, helping a new tree to grow All living things need to get nourishment They get nourisment in different ways:

• Plants make their own food.

• Some animals, called herbivores, eat plants.

herbivores.

• Other animals, called carnivores, eat animals Lions and hyenas are carnivores.

Every living thing in an ecosystem is important

If one becomes more dominant than the others, the ecosystem can develop problems.

• If there are too many herbivores in an ecosystem, they will eat all of the plants Then the herbivores because they will not have enough to eat.

• If there are too many carnivores in an ecosystem, they will eat all of the herbivores Then the anything to eat.

Food Chains

A food chain is a group of living things that depend on each food chains start with a plant Next, a herbivore eats the plant Finally, a carnivore eats the herbivore All living things in an ecosystem belong to a food chain and every ecosystem has several food chains.

Ecosystems

Materials for reinforcement,extension and assessment

18 19

• Identifying tertiary consumers

• Pronunciation: tertiary, parasitism,

mutualism

Focus on the food chain diagram Ask:

What are the producer / primary / secondary / tertiary consumers in this particular food chain? (grass, rabbit, snake, owl) Can you add another living thing to extend this food chain? (fox, wolf, human…)

• Create a new food chain diagram on the

BB with the help of Ss Examples: grass, grasshopper, rat, hawk; seaweed, fish, seal, shark.

• In pairs, Ss create food chains for different

4

3

3

2 1 LOOK AND READ

Relationships between living things

LOOK AND READ

1 Living things and food

Living things obtain food in different ways:

• Producers, such as plants and algae, make their food

• Primary consumers, such as zebras and fish,

eat plants and algae.

• Secondary consumers, such as lions and snakes,

eat primary consumers.

• Tertiary consumers, such as eagles and owls,

are secondary consumers which eat other secondary consumers.

• Decomposers, such as fungi and bacteria,

eat the remains of other living things.

2 Food chains

Food chains show how food transfers from one living thing

to another in an ecosystem Look at the diagram.

3 Parasitism, mutualism and competition

• Parasitism: a parasite is a living thing which lives

in or on another living thing, its host It harms the host.

• Mutualism: a living thing eats the parasites which live in

or on another living thing It benefits both living things.

• Competition: several species compete for the same thing

The heron eats insects.

3

4

Put these elements of a food chain

in the correct order:

Give some examples of primary consumers.

The food chain

• What living things can you see?

• What do you see around them?

• In what other places can you find animals?

READ

1 Ecosystems

An ecosystem consists of all the living things

in a specific environment, and their interaction with their habitat Ecosystems can be small, like a pond, or large, like a rainforest.

The components of an ecosystem are:

•Living things: the plants in an ecosystem

are called flora The animals are called

fauna There are also fungi, bacteria

and algae.

•The environment: this refers to the surrounding

conditions which affect living things, such as soil, climate, water, air and light

• Many living things live in forests and grasslands

The abundant vegetation provides them with food.

• Few living things live in deserts because there is little food.

•Freshwater ecosystems, such as rivers and lakes,

and marine ecosystems, such as the sea,

are aquatic ecosystems.

Complete the sentences

Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem.

Make more sentences Change the underlined words A desert is a terrestrial ecosystem.

I CONTENT AND LANGUAGE DEVELOPMENT

True or false? Write these sentences on the BB, or distribute photocopies of page 21 Ss decide if they are true or false, and correct them if necessary.

1 Rivers and lakes are marine ecosystems.

2 An ecosystem can be terrestrial and aquatic.

3 Few living things live in deserts because there is a lot of food.

4 Ecosystems can be large or small.

5 Many living things live in forests or grasslands.

Answers: 1 False Rivers and lakes are freshwater ecosystems.

2 False It can be terrestrial or aquatic 3 False There is little food.

I CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Complete the following sentences with the correct verb:

1 Producers … their food.

2 Primary consumers … plants and algae.

3 Food … from one living thing to another in a food chain.

4 … , such as fungi and bacteria, eat the remains of other living things.

5 Secondary consumers eat … consumers.

Answers: 1 make 2 eat 3 transfers 4 Decomposers 5 primary.

Listening Ss look at photocopies of the text on page 22, and predict the missing words They check their answers with 4

2 1

Content objectives: 1, 2, 3.

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

Vocabulary algae, aquatic, bacteria, desert, ecosystem, environment, fauna, flora, freshwater, fungi, grassland, living thing, marine, terrestrial

Content objectives: 3, 4.

Language objectives: 1, 2, 3.

Vocabulary competition, decomposer, food chain, host, mutualism, parasitism, primary consumer, producer, secondary consumer, tertiary consumer

plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem A rainforest is a terrestrial ecosystem.

leaf, caterpillar, bird, cat / M.A.

grasshoppers, worms, gazelles, cows

• Identifying interactions within ecosystems

Living things: top photo – tree; bottom photo – fish, seaweed, coral.

Environment: top photo – rocks, air, light;

bottom photo – rocks, water, light.

Discuss life in other places.

• Ask: What makes the ecosystems so

different in these two photos? (mainly the water) What do you think living things need

to survive? (food, water, air, sunlight)

and Make a two column table on the blackboard (BB) Down the left, Ss brainstorm types of ecosystems (rainforests, oceans, deserts, grasslands, rivers, forests, lakes, tundra, …) Write these headings: type of ecosystem, flora, fauna, environment Complete the table with help of Ss.

• Ss do the activities at the bottom of the

page.

Activity Book, page 3.

R  

2

1

2 1 READ COMPARE

Ecosystem in a bag

• Put pebbles in a soda bottle cut in half Cover the pebbles with soil

Plant seeds and cover with more soil.

Add water until it reaches the pebbles.

Seal in a plastic bag and place it

in the Sun Ask: What do you think

is going to happen in this ecosystem?

• Observe your new ecosystem over several weeks Ask Ss to describe the changes they notice, and to identify the elements of the ecosystem (soil, air, water, Sun, plants).

• Discuss how the water recycles itself.

Food Web

• Draw a large triangle on a large piece

of paper Divide the triangle in four levels Label each level from bottom

to top in the following order: producer, primary consumer, secondary consumer, and tertiary consumer.

• Ss draw or cut out pictures of living things from magazines, label them and glue them to the appropriate level.

Special attention

difficult for the students

in both Science and English

texts as well as graphic

Various learning skills can help students to master the

contents of Essential Science:

Memorisation

• It is useful to associate new vocabulary with mental

pictures, and then revise them in order

• When teaching the muscular systems, for example,

ask students to touch the corresponding parts

of their bodies

Photographs

• Photographs help students to obtain information

It is helpful to ask students to study a picture

before they have read the caption or received

any other 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

Diagrams

• These diagrams represent parts of the human body,

plants, etc Some are realistic, while others are

simplified

4 Pregnancy

Pregnancy is the period from the moment

of fertilisation until the birth of the baby This normally lasts about nine months The mother’s body experiences many changes during this period.

A foetus inside the uterus

uterus

umbilical cord placenta

• Students study the accompanying texts, which givethe 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, students are asked

to predict how they think it will end

• Students need to have a clear idea of the differentstages of an experiment

• Point out the following:

– material they will need– initial state

– 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 global warming? 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 best to begin by elicitingshort, simple replies

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

Key competences

Learning to learn

• This is a key objective of Essential Science.

The Learning to Learn motivates students and

familiarizes them with the contents (pages 3-4)

Essential Language enables them to keep track of

their progress (pages 58-64), while charts and

diagrams help them to improve their learning skills

Autonomy and personal initiative

• A series of projects, experiments and investigation

tasks stimulates the students' creativity, and allows

them to display personal initiative Student autonomy

is encouraged both within and beyond the classroom

Linguistic competence

• Students continue to practise their communicative

skills Information texts consolidate the students'

reading ability, while they acquire greater proficiency

in writing

Mathematical competence

• Mathematical tools are introduced in meaningful

contexts, such as population density (Unit 9)

Knowledge and interaction with our world

• Essential Science is structured around a series

of themes which show human interaction with the environment Students learn to define problems,develop strategies and plan experiments

Digital ICT competence

• Students acquire techniques for handling information

in different formats The second page of the teacher's notes for each unit lists a number

of stimulating websites

Interpersonal and civic competence

• The foundations are laid for students to becomeresponsible citizens in the future A variety of grouptasks improves their social interaction Their sense

of responsibility is developed through topics such as the environment, population change and the European Union

Cultural and artistic expression

• Students learn to appreciate our cultural diversity.Our artistic and cultural heritage is examined

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTOS

What can you see?

What is the difference between the two photos?

Think about what you see in the 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:

flora, fauna.

SYMBOLS

• The text is on the CD.

• Richmond World Facts

• There is an Internet activity

Name an important part

of the digestive system.

LIGHT

How does light move?

SEXUAL CHARACTERISTICS

What are the sex organs

of men and women?

MACHINES

Name two types of machines.

THE SOLAR SYSTEM

What are the planets in the Solar System?

Mercury, Venus, …

SPAIN

Describe the types of climate in Spain.

There are four different types of climate

Linking units and contents

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

titles on the left of the board: Ecosystems, Energy,

Forces, Europe, The Middle Ages.

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

information about the titles: Light, Machines, Danger

to the environment, Al Andalus, Climates.

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

between a title and its information

• Students now have the list of contents (page 2 of the

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

board something to represent a title, for example,

an eolic windmill (Unit 4), and a magnet (Unit 5)

• Students guess which unit is referred to Students

then volunteer to draw other objects representing

other titles on the board, and the activity continues

They may also do this activity in pairs

Anagrams

• Write anagrams on the board, for example TLANP

(PLANT) and ask students to say which unit is being

referred to The students can do this in pairs

About this book

2

Multicultural non-sexist education

Health education

Types of energy Light Sound

0 5Electricity and magnetism 20

Electrical current and electric circuits Magnets and magnetism Electricity

0 6Forces 24

Forces and motion Machines Inside a machine

0 7The Solar System 28

The Earth The Moon and eclipses Stars, constellations and galaxies

0 8Landscapes of Spain 32

Coasts Rivers Climate, flora and fauna

0 9The population of Spain 36

The economy Territorial organisation Political organisation

10Europe 40

Climates Population and diversity The European Union

11Prehistory and Antiquity 44

Pre-Roman times Roman Hispania

12The Middle Ages 47

Al Andalus The Christian kingdoms

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 the nervous system / the Moon / the European Union?

Which unit do you think you will like best / is most interesting?

ABOUT THIS BOOK

• Look at pictures A-N.

Match them to Units 1-14 on page 2.

Then look at the book Check your answers.

Unit Unit Unit 13

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

What is the number of the unit?

What is the title?

What is the first section on the page?

LOOK AT THE PHOTOS

What can you see?

What is the difference between the two photos? Think about what you see in the photos Photos have a lot of information.

What is the second section on the page?

EXPLANATIONS

These texts give you important information.

SYMBOLS

• The text is on the CD.

• Richmond World Facts

• There is an Internet activity.

Name an important part

of the digestive system.

LIGHT

How does light move?

SEXUAL CHARACTERISTICS

What are the sex organs

of men and women?

MACHINES

Name two types of machines.

THE SOLAR SYSTEM

What are the planets in the Solar System?

Mercury, Venus, …

SPAIN

Describe the types of climate in Spain.

There are four different types of climate

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?

• Suggest that they compare this scene with their own

region or country: Is this landscape different from your region?

• 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 recordings also 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.

ECOSYSTEMS 5

Ecosystems

COMPARE

Compare the photographs.

can you find animals?

READ

1 Ecosystems

An ecosystem consists of all the living things

in a specific environment, and their interaction

with their habitat Ecosystems can be small,

like a pond, or large, like a rainforest.

The components of an ecosystem are:

•Living things: the plants in an ecosystem

are called flora The animals are called

fauna There are also fungi, bacteria

and algae.

conditions which affect living things, such as soil,

climate, water, air and light

The abundant vegetation provides them with food.

little food.

•Freshwater ecosystems, such as rivers and lakes,

and marine ecosystems, such as the sea,

are aquatic ecosystems.

Complete the sentences

Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem.

Make more sentences Change the underlined words A desert is a terrestrial ecosystem.

Notes:

UNIT CONTENT

Assessment criteria

Content objectives

1 Identifying ecosystems and their main components

2 Recognising and describing the main ecosystems

3 Understanding how the environment affects living things, and how living things can affect the environment

4 Identifying and describing relationships between living things

5 Identifying and understanding the main environmental problems

Language objectives

1 Giving examples: like a pond, such as rivers …

2 Giving definitions using relative clauses: everything which affects …

3 Expressing quantity: many living things … some human activities …

several species … a lot of heat …

4 Identifying items: known as …

5 Expressing ability: Pollution can change ecosystems … is possible thanks to …

6 Expressing contrast: However, …

7 Describing results: Consequently, …

8 Zero conditional to describe a fact: If one … becomes …, other species can become …

components

living things and vice versa

things

ecosystems to obtain andcompare information

Resource folder

• Reinforcement and Extension

– Reinforcement: Worksheet 1– Extension: Worksheet 1

• Assessment

– Assessment: Worksheet 1

•Developing intelligence worksheets

•Working with recent immigrants

Revise topics related to ecosystems and take tests.

Ecosystems and biomes

* Not yet available in English

An ecosystem is made up of all the living and non-living things found in a specific area It includes the plants and the animals that live there, the landscape and the weather An ecosystem can be as large as the African savanna, pictured here, or as small as a puddle.

Acacias

Acacia trees are a source of food for elephants and giraffes Leopards often reach of lions and hyenas.

Plants

Plants are the producers in an ecosystem All of the animals in an ecosystem would die if there were not any plants The would not be any plants to eat, and the carnivores would die because there would not be any herbivores to eat.

Wildebeest

Diet: Wildebeest eat short, sweet grasses

and succulent plants.

Social Group: Herds of over 1,000 animals

the move to new pastures.

Rocks

Rocks provide shelter and homes for many types of animals Some animals, such as snakes, seek shelter from the high temperatures in the savanna Others, such

as leopards, use the rocks to hide their young from predators.

Elephants

Diet: Elephants digest only about 40 percent

of what they eat, and have to eat enormous amounts of vegetation, up to 300 kilogrammes

a day Elephants eat almost anything green.

Social Group: Elephants live in herds normally

composed of 8–15 related members led by a dominant cow.

Giraffes

Diet: Giraffes mainly eat several species

of acacias, but they also eat the leaves from higher branches and females from lower ones.

Social Group: Giraffes live in herds of

10–20; herds can reach up to 100.

Lions

Diet: Prey consists primarily of wildebeest

and zebra, but also includes giraffes, buffalo and gazelles Lions also scavenge food, chasing hyenas and other carnivores from their kills.

Social Group: Lions live in large social

groups, called prides A lion pride typically has 20 or more individuals, consisting usually of two males, several females and their young Males stay with a pride as long as they are strong enough to defend it from other males.

Zebras

Diet: Zebras rely almost entirely on a variety of

grasses, but they also eat leaves and twigs.

Social Group: Zebras are social animals that form

small families of 5–20 animals, consisting of a dominant male, females and young.

Hyenas

Diet: Hyenas kill about 95% of their prey, but they also

gazelles, zebra and buffalo.

Social Group: Hyenas usually live in clans of up to 80

individuals The clan is lead by a dominant female.

Soil, water, air and climate are the non-living parts of

an ecosystem The non-living parts determine what kinds of plants and animals can survive in an ecosystem For example, if the temperature is very low, polar bears might live there, but snakes will not.

but frogs will not.

Plants and animals are the living parts of an ecosystem The living things in an ecosystem depend on each other For example, elephants eat the fruit of certain trees for nourishment When they have digested the fruit, they excrete the seeds.

Their excrement fertilizes the seeds, helping a new tree to grow.

All living things need to get nourishment They get nourisment in different ways:

• Plants make their own food.

• Some animals, called herbivores, eat plants.

Elephants, wildebeest, zebras and giraffes are herbivores.

• Other animals, called carnivores, eat animals.

Lions and hyenas are carnivores.

Every living thing in an ecosystem is important

If one becomes more dominant than the others, the ecosystem can develop problems.

• If there are too many herbivores in an ecosystem, they will eat all of the plants Then the herbivores will die because there will not be enough to eat

If the herbivores die, the carnivores will also die because they will not have enough to eat.

• If there are too many carnivores in an ecosystem, they will eat all of the herbivores Then the carnivores will die because they do not have anything to eat.

Food Chains

A food chain is a group of living things that depend on each other for nourishment Plants make their own food and all food chains start with a plant Next, a herbivore eats the plant Finally, a carnivore eats the herbivore.

All living things in an ecosystem belong to a food chain and every ecosystem has several food chains.

Ecosystems

ECOSYSTEMS 5

Ecosystems

COMPARE

Compare the photographs.

• What living things can you see?

• What do you see around them?

• In what other places can you find animals?

READ

1 Ecosystems

An ecosystem consists of all the living things

in a specific environment, and their interaction with their habitat Ecosystems can be small, like a pond, or large, like a rainforest.

The components of an ecosystem are:

•Living things: the plants in an ecosystem are called flora The animals are called fauna There are also fungi, bacteria and algae.

•The environment: this refers to the surrounding

conditions which affect living things, such as soil, climate, water, air and light

2 Types of ecosystems There are two types of ecosystems, terrestrial and aquatic:

•Forests, grasslands and deserts are terrestrial

are aquatic ecosystems.

Complete the sentences

Flora refers to the … in an ecosystem Fauna refers to the … in an ecosystem.

Make more sentences Change the underlined words A desert is a terrestrial ecosystem.

True or false? Write these sentences on the BB, or distributephotocopies of page 21 Ss decide if they are true or false,and correct them if necessary

1 Rivers and lakes are marine ecosystems.

2 An ecosystem can be terrestrial and aquatic.

3 Few living things live in deserts because there is a lot of food.

4 Ecosystems can be large or small.

5 Many living things live in forests or grasslands.

Answers: 1 False Rivers and lakes are freshwater ecosystems.

2 False It can be terrestrial or aquatic 3 False There is little food.

4 True 5 True.

Teacher's Book Ss compare answers and listen again

1

2 1

plants, animals / Model answer (M.A.) A pond is a freshwater ecosystem

A rainforest is a terrestrial ecosystem.

• Identifying interactions within ecosystems

• Focus on the photos

Living things: top photo – tree; bottom

photo – fish, seaweed, coral

Environment: top photo – rocks, air, light;

bottom photo – rocks, water, light

Discuss life in other places

• Ask: What makes the ecosystems so

different in these two photos? (mainly the

water) What do you think living things need

to survive? (food, water, air, sunlight)

• Ss read and and listen to

and Make a two column table on the

blackboard (BB) Down the left, Ss

brainstorm types of ecosystems

(rainforests, oceans, deserts, grasslands,

rivers, forests, lakes, tundra, …) Write

these headings: type of ecosystem, flora,

fauna, environment Complete the table

COMPARE

Ecosystem in a bag

• Put pebbles in a soda bottle cut in

half Cover the pebbles with soil

Plant seeds and cover with more soil

Add water until it reaches the pebbles

Seal in a plastic bag and place it

in the Sun Ask: What do you think

is going to happen in this ecosystem?

• Observe your new ecosystem over

several weeks Ask Ss to describe the

changes they notice, and to identify

the elements of the ecosystem

(soil, air, water, Sun, plants)

• Discuss how the water recycles itself

■ Special attention

• Identifying tertiary consumers

• Pronunciation: tertiary, parasitism, mutualism

Focus on the food chain diagram Ask:

What are the producer / primary / secondary / tertiary consumers in this particular food chain? (grass, rabbit, snake, owl) Can you add another living thing to extend this food chain? (fox, wolf, human…)

• Create a new food chain diagram on the

BB with the help of Ss Examples: grass,grasshopper, rat, hawk; seaweed, fish,seal, shark

• In pairs, Ss create food chains for differentecosystems

• Read and listen to Focus on thephotos about parasitism and mutualism.Explain the parasitism between the lichen

and the tree Ask: Who benefits from it? Who is harmed? Explain the mutualism

between the heron and the buffalo

Encourage Ss to share particular examples

of parasitism, mutualism and competition

Activity Book, page 4.

Relationships between living things

LOOK AND READ

1 Living things and food

Living things obtain food in different ways:

• Producers, such as plants and algae, make their food

• Primary consumers, such as zebras and fish,

eat plants and algae.

• Secondary consumers, such as lions and snakes,

eat primary consumers.

• Tertiary consumers, such as eagles and owls,

are secondary consumers which eat other

secondary consumers.

• Decomposers, such as fungi and bacteria,

eat the remains of other living things.

2 Food chains

Food chains show how food transfers from one living thing

to another in an ecosystem Look at the diagram.

3 Parasitism, mutualism and competition

• Parasitism: a parasite is a living thing which lives

in or on another living thing, its host It harms the host.

• Mutualism: a living thing eats the parasites which live in

or on another living thing It benefits both living things.

• Competition: several species compete for the same thing

The heron

eats insects.

3

4

Put these elements of a food chain

in the correct order:

Give some examples of primary consumers.

The food chain

Comprehension Complete the following sentences with the

correct verb:

1 Producers … their food.

2 Primary consumers … plants and algae.

3 Food … from one living thing to another in a food chain.

4 … , such as fungi and bacteria, eat the remains of other living

things.

5 Secondary consumers eat … consumers.

Answers: 1 make 2 eat 3 transfers 4 Decomposers 5 primary.

Listening Ss look at photocopies of the text on page 22,

leaf, caterpillar, bird, cat / M.A.

grasshoppers, worms, gazelles, cows

Food Web

• Draw a large triangle on a large piece

of paper Divide the triangle in fourlevels Label each level from bottom

to top in the following order: producer,primary consumer, secondary

consumer, and tertiary consumer

• Ss draw or cut pictures of living thingsfrom magazines, label and glue them

to the appropriate level

• Focus on the pictures Ask: How are

pollution, global warming and extinction

related? (Pollution increases global

warming and both can cause extinction.)

• Play - while Ss read Ask:

How does air pollution increase global

warming? (Since there is more carbon

dioxide in the atmosphere due to pollution,

the Earth’s temperature is rising.)

• Ss look up examples of species which

have become extinct in the last one

hundred years and discuss how this

affects their particular food chain

Activity Book, page 5.

➔

E

1–4

8 5

READ

Comprehension Circle the correct alternative in each

of the following sentences:

1 People affect / do not affect the environment.

2 Agriculture, construction and hunting can / cannot be harmful

to the environment.

3 The greenhouse effect occurs when the atmosphere does not

let heat in / out.

4 There is much more / less carbon dioxide in the atmosphere now.

5 The Earth's temperature is increasing / decreasing.

6 Today many / few species are endangered.

Answers: 1 affect 2 can 3 out 4 more 5 increasing 6 many.

2 Pollution Pollution is the contamination of air, soil or water

• The combustion of oil or coal pollutes the air.

• Insecticides pollute the soil.

• Urban and industrial waste pollutes rivers and oceans

• Pollution can change ecosystems.

3 Global warming Carbon dioxide in the atmosphere maintains heat

on the Earth Life on Earth is possible thanks to this heat

The atmosphere lets light in but does not let heat out

This is called the greenhouse effect.

There is much more carbon dioxide in the atmosphere now.

Consequently, the Earth’s temperature is increasing because more heat is retained in the atmosphere

This is called global warming.

4 Extinction

Pollution and global warming can cause species

to become extinct Today many species are endangered

All species depend on other species in food chains

Consequently, if one species becomes extinct, other species can become extinct too.

Combustion of fossil fuels, such as oil, pollutes the air, and contributes to global warming.

An endangered species: the rhinoceros

The greenhouse effect: heat cannot escape from the atmosphere.

Three of the following are in danger of extinction One is extinct Which one?

What things do we use every day that produce carbon dioxide?

• Fill two glass jars with water Wrap one

of the jars with a plastic bag (This is

the greenhouse jar.)

• Add five ice cubes to each jar, and set

both jars in a sunny window

• Ask: What will happen in both jars? (The

ice cubes will melt and the temperature

of the water will rise slowly.)

• Observe what happens after an hour

Use a thermometer to monitor the

temperature in both jars Ask: What

happened to the greenhouse jar

compared to the other one? (The water

temperature rose more.) Explain that

the greenhouse jar does not let out as

much heat

Be environmentally conscious!

Remember you can play an active role in

protecting the environment: Recycle,

Reduce and Reuse

Vocabulary

atmosphere, carbon dioxide, endangered, extinct, global warming, greenhouse effect, pollution, species

1 Are the following sentences true or false?

If they are false, correct them.

1 Rivers and lakes are marine ecosystems.

2 An ecosystem can be terrestrial and aquatic.

3 Few living things live in deserts because there is a lot of food.

4 Ecosystems can be large or small.

5 Many living things live in forests or grasslands.

2 Listen and complete the text.

False.

It can be terrestrial or aquatic.

3.F alse There is little food.

4.T rue.5.

True.

2:ecosystem; flora; fauna; fungi; alg

ae; environment; soil.

1 Complete the following sentences with the correct verb.

2 Listen and complete the text.

: a parasite is a living thing which lives in or on another living thing,

: a living thing eats the parasites which live in or on another living

: several species compete for the same thing.

Answer

s 1:1.

make.2.

eat.3 transfer s.4.

Decomposers.

5.primar y.

2:P

arasitism; harms; Mutualism; benefits;

Competition.

Circle the correct alternative in each of the following sentences.

1 People affect / do not affect the environment.

2 Agriculture, construction and hunting can / cannot be harmful to the

environment.

3 The greenhouse effect occurs when the atmosphere does not let heat in / out.

4 There is much more / less carbon dioxide in the atmosphere now.

5 The Earth's temperature is increasing / decreasing.

6 Today many / few species are endangered.

6.

many.

UNIT CONTENT

Assessment criteria

Content objectives

1 Identifying the parts of the musculoskeletal system and describing their main functions

2 Recognising and describing how human movement occurs

3 Identifying the parts of the nervous system and describing their main functions

4 Distinguishing between reflex and voluntary movements and describing how these movements are controlled

5 Understanding how the nervous system is responsible for internal coordination

6 Identifying the main glands of the endocrine system and describing their functions

7 Interpreting drawings and diagrams

Language objectives

1 Infinitive of purpose: … to make the body move … in order to function

2 Expressing ability: … enables us to move … can change … cannot control …

3 Giving additional information using relative clauses: … where two bones

meet … which secrete substances … which controls …

4 Stating facts using passive structures: are covered … are used … are called …

5 Describing changes using comparative forms: … become shorter and thicker

6 Describing a sequence: First … next … then …When one … the other …

parts and functions

complexity of the human body

Resource folder

• Reinforcement and Extension

– Reinforcement: Worksheet 2– Extension: Worksheet 2

• Assessment

– Assessment: Worksheet 2

•Developing intelligence worksheets

•Working with recent immigrants

Find simple texts, diagrams and quizzes about

the human body.

* 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

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension Write the words of each sentence in the correctorder to make sense:

1 body / supports / the / the / skeleton

2 meet / places / bones / two / joints / where / are / the

3 ends / the / of / cartilage / covers / bones / the

4 flexible / cartilage / tissue / is

5 elastic / strong / ligaments / are / tissue Answers: 1 The skeleton supports the body 2 Joints are the places

where two bones meet 3 Cartilage covers the ends of the bones.

4 Cartilage is flexible tissue 5 Ligaments are strong elastic tissue.

• Focus on the photos and

questions The girl on the left is dancing

The children on the right are playing music

together

• The girl is using her whole body The

children are also using their entire bodies,

but are in more stable positions

read and in their books Ask: What

would happen if we didn’t have a skeleton?

(We would have soft bodies like gelatine.)

What do you notice about our skeleton?

Is it internal or external? (internal)

• Explain that internal skeletons support

proportionally more weight and do not limit

growth as much Elicit examples of living

beings without skeletons / with external

10 9

LOOK AND READ

COMPARE

Bone decalcification

• Place two thin, clean chicken wing

bones in two jars Add white vinegar to

one of the jars to cover the bone Ask:

What do you think will happen?

• After two days, remove the bone from

the vinegar and wash it Try to bend

both chicken bones Ask: What do you

notice? (The bone immersed in vinegar

is softer.)

• Explain that bones are strong due to

high calcium content; vinegar removes

calcium from the bone and makes it

soft Point out how important it is to

have enough calcium in your diet

The body

1 The musculoskeletal system The musculoskeletal system consists of the skeleton and the muscular system Both systems work

together to make the body move.

2 The skeleton The skeleton consists of all the bones in the body

It supports the body, and enables us to move

It protects delicate organs, such as the heart, lungs and brain.

3 Joints Joints are the places where two bones meet

There are:

•Fixed joints, such as the skull

•Movable joints, such as the knee or elbow

•Gliding joints, such as between vertebrae

The ends of the bones are covered with flexible

tissue called cartilage The bones of a joint

are connected by strong elastic tissues

called ligaments.

Compare the photos.

• What are the people doing?

• What parts of their bodies are they using?

• What other parts of the body can you name?

LOOK AND READ

fixed joints

movement joint

M.A Is the elbow a fixed joint?; Is the ankle a gliding joint?;

Is the shoulder a movable joint?

and Ask: Do you think the human body has more bones or muscles? (more muscles) How many muscles do you think are involved when you take a step? (200)

• Focus on the drawings and play and Ask Ss to perform movements like those inthe pictures and describe how their

muscles feel to the touch when contractedand relaxed Challenge Ss to find otherantagonistic muscles

• In pairs, Ss draw and label a diagram thatincludes bones, cartilage, joints, ligaments,muscles and tendons

• Ss do the activities at the bottom of thepage

Activity Book, page 7.

R

➔

15 14

13

12

2 1 LOOK AND READ

True or false? Decide if the following statements

are true or false If they are false, correct them

1 When muscles contract, they become longer.

2 When muscles relax, they return to their original length

and thickness.

3 Tendons connect the bones of a joint.

4 Antagonistic muscles perform the same actions.

5 Arms bend at the elbow with a flexing movement.

Answers: 1 False Muscles become shorter 2 True 3 False.

They connect muscles to bones 4 False They perform opposite

Stretch those muscles!

• Ask Ss to stand up and bend forward

to try to touch their toes (withoutbending their knees) Hold thisposition five seconds Return tostanding for five seconds Repeat thispattern five times

• Ask: Did you notice any changes during the exercise? (It should be easier to

reach further down with eachrepetition.)

• Ask: What do you think happened?

(Stretching causes muscles to change

in length.) Explain to Ss that stretching

is important to help avoid injuries

LOOK AND READ

The muscular system

1 The muscular system

The muscular system consists of all the muscles

in the body

The muscular system:

• Enables the body to move

• Gives the body its shape

• Protects organs, such as the liver

Muscles can change in length:

•When they contract, they become shorter

and thicker

•When they relax, they return to their original

length and thickness.

Tissues called tendons connect muscles to bones

2 Movement

Body movement occurs at movable joints

Two muscles are used in each movement

These muscles are called antagonistic

because they perform opposite actions

When one muscle contracts, the other relaxes.

For example, arms bend at the elbow

with a flexing movement They straighten

with an extending movement

The diagrams show how the arm muscles

contract and relax.

The triceps contracts.

The biceps relaxes.

ulna

ulna radius The arm bends.

The arm straightens.

M.A The muscular system gives the body its shape.

The muscular system protects organs, such as the liver.

10 THE BODY

The nervous system

LOOK AND READ

1 Functions The nervous system sends and receives information.

It coordinates the functions of internal organs

It also coordinates systems like the digestive system.

2 Parts of the nervous system The central nervous system consists of the brain and the spinal cord This system receives information,

interprets it, and decides on a response.

The brain has three parts:

•The cerebrum controls voluntary movements.

•The cerebellum coordinates movements

and maintains balance.

•The brain stem regulates internal organs

The spinal cord controls reflex movements

The peripheral nervous system consists of nerves

It transmits information from the sense organs

to the central nervous system and from the central nervous system to other organs.

3 Neurons Neurons are the principal cells of the nervous

system They receive and transmit information

They are grouped together to form nerves.

4 Reflex and voluntary movements

There are two types of movements:

•Reflex movements: these are involuntary

movements in response to external stimuli

•Voluntary movements: these movements are

the result of decisions

Neurons are grouped together to form nerves.

First, the skin receives information Next, the nerves transmit the information

to the spinal cord The spinal cord receives the information and sends

a command.

A reflex movement controlled by the spinal cord

Which of the following movements is a reflex movement?

1 Getting on a bus 2 Blinking when you are suddenly exposed to a bright light 3 Picking up a pen.

After that, nerves transmit the command to the arm muscles.

Finally, the muscles contract and the arm moves away.

12

13

Comprehension Ss read the following definitions and write the corresponding words:

1 This part of the brain controls voluntary movements.

2 This part of the brain coordinates movements and maintains

balance.

3 This part of the brain regulates internal organs.

4 These are the principal cells of the nervous system.

5 These are involuntary movements in response to external

• Ask: What system is responsible for sending

and receiving information? (the nervous

system); how does the body receive

information from the external environment?

(through the sense organs)

read in their books Ask: What are the

parts of the central nervous system? (brain

and spinal cord) The peripheral nervous

system? (nerves) What are the principle

cells of the nervous system? (neurons) How

do voluntary movements compare to reflex

movements? (Voluntary movements are the

result of decisions, and reflex are quick

involuntary movements.)

• Present the photos of a reflex movement

Ss read the two captions with and

identify the exact place where each step

of the process occurs

Activity Book, page 8.

LOOK AND READ

Testing your reflex movements

• In pairs, Ss test each other for reflex

movements

• Start with the knee jerk reflex Ss sit

on a chair with legs swinging Their

partners hit the tendon below the knee

cap with the side of their hand Ask:

What happens when you hit below the

knee cap? (If hit properly, the part of

the leg below the knee moves upward

in a quick movement.)

• Elicit other examples of reflex

movements, for example, withdrawing

a hand from a hot surface, blinking

when another person blows in your

face, or flinching when an object is

thrown towards you

■ Hands on

• Play and while the Ss read and Analyse the process ofdigestion Write each action on the BB,and Ss say if it is voluntary or involuntary.Write V or I next to each action

a processing chart entitled MAINENDOCRINE GLANDS with three columns:glands, hormones, function Fill in theinformation with the Ss

Activity Book, page 9.

➔E

24 23

4 3

2 1

22 21

The nervous system controls and coordinates

all the body’s internal processes, such as

the beating of the heart and the digestion of food

To do this, it controls involuntary muscles and

the endocrine system.

2 Involuntary muscles

Involuntary muscles work automatically

We cannot control them with our decisions.

The body needs involuntary muscles

in order to function correctly.

3 The endocrine system

The endocrine system is responsible for functions

such as growth and reproduction.

It consists of endocrine glands, which secrete

substances called hormones into the bloodstream.

4 Endocrine glands

The principal glands in the endocrine system are:

•Thyroid gland: it produces the hormone thyroxin,

which enables the body to absorb nutrients

•Pancreas: it produces insulin, which controls

the amount of sugar in the bloodstream

•Ovaries (female) and testes (male): they produce

sex hormones, which are responsible

for reproduction.

•Pituitary gland: it coordinates other endocrine

glands and also produces growth hormone

Internal coordination: the brain controls body temperature.

Heart muscles make the heart beat This makes blood circulate round the body.

True or false? Make more sentences about internal coordination

Involuntary muscles control the body’s internal proceses.

14

Comprehension Ss match the two halves of each sentence

reproduction.

False The nervous system controls the body’s internal processes.

M.A Insulin controls the amount of sugar in the body True

Measuring your own temperature

• Ss bring a digital thermometer

• Ss place the tip of the thermometerunder their arms

• Ss wait until the signal indicates thetemperature can be read, and thenrecord it

• Draw a table on the BB with all the Ss’temperatures, and analyse the data.Normal body temperatures rangebetween 36.6º and 37.3° C

• Human body temperatures vary due to

an individual’s metabolism, the time ofthe day, and the part of the body where

we measure Ask: When you have a very high temperature, what does it mean? (Your body has an infection.)

• Ss clean their thermometers with acotton ball dipped in alcohol

Prevent injuries! Always wear a helmetwhen you ride your bike, skateboard orscooter, and when you ski Always fastenyour seatbelt when riding in a car

Are the following sentences true or false?

If they are false, correct them.

1 When muscles contract, they become longer.

2 When muscles relax, they return to their original length and thickness.

3 Tendons connect the bones of a joint.

4 Antagonistic muscles perform the same actions.

5 Arms bend at the elbow with a flexing movement.

False.

They connect muscles to bones.

4.F alse.The

y perform opposite actions.5.

True.

1 Read the definitions and write the corresponding words.

1 This part of the brain controls voluntary movements.

2 This part of the brain coordinates movements and maintains balance.

3 This part of the brain regulates internal organs.

4 These are the principal cells of the nervous system.

5 These are involuntary movements in response to external stimuli.

2 Match the two halves of each sentence.

Answers,1:

1.cer ebrum.2.

cerebellum.

3.brain stem.

4.neurons.

5.r eflex movements

2:1 – c.

2 – e.3 – d.

4 – a.5 – f.

6 – b.

UNIT CONTENT

Assessment criteria

Content objectives

1 Distinguishing and describing primary and secondary sexual characteristics

2 Identifying the parts of the female and male reproductive systems and describing their main functions

3 Distinguishing male and female sexual cells and describing the menstrual cycle

4 Understanding and describing fertilisation and embryo development

5 Understanding and describing the stages of labour

6 Interpreting drawings and diagrams

Language objectives

1 Making comparisons: more developed muscles … higher voices … wider hips …

2 Describing quantity: little body hair … all the DNA … many changes …

3 Describing movement with verbs and prepositions: travels through …

4 Specifying time factors: at puberty … between the ages … every twenty-eight

days … about two weeks later … lasts about nine months … just before birth …

5 Stating conditions using zero conditional: If … is not fertilised, … it leaves …

6 Expressing purpose: enable … to reproduce …; produce a liquid … to feed …

characteristics

reproductive systems: parts and functions

development

and lactation

from pictorials and diagrams

to process information

to follow text

acceptance of changes duringpuberty

emotional factors ofreproduction

secondary sexual characteristics

systems and describing their functions

during pregnancy

Resource folder

• Reinforcement and Extension

– Reinforcement: Worksheet 3– Extension: Worksheet 3

• Assessment

– Assessment: Worksheet 3

•Developing intelligence worksheets

•Working with recent immigrants

Follow development from fertilisation to birth

Double click on days or weeks for images.

Puberty

http://lgfl.skoool.co.uk/content/keystage3/biology/pc/

learningsteps/PUBLC/launch.html

Learn about puberty and the hormones responsible

in this slide show.

* Not yet available in English

Sexual characteristics

COMPARE

• What are the people

in the photo doing?

• How do men’s and women’s appearances differ?

READ

1 Human sexual characteristics

There are two types of human sexual characteristics:

Primary sexual characteristics enable human

beings to reproduce We have these when we are born.

Secondary sexual characteristics differentiate men

and women They develop at puberty.

• Men have lower voices, more developed muscles and a lot of facial and body hair.

• Women have higher voices, breasts, wider hips and little body hair.

2 Puberty Puberty occurs when the reproductive system

matures, and secondary sexual characteristics appear.

Puberty starts when the pituitary gland sends

hormones to the genital organs.

As a result of this, changes occur in boys and girls and their secondary sexual characteristics develop.

• Girls reach puberty between the ages

of 11 and 14.

• Boys reach puberty between the ages

of 13 and 15.

Men or women? Who do the following secondary sexual characteristics correspond to?

Who generally reaches puberty first?

15

Comprehension Ss answer the following questions

1 When do secondary sexual characteristics develop?

2 Do men or women have more facial and body hair?

3 What gland sends hormones to the genital organs?

4 Which sexual characteristics do we have when we are born? Answers: 1 at puberty 2 men 3 the pituitary gland 4 primary

• Discuss the photos and

questions Men: more developed muscles;

women: wider hips, breasts, little body hair

in their books Ask: Do you think we are

born with primary and secondary sexual

characteristics? (No, only with primary

sexual characteristics; secondary sexual

characteristics develop at puberty.)

• Point out that, in general, boys and girls

are reaching puberty earlier than in past

READ

COMPARE

Rapid growth

• Explain that human beings undergo

rapid growth during puberty Ask: How

many centimetres do you predict you

will grow this school year? Record

predictions in a chart

• In pairs, Ss measure each other’s

height One partner stands against the

wall, and the other places a book on

top of his/her head and marks the wall

with a pencil

• Ss draw a table entitled: How much

have I grown? Each month, Ss measure

each other and record their

corresponding height

• At the end of the year, discuss the

data and compare with their

predictions Ss can make a graph

Take care of your body Due tohormonal changes during puberty, it is

very important to pay particular attention

to your personal hygiene

■ Special attention

• Realising that Ss may feel embarrassed

Show the diagram of the femalereproductive system and play Ss readthe text in pairs and match the definitions

to the organs

• Ask: How are the ovaries connected to the uterus? (by the Fallopian tubes) In which part of the female reproductive system does the baby develop? (in the uterus)

• Present with Show the diagram ofthe male reproductive system and listen to Ss read the text in pairs and match thedefinitions to the organs

• Ask: In which organs are the sperm cells produced? (in the testicles / testes) How are the testicles connected to the urethra?

(by the vas deferens)

Activity Book, page 11.

The reproductive system

1 The reproductive system

Both the male and female reproductive systems

consist of internal and external genital organs.

2 The female reproductive system

The female internal genital organs are:

•The ovaries: they produce the eggs necessary

for reproduction.

•The Fallopian tubes: they connect the ovaries

to the uterus.

•The uterus: it is the organ where the baby

develops during pregnancy.

•The vagina: it is a channel which goes

from the uterus to the outside of the body.

The female external genital organs have

a collective name – the vulva.

The vulva includes creases of skin called labia,

the clitoris, and the openings to the vagina

and the urethra.

3 The male reproductive system The male internal genital organs are:

•Two testicles or testes: they produce the sperm

cells necessary for reproduction.

•The vas deferens: sperm travels through this tube

to the urethra.

•The urethra: sperm travels through this passage

to the outside of the body.

•The seminal vesicles and the prostate gland:

they produce a liquid to feed and transport sperm.

The male external genital organs are:

•The scrotum: it is a bag of skin which contains

the testicles.

•The penis: the urethra passes through this organ.

LOOK AND READ

ovary

uterus Fallopian tube

vulva

vagina

vas deferens

testicle urethra

penis

scrotum

seminal vesicle prostate gland

16

18

Comprehension: vocabulary Ss read the definitions and write the

corresponding words

1 These organs produce sperm cells.

2 This is the bag of skin which contains the testicles.

3 This is the organ where the baby develops during pregnancy.

4 These connect the ovaries to the uterus.

5 These organs produce the female eggs necessary for

reproduction.

Answers: 1 testicles / testes 2 scrotum 3 uterus.

4 Fallopian tubes 5 ovaries.

as they are laid, making it look like

a ‘live birth’)

• In pairs, Ss research the reproductivesystem of an animal of their choosing.They prepare a poster with theirfindings, including labelled drawings,pictures and descriptions Make surethere are examples from the threegroups mentioned above

14 SEXUAL CHARACTERISTICS

Fertilisation and pregnancy

LOOK AND READ

3 Embryo development When the embryo is implanted in the wall

of the uterus, it is ready to develop into a baby The embryo needs food and oxygen to grow

It also needs protection.

First, it is protected by a sac called the amnion,

which fills with liquid.

Then, the placenta forms It gives the embryo

nutrients and oxygen from the mother.

The embryo is connected to the placenta

by the umbilical cord.

After about eight weeks, when the main structures and organs have formed, the embryo is called

a foetus.

4 Pregnancy Pregnancy is the period from the moment

of fertilisation until the birth of the baby This normally lasts about nine months The mother’s body experiences many changes during this period.

1 Sex cells Male and female sex cells are necessary for

reproduction.

Egg cells are the female sex cells They are large

and round From puberty on, one egg matures and passes through a Fallopian tube approximately every twenty-eight days.

If the egg cell is not fertilised, it leaves the body through the vagina Minor bleeding occurs,

called menstruation or a period.

Sperm are the male sex cells They are very small.

From the beginning of puberty on, about 200 million

of these are produced every day.

2 Fertilisation Fertilisation occurs when an egg cell and a sperm

unite in one of the Fallopian tubes or in the uterus.

This first cell of the new human being has all

the DNA of the two parents and is called a zygote

It divides numerous times and forms an embryo.

Then the embryo is implanted in the wall of the uterus.

Put the following in chronological order.

What advice would you give to a pregnant woman?

sperm cell

egg cell

nucleus tail

nucleus

body head

uterus

umbilical cord placenta

foetus

amnion

vagina

20

Comprehension Ss choose the correct alternative in each ofthese sentences

1 One egg cell matures and passes through the Fallopian tubes

every two weeks / twenty-eight days.

2 If the egg is / is not fertilised, it leaves the body through the

vagina.

3 Two hundred million sperm are produced every day / month

from the beginning of puberty.

4 A zygote / embryo is the first cell of the new human being.

5 The zygote / embryo is implanted in the wall of the uterus.

Answers: 1 twenty-eight days 2 is not 3 day 4 zygote 5 embryo.

• Ss read and listen to

• Ask: How often does an egg mature?

(approximately once every 28 days) How

many sperm cells are produced every day?

(about 200 million)

their books Ss focus on the diagram

Fertilisation and the beginning of new life.

• Ss read , listen to , and study the

diagram A foetus inside the uterus Ask:

What is unique about the placenta? (It is an

organ that forms only during pregnancy.)

What is the function of the umbilical cord?

(The baby eats and breathes through the

umbilical cord.) Why do you think the

embryo needs protection? (to avoid

damage to body parts)

• Ss read The foetus is totally dependent

on the mother for its nutrients and oxygen,

but if certain nutrients such as calcium are

in short supply, the foetus gets them first

Activity Book, page 12.

Life in the womb

• In pairs, Ss make a poster entitled:

Life in the womb They start with a

diagram of the female reproductive

system at one end This includes the

two sex cells and uses arrows to show

the path each cell travels to reach

fertilisation They then include zygote

and embryo formation This represents

the first month of gestation

• Ss continue with foetus/baby

development They include drawings,

diagrams, (ultrasound) pictures and a

detailed description of changes

■ Special attention

• Understanding the stages of labour

• Start by asking Ss if they have seen films

of animals or babies being born Ask: What did they show in the film? Was the process long? Did the mother nurse the baby after birth?

sequence diagram of the stages of labour.Play while the Ss read Ask: Why do you think the placenta is no longer needed after birth? (The baby can eat and breathe

independently.)

• Show the photo and read with

Ask: What is the environment like

in an incubator? (as similar as possible

to the mother’s womb)

• Ss read Ask: Why are newborn babies fed only milk? (Their digestive system

is not fully developed.)

Activity Book, page 13.

➔E

Complete the sentences: Labour is … Dilation is when … Birth is when … A Caesarean section is …

What is the first thing healthy babies do when they are born?

Birth and newborn babies

LOOK AND READ

Babies born before term are called premature.

Premature babies are kept in incubators,

where they can develop and grow stronger.

3 Lactation Lactation is the period when babies get their

nourishment from their mother’s milk.

If a mother cannot produce milk, infant formula

is used It is made from modified cow’s milk

or soya milk Breast milk is best, but formula provides many necessary nutrients.

1 Stages of labour

The process of giving birth is called labour

The involuntary muscles produce contractions

in the uterus The sac containing the foetus breaks.

The liquid around the foetus is expelled.

There are three stages of labour:

•Dilation: the opening of the vagina dilates

so that the baby can come out.

•Birth: the baby leaves the mother’s body.

•Afterbirth: the placenta is expelled.

If labour is difficult or dangerous for the mother

or the baby, doctors perform a Caesarean section

to take the baby from the mother’s uterus.

2 Newborn babies

When a baby is born, the umbilical cord is cut

The mark left is called a belly button.

Newborn babies are about fifty centimetres long

and weigh about three kilograms.

Premature babies develop and grow strong in an incubator.

21

Comprehension Ss write the words in chronological order

placenta expelled / dilation / sac breaks / umbilical cord cut /

contractions / birth / liquid expelled

Answers: usual order: contractions sac breaks liquid expelled

-dilation - birth - placenta expelled - umbilical cord cut

Then Ss use information to write paragraphs describing

the birth process using complete sentences and time linkers:

First … next … then … After that … Finally, etc.

Labour is the process of giving birth Dilation is when the opening of the vagina dilates so

that the baby comes out Birth is when the baby leaves the mother's body A Caesarean

section is a surgical procedure in which the baby is taken from the mother's uterus / Cry.

Birth

• Ss interview family members andprepare a report on their ownpregnancy and birth (If familybackground is a sensitive issue, thereport can be made more impersonal.)

• Elicit potential interview questions and

write them on BB For example: Did your mother have ultrasound scans? What was your birth weight and height?

• Ss perform their interviews, and write

an essay They can use pictures(including ultrasound pictures)

Birth: shared responsibility Many menparticipate in prenatal classes and providesupport during labour

1 Answer the following questions.

1 When do secondary sexual characteristics develop?

2 Do men or women have more facial and body hair?

3 What gland sends hormones to the genital organs?

4 Which sexual characteristics do we have when we are born?

2 Read the definitions and write the corresponding words.

1 These organs produce sperm cells.

2 This is the bag of skin which contains the testicles.

3 This is the organ where the baby develops during pregnancy.

4 These connect the ovaries to the uterus.

5 These organs produce the female eggs necessary for reproduction.

Answers,1:

1.at puber ty.

1 Circle the correct answer in each of these sentences.

1 One egg cell matures and passes through the Fallopian tubes

every two weeks / twenty-eight days.

2 If the egg is / is not fertilised, it leaves the body through the vagina.

3 Two hundred million sperm are produced every day / month from the beginning

of puberty.

4 A zygote / embryo is the first cell of the new human being.

5 The zygote / embryo is implanted in the wall of the uterus.

2 Write the words in chronological order

placenta expelled / dilation / sac breaks / umbilical cord cut /

contractions / birth / liquid expelled

1.twenty-eight da ys.2.

is not.3.

day.

4.zyg ote.5.

UNIT CONTENT

Assessment criteria

Content objectives

1 Understanding what energy is and its essential role in everyday life

2 Distinguishing and classifying different sources of energy

3 Distinguishing and describing the most important types of energy and identifying types of energy conversion

4 Understanding how light moves and performs when hitting an object

5 Understanding how sound originates, travels and performs

6 Understanding and distinguishing qualities of sound

7 Interpreting drawings, diagrams and graphs

Language objectives

1 Gerunds used as the subject of a verb: moving, lifting, heating, lighting …

2 Describing location using prepositions of place: at a nuclear power station …

in a light bulb …; describing activities using prepositions of movement: bounce off … transformed into … travels through …

3 Stating truths: If light meets … blocks …; When light hits … it is reflected …

4 Explaining consequences: Thus, …

5 Making comparisons: newer sources … the most important … much slower …

6 Giving factual information using the passive form: is connected with … cannot

be replenished … is produced by … is released as … is made up of …

from photographs, diagramsand graphs

pollution

conservation and prevention

reaching an object