New Science 3 Teacher's Book - Santillana

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Teachers Book
New Science
Science, Geography and History
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The Teacher's Book, Science, Geography and History, New Science, for Year 3
of Primary Education is a collective work, created, written and developed
in the Primary Education department at Santillana Educacin S.L.,
under the supervision of JOS LUIS ALZU GOI and JOS TOMS HENAO.
Contributing authors: Mar Garca, Juan Ignacio Medina and Ana Mara Snchez-Ramal
English language specialists: Paul and Susan House
English language editors: Michele Guerrini, Kerry Powell, Julie Davies and Sheila Klaiber
Editor: Mar Garcia
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Contents
Introduction
Presentation of The Learning Ladder IV
Resources for the student Vl
Resources for the teacher Vll
Content map for the second cycle Vlll
Description of the Student's Book X
Description of the Teacher's Book XlV
Resource Folder XVl
Other resources XVll
Child development from 8 to 10 years XVlll
Science, Geography and History 3

Contents of the Student's Book
01 The human body 10
02 Bones and muscles 24
03 Nutrition and organs 36
04 Animals 50
05 Plants 64
06 Water and air 78
07 Rocks and soil 92
08 Landscapes 108
09 Weather and rivers 122
10 Urban landscapes 136
11 Farm landscapes 150
12 Industrial landscapes 164
13 The history of my home town 178
Glossary 204
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Presentation
The Learning Ladder is the new Santillana programme
for quality education.
Quality education includes being able to

guarantee improved learning skills.
In order to achieve this goal, one of the main cornerstones of this project is
learning more; while covering all the essential contents,
the students are presented with a much more complete programme.
This project contains:
Texts for the students with:
More learning activities
More study aids (graphs, diagrams, workbooks, etc.)
Student centred methodology
Resources for the teacher with:

Reinforcement and extension activities
Activities for testing and assessment
Quality education includes

improving understanding.
improving understanding; students should understand the concepts they learn,
establish relationships between newly learned concepts and previous knowledge,
and apply existing knowledge to show that they understand.
More reading comprehension activities
More activities for expanding and developing vocabulary
Activities for reviewing, understanding and reasoning
Activities for integrating knowledge

Programmes for developing intelligence
Workbook for developing reading skills
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Quality education includes

integrating citizenship and multidisciplinary issues.
acquiring the necessary habits and values for living
within a community.
Reading activities for citizenship issues
and values
Activities for their social and emotional
development

Activities for citizenship issues and
multidisciplinary proposals
Workbook for working with recent immigrants*
Quality education requires

promoting responsibility for learning
among the students.
reviewing and revising in different ways. The students are
supervised continuously in these tasks.
Unit reviews
Summary activities

Test and assessment activities for each unit*
Tests and assessment sheets for each term*
Quality education requires

educating for the information society.
In order to achieve this goal, one of the main cornerstones of this
project is linking new technologies to school activities.
On-line resources for the student
On-line resources for the teacher
*Not yet available in English
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RESOURCES FOR THE STUDENT
Student's Books Workbooks*
Spanish Language 3* First term

Second term
Third term
Mathematics 3* First term

Second term
Third term
Year 3
Art and Craft

English
Music*
Catholic Religion*
Spanish Language 4* First term

Second term
Third term
Mathematics 4* First term

Second term
Third term
Year 4
Art and Craft

English
Music*
Catholic Religion*

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RESOURCES FOR THE TEACHER
Teacher's Books Resource folder*
Teacher's Book for Spanish Language 3* Assessment worksheets for Spanish Language 3*
Reinforcement and extension worksheets for Spanish Language 3*
Developing reading skills worksheets*
Teacher's Book for Mathematics 3* Assessment worksheets for Mathematics 3*

Reinforcement and extension worksheets
for Mathematics 3*
Teacher's Book for Science, Geography and History 3 Assessment worksheets for Science, Geography and History 3*
Reinforcement and extension worksheets for Science, Geography
and History 3*
Teacher's Book for Art and Craft

Teacher's Book for English
Teacher's Book for Music*
Teacher's Books for Catholic Religion*
Workbook for recent immigrants*

Theatre workbook 3*
Worksheets for developing intelligence 3*
Teacher's Book for Spanish Language 4* Worksheets for assessment in Spanish Language 4*
Worksheets for reinforcement and extension in Spanish Language 4*
Worksheets for developing reading*
Teacher's Book for Mathematics 4* Worksheets for assessment in Mathematics 4*

Worksheets for reinforcement and extension in Mathematics 4*
Teacher's Book for Social Sciences, Geography and History 4 Worksheets for assessment in Science, Geography and History 4*
Worksheets for reinforcement and extension in Science,
Geography and History 4*
Teacher's Book for Art and Craft

Teacher's Book for English
Teacher's Book for Music*
Teacher's Books for Catholic Religion*
Workbook for recent immigrants*

Theatre workbook 4*
Worksheets for developing intelligence 4*

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY - SECOND CYCLE
Third cycle
UNIT CONCEPTS PROCEDURES CITIZENSHIP
01. The Human Body The human body (outside) Labelling a diagram Who is the best?
The sense organs Making a descriptive chart
Natural sciences
02. Bones and muscles Bones and the skeleton Interpreting a sequence of drawings Moving around
Muscles Making a model of the backbone
03. Nutrition and organs The digestive system and nutrition Taking our pulse and recording Healthy eating
The respiratory system the data
Blood circulation Drawing a diagram of our teeth
04. Animals Vertebrates(outside) Extracting information from Training pets

Vertebrates (inside) a data table
Invertebrates Making animal index cards
05. Plants A description of plants Completing the sequence Protected plants

Flowers and fruit of a cycle
The function of plants Making a plant collage
06. Water and air Water in nature Doing an experiment Fighting pollution
The water cycle Making a poster of the
Air water cycle
07. Rocks and soil Rocks and minerals Describing a rock Deforestation
Soil Making a poster about
soil protection
Geography and History
08. Landscapes Mountain landscapes Reading a relief map Taking care of the
Flat landscapes Making a poster of the landscape
Coastal landscapes landscapes in our region
09. Weather and rivers The weather Recording temperatures Use water carefully
Weather changes the landscape Making a rain gauge
Water and landscape
10. Urban landscapes Villages Reading a street map Pedestrians

Towns and cities Organising a day trip
Means of transport
11. Farm landscapes Arable farming Extract information from a sketch Protecting small
Animal farming Writing a fact sheet about a crop fish
Resources from the sea or a farm animal
and forests
12. Industrial landscapes Industry Reading a thematic map Rubbish is a raw

Industrial products Analysing food labels material
Electricity
13. The history Time goes by Drawing a timeline Caring for our
The past and present of cities, Investigating the history of your heritage
of my hometown
towns and villages hometown
Memories from the past
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Fourth cycle
UNIT CONCEPTS PROCEDURES CITIZENSHIP
01. Animals Mammals Making a table Watch out!

Other vertebrates Making an animal mobile Protected
Invertebrates species
The nervous system Interpreting a bar chart No barriers

02. Interacting
The sense organs Making up a game about the senses
with others
The musculoskeletal system
Nutrition and food Examining a food label World hunger

03. Food and nutrition The digestive process Making up a healthy diet
Breathing, circulation
and excretion
04. Birth and growth Reproduction Drawing a growth table Children's

Pregnancy and childbirth Making an album about your life rights
Changes during our life
05. Matter Solids, liquids and gases Writing a report about an experiment The three Rs
Changes in matter Doing a survey about where used paper
Matter and empty bottles end up
Machines help us Identifying simple machines Safe machines

06. Machines and tools
Examples of machines Making a poster about machines
07. The Earth The Solar System Comparing two pictures Changing the
in the Universe Day and night Making a fold-out display of the planets clocks
Seasons of the year to scale
08. The territory Municipalities and regions Interpret a political map Cultural
Provinces and autonomous Making index cards of differences
we live in communities the autonomous communities
09. Population How the population is organised Interpreting a population density map Solidarity with
Population changes Doing a census of the class immigrants
10. Economic People work Comparing two bar graphs Equality in the
The primary sector in my community Describing a job work place
activities
Industry in my community
11. Services What are services Interpreting a road map Responsible

Industry and tourism Writing an article for the school consumption
Transport and communications newspaper
12. Political institutions We live in a democratic society Interpreting an organisation table NGOs
Municipal and autonomous Organising elections in the classroom
institutions
State institutions
13. Thousands How the first human beings lived Describing a monument The importance
Beginnings of history Writing a biography of a person of historic
of years ago in history heritage
What was life like 1000 years ago?
14. Hundreds Life 500 years ago Describing a painting Progress for
Life 200 years ago Making a photo album everybody
of years ago
Life today
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Student's Book
INTRODUCTORY PAGES
1 Talk about the text

Objectives
8 Landscapes Answer the questions.
What is the landscape around the village like?
Is it flat or mountainous?
To spark the students' interest
Where did the people go to live when they left the
village?
and to focus on the theme
Do you know any villages with only a few inhabitants?
A mountain village What would you do to encourage people to go back of the unit.
The other day I read a strange advertisement and live in a mountain village? Work out a plan with
in the newspaper. It said, We are looking a friend. Explain it to the class.
for people who want to live in a mountain
village. We will give you a house and farm
tools. Procedures
My Dad said it would be a good idea
to go and visit the village. So, last Saturday
2 Think about the questions
we drove there. Answer the questions. Read the texts. Students read and discuss
First of all, we drove 50 kilometres along What is landscape?
a flat plain. Then, we went up a narrow,
winding road. We drove past lots of fields
It is everything that we see around us. It can be
natural or man-made. Natural features include
a narrative text, and then answer
that had not been cultivated. Finally, mountains, rivers, plains and beaches. Man-made
we arrived at the village. features include buildings, roads and bridges. questions. There are two types
A shepherd told us the story of the village. Why are there different landscapes?
In the past, it was a very big village,
with more than 300 inhabitants. It had
Landscapes vary according to the type of land.
Landscapes with steep slopes form mountain
of questions: questions designed
a church and about eighty houses.
The shepherd also said that in winter
landscapes. Those with flat lands form plains.
Landscapes near the sea are called coastal landscapes. to encourage the students to discuss
you could not get to the village because
of the snow. There was no work the text, and questions designed
in the village, so people left. They went
to live in the valley where life was easier.
Now everything is changing. The
3 Find out about the unit to make the students aware of what
communications are much better. People are
starting to live in the village again.
In this unit we are going to learn about:
Mountain landscapes. they already know and what they
Flat landscapes.
Now I understand that strange
advertisement! Coastal landscapes. need to learn.
Julie, age 9
Finally, the students see an overview
108 109
of what they will cover in the unit.
Suggestions for class work

FACILITATING LEARNING
1. Explain the meaning of the title of the unit and the
Encourage students to participate in the
relationship between this unit and previous units.
discussion, especially those who may be less
2. Read the text out loud to the students and ask motivated.
questions. For example: Who is writing the text? Encourage students to ask interesting questions,
What does he/she say? Have you ever had a similar which motivate them to look for answers
experience? Continue with the oral activities in the unit.
in the section Talk about the text.
Offer positive reinforcement so that the students
3. Ask the questions in the section Think about the feel you have every confidence in their ability
questions and encourage students to suggest some to perform the tasks satisfactorily.
answers. Remember that the objective of the activity
is to ascertain what the students already know about
the topic, even if their knowledge is incomplete
or inaccurate.
4. Extend the activities by bringing extra material
to the class. This might include pictures, information
sheets, a guest coming in to talk to the students
on the theme, or by doing a simple experiment.
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INFORMATION PAGES
8
Mountain landscapes
4. Life in the mountains
1. Mountains and valleys summit There are often villages on the sides of
mountains. The inhabitants are livestock
Mountain landscapes are made up farmers. They earn a living from animal farming,
of mountains and valleys. 1 mountain side cultivating crops, and from the forests. 4
In mountain areas, the land can be Many years ago, mountain life was very
very high, and there are steep slopes. hard. Communications were bad. Many
foot
When the mountain is not very high, people went to live in the valleys.
we call it a hill.
Today however, people who live in the cities
Valleys are areas of low land between
mountains. Many valleys were formed
by rivers, which begin in the mountains. 1
valley
often go to the mountains. They go there
to rest, enjoy the landscape, and do different
sports.
4
Vines under cultivation on the side
of a mountain. Terraces are made, so the vines
can be cultivated on a slope.
Objectives
Mountains and valleys
2. What are mountains like? 5. Landscape changes Tasks To provide the students with key
Mountains can be isolated, or together
Mountain landscapes have changed. They
with other mountains. When they are
together, it is called a mountain range.
are now much easier places to live in. 3
1. What is a mountain? How many
parts does it have? What is a valley?
information.
Sometimes, these mountain ranges form People have built roads, railways, and
2. What is a mountain range?
a long line, called a chain. 2 tunnels in mountain areas. They have also
built houses and, in some areas, ski 3. Point to the following things
There are three main parts to a mountain:
stations. Now, more mountain areas have in picture 3 below: a summit,
the summit, which is the highest part, the
foot, which is the lowest part, and the sides
or slopes, which go from the foot to the 2
A mountain range
electricity, and sometimes there are
reservoirs in these areas.
a valley, a reservoir and a village.
Procedures
summit.
3. Rocks and forests

summit
aerial
To facilitate the students'
ski
Some mountains are rocky and bare. Others
are covered with vegetation.
station
understanding by using clear written
tunnel
Mountain vegetation varies according to
height. In the lower parts of the mountain,
there are grasses and bushes. On the
and graphic information.
DIBUJO reservoir
slopes, there are trees and meadows. At
the top, there is hardly any vegetation at all. This information is reinforced with
3
Mountain landscape valley
Tasks which are designed to ensure
road
that the students understand

110 111
the main ideas in the text.

READING THE TEXTS
1. Explain the meaning of the title of the double page
Before reading the texts in full, ask students
and its relationship to the theme of the unit.
one or two questions which they should try
2. Ask the students to look carefully at the pictures to answer, as quickly as possible, using the text.
on the double page and to make predictions Then ask them to read the text out loud
about the text. in groups of three or four.
3. Read each paragraph out loud to the students. Tell the students to read through the texts
Explain any unknown words. Explain the texts. individually. Then ask them to write two
Connect the content to the students' own experience questions about the text, and exchange them
or other concepts they have learned. Make sure with their classmates. Students re-read the text
the students understand the texts they are reading. and answer the questions.
Ask volunteers to read the text out loud again. Divide the class into the same number
Ask questions on the main ideas. Ask students of groups as there are paragraphs on the
to explain the text and remind them of the words double page. Assign a paragraph to each group.
that have been highlighted. Students read and discuss their paragraphs.
Divide the class into new groups made up
4. Ask the students the questions in Tasks to revise of one member from each of the original groups.
the main concepts and to check their understanding Students take turns to tell the rest of their group
of the texts. about the information in their paragraph.
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LEARNING ACTIVITY PAGES
A C T I V I T I E S 8
UNDERSTAND LEARNING TO READ
1. Circle the correct words. Copy the sentences. 4. Read the text. Answer the questions.
Mountain villages are found on the sides / at the summits of mountains. People who The Alps
live in these villages work in farming / industry. They also exploit the sea / forests.
Many years ago, life in the mountains was very easy / difficult. Today, people have built The Alps are one of the most important mountain ranges
roads, tunnels / airports, and railways in the mountains. in Europe.
Today, life in the mountains is much easier. The highest mountain in the Alps is Mont Blanc.
The summit is always covered in snow. This is why the
Alps are an important source of water.
Objectives
The rivers that have their source in the Alps flow down
APPLY
wide valleys. In these valleys, there are many farms
and good communications.
To ensure a lasting and efficient
2. Draw a larger copy of the picture. Add the following features:
The Alps are also an important tourist destination. learning process.
snow on the summit What is the text about?
Which is the highest mountain in the Alps?
a forest on a sunny slope Why do we say that the Alps are an important source of water? Tick the correct answer.
a village on the opposite

Because there is a lot of water inside the mountains.
Because when the snow melts, the water flows into the rivers.
Procedures
slope
a river in the valley

GIVE YOUR OPINION Use basic procedures, such as
a road from the village
5. Say which mountain
landscape you prefer. understanding scientific texts,
Give your reasons.
to the valley
handling data and doing
3. Match the phrases to the words.
Summary
experimental work, in order
oak trees, ferns, and beech trees mountain
roads, bridges, and villages vegetation

Mountain landscapes
Mountain landscapes are made up of mountains and valleys.
to reinforce the understanding
summit, slope, and foot changes in the landscape
Mountains are areas of high land with steep slopes.
Valleys are the low areas between the mountains. and use of the concepts learned
in the unit.
112 113

LEARNING ACTIVITIES
1. Decide how you will present and work with the
activities in class: whole group, small groups, pair There are four types of activities on these pages:
work or individual work. Also decide which activities Understand
will be performed orally. These are activities to help students
2. Explain clearly to your students exactly what they will organise their knowledge and establish
be doing during the activity and clear up any doubts relationships between what they have just
they have. Make sure that all students know what learned and what they already knew.
is expected of them before they start in order to avoid Work it out
unnecessary errors. These are activities where students explain
3. Once the students have finished the activities the reasons behind a variety of situations using
discuss the results as a whole group. Ask if anyone the concepts they have just acquired.
has any questions and correct any errors.
Apply
4. Read the text in the section Learning to read or the These activities are designed to allow students
procedure in the section I can do it. In the latter case, to use their newly acquired concepts in order
once the students have completed the activity, to solve problems, or to justify social or natural
you can ask them to look back at the same pages phenomenon scientifically.
in the previous units (maps, diagrams, photos
or charts) in order to reinforce their knowledge. Give your opinion
These activities encourage students to give
5. Ask the students to read the summary. They should a critical judgement on a specific idea.
all be able to explain the meaning of the sentences
in this section. Write the summary on the board but
leave gaps for the key words. Tell students to copy
and complete the summary.
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SELF-ASSESSMENT PAGES
N O W I K N O W
Objectives
Check what you know My project To make the students aware of what
1. Copy and complete the word map. 3. Make a poster of the landscapes
in your region.
they have just learned and what they
Choose some interesting landscapes, for example:
Landscapes
need to revise.
mountain landscapes
are made up of can be can be
mountains low-lying coast mountain landscape river landscape forest landscape Procedures
form with with
beaches
mountain
ranges There are four different types
Copy and complete the sentences. Use words from the word map.
flat landscape beach landscape high coastal landscape
Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper.
of activities:
Write descriptions of your pictures.

Landscapes can be mountain landscapes, plains
Mountain landscapes are made up of EXAMPLE The river is called It flows through a town called
There are lots of plants on the river banks.
word maps for organising ideas
multiple choice questions in order
Flat landscapes can be
Coastal landscapes can be
2. Tick the correct words.

CITIZENSHIP
4. Read the text. Do the task.
to remember specific information
1. Several mountains together form a
mountain range. plain.
5. Many rivers flow into the
sea. mountains.
Taking care of the landscape
The landscape has taken millions of years to form.
projects for creative work which
2. The highest part of a mountain is the
summit. slope.
6. Low-lying coasts have
cliffs. beaches.
Human beings have changed the landscape by building
roads, bridges and buildings. Sometimes, people includes various aspects of the
have been careful and have not damaged the natural
3. In flat landscapes we can find plains,
moors, and
7. When the sea bites into the land
we call it a
landscape. However, there are times when the results
have been disastrous. In these situations, forests, rivers, unit
ranges. depressions. gulf. cape. rocks and beaches have been destroyed.
4. A high plain is called a

moor. depression.
8. A group of islands is called
a peninsula. an archipelago.
Why should we take care of our forests, rivers and beaches?
Give your reasons.
short pieces of text to encourage
the students to reflect on their own
120 121 behaviour and that of others

1. Before doing the activities on these pages, ask
students to review the information pages for the unit
and the activities they have done in their notebooks.
Supplement this review by explaining
the main concepts and writing a brief summary
of the concepts covered on the board.
2. Tell students to complete the word maps and
the multiple choice tests in a separate part of their
notebook. At the end of the school year these pages
will serve as a testimony of the work the students
have covered.
3. Decide whether the students should do the project
as group work or individual work.
4. Complete the work for the unit by doing
the reinforcement, extension or assessment
worksheets.*
5. Encourage the students to talk about what they have
learned in the unit, and discuss any difficulties
they have had.
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TEACHER'S BOOK
The Teacher's Book is organised as follows:
1. PRESENTATION
UNIT 8 UNIDAD 0
Resource
Landscapes
folder
Presentation PRESENTATION RESOURCES
This unit presents three kinds of natural landscapes. The unit focuses on how to read and interpret Resource folder These are materials
The objective is for students to recognise illustrations and relief maps. It also encourages students
This section the differences and similarities between mountains,
flat landscapes and coasts.
to recognise the importance of protecting nature
and the environment.
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES from the Learning
Reinforcement and extension Worksheets for developing intelligence
introduces the Reinforcement: Worksheets 16, 17 and 18 Working with recent immigrants Ladder which can be
UNIT CONTENT Extension: Worksheet 8
contents of the unit Objectives

Test and assessment
Assessment: Worksheet 8 used to supplement
and highlights To identify the characteristics and elements of mountain landscapes,
flat landscapes and coastal landscapes
To recognise the differences among the three kinds of landscapes
the work in the unit.
the main concepts. To read and understand a scientific text
To interpret a simple relief map Internet resources
To think about the importance of protecting the environment Relief maps PAPUA NEW GUINEA
Arafura
Timor Sea
http://www.atlapedia.com/online/map_index.htm Sea
INDIAN
Download relief maps of countries around the world OCEAN Gulf of

Carpentaria
Gr
Coral
Sea
ea
t
Contents World land areas and elevations
Internet resources
B
ar
ri
er
R
http://www.factmonster.com/ipka/A0001763.html
ee
f
Unit content
AUSTRALIA
CONCEPTS PROCEDURES ATTITUDES Facts about highest and lowest elevations
Mountain landscapes Describing and comparing Protecting the environment

Flat landscapes
Coastal landscapes
illustrations
Interpreting a relief map
Great
Australian
Bight
These are internet links
This section includes Reading and understanding
a scientific text 0
SCALE
207
SOUTHERN
OCEAN
Tasman
Sea to web pages associated
Kilometres
the objectives, with the contents

Assessment criteria Other resources
contents and Recognising the characteristics and elements of mountain landscapes, Natural Science Tasks
of the unit.
flat landscapes, and coastal landscapes The Solar System and the Earth
assessment criteria Identifying similarities and differences among these three kinds of landscapes
Interpreting a simple relief map
Nature. Vocabulary
Activities with maps
Understanding a short scientific text Primary school atlas
for the unit together Recognising the importance of protecting the environment School dictionary
Other
with suggested Suggested timing for the unit
resources
timing. September October November December January February March April May June
108 A 108 B These resources are

complementary
materials which are
related to the contents
of the unit.
2. INTRODUCTORY PAGES

Anticipating 8 Landscapes Answer the questions.
UNIT 8
Citizenship
difficulties Anticipating difficulties
A mountain village
village?
Encourage the students to talk about
the advantages and disadvantages
of living in a mountain village. Ask
This section works

them to fill in a table:
What would you do to encourage people to go back
In this unit you may find that and live in a mountain village? Work out a plan with
The other day I read a strange advertisement
This section the students have difficulty

differentiating between altitude
(the height of a mountain from sea
in the newspaper. It said, We are looking
a friend. Explain it to the class. Advantages
You are in contact

Disadvantages
It snows a lot,
with the citizenship
village. We will give you a house and farm with nature. and you may
describes the main

level to the summit) and height
(the height of a mountain from
its base to its summit).
tools.
My Dad said it would be a good idea
get snowed in.
programme, which
difficulties that the Explain the meaning of both concepts

and draw the following diagram
on the board.
we drove there.
First of all, we drove 50 kilometres along
Answer the questions. Read the texts.
What is landscape?
Citizenship
Tolerance and respect
is essential for
a flat plain. Then, we went up a narrow, It is everything that we see around us. It can be
students may face Summit winding road. We drove past lots of fields
that had not been cultivated. Finally,
we arrived at the village.
mountains, rivers, plains and beaches. Man-made
features include buildings, roads and bridges.
After students read the text, explain
that when visiting new places,
developing the student
it is important to respect the ways and
when working A shepherd told us the story of the village.

Why are there different landscapes?
customs of the people who live there,
even if those ways and customs are
different from their own. Present several
both as an individual
through the unit. Height
Altitude
Landscapes near the sea are called coastal landscapes. situations and ask the students what
they would do in each one. For example:
Imagine people offer you food you have
and as a member
Foot
Sea
of the snow. There was no work
to live in the valley where life was easier. 3 Find out about the unit
never eaten before. What would you do?
of society.
Mountain landscapes.
Flat landscapes.
Coastal landscapes.
advertisement!
Teaching suggestions Julie, age 9
Teaching After reading A mountain village, ask

the students to talk about some of
the characteristics of the place where
108 109
suggestions they live: What is it like? Where is it?

What are the houses like? How many
people live there? What is the
ALTERNATIVE SUGGESTIONS Alternative
landscape like: mountainous, flat
or coastal? How have people changed
the landscape?
Bring photos of different landscapes into class. Divide the class
into groups, and ask each one to choose a photo. Tell
If possible, take the students to a place near your school
where they can look at a natural landscape (mountains, flat suggestions
This section offers Ask the students if they have ever
visited a mountain village. If they
the students to take an imaginary trip to the place in the photo.
Ask them to explain specific details of their trip, such as:
how they organised the trip, what they saw, what type of
landscape or coast). Introduce some of the concepts they are
going to study in this unit.
Answer Key
Talk about the text
It is mountainous.
have, ask them to talk about
suggestions for the experience. Prompt them with
questions, for example: Where were
transport they used, what kind of clothes they wore, what kind
of landscape they passed through: valleys, rivers, mountains,
coasts; what kind of people, plants and animals they saw, etc.
They went to live in the valley.
M. A. Students name villages they know.
M. A. We offer horse-riding tours
This section offers
you? How did you get there? What did
exploiting and you see? Did many people live there?
Was it like the village in the book?
of the mountains and campsites.
This brings tourists to our mountain
village.
alternative suggestions
reinforcing the 108 109
for introducing the unit
contents on the and creating a positive
double page. learning environment.
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3. INFORMATION PAGES
Objectives 8
Mountain landscapes UNIT 8
This section describes 1. Mountains and valleys
Mountain landscapes are made up
summit There are often villages on the sides of
farmers. They earn a living from animal farming,
Understanding
the main objectives OBJECTIVES
To recognise the elements that
of mountains and valleys. 1
In mountain areas, the land can be
very high, and there are steep slopes.
mountain side
foot
cultivating crops, and from the forests. 4
Many years ago, mountain life was very
hard. Communications were bad. Many
Follow up the questions
in the Student's Book with these:
When the mountain is not very high, people went to live in the valleys.
for the double page. make up a mountain landscape

To know how the distribution
of the population can affect
we call it a hill.
Valleys are areas of low land between
mountains. Many valleys were formed valley
Today however, people who live in the cities
often go to the mountains. They go there 4
Vines under cultivation on the side
Are 'summit' and 'top' the same
thing?
What other word do we use
to rest, enjoy the landscape, and do different
the landscape by rivers, which begin in the mountains. of a mountain. Terraces are made, so the vines
1 sports. can be cultivated on a slope.
to describe the side of a mountain?
What jobs do people who live
2. What are mountains like? 5. Landscape changes
in the mountains usually do?
Tasks Ask the students to bring photos
Mountain landscapes have changed. They or magazine cut-outs of mountain
with other mountains. When they are 1. What is a mountain? How many
are now much easier places to live in. 3
Teaching suggestions together, it is called a mountain range. parts does it have? What is a valley? landscapes into class. Tell them
Teaching Introduction
Sometimes, these mountain ranges form
a long line, called a chain. 2
There are three main parts to a mountain:
People have built roads, railways, and
tunnels in mountain areas. They have also
built houses and, in some areas, ski
stations. Now, more mountain areas have
3. Point to the following things
in picture 3 below: a summit,
to glue the pictures onto pieces of
paper, and to write a brief description
of the landscape under each picture.
suggestions Ask the students to look at picture 2.

Remind them of the landscapes
they studied the previous year, and
the summit, which is the highest part, the
or slopes, which go from the foot to the
summit.
2
A mountain range
electricity, and sometimes there are
reservoirs in these areas.
a valley, a reservoir and a village. For example, they should say whether
the photo is of a mountain range
or a single mountain, what parts Learning
have them associate those landscapes of the mountain can be seen, what
Introduction
with the photo. Help them to describe
the picture using words like summit,
mountain range, hillside, etc.
3. Rocks and forests
Some mountains are rocky and bare. Others
summit
ski
station
aerial
natural and man-made objects they
can see, such as houses, snow, etc.
Students can bind several pages
skills
are covered with vegetation. to make a scrapbook, My Mountain
If they know of any mountains near
Explanation their home, encourage them

to describe the mountain(s). Prompt
Mountain vegetation varies according to
tunnel
DIBUJO
Scrapbook.
Citizenship This section

them with the following questions: slopes, there are trees and meadows. At reservoir
Understanding Are there trees? Is there any snow?

Are the mountains very high? etc.
the top, there is hardly any vegetation at all. Environmental education
Explain to the students that we can provides activities
3 do different leisure activities in the
Explanation Mountain landscape valley
mountains: camping, hiking, climbing,
and procedures
road
Draw the following diagram on the skiing... Remind them that there are
board, and explain how vegetation a lot of plant and animal species
is distributed on a mountain. 110 111 in the mountains, and that we can
Additional Summit: pasture, fields

enjoy these things if we treat
our surroundings with respect. for developing
INTERESTING INFORMATION
or interesting Hillside: forests. In wet areas

there will be trees like oak Sherpas
LEARNING SKILLS
Underlining
Answer key students' capacity
and beech, and in dry areas 1. A mountain is high land with steep
information trees such as fir and pine.

In the area near the summit,
there will be hardy species
The Sherpas are a group of people who live in the highest area
in the world. Their unique physical condition means they can
live at heights where other human beings, unaccustomed
Remind the students that underlining is used to emphasise
the most important sentences or words in a text.
Before underlining, they should read the text carefully and then
slopes.
The three main parts of a mountain
to acquire, organise
which are resistant are: the summit, the sides (or slopes)
to the altitude, find it difficult to breathe.
to the cold like black pine
or fir trees. Thanks to their strength and resistance to heights, the Sherpas
have taken part in many mountain-climbing expeditions
underline only the most important things: titles, definitions,
key words, etc.
Read Life in the mountains with the class, one paragraph
and the foot.
A valley is the land between two
mountains.
and retain
Foot of the mountain:
This section provides

bushes in the Himalayas. In 1953, Sherpa Tenzing Norgay and
New Zealander Edmund Hillary became the first people to climb
the highest mountain in the world, Mount Everest, which is 8,846
at a time. Then ask the students to tell you the main idea
in each paragraph. When they identify it correctly, ask them
to underline it in the text.
2. A mountain range is several
mountains together.
3. Students point to parts of the
information.
illustration.
metres high.
more information 110 111
to supplement learning.
4. ACTIVITY PAGES
Activities UNDERSTAND LEARNING TO READ
UNIT 8
1. Circle the correct words. Copy the sentences. 4. Read the text. Answer the questions.
This section UNDERSTAND

Mountain villages are found on the sides / at the summits of mountains. People who
Many years ago, life in the mountains was very easy / difficult. Today, people have built
The Alps
The Alps are one of the most important mountain ranges Answer key
roads, tunnels / airports, and railways in the mountains. in Europe.
provides information, 1. Life in the mountains. Use this

activity to check that the students
can identify the ways of life in mountain
Today, life in the mountains is much easier. The highest mountain in the Alps is Mont Blanc.
The summit is always covered in snow. This is why the
It is about the Alps, the highest
mountain range in Europe.
The highest mountain in the Alps
Alps are an important source of water.
suggestions areas.
Answer key
APPLY The rivers that have their source in the Alps flow down
wide valleys. In these valleys, there are many farms
is Mont Blanc.
Because when the snow melts,
the water flows into the rivers.
for extending activities People who live in these villages work

in farming. They also exploit the forests.
Many years ago, life in the mountains
snow on the summit

The Alps are also an important tourist destination.
GIVE YOUR OPINION

What is the text about?
or explanations was very difficult. Today people have built

roads, tunnels and railways in the
mountains. Today, life in the mountains
a forest on a sunny slope

Which is the highest mountain in the Alps?
Why do we say that the Alps are an important source of water? Tick the correct answer.
5. The mountain landscapes I like.
To introduce this activity, explain that
is much easier. Because there is a lot of water inside the mountains. not all transformations of a landscape
needed to do the a village on the opposite
slope
Because when the snow melts, the water flows into the rivers. are negative.
GIVE YOUR OPINION Answer key

activities. APPLY a river in the valley
2. The parts of a mountain. There
are two objectives to this activity: a road from the village
to the valley
5. Say which mountain
landscape you prefer.
Give your reasons.
M. A. I like the mountain landscape
with snow because I like skiing.
Multidisciplinary
to reinforce the unit content and to
develop special skills. You can ask
the students to include other elements
in their drawings if you wish to 3. Match the phrases to the words.
Maths link
Find information about mountains
links
in your country or continent. Draw
broaden the activity. oak trees, ferns, and beech trees mountain
Summary
a chart on the board and fill in the
Mountain landscapes information. Alternatively, give an
Answer key
Check that students have positioned
these elements properly.
roads, bridges, and villages
summit, slope, and foot

vegetation
changes in the landscape

Mountain landscapes are made up of mountains and valleys.
Mountains are areas of high land with steep slopes.
Valleys are the low areas between the mountains.
example. Then ask questions like:
Which is the highest mountain? Which
is the lowest? What is the difference
This section offers
3. Mountain landscape. This activity
112 113
between the two?
Height
suggestions
helps students to categorise vocabulary. Mountain
in metres
Answer key Answer key

Teide (Tenerife) 3.718 for linking
ADDITIONAL ACTIVITIES Almanzor (vila) 2.592
oak trees, ferns and beech trees:
vegetation
roads, bridges and villages: changes
Vocabulary index Sun and shade
Torre de Cerredo (Asturias) 2.648 the contents
Answers to the in the landscape
summit, slope and foot: mountain
Ask the students to make a vocabulary index card for each new
word in this lesson or for words which they have found difficult.
Each word should be on a separate card, and they should include
If you want to explain the concepts of sun and shade, all you will
need is a lamp and your hands.
Mulhacn (Granada)
Moncayo (Soria)
3.478
2.313 to activities
Switch the lamp on, and put your hands together at the fingertips, Aneto (Huesca) 3.404
activities in the LEARNING TO READ
a definition and a sentence with the word. For example:
making a triangle. Explain that the hand where the light shines
directly is the sunny side of the mountain, and that the other side working with other
4. The Alps. This text introduces RESERVOIR is in the shade.
Student's Book. the students to a specific landscape.

They will be able to identify some An artificial lake where the water from a river is stored.
Then ask: Which hand receives more heat? Which hand is on the
sunny side? Which hand is in the shade? Reinforcement and extension subject areas.
of the concepts they have studied Reservoirs are usually built in the mountains. F Reinforcement: Worksheet 16
Model answers in the previous lesson.
112 113
are also
provided where
there is no set
Resources folder
answer. These
Additional activities
are indicated by Worksheets relating
M.A. This section offers suggestions to the page.*
for simple experiments
or group activities.
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RESOURCE FOLDER *
The resource folder contains the following materials to support the

teachers' work.
Special programmes
Activities for recent immigrants*
These materials provide guidance and
suggestions for dealing with recent
immigrants. There are teaching suggestions
and administrative information designed
to help with the process of integrating
newcomers into their new school
environment.
Developing literacy*
This workbook provides general guidance
for developing literacy in the classroom.
Scripts are included for the dramatisation
of four reading books from Alfaguara which
are graded to the students' reading age.
Theatre workbook*
Photocopiable sheets
This workbook contains dramatised texts
which are graded according to age groups.
Reinforcement and extension* These texts are used for performance
These worksheets are designed to in the classroom.
support the learning of those students
who encounter difficulties (reinforcement)
or are fast finishers (extension).
Developing intelligence*
This is a continuation of the programme in
the first cycle. The objective is to develop
Tests and assessment* and exercise reasoning skills to improve
These worksheets are designed as a learning.
review for assessing each term's work Each workbook contains 35 photocopiable
and monitoring students' progress. worksheets classified according to the
The workbook contains an assessment sheet following skills: Perception and attention,
for each unit of work, three test sheets (one Memory, Oral comprehension, Spatial
per term) and three assessment registers comprehension, Logical reasoning, Time
(one per term). sequencing and Numeracy.
* Not yet available in English
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Other resources
Other materials from Santillana that are recommended
for your students are the following.
Santillana workbooks
This is a varied and extensive collection of workbook activities designed to practise,
reinforce and revise basic contents and skills.
For the third cycle of New Science, the following Santillana workbooks are suggested:
Activities for Natural Sciences: Human body 2.

Bones , muscles and the sense organs*
Activities for Natural Sciences: Human body 3.

Digestive, respiratory, excretory and circulatory system*
Activities for Natural Sciences: Animals and plants 2*

Activities for Natural Sciences: Earth and the Solar System*
Activities with maps. The autonomous community*
Activities for History. Find out about time 2*
Activities for History. Find out about time 3*
In the area of Language (Spanish), there is a series of workbooks on Spelling

and Writing and Calligraphy.* In Mathematics, there is a series of workbooks
on Numbers and Calculation, Mathematical problems, Mental agility, and Geometry.*
Reference material
Primary school atlas*
A very useful resource from Primary Four onwards
School Dictionary*
A monolingual Spanish dictionary for primary students
Classroom materials and new technologies:

Interactive programme for basic subject areas
Classroom materials for Mathematics
On-line resources
* Not yet available in English
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DOCUMENT
CHILD DEVELOPMENT FROM THE

AGES OF 8 TO 10 YEARS
By BERNAB TIERNO and MONTSERRAT GIMNEZ
(Taken from La educacin y la escuela de 8 a 10 aos. Publisher Aguilar, 2004)
During these years, the fantasy and egocentrism characteristic

of small children give way to more rational thinking. Children
want to know the truth and look for increasingly more precise
answers to questions that arise.They also want to know about
the everyday real-life situations they observe.
THOUGHT DEVELOPMENT
From the age of eight, children enter an extremely
important period of development: the stage of concrete Identity or conservation, that is,
operations. Children progress towards more complex children realise that an object
reasoning at this stage.They try to find logical explanations continues to be the same even
for what happens in the world around them, and gradually though one of its characteristics may
they adjust to reality. change. For example, this concept allows
Children at this stage are not satisfied with just any solution children to understand that their home will
to their questions or uncertainties.They want to find the continue being the same even though the
ultimate explanation of things, and they want to assimilate walls may be painted a different colour.
all the information available to make sense of their Reversibility and reciprocity, which enable
environment. children to turn operations around and understand that
differentunderstand that different problems they face
The capacity to reason can be solved by compensating in some way for what
One of the most significant characteristics of this period has occurred. In everyday life, for example, when they
is the rapid development of the capacity to reason.At the have problems with a classmate, they try to resolve
beginning, students still make use of concrete references. the situation by saying:Let's try to be friends again,
For example, they need to count on their fingers or draw (equivalent to reversibility) or If I help you with Maths,
items to be able to do sums. However, soon they will be you can help me with this drawing, (an example
able to work without these aids and will develop their of reciprocity).
capacity for abstraction; that is, the possibility to work
These logical principles also influence their learning,
something out in their heads without having a concrete
turning children into much more objective thinkers.
reference.
Development in thinking skills converts this period into Attention span and memory
a fundamental stage for learning. Memory and attention
span improve, and children begin to reflect on their own At this stage, children have achieved greater self-control
thoughts, allowing them to develop and use more over their behaviour and thoughts.They are capable
sophisticated strategies. of avoiding distractions and of concentrating for a longer
period on an activity.
The stage of concrete operations Attention span development affects their capacity
Between the ages of eight and ten, children are immersed to memorise and remember. Since they are more
in the stage of concrete operations.This stage is attentive, they focus on the most significant information
characterised by logical thinking.The most important and develop strategies that allow them to remember
principles include: things better.
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Their memory not only improves with respect to strategies to distinguish the degree of difficulty associated with
for remembering information.Their capacity to recover different tasks. So now if they face a task they consider
information also increases. In other words, a child's difficult, they know they have to pay more attention,
memory becomes more organised and efficient. complete more operations, and think more intensely until
they find the solution.
Rapid thinking But knowing in advance that an activity or task is easy or
Children at this age are capable of assimilating different difficult does not necessarily motivate a child to solve it.
pieces of information or thinking of several things at Occasionally, the opposite may occur. For this reason, the
the same time.As their knowledge increases, degree of difficulty of children's activities should adapt to
their abilities to understand everything their level of skill for solving them.The level of an activity
we communicate to them also increases. must appear to be an achievable challenge for the child.
Furthermore, they have learned
THE WORLD OF VALUES

Children between the ages of eight and ten have sufficient Value formation
ability to understand many phenomena in the world
around them.The development of thinking skills allows As children mature physically and psychologically, they
them to venture into new domains, unknown to them feel more sure of themselves and more self-sufficient,
up to now. gradually passing from childhood into preadolescence.
In the school environment, they are going through an ideal
Within this knowledge, everything related to instilling period for developing reading skills and an interest
and building rules, and values takes on vital importance. in science and maths, in knowledge of themselves,
This involves abstract concepts that children have been of others, and of the world around them.
internalising throughout their development.
For this reason, it is also necessary at this stage for them
to learn the importance of internal values, since these
The value of rules
are the ones that make children mature inwardly.
The way in which children interpret rules changes
Values reflect the personality of individuals. Family, school,
compared to earlier years. Up until nine years of age, in the
institutions and society shape the children's moral,
heteronomy stage, influences are external; children do not
cultural, intellectual, emotional and social behaviour.
create rules, these are imposed on them by adults.They
consider rules to be sacred and unchanging.This does not Everyday habits that children have turned into routines
mean they will follow them to the letter; in fact, most of the are the basis on which values are sustained.That is why
time it is hard for them to do so, possibly because they are they need to acquire norms of behaviour to serve
external and because they have not participated in making as a reference point.
them. Our own examples and our attitudes towards life are
In this sense, it is important that they feel they are the best tools to transmit what we consider important
contributing to the creation of rules also.As a result, to children.
the reasons behind rules should be explained to them.
As children participate in establishing some guidelines
for living in a community, it will be more likely that they
will follow them.
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3
New
Science
Science, Geography
and History
Santillana
Richmond
P U BL I S HING
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Presentation
New Science 3 is part of THE LEARNING LADDER programme for quality
education. It is based on three main cornerstones: improving
understanding, learning more and acquiring habits and values for living
in a community.
The ethos behind our new programme for New Science is clearly situated
within the basic principles shared by the teaching community. These
principles highlight the priorities in education and efficient and innovative
teaching methods.
Improving understanding. Comprehension is developed

through three different text-types: narrative texts to introduce the theme,
informative texts to explain the contents and scientific texts to extend
the theme.
The reading texts are graded through the school year. They are supported
by illustrations designed to help understanding.
Learning more. New Science offers essential information

in a highly organised way. Pupils can use the information as reference
material for understanding the world they live in. They will also acquire
an understanding of procedures in the subject area, and use creative
activities for research and doing simple project work.
Acquiring habits and values for living within a community. This

principle is present in all our educational programmes. For this reason,
each unit contains a section on Citizenship.
Suggestions for assessment evaluate memory, understanding
and competence in each pupil.
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Contents
Welcome to Year Three 8
1 The human body 10
2 Bones and muscles 24
3 Nutrition and organs 36
4 Animals 50
5 Plants 64
6 Water and air 78
7 Rocks and soil 92
8 Landscapes 108
9 Weather and rivers 122
10 Urban landscapes 136
11 Farm landscapes 150
12 Industrial landscapes 164
13 The history of my hometown 178
Glossary 192
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Units Contents
The human body The human body The senses of sight The senses of smell,
1 10
(outside) and hearing taste and touch
Bones Bones and the skeleton Muscles
2 and muscles
24
Nutrition The digestive system The respiratory system Blood circulation
3 and organs
36
and nutrition
Animals Vertebrates (outside) Vertebrates (inside) Invertebrates
4 50
Plants Plants Flowers and fruit We need plants
5 64
Water Water in nature The water cycle Air
6 and air
78
Rocks Rocks and minerals Soil
7 and soil
92
Landscapes Mountain landscapes Flat landscapes Coastal landscapes
8 108
Weather Weather Weather changes Water
9 and rivers
122
the landscape and
landscape
Urban Villages Towns and cities Means of transport
10 landscapes
136
Farm Arable farming Animal farming Resources from the sea
11 landscapes
150
and forests
Industrial Industry Industrial products Electricity
12 landscapes
164
The history Time goes by The past and present Memories from the past
13 of my hometown
178
of cities, towns
and villages
GLOSSARY: 192
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Learning to read I can do it Projects Citizenship

Looking after our skin Label a diagram Describe your body Who is the best?
What bones are made of Interpret pictures Make a model Moving around
of a backbone
Teeth Take your pulse and record Draw a diagram of your teeth Healthy eating
results
Eagle feathers Extract information Make an animal Training pets

from a chart index card
A forest fire Complete the life cycle Make a plant Protected plants
of a plant collage
Drinking water Carry out two experiments Make a poster of the water Fighting pollution
cycle
Mines Describe a rock Make a poster about soil Deforestation

protection
The Alps Read a relief map Make a poster Taking care of the landscape
of your landscape
The Eyes of the Guadiana Record temperatures Make a rain gauge Use water carefully
The oldest underground Read a street map Organise a day trip Pedestrians
New ways of farming Extract information Make a fact sheet Protecting small fish
from a sketch about a crop or an animal
Transforming an industrial Read a thematic map Analyse food labels Rubbish is a raw material
landscape
An archaeological site Make Investigate the history Caring for our heritage
a timeline of your hometown
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Organisation of the units

Presentation
The units in New Science are organised into three terms. The subjects are colour
coded: green - Science, Blue - Geography and purple - History.
Suggestion for
1 Talk about the text discussion.
8 Landscapes Answer the questions.
Discussions check
village?
understanding
A mountain village
and live in a mountain village? Work out a plan with
a friend. Explain it to the class.
and encourage oral
The unit theme for people who want to live in a mountain
expression
tools.
is introduced by My Dad said it would be a good idea
2 Think about the questions of the unit theme.
a narrative text. we drove there. Answer the questions. Read the texts.
What is landscape?
It is everything that we see around us. It can be
Questions that
winding road. We drove past lots of fields
features include buildings, roads and bridges. stimulate recall
A shepherd told us the story of the village. Why are there different landscapes?
and that help
Landscapes near the sea are called coastal landscapes. us organise our
ideas.
3 Find out about the unit
advertisement!
Plains.
Coastal landscapes.
This section sets
Julie, age 9
out unit objectives.
108 109
Development
Each unit is divided into two parts: a section containing information,

and a section with activities.
8
Numbers connect
Flat landscapes the text
Informative texts 1. Areas of flat lands with the pictures.
Plains, moors and depressions are flat moor
are structured, brief lands.

Plains are low, flat lands which are only
village
and clear. slightly above sea level. When these

lands are near the sea, we call them
coastal plains. 1
river
Moors are high, flat lands. The land on a
moor is higher than the surrounding land. Illustrations,

Main points Depressions are flat lands which are lower

than the surrounding land.
fields bridge
road
drawings, photos
1
and key words are A coastal plain

railway and charts add to
highlighted. 2. Flat landscapes understanding.
Flat landscapes are large areas of land with
very little difference in height.
Vegetation on flat landscapes is not as
varied as on mountain landscapes. In many 3
places, the land is used for agriculture. Life on the plains
Flat lands have a lot of rivers. The source of
the rivers is in the mountains. These rivers
flow across the flat areas to the sea. 2 3. Life on the plains Tasks
Life is easier on the plains than in the 1. Explain the differences
mountains. This is why most towns between a plain, a moor and
and cities are on plains. a depression.
Flat landscapes have changed a lot. People 2. What is the vegetation like
New words are Vocabulary
have built towns and cities, roads, railways,
and airports. 3
on the plains?
3. Look at picture 3 . What can you
Simple tasks to help
explained. plough to turn over the soil
and prepare it for cultivating
crops 2
The fields have been ploughed and are
ready for planting crops.
see in this landscape? How is it
different from a mountain
landscape?
you remember
A plain. The river runs through this plain
and is used to irrigate the crops.
and understand
114 115
the main points.
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UNDERSTAND LEARNING TO READ
1. Classify the words. 5. Read the text. Answer the questions.

ears hands back forehead knees chest stomach chin Looking after our skin
Marina is a dermatologist. A dermatologist is a doctor
A C T I V I T I E S
head

trunk

limbs
who looks after skin. She helps us when we have problems
with our skin, and shows us how we can look after it. 1
Procedures show
2. Compare Victor and Lisa. Complete the sentences.
UNDERSTAND
Today she is talking to a man. He has sunburn. He went
to the beach, and he didnt use any sun cream. Some of the
I CAN DO IT
burns have turned into blisters, and others have become
you how to obtain
1. Use the words to complete the text.
Victors eyes are His hair is His face
is oval / round
5.
wounds. He has a temperature.
Copy the diagram into your notebook. Use the words to label the parts of the eye.
Marina cleans his wounds. Then she puts some cream
or work with
The eyes

Lisas ear are Her hair is Her face on his
is aburns. She covers the
It isburns withused
gauze.
to He will soon
head
ear Victor
is oval / round
We have one ear on each side of our
Lisa pinna is the part of the
A diagram
feel much
or the main
simple drawing.
partsbetter.
of something.
normally show how something works
information from
The Which part of the body do dermatologists look after?
outer
eardrum
WORK IT OUT
The is in the middle ear. It vibrates
when it receives sound.
What happens if we go into the sun without special cream?
retina Diagram of an eye
What else can we do to protect our skin from the sun?
maps, photos,
iris
Learning activities, 2. Match3.theAnswer
parts of
thethe body to the organs and their function.
questions.
pupil
GIVE YOUR OPINION
eyelashes
plans, graphs and
Write sentences.
which include pupil

ear drum
What happens when we scratch our skin?
eye
nose
Light passes through it.
What does the skin look like when the wound is better?
It transmits sound.
eyelid
6. Discuss the sentences with your classmates. Underline the sentences
cornea
where the friends are behaving unkindly.
scientific texts.
comprehension nasal lining
taste bud
APPLY
organ of touch
ear
skin
tongue
It perceives flavours.
It feels heat or cold.
It perceives smells.

Mark didnt invite Engongo to his birthday party because he has got black skin.
Everybody can play in Isabels team: tall people, short people, thin people,
and fat people. Everybody can play!
exercises, EXAMPLE The pupil is in the eye. Light passes through it.
4. Look at Mark as a child, as an adolescent, and as an adult.
Tick the changes.
The boys did not vote for Susan because she is a girl.
reasoning, applying WORK IT OUT

His voice
Summary
The human body (outside)
3. Copy the things that can damage your eyes. His height
knowledge and dust noise sweat bright lights a mosquito
The colour of his eyes
His strength
The human body is made up of three parts: the head, the trunk, and the limbs.
Answer the questions.
Our body is covered by skin.
Which organ did you draw? What do we use it for? Where is it?
We all have similar bodies, but there are also lots of differences. These
giving opinions. They protect your eyes from dust.
The colour of his hair
How do your eyebrows and eyelids protect your eyes? Tick the correct answer.
They keep your eyes moist.
Where does light pass through to get to the retina?
differences are due to sexual characteristics and individual characteristics.
Which part do we move to stop the light from passing into the eye?
APPLY
Write two more questions for your friend.
14 15
4. Answer the question. Summary
It is night time. There is no light, so we cannot see
The organs of sense Summaries
these things. Which organs can we use to recognise Our senses help us to understand the things around us. Each sense has
each one?
EXAMPLE We can feel the ice with our skin.
an organ in the body. We see with our eyes. We hear with our ears. We smell
with our nose. We taste with our tongue, and we touch things with our skin. highlight the main
points.
20 21
Assessment
There are two pages of assessment activities in each unit. This is a good
opportunity to review and recycle both the main ideas and specific details.
Your attitude and ability are also assessed.
N O W I K N O W
Check what you know My project
1. Copy and complete the word map. 3. Make a poster of the landscapes
Word maps help in your region.

Landscapes
you to organise
information
mountain landscapes
are made up of can be can be
Creative
and express
mountains
form
low-lying coast
with with
mountain landscape river landscape forest landscape
applications are
it in writing. mountain
ranges
beaches
suggested for the
flat landscape beach landscape high coastal landscape theme.
Copy and complete the sentences. Use words from the word map. Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper.
Write descriptions of your pictures.
Landscapes can be mountain landscapes, plains
Mountain landscapes are made up of EXAMPLE The river is called It flows through a town called
Flat landscapes can be
Coastal landscapes can be
CITIZENSHIP
1. Several mountains together form a 5. Many rivers flow into the
mountain range. plain. sea. mountains.
The landscape has taken millions of years to form.
2. The highest part of a mountain is the
summit. slope.
6. Low-lying coasts have
cliffs. beaches.
roads, bridges and buildings. Sometimes, people
Citizenship asks
have been careful and have not damaged the natural
Quick tests review 3. In flat landscapes we can find plains,
moors, and
7. When the sea bites into the land
we call it a
landscape. However, there are times when the results
have been disastrous. In these situations, forests, rivers,
you to reflect on life
ranges. depressions. gulf. cape. rocks and beaches have been destroyed.
details. 4. A high plain is called a 8. A group of islands is called Why should we take care of our forests, rivers and beaches? in a community
moor. depression. a peninsula. an archipelago. Give your reasons.
and make
120 121 decisions.
7
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Discovering living
things
OBJECTIVES
To differentiate between living
things and materials There are different
To know the stages in the life kinds of living
things on the
cycle of living things Earth: people,
animals and
plants. There are
also non-living
things which we
call materials.
For example,
Teaching suggestions rocks, water,
and air.
Students choose a picture and talk

about it. Then they look at the
sequence with photos of the zebra. What are living things?
They name animals which have
the same stages in their life. Living things have certain things in common. It does not matter if they are as big
as an elephant, or as small as a microbe. All living things
Establish the difference between
living things and materials.
are born grow reproduce die
Ask students about changes they
have noticed in their brothers
and sisters, a pet or a plant:
Is your little brother/sister bigger now
than before?
What can he/she do now that
he/she couldnt do before?
Has your pet cat/dog grown?
Ask the students to draw pictures
to show these changes. They can
draw classmates if they do not have
a younger brother/sister or pet. 8
If possible, project a nature video

which shows how animals behave,
and where they live. DISCOVERING LIVING THINGS
Tell students about a specific To describe surroundings scientifically first, you differentiate
animal: what it eats and how between living things and materials. This is the basic classification
it reproduces. of the things and objects around us. There are two reasons
Write skeleton sentences on the for this. First, to show the diversity of our world, and second,
board. Students copy and complete to discover the common characteristics of animals and plants.
them. Although living things can be divided into five kingdoms, in this
When I was born I was cm tall, school year only the plant and animal kingdoms are studied.
and I weighed kilos. Now I am It is important for students to recognise that a human being
cm tall, and I weigh kilos. When I is a living thing and a part of the animal kingdom. This will help
was a baby I ate and . Now I them to understand human characteristics and needs.
eat . When I was a baby I couldnt
or . Now I can .
8
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What do living things do to live?

Living things do many different things to live.
The main ones are:
OBJECTIVES
To know the primary needs
of living things
To recognise the basic
differences between plants
and animals
Nutrition Interaction Reproduction

Living things eat food, Living things move All living things
drink water and interact with their produce more of their
and breathe air. environment. own kind.
Teaching suggestions
What living things are there on the Earth? Read the heading, What do living
Living things are classified into large groups called kingdoms. In this book we will look things do to live?, out loud
at the animal and plant kingdoms. to your students. Ask them to relate
activities to nutrition, interaction
The plant kingdom The animal kingdom and reproduction. For example,
eating, drinking, breathing, having
babies and moving.
Ask your students to look at
the photographs under the heading
What living things are there on the
Earth? Ask them to name things
which belong to the animal kingdom,
and things that belong
Plants cannot move around. They make Animals can move around. They obtain to the plant kingdom. Ask questions
their own food. They use light from the their food from plants and other
Sun, and minerals from the soil and animals. Human beings belong to the
as prompts if necessary. For example:
the air, to do this. animal kingdom. Which kingdom do dogs belong to?
What about bananas?
Have your students make a list of six
living things they see on their way
9
to school. Ask them if everything they
see on their way to school is a living
thing. For example, Is a bus stop
LOOKING AT PICTURES a living thing? Ask them to give
reasons for their answers, and to give
Students will spend a lot of time looking at pictures during two examples.
this school year, and it is important that they learn how to do
this well. Tell your students to collect
photographs of animals and plants
When looking at a picture, they should try to extract useful from magazines during the week.
information from it. Photographs give a lot of information. They Ask them to make two posters,
should learn to observe them actively, focussing on the picture, The Animal Kingdom and The Plant
and relating it to the subjects they are learning about. Kingdom.
Give your students the language they will need to be able
to describe the pictures clearly. Write key words in a box
on the board.
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UNIT 1
The human body
PRESENTATION
This unit looks at the human body, and how it works. Help them to realise that differences do not make
Using the knowledge students already have about us better or worse than anyone else.
their own body, they will study the similarities Encourage your students to be tolerant
and differences between human beings. and to respect each other.
UNIT CONTENT
Objectives
To understand the human body, and how people differ from each other
To classify the parts of the human body: head, trunk and limbs
To recognise the characteristics and functions of the skin
To recognise the senses: sight, hearing, smell, taste and touch
To identify the sense organs and understand how they work
To accept and respect the different characteristics of human bodies
Contents
CONCEPTS PROCEDURES ATTITUDES
The parts of the human body: Describing and comparing Respecting people who are
head, trunk and limbs illustrations different from us
The skin and its functions Interpreting anatomical Looking after sense organs
Differences between bodies diagrams
The senses Doing simple experiments
The sense organs:
characteristics and functions
Assessment criteria
Identify the parts of the body: head, trunk and limbs
Understand that one function of the skin is to protect the body
Recognise the similarities and differences between bodies
Know how the sense organs work, and what they look like
Explain what each sense is for
Accept and respect the different characteristics of human bodies
Read and understand scientific texts
Suggested timing for the unit

September October November December January February March April May June
10 A
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UNIT0
RESOURCES
Resource folder
PHOTOCOPIABLE RESOURCES SPECIAL PROGRAMMES

Reinforcement: Worksheets 1 and 2 Working with recent immigrants
Extension: Worksheet 1
Test and assessment
Assessment: Worksheet 1
Internet resources
The human body
http://www.atschool.co.uk/
Key Stage 1. Science, life processes and living things
Activities for working with the human body
Sense organs
http://faculty.washington.edu/chudler/chsense.html
Information and activities about the senses
Eye care
http://www.healthyeyes.org.uk/index.php?id=1
Information and activities for caring for eyes
Other resources
Natural Science Tasks
The human body 2
Bones, muscles and the sense organs
School dictionary
10 B
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1 The human body

MARTIN GOT LOST AN HOUR AGO.
Anticipating difficulties HEY,

EVERYBODY!
LOOK OVER
THERE!
Keep the following questions in mind
while working through this unit:
Some students may not be aware of
the dual function of skin. On the one
hand, it is a sense organ which
is used to touch and interact with
I THINK AN ANIMAL! IS IT
the environment. On the other hand, ITS AN ANIMAL. THAT BIG? A BEAR?
IS IT A YETI?
it covers the body and provides

a form of protection.
Make sure your students understand ITS MARTIN!
the difference between hearing and

ear. Point to your ear, write the word
on the board and explain that this
word refers to the part of the body.
Hearing is what we do with our ears.
Explain that hearing happens inside
LATER ON, INSIDE I KNOW.
the ear. THE CABIN ITS EASIER
IF I TAKE OFF
MY HAT.
Students may find it difficult WE DIDNT
to understand how the ear works, RECOGNISE YOU
WITH SO MANY
and how sound is transmitted. CLOTHES ON,
MARTIN.
Read the comic strip, and ask
the students if they have ever had
a similar experience. For example:
Have you ever got lost in a shop,
on the beach or in the park?
Students describe their experiences, 10
and say how they felt. Ask questions:
for example, Where did you get lost?
Was it a very big place? Were there
a lot of people? Who were you with? ALTERNATIVE SUGGESTIONS
How did you get lost? Were you
scared? Who found you? Take a large sheet of wrapping paper and lay it out
Tell the students to look at the on the floor. Ask one student to lie down on the paper.
pictures for a few minutes, and try to Ask two other students to draw an outline of the student lying
memorise the details. Then ask them down. Ask another group of students to draw in the different
to close their books, and answer parts, and colour the picture. Use this picture to label the parts
these questions: How many people of the body.
are there in the story? What are they
doing? What are they wearing? Where
are they? Is it very cold?
10
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THI
NG
TO S
PRO
OU TEC
1 Talk about the text FRO

RB
COL
MT
OD
HE
IES
T
UNIT 1

D
THINGS
Why did Martin look like an animal? AGE
TO CAMOUFL
When did his friends recognise him?
THINGS OUR BODIES
How did Martin protect his eyes? Talk about situations when they use
TO MAKE
What about his ears and his skin? their sense organs. For example,
OUR BODIES
When do you feel cold? How do you
LOOK
Think of words for the texts in the circles. know that something is sweet
ATTRACTIVE
or bitter? How do you recognise
different people?
Citizenship
2 Think about the questions Health and hygiene
Answer the questions. Read the texts. Discuss the importance of washing and
Are people animals? keeping clean to prevent illnesses
Yes, they are. Human beings belong to the animal and infections. How might other people
kingdom. We look very different, but our bodies work feel if you are dirty and smelly? Ask your
in the same way.
students questions about their daily
How do other people recognise us? routines for health and hygiene.
Other people recognise us when they see us or hear us. For example, How often do you brush
We all have features that make us different. your teeth? How often do you have
For example, our bodies, the shape of our faces, a shower? When do you change your
the colour of our eyes, and our voices.
clothes? Do you always wash your hands
after you go to the toilet?
Answer key
3 Find out about the unit Talk about the text.
In this unit we are going to learn about: Answer the questions.
Our body on the outside, Because he was wearing so many
and what makes us different. clothes.
Our eyes, our ears and the other When he took off his hat.
sense organs. He wore special glasses (goggles).
He was completely covered. He wore
a hat (hood), a jacket, a face mask,
mittens, trousers and boots.
11 Think of words for the texts in the circles.
M. A. Things to protect our bodies from
the cold: hats, scarves, mittens,
gloves, sweaters, jackets, coats,
boots.
M. A. Things to camouflage our bodies:
Ask the class to stand in a circle and hold hands. Play some hats, glasses, sunglasses, special
music, and ask them to dance round in a clockwise direction. clothes.
Stop the music. Point to one student. Say: Look at the classmate M. A. Things to make our bodies look
on your right. How are you different? The student describes attractive: nice clothes, elegant
clothes, fashionable clothes.
physical differences. For example, Laura has got long hair
and I havent. Repeat the procedure several times,
and ask other students.
11
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The human body (outside)
OBJECTIVES
To identify the parts of
the human body: head, trunk
and limbs
To know what skin is and what
its function is
To recognise similarities
and differences among people
Teaching suggestions 1
Classical ballet. Ballerinas use their bodies, heads, hands, and legs to express feelings
and tell a story.
Introduction
Ask the students to imagine all 1. The parts of the body
the people in the classroom looked The human body has three parts: the head,
exactly the same: Imagine you all had the trunk, and the limbs. 1
the same colour hair and eyes, and The skull and the face are the main parts Right Left
were all the same height. Then ask: of the head. The eyes, nose, mouth,
Would this be a problem? Would it be forehead, and cheeks are the main parts
difficult to know who we were talking of the face.
The chest, back, intestines, liver, kidneys,
to? Would I know who to give
the books to? and sex organs are the main parts
of the trunk.
The students work in pairs to draw
The limbs are classified into upper and
pictures of themselves and their lower limbs. The upper limbs are the
2
The two halves of the body.
partners. They circle any differences arms and the hands. The lower limbs are Our body is divided into two halves,
they see between themselves and the legs and the feet. 2 left and right.
their partners. These differences are
very important because they help us
to distinguish one person from another. 12
These differences make us unique.
Place a selection of objects in
a feelie bag (non see-through). Ask
volunteers to put one hand inside the ADDITIONAL INFORMATION
bag. They can touch the objects, but
they cannot take them out of Skin colour
the bag. They guess the objects The combination of two substances, melanin and haemoglobin,
by feeling them. is responsible for the colour of our skin.
Melanin is a black or dark brown pigment which is found
Explanation in the epidermis. Melanin protects our body from solar radiation.
This section describes the skin as Our bodies produce more melanin to prevent our skin from
something which covers and protects burning. This acts as a filter and absorbs the Suns rays.
the body. Remind your students that This process causes our skin to change colour. We call this a tan.
the skin is the organ we use to touch Haemoglobin is a component in our blood that gives our skin
and feel. Explain that hair and nails a rosy colour.
are also part of skin.
12
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1
UNIT 1
2. Our body is covered by skin
Skin is an elastic organ which covers
and protects our whole body. When we
scratch our skin, we get a wound. 3
Understanding
The skin has two layers:
The outer layer is called the epidermis, Ask the questions in the Students
and has hair on some parts. Book and then add a few more.
The inner layer is called the dermis. For example:
Some people have very light coloured skin, What is the difference between
3
and others have very dark skin. Cleaning a wound. We should always
the dermis and the epidermis?
The difference in colour is produced clean wounds so that they Why do people have different skin
by a substance called melanin. do not get infected.
colours?
Do the differences between people
3. We are all different
make some people better than
We all have different bodies. For example: others?
Sexual characteristics. Men and women Draw a diagram of the human body
have differently shaped bodies.
on the board. Ask two volunteers
Build. Some people are tall, others are to come to the board. One student
short. Some people are thin, and others
are fat.
reads The parts of the body.
The other student labels the parts
Individual characteristics. The colour
of our eyes, the shape of our nose,
on the diagram as he/she hears
the type of hair, and our voice are them mentioned.
different. 4
Our body changes as we get older. 4
Citizenship
Friends. Although we are different, Tolerance and respect
we all have similar feelings.
Use photo 4 and discuss the fact that
Tasks we are all different for this activity. Talk
about the importance of learning
1. Look at photo 1 . Choose one of the dancers. Point to the different parts
of his / her body. What are they called? For example, head and arms.
to respect and live with other people,
irrespective of their sex, nationality,
2. What is skin? What is it for? Use a magnifying glass to look at your skin.
colour, religion or race. Explain that we
Draw the shapes and patterns you see.
should always respect other people
3. How are we all the same? How are we all different? and accept them as they are.
Answer key
13 2. Skin is an elastic organ. It covers
and protects our whole body.
3. M. A. Me are all the same: we all have
the same parts of the body. We all
have a head, a trunk and limbs.
LEARNING SKILLS We all have a chest, a back, a liver,
and so on.
Underlining
We are all different: we have different
Underlining involves highlighting the most important sentences sexual characteristics and different
or words in a text. Before you underline, you read through builds. We have other individual
the text carefully, and then look for the main points: titles, characteristics, for example, our eyes,
definitions, and key words. We need to underline our mouth, our hair, and our voice.
before we can write a summary or make a word map.
Read through Our body is covered by skin. Help the students
to say the main idea in each sentence, and underline the key
words with a felt tip pen or pen. Compare the texts that the
students have underlined.
13
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A C T I V I T I E S
UNDERSTAND
1. Classify the words.

ears hands back forehead knees chest stomach chin
UNDERSTAND
head trunk limbs
1. The parts of the body. Some
students may still have difficulty working
with a diagram of a human body.
It is important to deal with this concept 2. Compare Victor and Lisa. Complete the sentences.
using activities like mentally listing Victors eyes are His hair is His face
the parts of the body from head to toe. is oval / round
Lisas eyes are Her hair is Her face
Answer key is oval / round
Victor Lisa
head: ears, forehead, chin
trunk: back, chest, stomach
limbs: hands, knee WORK IT OUT
2. Compare Victor and Lisa. Remind 3. Answer the questions.

your students that the characteristics What happens when we scratch our skin?
that make us different from others What does the skin look like when the wound is better?
do not make us better or worse. They
are simply characteristics that we use
to distinguish one person from another. APPLY
In other ways we are all the same.
For example, we all have eyes, hair, 4. Look at Mark as a child, as an adolescent, and as an adult.
arms and legs. Tick the changes.
His voice
Answer key
His height
Victors eyes are brown. His hair The colour of his eyes
is brown. His face is round.
His strength
Lisas eyes are blue. Her hair is blond.
Her face is oval. The colour of his hair
WORK IT OUT 14
3. Skin. This activity stimulates

students reasoning skills. They have
to relate what they have learnt to their ADDITIONAL ACTIVITIES
own experience.
Identifying fingerprints
Answer key The skin pattern on our finger tips is called a fingerprint.
M. A. When we scratch ourselves, This is used for identification because no two fingerprints are
the skin tears. the same.
M. A. When a wound heals, there might
Materials:
be a scar on the skin. This is the line
where the two sides of the cut come Stamp pad
together. Some wounds heal without White construction paper 10 15 cm.
leaving a scar.
Felt tip pen
Paint brush
Talcum powder
14
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1
LEARNING TO READ
UNIT 1
5. Read the text. Answer the questions.

Looking after our skin
Marina is a dermatologist. A dermatologist is a doctor APPLY
who looks after skin. She helps us when we have problems
with our skin, and shows us how we can look after it. 4. Changes that take place during
Today she is talking to a man. He has sunburn. He went growth. This activity makes students
to the beach, and he didnt use any sun cream. Some of the aware of the fact that when they grow,
burns have turned into blisters, and others have become some things change, and others remain
wounds. He has a temperature. the same.
Marina cleans his wounds. Then she puts some cream
on his burns. She covers the burns with gauze. He will soon Answer key
feel much better.
The changes in Mark are: his voice, his
Which part of the body do dermatologists look after? height and his strength.
What happens if we go into the sun without special cream?
What else can we do to protect our skin from the sun?
LEARNING TO READ
GIVE YOUR OPINION
5. Looking after our skin.
6. Discuss the sentences with your classmates. Underline the sentences
where the friends are behaving unkindly. Answer key
Mark didnt invite Engongo to his birthday party because he has got black skin. They look after our skin.
Everybody can play in Isabels team: tall people, short people, thin people, Our skin may burn. Some of the burns
and fat people. Everybody can play! may turn into blisters or wounds.
The boys did not vote for Susan because she is a girl. We may have a temperature.
M. A. We can wear hats, we can wear
Summary long-sleeved shirts or long trousers.
We can also stay out of the sun in
The human body (outside) the middle of the day, when the sun
The human body is made up of three parts: the head, the trunk, and the limbs. is strongest.
Our body is covered by skin.
We all have similar bodies, but there are also lots of differences. These
differences are due to sexual characteristics and individual characteristics. GIVE YOUR OPINION
6. Discuss the sentences.
15 Answer key
The first and last situations.
Mark didnt invite Engongo
The boys did not vote for Susan
Instructions:
Language link
Divide the class into groups. Give each group a stamp pad and
several sheets of construction paper. Tell each student to write Ask your students to draw a picture
his/her name on the paper. Ask them to press their fingers into and describe themselves. Make sure
the stamp pad, and then onto a piece of construction paper. they describe features that make
This will be a class record of your students fingerprints. them different from other people.
Students try to identify the fingerprints their classmates have
left on books, folders, tables, etc. First they sprinkle talcum Resource folder
powder over the surface. Then they use the paintbrush
to eliminate excess powder. The fingerprints should now be F Reinforcement and extension
Reinforcement: Worksheet 1
visible. Finally they compare the fingerprints to the class record.
15
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The senses of sight and hearing

1. We use our eyes to see light
Our eyes are our sense organ of sight.
We see light, colour, and shape
OBJECTIVES with our eyes.
iris
To relate the senses of sight Our eyes are shaped like balls. They are
eyebrow
in the upper part of our face.
and hearing to the corresponding
organs Our eyes are very delicate. Our eyebrows,
eyelashes, eyelids, and tears all protect
To recognise the different parts our eyes. 1
of the eyes and ears eyelashes pupil
To differentiate between 1
Our eye and the parts which protect it.
hearing and ear Tears protect our eyes because they keep them
moist.
To appreciate the importance of
2. The parts of the eye
the senses of sight and hearing
There are three main parts: the cornea,
the iris, and the retina. 2
eyebrow
The cornea covers the front of the eye.
It is transparent.
Teaching suggestions The iris is the coloured part of the eye
(brown, blue, green). The pupil
is in the centre of the iris. The pupil is
Introduction a hole. Light passes through the pupil. eyelashes
Ask your students to copy and The retina is at the back of the eye.
complete the table: it will help them It catches the light that passes through
review what they learned last year. the pupil. pupil
The Five Senses

cornea
Sense Organs Information we Vocabulary
get with these organ a part of the body which does retina
organs a special job, for example, the eye,
iris
the heart, or the skin
sight eyes vibrate to move from one side to the
2
other with small, fast movements
Diagram of the eye. The eye is protected
by the bone around the eyeball.
Explanation
While your students are looking at 16
the diagram of the parts of the eye,
1 explain that the eyebrows,
eyelashes and eyelids have no
ADDITIONAL INFORMATION
function in the sense of sight. They
simply protect the eye from sweat,
Tears
dust and foreign bodies.
Tears are made up of a watery liquid which is produced
You can also explain that the shape
in the tear ducts. Tear ducts are situated in the corner of our eyes.
of the eye is one of the features
which most distinguishes human Tears have a dual function. They moisten and clean the eye.
races. For example, black people Every time we blink, more or less five to ten times a minute,
have very round eyes, and Asian a few tears are distributed along the surface of the eye. The tears
people have narrower eyes. Remind clean away particles or substances which may damage our eyes,
your students that this type of for example: dust, drops of sweat, etc. Tears are made up
characteristic does not make one of a mixture of water and mineral salts; this is why tears taste
race better than the other, and does a little salty.
not affect how well we can see.
16
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1
UNIT 1
3. We use our ears to hear
sounds
Ears are our sense organ of hearing.
We hear and distinguish different types
of sound.
Understanding
Our ears are on each side of our head. Ask the following questions:
The inner ear is the most delicate part. What shape are eyes? What protects
It is inside our head. The skull protects our eyes?
the inner ear. 3
What would happen if we didnt
3 have a pupil in our eyes?
We have got two ears, one on each side
of our head. Our ears tell us where sounds Which part of the ear vibrates
are coming from. when we hear a sound?
Once the students have read part 2,
4. The parts of the ear ask them to look at a classmates
pinna eye, and say which parts they can
The ear has three parts: the outer ear, see. Tell them to think carefully.
ear drum
the middle ear, and the inner ear. 4 small bones Ask: Can you see the retina? Why not?
The outer ear collects sounds through cochlea
the pinna and funnels them down the ear
canal to the middle ear. Citizenship
The middle ear is made up of the ear Health and hygiene
drum and several small bones. When
a sound hits the ear drum, it vibrates. ear canal Discuss the most common eyesight
The small bones pass these vibrations problems. Include short-sightedness
onto the cochlea in the inner ear.
4
(difficulty in seeing things that are far
The inner ear structure is called the Diagram of an ear. The most delicate part away), and stigmatism (difficulty in
of the ear is protected by the skull.
cochlea. It is filled with liquid. focussing correctly). In order to correct
these problems and ensure that we can
see properly, we wear glasses or
contact lenses. Explain that glasses
Tasks
are absolutely essential for people who
1. What are the main parts of the eye? What is each part for? cannot see well, and we should not
2. Name the parts of the outer and inner ear. make fun of people who wear them.
3. Look at photo 1 . Describe the eye. Now look at your eyes in a mirror.
Draw and describe them.
17
Answer key
1. The main parts of the eye are: cornea,
iris, pupil and retina. The cornea
covers the front of the eye. The iris is
LEARNING SKILLS the coloured part of the eye, and the
pupil is in the centre of the iris. The
Word maps light enters our eye through the pupil.
Word maps are very useful for summarising and sequencing The retina receives the light which
enters the eye through the pupil.
the content of a text.
2. Outer ear: pinna, the outer ear canal.
Before we make a word map, we must read the text carefully Inner ear: cochlea.
and underline the main ideas. Then we have to put these ideas 3. M. A.
in order of importance.
Students should describe the external
Tell your students to read The parts of the ear, and underline parts of the eye, the shape, narrow
the main points. Then ask them to draw a word map or round, colour and the eyelashes.
for the parts of the ear. For example, whether they are thick
or long.
17
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The senses of smell, taste and touch

1. We use our nose to smell nasal lining
The sense organ of smell is inside our nose. nose

The nasal lining is inside the nasal cavity.
OBJECTIVES This is the area that senses smells.
To relate the senses of smell, Smells are in the air that we breathe.
They reach the nasal lining through our
taste and touch to the nostrils. 1
corresponding organs
We can distinguish lots of different smells.
To recognise the different parts nostrils
and functions of the nose,
mouth and skin
1
To appreciate the importance Diagram of a nose. When we breathe,
we perceive smells.
of the senses for obtaining
information about our
surroundings 2. We use our mouth to taste
The sense of taste is located in our mouth.
The main organ of taste is the tongue.
The tongue is covered by taste buds.
There are also taste buds on the back
Teaching suggestions of the throat and the roof of the mouth.
We use our taste buds to perceive different
tastes.
Introduction
There are taste buds for each flavour,
Ask your students to identify the kind for example, sweet, salty, sour and bitter. 2
of information we get from bitter
the senses of smell, taste and touch.

They should give examples sour
of situations when we use these

senses to obtain important salty
information. For example, we smell
smoke and realise that there is a fire. Vocabulary sweet
surface the outside or top of something,
2
Explanation the part we can see Diagram of a tongue. Taste buds are found
on different parts of the tongue.
When you explain the sense of touch,
emphasise the fact that different
parts of the body have different levels
of sensitivity. Our hands and the tips 18
of our fingers are especially
sensitive. Talk about blind people
who use their fingertips to recognise INTERESTING INFORMATION
people, objects and for reading.
Explain that the olfactory epithelium Explain that although in human beings the sense of smell is not
collects and perceives smells. as developed as in animals, we do get a lot of interesting, useful
The olfactory epithelium is information from this sense. Our sense of smell helps us to enjoy
a membrane that covers the inside the pleasures of food and perfumes. Babies use their sense
of the nostrils. It is also responsible of smell to recognise their mother.
for secreting mucus and moistening You might also like to tell the students that the 2004 Nobel Prize
the air we breathe. for Medicine was given to Axel and Buck, two American
scientists, who have been working for more than fifteen years
on the sense of smell and how it works.
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1
UNIT 1
3. We use our skin
to touch
The organ of touch is the
skin. The sense of touch
is located all over our body
Understanding
because our whole body After working with the questions in
is covered with skin. the Students Book, ask the following
We can feel different things questions:
with our skin. For example,
Where are smells located? How do
we can feel if an object
is rough or smooth, they get to the olfactory epithelium?
cold or hot. 3 What are the main flavours we can
We can also feel pain taste?
through our skin. What can we feel using our sense
Some parts of our skin are of touch?
more sensitive than others.
The most sensitive parts Ask the students to imagine what
are our cheeks, the palms it would be like if they had no organs
of our hands, and the of sense. Choose one of the five
soles of our feet. senses, and describe what a day
would be like without it. For example:
Imagine you cant hear anything.
Your mother calls you to get up
in the morning. What happens?
3 Citizenship
This man cannot see. He is using his sense of touch to study
a model of a cathedral. People who cannot see use their sense Health and hygiene
of touch to read and to discover what objects are like.
Explain that our daily routines
for keeping healthy are very important.
It is essential not to skip brushing our
Tasks
teeth after meals or washing our hands
1. Imagine you want to smell a flower. What do you do?
before eating.
2. Look at picture 2 . Explain which part of the tongue we use for tasting
different flavours.
3. Which part of the body is more sensitive, the palm of your hand or your leg? Answer key
1. When we want to smell a flower,
we put our nose close to the flower
we want to smell and breathe in.
19 The smell reaches the nasal lining
which is inside our nose.
2. We use the tip of our tongue to taste
sweet things. The area of our tongue
which tastes salty things is on the
LEARNING SKILLS sides. We also taste sour things on
the sides, but further back. The area
Diagrams
of our tongue which tastes bitter
Diagrams are hand-made drawings. They are made without things is at the back.
taking measurements of the model object. Diagrams do not 3. The palm of my hand is more sensitive
give a realistic representation of an object: they only show than my leg.
the main elements. Diagrams are very useful because they help
us to locate the most important features in the object we are
studying.
Ask the students to draw a diagram of the nose: see picture 1
on page 18. Remind them that the goal is to locate all
the features, not to make an exact copy.
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A C T I V I T I E S
UNDERSTAND
1. Use the words to complete the text.

The ear
head
UNDERSTAND We have one ear on each side of our
ear
The pinna is the part of the
1. The ear. This activity helps outer
The is in the middle ear. It vibrates
the students to focus on the concepts eardrum
when it receives sound.
related to the parts of the ear.
2. Match the parts of the body to the organs and their function.
Answer key Write sentences.
We have one ear on each side of our pupil eye Light passes through it.
head. The pinna is the outer part of the ear drum nose It transmits sound.
ear. The ear drum is in the middle ear. nasal lining ear It perceives flavours.
It vibrates when it receives sound. taste bud skin It feels heat or cold.
organ of touch tongue It perceives smells.
EXAMPLE The pupil is in the eye. Light passes through it.
2. The sense organs. Check that the
students have correctly matched each
sense organ with its function. WORK IT OUT
3. Copy the things that can damage your eyes.

Answer key
dust noise sweat bright lights a mosquito
The pupil is in the eye. Light passes
through it. How do your eyebrows and eyelids protect your eyes? Tick the correct answer.
The ear drum is in the ear. It transmits They protect your eyes from dust. They keep your eyes moist.
sound.
The nasal lining is in the nose.
It perceives smells. APPLY
Taste buds are on the tongue.
They perceive flavours. 4. Answer the question.
The organ of touch is skin. It feels heat
It is night time. There is no light, so we cannot see
or cold.
these things. Which organs can we use to recognise
each one?
EXAMPLE We can feel the ice with our skin.
WORK IT OUT
3. The eyes. Discuss how to look after 20
eyes. Explain, for example, that it is very
important to have good light
when studying.
ADDITIONAL ACTIVITIES
Answer key
Distinguishing flavours
Dust, sweat, bright lights and
mosquitoes can all damage our eyes.
Materials:
They protect your eyes from dust. 4 index cards
1 glass of water with sugar
1 glass of water with salt
1 glass of fresh lemon juice
1 glass of coffee and water
Cotton wool buds (four per student)
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1
I CAN DO IT
UNIT 1
5. Copy the diagram into your notebook. Use the words to label the parts of the eye.
A diagram is a simple drawing. It is normally used to show how something works
or the main parts of something. APPLY
4. The five senses. Students apply
retina Diagram of an eye their knowledge by identifying the
iris senses they use in these activities.
pupil
eyelashes Answer key
eyelid
4 M. A. Me can feel the ice with our skin
cornea
using our sense of touch. We can use
our senses of touch, smell and taste
3 to recognise the apple. We can use
our senses of touch and hearing
6
2 to recognise the radio. We can use
our senses of touch and smell
5 1 to recognise the flowers in the vase.
We can use our sense of taste
to recognise the water.

I CAN DO IT
Which organ did you draw? What do we use it for? Where is it?
Where does light pass through to get to the retina? 5. A diagram of the eye. Students use
Which part do we move to stop the light from passing into the eye? squared paper to copy the diagram.
Write two more questions for your friend. Answer key

retina; iris; pupil; eyelashes;
Summary eyelids; cornea.
The organs of sense I drew the eye. We use it for seeing.
My eyes are in my face.
Our senses help us to understand the things around us. Each sense has
an organ in the body. We see with our eyes. We hear with our ears. We smell Light passes through the pupil.
with our nose. We taste with our tongue, and we touch things with our skin. To stop light passing into the eye,
we move our eyelids.
M. A. Why cant we see well at night?
Why are our eyes round?
21
Language link
Two little eyes to look around.
(Roll eyes around.)
Instructions: Two little ears to hear each sound.
Divide the class into groups of four. Give each group a set (Touch ears.)
of cards and cotton wool buds: one per student, and a set of One little nose to smell whats sweet.
glasses with the different substances: one per group. (Point to nose and sniff.)
Ask the students to draw a diagram of the tongue on each card. And one big mouth that likes to eat!
They should write one flavour on each card. (Open mouth and chew.)
The students dip their cotton wool buds into each
of the glasses (one at a time), and put the cotton wool bud Resource folder
on different parts of the tongue. They mark the place
on the diagram where they tasted each liquid.
F Reinforcement and extension
Discuss the results of the experiment with the whole class.
21
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N O W I K N O W
Check what you know
1. Copy and complete the word map.
The human body

Unit review
three parts sense organs protected by
Before you do the activities in the
Students Book review the main ideas the head 1 2 3
in the unit. You can dictate them. which are
For example:
4
The human body has three main parts the eyes the the nose the tongue the 5
which are the head, the trunk
we use we use we use we use we use
and the limbs.
The skin is an elastic tissue which 6 to hear to smell 7 to touch
covers and protects our body.
Peoples bodies differ depending Copy and complete the sentences. Use words from the word map.
on their sex, age and individual
The human body has three parts: the head,
characteristics.
The human body has five sense organs: the eyes, which we use to see,
The organ of sight is the eye. the ears, which
The organ of hearing is the ear. The human body is protected by the
The organ of smell is the nose.
The organ of taste is the tongue,
and the organ of touch is the skin. 2. Tick the correct words.
1. Our hands are part of our 5. The pupil is in the
Language link trunk. limbs. retina. iris.
Remind the students of the story 2. What does melanin give our skin? 6. We feel heat with our
of Little Red Riding Hood. Ask them Colour. Sensitivity. skin. nostrils.
to think about the scene where Little 3. Our cheeks are in our 7. Where is the eardrum?
Red Riding Hood has arrived at her
grandmothers house, and found the
face. legs. In the outer ear. In the inner ear.
wolf hiding in her bed. Get the students 4. Light passes into our eyes through the... 8. We smell with our
to practice the dialogue with you. retina. pupils. nose. skin.
LRRH: Oh Grandma! What big eyes
you have!
Wolf: So I can see you better! 22
LRRH: Oh Grandma! What big ears
you have!
Wolf: So I can hear you better!
LRRH: Oh Grandma! What a big nose
you have! Make a human body database
Wolf: So I can smell you better! Tell the students to collect information about the human body
LRRH: Oh Grandma! What a big mouth as they work through the Students Book, and store it on index
you have! cards to make a database. Follow these steps:
Wolf: So I can taste you better! 1. Write the name of the body part on the top of the card.
Divide the class into two groups: Little 2. Draw a diagram on the left.
Red Riding Hood and the wolf. 3. Describe the characteristics, functions, most common illnesses,
etc., on the right.
22
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My project UNIT 1
3. Describe your body.
Make a chart about yourself. Include the following
information:
Now I know
PERSONAL DATA Sex, name and age. 1. trunk; limbs; skin; ears;
skin; to see; to taste.
The human body has three parts:
BUILD Height, weight, strength the head, the trunk and the limbs.
The human body has five organs
Colour of your hair, colour of your or senses: the eyes, which we use to
INDIVIDUAL
CHARACTERISTICS
eyes, shape of your face, lips, see; the ears, which we use to hear;
cheeks, nose the nose, which we use to smell;
the tongue, which we use to taste,
Draw a picture of yourself and write a description. and the skin, which we use to touch.
The human body is protected
by the skin.
2. 1. Our hands are part of our limbs.
CITIZENSHIP 2. Melanin gives our skin colour.
3. Our cheeks are in our face.
4. Do the task. 4. Light passes into our eyes
Who is the best? through the pupils.
5. The pupil is in the iris.
When we say people are beautiful, we are
describing their bodies, their faces or their 6. We feel heat with our skin.
hair. What kind of body is best? Is it better to 7. The ear drum is in the inner ear.
be tall or short? Is it better to have dark hair 8. We smell with our nose.
or blond hair? Is it better to have freckles or
not? Is it better to have light skin or dark skin? My project
3. M. A. Personal data: boy, Jim, age 9
Read the phrases. Tick the three which you think are most important.
Build: 30 kg, 1 m 32, strong. Individual
Explain your reasons.
characteristics: brown hair, brown
To be healthy. To be the right weight. To have a small nose. eyes, round face, thin lips, small nose.
To be tall. To have blond hair. To be strong. Citizenship

Who is the best? Develop attitudes
To have blue eyes. To wear glasses. To have freckles.
of respect among the members of your
class. Irrespective of what we look like,
we are all very special and important.
The most important elements in a human
23 being are attitudes like respect, kindness,
generosity and honesty. Encourage your
students to explain their answers.
4. M. A. To be healthy This is the most
important phrase. When we are sick,
Part of the body: we cant do many things.
Strong If you are strong, you can do
more sports.
Description:
The right weight I want to be attractive.
Function:
Where is it?
head trunk limbs Resource folder
Most common illnesses: F Reinforcement and extension:
F Test and assessment:
23
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UNIT 2
Bones and muscles
PRESENTATION
In this unit we will be studying the skeleton and In this unit, learners also learn how to observe
muscles in the human body. We will build on the photos and drawings. These skills help them
knowledge the students have of the human body. to identify the main bones and muscles
This will help them to understand the workings of the in the body.
skeleton and muscles, and how the two are related.
UNIT CONTENT
Objectives
To learn about bones and to understand their main characteristics
To identify some of the bones in the human body
To learn about muscles and understand the different types
To understand that muscles and bones must work together in order to produce movement
To read and understand simple scientific texts
Contents
Bones and their functions Understanding simple scientific Respecting and caring for
Cartilage and joints texts physically handicapped people
The skeleton Observing and interpreting
Muscles and their functions a sequence of photos
Bones, muscles and movement Filling in word maps
Assessment criteria
Understanding that the skeleton is made up of bones, cartilage and joints
Understanding what joints are, what they are used for, and distinguishing between
fixed and moveable joints
Identifying certain bones in our own bodies
Understanding what muscles are, recognising some of the most important muscles,
and understanding the difference between voluntary and involuntary muscles
Explaining how bones and muscles work together to produce movement
Understanding and recognising the difficulties faced by people who are physically
handicapped

24 A
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UNIT 0
RESOURCES
Resource folder
Revision and extension Worksheets for developing intelligence

Revision: Worksheets 3 and 4 Working with recent immigrants
Test and assessment
Internet resources
Muscles
http://www.bbc.co.uk/science/humanbody/body/index
_interactivebody.shtml
The muscles game
The skeleton
http://www.primaryresources.co.uk/online/humanbody.
swf
Information about the human skeleton
Bones and joints

http://www.kidshealth.org/kid/body/bones_SW.html
Learn about bones
Other resources
The human body 1. Basic characteristics
The human body 2. Bones, muscles
and the sense organs
The human body 4. The bone system,
the muscle system, the nervous system
and the reproductive system
School dictionary
* Graphic courtesy of KidsHealth.org/The Nemours Foundation

All Rights Reserved Copyright 2005.
24 B
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2 Bones and muscles

Anticipating difficulties
Bear in mind the following things during
this unit:
Ancient Bones
Some students may not realise that The other day I saw a programme about
an archaeological site. One of the
bones are living parts of the body.
scientists said that bones talk to us.
They may think they are inert. Explain
What do you think this means?
that bones can break, but that they
can mend themselves, too. This is Archaeologists have found lots of bones
fundamental proof that they are living on the site. The bones are more than
300,000 years old. There are teeth and
matter.
lots of small pieces of bones.
Students often find it difficult to
I know bones are hard, but I didnt know
distinguish between a voluntary and that bones could be so old. It is almost
an involuntary muscle. Pulling our impossible to destroy bones.
hand away when we prick it or burn it
When scientists look at bones, they work
is a reflex action, not an involuntary
like detectives. They put the skeletons
one. It is done by an voluntary
together like a jigsaw puzzle. Then,
muscle, in this case, the biceps. One they use the bones to find out about
example of involuntary movement is ancient man.
when the hair on our skin stands up
A small piece of bone can tell them
if we are cold or frightened. The
a lot. For example, it can tell them how
muscles in the stomach and the
old a person was; if the person was
intestines also make involuntary healthy or sick, and what food they ate.
movements when we are digesting This is why scientists say that bones
food. talk to them.
Isnt it incredible that such a small piece
Teaching suggestions of bone can give us such a lot of

information?
Julie, age 9
When your students read the text,
ask the following questions: Why are
archaeological remains always bones
24
and teeth, and not muscles or other
organs? Why do we find remains
of large animals like men or bears
and not small birds or insects? ALTERNATIVE SUGGESTIONS
Why are these archaeological finds
so important for scientists? Another way to demonstrate the importance of both bones and
Revise the diagram of the human muscles is to play a simple game. Fill a balloon with water,
body, and ask your students to name and try to hold the balloon using only two or three small sticks
the parts of the body. Ask where the or pieces of wire. Students will see how difficult it is to do this.
parts are: in the head, the trunk or Explain that this is what would happen if we had bones,
the limbs. Then ask them to name but no muscles in our body. Bones are not much use without
only those parts of the body that can muscles.
bend, like fingers or arms.
24
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1 Talk about the questions UNIT 2

What did the archaeologists find on the site?
How old are the bones?
What can we find out from a piece of bone? Check what your students already
Play with a friend. Point to parts of your body. know about bones and muscles
Name the different bones. by asking questions. Tell them to look
at their arm or leg and ask: Is it hard
or soft? Is it rigid or does it lose its
shape? Does it look the same when it
is resting as when it is moving? Is it
one single piece or is it made up of
2 Think about the questions more than one piece?
Can you name the pieces?
What is under the skin? Citizenship
If we cut the skin, we can see flesh. This is made Environmental education
up of muscles. If we cut even deeper,
we can see bones. Picking flowers and plants or collecting
rocks and fossils destroys our natural
Could we walk if we didnt have muscles in our legs?
environment. In many cases it is also
What would happen if we didnt have any bones?
forbidden. Ask the students to think
We need muscles and bones to walk and move what would happen if everyone took
around. Both bones and muscles have to work
together for us to move.
home a fossil, a rock or a plant every
time they went out or visited
an archaeological site.

Our skeleton and our bones.
Our muscles and how they work.
25
Ask the students to stand in a circle holding hands. Ask one

student to name parts of the body that bend (neck, shoulder,
elbow, wrist, fingers, hips, knees, ankles, toes). Continue with Talk about the text
others in a chain. When all the joints have been named, The archaeologists found lots of bones
continue with parts of the body in the head, trunk and limbs. on the site.
The bones are more than 300,000
years old.
A piece of bone can tell us how old the
person was, if the person was healthy
or sick, and what food they ate.
M. A. Skull, ribs, femur, tibia, etc.
25
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Bones and the skeleton

1. Bones Flat bone:
temporal
Bones are the hard, rigid parts of our body.
Our bones hold our body up. They protect
OBJECTIVES delicate organs like our brain and heart.
To understand what bones are They also help us move around.
like and what their function is Bones have different shapes: 1
Some bones are long, like the femur.

To understand that the skeleton
The femur is the longest bone in the body
is made up of cartilage and
and is found in the leg. Short bone:
bones
Some bones are short, like a vertebra. vertebra
To understand that joints are A vertebra is found in the spine.
absolutely necessary and Others are flat, like the skull bones
to identify the different types in our head.
Long bone:
femur
1
2. Cartilage Types of bones. Bones can be long, short,
or flat.
Teaching suggestions Cartilage is a flexible part of the skeleton.
It is not as hard as a bone.
We have cartilage in our nose,
Introduction ears, and at the end of our bones.
Ask your students: Where is your The skeleton is made up of bones
knee? Can you bend it? Have you got and cartilage. Ligaments
bones in your head? Do they look like
the ones in your leg? Have you got
bones in your back? Are they like the 3. Joints
ones in your head? Are they big or
Joints are the places where two bones join
small? Make a note on the board together. There are two types of joints:
of the different types of bones and fixed joints and moveable joints.
joints: small, big, fixed, moveable. Fixed joints are where the bones do not
Ask the students to choose a simple move. For example, in the skull.
movement which they perform often Moveable joints are where the bones can
like raising an arm, walking up a step, move in one direction. For example, 2
etc. Ask them to imagine how they the knee. These joints are held together In knee joints, bones are joined together
would do this if they didnt have by ligaments. 2 by ligaments.
bones: Could you raise your arm if you

didnt have any bones?
26
Explanation
Students may find the concept
of a fixed joint rather difficult to INTERESTING INFORMATION
understand. If so, give this example
of the bones and joints in the skull. Cartilage skeletons
In an adult, these joints have no Sharks are extraordinary animals. One of their most incredible
function whatsoever. However in features is that their skeleton is made entirely of cartilage.
a baby, they do. In a baby, these joints This means that sharks can swim very fast, and they are
enable the skull to change shape extremely agile.
slightly so that the child can be born.
The oldest shark fossils which have been found to date are
Explain that cartilage is lighter and approximately 400 million years old. Sharks have not evolved
more elastic than bone, but very much over this period of time because their natural habitat, the
strong. We have cartilage in our ears, sea, has not changed much either. They are excellent swimmers,
nose and trachea. and they seem to glide through the water propelled along by their
powerful tails.
26
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2
UNIT 2
4. The skeleton skull parietal
There are more than temporal frontal
200 bones in our body.
scapula (shoulder
Here are the names of clavicle blade)
some bones: 3 sternum
maxilla Understanding
(jaw bone)

(breast After asking the questions in the
The head: the skull bone) humerus
and the bones in the
(funny
book, continue with these:
face, like the upper jaw. ribs
bone) Which joints can you point to and
The trunk: the vertebrae, radius name in your body?
which make up the vertebrae
backbone, and the ribs, ulna What actions can you do with these
pelvis
which make up the chest, joints? Can you hop/skip/read?
or thorax. Imagine your knees and elbows
The arms: the humerus, were fixed joints. Could you
the ulna, the radius, and femur carpals and jump/hop/run/throw a ball/write?
the bones in the hands. metacarpals
(finger Draw a diagram of the human body
The legs: the femur,
ball and bones) on the board. Ask volunteers to come
the tibia, the fibula, socket
and the bones in the feet. to the board and draw the bones.
tibia Help them with the names. They
fibula should be able to identify their
position and approximate size.
Vocabulary
Citizenship
thorax the bones which
surround our heart
tarsals and metatarsals Health and hygiene
(foot and toe bones)
and lungs A balanced diet is essential
3
The human skeleton for a healthy body. Milk and dairy
produce are an important part
of a healthy diet. Dairy produce gives
Tasks our bodies proteins, carbohydrates,
and above all, calcium, which is
1. What are bones? Name three different bone shapes.
essential for healthy bones. Explain that
2. What are joints? Name two different types of joints. it is important to drink and eat dairy
3. Look at picture 3 . Name two bones in the head, two in the trunk produce while you are growing.
and two in the limbs.
Note: If you have students who are
allergic to dairy produce, explain that
calcium is also obtained from other
sources like green vegetables.
27
LEARNING SKILLS
Answer key
Reading comprehension
1. Bones are the hard, rigid parts of our
Reading with understanding means reading through a text bodies.
and understanding the meaning. Students must read carefully Bones can be long, short or flat.
and understand the meaning of most of the key words, so that 2. Joints are the places where two bones
they can get the general meaning of the text. join together.
Ask your students to read Ligaments. Write three sentences on Joints can be fixed (the joints cannot
move), or moveable (the joints can
the board to summarise the text, and ask students to choose move).
the one that best summarises the main ideas. For example:
3. M. A. Bones in the head: maxilla,
This text is about all the parts of the body. parietal; bones in the trunk: sternum,
rib; bones in the limbs: tibia, femur.
This text is about some parts of the body.
This text is about fixed and moveable joints.
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A A
C C
T IT VI V
I DI TA IDEESS
UNDERSTAND
COMPRENDER
1. Use the
1. Completa words
cada to complete
oracin the sentences.
con la palabra que corresponda.
huesos ligaments ligamentosjoints bones

articulaciones
UNDERSTAND The skeleton
El esqueleto is madede
se compone up
of and cartilage.
y cartlagos.
1. The skeleton. If you wish, extend Los huesos

Bones are joinedpor
se unen together by
las
the activity by using other words from Enuna
hold bones
articulacin together
los at the los
sujetan joint.
huesos.
the lesson, for example: cartilage,
vertebra or thorax. 2. Match
2. Observa theradiografas
estas names of the bones to
y escribe thehuesos
qu X-rays.se ven en cada una.
vertebrae
vrtebras maxillaemaxilar
(upper jaw) carpals
falanges(finger bones)
Answer key
A A B B C C
The skeleton is made up of bones
and cartilage.
Bones are joined together
by ligaments.
Joints hold bones together Do you and you classmates have X-rays of yourselves? If so, bring them into class.
at the joint. Look at them. What bones can you see?
RAZONAR
2. Identifying bones. Students often 3. Piensa

WORK IT OUT
y responde.
know more than they think. For example, Qu ocurrira si tus piernas estuvieran formadas
they know many of the bones 3.
porAnswer
un solothe questions.
hueso? Qu cosas no podras hacer?
in the body even though they do not Imagine
Cuntas your leg is one
articulaciones long
tiene bone.ndice?
el dedo Could you walk?
know the names. QuCould you si
ocurrira jump or hop?no tuvieran articulaciones?
los dedos

How many joints are there in your index finger? Imagine
Answer key APLICARyou have no joints in your fingers. Could you write?
A. carpels (finger bones)

B. vertebrae
4. Imita
APPLY
los movimientos
representados
C. maxillae (upper jaw) y escribe el nombre A A B B
4. Copy the movements
de las articulaciones
in the pictures. Which
que usas para cada
joints do you use for each
movimiento.
movement? Make a list.
WORK IT OUT
3. The importance of joints. This
activity is designed to stimulate
28 28
reasoning. In order to answer the
questions, students will have to reach
their own conclusions using what they
have learned in this unit. ADDITIONAL ACTIVITIES
Answer key Bending a bone

Bones are made up of calcium and other elements which are also
M. A. I wouldnt be able to walk, run,
jump or do any activity in which I had found in rocks and which make them very hard. However,
to lift my legs off the ground. I cant lift it is possible to make a bone soft and pliable if we eliminate most
my legs without bending them. of these elements.
The index finger has three joints.
If I didnt have any joints in my fingers, Materials:
I wouldnt be able to bend my fingers, A chicken or turkey leg bone
pick things up or write.
A glass jug
Vinegar
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2
LEARNING TO READ
UNIT 2

What bones are made of
DIBUJO
The bones in our body are very hard, and they last APPLY
for a long time. They contain a lot of calcium
and other elements. These elements are also
4. Joints and movement. Your students
found in rocks. Bones are rigid, and do not bend
will find it easier to identify the joints if
or change shape, but they can break. they perform the movements themselves.
Our bones are living things. They grow and they
Answer key
need food. Our bones use the food to repair themselves.
The boy bends at the hip, and the girl
bends her elbow.
What are our bones like? Choose the best words.

Soft and flexible. Hard and rigid. Red and rough. LEARNING TO READ
Why are bones living things?

5. What bones are made of. This
Can we mend a broken bone? How can doctors help the process?
activity provides new information and
Which things in the picture are rigid?
applies concepts the students have
been working with. Point out that bones
grow, and also get older, just like any
other organ in our body.
Answer key
Bones are hard and rigid.
They are living things because they
grow, need food, and can even mend
themselves.
Yes, we can. Doctors put on a plaster
Summary
cast where the bone is broken. This
Bones and the skeleton stops us from moving the bone while it
The skeleton consists of bones and cartilage. is mending. They take X-rays and see if it
Bones are the hard parts of our body. is mended before they take the cast off.
Cartilage is softer than bones. The hard objects are: the brick,
baseball bat and the screwdriver.
Language link
29
Teach the following rhyme:
Imagine how floppy my body would be,
If my skeleton was made of jelly.
(Flop onto the floor.)
My legs would wobble and fall about,
Instructions: (Wobble legs.)
Take all the meat off the bone so it is nice and clean. I wouldnt be able to stretch them out.
(Point to bent legs.)
Put the bone in the glass jug, and cover it with vinegar.
My neck would fall onto my chest,
Leave it for a few days. Change the vinegar from time to time (Drop neck onto chest.)
so that it does not lose its acidity. No, I think having bones is probably best!
Take the bone out of the jar, and show it to the students. They (Stand up straight.)
will see that we can now bend the bone as if it were rubber.
Explain that the minerals in the bone have dissolved, Resource folder
and without these minerals, the bone is pliable.
29
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Muscles
1. What are muscles like?
Muscles are soft and flexible. They enable
us to move our body. They also give shape
OBJECTIVES to our body. Some muscles are joined to
bones. Others form part of internal organs
To know what muscles are like, like the stomach or the heart.
and what they are for
To relate the different types 1
of muscles with the kinds of Voluntary muscles in the face. We use
movements they make the muscles in our face to show feelings.
These are voluntary muscles.
To understand how muscles 2. Types of muscles
and bones work together There are voluntary and involuntary A
to produce movement muscles.
Voluntary muscles are muscles which
we can move when we want to. 1
For example, when we want to move our tendon
Teaching suggestions arm, we use the biceps muscle. The biceps

Involuntary muscles move automatically. gets shorter.
We do not make them move.
Introduction For example, the heart muscle moves
Before you begin the lesson, do automatically.
The arm bends.
an exercise with your students to
clarify the concepts of hard, rigid,
elastic and soft. These are important B
adjectives for describing both bones
and muscles. Give your students 3. Muscles move bones
various objects that they can Muscles get longer and shorter. A muscle The triceps gets shorter.
describe using these words. This will gets shorter by pulling on the adjoining
help you make sure they understand bones.
the meanings. Bones and muscles work together to move
The arm stretches.
our body. 2
Explanation Muscles are joined to bones by tendons. 2
Movement of the arm. In A, the biceps gets
When your students have studied Bones and muscles make up shorter and the arm bends. In B, the triceps
the definition of muscles and types of the musculoskeletal system. gets shorter and the arm stretches.
muscles, explain that we have more
than 600 different muscles in our
bodies. This makes up almost half 30
our body weight. At least 400
of these 600 muscles work together
with bones to produce movement.
Explain that our muscles are the soft
fleshy part of our bodies. In fact, Involuntary muscles
when we eat meat, we are eating
animal muscles. Students often find the difference between voluntary and
involuntary muscles confusing. Explain that most involuntary
Ask your students to sit still without muscles in the human body are part of internal organs, such as
moving for a while. Ask them if they the heart, the intestines, the arteries, etc. These muscles are
can see any classmates making slower, and they contract more slowly. They can, however, make
movements. Explain that even though more sustained, constant movements. A typical example is the
people are not moving, they still heart and the heartbeat.
make involuntary movements:
breathing, heartbeat, digestion, etc.
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2
UNIT 2
4. Muscles
Every part of our body has
muscles. Here are the masseter
names of some of them: 3 abdominal
deltoid Understanding
The masseters are in the
face. They move the chin pectoral Ask your students to bring in photos
and other parts of the biceps trapezius showing people making some kind
face. We use them to dorsal of movement or doing exercise. They
make facial expressions. triceps can use newspapers or magazines.
There are lots of muscles Sports newspapers are especially
in the trunk, for example, good. This activity shows the
the pectoral, abdominal students different kinds of
and dorsal muscles.
movement, and makes them think
The biceps and triceps sartorius
about how they are made. They can
are in the arms.
point out the muscles and bones
The quadriceps and the quadriceps involved in each movement.
gemellus are very strong
biceps Use the photos to ask your students
muscles. They are found gluteal femoris
in the legs. refractor if they can see any difference
muscle between their own muscles and
gemellus the muscles of the sportsmen and
calf muscles rotating women. What do you think the
muscles
reasons are for these differences?
What happens to our muscles if we do
a lot of exercise?
3 Citizenship
Muscles in the human body
Health and hygiene
We must do a lot of exercise to keep
our muscles healthy, and stop them
Tasks from losing strength and elasticity.
1. What is a muscle? Name five muscles. Walking, running or swimming are
2. Is the heart muscle different from the biceps? How is it different? healthy, complete exercises because
3. Look at picture 2. Explain how you move your arm. they help us to develop and maintain all
the muscles in our body.
Answer key
31 1. A muscle is a soft, elastic organ that
is responsible for body movements.
M. A. masseter, gemellus, sartorius,
gluteal, triceps.
LEARNING SKILLS 2. The heart is made up of involuntary
muscles. The biceps is a voluntary
Words in bold muscle.
Relevant information in a text is usually printed in bold 3. M. A. The biceps gets shorter, pulls
to make it stand out. Bold is used for definitions, concepts, on the bone it is joined to, and pulls
your arm up. When you stretch out
key words, etc.
your arm, the triceps gets shorter,
Ask the students to read the words in bold in the text and pulls the arm down.
on Muscles, page 31. Then ask:
Which words are in bold in each paragraph?
What is the text about?
Which paragraph gives us information on the muscles
in the trunk?
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A C T I V I T I E S
UNDERSTAND
1. Circle the correct words. Copy the text.

The human skeleton consists of muscles / bones.
Ligaments / tendons join the muscles to the bones.
UNDERSTAND
A muscle gets smaller / bigger when the adjoining bone
1. Muscles and bones. This activity is pulled.
helps your students memorise main
concepts of bones and muscles. 2. What is the difference between voluntary and involuntary
muscles?
Answer key
Classify the following muscles.
The human skeleton consists of bones.
Tendons join the muscles to the bones. tongue heart quadriceps abdominals
A muscle gets smaller when
the adjoining bone is pulled. voluntary involuntary
3. Match the words to the picture.

2. Voluntary and involuntary muscles.
Students should understand these
concepts better if they have masseter pectoral
to discriminate between voluntary
and involuntary muscles.
biceps abdominal
Answer key
heart gemellus
Voluntary muscles move when we want
them to, but involuntary muscles move
without us having to do anything.
Voluntary: the tongue, quadriceps
and abdominals. WORK IT OUT
Involuntary: the heart.
4. Answer the questions.
What would happen if the heart were a voluntary muscle?
3. Muscles in the body. Extend this
activity by varying the names of the What would happen if the abdominal muscles were involuntary?
muscles, or including bones as well as
muscles. Say the names of the bones
and muscles out loud, and ask students 32
to say where they are located.
Answer key ADDITIONAL ACTIVITIES

Masseter: head.
Biceps: arm. Make an articulated arm
Heart: trunk (in the chest). Materials:
Pectoral: trunk (in the chest).
Two pieces of construction paper 30 50 cm
Abdominal: trunk (stomach).
Washer and hooks
Gemellus: leg.
Scissors
Glue
A butterfly clip string
B
A piece of string
An elastic band A
elastic band
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2
I CAN DO IT
UNIT 2
5. Look at the pictures. Read the texts.

Pictures can show how you move your body.
WORK IT OUT
Lifting up and putting down a weight
4. Muscles from the front and back.
1 2 3
biceps This activity stimulates logical reasoning
triceps and written expression.
arm and hand
muscles
ulna
Answer key
radius
M. A. If the heart were a voluntary
muscle, we would have to remember
First, the muscles in the hand Then, the biceps gets shorter, Finally, the triceps gets shorter,
and arm pull on the bones. and pulls on the radius. and pulls on the ulna. The arm to make it beat all the time. Walking is
This closes the hand, and holds The arm bends at the elbow. stretches out, and puts the a good simile. We can forget we are
the weight. weight down. walking, but we still have to remember
to take a step.
Look at the pictures. Complete the sentences.
M. A. If the abdominals were
Moving a leg backwards and forwards involuntary muscles, we wouldnt be
able to sit down or stand up.
1 2 3
quadriceps
biceps biceps
femoris femoris
(hamstrings) I CAN DO IT
5. Picture sequences. Check that
students interpret each sequence
correctly, and identify which muscles
are moving, and the effect their
First, the biceps femoris gets Then, Finally,
shorter and the leg bends. movement produces.
Summary Answer key

Muscles Then the quadriceps gets shorter,
Muscles are soft, flexible organs. Tendons join our muscles to our bones. and the shin moves forward.
Some muscles are voluntary. Others are involuntary. Finally the biceps femoris gets shorter,
and the leg bends.
33 Language link
Work with the words students need
to describe a sequence of events:
First Then After that Finally
Ask them to use them to describe
Instructions:
simple sequences. For example: How do
Tell your students to draw the outline of their hand on a piece you brush your teeth?
of construction paper. Tell them to cut it out, and glue one end
How do you wash yourself?
to construction paper A.
Students join the two pieces of construction paper using the
butterfly clip, and place the hooks along the edges as shown
in the diagram.
Tell them to cut the string and an elastic band to a length Resource folder
of about 20 cm, and pass them through the hooks as shown F Reinforcement and extension
in the diagram. Tie the end of the string to the washer Reinforcement: Worksheet 4
so that when they pull the washer, the arm bends.
33
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N O W I K N O W
Check what you know
The musculoskeletal system

Unit review
made up of
Before you do the activities in the 1 muscles

Students Book, remind the students
of the main ideas in the unit. You can are joined together by are are
dictate sentences, for example: hard and 2 soft and 5
The skeleton is made up of all the rigid voluntary
can be 4
bones and cartilage.
3 moveable
Bones are the hard, rigid part
of the body.
Bones hold our body up, protect our Copy and complete the sentences. Use words from the word map.
internal organs and help us to move. The musculoskeletal system is made up of bones and
Cartilage is the softer, more flexible Bones are hard and
part of our skeleton. are places where bones are joined. They can be
Joints are the places where our bones Muscles are
join together. They can be fixed
or moveable. 2. Tick the correct words.
Muscles are soft, elastic organs. 1. What kind of organs are bones? 6. When a muscle gets shorter, it
They are responsible for movement. Hard. Flexible. pulls pushes
on a bone. on a bone.
Muscles can be voluntary 2. The is made up of bones.
or involuntary. muscles skeleton 7. What kind of joint is the knee?
3. What kind of organ is cartilage? Fixed. Moveable.
Physical education link Hard. Flexible. 8. The musculoskeletal system consists
Tell your students to perform the 4. Muscles are of
following actions, and think carefully in the arm. all over the body. bones and muscles
about the parts of their bodies that joints. and bones.
5. Tendons join muscles to
they move in each case: other muscles. the bones.
Jump.
Write.
Run.
34
Hop.
Then ask them to say which actions
require moving the largest number
of bones and muscles. ADDITIONAL ACTIVITIES
Muscles get tired

Explain that our muscles get tired when we do the same
movement several times in a row. We can check this out by doing
the following experiment.
Materials:
A clothes peg
A hardback book that can be held in one hand
34
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My project
UNIT 2
3. Make a model of a backbone.

A backbone consists of vertebrae which are joined
together. Make a model using paper and elastic bands.
Now I know
1. bones; joints; fixed;
elastic; involuntary.
The musculoskeletal system is
made up of bones and muscles.
Bones are hard and rigid.
Joints are places where bones are
1. Cut a sheet of paper in 2. Roll each strip of paper 3. Pass a rubber band through joined. They can be fixed or
strips 2cm wide. Use sticky around a pencil. Use sticky each tube. Put an open
tape to join two strips tape to join the ends paper clip on each end moveable.
together. This should give together. You now have of the elastic band. This Muscles are soft and elastic.
you four long strips. a thin tube. Remove the will keep the rubber band
pencil. Make more tubes in place. 2. 1. Bones are hard.
with the rest of the paper.
2. The skeleton is made up of bones.
What does each small tube represent? What does the line of tubes represent? 3. Cartilage is flexible.
4. Muscles are all over the body.
5. Tendons join muscles to the bones.
6. When a muscle gets shorter,
CITIZENSHIP it pulls on a bone.
4. Read the text. Do the task. 7. The knee is a moveable joint.
8. The musculoskeletal system
Moving around consists of muscles and bones.
People move around all the time. In this unit you studied
the body, and how you move using your skeleton My project
and muscles. 3. Each tube represents a vertebra.
Many people cannot move around easily. They need The line of tubes represents
a wheelchair. Imagine how difficult it is to be the spinal column (backbone).
in a wheelchair.
Citizenship
Draw the route you take from the school gate
Moving around. Explain that the obstacles
to your classroom. Now, imagine you have to do this
which prevent people from moving around
route in a wheelchair. Mark all the obstacles you find on your route.
are called architectural barriers. Ask your
students to think about how difficult
it must be for people who have physical
disabilities. Think about taking public
transport, moving on the pavement and
35
crossing roads, going into buildings, going
to the shops, etc. Ask them to think
about where we should park cars, and
how we should be careful not to obstruct
Instructions: ramps.
Tell your students to hold the clothes peg between their thumb 4. M. A.
and index finger. Then ask them to count the number of times
I cannot go up the stairs to enter
they can open and close the peg in 30 seconds. Then tell them the school.
to do the action two more times, and write down how many
times they opened and closed the peg in 30 seconds. They will
see that they get slower and slower.
Now tell them to hold the book down at their side and to lift
Resource folder
their arms out until the book is level with their shoulders. Tell
them to lower their arm again. They do this for 30 seconds F Reinforcement and extension
and write down how many times they raised and lowered their Extension: Worksheet 2
arm. Tell them to do this two more times and count. They will F Test and assessment
see that they get slower and slower as their arm gets tired.
35
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UNIT 3
The Organs of Nutrition
PRESENTATION
In this unit we will look at the systems in the human We will examine how the body uses different
body that play a role in nutrition: the digestive substances, such as oxygen for respiration and
system, the respiratory system, the circulatory system nutrients for digestion, in order to stay alive. We
and the excretory system, along with their also study the organs that make up these systems.
corresponding organs. Lastly, we will look at the nutritional needs
of human beings and the importance
of a healthy diet.
UNIT CONTENT
Objectives
To understand how the digestive system works, to identify the organs involved
and to learn the different stages of digestion
To understand how the respiratory system works and to identify the organs
involved in respiration
To understand how the circulatory system and the excretory system work and
what the different organs are
To know what food forms part of a balanced diet
Contents
The digestive system Interpreting anatomical Looking after your mouth and
The respiratory system sketches and diagrams teeth
The circulatory system Recording data when doing Eating properly
experiments
The excretory system
Assessment criteria
Understanding the nutritional needs of the body
Knowing how the digestive, respiratory, circulatory and excretory systems work
Recognising the main organs of the digestive system and explaining the different
phases of digestion
Knowing about the respiratory system and its main organs
Understanding the circulatory and excretory systems
Accepting and respecting that our bodies are different
Recognising the importance of a balanced and varied diet

36 A
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UNIT 0
RESOURCES
Resource folder

Test and assessment
Internet resources
Lungs
http://kidshealth.org/kid/body/lungs_noSW.html
Information and activities about the respiratory system nose
Teeth
mouth
http://www.adha.org/kidstuff/
Information and activities about teeth trachea
or windpipe
lung
Other resources
The human body 3
Digestive, respiratory, excretory
and circulatory systems
School dictionary
36 B
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3 Nutrition and organs

Blood donors
while working through this unit: Yesterday, I went to the hospital
with my parents. They donated
Some students may not be able
blood.
to distinguish between nutrition and
I think they were very brave.
food. Explain that the food we eat
A doctor put a needle in their
is only part of the nutrition process.
arms! Imagine that! I bet it hurt!
We need other substances, such
Sometimes, I really dont
as oxygen, as well as those we get
understand my parents.
from food.
When we arrived at the hospital,
Students know that we must breathe my parents went into a little
to stay alive, but they may not room. I stayed outside with one
understand why. Explain that of the nurses.
the oxygen we get from respiration He told me that blood is used to
is used to extract the energy that save lives. He also said that they
is contained in the food we eat. use about twenty bags of blood
in an operation. Sometimes, after
a traffic accident, they use about
Teaching suggestions 30 bags. In heart transplants,
they use about 150 bags!
The text outlines the blood donation When my parents came out, we
process and also shows how the went to have a sandwich and some
donated blood is used. Have your orange juice. They told me that it
students brainstorm possible didnt hurt. It was very simple.
additional uses for donated blood, When I am older, I am going
such as during heart transplants. to donate blood, too.
Ask the students if they have ever James, age 11
seen a mobile blood donor unit.
Explain that it is a bus that has been
adapted so that people can give
blood in comfort. When there are
emergency situations, natural 36
catastrophes and accidents, blood
donor campaigns are set up by
health authorities. The blood donor
buses are usually parked in the ALTERNATIVE SUGGESTIONS
centre of a town or city.
Draw the outline of a human body on the board. Name the
Explain to the students that when
organs involved in digestion, respiration and circulation that
someone gives blood, the body
will be studied in this unit. Ask the students, in turn, to go to
recovers in about twenty-four hours.
the board and draw on the body where they think the organs
There are no negative effects on the
should be. They should have no problem with organs like the
body. All we have to do is to drink
stomach and the lungs. Help them with the other organs and
a lot of liquid and avoid strenuous
explain that all the organs are related.
exercise.
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1 Talk about the text UNIT 3

What did the people in the text do?
What did the nurse say about blood donations?

Tell your students that a baby has
Would you like to donate blood when you are older?
Explain your reasons to your friends. approximately one and a half litres
of blood, a ten-year-old child has three
litres and an adult has five litres.
Then ask:
Why does an adult have more blood
2 Think about the questions than a baby?
Why do children have less blood
than adults?
Why do we need to eat?
What happens when a person loses
A car needs petrol in order to move. Our body also
a lot of blood in an accident or
needs fuel in order to function. Food is a type of fuel
for our body. It contains all the substances
an operation?
we need to grow. What should you do if you are
How long can you hold your breath? bleeding?
Our body needs oxygen in order to use the food we
eat. We get oxygen when we breathe. We cannot Citizenship
store oxygen in our body. That is why we have Help and hygiene
to breathe all the time. We can only hold our breath
for a short time. Tell the students that when a vital
organ, like the heart or the kidneys, is
damaged, it must be replaced. When
people die, their organs can be used
to help save other peoples lives.
3 Find out about the unit Explain that, although Spain is one of
the countries with the most organ
In this unit we are going to learn about: donors in the world, it is still necessary
Organs involved in digesting food. to make people realise the importance
Organs involved in breathing (respiration). of donating their organs.
Organs involved in blood circulation.
37
Another way of helping students to remember the organs of the

body is to have them bring large rubbish bags into school. Ask
them to make holes in the bags for their heads and arms. Then
ask them to put the bags on as though they were T-shirts. In
pairs, they draw the stomach, lungs, heart and kidneys on their Answer key
classmates bag. Then compare the results. Explain exactly Talk about the text
where the organs are and what they are like. Answer the questions.
They went to the hospital to donate
blood.
He said that the blood is used to save
peoples lives.
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The digestive system and nutrition

1. Nutrition
Nutrition is the process of taking food into
the body. The body absorbs the nutrients
OBJECTIVES from this food. It gets rid of anything we
dont need. This process is essential to live.
To understand nutrition
Four different systems are involved in
To know the organs that make nutrition: digestion, respiration, circulation
up the digestive system and excretion.
To explain the different stages
of digestion
2. Digestion
The digestive system breaks down the food
we eat. Then, it extracts the substances
which our body needs. These substances
Teaching suggestions are called nutrients. 1 1
Different types of food.
The digestive system is like a long tube. To get all the nutrients we need,
It consists of several organs. The food we we have to eat a variety
Introduction eat travels through this tube. of fresh food.
Ask the students to put their hands The journey starts in the mouth and
on their stomachs. A lot of students finishes in the anus.
incisors
will put their hand over their tummy- canines
button. Explain that the stomach is,
in fact, higher up just below the
ribs. 3. The mouth
Suggest the following exercises for The digestive system starts in the mouth.
The teeth, tongue and salivary glands are
break time. Ask them to count how
in the mouth. molars
many times they chew their food
Teeth are very hard. They are fixed to the
before they swallow it. Compare the premolars
maxilla bones. We use our teeth
data from all the students. Explain to cut and grind food. 2
that chewing is the first stage of We use your tongue to mix food with
2
A diagram of the teeth. There are different
digestion, and explain how important saliva, and to swallow. types of teeth. The incisors are used for
it is for them to chew their food The salivary glands produce saliva.
cutting food. The canines are used for
tearing food. The premolars and molars are
properly. This breaks food down. used for chewing food.
Explanation
Explain that saliva softens the food 38
they eat and makes it easier
to swallow. It also helps the food
to be digested.
Explain that the tongue pushes the
food towards the throat and helps Digestive juices
them to swallow it.
The body breaks food down into simpler substances. These are
Understanding easier to assimilate. This is how we obtain the nutrients we need.
To do this the body secretes a series of liquids to help digestion:
After asking the questions in the
Gastric juices are secreted by the stomach. These are acids
Student's Book, follow up with these:
which convert the food we have eaten into a kind of soup.
Why do you have to chew your food
Bile is secreted by the liver, and it breaks down fats.
well?
Pancreatic juices are secreted by the pancreas, and break
Where does the digestive system
down fats and sugars.
begin?
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3
UNIT 3
4. The stomach
When food is chewed and mixed with saliva,
it leaves the mouth. Then, it goes down
the oesophagus. Next, it goes
into the stomach. 3 Where does food go after it leaves
mouth
The oesophagus is a like a tube.
the mouth and before it arrives in
It connects the mouth to the stomach. the stomach?
The stomach is an organ. It is like a bag. Draw the outline of a human body
In the stomach, food is mixed up into on the board and ask the students
oesophagus
a pulp. Then it goes into the intestine. to copy it into their notebooks. Ask
them to draw the digestive system.
stomach
When they draw it, they will realise
it is like a long, continuous tube
which begins at the mouth and ends
5. The intestine in the anus.
small
The intestine is an organ. It is a very long, intestine Ask the students to put their hands
large
soft tube. It is about 7 metres long and has
intestine
on their stomachs again. Ask them if
two parts: 3 they notice a noise or movement. The
The small intestine. This starts at the end stomach and the intestines are made
of the stomach. It is the longest part. of involuntary muscles and they move
Here, nutrients from the food pass into
even when you have not eaten.
the blood.
anus
The large intestine. This is the other part
Citizenship
of the intestine. It finishes in the anus.
This is where waste substances are 3
Health and hygiene
eliminated from the body as faeces. The digestive system
Remind the students that they should
brush their teeth and tongue when they
have eaten. This stops plaque from
forming. Plaque forms at the place
where the teeth join the gums, and can
Tasks cause the teeth to fall out.
1. Where is the digestive system? What is it used for?
2. Look at picture 2. Why do we have different types of teeth?
3. Look at photo 3. Name the organs. Describe their shape.
39
Answer key
LEARNINGS SKILLS
1. The digestive system begins in the
A summary mouth and finishes in the anus. It is
used for digesting food.
A summary is when you take the most important points from a
2. Different teeth do different jobs.
text. This means you reduce the original text by keeping in key
You use the incisors for cutting, the
information and omitting anything that is not so important. canines or tearing, and the premolar
Ask the students to make a summary of The intestine. and molars for grinding food.
Then, read aloud some of the results, and compare them. 3. The mouth is small and round; the
Ask: Do they have all the important information? Are they oesophagus is a long thin tube; the
shorter than the original text? Then decide which is the stomach is round; the large intestine
is a fat tube; the small intestine is a
best summary. Write it on the board: students copy long thin tube; the anus is small and
it into their notebooks. round.
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A C T I V I T I E S
UNDERSTAND
1. Copy and colour the diagram.

Use the words to label the diagram.
UNDERSTAND Diagram of the digestive system

small
1. Organs of the digestive system. mouth intestine
Make sure your students know the
different parts of the digestive system.
They should be able to place each oesophagus large
organ in the right place and recognise intestine
the relationship between all the organs.
stomach anus
Answer key
Refer to Students Book on page 39.
2. Match the words to the sentences.

2. Relating concepts. Your students The mouth takes food from the mouth

need to know the organs that make up to the stomach.
the digestive system and what they are The oesophagus
like. They should also realise that the transports nutrients into the blood.
organs are complimentary, and they are The stomach
is where food is changed into a pulp.
all necessary for digestion.
The small
finishes in the anus.
intestine
Answer key
The large is where food is cut, chewed and mixed

Mouth. Food is cut, ground and mixed intestine with saliva.
with saliva.
Oesophagus. This takes food from
the mouth to the stomach. 3. Complete the sentences.
Stomach. The food is ground and tear cut chew
mixed up here.
Small intestine. Nutrients go into The incisors food.
the blood.
The molars food.
Large intestine. This finishes in
The canines food.
the anus.
3. Teeth. Ask your students: What 40

would happen if all your teeth were the
same? For example, if you only had
incisors, what would it be like to chew?
Would you have to change what you eat? ADDITIONAL ACTIVITIES
Digestion
Answer key
Materials:
The incisors tear food.
Six pieces of white cork measuring 30 40 cm
The molars grind food.
The canines cut food. Wax crayons
Instructions:
Divide your class into six groups. Assign each group one of the
digestive organs.
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3
LEARNING TO READ
UNIT 3

Teeth
It is very important to look after our teeth. They are LEARNING TO READ
important for our health. Before we swallow, we need
4. Teeth. Chewing your food is the only
to chew food well. This helps us to digest it.
part of the digestive process you have
Our teeth are covered with enamel. This is the hardest to think about doing. Students should
substance in our body. Teeth are very hard, but they can understand that it is important to chew
still have problems. For example, they can break, wobble their food properly and that they should
and get holes in them. We can avoid most of these never swallow their food before it has
problems, if we brush our teeth every day.
been chewed thoroughly.
Why should we chew food well? Answer key

What material covers our teeth?
If you dont chew your food well, the
Who looks after our teeth? digestive system has to work very hard.
Enamel.
A dentist looks after your teeth.
WORK IT OUT

What happens to a piece of bread before it reaches
WORK IT OUT
our stomach?
5 Chewing and digestion.
What do we use our incisors for?
Why can babies only eat soft food?
Answer key
It is chewed and mixed with saliva.
Then it goes to the oesophagus.
Summary
We use incisors to cut our food.
The digestive system Because they havent got any teeth.
The digestive system starts in the mouth. Then, it continues through
the oesophagus, the stomach and the intestine. This system takes out nutrients
from the food we eat.
Maths link
Ask the students to count their teeth.
41
Make up Maths problems with the
number. For example: If one child has
32 teeth, how many teeth do three
children have? What is two times 32?
Give each group a piece of cork and ask them to draw an

outline of the human body. Then ask them to draw their
organ and to colour it in. They can use the picture on page 40
as a model.
When they have finished, collect the drawings and hang them
on the wall in the right order. Then have one member of each
group explain the characteristics of their organ to the class.
Resource folder
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The respiratory system

1. Air in our body
We need oxygen to live. The respiratory
system takes oxygen from the air
OBJECTIVES into our body. 1
To learn what the respiratory Oxygen enters our body through

our nose and mouth. Then, it goes down
system is like and what it is for the trachea, or windpipe.
To identify the different organs The trachea is a tube which takes oxygen
of the respiratory system to our lungs. The trachea is in front
To learn about the movements of the oesophagus.
of respiration: breathing in and
1
breathing out Snorkelling. The girl is under water. She uses
the tube to breathe.
2. The bronchi and the lungs

Teaching suggestions The trachea is divided into two small tubes.
These are called bronchi. Each bronchi is
divided into smaller tubes. These are called
nose
Introduction bronchioles. The bronchioles are inside
the lungs. 2 mouth
Ask your students to place one hand bronchi
The lungs are two organs. They are shaped trachea
on their chest and to breathe in or windpipe bronchioles
like bags. They are inside the thorax,
deeply. They should notice that their or chest. Inside the lungs, oxygen goes lung
chest goes up and down. Tell them into the blood.
that they are touching their ribs with
their hands. Explain that their lungs
are just beneath the ribs. The
movements they notice come from
breathing in. When the lungs take in
air, they inflate and make the chest
rise. When the lungs release air, they Vocabulary
get smaller again. oxygen a gas found
in the air
Ask your students to put their hand in 2
The organs of the respiratory system
front of their nose and breathe in and
out. What do you notice? Can you feel
air on your hand? Where does it come
from? 42
Explanation
Explain that air goes into the lungs MORE INFORMATION
every time they breathe in. Tell them
that the air contains oxygen. Coughing
The oxygen passes from the lungs
and goes into the blood. The air The purpose of coughing is to keep the air ways clear of foreign
they breathe out contains carbon bodies, mucous and pollutants found in the air. It is also a
dioxide. response to possible irritations in the throat caused, for example,
by allergies or a cold. All these things make the muscles of the
Understanding chest contract. You cough to expel whatever is in your air ways
that should not be there.
Ask your students the following
questions: Coughing, though, can also be problematic. If you cough too
Where is the trachea? What is it for? much, it can be very uncomfortable. Diseases can also be spread
by coughing.
What happens inside the lungs?
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3
UNIT 3
3. Breathing A
The lungs make two different
movements when we breathe:
breathing in and breathing
out. 3 Ask your students to look at picture
When we breathe in,
2. Get them to describe the organs
our lungs inflate and air involved in breathing in and out.
enters. Explain that the bronchial tubes and
When we breathe out, bronchioles are like a tree. The
our lungs deflate and air B bronchial tubes are like the trunk of
is expelled. the tree, and the bronchioles are like
We breathe all the time. the branches.
We breathe when we eat,
and when we sleep.
Tell your students to cover their nose
When we rest, we breathe and mouth with a paper bag and
about 20 times every minute. to breathe in deeply. What happens to
When we breathe
in, our lungs inflate. the bag when you breathe in? Explain
that the bag is like their lungs, but
that their lungs do the opposite.
When they breathe in, they fill their
lungs with air. When they breathe out,
When we breathe out,
our lungs deflate. they empty them.
Citizenship
3
Breathing. When we breathe in (A), our lungs inflate. When we
Health and hygiene
breathe out (B), our lungs deflate.
Explain that a lot of illnesses that affect
the respiratory system are caused by
pollution. The air they breathe contains
substances that are poisonous for the
Tasks body. Pollution does not only affect their
1. How does air enter our body? Where does it go after it enters our mouth health, it also affects the health of all
or nose? living things.
2. Where are the lungs?
3. Look at photo 3. Explain how lungs work.
43
LEARNING SKILLS
Anatomical diagrams
Anatomical diagrams are an effective way of presenting
information. They help clarify ideas, locate the different organs Answer key
and show what shape they are. 1. Air enters our body when we breathe in.
Ask your students to look carefully at picture 3. Have them The air goes into the trachea and then
down to the lungs.
explain the differences between the two pictures, for example,
2. The lungs are in our chest.
the shape of the lungs.
3. When we breathe in, air goes into our
Then, using this picture as a model, ask them to draw their lungs. The lungs inflate. When we
own diagram showing the process of breathing in and out. breathe out, air is pushed out of our
lungs and they deflate.
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Blood circulation
1. The circulatory system
The circulatory system moves blood around
our body.
OBJECTIVES The circulatory system consists of blood, the
To understand what blood heart and blood vessels.
circulation is and how it works Blood is a thick, red liquid. Important
substances are moved around our body
To identify the different organs in the blood. 1
that make up the circulatory
system
To understand how the
excretory system works and
1
to recognise the organs that it is A bag of blood from a donor. Lots of people
made up of donate blood. These people help to save lives.
2. The heart and blood vessels

The heart is an organ made of muscle.
Teaching suggestions It is inside the thorax. 2
Blood flows through the heart. Then,
it is pumped around our body. The hearts
Introduction
pumping action is called a heartbeat.
Ask your students to tell you how Blood circulates through blood vessels:
they feel when they have done a lot Veins are the vessels which carry heart
of exercise. They should tell you that the blood to the heart.
they breathe faster, and that their Arteries are the vessels which carry blood
heart beats faster. Explain that when from the heart to the rest of the body. thorax
the body needs more oxygen, the
heart beats more quickly. This means
that more blood and more oxygen
reach the different parts of the body.
2
Explanation Diagram of the heart and thorax
Tell your students to find the pulse on

their wrist or neck. Ask them what
they think the pulse is. Explain that 44
blood goes round the body. The pulse
is related to the heartbeat. Every
time the heart beats, they can feel it
in their pulse. If the pulse is fast,
it means the heart is beating fast.
If the pulse is slow, the heart is The heart
beating slowly. The heart beats an average of 75 times a minute when you are
When they have read The heart and relaxed. It can pump as much as 15,000 litres of blood a day. This
blood vessels, explain that the heart is enough to fill a medium-sized swimming-pool.
is a very important organ. Sportsmen and sportswomen sometimes have a bigger heart than
If the heart stops beating, blood other people. Their heartbeat is much slower. When they are
stops flowing. The nutrients and the relaxed, their pulse is around 50 heartbeats a minute.
oxygen carried by the blood cannot
reach the organs. The organs will
also stop working.
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3
UNIT 3
3. Blood travels around our body
The circulatory system transports blood
around our body. 3
Blood does three important things: circulatory
system
Understanding
It collects nutrients from the small
intestine, and transports them around heart After asking the questions in the
excretory Students Book, follow up with these:
the body. artery system
It collects oxygen from the lungs, vein kidney
What part of the respiratory system
and transports it around the body. can you see in diagram 3?
bladder
It collects waste from the body, What part of the excretory system
and transports it to the kidneys. can you see?
When they have read Kidneys clean
blood, ask your students what they
feel when they need to urinate.
4. Kidneys clean blood In what part of the excretory system
do they feel this?
The excretory system cleans blood. 3
The most important organs in the excretory

Citizenship
system are the kidneys. They work like
sieves. They collect impurities from Health and hygiene
the blood. Then, they get rid of them A lot of heart disease can be avoided by
in the urine. Urine collects in the bladder.
It is expelled when we go to the toilet.
having a healthy diet and a healthy life-
style. People should not smoke.
3 They should do exercise, as this
Diagram of the circulatory and excretory improves blood circulation. They should
systems. This diagram shows the main veins
and arteries. also have a balanced diet, so that they
do not become overweight. Obesity is
one of the main causes of circulatory
Tasks illnesses.
1. What does blood do?
2. Where is the heart? Describe it.
3. What is the difference between veins and arteries?
4. How do we get rid of impurities from our blood?
45
Answer key
1. Blood transports nutrients and oxygen
around the body and collects waste
LEARNING SKILLS
substances.
A word map 2. The heart is an organ made up of
muscles. It looks like a fist. It is inside
A word map is made up of the main ideas from a text. It states the chest.
the key topic areas of a subject and helps your students study. 3. Veins carry the blood to the heart.
A word map is drawn hierarchically. The more general Arteries carry the blood from the heart
concepts are put at the top, and the more specific ones to the rest of the body.
at the bottom. 4. We get rid of impurities through
Ask your students to make a word map using the text the excretory system. The main organs
are the kidneys. The kidneys are like
Blood travels around our body. Remind them that they
sieves. They collect the toxic
should include all the important information in the correct substances in our blood and get rid
order. of them in the form or urine.
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A C T I V I T I E S
UNDERSTAND
1. Copy the table. Read the words. Tick the correct box.
Respiratory Circulatory Excretory
system system system
UNDERSTAND
Blood
1. The organs of nutrition. The purpose Trachea
of this activity is to help your students Heart
identify the main organs of the different Lungs
systems involved in nutrition.
Kidneys
Arteries
Respiratory Circulatory Excretory
system system system Urine
Bladder
Blood
Sangre X X X
Trachea X
2. Complete the text.
Heart X
circulation kidneys breathe in urine breathe out
Lungs X
When we our lungs inflate, and air enters our body.
Kidneys X When we our lungs deflate, and air leaves our body.
Arteries X is the journey ofblood around our body.
The clean our blood. They get rid of impurities in the form
Urine X of
Bladder X
2. Complete the text. The purpose of WORK IT OUT

this activity is to activate the students
memory. They have to complete 3. Answer the questions.
sentences that they have already Why does blood appear when you cut
studied in the unit. your finger?
What happens when your heart stops beating?
Answer key Explain your answer.
Are heartbeats voluntary or involuntary movements
When we breathe in, our lungs inflate,
of the heart muscle?
and air enters our body.
When we breathe out, our lungs
deflate, and air leaves our body.
46
Circulation is the journey of our blood
around our body.
The kidneys clean our blood. They get
rid of impurities in the form of urine.
The size of your lungs

WORK IT OUT Materials:
3. Circulatory and respiratory systems. A large rubbish bag
Encourage students to think about the A felt tip pen
concepts they have studied in the Sticky tape
lessons, and to draw their own
conclusions. For example, once they Instructions:
know the function of the heart, ask Take the bag in one hand. Hold it by the open end, as though
them to use the text to explain what you were going to blow it up. Pass your hands down the bag
happens when the heart stops. to empty it of air.
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3
I CAN DO IT
UNIT 3
4. Take your pulse. Record the results.
When scientists do an experiment, first they make observations. Then, they

record the results. They repeat the experiment to confirm the results. Answer key
When you cut your finger, drops of
Our pulse is the pulsation we feel as blood blood appear. This is because blood
is pumped through our body. We feel this in circulates through your body, even
certain parts. A heartbeat is the movement to the ends of your fingers.
of the heart as it pumps the blood. If your heart stops beating, it cannot
1. Look at the photo. Look where to put pump blood around your body. The
your fingers. Notice that you do not use blood cannot transport the nutrients
your thumb. and oxygen to the different parts of
2. Sit down quietly for a few minutes. Now your body. If your heart stops beating,
check your pulse. Count the number you cannot get rid of the toxic
of beats in one minute. Record substances from your body either.
the results on a table. Use the one Heartbeats are involuntary movements
below to help you. of the heart. The heart beats even
3. Run on the spot for about one minute. when you are sleeping.
Check your pulse again. Record the results on the table.
4. What did you notice? Why do you think there is a difference
after running for one minute? I CAN DO IT
5. Compare your results with other children in the class.
4. Take your pulse and record
PULSE RATE the results. Your students may find it
difficult to find their pulse at first. Give
Resting beats per minute
them a clue. Tell them to follow the line
After running beats per minute of their thumb up to the wrist. Tell them
that you can also take the pulse in their
neck.
Summary
Breathing and circulation Answer key
The respiratory system gets oxygen from the air. M. A. Studens take their pulse after
The circulatory system carries blood around our body. resting and after running and record
The excretory system cleans our blood. their results. They should find that their
pulse is faster after running thand after
resting because their heart is beating
faster. They compare their results with
47 other students.
Maths link
Explain to the students how to take a
pulse. Tell them that a doctor will not
Take two slow normal breaths. Then breathe in as much air as normally count all the beats for
you can. a minute, but only for 15 seconds. Then
Pinch your nose with your thumb and forefinger, and breathe the doctor will multiply this number by 4.
through your mouth. Blow all the air out of your lungs into Ask your students to count their pulse
the bag. Then close it tightly. beats for 15 seconds. Then multiply
the number by 4.
Pass your hand down the bag to move the air to the bottom
of the bag. Tie it off with some sticky tape. The volume of air
in the bag is the equivalent to your lung capacity. Resource folder
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N O W I K N O W
Check what you know
Unit review Nutrition and organs
Before doing these activities, go over four systems

the main concepts in the unit with your
the digestive the respiratory
students. These could be dictated. system system 3 6
For example:
made up of made up of made up of made up of
Nutrition gives you the substances you
need to live. These substances travel the mouth
around your body. Harmful substances the mouth the nose heart
the oesophagus 2 4
are eliminated.
1 the bronchioles 5 the kidneys
The digestive, circulatory and the intestine the lungs the blood 7
excretory systems are all involved
in nutrition.
The digestive system breaks down
The organs of nutrition are classified into four systems:
food. It extracts substances that are
The digestive system is made up of the
useful for the body.
The respiratory system is made up of the
The respiratory system gets oxygen
The circulatory system is made up of the
from the air. Air is needed to survive.
The excretory system is made up of the
The circulatory system sends blood
around the body.
The excretory system cleans 2. Tick the correct words.
impurities from the blood. 1. Nutrients are found in 4. Oxygen goes from the lungs to
the air. food. the blood. the urine.
Language link
2. The oesophagus joins the mouth 5. Blood is a
Tell the students to find words for these to the solid. liquid.
definitions. intestine. stomach.
6. The kidneys are part of the
Two organs shaped like bags. 3. We get oxygen by excretory circulatory
They inflate and deflate with air. excretion. breathing. system. system.
Two small organs that are like sieves.
They filter the impurities
from the blood.
A red liquid that circulates around 48
the body.
A liquid that is excreted.
The most important organ. It is shaped ADDITIONAL ACTIVITIES
like a fist and it works hard day and
night. A stethoscope for listening to the heart beat
The beginning of the digestive system. Ask your students to make a stethoscope. This is a simple
It is also used for talking and singing. instrument for amplifying sounds. They can use it to listen to their
classmates heartbeat.
Materials:
A rubber tube with a diameter
of 1 cm and a length of 50 cm
A glass, plastic or metal tube,
shaped like a T or a Y
A small funnel
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My project
UNIT 3
3. Draw a diagram of your teeth. My teeth
1. Copy the diagram. Top teeth
2. Use a mirror. Look carefully
at your teeth. Now I know
3. Use the key below to colour 1. the stomach; the trachea; the
the teeth. circulatory system; the veins;
Missing teeth. the arteries; the excretory
system; the bladder.
New teeth.
The organs of nutrition are
Teeth the dentist has treated. Bottom teeth classified into four systems: the
Milk teeth or baby teeth. digestive system, the respiratory
system, the circulatory system and
4. Label the diagram. Write the
the excretory system.
different kinds of teeth.
The digestive system is made up of
the mouth, the oesophagus, the
stomach and the intestine.
The respiratory system is made up
of the mouth, the nose, the trachea,
the bronchioles and the lungs.
The circulatory system is made up
of the heart, the veins, the arteries
CITIZENSHIP and the blood.
4. Do the task. The excretory system is made up of
the kidneys and the bladder.
Healthy eating 2. 1. Nutrients are found in food.
The digestive system helps the body get nutrients 2. The oesophagus joins the mouth
from food that we eat. But first, we have to eat to the stomach.
properly. When you were younger, your parents
3. We get oxygen by breathing.
chose your food. Now you are older, you choose
your food. It is now your responsibility, too. It is not 4. Oxygen goes from the lungs
difficult to have a healthy diet. Some food is very healthy, to the blood.
for example, fish, vegetables and fruit. Other food is not 5. Blood is a liquid.
so healthy, for example, cakes, fizzy drinks 6. The kidneys are part of the
and sweet things. excretory system.
What did you eat yesterday? Make a list. Was it healthy? My project
3. Refer to diagram in Students Book.
Citizenship
49 Healthy eating. Explain that a healthy diet
should be varied and balanced. It should
provide all the nutrients the body needs.
Each group of foods gives different
nutrients. These nutrients have different
functions in the body. This is why we
should eat food from all the groups, and
Instructions: in the right quantities.
Cut the rubber tube into three pieces measuring 20 cm, 20 cm 4. M. A. For breakfast: yoghurt.
and 10 centimetres. For lunch: potatoes, meat, etc.
Put the ends of the metal tube into the ends of the rubber
tubes.
Put the funnel into the end of the smallest rubber tube. Resource folder
F Test and assessment
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UNIT 4
Animals
PRESENTATION
This unit introduces the classification of animals, and and invertebrates look different, and have different
shows the main characteristics of vertebrates and shapes and different characteristics.
invertebrates. The unit should also help to encourage your
The objective is to explain different types of animals. students to respect animals in general.
In this unit, your students will see that vertebrates
UNIT CONTENT
Objectives
To learn that vertebrates have a skeleton and invertebrates do not
To learn how to describe vertebrates (external features)
To learn how vertebrates feed, breathe and reproduce
To learn how invertebrates live, and what they are like
To learn some of the main characteristics of insects
To respect animals and the way they live
Contents
Vertebrates Interpreting photographs Looking after pets

Invertebrates and tables Respecting animals
Insects Understanding simple scientific
texts
Assessment criteria
Understanding the difference between vertebrates and invertebrates
Knowing the main characteristics of vertebrates
Knowing the main characteristics of invertebrates
Identifying the main characteristics of insects
Classifying animals according to different criteria
Recognising the importance of looking after pets properly. Making sure they do
not bother other people

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UNIT 0
RESOURCES
Resource folder

Test and assessment
Internet resources
Animals
http://www.bbc.co.uk/schools/revisewise/science/living/
Information about classification of animals
Animals
http://www.insecta-inspecta.com/
Information and activities about insects
Animals
http://www.nhm.ac.uk/interactive/kids/index.html
Information and interactive games from the natural
history museum
Other resources
Animals and plants 1
Basic characteristics
External parts and internal organs
Reproduction.
School dictionary
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4 Animals
Keep the following questions in mind An Anthill
Where can you find ants? If the weather
Some students may think that is fine, find an anthill or an ants nest.
invertebrates are exclusively insects. Observe the ants. I did. I learnt a lot
Insects are indeed the most of interesting things.
numerous group of invertebrates, and The first day I observed the ants,
probably the group students are most they ran around like mad! Then,
aware of. Give them examples hundreds of other ants ran out.
of invertebrates which they know, Each ant carried a grain of sand.
that are not insects, for example, They put these grains around the edge
a starfish and an octopus. of a hole. This looked like a cone.
It is common for students to think The next day, hundreds more ants
of spiders as being insects. To avoid ran in and out of the hole. They moved
this confusion, explain that insects backwards and forwards very fast.
have six legs, and spiders have eight. Sometimes they ran over each other.
Therefore, they cannot be insects. They carried all kinds of things to their
hole: bits of straw, dried leaves, dead
With regard to the characteristics
insects and seeds. As they moved,
of animals, there are many exceptions.
they touched the ground with their
There are fish which do not have antennae.
scales, for example, the Murray eel.
There are fish which give birth to live A few days later, they finished their
work. There are lots of questions I want
young, such as the sea horse. There
to ask about these ants. Is there a chief
are amphibians that look after their
ant which organises the work? How do
eggs as reptiles do, for example,
they know where to find food? Do they
the midwife toad. There are also
tell each other? Why do they put so
mammals that live in the water, for
much food into the nest? I must find out!
example, the whale or the dolphin.
Susan, age 10
50
Ask students if they have ever seen
an ant hill or a row of ants.
Ask the following questions: What
are ants like? Are they all the same? ALTERNATIVE SUGGESTIONS
How do they move? What work do
they do? You could begin the unit by watching a nature video, showing
the habits and characteristics of several different animals. Help
Ask students to look at the photo of students by giving them important information about the
the ants and to tell you what they are animals they see. Tell them about the animals feeding habits.
like. Help them by asking questions.
Ask them questions about the animals they see in the video:
For example: How do ants move?
What are their bodies like? Where do What they are like?
they live? Are they big or small? How many limbs they have got?
Are they all the same? How do they move? For example: Do they fly, run, swim, or
crawl?
What is their skin like?
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1 Talk about the text DIBUJO

UNIT 4
What does the word observe mean?
What did the person find out by observing
the ants? In the text, we are told about some of
What couldnt he find out? the things that ants carry to their ant
Imagine you are an ant. You are in a shopping centre. hill. Ask students what they are, and
Tell your friends what you can see. what the ants use them for.
Citizenship
Environmental education
2 Think about the questions Tell your students that when we walk
Answer the questions. Read the texts. through the countryside, we destroy
Are all animals the same? a lot of things that have been made
No, of course they arent! There are many differences. by animals, for example, ant hills and
When we study them, we usually divide them into spiders webs. We may also destroy
groups. the animals themselves. Whenever
Animals which do not have a backbone or spine, for possible, we should keep to the
example ants, are called invertebrates. Animals which pathways or tracks, especially when
have a spine or backbone are called vertebrates. we are travelling in a vehicle.
How many different types of animals are there?
Nobody really knows. Scientists have identified
more than 40,000 different vertebrates,
and more than one million invertebrates. There are
probably many more, especially insects
and other bugs.

Vertebrates.
Invertebrates.
51
How do they reproduce?

Answer key
Where do they live (on land, in the water, in the air)?
1. Observe means to watch or to look
What is their habitat? For example, the forest, the sea, or the at with attention.
savannah? Susan learned that ants carry food
Another way of helping students to remember things that they and other materials into their hole.
have already learned is to show them photos or drawings Many things. For example, she does
of different animals. Ask them to say whether the animal is not know who organises the work or
a vertebrate or an invertebrate. where they find food.
M. A. I can see bread crumbs, sugar,
and pieces of vegetables on the
floor.
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Vertebrates (outside)
amphibian
moist skin, no scales
fish
OBJECTIVES scales
To learn that vertebrates are

animals which have bones mammal
fur or hair reptile
and a spinal column scales
To know the main
characteristics of vertebrates
bird
feathers
1
Teaching suggestions Vertebrates and their skin. Each type of vertebrate has a different type of skin.
Introduction 1. The body head

Ask students to remember what they Vertebrates have a skeleton and backbone
have previously learned about bones. on the inside. There are five types
Ask them, for example: What is a of vertebrate: fish, amphibians, reptiles,
body
skeleton for? Do all animals have birds, and mammals.
tail
the same skeletons? Their bodies have three parts: the head,
the trunk, and the limbs. Most vertebrates
Bring some fish bones to class and have a tail. Even humans have the remains
explain to your students that they are of a tail! 2
limbs
the bones of a fish. Explain that Each type of vertebrate has a different type
in English, we say bones for fish, of skin. Mammals have fur or hair; birds tail
body
as well as for other animals. Show have feathers; fish and reptiles have scales;
them the spinal column. amphibians have bare skin. 1
head
Explanation 2
The shape and skeleton of a fish limbs
Explain that the distinction between and a bird
vertebrates and invertebrates is
based on whether an animal has
a spinal column or not. Tell the 52
students that vertebrates also have
many more common characteristics.
For example, all vertebrates have the
same senses; they all have eyes. INTERESTING INFORMATION
The skin of fish and reptiles is
covered by scales. Explain to Dinosaurs with feathers
students that the scales of fish are The Archaeopteryx was a small dinosaur with feathers. It was
like human hair. The scales found in China. A study of their fossils seems to suggest that birds
of reptiles, however, are due to a come from dinosaurs. The Archaeopteryx had a tail like a lizard
hardening and thickening and a mouth with teeth. It also had claws, which meant it could
of the surface layer of the skin. climb trees. According to scientists, a small, particularly agile
dinosaur, like this, might have climbed trees in search of food or
safety. The descendants of the dinosaur then developed feathers
and, later, they progressed from jumping from branch to branch
to gliding, and finally they learned to fly. This could have been
the beginning of flight.
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4
UNIT 4
2. Limbs
Vertebrates move on the ground, 1 2
in the water, and through the air.
They move in different ways. 3

Understanding
Vertebrates that move on the
ground use legs. They run, Ask the following questions as well
jump, and walk. Many as those in the book:
mammals, reptiles, and
amphibians move like this.
Are all animals with a spinal column
vertebrates?
Vertebrates that move in the
water, for example, fish, What is the difference between
use their tail fins. Some marine amphibians and reptiles?
mammals also have fins, 3 4 What are the similarities between
for example, whales.
the limbs of vertebrates?
Vertebrates that move through
the air use their wings. Birds Ask students if they remember any
and bats can fly through animal bones related to foods they
the air. eat. For example: bones from
Snakes dont have legs, but chickens, various fish, sheep and
they can slither along the pigs. Ask them if they have seen
ground using the movement the spinal column of these animals.
of their body.
If so, ask them to describe it to
3 the class.
Vertebrates move in different ways.
1 Leopards move with their legs. 2 Seagulls move
with their wings. 3 Fish move with their fins. Citizenship
4 Snakes move on their tummies.
The great diversity of species in the
world is an important heritage. People
Tasks benefit from this great animal and
1. What is a vertebrate? Name the main parts of the body. vegetable diversity, not only because
2. Which animals have scales? Which animals have bare skin? we enjoy their beauty, but also
economically. It is our responsibility,
3. Look at picture 2. What is the difference between the limbs of birds
and fish? therefore, to protect it.
4. Name three animals that swim, three that can fly, and three that can walk.
53
Answer key
1. Vertebrates are animals that have a
LEARNING SKILLS skeleton and a backbone on the inside.
Book index cards The parts of the body: the head,
the trunk and the limbs.
We often consult books to get a better understanding of what 2. Animals with scales are fish and reptiles.
we are studying or for additional information. Animals with bare skin are amphibians.
To remember where we have found information, it is a good 3. Fish have fins, which they use for moving
idea to keep index cards stating the books we have consulted. through the water. Birds have legs
These should include the following information: the author, for running, and wings for flying.
the title, the publisher, the collection the book belongs to, and 4. M. A. Animals that can fly: eagle,
a brief summary of the contents of the book. pidgeon, canary. Animals that can
swim: fish, frog, dolphin. Animals that
Take some books on animals to class and ask the students can walk: human beings, monkeys,
to make index cards. chickens.
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Vertebrates (inside)
1. Food and nutrition 1 2
Vertebrates and human

beings have a very similar
OBJECTIVES digestive system.
To learn that vertebrates can be We classify animals into

carnivores, herbivores
carnivores, herbivores and and omnivores, depending
omnivores on what they eat.
To find out about the respiratory Carnivores eat other 3 4
system of vertebrates, and animals. We say they are
the types of lungs and gills meat eaters. 1
Herbivores eat leaves,
To find out how vertebrates
fruit, and other parts
reproduce. To distinguish of plants.
between oviparous and Omnivores eat plants
viviparous vertebrates and animals.
1
Different types of carnivores. The mouths of carnivores
are designed to catch animals and to eat the meat.
1 Great White Shark. 2 Crocodile. 3 Golden Eagle.
4 Lion.
2. Breathing
Introduction
Vertebrates need oxygen to live.
Take a small fish bowl with a few fish Reptiles, birds, and mammals breathe
to class. Ask students to watch in oxygen from the air using their lungs.
the fish for a few minutes. Then, ask Fish take in oxygen from the water using
them to write down what they have their gills. The gills are on each side
noticed, especially what the fish look of the head. 2
like and how they move. Have them Amphibians breathe through gills when they
think about what they learned about are born. But, by the time they are adults,
fish during the previous school year. they have developed lungs to breathe gills
Ask them to answer these questions: through.
2
Are they vertebrates or invertebrates? Fish take in oxygen through their gills. They get
oxygen from the water, using their gills.
Are they oviparous or viviparous
animals? What do they eat? What is
their skin like? How do they move?
54
What are their limbs called?
Explanation
Explain to students that animals use INTERESTING INFORMATION
different strategies for survival, and
for the survival of their young. There Record breaking animals
are animals, like the tortoise, which
The fastest aquatic animal is the sailfish, which can swim
lay a lot of eggs and have a lot of
at more than 80 kph.
babies, but hardly spend any time
at all looking after them. The number The bee hummingbird is the smallest bird. Its nest is about
of babies which manage to survive is the same size as a thimble.
relatively small. Other animals, like The African ostrich is the fastest bird on two legs. It can
the elephant, have fewer babies, but run as fast as 67 kph and can keep up this speed for long
spend a lot of time looking after distances. Human beings can reach 40 kph, but can only keep
them. Most baby elephants survive this speed up for a few seconds.
and grow up.
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4
UNIT 4
3. Reproduction
Vertebrates reproduce in different ways:
Oviparous animals come from eggs, laid
by their mothers. Fish, reptiles, Understanding
amphibians, and birds reproduce like this.
Viviparous animals develop in their Ask:
mothers womb. These are mammals. What are fish gills for? Where are
The babies drink their mothers milk. 3 they?
How do amphibians breathe?
3
How do mammals feed when
A calf feeding from its mother. Mammals first
food is milk. they are born?
Ask students to make an index card,
like the ones on page 55, showing
Name: mountain the main characteristics
goat. of their favourite vertebrates.
Type: mammal.
FOTO Skin: covered
Ask them to make an index card
serpiente in hair. containing the main characteristics
con huevos Limbs: legs. of human beings.
Food: herbivorous.
Name: ring-necked Breathing: uses Breathing: uses
snake. lungs. lungs. Citizenship
Type: reptile. Reproduction: Reproduction: Environmental education
Skin: covered in babies grow inside babies grow
scales. an egg. (Oviparous) inside the A negative consequence of hunting is
mothers womb.
Limbs: no limbs.
(Viviparous)
the large number of pellets that are left
Food: carnivorous.
around the countryside. These pellets
4 5 are made of lead, which is a pollutant.
Index card for a ring-necked snake Index card for a mountain goat
It may take as many as 300 years
for the pellets to decompose and
disappear. Small animals, especially
Tasks birds, eat the pellets. This can kill them.
1. What does a carnivore eat? What does a herbivore eat? The lead also passes into the soil
2. What are gills? Which animals have gills? where it is absorbed by plants. It is then
eaten by the animals that eat
3. Which animals are oviparous? Which animals are viviparous?
the plants.
55
LEARNING SKILLS
The table of contents
Answer key
The table of contents is an ordered summary of the contents
1. Carnivores eat other animals.
of a book. If we read the table of contents, we can find out
not only the contents of a book, but also how the information Herbivores eat plants.
it contains has been organised. 2. Gills are the organs fish use
to breathe.
Ask the students to find this unit, Animals, in the table of Only fish and young amphibians have
contents of the Students Book. Then ask them: What page gills.
does the unit begin on? What is the content of the unit? What is 3. Fish, amphibians, reptiles and birds
the text of I CAN DO IT called? are oviparous.
Mammals are viviparous.
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A C T I V I T I E S
UNDERSTAND
1. Use the words to complete the text. limbs

feathers
The bodies of vertebrates have a , a ,
hair
and Many vertebrates also have
UNDERSTAND lungs
a .
fur
1. Kinds of vertebrates. Your students Fish and reptiles have all over their bodies. oviparous
should be able to recognise the main Amphibians have bare Birds have head
and mammals have or .
characteristics of vertebrates. trunk
Birds breathe using their . Fish breathe using gills
their . skin
Answer key
grow inside the mothers womb. Fish, however, mammals
The bodies of vertebrates have a head, grow inside an . scales
a trunk and limbs. Many vertebrates tail
also have a tail.
Fish and reptiles have scales all over 2. Match the words.
their bodies. Amphibians have bare skin.
fish
Birds have feathers, and mammals bare skin
have hair or fur. amphibians
Birds breathe using their lungs. Fish skin with scales gills oviparous
breathe using their gills. reptiles
skin with fur or hair lungs viviparous
Mammals grow inside the mothers
womb. Fish, however, grow inside an birds
skin with feathers
egg.
mammals
2. Characteristics of vertebrates.
Make sure that students relate WORK IT OUT
amphibians with gills and lungs.
Answer key Dolphins are mammals. They live in water.
fish skin with scales gills They are excellent divers, but they need
oviparous. to come to the surface every so often.
Why do they need to come
amphibians bare skin gills and lungs
oviparous. to the surface?
reptiles skin with scales lungs Why dont sardines need to come
oviparous. to the surface?
birds skin with feathers lungs
oviparous.
mammals skin with fur or hair 56
lungs viviparous.
WORK IT OUT
Vertebrates
3. Aquatic mammals. The objective is
to ensure that the students conclude Your students should not have any problems in distinguishing
that dolphins are mammals. most mammals and fish, although the difference between
amphibians and reptiles is sometimes difficult. This activity will
help them to distinguish between the two.
Answer key
Materials:
Dolphins are mammals. They breathe
with their lungs. That is why they need Photos of animals
to come to the surface. Construction paper and glue
Sardines are fish. They breathe with
their gills. They can breathe under water.
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4
LEARNING TO READ
UNIT 4

Eagle feathers
The feathers of an eagle are a fantastic tool, as they
LEARNING TO READ
are in all birds.
4. Eagle feathers
Some eagle feathers are long and rigid. The eagle uses
these feathers to stay in the air and to fly. Other
feathers, called down, are very small and protect the Answer key
bird from the cold. The feathers are also waterproof.
They are covered with special oil, which stops water The eagle uses its feathers to stay
from getting through to the skin. in the air, and to fly. It also uses them
as protection from the cold and rain.
Feathers are different depending on the age
and sex of the bird. Cockerels and hens; peacocks and
peahens and wild ducks.
What does the eagle use its feathers for?
Name a bird which has different feathers
for the male and female.
APPLY
APPLY
5. Characteristics of vertebrates. The
5. Solve these riddles. students should work out the riddles
using the two or three basic
I have got scales, and I have got scales. characteristics given.
I live in the sea. When
I live in the water. I was I was born from
I was a baby, I drank my
born from an egg, and an egg, and I breathe
mothers milk.
I breathe through my gills. with my lungs. Answer key
1. Fish.
Summary 2. Reptile.
3. Marine mammal (whale, dolphin, etc).
Vertebrates
Vertebrates have a skeleton on the inside, and a backbone or spine.
Their bodies have thee main parts: head, main body, and limbs.
Vertebrates are different in many ways. They have different types
of skin and limbs. They eat and breathe differently. They are born Art link
differently, and they feed their babies differently.
Ask the students to make a mobile
of animals. First, they draw the animals
on construction paper and then they cut
57 them out. Ask them to write the name
of the animal on each cut-out and to tie
a piece of string to each one. Finally,
hang the animals from a coat hanger.
Students can make the mobile balance
by lengthening or shortening the pieces
Instructions: of string.
Divide the class into five groups and give each group
a different kind of vertebrate.
Ask the students to bring in photos and drawings of animals
belonging to their vertebrate group to class.
Each group should make a poster using their photos, and
noting down the names of each animal. The more animals
they find, the better. Resource folder
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Invertebrates
1. Invertebrates jellyfish octopus
Invertebrates have no bones on the inside

and no backbone. There are many types of
OBJECTIVES invertebrates. 1
To learn the main characteristics Invertebrates have different types of limbs.

They may have six legs, like insects; eight
of invertebrates legs, like spiders; or ten legs, like crabs. clam
To know some of the main Some invertebrates, like butterflies,
characteristics of insects have wings. Others have no limbs,
such as snails. butterfly
The bodies of invertebrates are covered
in different ways, too. Some have shells, river crab
or exoskeletons, such as mussels and
crabs. Others have no protective covering,
starfish
for example, worms.
Introduction earthworm scorpion

1
Antz and A Bugs Life are two films Examples of invertebrates
where insects are the stars. If
possible, take one of the films to
2. The life of invertebrates
class and watch it with your students.
You can either watch it all the way Some invertebrates live on the land,
through or select scenes. When you for example, ants. Others are aquatic and
live in the sea, for example, jellyfish
have finished, ask students to tell
and prawns.
you some of the things they have
Some invertebrates are carnivores,
learned about insects.
for example, the dragonfly. Others are
herbivores, snails, for example. Others are
Explanation omnivores, for example, flies. 2
Some invertebrates move in the All invertebrates are oviparous.
water, some on the land and some in
the air. Explain to students that many
2
of the invertebrates physical Praying mantis. This is an example
characteristics are a result of of a carnivorous invertebrate. It hunts and eats
other invertebrates, and sometimes other
adapting to their way of moving. praying mantis!
For example, myriapods, such as
centipedes or millipedes, have lots
of legs. Butterflies have big wings 58
in relation to the size of their bodies.
Explain to students that the process
through which larvae turn into adult
insects is called metamorphosis. INTERESTING INFORMATION
Tell them that this is the longest
state in the life of an insect. Strange insects
In fact, many insects spend most Flies taste with their legs which are full of taste buds. This why
of their life as larvae, accumulating they are always rubbing them together. This is how they lick
energy for the metamorphosis stage. their lips and taste their food.
Give your students this example: Only the female mosquito bites us.
the insect known as the stag beetle
spends five years as a larva and Spiders have claws on the ends of their legs.
only two or three months as a beetle. Ants can lift up to 50 times their own body weight. They are
the animals with the biggest brain in relation to their size.
Ants are also the most numerous animal on Earth.
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4
UNIT 4
3. Insects head antennae or feelers
The largest group of invertebrates is eye

leg
insects.
There are many different types of insects. Understanding
Their bodies have three parts: the head, the
thorax and the abdomen. 3 wing Ask students the following questions:
thorax
The head has two antennae, a mouth, What are the common
and eyes. characteristics of invertebrates?
On the thorax are six legs and two pairs What do all insects have
of wings. abdomen
in common?
The reproductive organs and the digestive 3 Do baby insects look like their
system are in the abdomen. Parts of an insect
parents?
Ask students to name some
invertebrates. They will mainly name
4. Insect reproduction 1 2 insects. Then, ask them to give you
some identifying characteristics for
Baby insects are oviparous. They look very
different from their parents. They look like each invertebrate they named. Write
small worms. They have no wings or a list of the characteristics that can
antennae. They are called caterpillars be applied to invertebrates in general
or larvae. 3 4 on the board.
At first, larvae eat continuously. Then, they
are protected by a cocoon or pupa. In this
Citizenship
cocoon, they do not move or eat. Later,
the larvae come out of the pupae as adult Environmental education
insects. 4 4
Life cycle of a silk worm. When we talk about conserving species
1 Egg. 2 Larva. 3 Pupa. 4 Adult moth.
of animals, we mean all animals.
Invertebrates are often referred to as
bugs (in a derogatory sense), but
Tasks everything in nature is important. Tell
students that all animals, even insects,
1. How do mussels protect their bodies?
have their place in the life cycle.
2. How many parts does an insects body have? For example: they are food for other
3. Look at photo 4. Write the words in the correct order: pupa, adult moth, species, they move and fertilise the
egg, larva. soil, they help in the reproduction
of many plants.
59
LEARNING SKILLS
Indexes
An index is a list of words in alphabetical order with a page
number reference. An index is helpful, as we can use it to find
a subject, a concept or a word, without having to go through
the whole book. Answer key
Take a book with an index in it into class. Divide the class 1. Mussels protect their bodies
into groups of four, and give each group a different concept with their shells.
or word to find. 2. There are three parts: the head,
the thorax and the abdomen.
3. Egg, larva, pupa, adult moth.
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A C T I V I T I E S
UNDERSTAND
1. Think about animals. Answer the questions.

What is the difference between a vertebrate
and an invertebrate?
UNDERSTAND
Do all invertebrates have a soft body?
1. Differentiating between vertebrates
and invertebrates. The objective of this 2. Write two invertebrates for each category.
activity is for students to identify some
with a soft body with a shell or an exoskeleton
of the main characteristics of
vertebrates and invertebrates.
with legs without legs
Answer key land aquatic

Vertebrates have a skeleton and
a spinal column. Invertebrates do not.
3. Copy the correct sentences.
No. Some invertebrates have hard
shells or an exoskeleton, for example, They have
snails and crabs. They have eight legs. They have six legs.
a backbone.
They have a head, a thorax They have a head,

2. Give examples. By giving examples, They grow inside an egg.
and an abdomen. a body and limbs.
the students apply the theoretical
knowledge they have acquired
in the unit.
APPLY
Answer key 4. Put the pictures in the correct order. Write a sentence to explain
what is happening.
M. A. With a soft body: jelly fish,
octopus A B C D
With a shell or an exoskeleton: snail,
mussel
With legs: beetle, lobster
Without legs: snail, slug
Land: caterpillar, ant
Aquatic: starfish, prawn EXAMPLE A The butterfly lays eggs on a leaf.
3. Characteristics of insects. 60
Answer key
They have eight legs. ADDITIONAL ACTIVITIES
They have a head, a thorax and
an abdomen. The behaviour of worms
They grow inside an egg.
Ask your students to observe and note down the behaviour
of these invertebrates when stimulated by light or heat.
Do simple experiments.
APPLY
Materials:
4. Sequential images. The observation Worms (you can find them in the garden after it has rained;
and analysis of pictures is part you can also buy them in fishing shops)
of students learning process. In this
A piece of black card and a piece of glass
activity, ask them to sequence the
pictures and to describe the process. A small box with a lid
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4
I CAN DO IT
UNIT 4
5. Extract information from a chart.
We use tables for recording and summarising

information. Answer key
C. The larva leaves the egg and eats
Look at the table. Read the example. the leaf.
D. The larva becomes a pupa.
Type What does How is How does What covers B. The larva becomes a butterfly.
of animal it eat? it born? it move? its body?
live from its
Mouse vertebrate plants with four legs hair
mother
with six legs
Ladybird invertebrate insects from an egg exoskeleton
and two wings I CAN DO IT
with one flat
Snail invertebrate plants from an egg shell
foot 5. Obtaining information from a table.
plants by moving its Tables and charts are used to organise
Worm invertebrate from an egg skin
and animals body
information. You can use them to
Ant classify and locate information easily.
EXAMPLE A mouse is an herbivorous and viviparous vertebrate. Answer key

It uses four legs to move, and its body is covered with hair.
The ladybird is an invertebrate. It is
Complete the table with information about ants. carnivorous and oviparous. It moves
Use the example. Write sentences about a ladybird, a snail and a worm. using six legs and two wings. Its body
is covered with an exoskeleton.
The snail is an invertebrate. It is
herbivorous and oviparous. It moves
using one flat foot. Its body is covered
Summary with a shell.
Invertebrates The worm is an invertebrate. It is
Invertebrates have no skeleton or backbone on the inside. There are many omnivorous and oviparous. It moves
different types of invertebrates. Some of them live on land and others in water. by contracting and relaxing its body.
Many invertebrates have legs, but some dont. They all grow inside eggs laid Its body is covered with skin.
by their mothers. Insects are invertebrates. Their bodies have three main parts: The ant is an invertebrate. It is
the head, the thorax and the abdomen. They have six legs and two pairs of wings. omnivorous and oviparous. It moves
using six legs. Its body is covered with
an exoskeleton.
61
Language link
Ask your students to describe an
invertebrate. They should include the
information they have learned in this
Instructions: lesson: how it moves, what its body
Reaction to light. Cover half of the box with the lid, so that is like, how it feeds, etc.
half of the box is in the dark and half is in the light. Put some
worms in the centre of the box and wait. Ask your students
to observe their behaviour and to note it down.
Reaction to heat. Put several worms on a piece of glass you
have covered with black card. Put one end of the glass over a
source of heat. Ask your students to observe the reaction of the Resource folder
worms to the heat and to note it down.
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N O W I K N O W
Check what you know
Unit review Animals
Before doing these activities, go over vertebrates invertebrates

have their their have their their
students. This could be done as bodies are reproduction is bodies reproduction
a dictation of the main points. covered by are is
bones and covered by
For example: a backbone oviparous 3
Invertebrates have bones and a spinal 4 6
column.
scales 1 2 bare skin shells 5 bare skin
Vertebrates need oxygen. They get this
by breathing. They can breathe using
their lungs or gills.
Vertebrates are oviparous if they lay Copy and complete the sentences. Use words from the word map.
eggs or viviparous if the baby grows Animals are divided into and
in the mothers womb. Vertebrates have and a , but invertebrates have no
Vertebrates have different kinds of body covering:
Invertebrates have no bones or spinal
column.
All invertebrates are oviparous: they
come from eggs. 2. Tick the correct words.
1. Fish are 5. Gills are for
Insects form the largest group
of invertebrates. vertebrates. invertebrates. breathing. protection.
The bodies of insects are divided into 2. Crabs are 6. Mammals grow
the head, thorax and abdomen. They vertebrates. invertebrates. inside their mother. inside an egg.
have six legs and two wings. 3. Reptiles have 7. Worms have
feathers. scales. bare skin. a shell.
Language link
4. Omnivores eat 8. Insects have
Ask the students to write a short story only plants. plants and meat. four legs. six legs.
where the main characters are animals,
both vertebrates and invertebrates.
Tell them to mention some of their
characteristics. 62
Use the following story skeleton:
Once upon a time there was a
called ADDITIONAL ACTIVITIES
He/she had (description)
A field notebook
He/she lived
Ask your students to visit a nearby park, and to observe
He/she ate
the animals that live there.
One day met
Materials:
He/she had (description)
A notebook
He/she lived
Crayons
He/she ate
They
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My project
UNIT 4
3. Make an animal index card.
What is your favourite animal? Find a photo or draw a picture of the animal.
Describe your animal. Glue your photo or drawing on an index card.
Put your description next to the picture. Look at the example below.
Now I know
1. hair; feathers; viviparous;
THE BROWN BEAR no skeleton or spinal column;
The brown bear is a mammal. Its body is covered with exoskeleton; oviparous.
brown fur. It lives on land, and it moves using four legs. Animals are divided into vertebrates
It breathes with its lungs.
and invertebrates.
It is omnivorous, but it usually eats fruit and roots.
Vertebrates have a skeleton and
It grows inside its mother, and a baby bear drinks
its mothers milk. a spinal column, but invertebrates
have no skeleton or spinal column.
Why is this my favourite animal? Because it is very big
and intelligent. I have read about bears in lots of stories. Vertebrates have different kinds of
body covering: scales, hair, feathers
More information: It lives in the mountains. We must protect the brown bear, because or skin.
there are not many left.
2. 1. Fish are vertebrates.
2. Crabs are invertebrates
3. Reptiles have scales.
4. Omnivores eat plants and meat.
CITIZENSHIP
5. Gills are for breathing.
4. Read the text. Do the task. 6. Mammals grow inside their mother.
Training pets 7. Worms have bare skin.
8. Insects have six legs.
A well-trained pet is obedient, and does not upset
other people. My project
Pets should not frighten other people or bite them.
3. M. A. Students create a card following
They should not make a noise. In the house,
they should use litter trays. When you take your dog
the model of The Brown Bear. They
for a walk, you should clean up after it. include information about the animal's
appearance, reproductive type, food
Pets should have their vaccinations, and they habits and habitat. They explain why
should always be clean. they like the animal.
Make a list of things that a pet owner should do to be Citizenship
a responsible citizen.
Training pets. Explain that when a person
decides to have a pet, he or she takes
on a series of obligations. The first
of these is to make sure the pet is not a
63 nuisance to anyone else.
4. M. A. Pet owners should train their
pets. The pet should be quiet at
home, and be well-behaved outside.
Owners should take their pet to the
vet regularly. The pet should not dirty
Instructions: the street, and it should not hurt other
pets.
Choose a day when it has been raining, and the soil is damp
and soft. Remind students that when go away, they should
leave everything as they found it.
Show students the most likely places for finding small
invertebrates: in shady places and under plants, leaves and
stones. Resource folder
Ask students to make notes about things they notice. F Reinforcement and extension
Ask them to do simple drawings of the animals they find.
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UNIT 5
Plants
PRESENTATION
It is important to study about plants, so that your reproduce and how they are useful for people,
students realise that they are vital for all living things. animals and the environment.
In this unit, they will analyse the basic characteristics The study of plants should also help to encourage
of plants. For example: what plants are like, what your students commitment to nature and
their different parts are, how they feed, how they the environment in general.
UNIT CONTENT
Objectives
To learn the parts of a plant and about plant diversity
To describe the reproductive process of plants
To learn about and value the uses of plants
To interpret and complete cyclic sequences
To think about the importance of protecting plants
Contents
The parts of a plant Describing photographs and Recognising the importance

How plants feed drawings of plants for living things and
The flower and its different parts Interpreting diagrams the environment
Plant reproduction Interpreting linear and cyclic Respecting and caring for wild
sequences plants
The usefulness of plants
Assessment criteria
Knowing the different parts of a plant
Identifying a tree, a bush and grass from simple drawings and photos
Knowing and explaining the relationship between the flower, the fruit, the seed
and germination
Giving reasons for why plants are important for human beings, animals and
the environment
Respecting wild plants because of their importance for the environment

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UNIT 0
RESOURCES
Resource folder

Reinforcement: Worksheets 9, 10 and 11 Working with recent immigrants
Test and assessment
Assessment: First term
Internet resources
A matching game
http://www.primaryresources.co.uk/online/plant.swf
The parts of a plant
Tomatoes
http://www.thetomatozone.co.uk/#
Information and activities about tomatoes
Plant facts quizzes

http://www.edenproject.com/3772.htm
Learn about all types of plants
Other resources
General characteristics
External parts and internal
organs
School dictionary
64 B
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5 Plants
Keep the following questions in mind An old-fashioned
It is important to make sure that
chemists
students do not think of bushes as There is a chemists near my house. Its
little trees. Sometimes students very new, but it looks quite old-fashioned.
think that the difference between I went there yesterday with my sister.
a tree, a bush and grass is a question We looked at the old-fashioned pots and
of size, but this is not the case. jars on the shelves. Do you like them?
asked the chemist. She told me that years
The colloquial use of the term dried
ago chemists used jars and pots to store
fruit may confuse students. For
medicinal plants. They collected the plants
example, an almond is generally from the countryside.
considered to be a dried fruit, but
it is not. When we eat an almond, Then, she explained how they used each
plant. If you had sleeping problems, they
what we are eating is a seed.
used valerian root. They used olive leaves
Make sure your students realise that for high blood pressure. If you had a cold,
fruit and seeds come from flowers. they used eucalyptus leaves. They used
camomile flowers for tummy ache. If you
had kidney problems, they used fruit from
Teaching suggestions the bay tree.
How did they prepare the plants?
When they have read the text, ask I asked. She told me that they mashed them
students to look carefully at the jars up in a mortar. Then they boiled them. This
in the photo. Explain that these are produced a thick liquid with a very strong
old jars that were used for herbal smell. That sounds fun! I would like
remedies such as: aniseed, heather, to prepare magic potions like that.
thyme, henbane, coriander, or Charles, age 9
belladonna. Ask them if they know
any of these plants.
Explain to students that many
of the medicines we use come from
64
plants, or at least, were discovered
in plants. A good example is aspirin,
which comes from the bark of willow
trees. ALTERNATIVE SUGGESTIONS
You can talk to the class about
different household remedies. Take your students to a nearby park or garden, and show them
For example, camomile tea is used some of the plants there. Even if it is not the best time of year
to alleviate digestive problems, and to do this, you can still introduce some of the concepts
lime flowers have a calming property. included in the unit. For example: the parts of a plant, woody
and herbaceous stems, trees, bushes and grasses.
Ask students if they know of any
other plant uses besides medicines.
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DIBUJO
What did they use to make medicines?
What different plants did the chemist name?
Which parts of the plants did the chemist name?
Why should we protect wild plants in the forests? One way of helping students
to remember what they have learned
previously, is to ask each of them
to go to the board and draw
a different plant. They may be
imaginary plants, but they can be
used to illustrate the various parts
2 Think about the questions of the plant and the different kinds
of plants, for example, trees, bushes
and grasses.
Are plants living things?
Plants do not move or show any feelings, so many
Citizenship
people think they are not living things. But that is not
true. Plants are living things! They grow, respire, Health education
reproduce and die.
Tell your students that they should not
Can we live without plants? take medicine without a doctors
No. Plants are necessary for life. Human beings prescription. Although some medicine,
and animals need them for food. But we also use such as vitamins and other products,
plants for many other things, for example, paper,
can be bought without a prescription,
clothes, and medicines.
it is always a good idea to speak to your
doctor before taking anything.

Plants and their different parts.
How plants feed and grow.
What we use plants for.
65
To help your students understand how useful plants are,

encourage them to name objects in the classroom which are
derived from plants. They should be able to identify, Answer key
for example, wooden furniture and doors, pencils, paper Talk about the text
in their notebooks and books, paper tissues, cotton
Medicinal plants.
T-shirts, and cotton trousers.
Olive and eucalytus leaves, camomile
flowers, bay tree fruit.
Leaves, flowers and fruit.
M. A. Wild plants can provide food
for animals and traditional medicines
for us.
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Plants
1. Parts of a plant
Plants have roots, stems and leaves. The
parts of the plant we can see are the stem
OBJECTIVES and the leaves. Roots are underground, and
we do not normally see them. Some plants
To learn about plant diversity have flowers and fruit.
and the different parts of plants
To differentiate between trees,
bushes and grasses 2. Roots
poppy wheat
To learn about the role different The roots are the part of the plant that
parts of a plant play in its is underground. The roots fix the plant
to the ground. They absorb water and other 1
nutrition substances from the soil. Different types of roots. The poppy plant has a
thick main root and smaller secondary roots. The
Some plants have one main root with many wheat plant has lots of roots of the same size.
smaller roots growing out from it. Other
plants have lots of roots of about the same
trees
size. 1
3. Stems
Introduction
The stem is above the ground. The leaves
Ask your students to try to remember grow from the stem. There are two types of olive
what they have learned previously stems, hard and soft. Hard stems are hard pine
about plants. Help them, by asking and rigid. Soft stems are soft and flexible.
specific questions. For example: We classify plants into three groups cork oak
What are the different parts of a depending on their stems. These groups
plant? What are the roots for? What are: trees, bushes and grasses. 2 bushes grasses
are the roots like? What is the stem Trees have a hard, woody stem. They have
sloe
like? Are all plant stems the same? one thick main stem called the trunk.
What are leaves? What shapes are The branches grow from the trunk.
gum
Bushes have a hard, woody stem,
they? plant
but it is much shorter. The branches are
Ask: Do plants eat like we do and if very close to the ground.
they do, what do they eat? When they bermuda
Grasses have soft stems, and they dont grass
rosemary broom daisy
have given their opinion, explain that usually grow very tall. They do not have 2
plants are very special because they branches. Different types of stems
can make their own food and do not
have to eat like we do.
66
Explanation
Sometimes, students find it difficult
to distinguish a bush from a tree.
It is a good idea to illustrate these
concepts with photos, drawings, or
What plants need
better still, real examples of plants
that you can find near your school. Plants use mineral salts from the soil and water and sunlight
to make their food. When we want to grow plants, we give them
To explain the difference between
these salts in the form of fertiliser. Manure is a natural form of
evergreen plants and deciduous
fertiliser.
plants give specific examples that
your students can see near Plants also use carbon dioxide, a gas that can be found in the air,
their school. which is produced by combustion and by people and animals
when they breathe.
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5
UNIT 5
4. Leaves palmate serrated
Leaves are the green parts of plants that

grow from the stem. They have two parts,
the petiole and the leaf blade. lobed

Understand
The petiole is the part of the leaf
lance-shaped
connected to the stem. Ask questions about the definitions
The leaf blade is the widest part of the which appear in the unit.
leaf. There are many different shapes sword- What part of the plant is under
of leaf blade. 3 shaped oval
the ground?
Some plants lose their leaves in autumn. heart-shaped
What is the name of the part of the
These plants are called deciduous. Other 3
plants have green leaves all year. These Examples of different leaf shapes plant that grows above the soil and
are called evergreens. from which the leaves grow?
What do we call the green parts
sunlight of a plant which grow from
5. Plants make their own food the stem?
Plants make their own food in their leaves
What do we call the mixture of water
with the help of sunlight. 4 and other substances which plants
1. Plants absorb water and minerals from 2. Sap travels absorb through their roots?
up the 3. Food is made
the soil through their roots. This makes stem. in the leaves. What does the sap become
a mixture called sap. in the leaves with the help
4. The food
2. Sap goes up the stem to the leaves. travels of sunlight?
to different
3. Sunlight turns sap into food in the parts of Ask your students to draw some
leaves. 1. Water and the plant. leaves they have seen on the board.
4. The sap then travels from the stem minerals are
absorbed. Ask them to make the leaves
to the rest of the plant. different shapes from those given
4
Plants make their own food. Food travels in picture 3.
to the different parts of the plant.
Tell the students to look at picture 4.
Ask them to explain what plants need
Tasks to make food.
1. Name the three parts of a plant.
2. What are the roots for? Look at picture 1. Describe the two different types Citizenship
of roots. Environmental education
3. Describe the different types of stems.
Make sure students realise that plants
are living things and should be
respected.
67
LEARNING SKILLS
Answer key
Process diagrams (I) 1. The three parts of a plant are
Diagrams often include texts and drawings to explain the roots, the stem and the leaves.
a process. When interpreting a diagram of this kind, first 2. The roots fix the plant into the ground.
read the title, then follow the order of the numbers or letters The plant absorbs water and
on the diagram. other substances through the roots.
Picture 1 is a poppy. There is a main
Analyse the diagram in picture 4 with your students. Let them root and lots of smaller roots.
interpret the diagram, emphasising the part of the plant Picture 2 is wheat. There is no main
in which each stage of the process takes place. root. There are lots of small roots.
3. There are two types of stems, hard
stems and soft stems.
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Flowers and fruit

1. Flowers stamen
The reproductive organs of plants are in the petal

flowers. There are four main parts: the calyx,
OBJECTIVES the corolla, the stamen and the carpel.
sepal
The calyx is made up of small green
To know and identify the
leaves, which protect the flower.
different parts of a flower These leaves are called sepals.
To know what fruit and seeds The corolla is the most beautiful part
are of the flower. It is made up of coloured
To understand the relationship leaves called petals. carpel
The stamen and the carpel are
between a flower, a fruit, a seed
and plant reproduction in the middle of the flower. They are 1
the reproductive organs of the plant. 1 Parts of a flower
2. Fruit Soft fruit
The seeds of plants are
inside the fruit.
Plants have different types
Introduction of fruit. Some fruit is soft peach
and some is hard. 2
Ask your students if they think melon
Soft fruit is juicy and
a flower is an important part
contains a lot of water.
of a plant or not. They might For example, melons
orange
concentrate on the aesthetic aspect and oranges.
Hard fruit
of a flower, or how a flower can be Hard fruit has very little hazelnut
used as decoration. water. For example,
Then explain to them that flowers are hazelnuts and acorns.
sunflower seeds
important because they contain peanut
the reproductive organs of the plant.
Tell them that in this lesson they will
learn many things about plant
reproduction. chestnut acorn
2
Explanation Types of fruit
The key content of this lesson can

be seen schematically in picture 3.
68
This summarises the role of flowers
and fruit in plant reproduction. You can
use this picture to help with your
explanations. ADDITIONAL INFORMATION
The sequence given in the four
pictures is the objective for this Plants without flowers
lesson:
Some plants, such as some trees, cereals and conifers, appear not
The flower contains the sexual to have any flowers. In fact, they do have flowers, but they
organs of the plant. are not very obvious. Some do not have a corolla, others, such
The fruit contains the seeds. as conifers, produce pine cones. Pine cones do not look like
The fruit is formed by the flower. flowers.
The seeds germinate and make The only plants which do not have flowers are mosses and ferns.
new plants. They do not produce fruit or seeds either.
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5
UNIT 5
3. Plant reproduction 2
There are several stages in plant
reproduction. 1
First, a plant produces flowers. Grains
3
Understand
of pollen form on the stamen.
Then, the grains of pollen reach Copy diagram 1, on the parts
the carpel. of a flower, on the board. Ask
Next, the petals fall off and the carpel 4 a student to label the diagram and
gets bigger. describe each one of the parts.
After that, the carpel turns into fruit Ask students to name different kinds
with seeds inside. 3 3 of fruit, and to explain what
Diagram showing how fruit is formed. 1 Pollen the seeds are like. They will probably
Finally, the ripe carpel falls to the ground
is formed and reaches the carpel. 2 The petals
and new plants grow from the seeds. fall off and the carpel gets bigger. 3 The carpel give you common fruit like those
turns into fruit. 4 The fruit becomes ripe. in picture 2.
Citizenship
4. Germination of seeds Health education
Germination happens when new plants grow
Explain to students that fruit is very
from seeds. This happens when seeds fall
on the ground. The ground must be wet and healthy and should be included in their

the air temperature must be right. diet.
When seeds germinate, small roots grow Ask your students what their favourite
down and a small stem grows up. There are fruit is.
two tiny leaves at the top of the stem.
The plant continues growing. More roots
4
grow down and the stem gets stronger. 4 Germination of peas. First, the roots grow.
Then, the stem grows.
Tasks
1. How many parts has a flower got? What job do flowers do?
2. Look at picture 3. Explain how fruit is formed.
3. What do seeds need to germinate?
69
Answer key
1. A flower has got three parts. The three
LEARNING SKILLS parts are: the calyx (with the sepals),
the corolla (with the petals) and the
Process diagrams (II) stamen (with the carpel). Flowers are
Process diagrams are also used to describe what is happening the reproductive organs of a plant.
over a period of time, in other words, to provide a time 2. Pollen forms in the flower. The pollen
sequence. The information is given in a key, which is related reaches the carpel. The carpel turns
to the diagram by numbers. Arrows indicate the order of the into fruit with seeds inside it. New
plants grow from the seeds.
time sequence.
3. The seed must fall to the ground. The
Ask your students to look at picture 3 and to describe each ground must be wet and the right
one of the steps in the process. Then ask them to compare temperature. (This might vary,
their answers with the text at the bottom of the picture. depending on which plant the seeds
come from.)
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A C T I V I T I E S
UNDERSTAND
1. Copy the sentences that are true.

Roots hold plants in the soil.
UNDERSTAND Stems can be hard or soft.
Flowers are the reproductive organs of plants.
1. Characteristics of plants. In this
Pollen is made in the corolla.
activity students should notice some
of the most important characteristics The fruit contains the seeds.
of plants.
2. Match the photos to the words. Explain your reasons.
Answer key A
Roots hold plants in the soil.
Stems can be hard or soft.
B
Flowers are the reproductive organs
of plants.
The fruit contains the seeds. grass
bush
2. Trees, bushes and grasses.
C tree
Your students should be able to identify
a tree, a bush and grass. They should
be able to explain how they have
identified them, and give a definition
for each word.
EXAMPLE Photo A is a
because
Answer key
Photo A is a tree because it has one 3. Copy the sentences in the correct order.
thick, hard main stem.
How plants make their own food
Photo B is grass because it has
a soft stem and it isnt very tall. Sunlight turns sap into food in leaves.
Photo C is a bush because it has Roots absorb water and other substances from the soil.
a hard stem and the branches grow
This food travels to the different parts of the plant.
near the ground.
Sap travels from the stem to the leaves.
3. How plants make their own food.

This activity will help students 70
to learn the concepts related to how
plants feed.
Answer key
Plasticine flowers
Roots absorb water and other
substances from the soil. Ask the student to make model flowers using picture 1
Sap travels from the stem to on page 68.
the leaves.
Materials:
Sunlight turns sap into food
in the leaves. Plasticine, different colours
This food travels to the different parts Modelling sticks
of the plant.
Toothpicks
A wooden stick or piece of wire 20 cm long
Green paper
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5
I CAN DO IT
UNIT 5
4. Draw pictures to complete the cycle.

A cycle is a process which repeats itself again and again. You can draw a cycle
using pictures. Join the pictures by arrows. I CAN DO IT
4. Draw pictures to complete the
Look at the pictures in the cycle. Read the sentences.
cycle. This activity has two objectives.
In spring, The carpel of the flower First, your students will work with
the apple tree starts to turn into sequences of drawings so as to learn
grows flowers. an apple.
this skill. Second, they will learn
The fruit gets ripe.
concepts related to plant reproduction.
The seeds are inside

the fruit.
Answer key

Students first draw a ripe apple. They
After a few years, The seeds fall on the ground. can draw it cut in half in order to show
a new apple tree They germinate and grow small the seeds.
grows. roots and a tiny stem.
Students draw a picture to show how

the seeds germinate.
Copy the cycle. Draw the two missing pictures.
WORK IT OUT
WORK IT OUT
5. Plant food
What happens if we plant trees too close together? Answer key
What happens if we cut the stem of a plant? If we plant them too close together,
they will not grow properly because they
Summary will not have enough light.
If we cut the stem, the sap will not be
Plants able to reach the leaves.
Plants are living things. They have roots, a stem, and leaves. These are
the organs of nutrition.
Many plants have flowers and fruit. They use these for reproduction.
Language link
Brainstorm the names of fruit. Make
71 a list on the board.
Ask your students to draw a picture
of some fruit and to label their pictures.
Instructions:
Ask your students to cover the stick or wire in green paper,
and to make a small ball with a diameter of about 3 cm using
green plasticine.
Then ask them to make each part of the flower with different
coloured plasticine. The toothpicks will be used to make
the stamens. Ask them to finish off the stamens by placing
a small ball of yellow plasticine on the ends of the toothpicks.
Resource folder
Finally, put all the parts together on the green ball of plasticine,
beginning with the calyx and ending with the sepals. F Reinforcement and extension
Reinforcement: Worksheets 9 and 10
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We need plants
OBJECTIVES
To understand the difference
between wild and cultivated
plants
To recognise and value the
usefulness of wild and cultivated
plants for animals, people and 1
Types of plants. Left: wild plants. Right: cultivated plants.
the environment
1. Wild and cultivated plants

Some plants are wild plants. Others are
cultivated. 1
Teaching suggestions Wild plants germinate and grow without
your help. They are found where there
Introduction is water.
Cultivated plants are grown by people.
Ask your students to name objects
They can be grown on farms or in gardens
that we would not have, if plants did and houses.
not exist. Examples could include,
Animals, people and the environment need
furniture, paper, cork, or cotton plants.
clothing. Ask them to tell you things
they can do but would not be able
to do, if there were no plants. 2. Animals need plants
For example: breathe, eat fruit, or
stand under the shade of a tree. Herbivores eat plants. Carnivores eat
herbivores.
Divide the class into three groups. Plants are also used for protection. Many
One group represents herbivores, animals use plants for their homes,
another represents carnivores, and for example, a birds nest. 2
2
the third represents people. Ask The nest of the Golden Oriole. The bird uses
them to imagine that one day they the tree for protection.
wake up and all the plants have
disappeared. Each group should act
out, and explain, what problems 72
they would have. For example, what
would they do for food?
Explanation INTERESTING INFORMATION

Students might find it difficult to
Do plants allow themselves to be eaten?
understand the meaning of useful
for the environment. Tell them that Many plants, especially in dry climates, defend themselves from
we mean that plants are important herbivores. To do this, these plants have developed thorns and
for conservation in general. hard leaves or horrible-tasting oils. However, other plants, such
For example, plants are food as apples, blackberries or water melons, produce fruit which is
for some animals, which is good tasty. This attracts different animals, which then eat the fruit. This
for both animals and plants, is good for the plant because the animals swallow the seeds,
and positive for the environment and then expel them in their faeces. The seeds then find fertilised
as a whole. soil, and new plants will grow.
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5
UNIT 5
3. People need plants
People eat plants. We eat different parts of
plants. For example, fruit (oranges), seeds
(chickpeas), leaves (spinach) and roots
(carrots). Understand
We get wood from trees. We use wood Ask the following questions:
to build houses and make furniture. We also Why are plants necessary for living
use wood for fuel.
things?
Many things come from plants, for example,
medicines such as aspirin, textiles such
Which plants are more useful, wild
as cotton, paper and cork. 3 plants or cultivated plants?
Ask your students to find out about
3
Some useful things we get from plants: the usefulness of one specific plant,
wood, cotton, textiles, paper, medicines for example, the tomato or the cotton
and cork.
plant. Ask them to find photos or
drawings of the plant they have
chosen and to glue the pictures onto
a sheet of paper. They should also
write a short text saying, for example,
where and how the plant is cultivated,
4. The environment needs plants what parts of the plant are useful,
Vocabulary and what they are used for. If there
Life on Earth needs plants. Plants produce
aspirin a medicine which helps stops
oxygen. All living things need oxygen. is a particularly important crop in
pain
Plants help rainfall. They prevent water your area, ask them to write about it.
environment the natural things around
taking away the soil.
us, for example, animals and plants, Tell your students that when we make
Without plants, animals would have no food the sea and rivers roads or railways, we often make
or protection. large banks of earth. Explain that
we try to plant different kinds of
plants in these banks. Then ask
Tasks them why it is important to plant
1. What is the difference between wild and cultivated plants? there. This will help them
to understand how plants help retain
2. Why do animals need plants?
the soil.
3. Look at picture 3 . Name something else that we can get from plants,
which is not in the picture.
Citizenship
Using the content of this lesson, ask
73 your students to explain why they think
plants can be beneficial to us.
Encourage them to look after and
respect both wild and cultivated plants.
LEARNING SKILLS
Answer key
Scanning
1. Wild plants grow and survive
Scanning a text before we read it in detail helps us to get an
on their own. We need not look after
idea of what the text is about. This basically means reading them. Cultivated plants need people
the title, the subtitles and the words in bold. We also look at to plant and care for them.
the pictures and read their titles. 2. Animals need plants for food,
Ask your students to read the lesson in ten minutes. Then ask for shelter and for the oxygen they
breathe.
them questions. For example: What is the text about? What
living beings need plants? What kinds of plants are there? 3. M. A. Card, charcoal, flowers
for decorating, perfume, resins
What do plants give us?
and rubber.
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A C T I V I T I E S
UNDERSTAND
1. Write two reasons why plants are useful for

animals.
UNDERSTAND people.
the environment.
1. The usefulness of plants. This activity
will help the students to respect and EXAMPLE Animals need plants for food
value both cultivated and wild plants. and for
Answer key 2. Match the food to the part of the plant.

M. A. Animals need plants for food and
shelter. spinach seed carrot
M. A. People need plants for food and
fruit pepper
other things such as wood, paper, plum
textiles and medicines. leaf
bean stem lettuce
M. A. Plants are necessary for the
environment because they provide root asparagus
lentil
oxygen and because they influence
rainfall.
WORK IT OUT
2. Plants as food for human beings.
Give other examples, such as
the artichoke (flower), palm hearts
(stalk), or cucumber (fruit). Why do animals need plants in order to breathe?
How do plants prevent water from taking away soil?
Answer key
4. Write a letter to an important person
spinach: leaf carrot: root in your country.
plum: fruit pepper: fruit
Explain why we should protect
bean: seed lettuce: leaf
the forests.
lentil: seed asparagus: stem
Give three reasons.
WORK IT OUT
3. The usefulness of plants for the 74
environment. The main objective of
this activity is for students to
understand that plants are useful
for the whole environment and not just ADDITIONAL ACTIVITIES
for living things.
A Save the forest poster
Answer key Tell your students they are going to make Save the forest
posters.
Animals need plants to breathe
because plants produce oxygen. Explain the main things to include on the poster:
Leaves stop the water from hitting A short, catchy slogan
the ground too hard and taking the soil
away. Roots hold the soil. An interesting picture to catch the eye
A short text to explain why it is important to save our forests
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5
LEARNING TO READ
UNIT 5

A forest fire
4. The importance of forests.
Forest fires affect the environment. Many living
This activity is for working with
things die in forest fires. Trees, which are very
important, burn down. They cannot be used conceptual and attitudinal content.
for wood. They cannot influence rainfall, and they
cannot produce oxygen. Animals are also affected
in forest fires. Some escape, but many die, especially
Answer key
the young animals. M. A. Dear Mr. President, We should
Fortunately, when the first rain falls, new grass protect our forests. They produce
grows on the burnt ground. oxygen, and are home to animals.
Some roots and seeds survive the fire, and these We enjoy walking there, too.
begin to grow.
The forest will grow again. However,
if there are too many fires, one day the forest LEARNING TO READ
will not recover.
5. A forest fire. Students will discover
What do we get from trees in a forest? the impact of a forest fire.
Can a forest grow again, after a fire?
What happens to the animals in a forest fire?
Answer key
Trees influence rainfall, produce oxygen
APPLY and give us wood.
Yes, it can, but it takes a long time.
6. Think about all the things we get from plants. The animals have to run away from the

fire. Many of the baby animals may die.
Think about the people who make these things.
Make a list of all the different jobs that use plants.
APPLY
Summary
We need plants 6. Professions
There are wild and cultivated plants. Wild plants grow without our help.
Cultivated plants need your help to grow.
Answer key
People, animals and the environment need wild and cultivated plants.
M. A. Farmer, gardener, wood cutter,
forest warden, carpenter, chemist,
tailor.
75
Language link
Ask your students to write a description
of a forest. Tell them to start by making
a list of words they need. For example:
Divide the class into groups. Before starting, ask your students to
names of trees and plants, names of
think of posters or adverts they have seen that they might be able
animals, and names of things they can
to use as models.
find in the forest, such as a waterfall,
Here are some suggestions: a path or a river. Then use the words
Dont take their home away (with a picture of animals to write about a forest.
in a forest)
We need the air (with a picture of trees and plants in a forest)
Its not yours, its not mine. It belongs to everyone Resource folder
(with a picture of children shaking hands in a forest) F Reinforcement and extension
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N O W I K N O W
Check what you know
Unit review Plants
Before doing these activities, go over have are useful for

students. You can dictate them and ask 1 2 4 5 6
roots fruit animals
the students to write them down.
Here are some examples: for
for making
Plants have roots, a stem and leaves.
3 reproduction
The roots absorb water and other
substances. This becomes sap.
The sap is converted into elaborated Copy and complete the sentences. Use words from the word map.
sap in the leaves with the help of
Plants have
the sunlight. This is the plant's food.
Plants are useful for
The flower contains the reproductive Roots, stems and leaves are for
making
organs of the plant.
Flowers and fruit are for
The calyx of the flower becomes
the fruit. The fruit contains the seeds.
Wild plants grow without any help
from us. 1. Hard stems are 5. The corolla is part of the
rigid. flexible. root. flower.
Cultivated plants need us to care for
them. 2. Wheat is 6. When the seed starts to develop, we
Plants are useful for animals, humans a bush. a grass. say it

germinates. grows.
and the environment. 3. What is made in leaves?
Sap. Food. 7. Lettuce usually is a
Language link wild plant. cultivated plant.
4. The flowers and fruit are for
Teach the students this rhyme making food. 8. A product which comes from plants is
about the oak tree. Act out the rhyme. reproduction. plastic. cotton.
The oak tree's roots are very long.
(sit on floor)
They travel underground. 76
(stretch out arms and legs)
Its trunk is thick and very strong.
(stand up)
With branches all around.
(swing arms around) An album of leaves
On autumn days the leaves turn Ask your students to visit a nearby park or garden to gather fallen
brown, (drop arms) leaves from different plants in order to make an album.
And slowly start to drop.
(shake hands down to floor) Materials:
The acorns then come tumbling down Card (approximately A5)
(click fingers and sit on floor) Leaves
And new trees will pop up! Wool
(jump up) Coloured paints, photos, and drawings
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My project
UNIT 5
3. Make a plant collage.
1. Collect flowers, leaves, seeds, petals
and other parts of wild plants. Do not
pick plants in parks or protected
areas. Now I know
2. Put the things you have collected 1. a stem; leaves; food;
between sheets of newspaper. flowers; people;
3. Put a heavy weight (books, for the environment.
example) on top of the newspaper. Plants have roots, a stem, leaves,
Leave everything to dry for about two flowers and fruit.
weeks. Plants are useful for animals, people
4. Use the things you have dried to and the environment.
make a picture. Design a landscape Roots, stems and leaves are for
or something else. food.
5. Stick the pieces of plant Flowers and fruit are for
on the paper. reproduction.
2. 1. Hard stems are rigid.
2. Wheat is a grass.
3. What is made in leaves? Food.
4. The flowers and fruit are for
reproduction.
CITIZENSHIP
5. The corolla is part of the flower.
4. Read the text. Do the task. 6. When the seed starts to develop,
we say it germinates.
Protected plants
7. Lettuce is usually a cultivated plant.
Some animals are protected and we cannot hunt them.
Some plants are protected, too. We must take
8. A product which comes from plants
special care of these plants. is cotton.
When you go to the countryside, make sure you do not
damage any plants. They may be protected species.
My project
Even if they are not protected, animals may use 3. M. A. See Student's Book.
the plants for protection or for food. Plants are valuable
living things. We need to look after them. Citizenship
Protected plants. Explain that some plants
Make a list of things you should not do when you go to the countryside. may be in danger of extinction, if we do
Think about protecting plants. not protect them and look after them.
4. M. A.
We should not pick plants and take
them home.
77
We should not go off designated
footpaths.
We should not drive vehicles off
designated roads.
We should not make fires except
Instructions: in designated areas.
Give each student a piece of card for each leaf the student has. We should not cut the bark of trees,
Tell them to make holes on the left-hand side of the card. or swing on the branches.
Ask them to glue one leaf onto each piece of card and to write
a short text about each one describing its shape, colour, and
Resource folder
what plant it comes from.
Once all the leaves have been stuck on the card, ask them to make F Reinforcement and extension
a cover for the album. Decorate it using coloured pencils, photos,
drawing, leaves, etc. Ask them to give the album a title. F Test and assessment
Finally, tell them to make their albums by tying the pieces First term assessment
of card together with the wool.
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UNIT 6
Water and air
PRESENTATION
This unit concentrates on the study of water and air, Your students will also study some of the most
which are two fundamental elements for life on important characteristics of air, such as its
Earth. The first two lessons deal with the importance composition and its main functions, which are vital
of water for all living things, where and in what for animal and plant life. Finally, the unit looks at
states water can be found in nature, and what the water and air pollution and how they affect life
water cycle is. on Earth.
UNIT CONTENT
Objectives
To learn where water can be found in nature and the different states in which
it is found
To learn about the water cycle and its main characteristics
To learn about air and its main characteristics
To appreciate the importance of water and air for all living things
Contents
Water in nature Understanding simple scientific Awareness of the potential

The water cycle texts damage to our planet that can
Air, its composition and Interpreting and making be caused by air and water
usefulness diagrams and graphs pollution
Characteristics of air Looking at photos
The atmosphere
Assessment criteria
Understanding the importance of water for all living things
Knowing that water can be found in different states and that it can change from
one state to another
Understanding how the water cycle works and knowing its importance
Knowing what air is and what its composition is
Knowing the main characteristics of air
Understanding the consequences of water and air pollution

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UNIT 0
RESOURCES
Resource folder

Reinforcement: Worksheets 12 and 13 Working with new immigrants
Test and assessment
Internet resources
Search for key topics
http://www.scienceyear.com/under11s/index.html
Information and activities
The environment
http://www.environment-agency.gov.uk/fun/
Activities and games about the environment
Other resources
The Solar System and the Earth.
Nature: vocabulary.
School dictionary
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6 Water and air

Icebergs
This unit introduces new words and
concepts for students. For example, My big sister loves sailing. She knows
condensation, evaporation and fusion. a lot about the sea and ships.
Make sure they understand each Yesterday, she told me the story
change in state by giving them of the Titanic. This was a very famous
different examples. ship. There are films about it.
When studying air, the fact that air The Titanic was built almost
is invisible means it is quite difficult 100 years ago. It was the biggest ship
for students to understand its in the world. People said that it was
characteristics. Show your students the safest ship ever built. However,
a balloon filled with air to show that on its first voyage, it hit an iceberg
air takes up space. You could also and sank. 1,513 people drowned.
mention polluted air which can often My sister told me that icebergs are
be seen over big cities. enormous lumps of ice which float
in the sea. Some icebergs are huge,
like a building with 25 floors.
Teaching suggestions But they are also very dangerous,
because most of the ice is under
With regards to the first text, ask the water, and you cannot see it.
Some icebergs are the size of small
students if they have seen the film
islands. These are particularly
Titanic, directed by James Cameron.
dangerous for ships, even big ships
Ask one or two students to tell
like the Titanic!
the class what they remember about
the film, especially in relation Mary, age 10
to the accident and the iceberg.
Using a world globe, show students
the route taken by the Titanic on its
fatal journey. It left Southampton,
in England, and was heading for New 78
York, in the USA.
Ask students where they think
icebergs are formed. They should
ALTERNATIVE SUGGESTIONS
answer that they are formed in the
coldest regions on Earth, like
Ask your students what uses they can think of for water.
the poles. Use this opportunity
Then ask them to mention daily activities which use water,
to mention the changes in the state
such as brushing their teeth, having a shower, or watering
of water. Explain that the water that
plants. Tell them that there other activities, such as putting
falls from clouds as rain is the same
ice in drinks to make them cold, or steoming food, which
water that forms icebergs. Explain
also use water. In the first case, water is in the form of ice.
that the water has passed from a
In the second, it is in the form of vapour.
liquid to a solid state due to the cold.
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What is an iceberg? What is it made of?
Why are icebergs dangerous for ships?
What can happen to a ship, if it hits an iceberg? Ask students if they can remember
Imagine you are in the middle of the ocean,
any disasters caused by water. Ask
a long way from land. Describe what you can see them to tell you about them.
and how you feel.
Citizenship
Point out to your students that the
2 Think about the questions ships which sail across the seas and
oceans cause water pollution. The risks
connected with water pollution on
Earth should be kept in mind throughout
Is there always the same amount of water on the Earth?
this lesson. Tell students that this is a
Yes, there is always the same amount.
problem which affects us directly. Ask
Sometimes, it rains a lot and everything gets wet.
At other times, it is very dry. However, the amount them if they can remember an event
of water on the Earth does not change. The water when a ship caused pollution in the sea.
travels to different places; it never stays still. Ask if they remember any oil tankers
How do you know that air exists? causing spillage into the sea. Discuss
We can feel air when it blows in the wind,
the damage that this kind
and we can see bubbles of air under the water. of accident causes to wildlife, water
and coastlines.

Water and its place in nature.
The water cycle.
Air, and what it is made of.
79
Ask students to make a poster with photos and drawings

showing the different uses of water. Tell them to label each
different use, for example, washing, watering, cooking and Answer key
cleaning. Talk about the text
An iceberg is a big piece of ice. It floats
in the sea. It is made of frozen water.
If a ship hits an iceberg, it could sink
because icebergs are enormous.
Some icebergs are bigger than ships.
M. A. I can see fish and dolphins. I feel
cold and alone.
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Water in nature
1. We need water to live
All living things need water. Plants and
animals die very quickly if they do not have
OBJECTIVES water. 1
Land animals and people drink water.
To learn the importance and
main uses of water Land plants absorb water through their
roots. If they do not have water,
To learn that water can be they dry up and die.
found in nature in different
states
To learn how something 2. Where can we find water?
changes from one state Most of the water on the Earth is in the sea.
1
The Namibian desert. Deserts have very little
to another and to identify some water, so there is very little life there.
There is also water on land. This is the
of the most important changes water you use for drinking and watering your
gardens. Water is found in two different
places:
Surface water. This water is found
in rivers, lakes and streams.
Teaching suggestions Underground water. This water is found
under the ground. Water falls on the land
and then filters through the ground
Introduction
to underground deposits. These are like
Ask students what water is like. rivers or lakes under the ground. 2
They will probably say that water There is also water in snow, and in clouds,
is white or blue. Explain that water and in the ice at the poles.
is really colourless and that it takes
its colour from the receptacle it is in.
Water in swimming pools,
for example, is blue because of the
chlorine and other additives and Vocabulary
because of the tiles on the bottom poles the most northerly and southerly
and sides of the pool. points of the Earth, the North Pole
2
and the South Pole, both covered The source of a river. In this picture,
Ask students to tell you when they
with ice underground water comes to the surface and
use water during the day and what becomes the source of a river.
they use it for. Ask them if these are
important activities or not.
80
Explanation
Sometimes students find it difficult to
understand that water can be found
in such different states as ice and
vapour. Explain that snow, ice and
Other uses of water
vapour are all water and that if ice
is heated or vapour is cooled, it will Water is used by human beings for a lot of things, not just
become liquid water again. for drinking. In dams and reservoirs, for example, water is made
to fall from a great height and with great force to produce
In relation to surface and underground
electricity.
water, explain that underground water
has filtered down from the surface Water is also used for watering plants and it is sometimes taken
to under the ground. This water is long distances to the driest areas. A system of pipelines and
brought to the surface again when canals must be built so that we can take water
we dig a well. to where it is most needed.
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6
UNIT 6
3. The states of water
Water can be found in three different
states: liquid, solid or gas.
Tap water, river water and sea water is
Understanding
water in its liquid state.
Ice and snow is water in its solid state. 3 Follow up questions in the Student's

Book, with these:
Steam is water in its gaseous state.
3
What happens to animals if they do
The North Pole. Water is in its solid state not drink water? And what happens
at the two Poles. to plants if they are not watered?
Is all the water on the Earth liquid?
What happens to water when we
4. Changing states 1 2 freeze it?
A change in state takes place when water To explain the changes in the state of
passes from one state to another. In order water, do the following activity with
for this to happen, the water has
your students. Put three receptacles
to be cooled or heated. 4
(a plate, a glass and a bottle) full of
If we heat ice, it turns into water.
water on the window-sill in the
This change is called melting. 3 4
classroom. Leave them in the open
If we cool water, it becomes ice.
air all day. In the afternoon, show
This change is called freezing.
students the changes that have taken
If we heat water, it becomes water vapour.
place. They will see that the plate
This change is called evaporation.
shows the most water evaporation.
If we cool water vapour, it becomes water
again. This change is called
4 Explain that the larger the surface
Changing states. 1 Melting of ice.
condensation. 2 Freezing of water. 3 Evaporation of water.
exposed to the air, the greater
4 Condensation of water vapour. the evaporation. Then ask why
the bottle is the receptacle with
the least evaporation.
Tasks
Citizenship
1. Look at photo 1. Describe what you see. Why is there very little vegetation?
2. How do animals take water into their bodies? What do plants do?
Explain that water is a scarce
3. Where can you find water in its solid state, liquid state and gaseous state?
commodity and we should not waste it.
If we change some of our daily habits,
we can save a lot of water. For example:
by turning the tap off when we are
81
cleaning our teeth or when we are
drinking, by having a shower instead
of a bath, and by using dish-washers
and washing machines only when they
LEARNING SKILLS are full.
Different ways of underlining
If we want to put things in a text in order of importance, Answer key
it is a good idea to use a code so that we can see them 1. There is very little vegetation because
at a glance. For example, underline the main idea of a text there is very little water.
with a double red line, secondary ideas in blue, and details 2. Animals drink water. Plants absorb
with a dotted blue line. water through their roots.
Read Changing states out loud and ask students to use 3. M. A. I can find water in a solid state,
ice, in the refrigerator. I can find water
different colours to underline the main idea and secondary
as a liquid in the bath. I can find water
ideas. Ask them to show you their underlined texts and correct in a gaseous state in the kitchen when
them with the class. I make tea.
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The water cycle

1. Water moves around the Earth
Water is always moving around the Earth.
It moves from the sea to the sky, the sky to
OBJECTIVES the land, and from the land back to the sea.
It also changes state from one place
To learn that water on the Earth to another.
is always moving and that it is
This movement and the changes in state
continuously changing from one are called the water cycle. 3
state to another
To understand the importance 1
of the water cycle for life on Storm clouds. Clouds are made up of tiny drops
of water. These come from water vapour
Earth
2. Water moves from the sea in the air.
to the sky
The water in the sea, rivers, and lakes
evaporates little by little. This is due
Teaching suggestions to the heat from the Sun.

The water vapour, which is produced during
this process, rises and gets colder. When
Introduction it gets cold, it condenses, and becomes
liquid water again. The tiny drops water
Ask your students: What rain is like?
form clouds. 1
Then ask them to compare rain with
snow or hail and to explain the
differences. 2
Hailstones. These are more common in Spring
Ask your students if they can
remember the experiment about
3. Water moves from the sky and Summer.
water evaportation that they did in

to the land
the previous lesson. Then ask them The clouds are blown from one place
where they think the evaporated to another by the wind. It rains when
water went. a cloud is very heavy with drops of water
and these water drops get colder. If it gets
Vocabulary
very cold, or it gets colder very fast, then,
Explanation spring a place where underground water
instead of rain, we have snow or hailstones.
Students often think that clouds are This is how water moves from the sky comes to the surface
made of water vapour and they give to the land. 2
clouds as an example of water in its
gaseous state. Explain that clouds
are made up of tiny drops of water, 82
and not vapour.
Explain the water cycle using picture
3, which shows the different stages ADDITIONAL INFORMATION
of the cycle. It is important for your
students to understand that this Uses of evaporation
process is repeated time and time
When explaining the changes in the state of water, tell your
again.
students that evaporation is a phenomenon that is well known
Your students will probably think that and that human beings have been using it for centuries. A clear
water evaporates, forms clouds and example is a salt pan. This is a place where the heat of the sun
then falls to the earth as rain, in the is used to produce salt.
same place. It is a good idea,
Water containing a large amount of dissolved salt is contained
therefore, to explain that the water
in shallow tanks which are exposed to the sun. The sun heats
cycle is not a local phenomenon,
the water, and the water evaporates little by little. Finally, all that
but that it occurs all over the Earth.
remains is crystallised salt.
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6
UNIT 6
3
Understanding
5 Follow up the questions in the
Student's Book with these:
Where does the water go when it
evaporates from the sea, rivers and
lakes?
1
4 What happens to water vapour when
it cools?
What are clouds?
When explaining the changes in the
state of water, ask students to draw
diagrams to show the changes listed
below. They should include the name
of the corresponding change.
6 Water from the sea changing into
clouds.
3 Water from the clouds falling to the
The water cycle. 1 Sea water evaporates. 2 Water vapour forms clouds. 3 The water in the clouds
falls back to the land. 4 Streams and rivers carry the water back to the sea. 5 and 6 Underground
Earth as snow.
water makes rivers in caves and dampens the lower layers of soil. Ice in the mountains melting and
going into rivers.
4. Water moves from the land Water vapour in the atmosphere
to the sea Tasks becoming rain.
Water from rain and snow (when it melts) 1. What are clouds made of?
follows two possible routes: How are they formed? Citizenship
Some of the water travels into streams, 2. Look at picture 3 . Explain Environmental education
which flow into rivers and then the sea. the water cycle in your own
words. Water is essential for life. However,
The rest of the water filters down to
3. Name the three ways that water
there is not the same amount of water
underground water deposits. When this
water reaches the surface again, we call it moves from the sky to the land. everywhere in the world. Some places
a spring. This water then flows to the sea. have lots of rain and others very little.
There are areas where it rains a lot
at certain times of the year, and then
83 it hardly rains at all for the rest of the
year. To have drinking water all the year
round, we build reservoirs, which are
large artificial lakes, where we can store
LEARNING SKILLS water to use when it does not rain.
Stimulating the memory (I)

Memory is the capacity for remembering something. To Answer key
memorise a lesson, use the following system:
1. Clouds are made of small drops of
1st Memorise the title of the lesson. water. Water vapour in the atmosphere
rises and cools. Condensed water
2nd Memorise the key words of the titles of the different
forms clouds.
sections and relate them to the main title.
2. M. A. Water evaporates and makes
3rd Memorise the most important things in each section. clouds. This water becomes rain, and
Ask students to try to memorise some of the sections falls to Earth. Then it goes to the rivers.
3. Water moves in the form of rain, snow
in The water cycle using this system.
or hail.
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A C T I V I T I E S
UNDERSTAND
1. Complete the cycle.

melting evaporation condensation freezing
UNDERSTAND
1. Water changes state. Completing THE CHANGES IN THE STATE OF WATER
the following diagram will help students melting
to understand how the three states of

ice water
water are related and how the water
cycle is an endless cycle in nature.

Answer key

water water vapour
THE CHANGES IN THE STATE OF WATER
melting
G
ice water
G
freezing evaporation 2. Draw a larger copy of the picture. Complete

the sentences. Write them in the correct boxes.
G
water
water G vapour Water moves from the sea to clouds
condensation
in the form of
Water falls from clouds to the land in the
form of , and
2. The water cycle. The objective of Water moves from the land to the sea
this activity is to reinforce some of the in the
basic concepts.
Answer key
WORK IT OUT
1. Water falls from the clouds to the land
in the form of rain, hail and snow.
2. Water moves from the land to the sea
in rivers. Why do clothes dry when we hang them out?
3. Water moves from the sea to the Why do we say rain is good for the land?
clouds in the form of water vapour.
WORK IT OUT 84
3. The importance of changes of state.

The objective of this activity is to
stimulate students reasoning skills. In ADDITIONAL ACTIVITIES
order to answer the questions, they will
have to make conclusions based on Ice
what they have learned in the unit.
Water becomes ice when it gets very cold. This is a simple
experiment to show your students how this transformation occurs
Answer key and what the effects are.
Clothes dry because the water Materials:
evaporates.
A receptacle
We say that rain is good for the land
because all living things need water. Water
Tin foil
A freezer
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6
LEARNING TO READ
UNIT 6

Drinking water
Not all water is good for drinking. We cannot drink sea
LEARNING TO READ
water, dirty water or water with chemical products in it.
4. Drinking water. This activity has two
Drinking water is water that is safe to drink.
objectives. First, to make students
Normally, it is not very difficult to find drinking water. realise that water is essential for life,
In most places, we just turn on the tap. However, some parts and second, that not everybody has
of the world have very little water. In many cases, enough water, and we should therefore
the water is not safe to drink. There are a lot of places be careful not to waste it.
where people have to work very hard every day to get
drinking water.
Answer key

People cannot drink seawater because
Can people drink sea water? Why not?
it has too much salt in it and it is bad
Can everybody in the world get drinking water easily? for us.
Why not?
No. Lots of people in the world have
difficulty finding drinking water. In some
parts of the world there is not much
APPLY
water or the water is polluted.
5. Look at the photos. Answer the question.

What sports can we do in these
places?
APPLY
5. Uses of water. You could add to the
activity by suggesting that students
Summary make a poster about the different uses
Water of water.
Living things need water. Water is found in three different states: liquid,
solid and gas. Answer key
The water cycle is the movement of water from one place to another.
During this cycle, water changes its state again and again. M. A. Swimming, water skiing, sailing,
surfing, water polo and diving.
85
Language link
Brainstorm with your students words
that are connected with water, for
example, drop, sea, tap, fountain, lake,
swimming-pool, bath and bottle... Divide
Instructions: the class into groups. Tell them to make
Tell your students to fill the receptacle up to the rim with sentences about water using the words
water. you have brainstormed. For example:
The water in the swimming-pool looks
Then ask them to place the tin foil over the top of the
blue.
receptable and put it into the freezer.
Tell them to wait one day for the water to turn into ice.
Finally, point out that the ice takes up more space than the
liquid water, and that it is why the foil has been pushed up Resource folder
above the edges of the receptacle. F Reinforcement and extension
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Air
1. What is air?
Air is a mixture of gases which surround
the Earth. There are three main gases
OBJECTIVES in the air:
Nitrogen. Most of the air is made up
To learn what air is and to
of nitrogen.
understand its composition
Oxygen. This is the second most
To identify certain characteristics important gas in the air. Plants produce
and uses of air oxygen and living things use oxygen
To understand what the for breathing. 1
atmosphere is Carbon dioxide. There is not much of this
gas in the air. The air we breathe out
1
contains this gas. It is also found in car
The forests are the Earths lungs. Plants
and factory fumes, and when there is produce oxygen, which we need to breathe,
a fire. and they absorb carbon dioxide.
2. What is air for?
Introduction We need air for combustion. Nothing can
burn without air.
Take a hair dryer into school and
Sounds travel through the air. We would
switch it on. Explain to your students
not be able to hear anything without air.
that a hair dryer does not create or
Planes and animals would not be able
produce air. It just makes the
to fly without air. 2
surrounding air move.
This will help them to understand
that it is easier to notice air when it
is moving than when it is still.
Ask students if there is anything
between them and the board. Point
Vocabulary
out that there is something, but they
combustion the process of something
cannot see it or feel it. Explain that burning, for example, things on
there are different gases all around a bonfire, or petrol in an engine 2
Hang-gliding. This device needs air to make
them which make up the air. it fly. The air supports it.
Explain that before learning more
about these gases, they have
to understand what the air is. 86
Explanation
Explain to students that man has
used air for different functions
throughout history. The force of wind,
The composition of air and living things
for example, can be used to move the
blades of a windmill and to move We need oxygen to breathe. The oxygen that we breathe in the
sailing ships. Energy produced by the air is produced by plants. To be more exact, all the oxygen on the
wind is known as aeolic energy, and Earth has been produced by plants.
these days it is used to produce Carbon dioxide, however, is produced by animals when they
electricity. breathe, although this gas is also produced by volcanic eruptions
With reference to picture 4, explain and combustion.
that astronauts wear space suits
so that they can breathe, because
in space, like under the sea, there is
no air.
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6
UNIT 6
3. Properties of air
Air has weight. If we weigh a deflated
balloon, and then weigh it again when
it is inflated, we will find that the inflated
balloon is heavier. This is because air Understanding
has weight. In addition to the questions in the
Air occupies space. If we inflate Student's Book, ask students the
a balloon, we can see it change shape. following questions:
This is because there is air inside.
This air occupies the space. 3 Why is oxygen important? What
Air does not have its own shape. Air takes 3
produces oxygen?
the shape of the thing it is inside. So An inflatable structure. The structure stays Why cant we hear without air?
upright because it is full of air.
the air inside the balloon has the shape Explain that sound must travel
of the balloon. through something in order for us
Air moves. When air moves, it is called to hear it. If there is no atmosphere,
wind. we cannot hear sounds.
4. The atmosphere Why cant you breathe in the higher
layers of the atmosphere?
The atmosphere is a layer of air that
surrounds the Earth. It has two parts: Describe the following situation to
The lower part. This is where the oxygen
your students: Somebody gives you
we breathe is found. It is also where wind a plant and tells you to look after it
and rain are produced. carefully. He tells you to put a plate
The upper part. This has hardly any of water underneath the flower pot
oxygen in it. We would not be able and to cover the leaves with a plastic
to breathe in this part. 4 bag. He tells you that all the plant
An astronaut walking in space. When
Beyond the atmosphere is outer space, astronauts go outside their space-ships, needs to survive is water and
where there is no air. 4 they have to use tanks of air to breathe. sunlight. Ask your students what
they think of these instructions and
whether they think the plant is going
Tasks to be alright.
1. What is air made up of? Write the names of the gases in order. Start with
the most abundant. Citizenship
2. Look at photo 3. Does air have its own shape? Health and hygiene
3. Name the four properties of air. Air pollution is a serious health problem
for all living things. Many people living
in big cities suffer from respiratory
diseases. This is because of habits like
87
smoking and air pollution from traffic
and factories.
LEARNING SKILLS
Stimulating memory (II). The chain technique
This technique consists of creating an image for each word.
You have to remember the words and make a chain out of
Answer key
them. For example, car, banana, book. Think of a car eating a
banana, a banana reading a book... 1. Nitrogen, oxygen and carbon dioxide.
Ask students to use this technique to memorise these words: 2. No, it does not. Air is a gas so it has
no shape. It takes its shape from the
air, plant, fire, music, plane, ball, rubber ring, wind, rain. receptacle it is in.
3. Air has weight. It occupies a space.
It does not have its own shape, and it
moves.
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A C T I V I T I E S
UNDERSTAND
1. Look at the picture. Write four sentences about how we use air.
UNDERSTAND
1. How we use air. The objective of this
activity is to help students understand,
by looking at the drawing, how many
things and daily activities involve using
air.
2. Write examples about the properties of air.
Answer key Air has a weight. For example,
M. A. Air occupies space. For example,
We blow air into instruments to make Air does not have its own shape. For example,
them sound.
Air moves. For example,
Helicopters and birds fly through the
air.
There are flames because there is air. WORK IT OUT
People breathe air.
3. Which graph shows the composition of air most clearly? Why?
2. The properties of air A B
oxygen
Answer key nitrogen
M. A.
carbon
Air has a weight. For example, when dioxide and
we blow up a balloon, it is heavier other gases
than it was before we blew it up.
Air occupies space. For example,
when we breathe, our lungs fill with APPLY
air. Our lungs get bigger.
Air does not have its own shape. For 4. Answer the question.
example, if we put air inside a rubber
Why does a candle go out when we cover it with a glass?
ring, the air takes the shape of the
ring.
Air moves. For example, when air
moves very fast, we feel the wind. 88
WORK IT OUT
3. The composition of air. Graphs give
us information in a different way. This Air takes up space
kind of graph is especially useful for
showing the proportions of the different Materials:
components of an element. A large glass bowl
Half a page from a newspaper
Answer key A glass
Graph B, because nitrogen is the most
important component of air and graph
B shows more nitrogen than other
gases.
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6
I CAN DO IT
UNIT 6
5. Do the experiments. Record the results. Answer the questions.

When you do an experiment, first, you make a hypothesis. Then, you record what
happens. Finally, you compare the results to your hypothesis and come to a conclusion. APPLY
Experiment 1. 4. Air and combustion. This activity is

to help students to extrapolate
You need an empty, plastic water bottle.
Put the lid on tightly. What do you think information and to reach their own
will happen, if we squeeze the bottle? conclusions, using what they have
Now, squeeze the bottle. What happened? learned about air in this lesson.
Were your predictions right?
If we take the lid off and squeeze again, what
do you think will happen? Try it. What happens
now? Were you right?
Answer key
The candle goes out because there is
Experiment 2.
no air left. For something to burn there
Put the lid back on the bottle and put the must be air.
bottle into a bowl or sink full of water.
Now, what do you think will happen?
Hold it lying down on the bottom and take
off the lid. What do you think will happen? Were you right? I CAN DO IT
Write a report or draw a labelled diagram. 5. The characteristics of air. Students

will discover through practical activities
Explain what you did in the first experiment and what happened. Answer these questions:
some of the characteristics of air, such
Did the bottle with the lid on squash down when you squeezed it?
as the fact that air takes up space.
Did the bottle with the lid off squash down when you squeezed it? Why?
Explain what you did in the second experiment and what happened. Answer this question:
Why did bubbles come out of the bottle when you filled it with water?
Answer key
Summary Experiment 1: When the lid is on, you
cannot squeeze the bottle. When it is off,
Air you can squash the bottle.
Air is a mixture of gases. These surround the Earth and form the atmosphere. Experiment 2: When the lid is on,
It contains nitrogen, oxygen and carbon dioxide. the bottle floats.
Air occupies a space. It has weight. It has no form of its own, and it moves.
Art link
89
Ask your students to make a drawing
with different elements showing the
presence of air. Tell them that the best
way to do this is to use air which is
moving, like wind, for example.
Instructions:
Place the bowl in a sink. Fill the bowl with water.
Screw up the newspaper and put it in the glass, pressing it well
down to the bottom.
Hold the glass upside down and place it in the bowl of water.
(The bowl should be deep enough for the water to cover the
glass.)
Take the glass out. See if the paper is wet. The glass was full of Resource folder
air so the water could not get in and the paper is dry. F Reinforcement and extension
Put the glass in the bowl the right way up. What happens?
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N O W I K N O W
Check what you know
The Earth
Unit review
has surrounded by
Before doing these activities, go over 5
water
students. You can dictate the main is
ideas so that they can write them down. has can be in movement a mixture
is called the of gases
For example:
changes three 1
All living things need water. Water is in state states made up of
found in a solid state, a liquid state
2 3 4 6 7 8
and a gaseous state, and it can
change from one state to another.
The water cycle shows all the Copy and complete the sentences. Use words from the word map.
movements and changes in the state The Earth has and is surrounded by
of water on our planet. The three states of water are
Air is a mixture of gases. It contains The movement of water around the Earth is called the
nitrogen, oxygen and carbon dioxide. Air is a It is made up of
Air takes up space; it has no shape of
its own and it moves. 2. Tick the correct words.
The atmosphere is a layer of air that 1. Snow is water in a 5. Air is mostly made up of
surrounds the Earth. solid state. gaseous state. oxygen. nitrogen.
2. The change from a liquid to a solid is 6. We need air in order to perceive
Language link called sound. light.
Write the following sentences on the condensation. freezing.
7. For combustion we need
board. Tell your students to copy and
complete the sentences.
3. Clouds are made up of nitrogen. oxygen.
water vapour. small drops of water.
8. The layer of air surrounding the Earth
is found in three different
4. In underground caves we find is called
states. (water)
surface water. underground water. the wind. the atmosphere.
is solid water. (ice)
are made of small drops of
water. (clouds)
90
is all around us. (air)
Water falls to the land in the form of
, hail and snow. (rain)
When rain gets very cold it falls in the
form of . (snow)
Air has weight
Sometimes, rain falls in the form of
Although we cant see it, air is all around us. It takes up space,
small balls of ice called .
it moves and it has weight. This experiment will help your
(hail)
students to see this.
All animals need to breathe.
(oxygen) Materials:
When air moves we call it . Two balloons
(wind) Sticky tape
Ask volunteers to read their A hanger
sentences out loud. A piece of string or thread
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My project
UNIT 6
3. Make a poster of the water cycle.
1. Find different photos relating 2. Glue the photos onto a large piece
to the water cycle, for example, of paper. Join them with arrows
clouds, rain or snow, a stream to show the water cycle.
or a river. Now I know
1. water cycle; liquid; solid;
Rain gaseous; air; nitrogen;
and snow
oxygen; carbon dioxide.
Stream
The Earth has water and is
Clouds surrounded by air.
River The three states of water are liquid,

solid and gaseous.
Sea
The movement of water around the
Earth is called the water cycle.
Air is a mixture of gases. It is made
up of oxygen, nitrogen and carbon
dioxide.
CITIZENSHIP
2. 1. Snow is water in a solid state.
4. Read the text. Do the task. 2. The change from a liquid to a solid
Fighting pollution is called freezing.
Water and rivers get polluted. People throw rubbish 3. Clouds are made up of small drops
into them. Factories expel water. This water is often of water.
polluted with chemical substances. Waste water from 4. In underground caves we find
houses is not always cleaned before it goes back underground water.
DIBUJO
into rivers. Polluted water is not safe for drinking. nios 5. Air is mostly made up of nitrogen.
It can cause disease. If river water becomes polluted, 6. We need air in order to perceive
plant and animal life may die. sound.
Vehicles, factories and some power stations are 7. For combustion we need oxygen.
the main contributors to air pollution. Polluted air
8. The layer of air surrounding the
is bad for our health. It may also cause the climate
to change. Earth is called the atmosphere.
What could you do to help prevent air and water pollution? My project
What do your friends think?
3. M. A. Students make a poster similar
EJEMPLO
EXAMPLE Do not throw rubbish in rivers. Use unleaded petrol. to the one shown here.
Citizenship
Fighting pollution. Remind your students
that it is not only industry that is
91
responsible for pollution. We must all
help to keep the atmosphere clean.
M. A. I can clean up after my dog. I can
put rubbish and used batteries in the
proper bin.
Instructions:
Ask your students to blow up the balloons with the same
amount of air and to tie a knot in them.
Then tell them to hang one balloon on each end of the hanger.
Make sure the hanger is evenly balanced.
Ask them to burst one of the balloons. The hanger will tip Resource folder
down under the weight of the other balloon. This means that
the balloon with air in weighs more than the burst one. Extension: Worksheet 6
Therefore, air has weight. F Test and assessment
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UNIT 7
Rocks and soil
PRESENTATION
This is the first time the students will come across the The students will also study the structure and
study of geology. In this unit they learn about rocks composition of soil, and its importance for plant life.
and minerals. They will study the differences between Finally, the unit explains the effects of erosion and
them. They will learn some basic characteristics deforestation on the planet.
of minerals and what people use them for.
UNIT CONTENT
Objectives
To learn what minerals are and what they are used for
To understand what soil is. To learn about its composition and what the main
kinds of soil are
To understand what soil erosion is
To recognise the importance of soil for the survival of plants and other living
beings
Contents
Rocks and minerals Identifying and describing Becoming aware of the effects
Uses of rocks and minerals rocks and minerals using of erosion
The composition of soil, and photographs Showing respect for the
different kinds of soil Interpreting and sequencing environment
pictures
Assessment criteria
Defining rocks and minerals and understanding the difference between them
Identifying some of the uses of rocks and minerals
Knowing what soil is and knowing its composition and different types
Understanding the mechanisms of soil erosion
Recognising the importance of soil for life and understanding why we must
protect it

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UNIT 0
RESOURCES
Resource folder

Reinforcenment: Worksheets 14 and 15 Working with recent immigrants
Test and assessment
Internet resources
Rocks and food
http://www.planet-science.com/text_only/outthere/diner/
rocks/study-rocks.html
Sci-teach offer-activities fun activities
Soils
http://www.environment-agency.gov.uk/
yourenv/ett/land/soil/?version1&lang_e
In-depth information for teachers.
Cooper
http://www.schoolscience.co.uk/content/3/chemistry/
copper/copch32pg4.html
Quizzes and activities about copper
Other resources
School dictionary
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7 Rocks and soil

Land of fire
Students may confuse the terms the My aunt is in Sicily on holiday.
Earth and earth. Explain that when Sicily is an island in the
we write the word with a capital letter Mediterranean Sea. Yesterday,
we mean our planet. When we write we got a postcard from her.
it with a small letter, it is another In the picture there is a volcano.
The volcano is erupting.
word for soil.
My Grandma told me that this
Young students may find it difficult to
volcano is called Mount Etna. It is
understand the concept of a mineral.
enormous. It has been erupting for
What is important here is that the
thousands of years. It is the highest,
students have a clear idea that most active volcano in Europe.
a mineral is a homogenous, natural
substance which is part of rocks. I thought that the whole island was
destroyed by the lava. But only
the part nearest the crater
Teaching suggestions of the volcano was destroyed.
Then, my father explained that
the ash and rocks that come out
Before beginning to read, ask the
of volcanoes are full of minerals.
students the meaning of some of the
These minerals make the land very
words in the text, such as: eruption,
fertile, and good for cultivating
island, volcano, crater and fertile.
plants. He also told me that
Ask the students whether they have around the edges of some
ever seen a volcano (a real volcano, volcanoes the land is still very hot.
on television or in a film). Ask them Sometimes it still smokes. I would
to tell you what they can remember. love to see a volcano!
Ask them questions like: What shape Peter, age 10
was it? Was it at sea level or higher
up? What was coming out of the
volcano? The students will probably
mention lava. Ask them to describe 92
it.
Show the students photos of famous
volcanoes in or near their own ALTERNATIVE SUGGESTIONS
geographic location. Ask them
to describe the volcanoes, and if they Another way of presenting the subject of rocks and minerals is
know when the volcanoes last to take the students on a fieldtrip into the countryside. Here
erupted. Explain the difference they can look for samples (stones, pebbles, pieces of rock...).
between active, dormant and extinct. Encourage the students to feel the samples. Then ask them
to look at their shapes and notice the salient features and any
similarities and differences between them. Remind the students
that when they go to the countryside they should leave
everything exactly as they found it.
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What comes out of the crater of a volcano?
Why is Sicily very fertile?
Would you like to live near a volcano? The text is about a volcano, Mount
Discuss the advantages and disadvantages Etna. Draw a sketch of a volcano on
with your friends. the board and label the main parts.
For example:
Crater
Lava
and ash
Chimney

Is a rock the same thing as a mineral?
No, it isnt. A rock is made up of minerals. Citizenship
However, some rocks are made up of only one type
of mineral.
Why dont trees grow on rocks? In this unit try to reinforce the fact that
Because there is no soil or water there. Trees need
we should all respect the environment.
these to survive. Explain to students that soil is where
plants live. It is very important that we
protect and conserve soil, as plants
depend on it for their survival.

Rocks and minerals and what they are for.
Soil and why it is important.
93
If you can, show the students a collection of rocks and

minerals. The objective is for the students to make comparisons Answer key
between the different textures, to notice whether they all look
Talk about the text
the same or not, to notice the different weights, the variety
of colours and the fact that some are shiny and others are not. Lava comes out of the crater of a
volcano.
Sicily is very fertile because the ash
and rocks that come out of a volcano
form fertile soil.
M. A. Advantages could include fertile
land; disadvantages could include the
risk of the volcano erupting.
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Rocks and minerals
A B C
OBJECTIVES
To know what rocks and
minerals are
To learn about some of the
characteristics of minerals
To identify some uses of rocks 1
and minerals Examples of rocks. A Granite is a rock. It is used for making statues. B Slate is a rock. It is used
for making roofs. C Limestone is a rock. It is used for buildings. It is also used for making toothpaste!
1. What are rocks?

There are different types of rocks
Teaching suggestions on the Earth, for example, granite, slate
and limestone. 1
Rocks make up the solid part of the Earth.
Introduction
Show students some photos
2. What are minerals?
of buildings, houses, a road, a large
monument and a mountain Minerals are the substances that rocks
landscape. Ask them to name are made of.
the objects, and to tell you which If we look carefully at a piece of rock, we
can see small grains of colour. Sometimes, granite
of them are made of rock.
there is only one colour. Sometimes, there

are different colours. These are
Explanation the different minerals in the rock.
It is important that students realise Some rocks are made up of only one
that minerals are more than just mineral. Marble, for example, is a rock
the little pieces you can find in a made up of one mineral. This mineral
collection. Emphasise the fact that is called calcite. quartz feldspar mica
minerals are not isolated in nature, Other rocks are made up of more than one 2
type of mineral, for example, granite. Granite Granite. This rock is made up of the minerals
but that they form part of rocks.
is made up of quartz, feldspar and mica. 2 quartz, feldspar and mica.
Show them picture 2 where they
can see the minerals that make
up granite.
94
Explain that fossils are rocks which
have the imprint of a plant or animal
that lived millions of years ago.
Understanding
Mohs Scale of Hardness
Besides the questions in the
Students Book, ask the students There are different ways of classifying minerals. One of the most
the following: well known is Mohs scale of hardness. This scale is used to
What are rocks made of? establish the hardness of a mineral. In other words, it is used
to establish whether the mineral can be scratched easily or not.
How can we distinguish one mineral
from another? Talc is number 1 on Mohs scale. It is so soft that you
What is the difference between can scratch it with your fingernail. Calcite, which is the main
marble and granite? ingredient in cement and salt, is number 3, and it can be
scratched easily using a knife or a nail. Number 10 is a diamond,
which is the hardest mineral. A diamond is so hard it can scratch
glass.
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7
UNIT 7
3. The properties of minerals
We can identify a mineral by its colour,
and by how hard and shiny it is. 3
Some minerals are very hard, for Show your students some slides
example, diamonds. Other minerals are
very soft. For example, you can scratch
or photos of different rocks and
Diamond: This is the
chalk with your fingernails. hardest mineral of all.
minerals which have special
Some minerals are recognised by their It is used for making characteristics, such as their colour
jewellery and tools. or shininess. Ask them to describe
colour, for example, green copper ore.
Others, can be different colours. Beryl, what they see.
for example, can be green, blue, yellow
or a different colour.
Ask students to name some minerals
that they can see in the classroom.
Some minerals are shiny and metallic, for
example, pyrite. Others are not shiny at all.
Ask them to describe these minerals
and talk about what they are used for.
Many minerals have a geometric or crystal-
like shape, for example, aragonite.
For example, the lead (graphite)
in their pencils is soft and black,
Malachite: This is used for
4. Rocks and minerals are very making dyes and for jewellery. and is used for writing. The plaster
useful on the walls is soft and white, and
is used in building.
People use rocks for lots of different things.

Tell the students to write a short
Slate, marble, granite and other rocks are
used for building.
report on a specific mineral. They

should begin with the information
Coal is used as a fuel, for energy.
in the Students Book and then use
Minerals are also used in different ways.
encyclopaedias, magazines and
Metals are made out of magnetic iron ore,
Pyrite: This is a shiny golden the Internet. Assess how they make
copper pyrite, and other minerals. colour. It is used for use of their different sources
Jewellery is made out of diamonds, obtaining sulphuric acid.
of information.
emeralds, jade, and other minerals. 3
Very strong tools are made using small Examples of minerals
pieces of diamond. Citizenship
Tasks Explain to your students that the rocks
1. Look at photo 2. Explain what it means. and minerals we find in the country are
2. Name two things we use rocks for and two things we use minerals for.
also part of the natural landscape, just
as plants and animals are. Ask them
what damage might be caused to the
environment if we collect these rocks
95 and minerals to make a collection.
LEARNING SKILLS Answer key

Notes 1. The photo shows a diagram which
explains what granite is made of. It
Taking notes consists of writing down the main points of an
shows us that granite is made of three
explanation (definitions, examples, diagrams...). minerals: quartz, feldspar and mica.
To take notes, you have to listen attentively so you understand 2. M. A. Rocks: we use rocks for building
the most important ideas and write them down in your own and for energy.
words. Notes are not dictated. Minerals: we use minerals for making
tools and jewellery.
Before explaining the section The properties of minerals,
ask students to write down what they think is the most
important part of the explanation on a separate piece of paper.
Then compare some of the students notes.
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A C T I V I T I E S
UNDERSTAND

Rocks are made Minerals are made
UNDERSTAND of minerals. of rocks.
1. Rocks. The aim of this activity is

to help students to discriminate Rocks form the solid Rocks are the liquid part
part of the Earth. of the Earth.
between correct and incorrect
information, and then to write down
the correct information. This reinforces 2. Look at the minerals. Write one property (colour, shininess, shape) for each one,
some of the fundamental concepts which makes it different from the rest.
of the lesson.
Answer key
Rocks are made of minerals.
Rocks form the solid part of the Earth.
2. Characteristics of minerals. By
looking at a series of photos, students Azure is blue. Copper pyrite Jacinth
should recognise some of the
properties of minerals.
3. Match the words and the phrases.
Coal used
Answer key for building.
Copper pyrite is shiny and looks like
Diamond used
metal. is a mineral for energy.
Jacinth comes in different shapes.
Marble used for making
is a rock tools.
3. The use of minerals and rocks.
Explain the importance of minerals and Iron ore used for making
rocks and how we use them. metals.
EXAMPLE Coal is a used for

Answer key
Coal is a rock used for energy.
Diamond is a mineral used for making 96
tools.
Marble is a rock used for building.
Iron ore is a mineral used for making
metals. ADDITIONAL ACTIVITIES
Making rocks
With this simple experiment, the students will be able to see that
rocks are materials made up of minerals.
Materials:
Plaster (powder form)
Sand
Pebbles
Water
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LEARNING TO READ
UNIT 7

Mines
DIBUJO
Mines are places where minerals are extracted LEARNING TO READ
from the Earth.
4. Mines. Before doing this activity, ask
In some places, we have to dig underground the students to describe what they can
mines with tunnels and lifts to find the minerals.
see in the photograph. Ask them what
In other places, minerals are found near kind of mine they think it is, and
the surface of land, so you do not have to dig whether it is an underground mine
underground. In these places, mines are called or an open-cast mine.
open-cast mines.
What is a mine?
Answer key
What is the difference between underground A mine is a place where we extract
mines and open-cast mines? minerals.
What do we call the people who work in mines? Underground mines go deep under the
Earth. Open-cast mines are on the
surface.
People who work in mines are called
WORK IT OUT miners.
5. Look at the photo. Answer the question.

What can you see in the photo, a rock
or a mineral? WORK IT OUT
Explain your answer. 5. Identifying rocks. Before doing this
activity, ask students to read the
definitions of rocks and minerals.
Summary
Rocks and minerals Answer key
Rocks make up the solid part of the Earth. They are made up of minerals. Its a rock.
Minerals have different properties. Some are hard and others are soft. We can see that it is made up of small
Some are shiny and others are not. They may be different colours. pieces of different minerals.
97 Language link
Tell your students to look at the photo
on page 97 of their Students Book. Ask
them about the miners clothes and
equipment. They are wearing special
Instructions: trousers, boots and a helmet to protect
their heads.
Mix the different components into a paste. Remember you
should not add too much water, just enough to make a thick
paste.
Make a ball about the size of your fist with the paste. Leave it
until it has dried out completely.
Once it is dry, ask your students to look carefully at this
artificial rock. It will still be easy to distinguish the different Resource folder
components although it has set. You can break it in half to look F Reinforcement and extension
at the inside. Reinforcement: Worksheet 14
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Soil
1. What is soil?
Soil is a layer of earth mixed with water,
air and plant remains. It covers
OBJECTIVES the underlying rocks. This is where the roots
of plants grow. 1
To know what the ground is
Some plants can grow on bare rock. But
To differentiate between most plants only grow on good quality soil.
the layers of the soil Mountain tops, which are made up of rocks,
according to composition and beaches, which are made up of sand,
To learn about different kinds have no soil.
of soil
To understand the importance 1
Forest soil. Trees would not be able to live
of soil for plant life and grow without soil.
2. Soil layers
Soil is made up of three layers, each is
composed of different materials. 2
The top layer has water, air and leaf
Teaching suggestions mould. Leaf mould consists of plant
and animal remains, mineral particles
and sand.
Introduction top layer
The middle layer has stones, sand and
Ask your students to think about clay. There is less water in this layer than
the ground in a park, a garden or any in the top layer.
other place near the school. Talk The bottom layer is made up of rocks.
to them about what we can normally It has hardly any water at all.
find in the soil, and write all the middle layer
things they mention on the board.
Talk to students about the
Vocabulary
ground we walk on (the pavements
particle a very small piece of something,
and streets) and the soil in parks for example, particles of rocks, bottom layer
and gardens. minerals, and plants in soil 2
Layers of soil
Explanation
Take an empty, transparent, plastic
bottle to class. Fill it with water, fine 98
sand and stones of different sizes.
Put the top on the bottle and shake it
up to mix all the ingredients together.
Leave it to settle for a day. After this ADDITIONAL INFORMATION
time, your students will be able to
notice that the biggest materials are Forests
at the bottom of the bottle and the Look at picture 1. Tell your students that the soil in a forest is
smallest are at the top. The water fertile. The soil is rich in water, air and leaf mould and, therefore,
is on top of everything else. a large number of plants can grow there (mainly trees and
Use this experiment to explain soil bushes).
stratification. This richness in vegetable life means that forests are the habitat
for many herbivores, animals which eat plants, and carnivores,
animals which eat other animals.
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UNIT 7
3. Types of soil
Soil can be fertile, poor, or arid (dry).
Fertile soil has enough water and food
for plants. Many plants can grow
Understanding
in this type of soil. 3
Poor soil has very little food for plants. Ask the students the following
Only hardy plants, such as olive trees, questions:
can grow in this type of soil. 4 Which layer of the soil do the roots
Arid soil has very little water and is made of plants grow in?
3
up of rocks or sand. Only plants that need
Fertile soil. Forests and meadows can grow What is the difference between
very little water can grow in this type in this type of soil.
of soil. 5 fertile and arid soil?
What agents are involved in erosion?
Citizenship
4. Soil erosion Tell your students that it is very
Wind and water cause soil erosion. important to protect the soil. We must,
When plant cover disappears, the ground therefore, look after the plants that live
is left unprotected. Wind and water remove there. Explain that if we pull up plants,
the top layers of soil and expose the rocks the soil is left unprotected. Then wind
4
below. This is called erosion. Poor soil. Juniper bushes can grow and rain gradually wear the surface
Plant cover is very important to protect in poor soil. layer away, and it becomes rocky soil.
the ground from erosion. This soil is unable to retain water.
When this happens, plants are unable
to grow there.
Tasks
1. What is soil made of?
2. What is leaf mould?
Where do we find leaf mould?
5
3. What causes erosion? Arid (dry) soil. There is very little plant life
in arid soil.
99
LEARNING SKILLS
Revision
Revision means to study things again that you have already
learned to make sure you remember them. The technique
of revision is to re-read the lesson, to make a summary of it, Answer key
and to try to explain the various elements in your own words. 1. Soil is made up of water, air and the
remains of plants.
Ask your students to look at the summaries of the unit Water
2. Leaf mould is a mixture of plant
and air. Then ask them different questions to make sure that
remains, dead animals, mineral
they remember the basic things learned in the previous lesson. particles and sand. We find leaf mould
in the top layer of the ground.
3. Erosion is caused by wind and water.
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A C T I V I T I E S
UNDERSTAND
1. Copy the picture. Complete the table.

Layer Materials
UNDERSTAND
top layer
1. The layers of the soil. After doing
this activity, ask your students what
kind of soil it is, and what plants might stones, sand, clay, very little water
grow there.
Answer key
Layer Materials
2. Copy this sequence. Complete the sentences.
top layer water, air
and leaf mould CAUSES EROSION CONSEQUENCES
middle layer stones, sand,
clay and little The causes of erosion Erosion is When there is soil

water are erosion
bottom layer rocks and hardly

any water
2. Erosion. This is to help the students APPLY

to understand the causes behind
erosion. 3. Look at this sequence of pictures. Explain what is happening.
Answer key A B C D
Causes

The causes of erosion
are wind and water.
Erosion
Erosion is when wind and water remove EXAMPLE A There is a forest. The soil is fertile. The water in the stream is clean.
the soil. There are many plants. There is no erosion.
Consequences
When there is soil erosion plants cannot
grow. 100
APPLY
The soil contains water and air
3. Erosion and the loss of soil. This
activity is to help the students use This simple experiment will help the students to understand that
pictures to work out how the soil is water and air are two of the main components of soil, despite
affected by a fire. You can do the the fact that you cannot see them.
exercise orally first with the whole Instructions:
class.
Put a bit of earth in a pan (a uniform layer about 2.5 cm deep).
Cover the pan with a lid and heat it up slowly. After a few
minutes, take the lid off. Your students will be able to see that
there are small drops of water on the sides of the pan.
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7
I CAN DO IT
UNIT 7
4. Describe a rock.
Descriptions should be short but informative.
Answer key
1. Find a rock. Look at it carefully with a magnifying glass. B There is a forest fire. All the plants are
2. Describe it. Use the questions below to help you. burning.
C Because of the fire, all the plants have
Composition Is the rock made of one mineral or different minerals? disappeared. The rain is falling directly
on the soil and washing it away.
Texture Are the grains small or large? D The soil has been degraded by
erosion. No plants can grow here now.
Colour What colour is the rock?
Appearance Is the rock a solid block or is it I CAN DO IT

made up of layers?
4. Describe a rock. You need to take
Hardness Can you scratch the rock with your different kinds of rock into class for this
fingernail, a piece of glass, or a nail?
activity.
3. Draw a picture of the rock. Use your description to help you.
Answer key
WORK IT OUT A B M. A.
Composition: the rock is made up of
different minerals.
5. Explain which photo shows Texture: the grains are small.
a landscape with soil.
Colour: the rock is brown and white.
Appearance: it is made up of layers.
Hardness: I can scratch the rock with
Summary a nail
Soil
Soil is a layer of earth made up of water, air, and plant remains.
It covers rocks. Roots grow in soil. WORK IT OUT
Soil can be fertile, poor, or arid. The most serious problem for soil is erosion.
5. Characteristics of soil
Answer key
101 Picture B shows a landscape with soil.
Picture A shows a beach with sand. No
plants can grow in the sand.
Fill a large glass jar half full with earth from a garden. Mark Art link
the level of the earth on the side of the jar. Then fill the jar Ask the students to do three drawings
with water, making sure you do not move it too much. Leave or collages to show the three main
it to settle with the lid off for a few minutes. The students will kinds of soil: fertile, poor and arid.
see that air bubbles form on the surface and the level of earth
goes down as the air escapes from between the particles.
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N O W I K N O W
Check what you know
Rocks
Unit review
are made up of covered by
Before doing these activities, go over 1
the solid part of the Earth soil
students. You can dictate them so that made up of can be lost as
the students can write them down. a result of
For example: 2 3
the top layer erosion
Rocks make up the solid part of the 4 5
Earth. poor
Rocks are made of minerals.

All minerals are different. They have Copy and complete the sentences. Use words from the word map.
different colours and shapes. Some Rocks are the part of the Earth. They are made up of
are harder than others. Some are and they are covered by
shinier than others. Soil is made up of It can be
Soil is the layer of earth, water and air Soil is lost as a result of
that covers the rocks. It is where the
roots of plants grow. 2. Tick the correct words.
Soil has three layers: top, middle and
1. Which one is a rock? 5. In soil, leaf mould is in the
bottom. The top layer has leaf mould,
which is made up of dead animals Granite. Green copper ore. middle layer. top layer.
and the remains of plants. 2. Minerals are parts of 6. The layer of soil with most water
Soi can be fertile, poor and arid. living things. rocks. is the
Erosion wears away the soil, and plant

middle layer. top layer.
3. Which type of rock is used for building?
life disappears. Granite. Coal. 7. Which plants can survive in arid soil?
Fruit trees. Cactus.
Language link 4. To make very strong tools, we use
small pieces of 8. Soil is lost as a result of
Ask your students to write a story about
quartz. diamond. erosion. fertilization.
a forest fire and the consequences.
Write a story skeleton on the board,
for example:
Once upon a time there was a 102
beautiful forest. The trees were
One day some people went for a
picnic in the forest. They
Then all the forest began to burn. The
plants The animals A collection of minerals and rocks
Several days later the forest Materials:
Ask students to read their stories out A shoe box divided into compartments
loud.
Index cards
Instructions:
Take your students out into the country. Ask them to collect
some small rocks and minerals. Tell them to get more than one
of each kind so that they can swap them with their classmates.
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My project
UNIT 7
3. Make a poster about soil protection.
Make a poster about soil protection.
Write short sentences and include
a colourful picture.
Check what you know
1. Choose a sentence and find a picture.
Draw your own picture or use photos. 1. minerals; middle layer;
2. When you have planned your work, draw bottom layer; fertile; arid.
the picture or glue the photos onto Rocks are the solid part of the
a piece of paper. You can use a white Earth. They are made up of
or coloured background. minerals, and they are covered by
3. Write your sentence on a strip of paper. soil.
Glue it onto your poster. Soil is made up of earth, water, air
and plant remains. It can be fertile,
poor or arid.
Soil is lost as a result of erosion.
2. 1. Which one is a rock? Granite.
CITIZENSHIP 2. Minerals are parts of rocks.
3. Which type of rock is used for
4. Read the text. Do the task. building? Granite.
Deforestation 4. To make very strong tools we use
Forests protect the ground in two ways. Leaves small pieces of diamond.
and branches of trees stop raindrops from hitting 5. In soil, leaf mould is in the top
the ground too hard. Grass and dried leaves layer.
on the ground stop water from taking away the soil. 6. The layer of soil with most water is
In these ways forests prevent soil erosion. the top layer.
When forests are cut down, deforestation occurs. 7. Which plants can survive in arid
This damages the Earth. If forests are destroyed, soil? Cactus.
the ground will be eroded.
8. Soil is lost as a result of erosion.
Read the sentences. Which ones describe My project

the best way of lighting a fire outdoors?
3. M. A. Plant new trees. Keep to forest
Only make fires in places that are specially
paths. Do not light fires in forests.
designed for this.
Always pour water on the fire after you have put it out. Citizenship
Make fires anywhere you like. Deforestation. This activity is to
encourage students to realise the
dangers of erosion and deforestation.
The objective is not only to provide
information, but to convince them that
103
the problem is serious. Explain the
repercussions of erosion and deforestation
on all living things. They should also think
about different kinds of behaviour that
may endanger our forests.
4. Only make fires in places that are
When you get back to school, ask them to record the
specially designed for this.
characteristics of the rock or mineral on the cards: appearance,
colour, hardness, weight and shininess.
Then ask them to place each card next to the rock or mineral
in the compartments of the shoebox.
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North Pole
Maps of the
Earth
1. A satellite photo of the Earth shows us its real
shape. We can also see the surface, the seas, and
OBJECTIVES the land. This photo is taken from above the Earth.
To know the different ways

of mapping the Earth th
Nor e
Pol
South Pole
Equato
r 2. A globe is a sphere which represents
Teaching suggestions th
Sou le
the shape of the Earth.
Po
Take a globe into class and show it North Pole

ARCTIC OCEAN
to your students. Explain that it is
the most accurate way of mapping
the Earth. Then encourage students ASIA
to describe the globe: its shape,
EUROPE
the colours used for the mountains,
A
the seas and the oceans. M
PACIFIC
ATLANTIC
OCEAN
Ask students to explain what
E
R
use the different ways of mapping I OCEAN AFRICA
Equator PACIFIC
the Earth might have. For example,
C
OCEAN INDIAN
to find places, to show physical
A
OCEAN
features like rivers and seas... OCEANIA
Suggest to the students that they
make a flat map using clay.
Materials:
RCTIC OCEAN
ANTA
A thin piece of board South Pole ANTARCTIC
Clay
3. A flat map shows the Earth on a flat surface. We can see all of the Earth
Tracing paper at once on a flat map.
An awl
Poster paints
104
A sheet of a flat map
Instructions:
Tell students to spread the clay over MAPS OF THE EARTH
the board and let it dry. Give them the
flat map (you can copy it from an atlas) These four pages introduce the section of the book which
and ask them to put the tracing paper is dedicated to Geography. The main objective is to give
on top and to trace it. students the basic concepts and resources to help them
Students place the tracing paper on understand their most immediate physical surroundings.
top of the clay and mark the edges
of the flat map using the awl. We therefore begin with some of the procedures and techniques
Students remove the paper and cut that students will have to use throughout the remaining
away all the clay using the awl until lessons, such as reading and interpreting maps and plans.
they have the shape of the flat map.
Students can then paint the flat map
using poster paints.
138
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Maps show us what the Earth

is like
OBJECTIVES
To know what a plan is
To interpret a plan
Have students imagine they
are birds and that they can see
everything from above. Talk together
1. Maps show us the Earth 2. A town from a balloon 100 metres above
from above, as you would the Earth. about how you would see,
see it from a hot air balloon. for example, a table, a chair, a waste
paper basket. Then, ask them to draw
what they have been imagining.
As an extension to this activity,
encourage students to imagine they
are flying over the school. Help them
by asking what the building looks like,
what they can see in the playground,
what they can see near the school.
Finally, ask them to draw the school
from above.
Prepare a treasure hunt. Hide
different objects around the school.
Divide the class into groups of five
3. The same town from a balloon 4. A map of the town. and give each group a plan
200 metres above the Earth.
of the school showing the places
where the objects have been hidden.
105 The students will have to read
the plan to find them. The group
which finds the most objects
in the shortest time is the winner.
REPRESENTING PHYSICAL SPACES
We can use a photo, a drawing, a plan or a map to represent

a physical space. Drawings show things in a very similar way to
how they are in reality. Photos give us an identical representation
and aerial photos (taken from planes) are used to make plans
and maps.
A plan is a representation of reality as seen from above: a floor
plan for a building. Lines and small geometrical symbols are used.
A map is a flat representation of the Earth, a map of Spain,
a street map of London. When it shows the entire planet, it is
called a flat map or planisphere.
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Maps represent the height

of the land
Maps show the Earth as seen from above. Maps
OBJECTIVES tell us about the shape of mountains and plains.
They also tell us how high they are.
To know what a relief map is
To interpret the contour lines
on a relief map
Have students look at Picture 3. 1. A hot air balloon flies over 2. The island as seen from the balloon: the dotted lines
Explain that different colours have an island with a lot show us the parts of the island that are the same
been used to represent the different of mountains. height, for example, 100 m, 200 m and 300 m.
heights of the island. Point out that
in the right hand margin there are five
small boxes. Each colour represents
From 800 to 1,000 m
a different height. Ask them
questions such as: Which colour From 600 to 800 m
represents the highest part of
the island? Which colour represents From 400 to 600 m
the lowest parts?
Explain that when two contour lines From 200 to 400 m
are close to each other, the slope

between them will be steep; when From 0 to 200 m
the contour lines are wide apart,
the slope between them will be gentle. 3. The points on the island that have the same height are joined
Get the students to look at picture 3 by a closed, curved line, called a contour line. The spaces
again. Ask them to find the parts between the contours are coloured in. Each colour represents
a different height.
of the island that have steep slopes
and those that have gentle slopes.
If appropriate, draw the following 106
pictures on the board so that
students can match the contours
with the outline of the mountain
they represent. RELIEF
The crust of the Earth is not flat. It is full of ups and downs.
This is what we call relief.
Mountain ranges are the most well-known forms of relief, but
they are not the only ones. The study of the characteristics
of the relief of a region allows us to know, for example, what
life is like for the people who live there. It is not the same thing
to live on the top of a mountain as to live on a plain where
people can move more easily and where communications
are better.
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We find our way

with maps
The best way to find out
where you are is to use OBJECTIVES
the points of the compass: North
North, South, East East
To recognise the points
and West. of the compass
To locate parts
of the countryside
West
South
The sun rises in the East every morning. The sun sets in the West
every evening. North is the direction of the North Pole and South
is the direction of the South Pole. Teaching suggestions
When you have read the texts on this
N page, ask your students to look
W E at the picture at the top of the page
S
and ask them questions like
the following: Where is the Sun,
in the North or the East? Which
direction is the boy's shadow facing?
Where is the tree? Which direction
is the boy's right arm pointing?
Where will the Sun set?
If you can, take your students
into the playground and draw a large
wind rose on the ground showing
the points of the compass.
Maps always show the points of the compass. This makes it easier
to find a place. For example, if we look at this picture, Then, you can work on these
we can see that the river is in the South and the mountains are concepts with the students. Ask them
in the West. If we want to go from the city to the mountains, to go in different directions.
we have to travel West.
For example: take four steps
to the North, walk backwards to
the South, jump to the East,
107
walk on tiptoes to the West, etc.
You can also ask them where
different objects are in the playground.
THE WIND ROSE
A star-shaped figure is often included on maps and plans.

Each of the points of the star represents a point on the compass.
This figure is known as a wind rose.
The wind rose is not a modern invention. The system was
thought up many centuries ago to help sailors know which
direction they were going in. To make a wind rose, they took
the point where the sun rose as a reference (the East or Orient)
and the place where the sun set (the West or Occident). Using
these two points, they could find the North and the South.
To make navigating more accurate, the sailors divided the rose
to mark the north-east, north-west, south-east and south-west.
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UNIT 8
Landscapes
PRESENTATION
This unit presents three kinds of natural landscapes. The unit focuses on how to read and interpret
The objective is for students to recognise illustrations and relief maps. It also encourages students
the differences and similarities between mountains, to recognise the importance of protecting nature
flat landscapes and coasts. and the environment.
UNIT CONTENT
Objectives
To identify the characteristics and elements of mountain landscapes,
flat landscapes and coastal landscapes
To recognise the differences among the three kinds of landscapes
To read and understand a scientific text
To interpret a simple relief map
To think about the importance of protecting the environment
Contents
Mountain landscapes Describing and comparing Protecting the environment

Flat landscapes illustrations
Coastal landscapes Interpreting a relief map
Reading and understanding
a scientific text
Assessment criteria
Recognising the characteristics and elements of mountain landscapes,
flat landscapes, and coastal landscapes
Identifying similarities and differences among these three kinds of landscapes
Interpreting a simple relief map
Understanding a short scientific text
Recognising the importance of protecting the environment

108 A
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UNIDAD 0
RESOURCES
Resource folder

Reinforcement: Worksheets 16, 17 and 18 Working with recent immigrants
Test and assessment
Internet resources
Relief maps PAPUA NEW GUINEA
Arafura
http://www.atlapedia.com/online/map_index.htm Timor
Sea
Sea
INDIAN
Download relief maps of countries around the world OCEAN Gulf of

Carpentaria
Gr
Coral
ea
Sea
t
World land areas and elevations
B
ar
ri
er
R
http://www.factmonster.com/ipka/A0001763.html
ee
f
A U S T R A L I A
Facts about highest and lowest elevations
Great
Australian
Bight
SOUTHERN
OCEAN
0
SCALE
207
Tasman
Kilometres
Sea
Other resources
The Solar System and the Earth
Nature. Vocabulary
Primary school atlas
School dictionary
108 B
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8 Landscapes
A mountain village
In this unit you may find that
the students have difficulty
differentiating between altitude
(the height of a mountain from sea
level to the summit) and height
tools.
(the height of a mountain from
its base to its summit). My Dad said it would be a good idea
Explain the meaning of both concepts we drove there.
and draw the following diagram
on the board.
Summit winding road. We drove past lots of fields
A shepherd told us the story of the village.
Height a church and about eighty houses.
Altitude you could not get to the village because
Foot
Sea in the village, so people left. They went
advertisement!
Teaching suggestions Julie, age 9
After reading A mountain village, ask

the students to talk about some of 108
the characteristics of the place where
they live: What is it like? Where is it?
What are the houses like? How many
people live there? What is the
landscape like: mountainous, flat
Bring photos of different landscapes into class. Divide the class
or coastal? How have people changed
into groups, and ask each one to choose a photo. Tell
the landscape?
the students to take an imaginary trip to the place in the photo.
Ask the students if they have ever Ask them to explain specific details of their trip, such as:
visited a mountain village. If they how they organised the trip, what they saw, what type of
have, ask them to talk about transport they used, what kind of clothes they wore, what kind
the experience. Prompt them with of landscape they passed through: valleys, rivers, mountains,
questions, for example: Where were coasts; what kind of people, plants and animals they saw, etc.
you? How did you get there? What did
you see? Did many people live there?
Was it like the village in the book?
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Encourage the students to talk about
village? the advantages and disadvantages
Do you know any villages with only a few inhabitants? of living in a mountain village. Ask

them to fill in a table:
and live in a mountain village? Work out a plan with
a friend. Explain it to the class. Advantages Disadvantages
You are in contact It snows a lot,

with nature. and you may
get snowed in.
Citizenship
What is landscape?
It is everything that we see around us. It can be Tolerance and respect
natural or man-made. Natural features include After students read the text, explain
features include buildings, roads and bridges.
that when visiting new places,
it is important to respect the ways and
Why are there different landscapes? customs of the people who live there,
Landscapes vary according to the type of land. even if those ways and customs are
different from their own. Present several
Landscapes near the sea are called coastal landscapes. situations and ask the students what
they would do in each one. For example:
Imagine people offer you food you have
never eaten before. What would you do?

Flat landscapes.
Coastal landscapes.
109
If possible, take the students to a place near your school

where they can look at a natural landscape (mountains, flat
landscape or coast). Introduce some of the concepts they are Answer Key
going to study in this unit. Talk about the text
It is mountainous.
They went to live in the valley.
M. A. Students name villages they know.
M. A. We offer horse-riding tours
of the mountains and campsites.
This brings tourists to our mountain
village.
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Mountain landscapes
1. Mountains and valleys summit
Mountain landscapes are made up

of mountains and valleys. 1 mountain side
OBJECTIVES In mountain areas, the land can be
To recognise the elements that very high, and there are steep slopes.
foot
When the mountain is not very high,
make up a mountain landscape we call it a hill.
To know how the distribution Valleys are areas of low land between
of the population can affect mountains. Many valleys were formed valley
the landscape by rivers, which begin in the mountains. 1
2. What are mountains like?

with other mountains. When they are
Teaching suggestions together, it is called a mountain range.
Sometimes, these mountain ranges form
a long line, called a chain. 2
Introduction There are three main parts to a mountain:
Ask the students to look at picture 2. the summit, which is the highest part, the
Remind them of the landscapes 2
or slopes, which go from the foot to the
they studied the previous year, and summit.
A mountain range
have them associate those landscapes
with the photo. Help them to describe
the picture using words like summit, 3. Rocks and forests
mountain range, hillside, etc. Some mountains are rocky and bare. Others
If they know of any mountains near are covered with vegetation.
Mountain vegetation varies according to tunnel
their home, encourage them
to describe the mountain(s). Prompt
them with the following questions: slopes, there are trees and meadows. At
Are there trees? Is there any snow? the top, there is hardly any vegetation at all.
Are the mountains very high? etc.
3
Explanation Mountain landscape
road
Draw the following diagram on the
board, and explain how vegetation
is distributed on a mountain. 110
Summit: pasture, fields

Hillside: forests. In wet areas
there will be trees like oak Sherpas
and beech, and in dry areas
trees such as fir and pine. The Sherpas are a group of people who live in the highest area
In the area near the summit, in the world. Their unique physical condition means they can
there will be hardy species live at heights where other human beings, unaccustomed
which are resistant
to the cold like black pine to the altitude, find it difficult to breathe.
or fir trees. Thanks to their strength and resistance to heights, the Sherpas
Foot of the mountain: have taken part in many mountain-climbing expeditions
bushes in the Himalayas. In 1953, Sherpa Tenzing Norgay and
New Zealander Edmund Hillary became the first people to climb
the highest mountain in the world, Mount Everest, which is 8,846
metres high.
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8
UNIT 8
There are often villages on the sides of
farmers. They earn a living from animal farming,
cultivating crops, and from the forests. 4 Understanding
Many years ago, mountain life was very Follow up the questions
hard. Communications were bad. Many in the Student's Book with these:
people went to live in the valleys.
Are 'summit' and 'top' the same
Today however, people who live in the cities thing?
often go to the mountains. They go there 4
to rest, enjoy the landscape, and do different Vines under cultivation on the side What other word do we use
of a mountain. Terraces are made, so the vines
sports. can be cultivated on a slope.
to describe the side of a mountain?
What jobs do people who live
in the mountains usually do?
5. Landscape changes Tasks Ask the students to bring photos
Mountain landscapes have changed. They or magazine cut-outs of mountain
1. What is a mountain? How many
are now much easier places to live in. 3 landscapes into class. Tell them
parts does it have? What is a valley?
People have built roads, railways, and to glue the pictures onto pieces of
tunnels in mountain areas. They have also paper, and to write a brief description
built houses and, in some areas, ski 3. Point to the following things
in picture 3 below: a summit,
of the landscape under each picture.
stations. Now, more mountain areas have
electricity, and sometimes there are a valley, a reservoir and a village. For example, they should say whether
reservoirs in these areas. the photo is of a mountain range
or a single mountain, what parts
of the mountain can be seen, what
summit natural and man-made objects they
aerial
ski
can see, such as houses, snow, etc.
station Students can bind several pages
to make a scrapbook, My Mountain
Scrapbook.
DIBUJO reservoir Citizenship

Explain to the students that we can
do different leisure activities in the
valley
mountains: camping, hiking, climbing,
skiing... Remind them that there are
a lot of plant and animal species
111 in the mountains, and that we can
enjoy these things if we treat
our surroundings with respect.
LEARNING SKILLS
Answer key
Underlining
1. A mountain is high land with steep
Remind the students that underlining is used to emphasise slopes.
the most important sentences or words in a text. The three main parts of a mountain
Before underlining, they should read the text carefully and then are: the summit, the sides (or slopes)
underline only the most important things: titles, definitions, and the foot.
key words, etc. A valley is the land between two
mountains.
Read Life in the mountains with the class, one paragraph
2. A mountain range is several
at a time. Then ask the students to tell you the main idea
mountains together.
in each paragraph. When they identify it correctly, ask them
3. Students point to parts of the
to underline it in the text. illustration.
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A C T I V I T I E S
UNDERSTAND
1. Circle the correct words. Copy the sentences.

Mountain villages are found on the sides / at the summits of mountains. People who
UNDERSTAND
Many years ago, life in the mountains was very easy / difficult. Today, people have built
roads, tunnels / airports, and railways in the mountains.
1. Life in the mountains. Use this
Today, life in the mountains is much easier.
activity to check that the students
can identify the ways of life in mountain
areas.
APPLY
Answer key
People who live in these villages work
in farming. They also exploit the forests.
Many years ago, life in the mountains snow on the summit
was very difficult. Today people have built
roads, tunnels and railways in the
a forest on a sunny slope
mountains. Today, life in the mountains
is much easier.
a village on the opposite
slope
APPLY a river in the valley

2. The parts of a mountain. There
are two objectives to this activity: a road from the village
to reinforce the unit content and to to the valley
develop special skills. You can ask
the students to include other elements
in their drawings if you wish to 3. Match the phrases to the words.
broaden the activity. oak trees, ferns, and beech trees mountain
Answer key roads, bridges, and villages vegetation

Check that students have positioned
these elements properly. summit, slope, and foot changes in the landscape
3. Mountain landscape. This activity

helps students to categorise vocabulary. 112
Answer key
oak trees, ferns and beech trees:
vegetation
roads, bridges and villages: changes
Vocabulary index
in the landscape Ask the students to make a vocabulary index card for each new
summit, slope and foot: mountain word in this lesson or for words which they have found difficult.
Each word should be on a separate card, and they should include
a definition and a sentence with the word. For example:
LEARNING TO READ
4. The Alps. This text introduces RESERVOIR
the students to a specific landscape.
They will be able to identify some An artificial lake where the water from a river is stored.
of the concepts they have studied Reservoirs are usually built in the mountains.
in the previous lesson.
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8
LEARNING TO READ
UNIT 8

The Alps
The Alps are one of the most important mountain ranges Answer key
in Europe.
It is about the Alps, the highest
The highest mountain in the Alps is Mont Blanc. mountain range in Europe.
The summit is always covered in snow. This is why the The highest mountain in the Alps
Alps are an important source of water. is Mont Blanc.
The rivers that have their source in the Alps flow down Because when the snow melts,
wide valleys. In these valleys, there are many farms the water flows into the rivers.
The Alps are also an important tourist destination.
What is the text about? GIVE YOUR OPINION

Which is the highest mountain in the Alps? 5. The mountain landscapes I like.
Why do we say that the Alps are an important source of water? Tick the correct answer. To introduce this activity, explain that
Because there is a lot of water inside the mountains. not all transformations of a landscape
Because when the snow melts, the water flows into the rivers. are negative.
GIVE YOUR OPINION Answer key

M. A. I like the mountain landscape
5. Say which mountain with snow because I like skiing.
landscape you prefer.
Give your reasons.
Maths link
Find information about mountains
in your country or continent. Draw
Summary
a chart on the board and fill in the
Mountain landscapes information. Alternatively, give an
Mountain landscapes are made up of mountains and valleys. example. Then ask questions like:
Mountains are areas of high land with steep slopes. Which is the highest mountain? Which
Valleys are the low areas between the mountains.
is the lowest? What is the difference
between the two?
113 Height
Mountain
in metres
Teide (Tenerife) 3.718
Almanzor (vila) 2.592
Torre de Cerredo (Asturias) 2.648

Sun and shade
If you want to explain the concepts of sun and shade, all you will Mulhacn (Granada) 3.478
need is a lamp and your hands. Moncayo (Soria) 2.313
Switch the lamp on, and put your hands together at the fingertips, Aneto (Huesca) 3.404
making a triangle. Explain that the hand where the light shines
directly is the sunny side of the mountain, and that the other side
is in the shade.
Then ask: Which hand receives more heat? Which hand is on the
sunny side? Which hand is in the shade? Reinforcement and extension
F Reinforcement: Worksheet 16
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Flat landscapes
1. Areas of flat lands
Plains, moors and depressions are flat
lands.
OBJECTIVES Plains are low, flat lands which are only
To recognise the characteristics slightly above sea level. When these
lands are near the sea, we call them
of a flat landscape coastal plains. 1
To identify and define the forms Moors are high, flat lands. The land on a
of relief in a flat landscape moor is higher than the surrounding land.
To become familiar with Depressions are flat lands which are lower
the human activities that than the surrounding land.
take place on a flat landscape 1
A coastal plain
Teaching suggestions 2. Flat landscapes

Flat landscapes are large areas of land with
very little difference in height.
Introduction
Vegetation on flat landscapes is not as
Ask the students to open their books varied as on mountain landscapes. In many
to page 115, and to look at picture 3. places, the land is used for agriculture.
Direct the observation with Flat lands have a lot of rivers. The source of
questions: Can you see a river? the rivers is in the mountains. These rivers
Can you see a town? Is it big or small? flow across the flat areas to the sea. 2
What forms of transport can you see?
Is this a mountain landscape?
Why not?
Explain that in this lesson they are
going to learn about flat landscapes.
Explanation Vocabulary
plough to turn over the soil
Explain the meaning of any words and prepare it for cultivating
2
or expressions that the students crops
A plain. The river runs through this plain
do not know. For example: and is used to irrigate the crops.
Coastal plains are the flat areas
near the sea. Give some examples
from your country or other 114
continents.
An estuary is the place where
a river joins the sea or a lake. ADDITIONAL INFORMATION
Fields of crops are fields which
are dedicated to farming. Biosphere Reserves
Understanding Biosphere Reserves are large natural areas where the environment
Read definitions from the Student's (animals, plants and soil) is protected, and where all human
Book, and ask the students to tell activities respect the environment.
you which concept each one refers For an area to be declared a Biosphere Reserve, it must fulfil
to. For example: What is the name certain conditions: the area must be well preserved; it must be
we use for plains which are lower home to living beings which are characteristic of the area; and there
than the surrounding land? must be activities for protecting and maintaining the environment.
Find examples of Biosphere Reserves in your country or
on other continents, and help the students locate them on a map.
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8
UNIT 8
moor
village
Read out a series of sentences,
and ask the students to say whether
they are true or false. For example:
Plains are very high extensions
river of land.
Depressions are plains that are
lower than the surrounding land.
road
In flat areas, towns and cities are
fields bridge bigger than in mountainous areas.
Use Life on the plains as the basis
railway for a debate: why do more people
live on flat areas than
in mountainous areas?
Citizenship
3 After students have read Life on the
Life on the plains
plains, explain that although the building
of roads, tunnels and bridges improves
people's lives, these constructions
3. Life on the plains Tasks may have negative effects on nature:
Life is easier on the plains than in the 1. Explain the differences the disappearance of plants and
mountains. This is why most towns between a plain, a moor and animals, for example. Ask the students
and cities are on plains. a depression.
to draw a natural landscape, and then
Flat landscapes have changed a lot. People 2. What is the vegetation like ask them to draw the same landscape
have built towns and cities, roads, railways, on the plains?
transformed by human activities.
and airports. 3
3. Look at picture 3 . What can you Make a class exhibit, and discuss
The fields have been ploughed and are see in this landscape? How is it the impact of the transformations.
ready for planting crops. different from a mountain
landscape?
115

Comparing illustrations 1. The difference is in the altitude.
A plain is a low, flat area of land only
Comparing two or more illustrations involves looking at slightly above sea level. A moor is flat
the features in each one in order to discover similarities land that is higher than the land
and differences. around it. A depression is an area
of flat land that is lower than the land
Ask the students to look at illustration number 3, page 115. around it.
Encourage them to classify the things they can see as either 2. There is not much variety of vegetation
artificial or natural. They should analyse features such on the plains because they are often
as relief, the sizes and locations of the towns, the means used for agriculture.
of transport, etc.. Finally, have them share the similarities 3. M. A. I can see fields, railways, roads,
and differences that they have found. towns It is flat.
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Coastal landscapes
1. The coast island
The coast is where land

meets the sea.
OBJECTIVES Coastal plains are low-lying
cape
To recognise the characteristics coasts with lots of beaches.

Mountains and coastal
of a coastal landscape moors form high coasts with
To identify and define forms rocky cliffs.
of coastal relief
To become familiar with
the human activities that take
place in a coastal landscape cliff
gulf
2. The shape
of coastlines
Coastlines have different
Teaching suggestions shapes: peninsulas,
islands, gulfs, estuaries
and capes. 1 delta
Introduction A peninsula is a piece
Ask the students to imagine the of land that is surrounded
by water on all sides except
following situation: You are on holiday.
one, which is called
You are taking a trip on a ship. Use the isthmus. isthmus
your binoculars to look at the coast.
An island is a piece of land
There is a beach and it is full surrounded by water on all
beach
of people... Encourage them to tell sides. A group of islands bay
you what they can see from the deck is called an archipelago. peninsula
of the ship. A gulf is where the sea
bites into the land. A small
Explanation gulf is called a bay. archipelago
If you like, describe the coastlines An estuary is where the sea estuary
of Spain. Explain that it is part and the river meet.
of the Iberian Peninsula. Show that A cape is where a piece
it is surrounded by the Bay of Biscay of land sticks out into the 1
sea. Coastal landscape
in the north; the Atlantic Ocean
in the west, the Mediterranean Sea
on the east, the Straits of Gibraltar
116
in the south, and that is it joined to
the rest of Europe by the Pyrenees.
Describe and name any islands
or archipelagos in your geographic ADDITIONAL INFORMATION
area.
Lagoons and marshes
Understanding
Lagoons and marshes are kinds of relief.
Follow up the questions in the
Student's Book with these: Lagoons are salt water. They are separated from the sea
by a tongue or belt of sand.
What is the difference between
an island and a peninsula? Marshes are swampy ground. They are found near rivers
when the sea and river waters mix.
What is a delta?
Give examples of lagoons and marshes in your geographical area.
What difference is there between
a gulf and a cape?
What kind of jobs do people who
live on the coast have?
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8
UNIT 8
3. Natural vegetation of coastal
landscapes
The natural vegetation of coastal
landscapes often consists of bushes
Write words related to each
and pine forests.
of the landscapes studied on the
Some coastal places are protected areas.
board, and ask the students to identify
Different plants and animals live in these
areas. the ones that correspond to a coastal
landscape. For example, mountain
Rivers flow into the sea at the coast.
If the river is very wide in this area, it is range, summit, gulf, plain, beach, valley,
called an estuary. If it is a triangular shape, 2 cliff and gulf
it is called a delta. 2 A river delta. The river forms a delta when
it reaches the sea. Ask the students to make a poster
about coasts. They should use
magazines, travel brochures, and
4. Life on the coast the Internet to find photos of natural
Coastlines are often very populated. When and human elements typical of coastal
there is a large population, the landscape landscapes: ports, beaches, hotels,
may have changed a lot. cliffs, etc. Then they stick the photos
In the past, fishing was often an important on a piece of cardboard, and label each
occupation for people who lived element in the poster.
on the coast.
Today, in many countries, fishing is less
important. Tourism has become one of the Citizenship
most important industries. Environmental education
In these places, there are often new Ask the students what would happen
apartment blocks, camp sites, marinas,
3 if we did not take care of our beaches.
roads and hotels. 3 A yacht marina. A marina built Emphasise aspects like the following:
on the coast.
the coast would become polluted; many
animals and plants would die; people
would become ill from eating polluted
Tasks fish or from swimming in polluted water.
1. What is a coast? Explain the difference between low-lying coasts and high coasts. Then divide the class in groups,
and encourage them to write advice
2. Look at picture 1. Write down the types of coastline you can find.
on how to take care of our beaches.
3. What has changed the natural vegetation of the landscape?
117
TEACHING SKILLS
Maps Answer key
Symbols, lines, points and colours are used in maps to reflect 1. A coast is the part of the land
reality. These symbols are explained in a key which we use that touches the sea.
to interpret the map correctly. When the coast is at sea level,
there are beaches. When it is high up,
Analyse the map on page 119 with the students. To check there are cliffs.
that they interpret the map correctly, ask the following
2. Island, cape, cliff, gulf, estuary,
questions: How do we know that Pine Valley is a town? Is Bear peninsula, beach, bay, archipelago.
Lake on a moor or a plain? How do you know? 3. Tourist facilities such as blocks
of flats, camp sites, marinas, roads
and hotels.
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A C T I V I T I E S
UNDERSTAND
1. Copy and complete the crossword.

1 2
1. A part of land that sticks out into the sea. 3
UNDERSTAND 2. Land that is surrounded by water on all sides, except

4
one.
1. Plains and coastal relief. In this 3. Where the river and the sea meet.
activity, the students become familiar 5 6
4. A piece of land surrounded by water on all sides.
with vocabulary referring to plains and
5. Flat land that is higher than the surrounding land.
coasts. Make sure that they understand
the difference between across 6. Where the sea bites into the land.
and down in the crossword puzzle.
Coastal plains are depressions.
Answer key
There are cliffs along low-lying coasts.
1. cape 4. island
A bay is a small gulf.
2. peninsula 5. moor
Rivers flow slowly across the plains.
3. estuary 6. gulf
We can find deltas and estuaries on the coast.
2. The objective of this activity is WORK IT OUT

to distinguish correct sentences from
incorrect ones. 3. Trace and colour the two pictures. Answer the questions.
A B
Answer key
The correct sentences are:
A bay is a small gulf.
Rivers flow slowly across the plains.
We can find deltas and estuaries
on the coast.
Which place would be easier to live in? Why?
Which place would have more fields and agriculture?
Which place would have an airport?
WORK IT OUT Which place would have a ski station?
3. This activity asks students to use

logical reasoning. 118
Answer key
It would be easier to live in B ADDITIONAL ACTIVITIES
because the land is flat, and
communications would
be better. The weather would
Different landscapes
also be better because the land is flat. Materials:
There could be more fields and White paper Crayons
agriculture in B.
There could be an airport in B.
Adhesive transparent paper Transparencies
There could be a ski station in A. Instructions:
Divide the class into groups of four. Ask each group to draw
one of the landscapes they have studied on a piece of paper.
Tell them to make sure the characteristic forms of relief
are well represented. They can use the illustrations in this
unit as a model.
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8
I CAN DO IT
UNIT 8
4. Look at the map. Answer the questions.

We have to know what the different colours represent to understand a map.
In relief maps, the colours represent different heights of land. I CAN DO IT
4. Reading a relief map. The goal
Blue Sea of this activity is for the students
Key
to interpret a relief map.
er
r
ive
e n R iv
nR
Su Sea City Plains
er
Gre
Answer key
Grand Riv
Pine Valley
Moors Red represents the highest summits.
Yellow represents the plains.
Slopes The highest mountains are white.
Cloud Summit is higher than
Eagles
Nest Bear High summits Eagle's Nest.
r
ive Lake Blue represents the sea, rivers
ar R
Very high and lakes.

C le
summits Pine Valley is on the plain.

Cloud
Tiny Town Summit Towns and cities
What does red represent on the map? What does yellow represent?
Language link
What colour has been used for the highest mountains?

Ask the students to write a brief story
Which is higher, Eagles Nest or Cloud Summit?
about a day at the beach. They must
What colour represents the sea, the rivers and the lake?
use at least five words from picture 1,
Is Pine Valley in the mountains or on the plain? page 116 in their Student's Book.
Summary
Plains and coastal landscapes
Flat lands are plains, moors and depressions.
The coast is where the land meets the sea. There are many different
kinds of coastline: peninsulas, islands, gulfs and capes.
119
Once the students have done the drawings, tell them to cover
the paper with the adhesive transparent paper.
Then give each group two transparencies. Tell the students
to draw and colour the natural elements on one transparency.
On the other, they draw and colour the artificial elements
of their landscape: trains, ships, towns, cliffs, trees, etc.
Next, tell the students to position the transparencies on top
of their drawing. Static electricity will stick them together.
Resource folder
Finally, ask each group to explain their work to the rest
of the class, and discuss the characteristics of the landscape.
Reinforcement: Worksheets 17 and 18
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N O W I K N O W
Check what you know
Landscapes
Unit review
mountain landscapes 3 7
As an introduction to these activities, are made up of can be can be
review the main concepts in the unit
with the students. You can dictate them mountains low-lying coast 8
so that the students can copy them form
1 4 5 6
with with
in their notebooks. For example:
beaches
A landscape is everything we can see mountain
9
ranges 2
from a distant vantage point.
There are mountain landscapes, flat
landscapes and coastal landscapes.
Mountain landscapes are formed
by mountains and valleys. Mountains Landscapes can be mountain landscapes, plains
are large elevations of land Mountain landscapes are made up of
with steep slopes. Valleys are flat land Flat landscapes can be
between mountains. Coastal landscapes can be
Flat landscapes are large, flat
extensions of land without any great
elevations. These landscapes include
plains, moors and depressions. 1. Several mountains together form a 5. Many rivers flow into the
Big cities and large towns are located mountain range. plain. sea. mountains.
on flat landscapes.
2. The highest part of a mountain is the 6. Low-lying coasts have
The coast is that part of the land summit. slope. cliffs. beaches.
which is in contact with the sea.
If it is a low coast, there are beaches; 3. In flat landscapes we can find plains, 7. When the sea bites into the land
moors, and we call it a
and if it is a high coast, there are
cliffs. ranges. depressions. gulf. cape.
The main forms of coastal relief 4. A high plain is called a 8. A group of islands is called
are peninsulas, islands, archipelagos, moor. depression. a peninsula. an archipelago.
gulfs, bays, estuaries and capes.
Language link 120

Write the following words randomly on
the board: cape, cliff, bay, island, beach,
coast, tape, stiff, say, inland, toast, beech.
Ask students to come to the board, and ADDITIONAL ACTIVITIES
match the rhyming words. To help them,
suggest they say the words out loud, A landscape game
and pay attention to the final sounds. For this game you will need a glossary with unit vocabulary:
Beach and beech are different spellings mountain, mountain range, plain, depression, coast, estuary, etc.
for the same sound. Island and inland Divide the class in groups of five. Each group makes its own
rhyme with sand. glossary, writing each word and its meaning on an index card.
Ask the students to copy the word pairs Write the same words on small pieces of paper. Fold them up,
into their notebooks, and to think of and put them into a bag. When the students have finished making
a third word that will rhyme with each their glossaries, ask one member of each group to come up to the
pair. Have volunteers to come to the board.
board, and write their suggestions.
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My project
UNIT 8
3. Make a poster of the landscapes
in your region.
Check what you know

1. valleys; valleys/chains; flat
landscapes; plains; moors;
depressions; coastal landscapes;
mountain landscape river landscape forest landscape high coastlines; cliffs.
Landscapes can be mountain
landscapes, flat landscapes
or coastal landscapes.
Mountain landscapes are made
up of mountains and valleys.
flat landscape beach landscape high coastal landscape
Flat landscapes can be plains,
Find some photos of the landscapes or draw pictures. Glue the photos or pictures onto paper. moors or depressions.
Write descriptions of your pictures. Coastal landscapes can be low-lying
with beaches or high coastlines
EXAMPLE The river is called It flows through a town called
with cliffs.
2. Tick the correct words
1. Several mountains together form
a mountain range.
CITIZENSHIP 2. The highest part of a mountain
4. Read the text. Do the task. is the summit.
3. In flat landscapes we can find
plains, moors and depressions.
The landscape has taken millions of years to form. 4. A high plain is called a moor.
roads, bridges and buildings. Sometimes, people 5. Many rivers flow into the sea.
have been careful and have not damaged the natural 6. Low-lying coasts have beaches.
landscape. However, there are times when the results 7. When the sea bites into the land,
have been disastrous. In these situations, forests, rivers, we call it a gulf.
rocks and beaches have been destroyed. 8. A group of islands is called
an archipelago.
Why should we take care of our forests, rivers and beaches?
Give your reasons.
My project
3. M. A. The river is called The Thames.
It flows through a city called London.
121 There are lots of towns and villages
on the river banks.
Citizenship
Taking care of the landscape. Explain to
the students how important it is to respect
the environment. One way to do this is by
Take a word from the bag, and say it out loud. The students taking care of landscapes. We can protect
at the board write the meaning. them so that they continue to be a habitat
The first one to finish reads out loud what he/she has written. for different species of animals and plants.
If it is correct, he/she wins 5 points for his/her team. This way we can enjoy them for a long time.
If the definition is incorrect, the other students at the board read
their definitions. The student with the best definition wins 3 points
for his/her team. Resource folder
Continue until all the students have come up to the board at least F Reinforcement and extension
once. The team with the most points wins. Extension: Worksheet 8
F Test and assessment:
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UNIT 9
Weather and rivers
PRESENTATION
In this unit we will continue to study landscapes. By studying rivers, it will also look at the different
The students will analyse two elements which have ways in which water is present in natural landscapes.
an influence on landscapes: the weather and rivers. At the same time, students will learn to respect
The unit focuses on the elements which determine and protect natural landscapes.
the weather, and relate these to natural landscapes.
UNIT CONTENT
Objectives
To look at factors that influence the weather
To know which instruments are used to measure the weather
To understand the importance of the weather as an influential factor on
landscapes
To interpret a map showing vegetation
To know what a river is
To identify the parts or courses of a river
To understand the importance of rivers
Contents
The weather Observing and describing Protecting the environment

The weather and landscapes illustrations Using water carefully
Rivers Interpreting maps
Reading and understanding
a scientific text
Assessment criteria
Identifying the factors which determine the weather
Understanding the instruments which are used to measure weather
Understanding that weather influences landscapes
Interpreting a vegetation map
Knowing what a river is
Identifying the parts or courses of a river
Appreciating the importance of rivers

122 A
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UNIDAD 0
RESOURCES
Resource folder

Test and assessment
Internet resources
Water
http://www.epa.gov/safewater/kids/
Games and activities about water
Climate and Weather

http://www.dnr.state.sc.us/climate/sercc/education/
education.html
Activities, games and resources
Other resources
The natural environment. Vocabulary
School dictionary
122 B
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9 Weather and rivers

In this unit you should bear in mind The power
the following: of water
Some students may have difficulty
understanding the relationship Last weekend I visited a National Park.
between temperature, precipitation It was fantastic! The guide told us that
in 1998 there was a terrible disaster.
and altitude. Help them to
A dam broke near the park.
understand that the higher the
altitude, the lower the temperature, The water in the reservoir contained toxic
and the greater the precipitation. waste. This water reached the river.
It carried a lot of toxic mud with it.
You may need to explain the Thousands of fish died. The plants
difference between thermometers on the river bank died, and the birds
that measure air temperature and the flew away.
ones we use to measure body
They immediately started cleaning up
temperature.
the river. They built walls to stop the
The students will need to understand toxic waste from doing even more
the terminology used to describe damage.
the parts or courses of a river. It was hard work. In some places,
The terms course, river bed and flow, the layer of toxic mud was 80 cm thick.
may confuse them. You could give That would be up to my waist!
them different activities and Fortunately, that year it rained a lot.
vocabulary competitions to help them The heavy rain helped to get rid
assimilate these terms. of the mud.
Gradually, plants started to grow again.
Teaching suggestions Now more than one million birds spend
the winter there. The park is wonderful
once again.
Ask your students if they have ever
visited a national park where the James, age 11
environment is protected. Ask them
about it. Include questions such as:
Who did they go with? What was the 122
landscape like? Which animals did
they see? Which plants did they see?
If there is a national park in your
region, ask the students if they know ALTERNATIVE SUGGESTIONS
the name of the park, and help them
to describe some of the features. Play What's the weather going to be like tomorrow?
Write weather words on strips of paper, for example, rain, hail,
Before reading the text, discuss the snow, sunny, hot and cold. Fold the strips of paper and put
most common features of a national them into a bag. Divide the class into groups of four.
park with the class. Explain that One student from each group takes a strip of paper from the
when an area has special geographical bag, and mimes the weather word. The rest of the class guess
and biological characteristics, the what the weather is going to be like tomorrow.
authorities designate the area
a national or natural park. Then
everything in the park is under
protection: the rocks, fossils, plants
and animals.
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What was in the reservoir when the dam broke?
Why did the birds disappear?
How did they clean up the National Park?

Building is tightly controlled, and
Imagine you are a journalist. Explain what happened
in the National Park.
hunting and fishing are either
forbidden or controlled very strictly.
Explain that it is necessary
to protect these places because
human activity has destroyed a lot
of the natural environment.
2 Think about the questions After answering the questions
in the section Talk about the text,
speak to the students about water
How do we forecast the weather?
and river pollution. Discuss the
When we talk about the weather, we talk about how
hot or cold it will be, whether it will rain or not,
consequences of this type of
and whether it will be windy or calm. To forecast pollution. Divide the class into groups
the weather, we need to think about the temperature, and ask them to think of slogans for
rainfall (or precipitation) and wind speed. a campaign against river pollution, for
example: Don't throw rubbish in the
Where do the rivers come from?
river. Fish like a clean home!
Rivers start in mountains. The water comes from rain
and snow. From the mountains, rivers flows down
into valleys, and then to the sea. Citizenship
Explain that in order to protect the flora
and fauna of rivers, they must be kept
clean and that they are also responsible
3 Find out about the unit for keeping rivers clean. Ask them how
they can help to do this, for example:
In this unit we are going to learn about: What shouldn't you do if you have
Weather forecasts. a picnic by the river? Don't throw tins
Weather and its effect on the landscape. and paper into the river, etc.
Rivers, lakes, and reservoirs.
123
Answer key
Talk about the text
The dam contained toxic waste.
The birds disappeared because
thousands of fish died, and so there
Write the following words on the board: river, mountain, fish, was no food for them.
lake, reservoir, bridge and trees. Divide the class into groups, They built walls to stop the toxic waste
and ask them to draw a picture which relates to the words from spreading and doing more
on the board. When they have finished the pictures, put them damage.
on the walls and discuss them with the class. M. A. Students should include
information like: the dam broke; toxic
water got into the reservoir; much of
the wildlife died; a big clean-up
operation took place; walls were built
to prevent more damage; heavy rain
washed away toxic mud; the wildlife
gradually started to return.
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Weather
1. Temperature
Weather is about temperature, precipitation Balearic
and wind speed. 1 Islands
OBJECTIVES We measure the temperature using Sunny
To identify the factors which a thermometer. Cloudy

Canary
When the temperature is high, we say
influence the weather Islands Rain
it is hot.
To recognise variations in the 1
When the temperature is low, we say
weather it is cold.
A weather map. This map shows the weather
in different parts of Spain.
To understand and recognise
the instruments that we use
to measure the weather 2. Precipitation
Precipitation is the amount of water which
falls onto the land in a specific place.
There are three types of precipitation:
Teaching suggestions rain, hail, and snow.
Rain is the water drops that fall from
clouds. 2
Introduction
Hail is when water falls from clouds
Ask the following questions: How do in the form of small pieces of ice. 2
you measure the amount of rainfall Snow is when water falls from clouds Rain. In some places it rains in spring
and autumn.
in a day? How do you know in the form of small frozen flakes.
which direction the wind is blowing? We use a rain gauge to measure
How do you measure the temperature? precipitation.
Explain that in this lesson they are
going to learn about the instruments
used to measure the weather. 3. Wind
Wind is the movement of air. Sometimes
Explanation it is extremely strong. Sometimes there
You can extend the content of these is no wind.
pages by explaining other weather A breeze is a gentle wind.
phenomenon, for example: A gale is a strong wind.
3
Dew: very small droplets of water A hurricane is a storm with extremely Hurricanes. The wind causes a lot of damage.
which appear on plants or on the strong wind. 3 It is extremely strong.
ground when it is cold at night.
Frost: water vapour which freezes
at night and covers the ground 124
and other surfaces.
Fog or mist: a cloud at ground level.
If it is thick, we cannot see very far. ADDITIONAL INFORMATION
Understanding
Meteorology
Ask the following questions as a
follow-up to those in the Student's Meteorology is the study of the processes in the Earth's atmosphere
Book: that cause different weather conditions. Meteorologists measure
When it is hot, is the temperature
factors such as the humidity, temperature and cloud cover
high or low?
to forecast the weather. In order to measure this data, they use
thermometers, rain gauges, anemometers and wind socks, which
Which instrument do we use to
measure wind speed and direction, and barometers, which
measure air temperature?
measure atmospheric pressure. Weather satellites are also used,
What is a rain gauge? for example, Meteosat. This satellite has a camera behind
Does it tend to rain more a telescope and takes images of the Earth's atmosphere every half
in the spring or in the summer? hour.
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9
UNIT 9
4. Weather varies from place
to place
The sea and the altitude of land affect
c
the weather.
Take two thermometers to class.
Near the sea, temperatures are generally Place one of them in a shady place
less extreme than inland. There also
and the other one in full sunlight.
tends to be more precipitation.
Wait for ten minutes. Ask your
On the tops of mountains, it is colder
students to note down the
than at lower levels. There is more
precipitation, often in the form of snow. 4 4 temperature on both thermometers.
At the summit: it is cold, and it sometimes
snows. Take some newspaper weather maps
to class to show your students.
5. Weather changes from season Help them to interpret the symbols
to season used on the maps. Then, ask them to
work out what the weather is going
The weather is not the same all year to be like in their region.
round. 5
Draw a map of your country
In Winter, the temperatures are lower
on the board. Draw the weather
than during the rest of the year. It is
colder. It may be wetter, and it may snow. symbols down one side of the map.

Ask volunteers to come to the board
In Summer, the temperature is higher
than during the rest of the year. It may and draw the symbols on the map
also be drier. according to your instructions.
In Spring and Autumn, the temperatures For example: It's going to be sunny in
are more moderate than during the rest the north. It's going to be foggy in the
of the year. There may be more 5 south near the coast, etc.
precipitation. The seasons always come in the same order:
Spring, Summer, Autumn, Winter.
Citizenship
Health and hygiene
Tasks
1. What does the weather forecast tell us?
Remind your students that when
it is cold it is important to protect
2. Look at map 1 . Which symbol do we use to show good weather? Where is
the weather better, in the North or South of Spain? yourself by wearing warm clothes. In
summer, it is important to use
3. Where is it colder in the winter, inland or near the sea?
sun cream to protect your skin
4. Where does it rain more, on the tops of mountains or in the lower regions?
from ultra-violet rays from the Sun.
125
LEARNING SKILLS
Examples
Answer key
Help your students to understand what they are studying
by giving them examples for new concepts. It is important that 1. The weather forecast tells us the
they be able to relate what they are learning to their own temperature, the precipitation and
the wind speed.
experiences.
2. We use a sun to show good weather.
Read Weather varies from place to place with the class. The weather is better in the south
Ask your students to say the names of places they know, of Spain.
for example, in the mountains and on the coast. 3. In winter, it is colder inland.
Encourage them to describe the weather in these places. 4. It rains more on the tops
It is important that they be aware of differences in weather of mountains.
conditions. For example, on the coast it is cooler than inland.
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Weather changes the landscape

1. Landscapes where there is
a lot of rain
Water and heat provide good conditions for
OBJECTIVES plants to grow. Places where it rains heavily
have abundant vegetation.
To understand the relationship
between the weather and natural In wet places, we find deciduous forests, with
trees such as beech, chestnut and oak. 1
landscapes
2. Landscapes where there 1

A beech forest in the Autumn
is little rain
Teaching suggestions In places where it does not rain very much,

there is less vegetation. In these areas
we find evergreen forests with pine trees,
Introduction holm oak and cork oak. 2
Cactus and prickly pears grow in very hot, dry
Ask your students to describe places. They need very little water to survive.
the weather in the region: Does it rain
much or only a little? Is it hot
in the summer? Does it snow in the 3. Weather can have disastrous
winter? Relate the answers to the effects
2
type of vegetation. A meadow with holm oak trees in the Spring
If it does not rain for a long time, there is
Explanation a drought. When there is a drought, many
plants die. This is because most plants
Explain that one way we can see need water to survive.
weather or climatic changes that Torrential rain can cause floods. Floods
have occurred in the past is to look can destroy fields, crops and buildings.
at the rings inside tree trunks. Hail can also damage plants and crops. 3
Each ring represents a year. The effects of a hurricane may be devastating

If the ring is very wide, then that year because it destroys everything it its path.
was wet and humid. If the ring is very
narrow, then that year was dry.
Vocabulary
Understanding torrential very heavy, a lot of
3
Floods. When it rains very heavily, the ground
Help the students to think about the cannot absorb all the water, and there is a flood.
topic:
What is the vegetation like in photo 1.
What colour are the tree leaves? In 126
what season do leaves change colour?
When do trees lose their leaves? Are
these trees deciduous or evergreen?
In order to develop spatial
awareness, ask your students to look The needles on a pine tree
at the map on page 127. Pose
questions about the map. Pine trees are very strong and resistant. They protect themselves
For example: Do chestnut trees grow from extreme climatic conditions.
in the north of Spain, or in the south? In winter, pine trees are able to withstand the extreme cold.
Where do palm trees grow, in the Their needles prevent the snow from accumulating and freezing
north or the south? on the branches. The pine needles also have a layer of wax.
This protects the tree by preventing any water from evaporating.
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9
UNIT 9
Cantabrian Sea
Vegetation in Spain
F R A N C E
N
W
E ANDORRA
S
Divide the class into groups.
Ask each group to write a question
A T L A N T I C about the things they have learned
A L
in this lesson. A spokesperson from
O C E A N
U G
each group reads his/her question
R T
Balearic Islands
out loud. Give the other groups three
minutes to write their answers.
P O
a Then a spokesperson from each

e
S group reads the answers out loud.
n
a Award three points for each correct
e
n
a
r r answer. The group with the highest
t e
d i score at the end of the activity
Canary Islands Ceuta M e
Melilla
is the winner.
A F R I C A
Citizenship
Personal and social education
AREAS VEGETATION
Wet Oak Chestnut Cork oak Palm

Talk to the students about the effects
of extreme weather conditions
Dry Beech Holm oak Pine Cactus
on places in their country. For example,
floods, droughts and storms. Explain
that these conditions cause terrible
Tasks problems for the people living
1. Which plants grow in landscapes where it rains a lot? Which plants grow
in the areas which are affected. They
where it does not rain very much? suffer food shortages, and often there
is no clean drinking water. Many people
2. Look at the map. Where do we find oak and beech trees, in the North or South?
Where do these trees grow, where it is wet or dry?
lose their homes and all their
belongings. When there is a disaster
3. Which plants grow in the South of Spain? Do these plants grow in dry
caused by extreme weather conditions,
or wet areas?
we should all help the people who are
4. What happens to the land when there is a drought? What happens when it hails? affected.
127
Answer key
1. In areas where it rains a lot, there are
deciduous trees, such as beech,
LEARNING SKILLS chestnut, and oak.
In areas where it does not rain very
Vegetation maps much, evergreen trees, such as pine,
holm oak and cork oak grow.
Vegetation maps show the natural vegetation of a specific area. 2. We find oak and beech trees
In order to analyse a vegetation map, your students will need in the North. These trees grow in
to look carefully at the key. This explains the symbols used areas where it is wet.
on the map. They can describe the vegetation by interpreting 3. Pine, holm oak and cork oak grow in
these symbols. the South of Spain. These trees grow
Ask them to look at the map on page 127. Pose questions in dry areas.
about the map which relate to what they have learned 4. When there is a drought, plants
and crops may die because they do
in the unit. For example: Why are there no chestnut trees
not have enough water. Hail can
in the south? Why do palm trees grow in the south? damage plants and crops.
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A C T I V I T I E S
UNDERSTAND
1. Copy and complete the table.

thermometer gale hail rain gauge rain
heat breeze snow cold hurricane
UNDERSTAND
1. The elements of weather. Review Temperature Precipitation Wind
the elements that influence the Types

of weather
weather. Ask your students to explain Instrument
precipitation, the wind, the difference for measuring
between a breeze and a gale, the use
of a rain gauge and a thermometer,
and the effects of a hurricane. WORK IT OUT

Answer key
Temperature
Types heat
of weather cold
Instrument thermometer
for measuring Louise spends winter in a small town Christopher spends winter in a small town
on the coast. in the mountains.
Precipitation
Who will experience colder weather, Louise or Christopher? Why?
Types hail
rain
snow APPLY
Instrument rain gauge
for measuring 3. Look at the photo. Circle the correct words.
Wind Copy the sentences.
Types gale There is a lot of / very little vegetation.

breeze It rains a lot / very little in this place.
hurricane
I can see beech and oak trees / a cactus.
Instrument wind sock*
This landscape is wet / dry.
for measuring weather vane
It is / isnt very hot here.
*This is not given in the Student's Book, but
has been included here for reference.
128
WORK IT OUT
2. Winter weather. Before doing this ADDITIONAL ACTIVITIES
activity, ask the students to describe
the characteristics of the landscapes Making a weather vane
in each of the photos. They should
relate the weather to the type of relief. We use a weather vane to see which direction the wind is blowing.
Materials:
Answer key Rectangular piece of construction paper 30 x 50 cm
Card
Christopher's winter weather is colder
because he lives in the mountains. Thin plastic tube (for example, the outside of a ball point pen)
In the winter, the temperature Sticky tape
in the mountains is much lower than Knitting needle
it is in places near the sea. It rains
more and sometimes it snows. 5 litre plastic water bottle and a cork
Sand
128
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9
I CAN DO IT
UNIT 9
4. Take the outside temperature every day at the same time. You will need
a thermometer.
To measure the temperature, we need APPLY

to read a thermometer, and record what
it says. We measure temperature in degrees 3. Landscapes with little rainfall.
Celsius (C). Students work out the characteristics
of dry landscapes.
Copy the table. Record your data. Answer key

very little dry
Time Time
Day Temperature Temperature very little is
(morning) (afternoon)
a cactus
Monday
Tuesday
Wednesday
Thursday I CAN DO IT
Friday
4. A weather station. Students apply
their knowledge.
What was the temperature on Tuesday morning? Answer key

What about in the afternoon?
M. A.
Which was the hottest day?
Which was the coldest day? Time Time
Day Temperature Temperature
(morning) (afternoon)
Monday 09:10 18 14:30 24
Summary
Weather affects the landscape
The weather forecast tells us what the temperature, precipitation and wind
strength will be.
Language link
The weather changes from season to season. It also changes as a result of the Say: imagine you are standing in a
distance from the sea, and the height of the land. forest. Suddenly, there is a strong gust
The weather also affects the landscape.
of wind. What happens? What happens
to the leaves on the trees? What can you
hear? What happens to the dry leaves on
the ground?
129
Teach the following rhyme:
The autumn wind blows through the trees.
The branches bend and shake their leaves.
Some leaves fall down and cover
the ground.
Instructions: The wind lifts them up and swirls them
Ask the students to draw an arrow 25 cm x 4 cm around.
on the construction paper and to cut it out. The air is sharp and cold and clear.
Use the sticky tape to attach the arrow to the centre Now we know that autumn is here.
of the plastic tube so that it can turn easily. Students copy the rhyme and illustrate it.
Put the kitting needle into the top of the plastic tube.
Fill the plastic bottle with sand and seal it with the cork.
Finally, attach the arrow by sticking the kitting needle Resource folder
into the cork and pushing it down until the plastic tube F Reinforcement and extension
is touching the cork. Reinforcement: Worksheet 19
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Water and landscape

1. Water in rivers
Water in rivers is always moving. Rivers start
in the mountains and flow into the sea,
OBJECTIVES a lake or another river. 1 Rivers which flow
into other rivers are called tributaries.
To define the characteristics
The course of a river is the route it follows tributary upper course
of a river from the source to the mouth. The river bed
To recognise the parts or is the ground over which a river flows. lake
courses of a river The flow is the amount of water that a river
carries.
To differentiate between
the course of the river
and the river bed 2. The journey of a river
A river has three main parts or courses:
The upper course of the river is near the
source. Here, the river is narrow. It carries middle course
only a little water, and it moves very fast.
Teaching suggestions The middle course of the river flows
through areas where there is not much meander
Introduction change in altitude. This part of the river

is wider, it carries more water, and it flows
Ask your students to think about more gently.
a river they know. Ask the following Sometimes the river bends and twists in
questions: Where does the water this part. These bends are called
come from? Where does the river meanders.
go to? What can you see along The lower course of the river is where lower course
the river bank? the river meets the sea or a lake.
This part of the river is very wide,
Fold a sheet of paper into a concertina. and the water moves very slowly.
Stand it up on a table, and explain
that this is like a mountain range. estuary
Tell your students to imagine Vocabulary

that you are pouring water on the top. dam a wall which is built to hold back
Ask the students: water sea
What would happen to the water? canal a man-made river 1
Where would it go? The course of a river
Explanation
Explain that human beings have 130
always settled along river banks, even
in earliest times. This is because
water is necessary for human beings
and for their crops. People have built ADDITIONAL INFORMATION
bridges, reservoirs, canals, dykes and
mills in order to take advantage World rivers
of a river or to cross it.
The three biggest rivers in the world are in Africa, South America
Understanding and Asia. The Nile River is the longest. follow the course of the
river with your finger on a map. Explain that the Nile River flows
Ask your students to explain
from south to north. The Amazon carries the most water. Follow
the following concepts:
the course with your finger and explain that this river flows from
river west to east. The Yangtze River is in China. It also flows from
tributary west to east. These rivers are very important for the countries they
flow flow through. They provide electricity and water for people and
course for cultivation. They are also important for transporting people
meander and goods by boat.
dam
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9
UNIT 9
3. Rivers are very useful
Rivers are very important for people
for several reasons. 2
Rivers provide us with water for drinking Have your students to look at the
and for irrigating crops.
picture on page 130 and ask
Water from a river can be used to make
the following questions: Where is
electricity.
the source of the main river? Is the
Many fish live in rivers.
river long or short? Does it carry a lot
We can use rivers for water sports. of water or only a little? What is
the landscape like in the upper course
2 of the river? What can you see
The Nile River in Cairo
on the river banks in the middle course
4. Lakes and reservoirs of the river? What do people use
We can find water in rivers, lakes and the water for in the middle and lower
reservoirs. courses?
Lakes are huge areas of water surrounded Ask your students to look at photo 2.
by land. Small lakes are called lagoons.
Which part of the river can they see
Reservoirs are man-made lakes. We make in the photo? Ask them to give their
reservoirs by building a wall, called a dam,
reasons.
across a river. This creates a man-made
lake and keeps the water in. 3
We store the water from rivers in reservoirs. Citizenship
This water is then transported from
Health and hygiene
one place to another by canals. Canals are 3
man-made rivers. A dam Explain that substances which damage
our health often find their way
into rivers. This is why all river water
Tasks has to be purified before it can be used
1. What is a river? What is a river bed? What do we call the amount of water for drinking water. Explain that they
in a river? should never drink water straight from
2. What is the course of a river? Name the three parts of a river. a river. Ask them to think about what
3. Look at picture 1 . Which is the main river, and which is the tributary? Where happens to us if we drink water that
does the main river finish? Where does the tributary finish? is not safe.
4. What is a lake? What is a reservoir?
131
Answer key
1. A river is a continuous flow of water.
LEARNING SKILLS A river bed is the ground which a river
flows over.
Sketches
The amount of water in a river is called
Sketches are hand-drawn pictures. The proportions and the flow.
distances are not exact. We use sketches to show key features 2. The course of the river is the route it
of a place. takes. The three parts of a river are
Ask the students to draw a sketch of a river and label the upper course, the middle
their drawings with the following words: upper course, middle course and the lower course.
course, lower course, tributary, reservoir and estuary. 3. The main river flows into the sea.
The tributary flows into the main river.
4. A lake is a mass of water surrounded
by land on all sides.
A reservoir is a man-made lake.
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A C T I V I T I E S
UNDERSTAND
1. Copy the sentences. Tick the sentences which are true.

Correct the false sentences.
UNDERSTAND The low-lying land next to a river is called the flow.

The course of a river is the route it follows.
1. The courses of a river. When your Rivers always finish in the sea.
students answer the questions, check Rivers are wider near the source than near the estuary.
to see that they can differentiate
A lagoon is a small reservoir.
between the courses of a river.
Answer key
2. Explain the difference between the pairs of words.
The false statements should be corrected river tributary course flow
as follows:
The low-lying land next to a river is called upper part lower part lake reservoir
the bank.
Rivers finish in lakes or in the sea.
EXAMPLE A river flows from the mountains to the sea or a lake.
Rivers are wider at the estuary than at the A tributary flows into another river.
source.
A lagoon is a small lake.
APPLY
White Summit
2. Pairs of words. This activity 3. Look at the picture. Copy and complete the sentences.
reinforces vocabulary in the unit. The main river is The tributary
Golden
River
is
Green
Soluciones Green River starts at and flows River Townsville
into .
A river flows into a lake or the sea. Portsville
A tributary flows into another river. The middle part of Green River flows through
The course of the river is the route a place called
Southern Sea
the river takes. The flow is the amount
of water it carries.
The upper part is the source of the Draw a larger copy of the picture. Use these words to label
the picture.
river. The lower part is where the river
flows into the sea.
upper course middle course lower course
A lake is a mass of water surrounded
by land on all sides. A reservoir
is a man-made lake.
132
APPLY
3. A sketch of a river.
A map of our region

Answer key
Materials:
The main river is Green River.
The tributary is Golden River. Physical map of your region
Green River starts at White Summit Photocopies of a blank map of your region
and flows into Southern Sea. Crayons
The middle part of Green River flows
through a place called Townsville. Instructions:
M. A. Make sure the river is narrower Show your students a map of their region. Point out the most
in the upper course and gradually important geographical features and the main relief. Name
widens as it reaches the lower course the features and give the students any necessary information.
and the sea.
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9
LEARNING TO READ
UNIT 9

The Eyes of the Guadiana
LEARNING TO READ
The Guadiana River is 800 kilometres long, from
the source in the Lagunas de Riudera to the estuary 4. The Eyes of the Guadiana.
in the Atlantic Ocean. The students will be able to relate
Very near the source, the river filters down into the concepts they have learned to a real
the rocks and disappears. A few kilometres later, river and its main features.
it appears again in several springs. These springs
are called the Eyes of the Guadiana.
Answer key
The middle course of the river flows slowly across the
plain to the estuary in Ayamonte, in Huelva. The text is about the Guadiana River.
The Eyes of the Guadiana is a place
where the Guadiana River reappears
What is the text about? after it has been underground. They are
What are the Eyes of the Guadiana? Where are they located in the lower, in the upper part of the river.
middle or upper course of the river? It disappears because the river water
Why does the Guadiana disappear? filters underground.
Because the river water filters under ground.
Because there are not many tributaries.
GIVE YOUR OPINION
GIVE YOUR OPINION
5. River pollution.
5. Look at the picture. Answer key

Make a list of the things
that will pollute the river. M. A. The things that will pollute
the river include: throwing food into it,
leaving rubbish bags alongside it, and
Summary industrial waste
Water and landscape

We find water in landscapes in the form of rivers, lakes and reservoirs. Maths link
Rivers start in the mountains. Then they flow through valleys, and across
plains to the sea. Rivers are an important source of water. Copy the following table onto the board:
Rivers Kilometres Place
133 Yangtze 6,378 China

Danube 2,858 Europe
Nile 6,693 Africa
Mississippi 3,998 USA
Amazon 6,436 South America
Mackenzie 4,241 Canada
Divide the class into groups. Hand each group a blank map.
Students reproduce the physical map of their region. Students copy the table, but write the
They should colour in the map and label the main geographical rivers in order, from the longest to the
features. shortest.
You can also ask them to label the vegetation and any protected Ask the students to change kilometres
areas in the region. to metres.
Resource folder
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N O W I K N O W
Check what you know
Unit review Things that affect the landscape
Before doing these activities, go over 1 water

the main concepts in the unit. You can
dictate these sentences so that the we study the in the form of
students can write them down.
For example: 6 lakes 7
temperature 2 3
The main elements of the weather are are are are
is is is
temperature, precipitation and wind. 8 9 10
the amount
The weather changes with the seasons. of heat 4 5
It also changes depending on how near
or far you are from the sea, and the
altitude of the area where you are. Copy and complete the sentences. Use words from the word map.
A river is a continual flow of water. The landscape is affected by the weather and
We study the weather by looking at the temperatures,
A tributary is a river that flows
into another, larger river. We find water in the form of
Rivers have three parts: the upper part,
the middle part and the lower part. 2. Tick the correct words.
1. When it is cold, the temperature is 5. A river that flows into another river is
Language link low. high. called a
tributary. reservoir.
Write the seasons on the board in four 2. We use a thermometer to measure
columns. Volunteers come to the board the wind. the temperature. 6. Rivers flow along a
and write words they associate with river bed. lake.
3. The movement of air is called
each season in the respective
wind. precipitation. 7. The route of a river is called the
column. The class copies the words. flow. course.
Finally, ask them to use the words 4. In wet landscapes there is
to write a description of the weather a lot of vegetation. 8. A river starts in the
in each season. little vegetation. lower course. upper course.
134
The questions game

Draw a game board with 30 boxes. Divide the class into five
groups. Give one symbol to each group, for example,
a star, a circle, a triangle, etc.
Members of each group take turns to throw a dice and count up
the number of boxes. They draw their symbol on the box
they have landed on. Ask the group a question from the unit.
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My project
UNIT 9
3. Make your own rain gauge. Use it to measure the rainfall over a week.
You need:
A big, transparent, plastic bottle
A felt tip pen for writing on plastic
Check what you know
Scissors 1. the weather; precipitation;
the wind; the amount of water
in the clouds that falls in a place;
1. Carefully cut off 3. Mark the side of the
the movement of the air; rivers;
the top of the bottle at equal
bottle. distances.
reservoirs; a continuous flow
of water; masses of water
surrounded by land on all sides;
man-made lakes.
2. Fit the part you 4. Leave the rain gauge the weather and water.
have cut off into outside. Record the temperatures, precipitation and
the bottle. amount of water you the wind.
collect. form of rivers, lakes and reservoirs.
2. 1. When it is cold, the temperature

is low.
2. We use a thermometer to measure
CITIZENSHIP the temperature.
3. The movement of air is called wind.
4. In wet landscapes there is a lot
Use water carefully of vegetation.
Drinking water is a precious natural resource. 5. A river that flows into another river
When we flush the toilet, we use a lot of water. is called a tributary.
In some countries, this is equivalent to what 6. Rivers flow along a river bed.
a person drinks in one day. 7. The route of a river is called
If we continue to use so much water, the course.
twenty years from now, there will not be enough 8. A river starts in the upper course.
for us to drink.
My project
What can you do to save water at school? 3. M. A. Collect plastic bottles.
Follow the instructions.
Citizenship
Water is precious. Life depends on water.
135 Students need to be aware of the
importance of using water carefully.
We can save water in many ways. For
example, by not leaving the tap running
when we have a wash, by having showers
instead of baths, and by keeping a bottle
If the students in the group answer the question correctly, of water in the fridge for cold drinks.
they stay on this box until their next turn. If they answer 4. M. A.
incorrectly, they return to the box they started on. Turn off the tap after using it.
Continue asking questions related to the unit, until one of the
groups reaches the end of the board. The first group to finish
is the winner.
Resource folder
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UNIT 10
Urban landscapes
PRESENTATION
In this unit your students are going to study urban and they will find out about the different jobs
landscapes. This will include towns and cities, people do depending on where they live.
and means of transport. After completing this unit, your students should
Students will find out about the different ways respect and value the different ways of life that
of life in villages, towns and cities. They will analyse people have in urban areas and in the country.
the characteristics of villages, towns and cities,
UNIT CONTENT
Objectives
To recognise the characteristics of villages, towns and cities
To find out about the different types of work that people do in villages, towns
and cities
To identify different means of transport
To classify means of transport depending on where they are used
and the networks they need
To appreciate life in villages, towns and cities
To learn about road safety
Contents
Villages Reading comprehension Respect for ways of life that

Towns Comparing and contrasting are different from our own
Cities pictures Appreciating the importance
Means of transport Interpreting a city map of different kinds of jobs
Road safety
Assessment criteria
Defining the characteristics of a village, a town and a city
Knowing the different kinds of jobs that people do in villages, towns and cities
Identifying and classifying different means of transport
Appreciating the different ways of life in villages, towns and cities
Understanding road safety

NB: The timing for each unit will vary depending on when major holidays fall.
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UNIDAD 0
RESOURCES
Resource folder

Control and assessment
Internet resources
City Planning
http://www.kidsplan.com/
Activities to explore city planning and neighbourhoods
The London underground

http://www.ltmuseum.co.uk/play/index.html#
Learn to use the underground with an on-line game
Other resources
The solar system and the Earth
School dictionary Comunidad de Madrid
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10 Urban landscapes
The past and the
Bear the following points in mind, while
working through this unit. present
Landscape does not just refer to the The other day I went with my friend Albert
countryside. Make sure students to visit his grandma. She showed us some old
know the difference. black and white photos. It was fun. I really
liked the photos of the girls and boys with
In this unit you will be working with
their teacher. All the children wore
plans. Some students may find
old-fashioned clothes. Alberts grandma was
working with such spatial concepts in the middle of the photo. She explained
more difficult than others. Try doing to us that she was eight years old when
some practise exercises using these the photo was taken. In those days,
skills. she had to walk six kilometres to school
The difference between a plan and everyday, because her village was so small
a map should be explained. that there was no school, and there were
no buses to the next village or to the nearest
town.
Teaching suggestions Things have changed a lot since then.
Her village is still very small, but now there
To check that students know whether is a school, shops and a health centre.
they live in a village, a town or a city, There is a new road and a bus station. Today
ask them questions such as the it is much easier to travel from one place
following: What is the name of the to another.
place where you live? Is it a village, Now, lots of people come to the village
a town or a city? How do you know for the weekend. Alberts grandma
whether it is a village, a town is very happy with all the changes.
or a city? What kinds of jobs do people Sometimes, she misses the times when it was
do in villages? In towns? In cities? more peaceful.
Find out if any of your students or Susan, age 10
their relatives (grandparents, uncles,
cousins,) have moved from a city
or town to a village, or from a village
136
to a city or town. If they have,
encourage them to share their
experiences with the class.
Play Where's Your Partner?

Divide the class into two groups.
Whisper a different job or activity, related to a village, a town
or a city, or to means of transport to each person in one group.
For example: a farmer, a bus driver, shop assistant,
Make sure the words are easy to mime.
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How did Alberts grandma go to school?
Why was there no school or school bus in her village?
Has her village changed much? How has it
changed? Ask students to think how they could
Imagine you lived in a village many years ago. Tell
transform a natural landscape into a
your friend what it was like. Talk about the things you village, town or city. This means they
had in the village and the things you did not have. will have to describe the buildings
and constructions they would make
(houses, roads, shops...) and how
they would make them (felling trees,
levelling land,).
2 Think about the questions Have students name the means of
transport their grandparents used
and those that their parents used.
Are landscapes always natural?
Draw a table with two columns on the
Some landscapes are natural and others are
board, one for the grandparents and
man-made. Urban landscapes have been changed
by the people who live there. There are towns, cities,
the other for the parents, and write
villages, roads, ports, airports and railways in urban down the means of transport as the
landscapes. students say them. Then ask these
What is the difference between a town and a village?
questions: Are they the same? Which
do not exist anymore? Which do we
There are several differences. They are different
in size, the number of inhabitants, and the jobs still use? What differences are there
the inhabitants do. between the two columns?
Citizenship
3 Find out about the unit Throughout the unit, remind students
that we should respect each other,
In this unit we are going to learn about: regardless of where we come from
Villages and village life. or where we live.
Life in towns and cities.
Means of transport.
Answer key
Albert's grandma walked to school.
There was no school or school bus
because it was a very small village.
Her village is still very small but now
there is a school, a health centre and
shops. There is a new road and a bus
Whisper the same jobs or activities to the members of the other station.
group. There should now be two students, one in each group, M. A. In my village we had many
with the same job or activity. animals horses, cows, sheep, and,
of course, dogs. My cousins lived in
Students go round miming their job or activity, trying my village too. We had only one shop.
to find their partners. There was no school. We had to walk
a long distance every day to go to
school. I liked living in my village very
much. Now I go back with my parents
every summer. My grandparents still
live there.
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Villages
fields
OBJECTIVES
To know what a village is
To identify the main
church town hall
characteristics of a village
To appreciate village life
main
square
main
street
Introduction
Ask: Do you live in a city, a town or a
village? Have you visited another city, 1
town or village? What is its name? Villages have small populations.
Where is it? Is it big or small? What
are the houses like? Do many people
live there? Then ask your students to
1. Villages are small
look at picture 1. Have them look for Villages are small and they have small
similarities and differences between populations. 1 Many of the inhabitants are
this village and the one they visited. farmers. Vocabulary
In coastal villages, some of the inhabitants town hall the building where
Explanation may work in the fishing industry. Other the people who govern the town
people may work in the tourist industry work
Use the section Village life to explain
in hotels and restaurants. services jobs which do not produce
that an emigrant is a person who
things, but cater for peoples needs
leaves the place where they have
always lived to settle in a different
place. An emigrant normally leaves
their home country to go to
138
a different country. However,
sometimes an emigrant can refer
to someone who moves from one
town or village to another, within ADDITIONAL INFORMATION
in his or her own country.
Different houses for different climates
Understanding
Explain that the style of housing is often determined by the climate,
Ask students if the following
the vegetation and the relief of the area. Ask them to think about
statements are True or False:
houses in hot sunny places where it does not rain very much.
Villages have lots of people. In these places, houses have flat roofs and are often painted white.
The most important buildings Houses in places where it rains or snows a lot have sloping roofs.
in a village are on the outskirts. The materials that are used to build houses often tell us a lot about
Most villagers work in agriculture, the vegetation in the area. In places where there are forests, many
farming or fishing. of the houses are made out of wood.
Ask students to describe the characteristics of their houses
and to point out how these reflect the climate of their region.
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10
UNIT 10
2. Streets and buildings
in villages
Village streets are short and narrow. In
some places, they lead to a main square. 2
To relate the subject of this unit with
In many villages important buildings, like previous units, ask students to look
the town hall and the church, are in the
at picture 1. Then ask: Where could
main square. The main street leads off
the main square. Most of the shops are this village be, on a plain or in the
on this street. mountains? Why? Do many people live
In villages, houses are not high. They only there? Are they farmers or industry
2 workers? What are the roads and
have one or two floors. A different family
The main square
lives in each house. railways like? Try to help students
work out their answers.
Ask your students where we get milk,
3. Village life
flour, vegetables and fish from and
Villages are not very big, so people do not how we get them. Ask them who pro-
need to use cars to get around. The duces these things. Have them name
inhabitants often know each other, and may
and explain some jobs that are
meet quite often. 3
related to farming and fishing.
There isnt as much work in villages as there
is in towns. This is why a lot of young people
leave the villages to look for work. Citizenship
There arent many services in villages. Non-sexist education
Sometimes, the nearest hospital, shopping 3
The inhabitants know each other and they stop
centre, theatre or cinema is in the next town. to have a chat.
As this unit examines various aspects
of the workplace, try to encourage
an attitude of respect towards all
4. Some villages have changed Tasks people regardless of their sex. Students
Some villages have not changed very much. should refrain from associating certain
Others have changed a lot. Now they have 1. Describe village streets. Describe jobs with men and others with women.
shopping centres, sports centres and village houses. Explain that men and women work
recreational areas. 2. Name a village that you know in all kinds of jobs. Ask students to talk
Rural tourism has become more popular. in your region. Describe it. about their mothers' jobs. If any of them
In some villages, there are hotels say My mother doesn't work., point out
3. Look at picture 1 . Point to the
for tourists now.
town hall and the main street. that working at home is also work, and,
in fact, very hard work.
139

Questions 1. Village streets are short and narrow.
In some places, they lead to a main
One way of making sure students have understood a text is
square. Village houses are not high,
by asking questions about the main content of the text. they have only one or two floors.
The questions will generally be: What is it? What is it like?
Where is it? And they will include specific details of the subject 2. M. A. Should include: name, size of
population, jobs, means of transport,
in question.
and anything special. For example:
Divide the class into groups and ask them to write two rural tourism, people who return
questions about this double page using Why? and What ... to spend the summer, etc.
like? 3. M. A. Students point to the town hall
and the main street.
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Towns and cities

factories
housing estates
airport suburbs
OBJECTIVES
To know what a city is new part of the town
office buildings
To know what people who live
in cities do hospital
To identify the different parts
of a city block of flats
town wall
town
church
Introduction
If your school is in a city, ask the
students to describe the area where
they live. Help them with the following convent
questions: What is your neighbourhood

1
like? Do you know the names of the The inhabitants live in the centre, the new part of the town, and the suburbs.
streets and the parks? What are the
houses like? Do many people live 1. Towns and cities have large populations
in them? Is your neighbourhood quiet
or noisy? Is there a lot of traffic? Towns and cities are places with large populations.
The people live and work in the same place. 1 There are
To introduce the activities small towns with a few thousand inhabitants, and large Vocabulary
in the tertiary sector, ask students cities with several million inhabitants. block a group
The inhabitants tend to work in industry and services. of houses which
about their surroundings.
There are several types of services in towns and cities, is surrounded
For example: What shops are their in by streets
for example, museums, universities, banks, hospitals,
your neighbourhood? What transport and theatres.
do you normally use? Have you ever
been to a bank? Explain that
the people who work in these places 140
work in the tertiary sector.
Explanation
Explain that many of the problems ADDITIONAL INFORMATION
in a city, such as the lack of space,
are caused by the fact that so many Spanish cities
people live there. For a locality to be considered a city there has to be over 10,000
That is why we have things like inhabitants.
underground car-parks in cities. Among the capital cities of the Spanish provinces there are only
Gas and electricity mains are built two which have over one million inhabitants: Madrid and
underground. That is also why Barcelona. The main services relating to business, finance,
railways are often built underground means of transport, and administration are in these cities.
in cities.
The next largest cities are: Valencia, Seville, Zaragoza, and Malaga,
all with more than half a million inhabitants. The smallest
provincial capital cities are Teruel, Soria and Cuenca, which have
less than 50,000 inhabitants.
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10
UNIDAD 10
2. Parts of a city
The city centre is usually the oldest part
of a city. The streets tend to be narrow.
Communications are good and most of the
historic monuments, like the town wall, Understanding
the churches and the convents, are in this Say some sentences aloud
part of the city.
and ask students to finish them off.
The new part of the city is around the centre.
For example:
The streets are normally wider and straighter,
and they make up blocks. Many people live Places where lots of people live and
and work in the new part of the city. 2 work are called
The suburbs are on the edge of the city. 2 The oldest part of a city is the
There are factories, housing estates, The new part of a city. The streets are laid out
in blocks. Around the centre is
and shopping centres in the suburbs.
Ask students to play Guess What...
1987
3. Towns and cities change using the pictures on pages 138
the landscape and 140. Each student in turn
chooses something and describes it.
The urban population has grown a lot
The other students try to guess what
in the last few years. More buildings have
appeared, and the landscape has changed. it is and find it in the village
Higher land is flattened and forests are 1996 or the town.
cut down to build new towns, industrial
estates, roads, and railways.
The coast is transformed in order to build Citizenship
ports, hotels, and sports centres Tolerance and respect
for tourists. 3
Explain that cities are places where
We use the ground under cities and 3
towns to build sewers and underground A changing coastal landscape. The coast has many people live. If the people who
train systems. changed a lot over a short period of time. live in cities did not behave responsibly
and with consideration
for others, life in cities would be very
Tasks difficult. Explain that if we do not look
1. What kind of jobs do people who live in cities do? after our buildings, if we make
2. Name the parts of a city. Look at photo 2 . Which part of the city can you see? the streets dirty or if we let the parks
3. Name an important town or city near where you live. deteriorate, everyone in the city loses
4. Look at photo 3 . How has the coastline changed? out.
141
Answer key
LEARNING TECHNIQUES 1. Most of the inhabitants in a city work
in industry or services.
A town map
2. The parts of a city are: the city centre,
Maps are diagrams of drawings which show a city seen from the new part of the city and the
above. Each element of the city is represented by a symbol. suburbs. The photograph shows
The meanings of the symbols are given in a key. the new part of a city.
Ask students to think about the area where their school is 3. M. A. Oxford
and ask them to try to make a map of this area. Tell them
4. In the photo from 1987, there were
to use the map on page 143 as a model. Remind them that no towns and the road was very
they have to write a key to explain the symbols and colours narrow. In the photo from 1996, there
they use in their map. are several towns and villages and
several roads.
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A C T I V I T I E S
UNDERSTAND
1. Copy the sentences. Choose the word city or village to describe the place.
Most of the inhabitants work in industry or services. _ _ _ _ _ _
UNDERSTAND The streets lead to the main square. _ _ _ _ _ _
1. Village, or city. You can do In the new parts, the streets are wide and straight. _ _ _ _ _ _
this same activity showing the students
photos and asking them to identify WORK IT OUT
whether it is a village or a city.
2. Look at the photos. Which one is a village and which one is a city?
Answer key Explain your answer.
Most of the inhabitants work in industry

or services. city
The streets lead to the main square.
village.
In the new part the streets are wide
and straight. city
WORK IT OUT APPLY
2. Recognising villages, towns and

cities. Remind students that in English
3. Look at the pictures. Copy and complete the table.
we use the words city, town and village
in order of size.
Answer Key
M.A. The photo on the left is a village wide straight narrow small old new big industrial
because the streets are narrow and
lead to the main square. Also, there Type of building Type of streets
are not many houses and they are The centre
all low. The photo on the right is a city The new part
because there a lot of buildings and The suburbs
the streets are wide and straight.
142
APPLY
3. The parts of a city
Answer key Archive of photographs

The drawing on the left is the new part Ask students to form groups and suggest that they make an archive
of the city, the one in the middle of photographs, in other words, a file with photographs which
is the centre and the one on the right, have been classified and put into a specific order. They should
the suburbs.
collect photos from magazines, brochures and post cards showing
Type of Type of different aspects of villages, towns and cities. Students classify
building building the photos and pictures in accordance with different criteria:
The centre old narrow
village, town, city, monuments, jobs.
The new part new straight They use folders to present this material with different coloured
The suburbs industrial wide pages for different classifications. Each section is given a different
title.
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UNIT 10
I CAN DO IT
4. Look at the street map. Answer the questions.

A street map shows what a town or village looks like from above. A street map
is often very detailed. We can find out how big a place is, where the streets are, I CAN DO IT
and where specific buildings are.
4. Street map of a city. You can use the
street map to revise the points of the
Grand compass and street directions.
Theatre
Green Park
Malham
Palace
Answer key
un
Ro d
The parks and gardens are in green.
Street
Road
et
Historic monuments are in purple.
Stre
Square
Poplar
Palace
Park Av There are two squares on the street
ow
enue
Park New
d
map, Round Square and New Square.
a
Avenue Square
Me
Tower Street
Street The street that joins the two squares is

Museum Park Avenue.
Pine Street
Willow In this part of the town, you can visit
Street
Beech
the Grand Theatre, Malham Palace and

the Museum.
M.A. To get from the museum to Green
Buildings Historic monuments Parks and gardens Pedestrian areas Park you go down Pine Street.
What colour represents parks and gardens? What colour represents historic monuments?
How many squares can you find? What is the name of the street that joins the two
squares? Language link
Which museums and historic monuments can you visit in this part of the town? Write the following sentences on the
How do you get from the museum to Green Park? board and ask students to underline
the adjective in each one and then
Summary to write down the opposite.
Towns and villages A small village.(big)
Cities, towns and villages are different sizes. They have a different number A wide street. (narrow)
of inhabitants, and the people have different types of jobs. In villages, the streets
are shorter and narrower than in towns, and the buildings tend to be smaller.
A noisy city. (quiet)
There are generally fewer services in a village, and life tends to be quieter. An old building. (new)
143
My village, town or city

Ask students to make a file about the place where they live. They
can use photos or they can make a simple drawing of the town
(village or city), which they should stick onto a piece of card.
They write the name of the town (village or city) under the
illustration, where it is, what the streets are like, how many
inhabitants there are, what services there are (health centres,
hospitals, bus stations, schools, shops...). If necessary, they can ask
Resource folder
their parents to help them fill in all the information.
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Means of transport
1. People and goods
Means of transport are the different forms
of transport that are used to move from one
OBJECTIVES place to another. 1
There are two types of transport: private
To know the main means
transport, for example, cars,
of transport and public transport, for example, trains.
To distinguish between means The different means of transport move
of transport according to the around on communication networks. These
1
space in which they move include roads, railways, shipping routes, Public and private transport in a city
and flight paths.
To recognise the usefulness
of transport
2. Air transport fire control

station tower terminal
Planes are used to transport people
and goods by air. They take off and land
runway
Teaching suggestions at airports. Air traffic controllers control
the planes from control towers. 2
In airports you can find boarding gates,
Introduction passenger check-ins, storage warehouses,
restaurants, and shops. 2
Ask if any of your students has ever An airport
been on a plane, a ship or a train.
If they have, ask other students
to ask them questions 3. Land transport
about their experiences. Land transport moves along a network
of railways and roads.
Explanation
Cars, coaches, buses, lorries, and
Explain that there are many motorbikes use roads. Roads with
several lanes on each side are called
different kinds of roads, not just
motorways.
dual carriageways.
Trains use railways. Underground trains
Dual carriageways are roads which use underground railways.
have two lanes going each way. Trains, underground trains, buses, 3
'A' roads join important cities and coaches, travel to and from stations. 3 A railway station
and towns. They are called A plus
a number, for example, A1, A10,...
'B' roads join together villages and 144
towns. They are called B plus a
number, for example, B45, B451,...
Understanding ADDITIONAL INFORMATION

Ask questions about the photos. Airports
What means of transport can you Airports are where we get on and off planes and where goods
see in the photos? are taken when they are going to be transported by a plane.
What are they carrying, people or Long, wide runways are built at airports for the planes to take
goods? off and land. From the control tower, air traffic controllers give
Which means of transport are private? the pilots instructions, telling them what manoeuvres they have
How does each means of transport to make.
move around the country? Airports are located on the outskirts of big cities, and they are
Why are means of transport very accessible. They have big car-parks, taxi ranks and bus stops,
necessary? and some of them even have underground stations.
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UNIT 10
4. Water transport
Ships transport people and goods by sea
or by river.
Boats travel up and down rivers, and
Ask students to make a list of the
to and from river ports, which are on river
banks. means of transport used in the place

where they live They should include
Ships travel on the sea and on the ocean.
They travel to and from sea ports, the following information:
which are on the coast. 4 Classify each means of transport as
air, land or water transport.
Say whether the means of transport
5. The effect of transport 4 is used to take people from one city
A sea port
Transport improves business and creates to another or whether it is used
jobs, for example, lorry drivers, delivery within the city itself.
people, and pilots. Say where each means of transport
Better transport means that products reach begins and ends its journey.
markets quicker and people can buy them.
Say which means of transport they
It also means that people can travel to visit
their families or to go on holiday. normally use.
Transport also changes the landscape. 5
In order to build roads, railways,
and airports for transport, we need to clear
Citizenship
the land. This may involve cutting down Road safety
trees and knocking down buildings. 5
A motorway. A fly-over has been built
Talk to your students about road safety.
across the valley. This has changed Give them different situations and ask
the landscape. them if they are safe or not. For example:
A person arrives at a station when the
train is leaving and tries to get on while
Tasks the train is moving. A group of children
1. What are the different means of transport? What type can you see in photo 1?
get on a bus and begin to throw balls
of paper at the driver. Ask students
2. What are communication networks? Which network do cars use?
to go through the correct routine for
Which network do trains use? What about ships and planes?
crossing the road. For example: Always
3. What are the positive consequences of transport? How do the different cross at a pedestrian crossing. Wait for
means of transport change the landscape?
the pedestrian light to turn green. Look
carefully. Walk, do not run across the road.
145
Answer key
1. The different means of transport are:
land, sea and air.
LEARNING SKILLS In photo 1, I can see buses, lorries,
cars and motorcycles.
Classification
2. The different means of transport move
Remind students that to classify means to group things together around on communication networks.
which have the same characteristics. Explain that before you Cars use roads. Trains use railways.
make a classification you must study the differences and Ships use shipping routes. Planes use
similarities of a subject and make relationships between them: flight paths.
function, shape, etc. 3. Transport improves business and
Name different means of transport and ask students to creates jobs. It also means that
classify them using different criteria. For example: public people can travel. Transport changes
and private, whether they are used for people or goods, the landscape. In order to build roads,
railways and airports we need to clear
whether they travel on land, in water or in the air, the land.
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A C T I V I T I E S
UNDERSTAND
1. Copy and complete the chart. Use these words.

motorway plane station train airport ship railway port
UNDERSTAND car air sea
1. Characteristics of means Means of transport Communication network Travels to and from

of transport. As a follow-up activity,
ask students where (in a town or in
a city) they would find an airport, a port
or a station. Make sure they realise
that there are no airports in villages.
Airports are located near big cities APPLY
where many people live and where
the transportation of goods is constant. 2. Look at the picture. Answer the questions.
How can we get from Seaport
Bellville
to Long Island?
Answer key How can we get from Bellville to Seaport? Seaport
Means of transport
plane - air - airport
Read the text. Complete the chart.
train - railway - station

It costs 4 euros and takes 1 hour Long
ship - sea - port Island
to go from Bellville to Seaport by car.
car - motorway
It costs 2 euros and takes 2 hours
to go from Bellville to Seaport by train.
APPLY What are the advantages and disadvantages of travelling from Bellville
to Seaport by car and by train?
2. Types of transport. To prepare for this
activity, ask students to tell you what Journey Advantages Disadvantages
means of transport they can see
in the picture and to say whether By car
it is an example of travelling by land,
by sea or by air. By train
Answer key 146

You can go from Seaport to Long
Island by ship or by plane.
You can go from Bellville to Seaport
by car, bus, train or plane. ADDITIONAL ACTIVITIES
Advantages Disadvantages A different way of doing the activity in Give your opinion is the
It takes 1 hour. It costs 4 euros. following:
It costs 2 euros. It takes 2 hours. Divide the class into two groups and ask one group to defend
the idea that life is better in villages, while the other group
defends the idea that life is better in cities.
Let them prepare their arguments for a few minutes. Ask them
to note down their ideas on a piece of paper.
Each group should choose a spokesperson to begin
the presentation, but anybody who wants to speak should
be allowed to.
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10
LEARNING TO READ
UNIT 10

The oldest underground service in the world
An underground railway is a very fast and practical LEARNING TO READ
way to travel around a city. The first underground service
3. The underground. Tell students
in the world was opened in London in 1863. It was called
that the underground is a quick way
the Metropolitan Line. It went from Paddington (in the
of travelling in cities because it travels
west of the city), to Farringdon Street (in the east). It was
designed to help people get to the city centre quickly.
under the ground. Explain that it
is uses electricity, and so it does not
Today, London Underground trains transport more
cause pollution.
than three million passengers every day. There are over
400 km of underground line. At peak times, there are
around 500 underground trains running at the same time. Answer key

The text is about the underground.
What type of transport is the text about? Does it move on land, in the air
It moves on land.
or in water?
The first underground service was
Which was the first underground service? How long ago did it start?
in London. It started in 1863.
Why is the underground service a practical way to travel? The underground service is practical
Because it is fast and transports a lot of people at the same time. because it is fast and transports a lot
Because it transports goods under the ground. of people at the same time.
GIVE YOUR OPINION

GIVE YOUR OPINION
4. Where would you prefer to live, in a big city or in a small village? Make a list of your reasons. 4. Where I would prefer to live. When
EXAMPLE I would prefer to live in a village because you can see wildlife. students decide where they would
I would prefer to live in a city because I like the cinema and the theatre.
prefer to live, they should think about
the following: work, life style (quiet
Summary or busy), services (hospitals, schools,
Means of transport cinemas).
Different means of transport carry people and goods from one place
to another. They can move on land, in the air or in water. Answer Key
Transport is good for business and it creates jobs, but it also changes M. A. See Student's Book
the landscape.
Language link
147 Ask students to play Word Search.
Give them three minutes to write down
all the words they can using the letters
from the word transport, for example:
ant, port, sport, tap Award 2 points
for a two letter word, 3 for a three-letter
Let the two groups take turns to speak so that the debate is word, 4 for a four-letter word etc. At the
dynamic and so that they can discuss their opinions. end of the time allocated, students call
Encourage your students not to all talk at the same time; try to out words, write them on the board and
make sure they take turns to speak. add up their points. The student with
the highest number of points
is the winner.
Resource folder
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N O W I K N O W
Check what you know
Unit review Urban landscapes
towns and villages have 1 means of transport

To introduce these activities, go over
the main ideas of the unit with your have three parts move
narrow small
students. You can dictate them, so that
students can write them down.
2 buildings the new 5 in the air 6
3 part 4
For example: like like like
which is which is which is
Cities and villages are different sizes. cars 10 11
7 8 9
They have a different number
of inhabitants. The people who live
in cities and vilages do different jobs
and activities. Use the word map to complete the sentences.
Villages are small. Only a few people In urban landscapes, there are
live and work in villages. Villages have narrow
Cities are big. Lots of people live Towns and cities have three parts:
and work in cities. They mainly work Means of transport move on land,
in industry and services.
Means of transport are vehicles which
transport people and goods from one 2. Tick the correct words.
place to another. 1. Villages are 5. City life is very
small. large. quiet. busy.
Language link 2. In villages the streets are 6. Trains are
Play Who Am I? narrow. wide. public. private.
Elicit names of jobs and places in a city. 3. The oldest part of the city is 7. Means of transport affect the
Write them on the board.For example:
doctor/nurse-hospital /health centre;
in the centre. in the suburbs. landscape. water cycle.
teacher/student/school; 4. Where can we find lots of services? 8. Ships load and unload their cargo in
shop assistant/department store; In cities. In villages. stations. ports.
policeman/woman-police station; etc.
Write the jobs on slips of paper and
hand one to each student. He/she
stands up and describes where he/she 148
works and what he/she does. The rest
of the class guess his/her job.
The good pedestrian test

Check students' knowledge of road safety with the following test:
When you are at a zebra crossing you should
a) step into the road and hope the cars stop.
b) wait at the side of the road and cross when the cars stop.
You should wait for a bus
a) on the street.
b) at a bus-stop under the bus shelter.
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My project
UNIT 10
3. Organise a day trip in your city or village. Complete the information below.
I live in
a city. a village.
Check what you know

My city / village is
near a river. on the coast.
1. cities; streets; the old part;
suburbs; on land; in water;
on a plain. in the mountains. in the centre; around the city;
on the edge of the city; planes;

In my city / village there are

11 ships.
lots of buildings. only a few buildings.
In urban landscapes, there are

Most of the buildings are

villages, towns, cities and means
small. high. of transport.

The streets are Villages have narrow streets.

narrow. wide. Towns and cities have three parts:
the centre, the new part and the
Make a list of the main places in your city / village. For example, parks, markets suburbs.
and squares. Means of transport move on land,
in water and in the air.
2. 1. Villages are small.
CITIZENSHIP 2. In villages the streets are narrow.
4. Read the text. Do the task. 3. is in the centre.
Pedestrians 4. Where can we find? In cities.
Pedestrians should walk on the pavement and cross the road at a pedestrian crossing. 5. City life is very busy.
You should cross when the green man is showing on the pedestrian traffic light.
6. Trains are public transport.
Before crossing the street, you should keep looking left and right until there are
no cars. 7. Means of transport landscape.
8. unload their cargo in ports.
Look at the pictures. Which picture shows pedestrians crossing the road correctly?
A B My project
3. M. A. The main places in my city:
the Municipal Art Museum, the
Farmers' Market, the bus station and
the train station, and the parks.
Citizenship
Pedestrians. It is important for students
149 to behave responsibly when they are
walking along the street. As a follow-up
to the text, tell them: You should always
cross the road in a straight line. You
should always be careful when cars
are coming out of garages. You should not
When children travel in a car cross the road between parked cars.
a) they should be in the back seat wearing their seat belts. 4. Picture A shows pedestrians crossing
the road correctly.
b) they should be in the front seat with no seat belts.
When you are in the street you should
a) walk in the road.
b) walk along the pavement as far away from the road as you can. Resource folder
c) Walk facing in-coming traffic, as far as possible. F Reinforcement and extension
The road is for Extension: Worksheet 11
a) cars. F Test and assessment

b) pedestrians.
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UNIT 11
Farming
PRESENTACIN
In this unit, your students will have their first contact of these activities in your region. The aim is that
with the world of work. We will be describing jobs students should understand the main characteristics
associated with obtaining food products: arable of these activities and appreciate their importance,
farming, animal farming, fishing and exploiting because without food, we could not live.
the forests. Focus particularly on any examples
UNIT CONTENT
Objectives
To define the concepts of agriculture, animal farming and fishing
To differentiate between dry and irrigated crops
To understand the difference between intensive and free-range animal farming
To identify the main types of animal farming
To distinguish between coastal and deep sea fishing
To identify the resources available in forests
To appreciate the importance of arable farming, animal farming and fishing
in our region
Contents
Arable farming Drawing sketches Appreciation of the importance

Animal farming Observing and comparing of the work done by farmers
Fishing different materials (photos, and fishermen
Resources of the forest pictures, diagrams)
Assessment criteria
Defining arable farming, animal farming and fishing
Distinguishing between dry and irrigated crops
Differentiating between intensive and free-range animal farming
Identifying the main types of animal farming
Distinguishing between coastal and deep sea fishing
Knowing the resources available in the forests
Appreciating the importance of arable farming, animal farming and fishing in our region
Appreciating the work done by arable farmers, animal farmers and fishermen

150 A
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UNIDAD 0
RESOURCES
Resource folder
Reinforcement and extension Developing intelligence worksheets

Test and assessment
Internet resources
Food
http://www.fsa.usda.gov/ca/agforkids.htm
Information and games about farming
Fish and more
http://interactive2.usgs.gov/learningweb/students/index.htm
Data base of learning resources
Other resources
The Natural environment
Vocabulary
Primary School Atlas
School dictionary
150 B
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11 Farm landscapes
My grandads farm
Keep the following points in mind while
working through this unit: During the holidays, I spent some
When you discuss dry crops, make time on my grandads farm.
He taught me how to milk cows.
sure students understand that
I thought that you could always get
although these crops do not need
milk from cows, but thats not true.
irrigating, they do need water.
You can only get milk after the cow
Reinforce the idea that all plants
has had a calf.
need water in order to survive.
Grandad told me that when he was
It is important that students should a boy, he used to get up very early
understand that arable farmers, to milk the cows. At that time,
animal farmers and fishermen, he milked them one by one.
are food producers. That is, they Now, he uses machines to milk
are responsible for preparing and the cows. Machines do the job
harvesting food, but not for changing much quicker.
it into a manufactured product. He keeps a small amount of the milk
on the farm. The rest is collected
Teaching suggestions every day by a big lorry, and taken
to a nearby dairy.
Ask students questions in order
Every day we had fresh milk for
to introduce them to the text,
breakfast. My grandma boiled the
My grandad's farm. For example:
milk several times before we drank it.
What is a farm? Grandma and Grandad also made
Where are farms, in cities or cheese, butter and yoghurt. It was all
in the countryside? delicious.
What kinds of jobs do people do I want to go back to the farm next
on farms? year. Grandad promised to teach me
How do we get milk from cows? how to feed the pigs!
Can we get milk from any other Charles, age 9
animals?
What do pigs eat?
150
After reading the text, ask students
to say the names of other animals
that we might find on a farm.
Ask students to read the fourth ALTERNATIVE SUGGESTIONS
paragraph out loud. If anyone
has ever had milk from a cow that Invite an arable farmer, animal farmer or fisherman to the class
has just been milked, have them to speak to your students. This can be a relative of yours,
describe the difference between or one of your student's relatives.
this milk and the milk we buy Ask the guest to explain what his/her work consists of, for
in a supermarket. Explain that example, how it is done, what tools are used and what pro-
grandma boils the milk several ducts are obtained.
times, in order to eliminate
micro-organisms in it which
can be dangerous for us.
150
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What animals are there on the farm?
Why do they milk the cows? How do they do it?
What do they do with the milk?

As an introduction to the theme
Make a list of farm animals and the products we get
from them. of the unit, copy the following table
onto the board. Ask your students
to match the products to the workers.
Food Worker
2 Think about the questions eggs
sardines animal farmer
lettuce
What can we see in the countryside? arable farmer
chicken
In the countryside there are fields of cultivated land lentils fisherman
and common land. Some of the fields belong to farms. mussels
On farms you can see a farmhouse and farm buildings.
Farm buildings include stables for the animals, sheds
for the machinery, and sheds for milking cows.
Citizenship
What kinds of jobs do people do in the countryside? Consumer education
Some farmers are arable or crop farmers, others are
stock or animal farmers. There are also fishermen Explain the basic food safety rules
and foresters. All these people work with the natural that they should think about when
resources in the countryside. they buy food. For example, check
the sell by date; make sure the
wrapping is not broken; use gloves to
handle fresh food and if you are
buying frozen food, it should be put into
3 Find out about the unit a special bag so it does not defrost.
In this unit we are going to learn about: Tell your students to read food labels
Arable farming and the jobs that a farmer does.
carefully. Prepared food contains many
chemical additives which are not very
Animal farming and types of animals.
good for us. It also contains a lot
The resources we get from the sea and the forests.
of sugar, salt and fat.
Answer key
There are cows, calves and pigs
on the farm.
They milk the cows to get milk.
They use machines. In the past they
did it by hand.
Organise a visit to a nearby farm or farm school, so that your They keep a small amount of the milk
students can see life on a farm at first hand. on the farm. They send the rest
to a dairy.
M. A.
Sheep: meat, milk and wool
Goats: meat, milk and skin
Pigs: meat and skin
Cows: meat, milk and skin
Hens: meat and eggs
Horses: meat (Nowadays, horse
meat is not popular in all countries)
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Arable farming
1. Working the land
Farmers work the land in order to grow food
and other products. There are various
OBJECTIVES different types of crops.
Some crops are used as food for human
To differentiate between dry and
beings, for example, vegetables, pulses,
irrigated crops cereals, and fruit.
To understand the kind of Some crops, for example, alfalfa,
agriculture in your region are used as food for animals.
To find out about the advances Other plants, for example, cotton,
in technology that have taken are used to make different industrial 1
place in agriculture products. These are called industrial A cotton field. Cotton plants provide a fibre
crops. 1 which is used to make cloth.
2. Dry and irrigated crops

Dry crops are not watered artificially. They
get water from rainfall. Examples of dry
Introduction crops are vines, olive trees and some
Ask students to make a list cereals, such as wheat, barley and oats.
of the fruit and vegetables that they Irrigated crops are watered by sprinklers
like. Check their knowledge, or irrigation channels. 2 For example,
vegetables, fruit, and some cereals, such
for example: Do these products come as rice and corn.
2
Irrigating crops
from plants? Which part of the plant
are they? Where do they grow?
Who grows these products? Where 3. Farmers
do these people usually live?
Farmers cultivate the land in order Vocabulary
Explanation to harvest the crop.
harvest the products the farmer
First, they prepare the land using
Explain words which are related collects from the fields when they are
to farming, for example: a plough. Then they fertilise it. ripe
Next, they sow seeds.
Ploughing: this is when the farmer river valley flat, fertile land, with
makes trenches in the soil where Finally, when the crops are ready, they a river running through it
harvest them.
she/he plants the seeds. In the
past this job was done using
a plough that was pulled by oxen
or mules. These days it is done 152
using a tractor.
Harvesting: this is when the farmer
cuts the ripe crops. In the past ADDITIONAL INFORMATION
farmers used to harvest cereal
crops using a sickle. Now it is done Agriculture in your region
using a combine harvester.
Describe the main agricultural activities in your region. Show
Threshing: this is when the farmer
students a map and label the types of crops. Say whether they
separates the cereal grains from
are dry or irrigated. Describe the main animal farms and their
the rest of the plant. It used to be
products.
done using a threshing table. This
was a flat board with small, sharp Show your students pictures of modern and ancient farming
stones pressed into it. The table equipment. Explain that new equipment means that the work
was dragged over the cereals is easier and does not take as long.
to loosen the grains. Today it is done
using a combine harvester.
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11
UNIT 11
4. Agriculture and technology
In the past, all farmers did their work
by hand or with the help of animals.
Today, in many countries, farmers use
Understanding
tractors and combine harvesters. These
help them to work faster and more easily. 3 After you have worked with
They also use other new techniques. These the concepts in this lesson, ask your
include fertilisers, special seeds and students to give examples
watering systems. of the following:
3
Plants which are grown for animal
Tractor. This tractor is towing a machine
that makes bales of hay. and human food.
Dry and irrigated crops.
Read the section, Additional
5. Agricultural lands
Information. Draw a map of your
Agricultural lands are often on flat land. region on the board and ask
Both dry and irrigated crops may be found students to come and label
here.
the main farming areas. Tell them
Dry crops include wheat and other to make a list of the crops and types
cereals.
of farming in the region. Ask them
Irrigated crops tend to be in the river to say which of these crops are
valleys. These crops include vegetables
dry crops and which are irrigated
and fruit. 4
crops.
4
A river valley. The crops are irrigated with water Citizenship
from the river.
Health and hygiene
Explain that it is very important to eat
fresh fruit and vegetables. They contain
Tasks vitamins, fibre and other substances
1. What is farming? Name two different kinds of agriculture. that we need in order to grow strong
2. What is the difference between dry crops and irrigated crops? and healthy, and to prevent illnesses.
What are the crops in photo 2 ?
3. What jobs do farmers do to harvest crops?
4. What crops grow in your region?
153
Answer key
1. Farming is cultivating the land to obtain
food and other products. Crops can be
destined for human or animal
LEARNING SKILLS
consumption or used to manufacture
Main ideas other products.
2. Dry crops do not need to be irrigated.
Generally speaking, a piece of text is divided into paragraphs. They get the water they need from rain
Each paragraph explains one main idea, which is described and snow. Irrigated crops have to be
in a few sentences. The rest of the text explains or clarifies watered.
the main ideas. Sometimes these main ideas are in bold In photo 2 the crops are irrigated.
so we can see them immediately. 3. The farmer's jobs are ploughing
the land, sowing seeds, pulling
Ask your students to read Working the land. out the weeds and harvesting crops.
Then ask questions: What is the main idea in this paragraph? 4. M. A. Answers could include: wheat,
Where did you find the main idea, at the beginning or at the corn, barley, grapes, olives, oranges,
end of the paragraph? Is it in bold? tomatoes
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A C T I V I T I E S
UNDERSTAND
1. Copy the sentence that best defines arable farming.

Arable farming is when a farmer sows and fertilises crops.
UNDERSTAND Arable farming is when a farmer cultivates the land to obtain food and other products.
Arable farming is when a farmer looks after trees.
1. What is arable farming? Tell your
students to read the three sentences
carefully before choosing the correct 2. Copy the table. Classify the products.
definition.
Answer key
wheat tomatoes vines corn oranges
Arable farming is when a farmer
cultivates the land to obtain food Dry crops Irrigated crops
and other products.
APPLY
WORK IT OUT
2. Types of crops. You can extend 3. Match the words with the pictures. Complete the sentences
the table and include other products. in the correct order.
For example, Dry crops: almonds, harvesting sowing ploughing fertilising
hazelnuts, lentils, barley and chick peas;
A B C D
Irrigated crops: potatoes, apples, carrots,
sugar beet, spinach and lettuce.
Answer key
Dry crops
wheat
vines EXAMPLE ploughing
1. Picture is ...
Irrigated crops 2. Picture is ...
tomatoes 3. Picture is ...
corn
4. Picture is ...
oranges
154
APPLY
3. A farmer's jobs. Once your students
have put the jobs in the correct order, ADDITIONAL ACTIVITIES
explain that there are many machines
these days which the farmer uses Making a vegetable garden
to make his/her work easier, such as
Materials:
tractors, fertilisers, combine harvesters,
and ploughs. 4 white polystyrene boxes Index cards
Chick peas, lentils and dried beans 12 toothpicks
Soil and fertiliser
Answer key
Instructions:
1. Picture A is ploughing.
2. Picture D is fertilising. Divide the class into four groups and give each group a set
3. Picture C is sowing. of materials: a box, soil, fertiliser, 15 chick peas, 15 lentils,
4. Picture B is harvesting. 15 dried beans, 3 index cards and 3 toothpicks.
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11
LEARNING TO READ
UNIT 11

New ways of farming
More crops can be grown with new farming techniques. LEARNING TO READ
The crops also tend to be of a better quality. For example,
4. New ways of farming.
we can now grow crops in greenhouses. In greenhouses,
farmers have more control. They can control the amount
of water and light that the crops receive. They can also Answer key
control the temperature. The three new types of farming are:
Some farmers have organic farms. On these farms, crops growing crops in greenhouses, organic
are grown without using any chemical products. farming, and farming without any soil.
Greenhouse cultivation: farmers can
Crops can also be grown without any soil. In this type of
control the amount of water and light
farming, seeds are planted in water or on synthetic foam.
that the crops receive.
Describe the three new ways of farming. Organic farming: crops are grown
Why are these new ways of farming better? without any chemical products.
Because food is much cheaper than with traditional farming methods.

Farming without soil: seeds are planted
in water or on synthetic foam.
Because we get more crops, and they are of a better quality.
These new types of farming are better
Because organic farming does not damage the environment with chemicals. because we get more crops and
they are better quality.
WORK IT OUT
5. Answer the question. WORK IT OUT

Agriculture is essential for providing food for people. But today,
there are fewer and fewer farmers. 5. The importance of agriculture.
The aim of this activity is to encourage
What would happen if all the farmers disappeared? students to appreciate the importance
of agriculture and to respect the work
Summary associated with this sector.
Arable farming
Arable farming means cultivating the land. Crops can be dry or irrigated. Answer key
Farmers do many different jobs. These include ploughing, fertilising, sowing,
and harvesting. They use machinery and new techniques to help them. M. A. If all the farmers disappeared,
we would have no fresh food such
as vegetables and fruit.
155
Language link
Ask your students to imagine they live
and work on a farm. Tell them to write
a diary showing what they do over the
course of one week. Write a diary plan
Ask your students to fill the boxes with soil and fertiliser. and words on the board for them to use
Tell them to mix the soil and fertiliser well. Wet the soil as a model. For example:
and make three lines by pressing their fingers into the soil.
Monday:
Students write the names of the seeds on the index cards In the morning in the afternoon
and use sticky tape to attach the cards to a toothpick. They First then after that finally.
then stick each toothpick next to one of the lines in the soil. Brainstorm farm activities.
Tell your students to make small holes for the seeds and sow
them in the separate lines. They should then sprinkle a bit Resource folder
of soil over the seeds so they are covered.
Students should water their vegetable gardens once a week. Reinforcement: Worksheet 23
They must only use a little water each time.
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Animal farming
1. The farmer
Animal farming involves breeding, buying
and selling farm animals.
OBJECTIVES The farmer breeds and cares for farm
To recognise the types of animals. He does this to obtain meat, milk,
eggs, and skins. 1
animals that are kept and
exploited on a farm Many animal farmers are also arable
farmers. They combine the two types
To distinguish between intensive of farming. This is called mixed farming.
and free-range animal farming 1
A shepherd shearing a sheep in order
To find out about improvements to obtain wool.
in animal farming
To know about animal farming 2. Types of farm animals
in our region
We call farm animals livestock. There are
several types of livestock:
Cattle. This includes cows and bulls.
Sheep.
Pigs.
Teaching suggestions Equine. This includes horses, asses
and mules.
Poultry. This includes chickens, hens,
Introduction
turkeys and other birds. 2
2
Write the names of several farm
A chicken farm. We get eggs from hens.
animals on the board. Write the
names of the products we obtain
from these animals. Ask your students 3. Intensive and free-range farming
to say which products we obtain from Farm animals live on farms. They live
which animals. Explain that during in barns and pens, or in the open air.
this lesson, we are going to learn There are two types of animal farming: Vocabulary
about farm animals and the products
animal feed dry pellets used to feed
Intensive farming where animals live in pens
we obtain from them. animals
and barns and are fed hay or animal feed.
Free-range farming where animals live hay dry grass used to feed animals
Explanation in the open and eat grass.
Tell your students that there are
other types of farm animals apart
from those mentioned in this text. 156
For example, goats, and llamas.
You can also explain that products
like honey and bees' wax are obtained
from bee keeping, which is considered ADDITIONAL INFORMATION
to be a type of animal farming.
Subsistence and commercial farming
Understanding
Explain that many people who live in rural areas keep a small
Ask your students to explain number of animals for their own use. For example, they may
the meaning of the following words keep a few chickens and a pig or a cow. This is called subsistence
and expressions: farming. The farmer does not sell the products, he/she uses them
Intensive farming for his/her own family needs.
Poultry On the other hand, there are huge farms where thousands
Cattle of animals are bred for commercial purposes. Some of the biggest
animal farms are in North and South America and Australia.
In some cases the farm is the same size as a small European
country!
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11
UNIT 11
4. Animal farming and
technology
The work on animal farms is usually done
using modern machines and new
Tell students to look carefully
technologies. 3
at photo 3. Ask them to describe what
On modern farms, the animals are specially
they can see and to draw conclusions
selected. They are fed animal feed
and they are cared for by a vet. from their observations. Help them
by asking questions. For example:
3
Which animals can you see? What
On modern dairy farms the cows are milked do we call this type of farming? Where
by machines. are the cows? What is happening in the
photo? Is this intensive or free-range
farming? What does the farmer feed
5. Animal farming these animals on?
On intensive farms, animals are kept
in pens and they are fed animal feed Citizenship
and hay. Tolerance and respect
On sheep farms, farmers obtain meat, milk
for making cheese, wool and skin. Other Encourage your students to appreciate
types of farming include chicken farms the importance of this type of work.
and cattle farms. 4 Explain that work on a farm is very hard.
The farmer has to start work very early
in the morning and cows need milking
4
every day. The milking shed has to
Cattle farming. A cowhand driving cattle.
be kept very clean so that the dairy
produce reaches us in perfect condition.
Tasks
1. What is animal farming?
2. Name the different livestock. Which ones can you see in photos 1 and 2?
3. What is the difference between intensive and free-range farming? Which type
of farming can you see in photo 3 ?
4. What type of livestock can you find where you live?
157
Answer key
1. Animal farming is breeding, buying,
selling and looking after animals
LEARNING SKILLS in order to obtain products from them.
2. Livestock: cattle, sheep, pigs, horses
Revision and poultry.
Revision consists of reading through something that has already In photo 1 we can see sheep. In photo
been studied, in order to remind ourselves of the content. 2 we can see hens.
The content of this unit is closely related to natural 3. Intensive farming is when the animals
are kept in pens and barns. They are
landscapes. If you think it might be useful, read through some
fed on hay and animal feed.
of the texts in Unit 8 as a class activity, and review the content.
Free-range farming is when the animals
Revise the characteristics of mountain, flat and coastal live and eat in open pastures.
landscapes. Then ask volunteers to explain the concepts
In photo 3 we can see intensive farming.
to the rest of the class.
4. M. A. Answers could include: cattle,
pigs, sheep, poultry
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Resources from the sea and the forests
OBJECTIVES
To learn about the resources
we obtain from the sea
shipyard
To distinguish between sea
and river fishing
To differentiate between
different types of sea fishing
To learn about the resources
we obtain from the forests
dock
fishing
nets
Teaching suggestions 1
A fishing port
Introduction
Ask your students the following
questions. Where does the fish 1. Resources from the sea
that we eat come from? How many The sea provides us with a huge variety of resources.
different types of fish can you name? The most important ones are:
What do we call the people who catch Fish and shellfish for food.
fish? Where do they work? Explain Salt, which is used for food and for making other
that all over the world many people products. Vocabulary
earn a living by fishing. These people Seaweed, which is used for making fertilisers and animal resin a sticky substance
live on the coast. Thanks to their feed. We also use it for making medicines. In some which is obtained
hard work we can eat fish, even countries, people eat seaweed. from trees
if we live a long way from the sea. Seawater, which is sometimes turned into drinking water.
Explanation
Tell your students that the work 158
associated with exploiting forests
is called forestry. The people who do
this kind of work are called foresters.
Understanding
Play True or False? with your students. Forests and their treasures
Say statements and ask students Forests are a constant source of resources. Tree branches are used
to call out true or false. Have them for fire wood, and trunks for making furniture. Ground vegetation
explain why a statement is false. is used in animal stables and for animal feed. We can also find
For example: food like blackberries, chestnuts and wild mushrooms.
River fishing is done in the Wild mushrooms grow in the damp ground of forests. The best
Mediterranean. time to collect wild mushrooms is in the spring and autumn,
We obtain wood and resin when it rains the most. People who collect wild mushrooms have
from the forests. to know a lot about them in order to know which ones are edible
Deep sea fishing is done near the and which are poisonous.
coast using small boats and nets.
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11
UNIT 11
2. Fishing
Fishing means catching fish and shellfish.
Some fish are caught in rivers, and the rest
are caught in the sea. There are two types
of sea fishing: 1 Tell your students to look carefully
Coastal fishing is done near the coast. at photo 3. Then ask the following
Small boats and hand-held nets are used. questions. What is the man doing?
These are traditional methods. What is he using for his job? Where
Deep sea fishing is done out at sea. Larger does he work? Which fish are bred
boats are used. These boats have modern on fish farms?
2
machinery and lots of refrigerators. The
Deep sea fishing. The boat is very big, Write the following sentences on
refrigerators keep the fish cold until they and it has modern machinery.
return to port. 2 the board and read them out loud:
The fishermen reach their
destination. They use huge cranes
3. Fish farms to put the nets in the water. (3)
Today, the demand for fish is greater than The fishermen sail out of the port
the amount of fish caught. Some species on a big fishing boat. (1)
are in danger of extinction.
The fishermen arrive back at the
This is why fish farms and shellfish farms port after several months at sea.
have been built.
They have caught lots of fish. (4)
Fish farms are near rivers or the sea.
Trout and salmon are the most common
The fishermen travel for several
fish farmed here. 3 days until they reach the fishing
Shellfish farms are found on the coast. banks. (2)
3
They are used for breeding shellfish such A fish farm. The man is using a net to collect Ask your students to read the
as mussels and oysters. the fish. sentences and say which order they
should be in. Explain that fishing
banks are where fishermen go to
4. Exploiting the forests
Tasks catch fish. They are areas in the
We get wood and resin from trees in 1. What do we get from the sea? ocean where we can find a lot of fish.
forests.
2. What is the difference between
Recently, new trees have been planted. coastal and deep sea fishing? Which
These are to replace trees which have been
Citizenship
type can you see in photo 2 ?
cut down. This is an attempt to stop forests Tolerance and respect
from being destroyed. 3. What resources do we get from
forests? Remind your students that a balanced
diet includes fish. Our bodies can
obtain vitamins and above all proteins
and minerals from fish. Tell them
159 to think of a different type of fish they
can eat every day of the week. Help
them with the necessary vocabulary,
for example, tuna fish, sardines, prawns,
LEARNING SKILLS hake, squid, cod and plaice.
Skim reading
Answer key
Skim reading consists of reading quickly through a piece
of text in order to obtain a general idea of what it is about. 1. We get fish, seafood, salt, seaweed
Often, it is enough just to focus on the key words or sentences and seawater from the sea.
which are in bold. 2. Coastal fishing is near the coast and
uses small boats and nets. Deep sea
Ask your students to close their books. Read the words in fishing is out at sea, far from the land.
bold from Resources from the sea. Then ask, What do these The fishermen use big boats and huge
words refer to? Finally, read the title nets.
of the section and explain that the words in bold Photo 2 shows deep sea fishing.
are all resources from the sea. 3. We get resin and wood from forests.
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A C T I V I T I E S
UNDERSTAND
1. Write the word that corresponds to the definitions.

Breeding and caring for farm animals: A_____ _______
UNDERSTAND Catching fish and shellfish: F______
1. Definitions. Do this activity as a A product we get from the sea: S______

game, by playing Hangman. Draw lines
A place for breeding fish: F___ ____
on the board to represent each letter
of the word. Ask students to call A product we get from the forest: W___
out letters. If the letter is in the word,
write it in the correct position on the WORK IT OUT
lines. If not, draw part of the body on
the hangman's gallows. 2. Match the words with the pictures. Explain your reasons.
A C
Answer key
intensive farming
Breeding and caring for farm animals:
deep sea fishing
animal farming
Catching fish and shellfish: fishing free-range farming
B D
A product we get from the sea: seaweed coastal fishing
A place for breeding fish: fish farm
A product we get from the forest: wood
EXAMPLE Picture A shows coastal fishing. I can see a small boat

WORK IT OUT and the coast in the background.
2. Types of animal farming and fishing. APPLY

Before doing this activity, ask students
to look carefully at the photos and 3. Match the animals to the livestock.
describe them in detail. Ask them to
explain the types of animal farming
and fishing.
Answer key
poultry equine cattle pigs
Picture A shows coastal fishing. I can
see a small boat and the coast in the
background.
160
Picture B shows free-range farming. The
animals are in the open air, and they are
eating plants which grow in open pasture.
Picture C shows intensive farming.
The animals are in a barn, and they are
eating hay and animal feed.
Picture D shows deep sea fishing. I can
A map of products
see a big boat and cranes for the nets. Ask your students to make a map of the products from their
The boat is far from the land. region.
Divide the class into groups of four. Encourage each group
to bring pictures to class showing products from their region.
APPLY
If they cannot find photos or pictures, they can draw
3. Types of farm animals. Ask your the products.
students to help you make a list of farm
animals on the board and discuss
the kinds of products obtained
from the animals.
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11
I CAN DO IT
UNIt 11
4. Look at the photo and the sketch. Do the tasks.

The sketch is a drawing of the photo. We can see both
the natural and man-made features that are in the photo.
Answer key
The cow: cattle
The pig: pigs
The donkey: equine
The duck: poultry
I CAN DO IT
Trace the sketch. Number the following features. 4. Sketch of a landscape. Take this
opportunity to review the characteristics
1. village 2. crops 3. mountain of mountain and flat landscapes before
your students do this activity.
Copy the table. Classify the features from the landscape.
village natural vegetation crops mountain

Answer key
Natural features Man-made features
M.A. Students trace the sketch and
number the features.
Natural features: natural vegetation
and mountain.
Man-made features: village and crops.
Use the words to describe the landscape. Are the crops dry or irrigated? M. A. There is a mountain and a small
village. There is a lot of natural
Summary vegetation. There is a field of dry crops.
Animal farming, fishing, and resources from the forest
Animal farming involves breeding, buying, and selling animals. It can be
intensive or extensive.
Fishing involves catching fish and shellfish. Fish and shellfish Language link
come from rivers and the sea. Sea fishing can be coastal or deep sea.
We get wood and resin from trees. Divide your class into eight groups.
Assign a job related to agriculture
or fishing to each group, for example:
sheep farmer, arable farmer, deep sea
161 fisherman/woman, coastal
fisherman/woman, fish farm worker,
forester
Each group decides on the following,
and makes lists. For example, clothes
Give each group a sheet of construction paper for them to draw we wear, jobs we do, where we work,
a map of their region on. Once they have drawn the outline, they products we provide, a typical day's work.
can divide the region up into its different areas. Students glue Students discuss their jobs and prepare
the pictures onto the map to show where the products come an oral presentation for the rest of the
from. They write the names of the products under the pictures. class. Make sure all the members
Ask students to think about typical food from their region and of the group take turns to speak.
write a recipe on one side of their sheet of construction paper.
The recipe should contain products from their region.
Resource folder.
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N O W I K N O W
Check what you know
Unit review Types of agriculture and fishing
To begin the review, go over the main arable farming animal farming 1 2
concepts in the unit with your students. can be can be can be to obtain
For example:
dry crops 3 4 intensive 5 deep sea 6 resin
Arable farmers sow and harvest crops
to provide food. Crops can which which the animals the the boats the boats
are are are animals are are are
be dry crops or irrigated crops.
7 8 9 10 11 12
Animal farmers breed, buy and sell
animals. They obtain products
from these animals. Animal farming
can be intensive or free-range. Copy and complete the sentences. Use words from the word map.
Types of agriculture and fishing are

There are different types of animal
livestock: Arable farming can be dry
cattle Animal farming can be
Fishing can be
sheep
poultry
equine 2. Tick the correct words.
pigs 1. A person who works the land is a / an 5. On intensive farms the animals are
Fishermen catch fish and shell fish. farmer. fisherman. in pens. outdoors.
We can obtain fish from the sea
2. The olive is 6. Catching fish and shellfish is called
or from rivers.
Sea fishing can be coastal or
a dry crop. an irrigated crop. farming. fishing.
deep sea. 3. Before sowing, the farmer must 7. Coastal fishing is done in
We obtain wood and resin plough. harvest. big boats. small boats.
from forests. 4. Cattle farming, involves 8. From the forest we get wood and
cows. sheep. resin. salt.
Art and craft link
Divide the class into two groups. Give
each group some thick cardboard and
plasticine. Group 1 makes a model 162
of an animal farm, and Group 2 makes
a model of a forest. They label their
model using construction paper and
toothpicks. Provide a list of words
on the board for students to use.
Festivals and traditions
For example:
Animal Farm: Forest: Explain that many festivals and traditions are connected to
farming, fishing and forestry. These festivals often coincide with
cows trees
spring or autumn. Spring time is when farmers plant their crops
sheep bushes and baby animals are born. Autumn is when farmers harvest
barn path the crops.
pen river Ask your students if they know of any festivals from their region
farmhouse bridge which celebrate something to do with fishing, farming or forestry.
milking shed mushrooms Have them describe what the tradition is, and how local people
berries celebrate.
nuts
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My project
UNIT 11
3. Choose a farm animal or crop. Complete the fact sheet.
CROP FARM
ANIMAL
Check what you know
1. fishing; forestry; irrigated crops;
free-range; coastal; wood;
not watered; watered;
Name of crop: Name of animal:
in the open; in pens or barns;
11 near the coast; 12 out at sea.
Types of agriculture and fishing are
Type of agriculture: Type of livestock:
arable farming, animal farming,
Dry Sheep Cattle Equine fishing and forestry.
Irrigated Pigs Poultry Arable farming can be dry or irrigated.
Animal farming can be intensive
It is used for: .................................... They are used for: ............................. or free-range.
Fishing can be deep sea or coastal.
2. 1. A person who works the land is
an arable farmer.
2. The olive is a dry crop.
3. Before sowing the farmer must
CITIZENSHIP plough.
4. Read the text. Do the task. 4. Cattle farming involves cows.
5. On intensive farms the animals are
Protecting small fish in pens.
There are many campaigns asking people not 6. Catching fish and shellfish is called
to buy small fish. This is an attempt to stop fishing.
fishermen catching fish before they are fully 7. Coastal fishing is done in small boats.
grown. However, many restaurants and bars 8. From the forest we get wood and resin.
still sell small fish because customers ask
for them.
My project
If this continues, soon there will be no more fish
left in the sea. 3. M. A. Tomato: irrigated crop; used as
food for people.
Chicken: poultry; used for meat and eggs.
Make a poster asking people not to buy baby fish.
Citizenship
Protecting small fish. Explain that we
must respect the times when fish
163
reproduce and grow.
This means that there are certain times
of the year when we should not catch fish,
and we should not catch very small fish.
If we do not protect fish, many species
may soon die out.
Tables and charts 4. M.A. Students draw a poster to show
We can use tables and charts to summarise the content of this unit. the harm done by catching fish
Ask your students to copy and complete the following table: at certain times of the year, or catching
very small fish.
Arable farming Animal farming Fishing

Types dry Resource folder
Products fish F Reinforcement and extension
obtained Extension: worksheet 12
Assessment: worksheet 12
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UNIT 12
Industrial landscapes
PRESENTATION
This unit looks at industry, the activity which in the landscape, and it therefore links this unit
transforms raw materials into manufactured to those which are about geography.
products. We will also be examining sources of energy and
It is important to study industry because of its impact the ways we obtain electricity, which is fundamental
on society. Industry also produces great changes for powering our factories.
UNIT CONTENT
Objectives
To understand the process of industrial transformation
To differentiate between raw materials and manufactured products
To know the main types of industry
To differentiate between source of energy and energy
To recognise the main sources of energy
To distinguish between renewable energy sources and non-renewable energy
sources
To know how we get electricity
To understand the need for recycling
Contents
Industry Looking at and describing Saving energy

Types of industry pictures Not wasting raw materials
Production of electricity Interpreting sequences
Completing diagrams and tables
Assessment criteria
Understanding the process of industrial transformation
Differentiating between raw materials and manufactured products
Knowing the main types of industry
Differentiating between the source of energy and energy
Identifying the main sources of energy
Distinguishing between renewable and non-renewable sources of energy
Knowing how we obtain electricity
Recognising the importance of recycling

164 A
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UNIDAD 0
RESOURCES
Resource folder
Reinforcement and extension Developing intelligence worksheets

Test and assessment
Internet resources
Raw Materials
http://www.schoolscience.co.uk/petroleum/
Information about energy and fossil fuels
Electrical energy
http://www.energyquest.ca.gov/
Information about electrical energy
Glass recycling
http://www.glassforever.co.uk/
Information and games about glass and recycling
Other resources
Espaa
School dictionary
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12 Industrial landscapes
Modern factories
Keep the following issues in mind while
working through this unit: Last week we went to visit my
cousins. There was a terrible traffic
Some students may identify raw
jam, and I was bored. I looked
materials with natural products.
out of the window to see if there
Explain that all industries require raw
was anything interesting.
materials to manufacture products.
We drove past a huge car park.
However, not all raw materials are
It was full of cars. They were shiny
natural. For example, oil is the raw and new, and all different colours.
material used to make plastic and I wonder who they belong to?
plastic is a raw material for making I thought.
toys.
Behind the cars, there was
Make sure your students do not con- a massive white building. It was
fuse source of energy with energy. very long and not very tall. I didnt
know what the building was,
Teaching suggestions so I asked my dad.

He explained to me that it was
a car factory. That was why there
Read the title of the unit out loud. were so many new cars outside.
Then ask questions: What do you I thought that all factories had
think this unit is about? What can huge chimneys with lots of black
you see in an industrial landscape? smoke.
Where can you see an industrial
Then our car moved forward
landscape? Is an industrial
a little. A train went past very
landscape a natural landscape quickly. Those people are going
or a transformed landscape? to arrive a long time before us!
To introduce the text, Modern I thought to myself.
factories, ask your students if any Mary, age 10
of them have visited a factory. If they
have, ask them to tell the class:
what is was like, what kind of factory
it was, what they were making there. 164
If no one has been to a factory, ask
them to describe what they imagine
a factory is like inside and outside.
When you have read the text, ask
students to explain how the factory
Ask the students to act out how plum jam is made. Divide the
they visited or imagined was
classroom into three areas (the orchard, the road and the jam
different from, or similar to,
factory). Give your students different roles (farmers, lorry
the one described in the text.
drivers and factory workers). Make sure they follow the correct
Ask questions to elicit the names order for the process in their dramatisation.
of different types of factories.
For example: Where are yoghurt
and cheese made? (dairy factories)
Where are tables and chairs made?
(furniture factories) etc.
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Describe the factory.
What did Mary think factories were like?
Imagine a factory in the future. Describe it to your
Ask the students to play Pelmanism.
friend.
Make sets of twelve cards 8x8 cm
(one set per pair of students). Write
the names of raw materials on six
cards and the names of products
made with these raw materials on the
2 Think about the questions other six. Tell the students to work
in pairs. Give each pair a set of cards.
They should place all the cards face
How do factories affect the landscape? down on a table. Then they turn two
When we build factories, we affect the natural cards over. If they can make a pair,
landscape. Factories are usually big buildings.
they keep the cards and continue
There is usually a communication network nearby,
so that products can be transported to and from playing. If not, their partner plays.
the factory. The student with the most pairs wins.
What is it like working in a factory?
Lots of people work in a factory. They start work Citizenship
at the same time every day and they work a shift. Environmental education
They finish work at the same time. In some factories,
work never stops. Different groups of people work Talk to your students about the pollution
different shifts. caused by many factories. Explain that
factories must take steps to make sure
they pollute the environment as little as
possible. For example, they should
not dump waste into rivers or in
3 Find out about the unit the countryside; they should place filters
on their chimneys so that the smoke
In this unit we are going to learn about: is not so dirty, etc.
Industry.
Industrial products.
Power stations.
165
If you can, take your students to visit a nearby factory. Prepare Answer key
them before they go, so that they can relate what they see
Talk about the text
to what they are studying in the unit. For example, ask them:
What do you think the factory will look like? What do you think The factory is a massive white building.
It is very long and not very tall.
is made in the factory we are going to visit? What raw materials
Mary thought that all factories had
do you think are used? etc.
huge chimneys with lots of black
smoke.
M. A. Students should talk about the
size, shape, and colour of the factories
of the future, and if there is any
pollution.
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Industry
1. Industrial processes
Raw materials are transformed into products
through industrial processes. Machines are
OBJECTIVES used to do this.
Raw materials are products that we get
To understand what industry is
from nature, for example, wood.
To differentiate between raw Manufactured products are things
materials and manufactured we obtain by transforming raw materials,
products for example, furniture.
To know the different kinds This process of transformation is called the
1
of sources of energy industrial process. 1 Industrial processes An industrial process. The wood from trees
take place in factories. is made into furniture in factories.
To know what it is like to work
in a factory
2. Types of raw materials RAW MATERIALS
There are three types of raw materials. 2
Vegetable. These come from plants,
Teaching suggestions for example, wheat, which is made into

bread.
olive cotton gold
Animal. These come from animals,

Introduction for example, leather, which is used for
making shoes.
Ask if any of your students know
Mineral. These come from mines,
someone who works in a factory.
for example, iron, which is used to make
For example: Which factory do they steel. ring
oil jumper
work in? What does the factory
MANUFACTURED PRODUCTS
make? What do they do? Is the
2
factory big or small? How many 3. Machines and energy Raw materials of vegetable, animal, and mineral
people work there? etc. origin, and their manufactured products.
People in factories work with machines.
Explanation Many of these machines are programmed
to do different tasks. For example, bending, Vocabulary
It is important that students relate welding and painting.
the industrial process with welding joining two pieces of metal
Machines need energy. The sources of energy together by melting the edges,
the activities which transform raw are the raw materials that we use. The most for example, two pieces of iron
materials into manufactured common are electricity, gas, and oil.
products. Use picture 1 to explain
this process in detail. Explain that
the arrows show the path taken 166
by the raw materials. In this case,
the raw material is wood which
will be made into a chair.
Understanding
Follow up the questions in the How bricks are made
Student's Book with these questions: Bricks are made using clay, which is a raw material.
What are raw materials? This is the process:
What kinds of raw materials are there? 1. First a mixture of clay and water is made
What is a manufactured product? 2. This mixture is then cut and moulded into the shape of bricks
What is a production line? 3. The bricks are dried out in a drying machine
Ask your students to look at picture 1 4. The bricks are fired in a kiln. The heat makes the clay hard
and to point out the picture or and resistant
pictures which show the raw material
and the manufactured product.
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12
UNIT 12
4. Sources of energy
There are two types of energy sources,
renewable and non-renewable.
Renewable sources never run out. Tell the students you are going to play
For example, the Sun, wind or water.
a guessing game. One student
Non-renewable sources will eventually run
chooses a raw material (they can use
out. For example, coal, gas, oil and
a mineral called uranium. 3 the raw materials shown in picture 2)
and gives clues so that the rest
3
An oil well. Oil is found under the ground.
of the class can try to guess what
It is only found in some parts of the world. it is. For example: It's a liquid.
It's white. It comes from cows. (milk)
Ask students to tell you five
5. Working in a factory manufactured products which use
Lots of people work in factories. Each person raw materials from forests, the sea
is specialised in one job. This could be and the countryside.
designing, producing, assembling,
or transporting something. Citizenship
In factories work is usually done on an
assembly line. This means that each worker Environmental education
only does one part of the work. Together they
Point out that gaseous, solid and liquid
make the final product. 4
waste produced by industry is one
4 of the main causes of pollution.
An assembly line in a factory
Answer key
Tasks 1. The raw materials are: olives, cotton
1. Look at picture 2. What are the raw materials? What are the manufactured and gold. The manufactured products
products? are: oil, a jumper and a ring.
2. What are sources of energy? Why are they important for industry? 2. Sources of energy are the raw
materials we use for energy. They are
3. What is the difference between renewable and non-renewable sources important for industry because
of energy? Give examples of each type. machines in factories need energy
4. What is an industrial process? Where do industrial processes take place? to work.
Describe how people work in a factory. 3. Renewable sources never run out but
non-renewable sources will eventually
run out. The Sun, wind and water are
renewable sources.
Coal, gas and oil are non-renewable
167
sources.
4. An industrial process is the process
of transforming raw materials into
manufactured products. Industrial
LEARNING SKILLS processes take place in factories.
People work on an assembly line.
The description of a process Each worker works on one part
of the final product.
A process is an ordered succession of different steps.
To describe a process, we use words or numbers to indicate
the order of the different steps.
Write the different steps in the manufacturing process
described in Additional information on the board, but not
in the correct order. Ask students to put the steps into
the correct order. They can then describe the process, using
words to indicate the order of the steps: First, then, after that,
later, finally...
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Industrial products
1. Heavy industries
Heavy industries transform raw materials into
other materials. These other materials are
OBJECTIVES then used by other industries to manufacture
new products.
To know and identify types of For example, the steel industry transforms
industry iron into steel. The steel is then used in other
To understand how industry industries, like the car industry. It is also
changes the landscape used in factories where domestic appliances
are made, for example washing machines. 1
To know the most important The most common heavy industries produce
1
The steel industry. Iron is heated in huge
types of industry in your region steel, aluminium, plastic, glass, chemical furnaces to obtain steel.
products, and cement.
2. Consumer industries
Consumer industries make products which
we use every day. The most important
consumer industries are:
Teaching suggestions The metal industry. This produces cars,
trains, ships, bikes, and electrical appliances.
Introduction The food industry. This produces preserves,
oil, wine, and other types of food. 2
Read the title of the lesson out loud
The chemical industry. This produces
and ask students what factories
medicines, cleaning products, and fertilisers.
make. Then ask them to name
2
The textile industry. This produces cloth, A fish cannery
different objects. Tell them they are clothes, and shoes.
going to learn about different types
of industry and what each type 3. Technological industries
of industry produces.
Technological industries are relatively new. Vocabulary
Explanation They use modern machinery in order satellite a device which is sent into space
to create new products. to transmit radio and TV signals
Show students a map of their
The most important technological industries industrial waste rubbish produced
region and show them where
include the computer industry and by factories during the industrial
the main factories are. the telecommunications industry, process
which makes telephones and satellites.
Understanding
Ask students to explain the difference
between the following terms: 168
steel industry - metal industry
factory - industrial estate
heavy industry - consumer industry ADDITIONAL INFORMATION
Give your students a list of raw
materials and manufactured products. Raw materials
Ask them to classify them using Our world and our lives have been transformed over the years
a table as follows: by the discovery and invention of different materials.
Raw materials: iron, cotton, oil, milk, Steel was first made in India in about 200 AD. It is now used
steel to make vehicles, structures like bridges and buildings,
Manufactured products: jumper, and household objects. It is also used for generating energy.
plastic, yoghurt, tractor, car Polythene was first discovered by accident in 1933. It is
the most commonly used plastic. Packaging, toys, bags, pens,
pipes and containers are all made using polythene.
Glass was first made about 5000 years ago. It is used
for containers, windows, light bulbs and glasses.
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12
UNIT 12
4. Industry changes the
landscape
Factories change the landscape. For example:
Factories need good communication
Raw Manufactured
networks to bring raw materials Industries
materials products
to the factory, and to take the finished
products away to be sold. Communication Steel works
networks include roads and railways. Metal works
The smoke from factory chimneys
Chemical industry
and industrial waste pollute the air,
land and water. Textile industry
Factories are often found close together. 3 Food industry
This is called an industrial estate. 3 An industrial estate. The factories and roads
have changed the landscape.
Citizenship
5. Industry Consumer education
Industry is very important all over the world.
Use photo 2 to explain the importance
Industries include the chemical industry,
of hygiene when handling food. Suggest
the food industry, the electronics industry
(which makes computers and telephones), that your students observe the people
and the construction industry (which makes who handle food the next time they
buildings), and the steel industry. 4 go shopping. They should be wearing
gloves.
4
Heavy industry. In this factory they cut metals.
Answer key
1. Heavy industries transform
raw materials into other materials.
Tasks The most common heavy industries
1. What are heavy industries? What do the main heavy industries produce? produce steel, aluminium, plastic,
glass, chemical products and cement.
2. What do consumer industries produce? What type of consumer industry
can you see in photo 2 ? Give some other examples. 2. Consumer industries make products
which we use every day. Photo 2
3. How does industry change the landscape? What is an industrial estate?
shows an example of the food
4. What industries are important where you live? industry. The metal industry,
the chemical industry and the textile
industry are other consumer
industries.
169 3. Factories change the landscape
because they need good
communication networks like roads
and railways. The smoke from factory
chimneys and industrial waste pollutes
LEARNING SKILLS the air, land and water.
An industrial estate is a place where
A diagram there are lots of factories.
Remind students that diagrams are used to synthesise 4. M. A. Students give examples of local
information. To make a good diagram you have to read industries.
the text carefully, underline the main ideas and put them
in their order of importance. The main ideas must be
associated with the secondary ideas.
Ask them to read page 168 and to make a diagram about
the different kinds of industry.
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A C T I V I T I E S
UNDERSTAND
1. Find three mistakes in the text. Copy the correct text.

Industrial processes
UNDERSTAND Manufactured products are made into raw materials in factories.
Machines are used in this process. Machines need energy in order to work.
1. Industrial processes. To introduce Energy is obtained from sources of energy. There are three sources of energy:
this activity, ask your students to describe animal, vegetable and mineral. The people who work in factories normally
picture 1 on page 168. This way, work on an assembly line.
students will be thinking of an industrial
process and it will be easier to identify 2. Copy the table. Classify the raw materials.
the errors in the text. wheat cork silver resin copper silk iron wool
RAW MATERIALS
Answer key
Animal Vegetable Mineral
The text should read as follows:
Raw materials are made into
manufactured products in factories.
Machines are used in this process.
Machines need energy in order to work.
3. Match the words to the pictures. Write sentences.
Energy is obtained from sources
of energy. There are two sources of Food industry
energy: renewable and non-renewable. steel
The people who work in factories
normally work on an assembly line. Chemical industry
telephone
Textile industry
2. Raw materials. To extend this bread
activity, ask students to name
manufactured products made using Telecommunications industry
the raw materials in the table. soap
Steel industry
Answer key
scarf
RAW MATERIALS
EXAMPLE is made in the food industry.
Vegetable Animal Mineral
wheat silk silver
cork wool copper
resin iron 170
3. Raw materials and manufactured ADDITIONAL ACTIVITIES

products. Using the students' answers,
look at the difference between raw Everyday objects
materials and manufactured products.
Ask your students to complete a chart with five things that they
have at home. Ask them to identify the industry which makes
Answer key them, and what raw materials are needed.
For example:
Food industry: bread
Chemical industry: soap Object Industry Raw materials
Textile industry: scarf
Telecommunications industry: fridge metal industry metal, plastic, glass...
telephone
Steel industry: steel
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12
LEARNING TO READ
UNIDAD 12

Transforming an industrial landscape
in Spain LEARNING TO READ
There used to be factories along the river bank in
4. Transforming an industrial
Bilbao, in the north of Spain. Smoke from these factories
landscape in Spain. Encourage
polluted the air. It destroyed the city landscape. A few
students to talk about a nearby factory
years ago, they started to clean up this part of the city.
or industrial estate.
The river is now much cleaner. The old docks along
the river bank have been replaced with new buildings.
One of these is the Guggenheim Museum.
Answer key
Smoke from the factories along the
Why did the river bank destroy the city landscape? river bank in Bilbao polluted the air and
What did they do to improve the area? destroyed the city landscape.
What do we mean by transforming an industrial landscape? They started to clean up this part of the
city. The river is now much cleaner. The
old docks have been replaced with new
buildings, like the Guggenheim Museum.
WORK IT OUT
'Transforming an industrial landscape'
means changing an industrial
5. Look at the picture. They are going to build landscape into a different type
a factory between the road and the river. of landscape.
Draw a picture to show what the landscape
might look like in a few years.
Compare the two drawings. What new features WORK IT OUT
might there be in ten years?
5. Transforming a natural landscape
into an industrial landscape.
Summary
Industry
Answer key.
Raw materials are transformed into manufactured products through the
industrial process. Machines are used. These machines need energy to work. M. A. Students' drawings could include:
a factory, a road, no/few trees...
There are different types of industry, depending on the raw materials used,
and the product manufactured. M. A. New features: roads, a railway,
an industrial estate, pollution...
171 Language link

Students classify the words in sets.
iron computer
sponge cake washing machine
steel works glass
A factory in my town metal works wheat
Divide your students into groups. Ask them to have a debate computer science
about the affects of building a factory in their town. Raw Manufactured
Industries
To prepare for the debate, ask them to make a list of the negative materials products
and positive consequences of building the factory.
Encourage students to let each other speak and take turns.
Make sure they realise that everyone's opinion is valid.
Resource folder
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Electricity
OBJECTVES
To know how we get electricity
To identify types of electric
power stations
Introduction
Ask your students to think about how
important electricity is: What would 1
happen if there were no electricity? A wind farm. The wind moves the blades on the windmills. This generates electricity.
Would we have computers? How
would factories work? How would
we keep our food from going bad? etc. 1. How do we get electrical
water
Explanation energy? microwave
heater
To help students to understand what Nearly all factory machinery and devices
a power station is, tell them that we use at home need electrical energy
toaster
to work. 2 blender
the dynamo on a bicycle is like
Electrical energy is produced in power cooker sandwich maker
a miniature power station. With
stations. It is then transported by cables.
a bicycle we get the electricity
There are different types of power stations,
through the movement of the wheels, washing
depending on the source of energy they
and in a hydroelectric power station use. For example, hydroelectric stations, machine
water falls onto the blades of thermal stations, nuclear power stations, 2
a turbine and makes them go round. wind farms, and solar power stations. Electrical devices need electricity.
Understanding
Ask your students to explain 172
the differences between these three
types of power stations: hydroelectric
stations, thermal stations and wind
farms. Then ask: Which of these power ADDITIONAL INFORMATION
stations causes the least pollution?
How can we get electricity without The distribution of electricity
polluting the atmosphere? The electricity that is produced in power stations is very powerful
Students look at photo 2 and name and cannot be used straight away. So, near cities, towns
appliances different from those in and industries there are plants which transform this electricity
the photo that they use every day. into the electric current that we can use.
For example, fridge, dishwasher, mixer... Electricity is distributed from these plants to the electricity grid
and then on to the places where it is needed.
power station transformer plant users
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12
UNIT 12
2. Hydroelectric power stations
Hydroelectric power stations use water
power to make electricity.
In hydroelectric stations, electrical energy Ask the students to fill
is obtained when water falls from a great
height. The power of the water as it falls
in the following table:
turns the turbine. 3
Non-polluting Polluting
Hydroelectric power stations do not pollute 3
power stations power stations
the air very much. However, they are built A hydroelectric power station. Hydroelectric
in areas where there are mountains power stations are found next to dams.
or reservoirs.
3. Thermal and nuclear power Citizenship

stations Environmental education
Thermal and nuclear power stations use Point out that the production and use
the power from water vapour to produce of electricity has some negative effects
electricity. on the environment. Explain
Thermal power stations burn coal, gas, the importance of saving energy and not
or oil to heat water and produce steam. wasting it. Ask students to think
Nuclear power stations use a mineral of some ways of doing this. Help them
called uranium to produce steam. 4
by making suggestions: We could save
These power stations produce a lot of energy. electricity by switching off lights.
4
They can also pollute the environment, A nuclear power station To save water, we should fill the washing
sometimes to dangerous levels.
machine and dishwasher. If we are not
using an electrical appliance, we should
4. Wind farms and solar power
Tasks switch it off.
Wind farms use the force of the wind 1. Why do we need electrical energy?
to produce electricity. 1 The windmills are
placed in windy places. The wind moves 2. Name some of the different types
Answer key
the blades on the windmills. Electricity of power stations. Which type can
is generated by turning a turbine. you see in photo 1 ? 1. We need electrical energy because
Solar power uses sunlight to produce 3. What are the advantages and nearly all factory machinery and
electricity. Solar panels receive sunlight disadvantages of solar power? appliances we use at home need
and transform the light into electricity. What about wind farms and electrical energy to work.
Wind farms and solar power stations do not nuclear power stations? 2. There are hydroelectric stations,
pollute the air. thermal stations, nuclear power
stations, wind farms and solar power
stations.
Photo 1 shows a wind farm.
173
3. Wind farms and solar power stations
do not pollute the environment.
However, they only produce a small
amount of electricity.
LEARNING SKILLS Nuclear power stations produce a lot
of electricity, but they can pollute
A summary the environment.
Remind students that to summarise a text they have to read it
carefully, underline the basic ideas and try to summarise them,
using their own words. Emphasise that a summary is not
a copy of the text.
Ask students make a summary of one of the texts in this unit.
Have some of them read their summaries out loud. Help
the class to choose the summary which best summarises
the information in the text.
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A C T I V I T I E S
UNDERSTAND
1. Match the power stations to their source of energy.

Power station Source of energy
UNDERSTAND hydroelectric sunlight
1. How we get electricity. To introduce thermal wind
this activity, ask your students what solar water
different kinds of sources of electricity
nuclear oil
there are. Help them to classify
the sources of electricity into groups of wind farm uranium
renewable and non-renewable sources.
WORK IT OUT
Answer key
hydroelectric - water 2. Answer the questions.
thermal - oil Harry and his family live in a village. It rains
solar - sunlight most days of the year and there is always
nuclear - uranium a strong wind.
wind farm - wind
Would it be a good idea to build a solar power station
there?
What about a wind farm? Give reasons for your answer.
WORK IT OUT
2. Using natural resources APPLY
for producing electricity. As an
introduction, ask students to tell you 3. Look at the photos. Name the power stations you can see.
what a wind farm and a solar power sta-
tion are.
Answer key
It would not be a good idea to build
a solar power station in Harry's village.
It rains most days of the year so there
isn't much sun.
It would be a good idea to build a wind
farm because there is always a strong
wind. 174
APPLY
3. Types of electric power station.
After you have done the activity, have A report on a type of industry
students explain how electricity Divide the class into groups of four. Explain that each group
is produced in each one of the power is going to do a report on a type of industry (basic, textile,
stations. food, etc.).
Each group should make a poster with the information and
Answer key a summary table as follows:
The first photo is a solar power station.
The second photo is a hydroelectric
power station.
The third photo is a wind farm.
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12
UNIT 12
I CAN DO IT
4. Look at the map. Do the tasks.
Thematic maps use symbols to give us information.

They do not show the relief of the land. I CAN DO IT
4. A thematic map. Explain that most
Power stations Cantabrian Sea hydroelectric power stations are located
in Spain F R A N C E close to rivers. Then ask: Why are they
N there? Students should realise that
ANDORRA
W
E hydroelectric power stations need
S the force of water to produce electricity.
A T L A N T I C
A L
O C E A N
U G
Answer key
R T
The map shows the position

P O
Balearic a of different types of power stations

Islands e
S in Spain.
n
a Hydroelectric power stations are
e
n represented by a pylon. Nuclear
a
r
r power stations are represented by
e
Canary Islands i t Hydroelectric power
d station a green power station. Thermal power
e
Ceuta M
Nuclear power station stations are represented by an orange
Melilla
Thermal power station power station.
AFRICA
Most of the power stations

are in the north of Spain.
Look at the title and the key. What does this map show?
Which symbol represents hydroelectric power stations? What about nuclear
power stations and thermal power stations?
Where are most of the power stations in Spain?
Art link
(Dramatisation). Ask some of your
Summary students to mime different electrical
Electrical energy devices. The rest try to guess what
We need electrical energy for machines to work. Electrical energy is obtained they are.
from power stations. There are several different types of power stations:
hydroelectric, thermal, nuclear, solar power stations, and wind farms.
175
Industry
Raw material
Machines and tools
Energy used
Manufactured products
Have each group present their work to the rest of the class.
Resource folder
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N O W I K N O W
Check what you know
Industry
Unit review
transforms needs can be
Revise the main ideas in the unit.
raw materials electrical energy
Dictate the main ideas. heavy 8 9
can be
Industry transforms raw materials moves produced in like like like
into manufactured products. 1 2 machines 10 11 12
animal 3
Raw materials may be vegetable,
animal or mineral. can be
Industries can be classified as basic,
4 thermal 5 6 7
consumer or technological industries.
Many people work in factories.
They use machines. Copy and complete the sentences. Use words from the word map.
Machines need energy. Industry transforms

Energy sources can be renewable, like In order to work, industries need
sun, wind and water; or non-renewable, There are three different types of industry:
like oil, coal and uranium.
Electricity is produced in power 2. Tick the correct words.
stations. They can be thermal stations,
1. We get raw materials from 5. What kind of energy source is the
hydroelectric stations, nuclear stations,
wind farms and solar power stations. industry. nature. wind?
2. What kind of raw material is milk? Renewable. Non-renewable.
Language link Vegetable. Animal. 6. Industrial processes take place in

3. Steel manufacturing is a factories. mines.
Explain that the industrial revolution
refers to the time when people heavy industry. 7. What is made in the chemical industry?
began leaving the countryside consumer industry. A car. Soap.
and moving to towns and cities to work 4. The power which moves machines 8. What do nuclear power stations use
in the first factories. is called to produce electricity?
This happened in the 18th century. factory. electrical energy. Uranium. Wind.
Some of the most important inventions

made it possible to manufacture
and transport goods on a large scale: 176
Steam engine
Machinery for the textile industry
Telegraph ADDITIONAL ACTIVITIES
Electric light
Combustion engine Locating and describing the landscape of the region.
Divide the class into groups to make Divide the class into groups of five. Give each group a map
a poster. Assign a machine or type of your region, photos and postcards showing landscapes
of machinery to each group. Encourage in the region. In their groups, the students should:
them to find out as much as they can Mark on the map the places where there are animal and arable
about their subject. They should find farms and the main fishing areas (if appropriate).
pictures and descriptions, the names Students should also label the main industrial areas, and name
of famous inventors and discoveries the manufactured products. If your region produces raw
related to their subject. materials, they should also label these. Remind students that
they should use symbols and a key to label their maps.
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My project
UNIT 12
3. Choose a product you use at home. Analyse the label.
Choose a food product.
Read the label.
Check what you know
Copy and complete the table.
Use data from the label. 1. vegetable; mineral; power
stations; hydroelectric; nuclear;
wind; solar; consumer;
Name of product Ingredients Made in
technological; steel; 11 metal,
food, chemical, textile; 12 computer
and telecommunications.
Industry transforms raw materials.
In order to work, industries need
electrical energy.
There are three different types
of industry: heavy, consumer and
Answer the questions. technological.
What raw materials were used to manufacture this product?
What kind of raw materials were they animal, vegetable or mineral?
1. We get raw materials from nature.
2. What kind is milk? Animal.
3. Steel is a heavy industry.
CITIZENSHIP 4. The power is called electrical energy.
5. What kind the wind? Renewable.
4. Answer the questions. 6. Industrial in factories.
Rubbish is a raw material 7. What is made in industry? Soap.
Every day enormous quantities of rubbish are produced. 8. What do nuclear produce
There are lots of different types of rubbish. This electricity? Uranium.
includes: food leftovers, plastic bottles, tins, glass bottles
and jars. You can recycle many of these things. This means My Project
that they can be used again. New glass bottles and jars 3. M. A. Name of product: cream cheese.
can be made from the ones we throw away. Recycled paper
Ingredients: milk, cream, salt.
can be made from paper and cardboard.
Made in: Spain
Do you think it is important to recycle our rubbish?
What things can you recycle at school? Citizenship
Rubbish is a raw material. Explain that
recycling reduces waste, saves energy
and natural resources, decreases
177 pollution levels and improves the quality
of the environment. Tell students that
we can all improve the environment
by recycling what we do not use.
M. A.
I think it is important to recycle rubbish
because it saves energy and natural
Each group should write a short description of the photos and resources and the environment will
postcards you have given them and relate them to the map. be better.
Finally, the groups present their work to the rest of the class. We can recycle paper, card, glass jars
used in art class...
4. R. L.
Resource folder
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UNIT 13
The history of my hometown
PRESENTATION
In previous years, students studied basic concepts change over time. This is a basic introduction
of time (before, after, present, past, etc.). In this to history. History is the study of important events
unit, they will look at these concepts in more in the past. They will also study culture in its broadest
detail. They will use their own experiences sense through traditions, festivals, historic
and their understanding that people and places monuments and famous historical characters.
UNIT CONTENT
Objectives
To recognise the changes that take place over time in people and places
To know what history is
To identify historical records
To discover what cities and villages were like in Roman and medieval times,
and what they are like in contemporary times
To learn about and appreciate cultural traditions
To respect and protect historical monuments
Contents
The changes that take place in Classifying historical records Appreciating the importance of
people and objects over time Drawing timelines historical records and buildings
History and historical records Comparing pictures Appreciating cultural traditions
The history of people and cities Writing index cards about
Cultural traditions historical characters
Assessment criteria
Recognising the changes which take place in people and objects over time
Knowing what history is and understanding the difference between history
and personal history
Identifying and classifying historical records according to a given criteria
Appreciating traditions and customs
Respecting historical monuments

178 A
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UNIDAD 0
RESOURCES
Resource folder

Test and assessment
Internet resources
History of urban development
http://www.un.org/cyberschoolbus/habitat/units/
un02pg01.asp
In-depth information for teachers and activities for
learners
The Romans
http://www.historyforkids.org/teachers/guides/
romeguide.htm
Activities about many aspects of Roman life
Other resources
History Tasks
Discovering time 1
School dictionary
Espaa
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13 The story of my hometown

The story of my
In this unit you should bear in mind
the following: neighbourhood
Some students may have difficulty Near my house there is an old building. It is
differentiating concepts of time such always closed. Over the door there is an old sign
as before, after, past, present and which says Cinema. The other day, I was walking
future. Use timelines to show them back from school with my friends. We noticed
how to sequence events over some holes in the door. We looked inside.
a period of time. What a surprise! Part of the roof was missing.
It is important that students We could see the rows of seats. They were
understand that historic records broken and dirty. There were paintings on the
are not just written documents. walls, but we didnt recognise the people in them.
When I got home, I told my mum. She did not
Make sure that students understand
remember the old cinema well. She told me
the difference between history and
to ask my grandma because she used to go a lot.
legend.
My grandma told me that many years ago
Make sure students understand it was the best cinema in the neighbourhood.
that traditions and festivals are Then, she showed me a scrapbook. In the
manifestations of history. scrapbook there were photos from magazines
and old newspapers. They showed the cinema
Teaching suggestions when it was new. I could see the paintings on
the walls. They were clean and new. They
were pictures of famous actors and actresses.
Read the section Find out about the She also had some old tickets in her scrapbook.
unit out loud. Then ask questions, She bought them the day she met my grandad.
for example: Who can tell me what
I thought that the cinema was just an old,
history is? Does the word 'history'
derelict building, but theres a lot more to
mean the same in the phrases 'the
it than that!
history of my neighbourhood' and Peter, age 10
'my history'? What is the difference?
Who can tell me what the word 'past'
means? Is it important to know about
the past? Why? How do people change 178
over time? How do cities change
over time?
Ask a volunteer to read the title ALTERNATIVE SUGGESTIONS
of the text out loud. Then ask
students if they know anything about Make a class photo album. Ask students to bring in two photos
the history of their home town. of themselves, one recent photo and one taken a few years ago.
Encourage students to tell the rest Students glue their photos on white A4 construction paper.
of the class what they know. Then ask them to write a caption under each photo, for example:
Suggest that they can ask members This is (name) years ago. This is (name) in the year
of their family or neighbours about
important events in their home
town's history.
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What did Peters grandma say about the cinema?
What did she show him?
Why does the writer think the building has
a lot of history? Play Aliens. Tell students that you
How would you find out about your neighbourhood?
are an alien who has just arrived
on planet Earth. The students should
explain to you the meaning of words
from the text. For example, cinema,
roof, seats, rows, scrapbook.
2 Think about the questions Citizenship

Answer the questions. Read the texts. Tolerance and respect
How can we find out about things that happened
Tell students that recently there have
a long time ago?
been many initiatives to restore and
History is about things that happened a long time
ago. To find out about history, we need to find things
preserve the old centres of cities.
that tell us about the past. We can find these For example: traffic is forbidden or
things in books, buildings, and photos. restricted, and old buildings have been
restored. Encourage students to offer
What was your home town like in the past?
other suggestions as to how me might
Several things have changed over the years,
for example, the houses, the streets, and the shops. protect the old centres of our cities.
Other things have not changed, for example,
festivals, famous buildings, and traditions.

Finding out about the past.
The past and the present of cities, towns, and villages.
Things that do not change over time.
179 Answer key

Talk about the text
She said that it was the best cinema
in the neighbourhood. She showed
him a scrapbook with old tickets
and photos.
If you have the opportunity, organise a visit to an M. A. He thinks it has a lot of history
archaeological museum so that your students can observe because it has a lot of memories
remains from the past. for the people who used to go there
If you cannot visit a museum, take your students to the IT to see films.
room and visit the web sites of some museums in your country. M. A. To find out about the history of
my neighbourhood, I could ask the old
people who still live here. I could also
go to the town hall and ask or
information like maps, old photos and
plans of the city. I could go to the
library and ask for a book about the
history of my home town.
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Time goes by
OBJECTIVES
To differentiate between the
past, present and future
To identify documents which
help us learn about events
in our lives
To identify different types
of historical records
1
A house in 1970 and 2005. Over time, the way houses are decorated changes.
Introduction
Students tell the class about things
which happened to them a week, 1. Watching time pass
month or a year ago. Ask them why
Time passes. 1 The present refers to what
they remember those events,
is happening now. The past refers to what
and what they could do to ensure has already happened. The future refers
they never forget them. Explain that to what will happen.
events which happen to us form part We change over time. We grow and get
of our personal history. older. We make friends and learn things. 2
We all like to remember how we were years

Explanation ago and the things we did. We like to know
Explain that museums are places about our past.
where historical documents are kept 2
such as books, paintings, A birthday party. Each year we celebrate
the day we were born.
archaeological remains, etc.
Give students other words we use
to indicate periods of time, for 180
example: term, decade, century
and millennium.
Understanding ADDITIONAL INFORMATION

Follow up the questions in the
The calendar
Student's Book with these:
What can you see in the drawings? There are different ways of counting the years, as seen
in the many religious and cultural calendars that have existed
Are the drawings the same? What
throughout history, for example, the Hebrew, Muslim, Chinese
differences can you see?
and Gregorian calendars.
Which picture has an air conditioner
The Europeans number the years by taking the date of the birth
in it? Which picture has a fan in it?
of Christ as a reference point. If something happened before the
Which picture do you relate with the birth of Christ, we say it happened before Christ, and we write
past? Why? B.C. If it happened after the birth of Christ we say use anno
What records from the past can you domini, which means the year of our Lord, and we write A.D.
see in the top picture?
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13
UNIT 13
2. Knowing about the past
To find out about the past we need to

collect information. A lot of information can
be found in records. There are different
types of records. Students look at photo number 3
Family photos and videos.
and talk with the class about how

the telephone has changed. Then ask
Objects, for example, clothes, or books
we used when we were younger. 3 them to choose one of the objects

in the top picture in illustration 1
Stories which members of our families
or friends tell us. 3
and illustrate how it has changed
The development of the telephone. Things tell over time.
us about the past.
Have students find the Easter,
3. Everybody has a past summer and Christmas holidays
on a calendar.
History is about events that happened
in the past. Our personal history is about
things that happened to us in the past. Citizenship
Cities, towns and villages also have a history. Tolerance and respect
We can find out about this history by looking
at records. Taking advantage of the fact that this

lesson is about the passing of time,
Written records, for example, books.
remind your students how important
Pictorial records, for example,
elderly people are. Their experience
paintings. 4 4
A cake shop in 1900. This painting shows can help us to learn and improve.
Physical records, for example, famous a cake shop, and how people dressed Encourage students to talk about things
buildings or coins. over a hundred years ago.
they have learned from the older
members of their families.
4. Measuring time
Tasks
Different units are used to measure time -
1. Look at picture 1 . How many
days, weeks, months and years.
differences can you find between
Calendars are used to find out which day, the two pictures? What are they?
week and month it is.
2. What records are used to find out
To measure bigger units of time, decades about the past?
and centuries are used.
3. What is history?
A decade is a period of ten years.
4. What is a decade? What is a century?
A century is a period of a hundred years.
Answer key
181 1. I found eleven differences. The house
in the bottom picture is more modern.
Objects like the television, fridge and
telephone have changed and look
different. There are objects in the
LEARNING SKILLS bottom picture which did not exist in
the past, for example, the computer, air
Comparing illustrations conditioning, the microwave, the video,
the lighting system, the stereo system,
Comparing illustrations from different time periods highlights
the DVD and the fax.
the changes that have occurred over time. To do this, look at
the common elements in the pictures and see how they have 2. We use records like photos, videos,
books and clothes. We also use the
changed. Note the new things and those that have disappeared.
stories that our relatives tell us.
Ask students to look at the pictures on page 180 and to make 3. History is about events that happened
two lists. In one list, they note the objects they can see in the in the past.
top picture and explain what those objects have become in the 4. A decade is a period of ten years.
bottom picture. In the other list, they note the objects in the A century is a period of a hundred
bottom picture that did not exist at the time of the top picture. years.
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The past and present of cities, towns and villages

1. The period of the Romans
More than 2,000 years ago, the Romans
built many towns. Roman towns had wide,
OBJECTIVES straight streets.
There were houses, temples and theatres.
To acquire chronological
There were also walls around the towns
reference points and aqueducts.
To know how cities and towns Roman towns were joined by roads made
have evolved over time of stones. 1 The Romans built bridges over
To encourage an interest the rivers. 1
A Roman road. These roads were used
in history for walking and driving wagons.
2. The period of castles

More than 1,000 years ago, people in towns
and cities were afraid of being attacked
by enemies. They moved to small villages. 2
Teaching suggestions Noblemen built castles for their families.
The people from the villages lived inside the
Introduction castle walls when there was a war.
Huge monasteries, churches and cathedrals,
Ask students to talk about an old
were also built during this time.
building. Explain what the building 2
was, what it was like, what period A village and a castle. Castles were built on top
of hills. From there, it was easier to see
it was from, what is was used for in 3. The period of palaces enemies coming.
the past, what it is used for now, etc.
About 500 years ago, towns and cities
Explanation became important again. Noblemen and
merchants lived there. They built beautiful,
Explain the meanings of some luxurious palaces.
of the words used in the lesson,
The ports in the towns on the coast were
for example: made bigger. This made it easier to
Aqueduct: a construction used transport goods to and from the towns. 3
for taking water from one place This was when geographic discoveries were
to another made, for example, the discovery of the 3
Monastery: a place where Americas by Europeans. New towns were Merchants at a port. Merchants also lent
also built in these places. money to their customers.
a religious community lives
Cathedral: a large church
Understanding 182
Ask the following:

What kinds of things did the
Romans build? INTERESTING INFORMATION
What was the function of a castle?
When were castles first built? The Romans
What happened about 500 years ago? The Romans are famous for their building and engineering.
When was the train invented? When They built incredible buildings using blocks of stone, clay bricks
was the steamship invented? When and concrete.
was the aeroplane invented? They built buildings for the people to spend their leisure time
Have students look at the pictures
in, such as:
on the double page. Ask them: Which Thermal baths, which were public baths
pictures show farmers? Which picture Amphitheatres, where gladiators fought wild animals
shows a factory? What means of trans- Circuses, where races were held
port can you see?
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13
UNIT 13
4. The period of factories
and transport
About 150 years ago, factories were built
near towns. 4 People moved from
After looking at and talking about
the countryside to the towns to work
in factories. This is how towns started the pictures, follow up by asking
to grow. the students to make a comparative
Trains, steamships and cars were invented table as follows:
at this time. Roads and railways were built.
People could travel faster, more comfortably, 4 About... Roman The Middle
and more often, from one place to another. Houses were built for the workers near years ago Times Ages
the factories. Towns did not have electricity.
Roads did not have tarmac, and there were People
no drains.
lived in
People
5. Cities, towns and villages today worked as
Today, most people live in towns and cities. People
These places have grown considerably.
travelled in
Many towns and cities have skyscrapers,
and many new areas. 5 The
About... The
There are many services, for example, gas, Industrial
years ago Renaissance
electricity, running water, telephone lines, Revolution
and hospitals. People
lived in
5 People
A modern city. Today, cities have skyscrapers worked as
and wide streets.
People
travelled in
Tasks
Citizenship
1. Describe the towns in Roman times.
2. Who lived in castles?
Talk to your students about the
3. Who built luxurious palaces in towns?
importance of preserving things from
4. Look at picture 4 . Describe the area where factory workers lived the past. Explain that, without these
150 years ago.
remains, we would not know anything
about how people lived centuries ago
and we would have no idea about our
183 origins.
Answer key
1. Towns in Roman times had wide,
LEARNING SKILLS straight streets. They had houses,
temples, theatres, city walls and
Putting things into chronological order aqueducts.
2. Noblemen and their families lived
When we are studying history it is very important for things
in castles. People from the villages
to be in the right order. It is important, therefore, to use terms moved inside the castles when there
which measure time correctly. was a war.
Ask students to put the following words in the correct order, 3. Noblemen and merchants built
from the most ancient to the most recent: century, month, year, palaces in towns.
day, week, decade. 4. M. A. One hundred and fifty years ago,
factory workers lived near the factories
where they worked. They lived in areas
where there was a lot of pollution.
Their homes were not very nice.
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A C T I V I T I E S
UNDERSTAND
1. Copy the table. Classify the things.
UNDERSTAND
1. Historical documents. Follow up the
activity by pointing out other historical
records like films, identity cards,
Written records Pictorial records Physical records
sculptures, books, newspapers, coins,
etc.
Answer key
Written Pictorial Physical 2. Think about yourself in the past, present, and future.
records records records Copy and complete the table.
diary portrait chair
painting ring When I was When I am
Now I am
3 12
At school I couldnt read I can I will
On holiday
2. Past, present and future. Encourage
At home
students to compare their past
experiences with their vision of the
future. This will help them become
aware of how time will affect them.
WORK IT OUT
Answer key
3. Look at these pictures. What do they tell us about the past?
M. A.
At school: I couldn't read; I can read
English; I will begin to study German
On holiday: I always had to stay with
my parents; I can ride my bicycle by
myself; I will go to a tennis camp
At home: I spent a lot of time with my
grandmother; I can use the computer;
I will have my own bedroom EXAMPLE The sword tells us about the weapons they used in the past.
184
WORK IT OUT
3. Analysing documents. Make sure
students make logical connections ADDITIONAL ACTIVITIES
between the different records and the
information we can get from each one. My timeline
Materials:
Answer key A piece of construction paper Coloured felt-tip pens
The coin shows us the money they Glue Old newspapers
used in the past.
The shoe shows us about the kinds
Instructions:
of shoes people wore. Ask students to cut the construction paper in two and to glue
The plane tells us about their means the halves end to end to make a long strip.
of transport. Tell them to draw a thick black line from one end of the strip to
The gramophone tells us about their the other.
household objects.
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13
I CAN DO IT
UNIT 13
4. Look at the timeline. Answer the questions.
A timeline tells us the order that events happened in.

I CAN DO IT
Claires Timeline
4. Timelines. Make sure students
understand what a timeline is and how
to interpret one. You can put other
M firs years at the beginning or at the end
I wa da a of the line.
bor> schoo I earn
to swi Answer key
1995 1996 1997 1998 1999 2000 2001 2002 2003 2004 2005 The events that happened first are
on the left. The most recent events
Where do you write the events that happened first, on the left or on the right
are on the right.
of a timeline? What about the most recent events?
Claire was born in 1995. In 1998 she
What happened in 1995? What happened in 1998? had her first day at school.
When did Claire learn to swim? Claire learned to swim in 2002.
What do we use a timeline for? A timeline is used for showing the
order events happened in.
For showing the order events happened in.
M. A. Events which students may want
For showing how events happened in a mixed-up order. to include in their timelines: I was born,
my brother/sister was born; I went
Make your own timeline. Indicate the most important events in your life.
to during my holidays; my team won
a prize for ; I learned to play the
piano/tennis; my family moved
to a new house/flat; I met my best
friend, etc.
Summary
History
Everybody has a history. To find out about our history we can collect photos,
videos, objects, and listen to stories people tell us. Language link
Cities, towns and villages also have a history. We can find out about As a follow-up, ask students to write
this by looking at written, pictorial, and physical records. their biography. Tell them to go
chronologically, beginning with their
date of birth and going on to include
the most recent events. Provide them
185 with the linking words and expressions,
for example:
When I was
At the age of
Before I was
Then ask them to use a red felt-tip pen to divide the line After I was
into the same number of years as their age. Recently
When they have done the timeline, ask them to write something
that happened to them in the space provided for each year.
If there is enough room, they can draw a picture or stick
a photograph to illustrate the year.
To complete the timeline, ask students to find out some
important world events that happened in these years and
Resource folder
to write them underneath the black line.
Finally, hold an exhibition using all the timelines.
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Memories from the past

1. Traditions
Traditions are the customs that people
follow in a particular place. Children learn
OBJECTIVES traditions from adults. This is how traditions
continue from one generation to the next.
To understand that traditions
Important traditions include songs, dances,
and customs are a part of our costumes, typical food, and legends. 1
history
Legends are stories about people who lived
To understand why monuments many years ago. Part of the story is true
1
and buildings are important and part of the story was invented Christmas traditions. In many countries, people
by the people who told the story. eat special cakes and sweet things at Christmas.
To understand the importance
of certain historical characters
To value our artistic and cultural 2. Local festivals
heritage
Local festivals take place all over the world.
Most towns and countries have their own
festivals. These festivals include traditions
that have not changed for centuries.
Some festivals remind us of important
events, for example, a battle, or the signing
Teaching suggestions of an agreement.
Other festivals celebrate important religious 2
The Festival of San Pedro Chenalho, Mexico.
Introduction figures, for example, Patron Saints. These This celebration is held in the town of Chenalho
are the Patron Saints Days. 2 on the 29th June.
Take a CD or cassette into class with
traditional dance music from your
region. 3. Historic monuments
Explanation Historic monuments are very old. They have
great artistic value. There are different types
Explain the difference between a of historic monuments.
legend and a historical event. Tell the Buildings such as castles, palaces
students that legends tell stories and cathedrals. 3
which are half true and half fiction. Other constructions such as arches,
History, though, is a science which statues, and fountains.
3
A castle. This castle was built more than 200
studies and analyses documents years ago. An important family lived here.
and remains of the past to help
us find out what happened.
186
Understanding
Ask students the following questions:
Are traditions and customs the same
thing?
Is every building a monument? Why Museums
not?
We go to a museum if we want to see sculptures, paintings,
What kinds of historical monuments ceramics and other old, historical objects.
are there? In museums, things are usually grouped together according
What are local festivals? to the age or civilisation they belong to. A lot of people work
Who are the most famous historical in museums. They have to identify each object, analyse what
characters from your region? it might have been used for, decide a date for it, etc.
Each piece has an index card with this information on it to inform
visitors to the museum.
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13
UNIT 13
Miguel de Cervantes
Miguel de Cervantes
is a very famous Bring a map of your region into class
Spanish writer. and ask students to name the places
He was born in 1547. they know, the local festivals, food
He died when he was products, folklore and traditions.
69 years old. Write their ideas on the board.
Don Quixote
When he was young, he joined the army and Sancho
as a soldier. He fought against the Turks Tell students to work in groups of 4.
in a battle, and was wounded. Give each group a map of the region.
On his way back to Spain, he was Students label the maps with the text
captured by pirates. He was a prisoner from the board and any other ideas
for five years. they have. Remind students that they
When he got back to Spain, he worked will need to use symbols and a key
as a tax collector. He wrote some to label their maps. For example:
of his most famous stories at the typical food, crafts, local festivals,
same time. Don Quixote
caught monuments Students present their
Cervantes most important work is on a sail of maps to the rest of the class.
Don Quixote. a windmill
Citizenship
4
Miguel de Cervantes is one of the most important writers in the world.
Talk to your students about how they
should behave at local festivals.
4. Famous local people For example, explain that they should
Local people become famous because they make sure that when they are enjoying
did something important for their hometown themselves they are not bothering other
or country. 4 people by shouting and running around.
Many famous people were soldiers, Tasks
religious people, great scientists,
1. What are traditions? What are Answer key
musicians, writers, or painters.
the most important traditions?
Every town or country has famous people. 1. Traditions are the customs that people
2. What is a legend? Do you know
There may be statues in their honour. follow in a particular place. The most
any legends?
Sometimes, streets and squares are named important traditions include songs,
after them. dances, costumes, typical food and
legends.
2. A legend is a story about people who
187 lived many years ago. Part of the story
is true and part of the story is not true.
M. A. There is a famous legend about
King Arthur. He was a brave king.
LEARNING SKILLS He had a magic sword called Excalibur.
A magician called Merlin helped King
An oral presentation Arthur. King Arthur won many battles.
His favourite castle was called
An oral presentation is a very useful technique. It combines the Camelot.
use of comprehension skills and verbal expression. To make
an oral presentation, you have to read the text carefully, make
a summary of it, learn it and then say it out loud.
Ask students to work in pairs to prepare an oral presentation
of one of the lessons in this unit. After each presentation, have
other students ask the presenters questions. In this way, it will
be clear they have understood what they heard and also that
the students who gave the presentation did not just memorise it.
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A C T I V I T I E S
UNDERSTAND
1. Copy and complete the chart. Write two examples in each row.
Examples
UNDERSTAND
Putting up the Christmas tree at Christmas.
Seasonal traditions
1. Traditions. As a follow-up to this
activity, tell students that traditions
Festivals
have been maintained because they

are passed on from one generation
to the next.
Historic buildings

Answer key
Examples
Seasonal Eating lamb at Easter. WORK IT OUT
traditions Carnival.
Festivals St. Patrick's Day. 2. Look at the Great Wall of China.
What does it tell you about
Historic A Roman acqueduct.
the past?
buildings A castle.
Describe the wall.
What was it used for in the past?
WORK IT OUT What do you think it is used
for now?
2. Historic buildings and monuments.
Explain to students that buildings can
also be records. Before doing the APPLY
activity, ask the students if the
monument in the photo is a historical 3. Choose a historical person. Complete the information.
record or not and ask them why.
(Year) He / she was born in

Answer key
(Place) He / she was born in
The Great Wall of China is very long. (Job) He / She was a
It is made of stone. It has watchtowers.
(Important things he / she did) He / she
It was used for protection.
It is used for studying the past and as
a tourist attraction.
188
APPLY
3. Characters from history. For this
activity, it is best if students choose
a character from their home town.
A mural of the historical monuments in my region
Divide the class into groups. Have students make a mural
Answer key
showing the historical monuments in their region.
M. A. Ask them to find the different historical buildings in the region.
My historical person: Queen Elizabeth I Tell them to get brochures from the local tourist board
She was born in 1533. or from a travel agent.
She was born in London.
She was a queen.
She ruled England for a long time. Life
in England improved a lot. She was a
very popular queen.
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13
LEARNING TO READ
UNIDAD 13

An archaeological site
Very old things are found on an archaeological
LEARNING TO READ
site. These things are often inside caves or buried under 4. An archaeological site. Explain that
the ground. You can find bones, pots, swords, and
archaeologists study the remains
jewellery on an archaeological site.
of things from thousands of years ago.
Archaeologists decide where they are going to dig. They
supervise the work. Lots of different people work
on the site. Scientists calculate how old the things are. Answer key
Computer specialists catalogue the objects, and restorers An archaeological site is a place where
repair objects that are broken. very old things are found. We can find
bones, pots, swords and jewellery
on an archaeological site.
The objects tell us how people lived
What is an archaeological site? What can we find there? thousands of years ago.
What do the objects tell us about people who lived thousands of years ago? Archaeologists decide where they are
What does an archaeologist do? What other people work on the site? going to dig and they supervise the
Why are archaeological sites historic documents? work. Scientists, computer specialists
and restorers work on the site.
They are historic documents because
we find things from the past.
GIVE YOUR OPINION
5. Answer the questions. GIVE YOUR OPINION

Is it important to know what happened in the past?
Why? 5. The importance of the past.
Check that students value and respect
the ways of life in other periods.
Summary
Memories of the past Answer key
Traditions, festivals, historic buildings, famous people, and characters
tend to stay the same throughout history. M. A. Yes. It is important to know what
happened in the past because we can
understand the present better. We can
use the experiences of people who lived
in the past to make better decisions.
189
Maths link
Pose the following problem: Miguel de
Cervantes was born in 1547 and died
Students draw a map of the region on a piece of construction
when he was 69. When did he die?
paper and mark the towns with historical buildings on the map.
How long ago was Cervantes born?
They can stick photos of the buildings onto the map. Under each
photo they should write the name of the building and draw an
arrow to the town where it is located.
Hold an exhibition of all the posters.
Resource folder
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N O W I K N O W
Check what you know
History
Unit review can be
Before doing these activities, go over personal history history of cities, towns, and villages
the main concepts in the unit with your we find out using we find out using
students. You can dictate them so that
students can write them down in their 1 videos 2 3 memories pictorial
from the past 4 records 5
notebooks. For example:
are
Everything changes with the passing
of time: people, cities and towns. traditions 6 7 people
The past is history. and characters
History is the narration of the
important facts that have happened Copy and complete the sentences. Use words from the word map.
in the past. We know what happened History can be our personal history or
thanks to written, graphic and We find out about our personal history from photos,
material documents.
We find out about the history of cities, towns and villages from memories
Traditions are the customs of a place. of the past,
The most important traditions are
songs, dances, clothes, typical food
and the legends from each place. 2. Tick the correct words.
Historical monuments are buildings 1. What comes before the present? 5. In Roman times there were
that were made in the past and that The past. The future. castles. roads.
have an artistic value.
2. Which one is a record about our life? 6. What were built 500 years ago?
Historical characters from a place are
the men and women we remember A photo. A castle. Factories. Palaces.
because they did something important 3. How many years are there in a decade? 7. The customs of a place are called
for the place or for the country. 100 years. 10 years. decades. traditions.
4. Which one is a pictorial record? 8. What are important traditions?
Language link A portrait. A diary. Legends. Coins.
Ask students if they have read or seen
a film about Robin Hood. Ask them
to tell you some of the events from
the story/film. Explain that the story 190
of Robin Hood is a legend: some of it
is true and some of it has been
invented over the years, though the
main characters were real. Choose five ADDITIONAL ACTIVITIES
mini stories from the story of Robin
Hood. A hundred questions
Read the stories to the class. As this is the last unit in the book, play a quiz game to test
everything the students have learned in the course.
Divide the class into groups. Assign
a mini story to each group. Students act Write each question of the quiz (questions from the last page
out the story in their groups. They can of each unit) on a slip of paper. You can have students help
either mime as you read the stories you so that you get it done more quickly.
or make a short script. When you have prepared all the questions, fold the slips
of papers and put them in a bag.
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My project
UNIT 13
3. Find out about the history of your hometown.
The history of my hometown

Name a person who is well Check what you know
remembered:
1. photos; objects; stories we
Give a reason why he / she is are told; written records; physical
still remembered:
records; popular festivals;
historical buildings.
History can be our personal history or
the history of cities, towns, and villages.
Name a historic building: We find out about our personal
history from photos, videos, objects
In the past, it was used for: and stories we are told.
Now it is used for: We find out about the history
of cities, towns and villages from
Write about a legend or an important event that took place in your town memories of the past, and from
or country. written, pictorial and physical records.
2. 1. What comes before? The past.
2. Which one is a record A photo.
3. How many years 10 years.
4. Which one is A portrait.
5. In Roman times there were roads.
CITIZENSHIP 6. What were built? Palaces.
7. The customs are called traditions.
4. Read the text. Answer the questions. 8. What are? Legends.
Caring for our heritage
My project
What do you think about what the boys
in the picture are doing? 3. M. A. Emily West is well remembered.
She is remembered because
Make a list of reasons why it is
An important event took place near my
important to care for historic
town. There was an important battle
buildings.
Every year we celebrate the victory
on 6 September.
Citizenship
Caring for our heritage. Tell students that
191 we keep photos of our family so that we
have a record of our personal history.
We should care for and preserve our
heritage in the same way because this
helps us to build our memory of history.
4. M. A. It is important to care for historic
Divide the class into groups of five and give them a few days buildings because
to review the book. they cannot be replaced.
After the students have reviewed, you can start the quiz. we want to know about our past.
A representative from each group will take a question from
the bag for his or her team to answer. If they answer
Resource folder
correctly, they get 2 points. Each team must answer 10
questions. F Reinforcement and extension
The team with the most points wins.
Test: Worksheet 13
Assessment: third term
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GLOSSARY
UNIT 1 calcium heart lung
bitter cartilage heartbeat mammal
blister fixed joint inflate omnivore
bone flexible intestine oviparous
build hard kidney pupa (pupae)
cheek involuntary lung reptile
eyebrow ligament molar scale
eyelash mend nutrition shell
height musculoskeletal oxygen table
hearing moveable pulse thorax
limb muscle pump vertebrate
nostril quadriceps respiration viviparous
pain radius snorkelling waterproof
pupil ribs stomach wing
rough rigid thumb
UNIT 5
salty skeleton urine
absorb
scratch soft vein
aspirin
sense organ spine waste
bush
sight system wobble
calyx
skull tendon
UNIT 4 carpel
smell thorax
abdomen chemist
smooth triceps
amphibian corolla
sound vertebra
antennae cultivated
sour voluntary
aquatic deciduous
strength x-ray
backbone environment
surface
UNIT 3 bare skin evergreen
sweet
anus bug forest
taste
bladder carnivore germination
tongue
blood cocoon grain
touch
blood vessel exoskeleton grass
vibrate
breathe in /out feather grow
weight
chew feed hard / soft stem
wound
circulation fin leaf (leaves)
UNIT 2 cutting fur pollen
backbone deflate gill rainfall
biceps digestion herbivore reproduction
bone excretion invertebrate root
broken healthy larva (larvae) sap
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seed UNIT 7 contour line peninsula

soil arid dotted line plain
stamen building east railway
sunlight clay flat reservoir
textile deforestation globe road
tree diamond height side
underground energy high slope
wild erosion source
north
UNIT 6 fertile over summit
atmosphere grain plan valley
carbon dioxide granite satellite village
chemical ground south
hard UNIT 9
climate sunrise
cloud iron ore breeze
sunset
combustion jewellery canal
west
condensation layer climate
cool leaf mould UNIT 8 course of a river
drinking water lift agriculture dam
Earth limestone archipelago drought
evaporation malachite bay extreme
freezing marble bridge flood
graph metal cape flow
hailstone mine coast forecast
heat mineral communications gale
ice open-cast mine crop hail
iceberg poor delta hurricane
lake pyrite depression inland
layer remains estuary irrigating
melting rock field lagoon
nitrogen sand foot man-made
oxygen shiny gulf mud
pollution slate
river hill precipitation
soil island rainfall
snow
tool
source isthmus rain gauge
spring MAPS OF THE EARTH landscape river bed
stream above livestock farmer season
surface below moor snow
water cycle compass mountain range temperature
193
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thermometer tourist industry vet UNIT 13

torrential town wood aqueduct
toxic waste town hall archaeological site
UNIT 12
tributaries village building
assembly line
weather wide / narrow calendar
chemical
wind
UNIT 11 coal cathedral
UNIT 10 animal farming consumer century
airport animal feed electricity church
block arable farming energy costume
cathedral cattle factory
custom
city coastal fishing gas
decade
communication combine harvester heavy
discovery
convent crops hydroelectric
industrial estate event
factory cultivate
fishing industry industrial process festival
dairy farm
flight path industrial waste fountain
deep sea fishing
goods dry crop industry future
historic building machine generation
features
housing estate manufactured product historic
fertiliser
inhabitant non-renewable source history
fish farm
main square nuclear power
free-range farming legend
oil
means of transport greenhouse monastery
power station
motorway harvest neighbourhood
raw material
network hay palace
renewable source
pedestrian industrial crops
solar power past
population intensive farming
steel industry patron saint
port (sea / river) irrigated crops
smoke present
railway livestock farming
technological record
rural tourism organic farm telecommunications religious figure
service plough textile
sewer statue
poultry thematic map
shipping route resin steamship
thermal power
station seaweed turbine telephone line
straight shellfish uranium temple
street map sow wind farm timeline
suburb tractor windmill tradition
194

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805674 _ 0001-0019.

qxd 3/6/05 12:17 Pgina 1

Science, Geography and History 3

Quality education includes being able to

Resources for the teacher with:

Quality education includes

Resources for the teacher with:

Quality education includes

Resources for the teacher with:

Quality education requires

Resources for the teacher with:

Quality education requires

RESOURCES FOR THE STUDENT

Student's Books Workbooks*

Spanish Language 3* First term

Mathematics 3* First term

Science, Geography and History 3

Art and Craft

Spanish Language 4* First term

Mathematics 4* First term

Science, Geography and History 4

Art and Craft

*Not yet available in English

RESOURCES FOR THE TEACHER

Teacher's Books Resource folder*

Teacher's Book for Mathematics 3* Assessment worksheets for Mathematics 3*

Teacher's Book for Art and Craft

Workbook for recent immigrants*

Teacher's Book for Mathematics 4* Worksheets for assessment in Mathematics 4*

Teacher's Book for Art and Craft

Workbook for recent immigrants*

*Not yet available in English

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY - SECOND CYCLE

04. Animals Vertebrates(outside) Extracting information from Training pets

05. Plants A description of plants Completing the sequence Protected plants

10. Urban landscapes Villages Reading a street map Pedestrians

12. Industrial landscapes Industry Reading a thematic map Rubbish is a raw

01. Animals Mammals Making a table Watch out!

The nervous system Interpreting a bar chart No barriers

Nutrition and food Examining a food label World hunger

04. Birth and growth Reproduction Drawing a growth table Children's

Machines help us Identifying simple machines Safe machines

11. Services What are services Interpreting a road map Responsible

1 Talk about the text

Suggestions for class work

3. Rocks and forests

that the students understand

Suggestions for class work

LEARNING ACTIVITY PAGES

a village on the opposite

a river in the valley

roads, bridges, and villages vegetation

Suggestions for class work

2. Tick the correct words.

4. A high plain is called a

Suggestions for class work

*Not yet available in English

contents of the unit Objectives

Download relief maps of countries around the world OCEAN Gulf of

New Science 3 Teacher's Book - Santillana

New Science 3 Teacher's Book - Santillana

New Science 3 Teacher's Book - Santillana