Essential Science 4 Teacher's Book - Santillana Modificado

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Teacher’s Book

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Essential Science • Essential Science teaches basic concepts of Science, Geography and History through English. • Content and language are carefully interwoven in Essential Science. • The syllabus covers all the scientific contents which students require at this level. • The language objectives correlate with those set out in the Cambridge Young Learners suite.

• The Student’s Book guides students towards curricular objectives. • A series of presentations explain key concepts in clear and simple language. • Basic activities in the Student’s Book give students the confidence to ask simple questions, and make short, descriptive statements.

• The Activity Book provides reinforcement and extension activities. • It includes projects and tasks to widen the students’ horizons, and stimulate reflection on work and progress. • The Student’s CD gives an extensive selection of recorded texts. • The students’ self-confidence will grow, as their fluency and pronunciation improve. • Learner autonomy is encouraged.

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• Essential Science provides a wealth of material to teachers and students. This gives teachers great flexibility to choose. They can adapt their work in view of the time the students spend on Science, Geography and History in English. • Internet resources are available for teachers and students on our websites. Links encourage students to go further in their research. • Richmond Student’s Dictionary: a valuable reference tool. • Assessment, Extension and Reinforcement worksheets provide teachers with additional resources. • Posters and flashcards give teachers important visual back-up.

Machines

Machines make work easier. They All machines help us to do need energy to tasks with less work. Some machines effort. change the intens a little force, ity of a force: the machine when we apply produces a bigger force.

For example, levers change the direct change the intensity of a force. Other machi ion of a force. on a pulley rope, For nes we create a downwexample, when we pull end of the rope ard force; the rises. object on the other

Simple Machi nes

A simple machi ne machines, which has few or no moving parts. There are six can be groupe simple d as inclined planes and levers .

Inclined Plan e Group Inclined Plan es

An inclined plane up or down. The is a sloping surface, such as a object moves farther than when ramp. Inclined planes are but less force used to move is needed. Inclined it is lifted straight objects Examples: staircase, planes change up or lowered the intensity straight down, ramp, slide and direction of a force.

• This Teacher’s Book offers page-by-page teaching suggestions, solutions to the Activity Book activities, and a guide to other resources.

Lever Group

Lever

We use levers to lift things. A lever turning point is called the fulcrum. is a board or bar that rests on a turning point. is to move. When The closer the we apply a force This object is to the resistance point. at the effort point, fulcrum, Levers change the force is intensifiedthe easier it Examples: seesaw, both the intensity at the and hammer, bottle opener, crowbaw, direction of a force. human arm

Effort

Screws

Screws are used to hold objects inclined plane together and to raise and lower wrapped around When you put a things. A screw a screw into wood, nail. The inclined plane of a screw is called is an tightly. Screws the thread cuts the thread. change the direction a groove in the Examples: bolt, wood, making Archimedes screw and intensity of a force. it hold very

Resistance Fulcrum

Pulley

A pulley is made up of a wheel Pulling down and a rope. The on one end of rope fits into the rope a groove on the loads up, down wheel. or sideways. Pulleys lifts the object on the other Examples: flag end. Pulleys help change the direction pole, crane move of a force.

Wedges

A wedge is made up of two inclined meet and form planes joined a sharp edge. back to back. Wedges can be to split things used to hold things The edges of the planes apart, as in a knife. Wedges Examples: ax, change the direction together, as in a nail, or knife, nail of a force.

Wheel and Axle

An axle is a cylinder that goes through to turn. Wheels the center of and axles change a wheel. The from place to the intensity place. of a force, making axle allows the wheel Examples: door it easy to move knob, wagon things wheels

Compound Ma chines

A compound machi Compound machi ne is made up of two or more nes work togeth simple machi Examples: wheel nes. er barrow, can opene to make a task easier. r, bicycle, shears

levers

wheel and axle © Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

© Richmond Publishing 2006. Richmond Publishing is an imprint of Santillana Educación, S.L.

Animal and Plant Habitats 1 2

3

4

5

6 7 Key

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10

11

13

14

19 17

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Activities

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18

Habitats Have students identify the animals and plants according to their habitats: animals and plants which live in hot places (camel, toucan, koala, rattlesnake, cactus), animals and plants which live in temperate places (moose, lynx, rhesus monkey and ferns), animals and plants which live in cold places (peguin, polar bear, walrus, fir tree). Then have students identify the animals which live in trees (orangutan, koala, toucan), the animals which live on the ground (lion, elephant, kangaroo) and animals which live in water (whale, shark, sea lion).

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21 20

Students list animals under these headings: Animals that Run, Animals that Fly, Animals that Swim, Animals that Slither (e.g., run—lion, tiger, reindeer; fly—eagle, toucan, macaw; swim—dolphin, whale, shark; slither—rattlesnake). Ask individual students to imitate the movements of different animals and have the class guess what they are.

Birth Have students draw and label animals that are born from their mothers (the mammals, including the marine mammals), and animals that are born from eggs: the birds, reptiles, and fish.

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34 37

32 35

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Body Covering

• The Teacher’s CDs contains a selection of recorded texts as well as all the Student’s CD recordings.

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

38 39

Write these headings on the board: Hair, Scales, Feathers. Have students list animals under the headings according to their body covering (e.g., Hair—the mammals, even marine mammals have some facial hair when they are born; Scales—shark, rattlesnake; Feathers—eagle, toucan, parrot, penguin).

Body Parts

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30

Movement

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1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

Polar Bear Walrus Brown (Grizzly) Bear Fir Tree Grey Wolf Red Deer Reindeer Killer Whale Moose Sea Lion Saguaro Cactus Rattlesnake Bald Eagle Lynx Palm Tree Tiger Bamboo Giant Panda Rhesus Monkey Dolphin Jaguar Macaw African Elephant Baobab Dromedary Camel Indian Elephant Llama Alligator Lion Giraffe Orangutan Toucan Spider Monkey Rhinoceros Gorilla Shark Kangaroo Eucalyptus Koala Ombu Whale Penguin

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CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY

Natural sciences

UNIT

4

CONCEPTS

BOOK 4, SECOND CYCLE

PROCEDURES

CITIZENSHIP

01. Animals and plants

• Animal needs • Plant needs • Living things from the past

• Comparing pictures • Labelling photos

• Animals in extinction

02. Food

• Food groups • A healthy diet • The digestive system

• Analysing diagrams • Classifying food

• Exercise and digestion

03. Breathing

• The respiratory system • Blood circulation • Excretion

• Labelling diagrams • Ordering information

• Blood donors

04. Men and women

• The reproductive system • Pregnancy • The stages of growth

• Classifying pictures • Ordering information

• Respect for elderly people

05. Life cycles

• The life cycle • Animal nutrition • Plant reproduction • Plant nutrition

• Ordering pictures • Keeping records

• The importance of fresh food

06. The universe

• Astronomical bodies • The Solar System • The Earth’s orbit • The seasons

• Completing a table • Comparing photos

• Space exploration

07. Minerals

• The properties of rocks • The uses of rocks • Types of soil

• Classifying minerals • Matching words and pictures

• Preserving monuments

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Geography and History

UNIT

CONCEPTS

PROCEDURES

CITIZENSHIP

08. Ecosystems

• Ecosystems • Food chains • Types of habitat

• Completing a text • Drawing a food chain

• Respect for the environment

09. Light

• Colours • Luminous and non-luminous bodies • Heat

• Completing a table • Building a kaleidoscope

• Preventing burns

10. Materials

• The properties of materials • Natural and artificial materials • Simple and complex machines

• Identifying simple and complex machines • Classifying materials

• Recycling

11. Where do we live?

• Administrative divisions • Autonomous Communities • The frontiers of Spain

• Interpreting maps • Describing photographs

• Appreciation of diversity

12. Oceans and continents

• Continents • Oceans • The countries in Europe

• Finding information on maps • Completing maps

• Peaceful coexistence

13. Government and society

• • • •

• Analysing photographs and diagrams • Compiling information about our area

• Rights and duties of citizens

14. The Romans

• Periods in history • Changes in society

• Recognising objects in illustrations • Describing a journey

• Respect for our heritage

Government institutions The media Commerce Tourism

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The Student's Book indicates Richmond World Facts Readers.

Title • This is the number and title of the unit.

Animals and plants LOOK

indicates an Internet Activity.

Look at the photo. • What is this animal eating? • What else does it need in order to survive?

indicates a reading activity.

Look • The units begin with a LOOK or COMPARE section which focuses attention on the theme of the unit.

READ

1. What do animals need?

1

Animals need water, food and the right temperature. They live in places where they find the things they need. Water

shows that it is also recorded.

All animals need water. Aquatic animals, like fish and dolphins, live in water. Food All animals eat other living things. Herbivores eat plants, and carnivores eat other animals. Omnivores eat plants and animals. Temperature Some animals live in very hot places. They rest during the day. They look for food at night, when it is not so hot. Some land animals, like ducks, spend a lot of time in the water.

Activities • Activities at the bottom of the page reinforce basic concepts, and practise structures and vocabulary. • Some are linked to citizenship themes.

Other animals live in cold places. They have thick fur or fat under their skins. This gives them protection from the cold.

carnivores

plants

omnivores

indicates that the activity should first be done orally.

animals

Make more questions. Change the underlined words. Do herbivores eat plants and animals?

ANIMALS AND PLANTS

3

indicates that it can also be used as a writing exercise.

Read • Information is organised into numbered sections.

DESCRIBING A PROCESS PLANT REPRODUCTION First, when the fruit is ripe, it opens. Then, the seeds come out and fall to the ground. Next, the seed absorbs water from the soil and the seed opens. Then, a root grows down into the soil. Finally, a small stem grows.

Essential language • The Essential Language section summarises all the key language used at this level.

The universe DESCRIBING RELATIVE POSITION THE PLANETS Mercury is next to the Sun. Mercury is between the Sun and Venus. Venus is next to Mercury. Venus is between Mercury and the Earth. Make more sentences. Then ask and answer questions. Is Mercury next to the Earth? Yes, it is. / No, it isn't. Is the Earth between Venus and Mars? Yes, it is. / No, it isn't. EXPRESSING DURATION The Earth takes

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24 hours

to rotate completely

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The Activity Book • Learner autonomy: the students assess their own progress.

I can do it

Activities • The Activity Book offers a wealth of activities.

Contents

Worksheet 13. Date

UNIT UNIT Animals Living things and plants Our Foodsenses

Apply your knowledge THE LIFE CYCLE

3

II CAN CAN DO DO IT IT living things and non-living things. I canI can talk compare about what plants need. 3I canI can identify animal and plant habitats. identify some dinosaurs.

7

identify senses. I canI can classify foodour intofive groups. 6I canI can name the parts of digestive the eye and the ear. name the parts of the system.

Read Read and and tick tick ✔ ✔

1. Number the pictures in chronological order. Then answer the questions.

Our body Breathing

name some bones muscles. I canI can name the organs of theand respiratory system. say how use circulates our muscles. 11 10I canI can describe howwe blood in our body.

Animals Men and women

classify animals I canI can name the sex organsinofdifferent men andgroups. women. identify whatatdifferent 15 13I canI can describe people differentanimals stages eat. of growth.

Vertebrates Life invertebrates cycles and

vertebrates invertebrates. I canI can talk identify about what animalsand eat and how they breathe. namethe thestages characteristics of mammals. 18 16I canI can describe in plant reproduction.

The The Earth universe

identify the three parts of theofEarth. I canI can identify the astronomical bodies the Solar System. compare solids, liquids gases. 24 25I canI can explain how the Earth’s orbitand causes the seasons.

Water Minerals

say minerals. where we find water. I canI can classify describe 27 27I canI can describe typesthe of water soil. cycle.

Air Ecosystems

characteristics of air. I canI can talk describe about thethe characteristics of an ecosystem. identify some atmospheric phenomena. 29 30I canI can describe a food chain.

• Which photo was taken when Mary was 16 years old?

Plants Light

identify stems, leaves and roots. I canI can identify the characteristics of light. compare trees, bushes and grasses. 32 32I canI can compare conductors and insulators.

• Which photo was taken most recently?

Flowering Materials plants

name some ofaccording the parts to of their a flower. I canI can classify materials origin. describe how plants grow.complex machines. 34 35I canI can name some simple and some

• Name two changes in Mary.

Where do The landscape we live?

identify different landscapes. I canI can identify the Autonomous Communities of Spain. name the parts of a mountain. 40 40I canI can name the countries which share frontiers with Spain.

Oceans and Water and weather continents

describe course of a river. I canI can locate the six the continents and the five oceans on a map. talk about the weather. 43 44I canI can describe the continent of Europe.

Government Population and society

townsofand I canI can talk compare about thecities, institutions thevillages. Spanish State. identify transport. 45 48I canI can identify jobs some in themeans serviceofsector.

Work The Romans

identify some types I canI can describe a Roman city. of work. talk about the needs of industry. 49 51I canI can name some important inventions.

I can talk about the past. Extra Past and present PROJECT 1: 53 I can make a family tree. PROJECTS 2-5: PROJECT Animal index cards PROJECT 1: 6: PROJECT PROJECTS2:7-9: Make a skeleton to study bones and joints PROJECT PROJECT 3: 10: An experiment PROJECTS 4-7: Make objects to experiment with air PROJECT 11: PROJECT 8: Make a relief model of your autonomous community GLOSSARY: GLOSSARY:

1

VOCABULARY Match.

21 22-23 20 37 21-24 38-39 37 52 38-39 54-56 56-57 57-64 58-64

birth

•

• when the baby leaves its mother’s womb

umbilical cord

•

• the time a baby spends in its mother’s womb

pregnancy

•

• it connects the baby to its mother during pregnancy

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15

Date

Project 6

Glossary

SOIL SAMPLES

bone

SEPARATING SOIL SAMPLES Instructions:

1. Collect three different soil samples: sandy soil, soil with clay, soil with humus.

3. Place each soil sample in a bottle.

1. Which sample has the most sand?

calcium

• Students use the glossary to record the vocabulary they have learned.

2. Cut the tops off three plastic bottles.

4. Add water to each bottle and stir.

5. Leave the bottles untouched overnight.

breakfast

Glossary

Separate soils and see what they are made of.

carnivore

chewing

dinosaur

diet

Diplodocus

digestion

fossil

dinner

herbivore

energy

omnivore

faeces

reptile

grow

soil

healthy

sunlight

intestine

temperature

lunch

Triceratops

mineral

Tyrannosaurus

mouth

6. Observe the samples and answer.

muscle

Projects and tasks

T™æ soi¬ froµ m¥ ßecon∂ bott¬æ.

oesophagus

(Hint: Sand and gravel are small bits of rock that sink to the bottom.) protein 2. Which sample has the most clay?

T™æ soi¬ froµ m¥ firs† bott¬æ.

(Hint: Clay is very fine and stays suspended in the water so it looks brown for a time.) 3. Which sample has the most humus?

T™æ soi¬ froµ m¥ thir∂ bott¬æ.

(Hint: Leaves and sticks often float on top of the water.) 4. Which soil sample has the most layers?

T™æ soi¬ wit™ cla¥. 37

Multicultural non-sexist education

Peace education

Health education

• Projects and tasks lead the students to reflect, and carry out simple experiments.

Road safety

Consumer education

stomach anus

substance

balanced

tea

blood

vitamin 57

Environmental education

Citizenship

Sex education

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The Teacher's Book Materials for reinforcement and extension

UNIT 1

UNIT 0

Animals and plants

Contents for Science skills

UNIT CONTENT

RESOURCES

Content objectives

Resource folder

1. 2. 3. 4. 5. 6. 7.

Understanding what animals and plants need to survive Understanding that nutrition is a common life process Understanding how animals and plants interact with the habitat Understanding the effect of light, water and temperature on plants Discovering that there were living things in the past which do not exist today Learning what fossils are Developing a responsible attitude towards animals and plants

PHOTOCOPIABLE RESOURCES

SPECIAL PROGRAMMES*

• Reinforcement and extension

• Developing intelligence worksheets • Working with recent immigrants

– Reinforcement: Worksheet 1 – Extension: Worksheet 1

• Assessment – Assessment: Worksheet 1

Language objectives 1. Describing the needs of animals and plants (present simple): All animals need water. Some plants live in water. 2. Expressing purpose: They use these substances to make … We study fossils to know … 3. Talking about time and place: during the day; at night; in places where … 4. Expressing quantity: a little; a lot of; all; most; not many 5. Comparing and contrasting: Some animals … , other animals … 6. Describing extinct animals (past simple): Dinosaurs were like reptiles. It walked on two legs. 7. Expressing general truths (present perfect): Some living things have disappeared. Some remains of living things have become rocks.

Contents for English skills

Internet resources www.richmondelt.com www.indexnet.santillana.es Endangered animals http://www.worldwildlife.org/endangered/index.cfm Information about wildlife protection and conservation. Strategies http://www.scienceacross.org/index.cfm?fuseaction= content.showcontent&node=29 Advice for teaching Science to students whose first language is not English.

Contents CONCEPTS

PROCEDURES

• Animals need: water, food, the right temperature • Plants need: water, soil, light, the right temperature • Living things from the past; fossils

• Classify animals into carnivores, herbivores and omnivores • Match animal and plant adaptations with the place where they live • Obtain information from photographs

Life processes and living things http://www.zephyrus.co.uk/biologytopics.html Click on What are living things? Or The Five Kingdoms of living things for pictures, information and interactive puzzles. Useful for students and teachers.

ATTITUDES

• Protect animals and plants

LEVEL

4 Other resources • • • •

Assessment criteria • Realising animals and plants can only live in places where they find the things they need • Obtaining information from drawings and photographs • Appreciating fossils as testimonies from the past • Caring for and protecting nature

A NIMAL

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

L OOK -A LIKES

* Not yet available in English

www.richmondelt.com

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Other resources

Internet resources

Worksheet 28. Date

Apply your knowledge

Worksheet 27. Date

Apply your knowledge

LIGHT AND HEAT

• There are solutions to all Activity Book activities.

CLASSIFY

1. Draw and colour the shadow projected by each vase.

1. Look and colour. Then complete the table with objects from the picture.

2. Match each object with the materal. Then write conductor or insulator below each material. wool glass

insulato®

conducto® plastic Model answer:

insulato®

wood

iron

insulato®

LIGHT PASSES / DOES NOT PASS THROUGH OBJECTS

conducto®

transparent

translucent

opaque

windo∑

curtai>

wal¬

VOCABULARY

OBJECTS PRODUCE LIGHT luminous

Define these words. Transparent object: Opaque object: Translucent object:

i† allowfi ligh† to pasfi throug™ i† dø±fi no† allo∑ ligh† to pasfi throug™ i† allowfi soµæ ligh† to pasfi throug™ 33

85

8

32

non-luminous

natural

artificial

starfi

cand¬efi matc™efi

mirrorfi t™æ Moo> ®e‡¬ectorfi

Activity Book

Solutions

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Language objectives Content objectives • A cross-reference to the content objectives on the previous double page.

• A cross-reference to the language objectives.

Hands on • A classroom experience which is motivating and simple to do.

Vocabulary • Presented in alphabetical order. • It is recommended that students learn it.

Special attention • Points which may be difficult for the students in both Science and English.

Vocabulary Content objectives: 1, 2, 3.

animal, carnivores, food, herbivores, omnivores, temperature, water

Language objectives: 1, 3, 5

Animals and plants

■ Special attention

Vocabulary

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

plant, soil, sunlight, temperature, water

Plants

LOOK

• Understanding that animals can only live in places where they find the things they need

Content objectives: 1, 2, 3, 4.

■ Special attention

READ

1. What do plants need?

Look at the photo. • What is this animal eating?

• The use of the auxiliary verb do in questions in the present simple

• What else does it need in order to survive?

■ Hands on

1. What do animals need?

1

Animals need water, food and the right temperature. They live in places where they find the things they need. All animals need water. Aquatic animals, like fish and dolphins, live in water. Food

Weeping willows need a lot of water. They have long roots so they can absorb as much water as possible.

All animals eat other living things. Herbivores eat plants, and carnivores eat other animals. Omnivores eat plants and animals.

Some land animals, like ducks, spend a lot of time in the water.

All plants need sunlight. They make their food using sunlight. Some plants need a lot of sunlight. Other plants, like moss, live in very shady places.

■ Presentation

Most plants need a warm temperature. Not many plants grow in very cold places.

• READ Ask the Ss to compare the photos.

Other animals live in cold places. They have thick fur or fat under their skins. This gives them protection from the cold.

carnivores

plants

omnivores

• Focus on picture 1. Ask: Is there much light in the picture? (No, it’s dark.)

animals Plants like moss live in forests. They need very little light.

Make more questions. Change the underlined words. Do herbivores eat plants and animals?

Model answer (M.A.) Do carnivores eat other animals? Do omnivores eat plants and animals?

ANIMALS AND PLANTS

3

4

ANIMALS AND PLANTS

• Focus on picture 2. Ask: What happens if we plant a weeping willow in a dry place? (It dies.)

Complete the sentence. Plants need four things:…

M.A. water, soil, sunlight, the right temperature

• Focus on picture 3. Ask: Where is the moss? (on the tree trunks) Does it need a lot of sunlight? (No, it needs shade.)

■ CONTENT AND LANGUAGE DEVELOPMENT

■ CONTENT AND LANGUAGE DEVELOPMENT

Comprehension. Write these words and sentences on the blackboard (BB). Ask the Ss to copy the sentences and complete them with the correct words.

Expressions of quantity. Play 2 and ask Ss to complete the sentences. All Not many a lot of Some a little 1. Some plants, like cacti, can survive with only … water. (a little) 2. Other plants, like ferns, need … water. (a lot of) 3. … plants need sunlight. (All) 4. … plants need a lot of sunlight. (Some) 5. … plants grow in very cold places. (Not many)

1

cold water hot food

temperatures

• The students (Ss) read 1 and listen to 1 . They then do the activity at the bottom of the page.

1. Ducks spend a lot of time in the …

➔ R Activity Book, pages 4 and 5.

4. Animals in … places rest during the day.

Pets. We are responsible for taking care of our pets and giving them the care they need.

• Take a plant to class and put it in a sunny place with no draughts. Ask: What will happen to the plant? (It will grow, get leaves, flowers …) • Have students take turns every week watering the plant and giving it the care it needs. • Record the changes in the plant regularly during the year.

Temperature

Temperature

LOOK

• READ Say: Look at the ducks. What are they doing? (swimming) What happens if the ducks have no water? (They die because they can’t swim or get food.)

Caring for a plant

Sunlight

Water

• Ask: Who has a pet at home? Do you give it water? What does it eat? Does it need to sleep?

• Ask: What else does it need? (water, air, the right temperature …)

■ Hands on

The roots of the plant fix it to the soil. Plants absorb water and other substances from the soil. They use these substances to make their own food.

READ

■ Presentation

Ask: What animal is this? (a vicuña) What covers its body? (fur) What colour is it? (brown and white) Has it got a tail? (No) What is it doing? (eating grass, plants)

• Realising that plants make their own food.

Water

Soil

Some animals live in very hot places. They rest during the day. They look for food at night, when it is not so hot.

•

Plants need water, soil, sunlight and the right temperature. They live in places where they find the things they need.

All plants need water. They absorb water through their roots. Some plants, like cactus, can survive with only a little water. Other plants, like ferns, need a lot of water. Some plants, like water lilies, live in water.

Ferns live in wet, shady places.

The insulating effect of feathers • Take two outdoor thermometers outside on a cold day. Record the temperatures. • Place an insulating cover over one of them. • Record the temperatures on both thermometers after some time. • Compare the temperatures on the two thermometers. Tell the Ss that birds’ feathers have a similar insulating effect and help keep them warm.

• Understanding that plants can only live in places where they find the things they need

2

2. The … of omnivores is plants and animals. 3. Animals live in places with different …

1

• The Ss read 1 and listen to

.

• The Ss do the activity at the bottom of the page. ➔ R Activity Book, page 3.

5. Animals in … places have fur to protect them. Answers: 1. water 2. food. 3. temperatures. 4. hot. 5. cold.

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19

Presentation • The suggestions include texts as well as graphic materials, such as photographs, drawings, diagrams and graphs.

2

• Ask: Where do plants get food? (They make their own food.) How do they get it water? (through roots) Ask about the care received by plants at home, at school, in public gardens …

Content and language development

Citizenship

• These activities combine Science and Language skills.

Activity Book ➔ R This symbol indicates a revision activity. E ➔ This symbol indicates an extension activity.

• Citizenship themes are identified with symbols.

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Learning skills Techniques Various learning skills can help students to master the contents of Essential Science:

Memorisation

• To extract information, it is important to study the whole picture carefully as well as look at the details. • The students study the accompanying texts, which give the names of the different parts or functions.

Highlighted words

• To memorise new vocabulary, it is useful to associate the words with mental pictures, and then revise them in order. • In order to teach the respiratory and circulatory systems, for example, ask students to touch the corresponding parts of their bodies.

Photographs • The photographs help students to obtain information. It can be helpful to ask the students to study a picture before they have read the caption or received any other external information. • Focus the students’ attention: What do you see in the photo? Can you see …? • Go on to analyse the picture systematically, highlighting all the details.

Drawings • These drawings represent parts of the human body, plants, etc. Some are realistic, while others are simplified.

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

Experiments • Before an experiment begins, the students are asked to predict how they think it will end. • Students need to have a clear idea of an experiment’s different stages. • Point out the following: • material they will need • initial situation • sequence of events • final result

Enquiry questions • Learning should never be a purely mechanical process. Questions can be used to elicit prior knowledge, and find out students’ ideas. • Students should be encouraged to predict what they will learn: What do you know about rocks? What do you think this unit / this page is going to be about? • Comparison questions encourage students to relate information from different sections: In what ways are … different from …?

The circulatory system heart

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

Activities

arteries veins

• Initially, the activities at the bottom of the page should be done orally with the whole class. Later, most can be written down, either as homework or as whole class activites. This will help students to master the key concepts and language. • Some citizenship questions may be difficult for the students in English. It is advisable to begin by eliciting short, simple replies.

10

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Recorded Material Some sections of each Unit are recorded on the Student’s CD. There is a more complete selection of texts on the Class CD. • The listening exercises can be used in the presentation stage of the Unit. • Students should listen to the recording at least twice before they check their answers. • The exercises can be corrected on the board, or by looking at the text in the book.

Describing • Describing physical properties: Students copy the tables into their notebooks. They test each other in pairs. • Describing relative position: Students study the page. In pairs they ask each other: Where is …?, and answer using the correct preposition. • Describing a process, using linking words: First, next, then, etc. The students find more examples of processes using these linkers in other units.

• For revision purposes, the listening exercises can be used at the end of the unit to recycle vocabulary or revise the content.

Light

• At the end of each unit on the Class CD, there is an additional recorded text for use with higher level classes. • The recorded material will help students with the pronunciation of new language and vocabulary.

Essential Language The Essential Language section in the Student’s Book (pages 49 – 54), summarises the main functions and structures.

DESCRIBING MANNER in a straight line / very fast. from hot bodie s to colder bodie s. hot and cold quick ly. hot and cold slowl y.

Light moves Heat goes Conductors get Insulators get

True or false? Make more sentences Light moves very . slowly. True. / False.

Materials DESCRIBING PHYSICAL PRO PERTIES PROPERTY MATERIAL PROPERTY hard concrete strong fragile paper flexible elastic clear glass transparent Ask and answ er questions. Is glass flexible? Yes, it is. / No, Is pottery stron it isn't. g? Yes, it is. / No, it isn't. MATERIAL glass pottery rubber

Where do we live ? REPORTING

European coun tries

that share front iers with Spain France shares : a frontier with Spain. Italy does not share a frontier with Spain. True or false? Make more sentences Germany share . s a frontier with Spain. True.

Here are some practical suggestions for using this section:

/ False.

ESSENTIAL LANG

UAGE

53

Expressing facts • The Present Simple tense in the affirmative, negative, interrogative forms: Students underline examples of the structure in each unit, either copying the texts, or using pencils.

Oceans and con tinents

Th

COMPARING

Asia Africa America Oceania

is

the biggest the hottest the longest the smallest

eA

ICELAND

ARCTIC OCEAN

rct ic

Circ

le EUROPE

ATLANT IC

continent.

NORWAY

THE RUSS IAN IRELAND

UNITED KINGDOM

DENMARK

(RUS. FED.)

DS

BELARUS

GERMANY

LUXEMBOURG

POLAND

CZECH REPUBLIC

FRANCE

biggest.

SLOVAKIA

U K R A I N E

Ca

sp

LIECHTENSTEIN

AL

SWITZERLAN MONACO

PO Canary Islands

SPAIN

Ceuta Melilla

SAN MARINO

VATICAN CITY

Balearic Islands

Med The iter ra

MOLDOVA A U S T R I A HUNGARY SLOVENIA ROMANI CROATIA A BOSNIAHERZOGOVINA

D

ITALY

SERBIA BULGARIA

MACEDONIA ALBANIA

Bla

ck

Sea

A F R I C A

ia

n

GEORGIA

AZERBAIJAN ARMENIA

T U R K E Y

GREECE

nea

a

RT

UG

ANDORRA

Se

• Passive verb forms: Students identify the structure: verb to be + past participle, and write examples from each unit.

ON

LATVIA LITHUANIA

BELGIUM

Your partner: The

F E D E R AT I

ESTONIA

NETHERLAN

Match. You: Asia.

Frontiers Countries that belong to the European Union

FINLAND SWEDEN

OCEAN

A S I A

n MALTA

CYPRUS

1 cm on the map is equivalent to 330 km 0 330

Government and society EXPRESSING FACTS us news and inform ation and enter tains us. texts and photo s. uses words and musi c. moving images and sound. text, photos, imag es and sound.

Mass media gives The press Radio Television Internet

Classifying

Match. You: Texts and photos.

• Students ask questions related to examples from the unit, for example: Does fruit give us energy?

Your partner: The

press.

The Romans Muslims They Christian kings Christians They They

54

ESSENTIAL LANG

EXPRESSING FACTS ABOUT THE PAST entered Spain. lived in cities. lived in the north. conquered all Spain. built cathedrals. had beautiful palac es. UAGE

11

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About this book Linking units and contents • Before students look at the Contents list, write a few titles on the left of the board: The Universe; Ecosystems; Oceans and continents. • On the right, write, in a different order, some of the information about the titles: Europe; The sea is an ecosystem; The Solar System. • Students volunteer to go to the board and draw a line between a title and its information. • The students now have the list of contents (page ii of the Student’s Book), open in front of them. Draw on the board something to represent a title, for example, a rock (Unit 7). • Students guess which unit is referred to. Students then volunteer to draw other titles on the board, and the activity continues. They may also do this activity in pairs.

Anagrams • Write anagrams on board, for example TLANP (PLANT) and ask the students to say which unit is being referred to. The students could do this in pairs.

Notes:

12

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General questions • Ask general questions: A

B

How many units are there in the book? What is the first / last unit about?

Learning to learn

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

What are Units 6, 9, 13 about? (These questions can also be asked in pairs.)

• Look at these pictures. Match them to the units on the opposite page. Then look at the book. Check your answers. Unit .........

C

D

E

Unit .........

F

Which unit is about animals / plants / the universe? (These questions can also be asked in pairs.) Which unit do you like best / is most interesting for you?

Unit .........

G CENTRAL AMERICA

A CIFIC OCEAN

Unit ......... ATLANTIC

H

Unit 10

I

Unit .........

J

Pairwork activities • In pairs, the students test each other:

OC EAN

A: The Universe? SOUTH AMERICA

B: Unit 6. Men and the Women? A: Unit 4. Materials?

Unit .........

K

Unit .........

L

Unit .........

M

Unit .........

B: Unit 10.

N

Answers: a – 2; b – 7; c – 1; d – 13; e – 10; f – 4; g – 12; h – 5; i – 3; j – 6; k – 8; l – 11; m – 14; n – 9. Unit 8

Unit 11

Unit .........

Unit .........

Notes:

13

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You already know a lot! • This section shows students that they already have considerable prior knowledge. • Explain that this will help them throughout the year. • This section can also be used as a diagnostic test at the beginning of the year. • Choose how many words to include according to the level of the class.

YOU ALREADY KNOW A LOT! ANIMALS What do animals eat? Herbivores eat plants. Carnivores eat… Omnivores eat… FOOD Can you name five types of food? Do you know the names of three meals? THE BODY What can babies do when they are born? Name two things. What can't babies do when they are born? Name two things.

TITLE What is the number of the unit? What is the title?

What is the first section on the page? LOOK AT THE PHOTO What is the animal doing? Can you see water? What else can you see in the photo? Think about what you see in photos. Photos have a lot of information.

PLANTS What do plants need? Name more two things. Sunlight, … and… THE UNIVERSE Do you know the names of any astronomical bodies? The Sun, planets,… How many hours are there in a day?

What is the second section on the page?

LIGHT Do you know the seven colours in a rainbow? Red, … indigo and violet.

EXPLANATIONS These paragraphs have important information. Important words are like this: water, food.

AUTONOMOUS COMMUNITIES What is the name of your Autonomous Community? Which other communities are close to your Autonomous Community?

SYMBOLS • The text is on the CD • Richmond World Facts • There is an Internet activity • Speak

OCEANS AND CONTINENTS Can you name three continents? Can you name two oceans? • These are topics you will study this year. You already know a lot!

Notes:

14

• Read • Write ACTIVITIES These exercises give you practice in ESSENTIAL SCIENCE.

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Focus on the page

Animals and plants

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

LOOK

TITLE AND PHOTO • Ask the students to tell you the number and title of the unit. Then ask them to look at the photo and predict what they think the unit will be about: What do you think this unit is going to be about?

Look at the photo. • What is this animal eating? • What else does it need in order to survive?

• Explain that photos include a great deal of information. Ask the students: What can you see in the photo? • If their language level allows it, suggest that they compare this scene with their own region or country: Is this landscape different from your region?

READ

1. What do animals need?

1

Animals need water, food and the right temperature. They live in places where they find the things they need. Water

• Further suggestions for teaching page 3 are given on page 18 of this Teacher’s Book.

All animals need water. Aquatic animals, like fish and dolphins, live in water. Food

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

All animals eat other living things. Herbivores eat plants, and carnivores eat other animals. Omnivores eat plants and animals. Temperature

Some land animals, like ducks, spend a lot of time in the water.

Some animals live in very hot places. They rest during the day. They look for food at night, when it is not so hot.

EXPLANATIONS AND SYMBOLS

Other animals live in cold places. They have thick fur or fat under their skins. This gives them protection from the cold.

• Explain that the students have their own Student’s CD.

carnivores

plants

omnivores

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

animals

Make more questions. Change the underlined words. Do herbivores eat plants and animals?

ANIMALS AND PLANTS

3

• It is helpful if they sometimes listen to the recordings without using the Student’s Book. This sharpens their auditory capacity. • The recordings also help them to work on their pronunciation. • Further suggestions for exploiting the recording are given in the Learning skills section on pages 10–11.

Notes: ACTIVITIES • Some activities reinforce acquisition of the scientific contents. Others focus on citizenship reflection. • Suggestions for exploitation are given in the Learning skills section on pages 10–11.

15

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UNIT 1

Animals and plants UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Understanding what animals and plants need to survive Understanding that nutrition is a common life process Understanding how animals and plants interact with the habitat Understanding the effect of light, water and temperature on plants Discovering that there were living things in the past which do not exist today Learning what fossils are Developing a responsible attitude towards animals and plants

Language objectives 1. Describing the needs of animals and plants (present simple): All animals need water. Some plants live in water. 2. Expressing purpose: They use these substances to make … We study fossils to know … 3. Talking about time and place: during the day; at night; in places where … 4. Expressing quantity: a little; a lot of; all; most; not many 5. Comparing and contrasting: Some animals … , other animals … 6. Describing extinct animals (past simple): Dinosaurs were like reptiles. It walked on two legs. 7. Expressing general truths (present perfect): Some living things have disappeared. Some remains of living things have become rocks.

Contents CONCEPTS

• Animals need: water, food, the right temperature • Plants need: water, soil, light, the right temperature • Living things from the past; fossils

PROCEDURES

• Classify animals into carnivores, herbivores and omnivores • Match animal and plant adaptations with the place where they live • Obtain information from photographs

ATTITUDES

• Protect animals and plants

Assessment criteria • Realising animals and plants can only live in places where they find the things they need • Obtaining information from drawings and photographs • Appreciating fossils as testimonies from the past • Caring for and protecting nature

16

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 1 – Extension: Worksheet 1

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 1

Internet resources www.richmondelt.com www.indexnet.santillana.es Endangered animals http://www.worldwildlife.org/endangered/index.cfm Information about wildlife protection and conservation. Strategies http://www.scienceacross.org/index.cfm?fuseaction= content.showcontent&node=29 Advice for teaching Science to students whose first language is not English. Life processes and living things http://www.zephyrus.co.uk/biologytopics.html Click on What are living things? Or The Five Kingdoms of living things for pictures, information and interactive puzzles. Useful for students and teachers. LEVEL

4 Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

A NIMAL L OOK -A LIKES

www.richmondelt.com

17

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Vocabulary Content objectives: 1, 2, 3.

animal, carnivores, food, herbivores, omnivores, temperature, water

Language objectives: 1, 3, 5

Animals and plants

■ Special attention LOOK

• Understanding that animals can only live in places where they find the things they need • The use of the auxiliary verb do in questions in the present simple

Look at the photo. • What is this animal eating? • What else does it need in order to survive?

■ Hands on The insulating effect of feathers • Take two outdoor thermometers outside on a cold day. Record the temperatures. • Place an insulating cover over one of them. • Record the temperatures on both thermometers after some time. • Compare the temperatures on the two thermometers. Tell the Ss that birds’ feathers have a similar insulating effect and help keep them warm.

READ

1. What do animals need?

1

Animals need water, food and the right temperature. They live in places where they find the things they need. Water All animals need water. Aquatic animals, like fish and dolphins, live in water. Food All animals eat other living things. Herbivores eat plants, and carnivores eat other animals. Omnivores eat plants and animals. Temperature Some animals live in very hot places. They rest during the day. They look for food at night, when it is not so hot.

■ Presentation • Ask: Who has a pet at home? Do you give it water? What does it eat? Does it need to sleep? • LOOK Ask: What animal is this? (a vicuña) What covers its body? (fur) What colour is it? (brown and white) Has it got a tail? (No) What is it doing? (eating grass, plants) • Ask: What else does it need? (water, air, the right temperature …) • READ Say: Look at the ducks. What are they doing? (swimming) What happens if the ducks have no water? (They die because they can’t swim or get food.)

Some land animals, like ducks, spend a lot of time in the water.

Other animals live in cold places. They have thick fur or fat under their skins. This gives them protection from the cold.

carnivores

plants

omnivores

Model answer (M.A.) Do carnivores eat other animals? Do omnivores eat plants and animals?

ANIMALS AND PLANTS

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these words and sentences on the blackboard (BB). Ask the Ss to copy the sentences and complete them with the correct words.

cold water hot food

temperatures

• The students (Ss) read 1 and listen to 1 . They then do the activity at the bottom of the page.

1. Ducks spend a lot of time in the …

➔ R Activity Book, pages 4 and 5.

4. Animals in … places rest during the day.

Pets. We are responsible for taking care of our pets and giving them the care they need.

18

animals

Make more questions. Change the underlined words. Do herbivores eat plants and animals?

2. The … of omnivores is plants and animals. 3. Animals live in places with different … 5. Animals in … places have fur to protect them. Answers: 1. water 2. food. 3. temperatures. 4. hot. 5. cold.

3

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Content objectives: 1, 2, 3, 4.

Vocabulary

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

plant, soil, sunlight, temperature, water

Plants

■ Special attention

READ

1. What do plants need?

2

Plants need water, soil, sunlight and the right temperature. They live in places where they find the things they need.

• Realising that plants make their own food.

Water

■ Hands on

All plants need water. They absorb water through their roots. Some plants, like cactus, can survive with only a little water. Other plants, like ferns, need a lot of water. Some plants, like water lilies, live in water.

Ferns live in wet, shady places.

Soil The roots of the plant fix it to the soil. Plants absorb water and other substances from the soil. They use these substances to make their own food. Sunlight

Weeping willows need a lot of water. They have long roots so they can absorb as much water as possible.

• Understanding that plants can only live in places where they find the things they need

All plants need sunlight. They make their food using sunlight. Some plants need a lot of sunlight. Other plants, like moss, live in very shady places. Temperature Most plants need a warm temperature. Not many plants grow in very cold places.

Caring for a plant

• Take a plant to class and put it in a sunny place with no draughts. Ask: What will happen to the plant? (It will grow, get leaves, flowers …) • Have students take turns every week watering the plant and giving it the care it needs. • Record the changes in the plant regularly during the year.

■ Presentation • READ Ask the Ss to compare the photos. • Focus on picture 1. Ask: Is there much light in the picture? (No, it’s dark.)

Plants like moss live in forests. They need very little light. 4

ANIMALS AND PLANTS

Complete the sentence. Plants need four things:…

M.A. water, soil, sunlight, the right temperature

■ CONTENT AND LANGUAGE DEVELOPMENT Expressions of quantity. Play 2 and ask Ss to complete the sentences. All Not many a lot of Some a little 1. Some plants, like cacti, can survive with only … water. (a little) 2. Other plants, like ferns, need … water. (a lot of) 3. … plants need sunlight. (All) 4. … plants need a lot of sunlight. (Some) 5. … plants grow in very cold places. (Not many) 1

• Focus on picture 2. Ask: What happens if we plant a weeping willow in a dry place? (It dies.) • Focus on picture 3. Ask: Where is the moss? (on the tree trunks) Does it need a lot of sunlight? (No, it needs shade.) • The Ss read 1 and listen to

2

.

• Ask: Where do plants get food? (They make their own food.) How do they get water? (through roots) Ask about the care received by plants at home, at school, in public gardens … • The Ss do the activity at the bottom of the page. ➔ R Activity Book, page 3.

19

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■ Special attention

Content objectives: 5, 6, 7.

Vocabulary

Language objectives: 2, 6, 7.

dinosaur, disappear, fossil, past, rocks

Living things from the past READ

• Understanding how fossils are formed

A shell fossil

■ Hands on

Some living things have disappeared. For example, dinosaurs disappeared hundreds of millions of years ago.

2. Fossils

Drawing dinosaurs • Ask: Have you seen a dinosaur? Where? (In a museum …) Can you describe it? • The Ss draw dinosaurs and colour them. Use the drawings to talk about size, body covering, teeth, food. • Ask the Ss to write a sentence with two characteristics of the dinosaur they drew. (Tyrannosaurus walked on two legs and was very tall.)

■ Presentation • READ Ask Ss what it means to say that some living things have disappeared. (They do not exist today, they are extinct.) Ask: What animals have disappeared? (mammoths, sabre-toothed tigers …) • Present 1 and 2 . with 3 and 4 . Ask: What can you see in the two pictures? (a shell and a fish skeleton) • Continue: How do we know they existed in the past? (by studying fossils: the remains of living things which have become rocks) • LOOK AND READ Ask: How many dinosaurs are there? (three) Which is on two legs? (Tyrannosaurus) Play 5 . ➔ R Activity Book, page 6. E ➔ 6 “Animals adapt to the cold.” This additional recorded text can be used with the Activity Book, page 5.

1. Living things from millions of years ago

3

Some remains of living things have become rocks. We call them fossils. We study fossils to know what living things looked like, and how they lived.

We can see a fish skeleton in this fossil.

LOOK AND READ Dinosaurs

4

Tyrannosaurus was a carnivore. It walked on two legs. It was about 12 metres long.

Dinosaurs were like reptiles (crocodiles and lizards). Their skin was covered with scales. They were born from eggs.

Diplodocus was a herbivore. It was about 27 metres long. It had a long neck, and a small head.

Triceratops was a herbivore. It was 9 metres long.

Which animals are in danger of extinction today?

M.A. blue whale, white rhinoceros, monk seal, Iberian lynx, panda

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. Ss listen to 5 again and write down the correct word.

1. Dinosaurs were big fossils / reptiles. 2. A dinosaur’s skin was covered with scales / fur. 3. Dinosaurs were born from rocks / eggs. 4. The Tyrannosaurus walked on two / four legs. 5. The Diplodocus had a very long head / neck. Answers: 1. reptiles. 2. scales. 3. eggs. 4. two. 5. neck.

Extinction. Many animals are in danger of extinction because of human activities: illegal hunting, water pollution …

20

ANIMALS AND PLANTS

5

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1. Read the sentences and decide if they are true. Correct the false ones. 1. Animals do not need water to survive. 2. Fish and dolphins are aquatic animals. 3. Herbivores eat other animals. 4. Animals in hot places look for food during the day. 5. Some animals have fat under their skins.

Answers: 1. Animals need water to survive. 2. Correct 3. Herbivores eat plants. 4. Animals in hot places look for food at night. 5. Correct.

2. Choose the correct tense to complete the sentences. 1. Dinosaurs live / lived millions of years ago. 2. Fossils are / were the remains of living things. 3. People study / studied fossils to know about living things. 4. Tyrannosaurus walks / walked on two legs. 5. Diplodocus has / had a long neck.

Answers: 1. lived. 2. are. 3. study. 4. walked. 5. had. ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

21

Worksheet 1. Date

Apply your knowledge

HERBIVORES AND CARNIVORES 1. Read carefully.

WHAT LIVING THINGS NEED 1. Tick the true sentences.

The savannah

• Plants need sunlight to live.

The savannah is a large ecosystem in Africa. Many animals live on the savannah.

• All plants need cold temperatures to live.

Herbivores often form large herds. They travel long distances in search of grass and water.

씲 ✔ 씲 씲 씲 ✔ 씲 ✔ 씲 ✔

• Animals cannot live in cold places. • All animals eat other living things.

2. Look for information in encyclopedias or on the Internet. Are these animals herbivores or carnivores?

• Plants need water to live. • Animals need water to live. 2. Classify these living things: terrestrial or aquatic. Draw pictures.

1. elephant

2. lion

3. giraffe

™erbivo®æ

carnivo®æ

™erbivo®æ

water lily

dolphin

cat

trout

Student's drawings: water lily, dolphin, trout.

4. cheetah

5. zebra

6. hyena

carnivo®æ

™erbivo®æ

carnivo®æ

Terrestrial life

fern

cactus

Student's drawings: cat, fern, cactus.

Aquatic life

3. Find four stick insects in this picture. Describe them. Stick insects look like

stickfi

.

¬egfi

.

They have

4

7. rhinoceros

8. ostrich

9. gazelle

™erbivo®æ

™erbivo®æ

™erbivo®æ

long, thin

3

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Tasks

Activity Book

22 Worksheet 2. Date

Apply your knowledge

Worksheet 3. Date

Read and learn

IDENTIFY FOSSILS 1. Identify the fossils and label them.

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Worksheet 4. Date

ADAPTING TO THE COLD 1. Read and find these words. What do they mean? Decide and write.

• dinosaur skeletons

• fern leaf fossil

• fish fossil

• shell fossil

• shark tooth fossil

• frog fossil

s¬æeπ tra√±¬ to ®eac™ pla©efi wit™ å warµe® clima†æ an∂ µo®æ foo∂

• Hibernate: • Migrate:

Animals adapt to the cold Animals adapt to their habitat. When it is very cold, some animals change their behaviour.

2

1

4

3

fro@ fossi¬

s™el¬ fossi¬

In order to adapt to the cold, other animals migrate. This means they travel long distances to reach places with a warmer climate and more food. Sparrows, storks, cranes and geese are examples of migratory animals.

shar§ toot™ fossi¬

2. Read and mark true or false.

6

5

fis™ fossi¬

For example, some animals hibernate to adapt to low temperatures. During the coldest months of the year, nature provides very little food. For that reason, animals such as dormice, bears, squirrels, turtles and frogs, hibernate, or sleep, all winter.

ƒer> ¬eaƒ

dinosau® s§e¬etonfi

1. When an animal hibernates, it travels to a warmer climate. 2. In cold weather, cranes and sparrows migrate to find food. 3. Migratory animals do not hibernate in the winter.

VOCABULARY

4. Squirrels and bears hibernate in cold weather.

What do these words mean? Circle a or b.

3. Look and circle: migratory = blue; hibernating = orange.

Fossil:

the remains of a plant or animal from the

a present

Extinct:

an extinct animal

a exists now b does not exist now

Dinosaur: an extinct

a animal

crane

b past frog

b plant dormouse

6

씲 F 씲 T 씲 T 씲 T

turtle

squirrel

5

23

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UNIT 2

Food UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Understanding that nutrition is a common life process Classifying food using different criteria Distinguishing if food comes from animals or plants Identifying food from different groups Identifying the main nutrients in food Designing a healthy diet and understanding its importance Recognising the main meals of the day Recognising functions of teeth and how to care for them Identifying the main organs and basic functions of the digestive system Outlining the process of digestion

Language objectives 1. Comparing and contrasting food: Some food comes from animals. Other food … 2. Classifying food (zero article): Fruit and vegetables give us vitamins. 3. Giving reasons: We need food to stay healthy. We need milk because it has calcium. 4. Defining things and people (relative clauses): People who do a lot of exercise need more food. The small intestine, which is about seven metres long … 5. Recommendations: Our daily diet should include milk. We should eat a variety of food. 6. Describing a process (present simple and passive): The digestive system is made up of … Food enters our body through our mouth … Then the food goes down the oesophagus …

Contents CONCEPTS

PROCEDURES

• Classification of food according to origin and what it provides • A healthy diet: complete and balanced • The organs of the digestive system • The stages of digestion

• Complete diagrams about how we process food in our body • Relate the quantity of food we need and the physical exercise we do • Interpret anatomical drawings • Use the correct vocabulary to talk about nutrition and health

ATTITUDES

• Appreciate the importance of water in our diet • Realise the importance of a healthy diet • Practise good dental hygiene

Assessment criteria • Classifying food • Identifying a healthy diet

24

• Knowing the anatomy and physiology of the digestive system • Correctly interpreting anatomical drawings

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 2 – Extension: Worksheet 2

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 2

Internet resources www.richmondelt.com www.indexnet.santillana.es The body http://kidshealth.org/kid/ Useful for teachers. Go to “The Game Closet” for a game about different foods. Food and Nutrition http://www.sciencenewsforkids.org/articles/20040505/ Feature1.asp Useful for teachers and students with interactive puzzles and games. The digestive system http://kidshealth.org/kid/body/digest_noSW.html Detailed explanation and interactive diagrams of the digestive system. Useful for students. LEVEL

4 Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

ON

* Not yet available in English

THE

FARM

www.richmondelt.com

25

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

calcium, energy, food, grow, minerals, substance, vitamins

Food

■ Special attention LOOK

• Understanding that each food group gives us things we need to live and are important for our health

Look at this photo. • Name the food that comes from animals. • Name the food that comes from plants.

■ Hands on Analysing food labels • Bring some different food packets to class and show the Ss how to read them. • Ask: What information can we find on food packets? (ingredients including additives and preservatives, quantity or weight, expiry date, name and address of manufacturer, preparation, storage, nutritional information)

READ Some food from group 1

1. The origins of food Food gives us the substances we need to grow and to stay healthy. We get the energy we need to walk or study. Some food from group 2

Some food from group 3

We also need water and salt, that do not come from plants or animals.

2. Food groups

5

We classify food into four groups:

■ Presentation • LOOK Food that comes from animals: fish and eggs. Food that comes from plants: the rest.

Some food from group 4

• READ Tell Ss food is usually classified by its content. • Ask: Can you name a food with calcium (yoghurt) … with vitamins (fruit) … that gives us energy (rice) … that gives us proteins? (lentils). 7

➔ R Activity Book, page 7.

1. Dairy products, like yoghurt, give us energy and calcium. Calcium is important for our bones and muscles. 2. Meat, fish, eggs and lentils give proteins to help us grow. 3. Rice, pasta, bread, sugar and cakes give us energy. 4. Fruit and vegetables give us vitamins and minerals. We need to eat food from all four groups to stay healthy.

• Give clues and tell the Ss to guess which vegetable it is: It’s long and orange (carrot). It’s purple with a little green “hat” (aubergine).

• The Ss read 1 and 2 and listen to and 8 . They then do the activity at the bottom of the page.

Some food, like meat and milk, comes from animals. Other food, like fruit and bread, comes from plants.

Make more sentences. Change the underlined words. Bread gives us energy. Dairy products give us calcium.

6

M.A. FOODPasta gives us energy. Fruit gives us vitamins.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the sentence halves on the BB. The Ss copy them and draw lines to match them.

1. We need food

a. need calcium

2. Food comes from

b. pasta and sugar

3. We can classify food

c. to stay healthy

4. Our bones

d. animals and plants

5. We get energy from

e. into four groups

Answers: 1 – c. 2 – d. 3 – e. 4 – a. 5 – b. Expiry date. When we buy packaged food, it is important to look at the expiry date. Never buy or eat expired food.

26

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

balanced diet, breakfast, dinner, healthy diet, lunch, meals, tea

A healthy diet

■ Special attention

READ

Our daily diet should include milk.

1. A healthy diet

• The relationship between physical exercise and the quantity of food we need

Our diet is made up of the things that we eat and drink.

• The importance of having four meals a day

• A balanced diet gives us the right quantity of each type of food.

■ Hands on

2. How much food do we need? The quantity of food we need depends on how old we are and how much physical exercise we do.

Comparing food

• When we are growing, we need more of some types of food. For example, we need milk because it has calcium. • If we do a lot of exercise, we need to eat more.

3. Food and meals People who do a lot of exercise need more food. What food do we need for a healthy breakfast?

6

There are four meals that we eat during the day: breakfast, lunch, tea and dinner. This is so we have enough food to give us energy through the day. • It is very important to have a good breakfast. We need energy in the morning.

• Ask Ss to bring some fruit juice and soft drink containers to class. • Read out the ingredients and write them on the BB. Compare them together. (Soft drinks contain little or no fruit juice and lots of sugar, which is bad for the teeth.) • Ask: Which drinks are healthier? Why? (fruit juices because they come from fruit which is healthy)

• A good tea includes a sandwich and some fruit or milk.

■ Presentation

• For lunch and dinner we should eat a variety of food. It is healthy to eat meat one day and fish the next to get the proteins we need to help us grow.

• READ Ask: Why do we need milk? (Milk has calcium and children need a lot of it to grow, especially for bones and muscles.) Children who cannot drink milk substitute it with other foods rich in calcium.

Complete the sentence. We eat four meals during the day:...

M.A. breakfast, tea, lunch, dinner

FOOD

7

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. The Ss listen to 11 again and complete the sentences. 1. We should eat … meals during the day. (four) 2. They are breakfast, lunch … and dinner. (tea) 3. Breakfast is important. We need … in the morning. (energy) 4. A good tea includes a … and some fruit or milk. (sandwich) 5. It is healthy to eat … one day and fish the next. (meat)

Comprehension. Write these sentences on the BB and ask the Ss if they are true or false. 1. We should drink milk when we are growing. (T) 2. Everyone needs the same quantity of food. (F) 3. We need more food when we do exercise. (T) 4. We should eat the same things every day. (F) 2

• Explain that when we do physical exercise, we need energy. Since we get energy from food, when we do more exercise, we need more food. • Ask: What is a balanced diet? (different foods, the right quantities) Does everybody need the same diet? (No) Why is it important to eat several times a day? (for energy) • The Ss read 1 2 3 and listen to and 11 . They then do the activity at the bottom of the page.

9

,

10

➔ R Activity Book, page 7. E ➔ Activity Book, page 8. Breakfast is very important. It gives us the energy we need to concentrate at school.

27

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Vocabulary Content objectives: 8, 9, 10.

anus, digestive system, large intestine, mouth, oesophagus, small intestine, stomach

Language objectives: 4, 6.

The digestive system

■ Special attention

LOOK

• Specific vocabulary to describe the digestive system

What do you use your teeth for? How many times a day do you brush your teeth?

• Knowing where each organ is

■ Hands on Brushing your teeth •

LOOK Ask: Do you brush your teeth? When? Why? Explain why we should brush them regularly.

READ The digestive system 7

• Use a toothbrush to show Ss how to brush. Movements: away from the gums on the outside and inside surfaces; back and forth on the surfaces of the teeth; gently along the gum line. Finally, brush your tongue.

mouth

stomach

The digestive system is made up of the following organs: the mouth, oesophagus, stomach, intestines and anus. • Food enters our body through our mouth. • Our oesophagus is a tube between our mouth and stomach.

anus

True or false? Decide and make more sentences. Our stomach is a long tube.

8

• Ask: Where is the beginning of the digestive system? (mouth) Where is the end? (anus) • Write a list of words on the BB. Ask which ones are organs in the digestive system: ear, mouth, heart, anus, stomach, foot, knee, small intestine, elbow, large intestine. • Play 12 to practise the vocabulary of the diagram. 13

• Our intestine is a long tube. It is made up of two parts: the small intestine, which is about seven metres long, and the large intestine, which is about a metre and a half. • At the end of the large intestine is the anus.

• Read out the organ names. Ask them to repeat them and trace the route of the food on the drawing with their finger.

and

Cavities. Sugary foods, like soft drinks and sweets, cause cavities. Toothpaste with fluoride can help prevent cavities.

28

small intestine

8

• Our stomach is like a bag.

• READ Ask Ss to study the anatomical drawing of the digestive system. They should look at the organs: shape, colour and location.

• The Ss read 1 and 2 and listen to 14 . They then do the activity at the bottom of the page.

Our body needs to break down our food into simpler substances. These substances can then be taken to different parts oesophagus of our bodies.

2. The digestive system

large intestine

■ Presentation

1. We need to digest our food

FOOD

(F.) M.A. Our stomach is like a bag. Our intestine is a long tube.

■ CONTENT AND LANGUAGE DEVELOPMENT Comprehension. Ask the Ss to complete the sentences. body brush food digest 1. We use our teeth to chew our … (food) 2. We should … our teeth every day. (brush) 3. It is very important to … our food. (digest ) 4. Our … breaks down food into simpler substances. (body) 1

2 Comprehension. Write these sentences on the board. The Ss listen to 14 and write Yes or No. 1. Food enters our body through our mouth. Yes /No 2. Our oesophagus is a tube between our nose and mouth. Yes/No 3. Our stomach is like a bag. Yes/No 4. The small intestine is about a metre long. Yes/No. Answers: 1. Yes. 2. No. 3. Yes. 4. No.

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Vocabulary Content objectives: 9, 10.

anus, blood, chewing, digestion, faeces, large intestine, mouth, nutritious substances, oesophagus, small intestine, stomach

Language objectives: 4, 6.

How we digest food

■ Special attention

LOOK AND READ

1. The stages of digestion

• Understanding the digestive process 9

• The use of the passive

1. Digestion begins in the mouth. Our teeth cut and chew the food. Our tongue mixes the food with saliva. Then the food goes down the oesophagus and into the stomach.

■ Hands on

2. In the stomach, the food is mixed with a liquid (gastric juice). This breaks down the food into simpler substances. The mixture then goes into the intestine.

Fats and digestion • Put some water in a receptacle. • Add oil until it forms a thin layer on top. Ask: What happens to the oil? (It stays on top of the water.) • Pour in a few drops of washing-up liquid. Ask: What happens to the oil now? (The oil breaks up where the drops fall.) • Explain that substances produced during digestion break down fats in a similar way.

3. In the small intestine, the food is divided into the substances our body needs.

Some food, like bread and vegetables, are digested very quickly.

All the useful parts of our food go from our small intestine into the blood. The parts that we cannot use go into the large intestine. They are transformed into faeces and expelled through the anus.

How do we process our food? 10 1. Chewing

2. Digestion in the stomach

➧

➧

anus

small intestine

➧

5. Forming and expelling faeces large intestine

3. Digestion in the small intestine

■ Presentation

4. The nutritious substances enter our blood

• LOOK AND READ Before reading the text, ask: What words are highlighted? (mouth, oesophagus, stomach, small intestine)

➧

After we eat, we should wait two hours before we swim or run. Our digestion takes time!

FOOD

9

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Verbs (passive) The Ss listen to 15 and complete the sentences with the correct participle. divided transformed expelled mixed

1. 2. 3. 4.

In the stomach, the food is … with a liquid. Food is … into different substances in the small intestine. Food that is not useful is … into faeces. Faeces are … through the anus.

Answers: 1. mixed. 2. divided. 3. transformed. 4. expelled.

• Write on the BB. Title: The stages of digestion. First level: mouth – stomach – small intestine – large intestine. Second level: Food is chewed and mixes with saliva. – Food is mixed with gastric juice and breaks down into simpler substances. – Digestion ends. Useful substances go into the blood. – Faeces are formed and are expelled through the anus. • Emphasise that digestion ends in the small intestine. • The Ss read 1 and listen to

15

and

16 .

➔ R Activity Book, page 10. E ➔ 17 “How to prevent salmonellosis.” This additional recorded text is for practice with more advanced classes. Digestion takes time. Tips for good digestion: avoid heavy meals and greasy food. Don’t do vigorous exercise or swim just after eating.

29

Worksheet 5. Date

Apply your knowledge

WHAT FOOD DO WE EAT? 1. What foods are used to make these dishes? Find out and list two or three. Model answer: Dish cake

FOOD 1. Circle the food: comes from animals = red; comes from plants = green.

Two or three food components

eggfi, flou®, but†e®

cheese

fish carrots

bread

tomatoes bread

Spanish omelette ham mayonnaise

eggs

rice

apple pie milk lasagne

paella

oranges

butter

2. Classify the foods above. GROUP 1 This group contains calcium.

GROUP 2 This group helps us grow.

GROUP 3 This group gives us energy.

GROUP 4 This group gives us vitamins.

carrotfi

3. How can we eat a healthy and balanced diet? Tick three. 씲 Eat a variety of foods. 씲 Always eat everything you want. 씲 Have fruit and drink milk every day. 씲 Eat lots of sweets and pastries. 씲 Have four meals a day. 8

씲 Eat food from each group every day. 7

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Tasks

Activity Book

30 Worksheet 6. Date

Apply your knowledge

Worksheet 7. Date

Tasks MAKE UP A MENU

DIGESTION 1. Match and then colour each organ according to the key.

1. Make up three lunch menus. Choose foods from the different groups.

THE DIGESTIVE SYSTEM ◆ mouth

GROUP 1

Faeces are expelled.

◆ oesophagus

Food is divided into two groups.

◆ stomach

The food our body cannot use goes here.

◆ small intestine

It connects the mouth and the stomach.

GROUP 2

milk

fish

cheese

eggs

yoghurt...

meat beans...

GROUP 4 ◆ large intestine ◆ anus

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Worksheet 8. Date

Digestion begins here.

Food is mixed with gastric juice.

GROUP 3

peppers

bread

apples

pasta

oranges

rice...

carrots... Model answer:

2. How do you digest an apple? Number the sentences. 씲 The parts of the apple that my body cannot use go to the large intestine. 씲 The apple, mixed with saliva, goes down the oesophagus. 씲 1 I chew the apple in my mouth. 씲 Finally, the faeces are expelled through the anus. 씲 In my stomach, the apple is mixed with gastric juice. 씲 Then the food goes into the small intestine.

MONDAY First course

TUESDAY

WEDNESDAY

carrotfi

Second course Dessert 2. Study your menus and answer the questions. • Have you used foods from all the groups?

VOCABULARY

• Have you used some foods more than others?

Circle the words related to digestion.

10

saliva

gastric juice

teeth

heart

skeleton

tongue

• Are your menus healthy? • Have you included fruits and vegetables? Why?

9

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UNIT 3

Breathing UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Identifying the main organs and basic functions of the respiratory system Distinguishing breathing movements Understanding why we breathe Identifying the route air takes inside our body Identifying the main organs and basic functions of the circulatory system Understanding how the heart and blood vessels work Identifying the main organs and basic functions of the excretory system

Language objectives 1. Using comparison to describe breathing: The chest gets bigger. The chest gets smaller. 2. Describing a process (present simple, prepositions): It passes through the nostrils. 3. Describing the systems of the body (passive): The respiratory system is made up of … 4. Describing function: Our ribs protect our lungs. Arteries carry the blood. 5. Classifying: There are three types of blood vessels. 6. Describing location (prepositions): Our heart is between the two lungs.

Contents CONCEPTS

• The organs of the respiratory, circulatory and excretory systems • The route air takes inside our body • Breathing movements: inhalation and exhalation • Blood circulation • Excretion

PROCEDURES

• Interpret anatomical diagrams and identify organs • Identify the body processes responsible for nutrition • Describe the route air takes inside the body

ATTITUDES

• Learning about our body helps us take better care of our health • Develop good health habits

Assessment criteria • Knowing where different organs are in the human body • Identifying the organs responsible for breathing, circulation and excretion and understanding their function • Distinguishing between the two breathing movements • Obtaining information from anatomical diagrams

32

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 3 – Extension: Worksheet 3

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 3

Internet resources www.richmondelt.com www.indexnet.santillana.es A directory of websites http://www.teachers.ash.org.au/jmresources/systems/ body.html For teachers working with the digestive, respiratory, excretory and circulatory systems. Lungs and breathing http://www.kidcyber.com.au/topics/body_lungs.htm Useful for students and teachers, with simple explanations and diagrams.

nose mouth trachea or windpipe lung

Lungs and the rest http://kidshealth.org/kid/body/lungs_noSW.html Interactive diagrams from the different parts of the body. Useful for teachers and children.

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

33

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Vocabulary Content objectives: 1, 2, 3, 4.

breathing, bronchial tubes, exhalation, inhalation, lungs, nostrils, oxygen, respiratory system, trachea

Language objectives: 1, 2, 3, 4.

Breathing

■ Special attention LOOK

• Understanding that oxygen from the air passes through our lungs into our blood

The students breathe in. Their ribs move up, and their chest gets bigger.

• Pronunciation of breathe, respiratory, trachea, bronchial, oxygen

Then they breathe out. Their ribs move down, and their chest gets smaller.

■ Hands on

• Do the same. What do you notice?

Breathing • Ask the Ss to place their hands on their chest and breathe in. Ask: Do you notice how your chest gets bigger? Can you feel your ribs move up? • Tell them to breathe out slowly and ask: How do the ribs move now? What happens to our chest when we breathe out?

READ The respiratory system 11

1. The respiratory system

nostrils

The respiratory system is made up of the following organs: nostrils, trachea, two bronchial tubes and two lungs. Our ribs protect our lungs.

nose

bronchial tube

Air enters our body through the nose and mouth. It passes through the nostrils. It goes down through the trachea and the bronchial tubes, and into the lungs.

trachea

Oxygen from the air passes through the walls of our lungs into our blood.

2. Breathing

■ Presentation

right lung

left lung

• When we inhale, our lungs fill with air. • When we exhale, the air leaves our lungs. trachea

• Tell the Ss it is better to breathe through our nose. The nose warms and cleans the air.

➔ R Activity Book, page 11.

Breathing and health. It is important to breathe correctly. When we are nervous, we breathe too quickly. To relax, we should breathe slowly, inhaling and exhaling through our nose.

34

nostrils

bronchial tubes

lungs

nose (or mouth)

How does air reach our lungs? Put the words in order. 1. Nose (or mouth) 2. …

• READ Read out the parts of the respiratory system while Ss follow the route the air takes in the diagram with their fingers.

• The Ss read 1 and 2 and listen to 19 and 20 . They then do the activity at the bottom of the page.

13

Two movements, inhalation and exhalation, cause the air to circulate when we breathe.

• LOOK Ask: Where does the air come from when we breathe in? How does it enter our body? How does it reach our lungs?

• Play 18 to practise the vocabulary in the diagram.

12

10

M.A 2. nostrils. 3. trachea. 4. bronchial tubes. BREATHING

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Giving instructions. In pairs, the Ss take it in turns to give each other ‘breathing instructions’. Student A: Put your hand on your chest. Breathe in through your nose. Exhale. Inhale ... 1 Comprehension. Write the sentences on the BB. The Ss listen to 19 , 20 and write True or False.

1. 2. 3. 4. 5.

We have a bronchial tube and two lungs. (F) Our ribs protect our lungs. (T) Air goes down through the trachea and the bronchial tubes. (T) Blood passes through the walls of our lungs. (F) When we inhale the air leaves our lungs. (F)

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Vocabulary Content objectives: 5, 6.

arteries, blood, blood vessels, capillaries, circulation, circulatory system, heart, pump, veins

Language objectives: 2, 4, 5, 6.

Blood circulation

■ Special attention

READ The circulatory system 14

1. Blood

vein

artery

The heart seen from the outside

• Knowing that blood circulates constantly 15

Blood is a very important liquid. It carries oxygen and the substances from digestion to different parts of our body. Blood also collects waste products.

• Distinguishing two types of blood vessel

■ Hands on

The journey of our blood around our body is called circulation. muscle

The circulatory system is responsible for blood circulation. It is made up of the heart and the blood vessels.

Inside the heart

2. The heart

16

The heart is an organ. It pumps the blood around our body. Our heart is between the two lungs.

The circulatory system

Each time our heart beats, it pushes blood to all the organs in our body.

heart

3. Blood vessels

17

Blood circulates around our body inside blood vessels. There are three types of blood vessels: arteries, veins and capillaries. • Arteries carry the blood from the heart to the rest of our body. • Veins carry the blood from our body back to the heart.

arteries veins

• Capillaries are tiny blood vessels that connect veins and arteries.

Complete the sentences. Arteries carry the blood… Veins carry the blood…

M.A. …from the heart to the rest of our body. …from our body back BREATHING 11 to the heart.

■ CONTENT AND LANGUAGE DEVELOPMENT Prepositions. Write the prepositions and sentences on the BB. Ask the Ss to complete the sentences with the correct preposition. around from to (2) between 1

1. 2. 3. 4.

Blood carries oxygen … different parts of our body. Our heart is … the two lungs. Blood circulates … our body inside blood vessels When our heart beats, it pushes blood … all the organs in our body 5. Arteries carry blood … the heart to the rest of the body. Answers: 1. to. 2. between. 3. around. 4. to. 5. from.

Our pulse • Ask: Where can your feel your pulse? (wrist, neck) • Say: Turn your left hand palm up like this. • Place your index and middle fingers along the outer edge of the left wrist. Press down lightly and move your fingers towards the centre of your wrist. You should feel the pulse between the wrist bone and the tendon.

■ Presentation • READ Tell Ss that the heart is an involuntary muscle because it moves without our control. In the drawing we can see the heart is hollow. Blood passes through the cavities. • Write this diagram on the board: Title: Circulatory system Second level: blood – heart – blood vessels Third level: a liquid that carries oxygen, nutritious substances and waste products – pumps the blood – carry the blood • Ask Ss why they think we bleed when we get a cut on our body. • Play

21

to practise the vocabulary.

• The Ss read 1 , 2 and 3 and listen to 23 , 24 . They then do the activity at the bottom of the page.

22 ,

➔ R Activity Book, page 12. E ➔ Activity Book, page 13, 14.

Donating blood. Donated blood can save lives in a medical emergency, such as a car accident.

35

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Vocabulary Content objectives: 7. Language objectives: 2, 3, 4, 6.

bladder, excretion, excretory system, kidneys, urine

How does our blood stay clean?

■ Special attention

LOOK

• Understanding what excretion consists of and the need for it

Look at these photos. Behind the stomach and the intestines (photo 1), there are two small organs shaped like beans (photo 2).

■ Hands on

1

2

• Do you know the name of these organs?

Kidney filtering model

• What do they do?

• Place a funnel in the mouth of a clear bottle. • Put a paper filter inside the funnel. • Mix a handful of sand and water. Pour the mixture into the funnel. • Ask: What will happen to the sand? (It will stay in the filter.) And the water? (It will go in the bottle.) • Explain that our blood is cleaned in a similar way when it passes through our kidneys.

READ The excretory system 18

renal vein

renal artery

1. Excretion

19

Blood collects the waste products from our body. Eliminating waste products from the blood is called excretion.

2. The excretory system

20

The excretory system is made up of the kidneys and the bladder.

■ Presentation

kidney

• LOOK Present the word: kidney. Ask: What happens if our kidneys do not clean our blood? (We die.) Why? (The blood fills with waste products.) • Explain that excretion and defecation are not the same thing. Defecation is the elimination of faeces, and is carried out by the digestive system. In excretion, waste products produced by all the organs of the body are eliminated from the blood by the excretory system. • Play 25 to practise the vocabulary in the diagram. • READ Ss read 1 and 2 and listen to and 27 . They then do the activity at the bottom of the page.

26

E ➔ 28 “Our heart is incredibly strong.” This additional recorded text can be used with the Activity Book, page 13.

kidney

• We have two kidneys. Our blood is cleaned when it passes through the kidneys. They filter the blood and make urine. • Urine is stored in the bladder until we expel it.

tubes carrying urine from the kidneys to the bladder

bladder

Complete the sentence. The excretory system is made up of the … and the …

M.A. …kidneys …bladder. 12

BREATHING

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. Underline the options in each sentence. Ask Ss to write down the correct option.

1. Blood collects the healthy / waste products from our body. 2. The kidneys and the bladder / stomach make up the excretory system. 3. The kidneys expel / clean our blood. 4. Blood is filtered / stored through the kidneys. 5. The bladder stores urine / faeces. Answers: 1. waste. 2. bladder. 3. clean. 4. filtered. 5. urine.

Kidney transplants. A kidney transplant can save a life. Transplant operations replace a damaged organ with a healthy one.

36

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1. Match the word with its function. 1. Blood

a. carry blood from the heart

2. The heart

b. collects waste products

3. Arteries

c. connect veins and arteries

4. Veins

d. pumps blood around our body

5. Capillaries

e. carry blood back to the heart Answers: 1 – b. 2 – d. 3 – a. 4 – e. 5 – c.

2. Complete the text with the correct words. Compare your answers with a partner. The (1)

are two small organs shaped like beans.

They are (2)

the stomach and the intestines.

They are part of the (3) They filter the (4)

system. and make urine.

Urine is stored in the (5)

until we expel it. Answers: 1. kidneys. 2. behind. 3. excretory. 4. blood. 5. bladder.

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

37

Worksheet 9. Date

Apply your knowledge

BLOOD 1. Complete.

BREATHING 1. Label the respiratory organs. Then colour them using the key.

THE CIRCULATORY SYSTEM

• heart

◆ trachea ◆ bronchial tubes

• arteries • capillaries

nostrilfi

noßæ

◆ nose ◆ nostrils

is made up of

• veins

trac™eå

bronchia¬ tu∫±fi

◆ lung

lun@ t™æ ™ear†

blood vessels

2. Are these three people breathing?

called

ñinfi

ar†er^efi

capillar^efi

2. When does the heart beat quickly? Decide and cross out a, b or c.

a

Yefi.

What do they need? Think and tick.

b

씲 masks ✔

씲 oxygen tanks ✔

bottles with blood 씲

c VOCABULARY Explain the meaning of these words. Circle a or b. Ribs:

These bones protect our

a stomach b lungs

Inhale:

When we inhale, air

a leaves

b enters our lungs

Exhale:

When we exhale, air

a leaves

b enters our lungs

Breathe: When we breathe, air goes into and out of our

12

a stomach

b lungs

11

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Apply your knowledge

Activity Book

38 Worksheet 10. Date

Tasks

Worksheet 11. Date

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Worksheet 12. Date

Read and learn THE HEART

GIVING BLOOD 1. Read and find the answers in the text.

1. Read carefully.

How many …

∫±t∑¶e> 7,000 an∂ 8,000 lit®efi • heartbeats are there in a day? 120,000 tiµefi • heartbeats are there in a year? mo®æ tha> 30 millio> tiµefi • heartbeats are there in a lifetime? mo®æ tha> 2 billio> tiµefi • litres of blood does the heart pump every day?

A blood donor Look at this young man. He is giving blood. Later his blood is analysed. If his blood is healthy, it can be used to help other people.

Our heart is incredibly strong! The heart is a powerful pump that forces our blood to circulate throughout our bodies, from our head to our toes. It pumps between 7,000 and 8,000 litres of blood in a day, and it beats 120,000 times during this period. In a year, the heart beats more than 30 million times. During an average lifetime, it beats more than 2 billion (2,000 million) times.

Many people can be blood donors. They need to be healthy adults.

Every time the heart beats, it produces a sound called the heartbeat.

2. Draw a picture of a heart. Then write a slogan to encourage people to give blood.

Student's drawings

Bæ å bloo∂ dono®! Gi√¶ bloo∂! Sa√¶ li√±fi!

You can listen to a person’s heartbeat by placing your ear next to their chest or putting your hand on their wrist. At rest, the heart beats 60 to 80 times a minute. When you do physical exercise, your pulse, which is the number of heartbeats per minute, can reach 200.

Model answer:

2. Invent another title for this text. Model answer:

T™æ ™ear† ifi å po∑±rfu¬ pumπ! 3. Tick the correct meaning of pulse. 씲 The number of heartbeats per hour. 씲 ✔

14

The number of heartbeats per minute.

13

39

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UNIT 4

Men and women UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8.

Understanding the physical differences between men and women Understanding how reproduction occurs Discovering the stages in the growth of a foetus. Learning about birth Discovering some characteristics of babies Associating each stage of growth in people with the main characteristics Interpreting anatomical drawings of reproductive organs Studying photographs to obtain information

Language objectives 1. Describing the reproductive process (present simple): People reproduce … 2. Expressing time sequences: When a man and woman … As soon as … the baby begins … 3. Expressing obligation: They must look after … 4. Describing facts: We were all born from ... 5. Making comparisons: As small as a grain of sand. Girls and boys grow taller. 6. Describing stages in development: Babies do not know how to … then they … 7. Expressing contrast: However, they know …

Contents CONCEPTS

• Male and female sex organs • Growth and change of a baby during pregnancy • Birth • How we learn and the changes that take place from the time we are born • The stages of growth

PROCEDURES

• Study photos and drawings to extract information • Explain the sequence of growth and change of a baby during pregnancy • Explain the stages of development in human beings

Assessment criteria • • • • • •

40

Identifying sex organs. Understanding how a baby grows and changes during pregnancy Studying anatomical diagrams to obtain information Identifying the characteristics of each stage of growth Realising each stage of growth is important Respecting others, regardless of their sex or age

ATTITUDES

• Know and appreciate our own bodies • Appreciate and respect old people • Realising the importance of looking after our body and our health

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 4 – Extension: Worksheet 4

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 4

Internet resources www.richmondelt.com www.indexnet.santillana.es Stages of life http://serp.la.asu.edu/Health_dir/Health_dir7/7StagLif.pdf Game which integrates key concepts in a board that develops reading skills, too. Useful for teachers. Human body and changes http://www.innerbody.com/index.html Interactive diagrams for all body systems. Useful for students and teachers. The foetus http://www.innerbody.com/image/repo06.htmlU5 Interactive diagram of a foetus. Useful for students and teachers. Human body and changes http://www.teenshealth.org/teen/ Issues discussed in question and answer format. Useful for students and teachers.

LEVEL

4 T IME

TO

C ELEBRATE ! Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

41

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Content objectives: 1, 2, 7. Language objectives: 1, 2.

Vocabulary eggs, fertilisation, foetus, ovaries, penis, prostate, reproduce, reproductive system, sex organs, sperm, testicles, uterus, vagina, vulva

Men and women

■ Special attention LOOK

• Location of the different parts of the sex organs

• What differences can you see in the people in the photo?

• No article in front of plural nouns: People … Men and women

• How many boys and girls are there? • How many men and women are there?

■ Hands on Atlas of human anatomy • Show where the sex organs are using an atlas of human anatomy. Use pictures with front and side views. Point out the organs in contact with the sex organs, for example, the large intestine and the bladder.

READ

1. We reproduce

The male and female reproductive systems. ovaries male reproductive uterus system vagina

■ Presentation

prostate

When a man and a woman are old enough, they can make a baby together. This is called sexual reproduction. vulva

Men and women have reproductive systems. These consist of their sex organs. Men and women have different sex organs.

female reproductive • Men have a penis, testicles and a prostate gland. system

Men make sperm.

penis

• LOOK The Ss look at the photo. Ask: Who is the oldest? Youngest? How do you know?

21

People reproduce. We have babies that are similar to us.

• Women have a vulva, vagina, uterus and ovaries. Women make eggs.

testicles (testes)

When a sperm from a man joins with an egg from a woman, it is called fertilisation.

• Ask the Ss about the differences between men and women: Who have higher voices / wider hips / breasts? (women) Who have more body hair / an Adam’s apple / a deep voice? (men)

A foetus begins to grow in the woman’s uterus. uterus

testicles

ovaries

vagina

penis

Use the words to complete the sentences. Women have a vulva,... Men have a prostate gland,…

• READ The Ss look at the diagram of the reproductive systems. Name each part and ask the Ss to repeat and point.

M.A. … vagina, uterus and ovaries…, penis and testicles.

MEN AND WOMEN

• Ask the Ss about reproduction. Explain that eggs mature in the ovaries and that sperm is made in the testicles.

■ CONTENT AND LANGUAGE DEVELOPMENT

• Play

Write the following sentences on the BB. The Ss copy the sentences choosing the correct alternative in each example.

29 .

Ss answer the questions.

• Ss listen to 30 and read 1 . Then they do the activity at the bottom of the page. ➔ R Activity Book, page 15.

1. 2. 3. 4. 5. 6.

We have babies that are SIMILAR / DIFFERENT to us. Men make EGGS / SPERM. Women make EGGS / SPERM. Fertilisation is when a sperm JOINS / SEPARATES with an egg. A foetus begins to grow in the woman’s OVARIES / UTERUS. MEN / WOMEN have a prostate gland.

Answers: 1. similar. 2. sperm. 3. eggs. 4. joins. 5. uterus. 6. men. Sex organs. Sex organs are important parts of our body. We need to know about them in order to take good care of them.

42

13

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Content objectives: 3, 4, 5.

Vocabulary

Language objectives: 2, 3, 4, 5.

birth, pregnancy, umbilical cord

Birth

■ Special attention

LOOK

• Understanding that babies receive nourishment through the umbilical cord

During pregnancy women are very careful about their diet. They know they must look after their health and the health of their baby. Pregnant women eat a lot of fruit, vegetables, meat and fish. They drink a lot of milk.

■ Hands on

THINK AND ANSWER

Newborn babies

• Why is it very important that pregnant women do not smoke or drink alcohol?

• Show a picture of a newborn baby and ask the Ss: What is this? (the remains of the umbilical cord) What was it for? (to pass nourishment to the baby) • What is the hair like? (fine and soft; some are born with no hair) • What are the legs like? (flexed)

READ

1. Pregnancy

22

We were all born from our mother’s womb. The time that a foetus spends in its mother’s womb is called pregnancy. Pregnancy lasts for about nine months. During this time foetuses grow and change. • At the beginning, foetuses are as small as a grain of sand. • At three months, foetuses measure about ten centimetres. They already have a head, legs, arms, fingers and a heart. • At nine months, babies measure about fifty centimetres. They are ready to be born.

2. Birth

23

During pregnancy the baby is connected to its mother by the umbilical cord. Food and oxygen for the baby travel through the umbilical cord. Babies depend on their parents. Their parents give them everything they need.

14

• When the baby is completely formed and ready to be born, it leaves its mother’s womb. This is birth. • As soon as the baby is born, the umbilical cord is cut and the baby begins to live on its own.

MEN AND WOMEN

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the following halves of sentences on the BB. The Ss copy them and draw a line to join the two halves. They check by listening to 31 .

1. 2. 3. 4. 5.

Pregnancy During pregnancy At the beginning At three months At nine months

a. b. c. d. e.

■ Presentation • LOOK Ask the Ss: What can you say about the woman in the photo? (she is pregnant) How do you know? (because of her big stomach) What is she doing? (eating) Why is food so important for a pregnant woman? (because babies depend on their mothers for food) • READ Before the Ss read, ask: How big is a baby when it is born? (about 50cms) How long do babies live in their mother’s uterus? (about 9 months) What are the differences between a 1-month old and a 9-month old foetus? Ss name parts of the body, hands, legs, etc. The Ss then read and listen to 31 and 32 . ➔ R Activity Book, page 16.

babies measure about fifty centimetres. lasts for about nine months. foetuses measure about ten centimetres. foetuses are as small as a grain of sand. foetuses grow and change.

Answers: 1 – b. 2 – e. 3 – d. 4 – c. 5 – a. Breastfeeding. Mother’s milk is best for babies. It contains antibodies that help protect the child against illness and allergies.

43

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Vocabulary Content objectives: 6, 7. Language objectives: 5, 6, 7.

childhood, lifecycle, maturity, old age, stages of growth, youth

The life cycle

■ Special attention

READ

• Identifying the characteristics of each stage in the life cycle

• Babies do not know how to talk. Then they say their first few words. They make sentences when they are about two years old.

• Noun forms: childhood, youth …

■ Hands on

• Babies do not know how to walk. They learn how to crawl when they are a few months old. They walk when they are about fourteen months old.

I grow and change • Have Ss bring photos of themselves to class at different ages. They put them in chronological order and record how old they were. • They write about themselves: When I was born, I had no hair. At five, I learned how to ride a bike.

• LOOK Write on the BB the words: tree / snail / tortoise / fly / butterfly. Ask the Ss to put them in order according to how long they live. • Then play 35 , which has the following questions: How long do butterflies / flies / snails live? … The Ss answer the questions. • READ Ask: Do babies know how to talk / walk? How do babies communicate? • Ask Ss to compare themselves to their grandparents. Refer to physical appearance, things they know … • Compare how long a person lives with how long the animals in the photos live. 33

➔ R Activity Book, page 17. E ➔ 36 Additional listening text: “What is ultrasound used for?”

Old age. We can learn a lot from old people’s experience and knowledge.

44

How long do living things live? Look at how long some animals and plants live.

Flies have a short life. They live for about 3 to 4 weeks.

• Babies do not have teeth. Babies start to get their teeth when they are about six months old. Then they start to eat solid food. Butterflies live for 2 weeks on average.

2. The stages of growth • In childhood girls and boys grow taller. They learn very quickly how to walk, read and do other things. • During our youth we continue growing. Our sex organs mature, and after this we can have babies.

Some giant tortoises live for up to 200 years.

• We reach maturity when we are about 20 years old, and our bodies are completely formed. Adult people have learned enough to look after their children.

■ Presentation

• The Ss read 1 and 2 and listen to and 34 .

1. We are born and we learn

LOOK

• In old age people are not so strong. However, they know lots of things. They have experience.

Snails can live for 10 years. Some sequoias in California are more than 3,500 years old.

Complete the sentence. The four stages of growth are…

M.A. …childhood, youth, maturity, old age. MEN AND WOMEN

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Listening. Read out the following sentences. The Ss say if they are true or false. If they are false they correct them.

1. When babies are born they know how to talk. (False – they do not know how to talk) 2. Babies learn to crawl when they are a few months old. (True) 3. When babies get their teeth they start to eat solid food. (True) 4. In childhood girls and boys learn how to read. (True) 5. During our youth we stop growing. (False – we continue growing) 6. At 12 years old our bodies are completely formed. (False – at 20 years old) 7. In old age people are strong. (False – people are not so strong)

15

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1. Complete the sentences. a. At the beginning, a foetus is as small as a grain of b. At three months, a foetus measures about A foetus already has a

, legs, arms, fingers and a

c. At nine months, babies measure about

centimetres

and are ready to be Answers: a. sand. b. ten cms., head, heart. c. fifty, born.

2. Write the sentences in the correct chronological order. a. We reach maturity when we are about 20 years old. b. Babies learn how to walk when they are about 14 months old. c. In childhood girls and boys grow taller. d. Babies make sentences when they are about two years old. e. Babies start to get teeth when they are about six months old. 1. 2. 3. 4. 5.

Answers: 1 – e. 2 – b. 3 – d. 4 – c. 5 – a. ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

45

Worksheet 13. Date

Apply your knowledge

GROWTH AND CHANGE 1. Draw a picture of yourself when you were a baby, or glue a photo here. Write two things about yourself when you were a baby. Model answer:

THE LIFE CYCLE 1. Number the pictures in chronological order. Then answer the questions.

6

I di∂ no† kno∑ ho∑ to tal§. I di∂ no† kno∑ ho∑ to wal§.

5

2 3

4

Students' drawings or photos

7 1 Num∫±® 3. Num∫±® 7. • Which photo was taken most recently? • Name two changes in Mary. Model answer: Mar¥ ∑±arfi glasßefi. S™æ hafi whi†æ hai®. • Which photo was taken when Mary was 16 years old?

2. Do you take good care of your health? Tick the true sentences. 씲 I clean my teeth after every meal. ✔ 씲 I go to the doctor when I am ill. ✔ 씲 I exercise regularly. ✔ 씲 I always wash my hands before I eat. ✔ 씲 I eat lots of fruit. ✔ 씲 I sleep at least eight hours every night. ✔

3. What is your favourite free time activity? Model answer: 16

VOCABULARY Match. birth

•

• when the baby leaves its mother’s womb

umbilical cord

•

• the time a baby spends in its mother’s womb

pregnancy

•

• it connects the baby to its mother during pregnancy

I li§æ to pla¥ footbal¬. 15

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Tasks

Activity Book

46 Worksheet 14. Date

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Notes: Worksheet 15. Date

Tasks ORDER LIVING THINGS BY HOW LONG THEY LIVE

1. Colour the pictures and write how long each living thing usually lives. Living thing

Years

pelican

30

human being

80

turtle

100

frog

5

sheep

10

seal

15

cat

13

elephant

40

rat

3

15

13

years

5

years

10

years

80

years

years

40

years

3

30

years

100

years

years

2. How long do the animals usually live? Order from the shortest life to the longest one. Write the number of years, and then write the names.

ra† <

3

ßea¬

sheep

5

<

10

<

13

fro@

<

15

<

e¬ephan†

30

ca†

<

40

πelica>

<

80

turtle

<

100

huma> ∫±in@

3. Complete with information about four family members: names and ages. Order from youngest to oldest. Model answer:

Pe†e®

2

<

Ja>æ

6

Mot™e®

<

11 me

<

40

<

45

Fat™e® 17

47

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UNIT 5

Life cycles UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8.

Finding about the main stages in the life cycle of some animals: a butterfly Understanding that nutrition is a common life process for animals Understanding how animals digest their food Identifying the main organs and basic functions of the respiratory system of animals Understanding what fruit and seeds are for Distinguishing different types of plant reproduction Understanding how plants make their own food and take in air Developing a responsible attitude towards animals and plants

Language objectives 1. Describing stages in the life cycle: First …; Next …; Finally … 2. Expressing quantity: All; many; most; some 3. Describing processes (present passive): … is transformed … is expelled. 4. Giving examples: Other organs like the stomach … Many animals, like zebras … 5. Explaining plant reproduction: When/if the fruit is ripe, it opens. 6. Describing purpose: … to make their food …, to make energy and proteins

Contents CONCEPTS

• The life cycle of vertebrates and invertebrates • Needs of animals and plants: eating and breathing • The different types of plant reproduction

PROCEDURES

• Interpret drawings and photos to obtain information • Explain things we observe scientifically • Describe the three stages of seed germination in order

ATTITUDES

• Develop a responsible attitude towards animals and plants

Assessment criteria • • • • •

48

Understanding about the life cycles of vertebrates and invertebrates Understanding about the respiratory organs of animals Associating types of animal mouths with the food they eat Understanding how plants make food, take in air and reproduce Interpreting drawings and photographs about the reproduction of living things, animal breathing and plant nutrition

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 5 – Extension: Worksheet 5

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 5

Internet resources www.richmondelt.com www.indexnet.santillana.es Life cycles http://www.bbc.co.uk/schools/scienceclips/ages/9_10/ life_cycles.shtml Interactive activities for different age groups with resources for teachers. Useful for students and teachers. Science http://www.primaryresources.co.uk/science/science.htm Ideas, resources, worksheets and lesson plans. Useful for teachers. Plant reproduction http://www.thetomatozone.co.uk/# Colourful activities for students. Science resources http://www.primaryresources.co.uk/online/plant.swf Online activities, interactive presentations and teaching tools. Useful for students and teachers.

LEVEL

5 I T ’ S A LL

IN THE

S OIL

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

49

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Vocabulary Content objectives: 1.

adult stage, cocoon, eggs, larva, life cycle, oviparous, vertebrate, viviparous

Language objectives: 1.

Life cycles

■ Special attention LOOK

• Associating the different stages in the life cycle of some invertebrates with the same animal

Look at this photo. • Which animal is the adult? • Are the babies like the adult?

■ Hands on • Put some silkworms in a cardboard box with white mulberry leaves. • After a few days, ask Ss to observe them. Ask: What has happened? (they have made pupas) (cocoons) • Ask: What happens when the pupas (cocoons) open? (white moths come out)

READ

1. The life cycle of vertebrates

Like people, other vertebrates change. They pass through different stages: infancy, adulthood and old age. The adult stage is the longest life stage for vertebrates. When animals are adults they reproduce (have babies). The life cycle of a butterfly 25

cocoon (pupa)

➧ • The Ss read 2 and listen to 39 . Then they do the activity at the bottom of the page. ➔ R Activity Book, page 18.

adult butterfly

➧

➧

larva

eggs

to practise the vocabulary.

26

Invertebrates also change. Some invertebrates, like butterflies, change a lot from one stage to another. • First, the adult female butterflies lay eggs. A larva, that looks like a worm, comes out of each egg.

• READ Write on the BB the words adulthood/infancy /old age and ask the SS to say in which order they occur. Ask the Ss during which stage animals have babies. Then the Ss read 1 and listen to 37 .

38

➧

• LOOK Ss observe the photo. Ask: Which is the adult bird? How is it different? (the one on the left. It has dark feathers. The babies are smaller and have light-coloured feathers.)

• Play

Mammals are viviparous animals. They are born from their mother’s womb. Birds and other vertebrates are oviparous animals. They are born from eggs.

2. The life cycle of invertebrates

■ Presentation

• Tell the Ss to look at the diagram of the life cycle of the butterfly. Ask: Does the larva lay eggs? What does the larva become? What comes out of the pupa (cocoon)?

24

• Next, the larva stays still while its skin becomes hard. This is a cocoon (pupa). • Finally, the pupa opens and a butterfly comes out. This is the adult animal. Invertebrates are oviparous. They are born from eggs.

Complete the sentence. The four stages of a butterfly’s life cycle are…

16

M.A …egg, LIFE CYCLES larva pupa (cocoon), adult.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Vocabulary. Write the following words and sentences on the BB. The Ss copy and complete them with the appropriate word. eggs / viviparous / hard / butterfly / oviparous

1. 2. 3. 4. 5.

… animals are born from eggs. … are born from their mother’s womb. Adult female butterflies lay … The larva stays still while its skin becomes … The pupa opens and a … comes out.

Answers: 1. oviparous. 2. viviparous. 3. eggs. 4. hard. 5. butterfly.

50

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Vocabulary Content objectives: 2, 3, 4, 8. Language objectives: 2, 3, 4.

anus, breathe, carnivores, digestive system, faeces, gills, herbivores, mouth, omnivores, tracheal system

Animals eat and breathe

■ Special attention

READ

1. Animals need to eat

• Realising that fish take oxygen from the water to breathe

27

All animals need to eat. Herbivores eat plants, and carnivores eat other animals. Omnivores eat plants and animals.

• Understanding that some aquatic mammals breathe air

Animals digest their food.

■ Hands on

• Digestion begins in the mouth. It continues in the other organs of the digestive system, like the stomach and the intestine.

Studying fish gills

• The waste is transformed into faeces. It is expelled through the anus.

• Take several fish to class and point at the operculum, a hard flap protecting the gills. These are located on both sides of the head behind the eyes. • Lift the operculum with a pair of tweezers to show the gills.

Goats are herbivorous animals.

2. Animals need to breathe

• Many animals, like zebras and ducks, breathe through their lungs.

lungs

• Other animals, like insects, breathe through a tracheal system. Small tubes carry air to the different parts of an insect’s body.

lungs zebra duck Many land animals breathe through their lungs. gills

28

fish

• Most aquatic animals, like fish, collect oxygen from the water through their gills. • Some aquatic animals, like dolphins, come to the surface for air. They fill their lungs with air, and then swim under water. Animals use food and oxygen to make energy and proteins for growth.

Fish breathe through their gills.

■ Presentation • LOOK Ss look at the photo of the goats. Ask: What is the name of these animals? What are they eating? • The Ss look at the zebra, the duck and the fish. Ask: Which has a different breathing system? (the fish because it lives in water)

Do fish breathe like people? Do zebras breathe like people?

M.A. No, fish collect oxygen from water through their gills. LIFE CYCLES Yes, zebras breathe air through their lungs like people.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the following sentences on the BB. The Ss listen to 41 again and then decide if the sentences are true or false. 1. Zebras and ducks breathe through their gills. 2. Insects breathe through a tracheal system. 3. Small tubes carry water to the different parts of an insect’s body. 4. Fish collect oxygen from the water through their gills. 5. Dolphins come to the surface for air.

Answers: 1 – False. They breathe through their lungs. 2 – True. 3 – False. Small tubes carry oxygen … 4 – True. 5 – True.

17

• Explain that the duck and the zebra have lungs and a breathing tube. The air enters from the outside and goes into the lungs. • Gills function like lungs. Water enters the mouth and leaves through the gills. The oxygen from the water passes into the animal’s blood. • Ask: Do dolphins have gills or lungs? How do dolphins breathe? • Ss listen to 40 and 41 and read 1 and 2 . Then they answer the questions at the bottom of the page.

Fresh fish. In fresh fish the gills are bright red (oxygenated blood) and the eyes are shiny.

51

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Vocabulary Content objectives: 5, 6, 8.

bulb, flower, fruit, germination, reproduction, tuber

Language objectives: 5, 6.

Plants reproduce

■ Special attention

LOOK

• Identifying the different types of plant reproduction

Look at the pictures.

■ Hands on

• What happens if we put an onion in a glass of water?

leaves

Cuttings

roots

• Place a cutting in a glass of water. • After a few days ask the Ss: What has happened? (roots have grown) • Put the cutting in a pot with moist soil. • Ask Ss: What will happen to the cutting? (It will grow and have new leaves.)

day 1

day 5

day 8

day 15

READ tulip 29 stem

flower

leaf

1. Plant reproduction

30

Plants can reproduce in different ways. Most plants produce flowers that become fruit. Inside the fruit, there are seeds. When the fruit is ripe, it opens and the seeds come out. The seeds fall to the ground, and new plants grow. When a seed begins to grow, it is called germination.

bulb

• First, the seed absorbs water from the soil. roots

■ Presentation

potato plant

2. Other types of plant reproduction

tubers

to practise the vocabulary.

• The Ss listen to 43 and 44 and read 1 and 2 . They then do the activity at the bottom of the page.

stem

roots

• Bulbs are underground stems. If we plant a tulip bulb, leaves grow. Then a stem and a flower grow. • Tubers also grow underground. If we plant a tuber, like a potato, a new plant grows.

Describe the three steps of germination. First,... Then,... Finally,…

• Tell them to look at the potato plant and ask: What grows underground? (tubers and roots) Is there an aerial stem? (yes)

42

31

Some plants reproduce from stems that are called bulbs or tubers.

• READ The Ss then look at the drawing of the tulip. The bulb is underground and the roots grow underground, but it has an aerial stem.

• Play

• Finally, a small stem grows.

flower

• LOOK The Ss look at the pictures of the onion. Ask: Where do the roots grow? (on the part touching the water) Where do the leaves grow? (on the part in the air)

• Show the Ss the illustration of the germination process and how fruit forms on pages 35 and 36 in Book 3.

• Then, the seed opens. A root grows down into the soil.

18

M.A. First, the seed absorbs water from the soil. Then, the seed LIFE CYCLES opens. A root grows down into the soil. Finally, a small stem grows.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Vocabulary. Write on the BB the words: stem / bulb / roots / leaf / flower. Then draw a tulip and add lines to indicate the different parts of the plant. The Ss copy the drawing and then label it with the words. They check their answers in the textbook.

Comprehension. Write the following sentences on the BB. They all contain one mistake which the Ss must find and correct. 2

➔ R Activity Book, page 19.

Tubers. Tubers store food reserves. We eat some of them, such as potatoes and yams.

52

1. Plants can’t reproduce in different ways. 2. When the fruit is ripe, the plant closes. 3. When a seed begins to grow it is called termination. Answers: 1. Plants can …. 2. … the plant opens. 3. … it is called germination.

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Vocabulary Content objectives: 6, 7, 8.

carbon dioxide, elaborated sap, leaves, mineral salts, nutrition, oxygen, raw sap, roots, sunlight, water

Language objectives: 3, 6.

Plants need food and air

■ Special attention

LOOK

• Understanding plants make their own food with inorganic substances

• What are the roots of plants for?

• Distinguishing the meaning of raw sap and elaborated sap

• What are the leaves for?

■ Hands on READ

1. Plants make their own food Raw sap is transformed into elaborated sap in the leaves.

Water and plants 32

• Take some stalks of wilted celery to class. • Cut the bottoms off and put them in a little water with food colouring. • After several hours they will start to turn the same colour as the food colouring and will be swollen and firm (water has travelled up the stem).

Plant nutrition is different from animal nutrition. Plants make their own food. Then they use it. These are the stages of plant nutrition: • First, the roots absorb water and mineral salts from the soil. This mixture is raw sap. • Next, the raw sap travels up the stem to the leaves. • Plants also need sunlight and carbon dioxide to make their food. • In the leaves, the raw sap is transformed into elaborated sap. • Finally, the elaborated sap travels from the leaves to the other parts of the plant, where it is used or stored.

raw sap

elaborated sap

2. Plants take in air

■ Presentation

33

Plants take in air through little holes in their leaves. • Land plants take oxygen from the air. The roots absorb water and mineral salts from the soil.

• Water plants take oxygen from the water. Plants use oxygen and elaborated sap to make energy and proteins.

True or false? Decide and make more sentences. Plant nutrition is the same as animal nutrition. Plants make their own food.

(F), (T). M.A. Plants take in air through little holes in their leaves. LIFE CYCLES Raw sap is transformed into elaborated sap in the leaves.

19

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Prepositions. Write the prepositions and sentences on the BB. The Ss copy and complete the sentences. They can correct their answers by listening to 45 and 46 . into / of / up / from / through / in

1. 2. 3. 4. 5. 6.

Plant nutrition is different … animal nutrition. There are three stages … plant nutrition. First the roots absorb water and mineral salts … the soil. Next the raw sap travels … the stem … the leaves. … the leaves the raw sap is transformed … elaborated sap. Finally the elaborated sap travels … the leaves … the other parts of the plant.

Answers: 1. from. 2. of. 3. from. 4. up … to. 5. in … into. 6. from … to.

• LOOK The Ss look at the pictures and answer the questions. (The roots absorb water and mineral salts from the soil. The leaves take in oxygen from the air to breathe and make food.) • READ The Ss read the tree diagram. Ask: Where do water and mineral salts enter the plant? Where is food made? • Ask the Ss the following questions: Is plant nutrition different from animal nutrition? (yes) Do plants need sunlight? (yes) Where do land plants take oxygen from? (the air) Where do water plants take their oxygen from? (water) The Ss read 1 and 2 and listen to 45 and 46 . Then they do the activity at the bottom of the page. ➔ R Activity Book, page 20. E ➔ 47 “How do seeds travel?” This additional recorded text can be used with the Activity book, page 20. Food. Green leafy vegetables are rich in vitamins and minerals. Raw vegetables have more vitamins than cooked ones.

53

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Complete the sentences. into / of / up / from / through / in 1. Plant nutrition is different 2. There are three stages

animal nutrition. plant nutrition.

3. First the roots absorb water and mineral salts 4. Next the raw sap travels 5.

the soil.

the stem

the leaves.

the leaves the raw sap is transformed

6. Finally the elaborated sap travels

elaborated sap.

the leaves

the other parts of the plant.

Answers: 1. from. 2. of. 3. from. 4. up … to. 5. in … into. 6. from … to.

54

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

Apply your knowledge

Worksheet 16. Date

Apply your knowledge

PLANT REPRODUCTION

ANIMALS ARE LIVING THINGS

1. Read and order the pictures.

1. Read and complete.

In nature, plants do not reproduce by cuttings. People use cuttings to create new plants.

infancy

vertebrates

reproduce

old age

adult stage

The life cycle of vertebrates

Ver†ebra†efi 1

3

, like people and elephants, change during their lives. They pass through

ol∂ a@æ . The adul† sta@æ longest stage for vertebrates. When they are adults they ®eprodu©æ (have babies). different stages:

infanc¥

, adulthood and

4 2. Draw the lifecycle of a butterfly. Write the correct stage below each drawing: cocoon (pupa), eggs, larva, adult butterfly.

6 2

5 • What do these pictures show?

T™e¥ sho∑ plan† ®eproductio>. Students' drawings VOCABULARY

eggfi

larvå

adul† but†erfl¥

cocoo> (pupå)

Identify and number. 1

2

3

1 3 2

bulb fruit tuber

19

18

is the

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Worksheet 17. Date

55

Read and learn SEEDS TRAVEL

RECORD YOUR FOOD CONSUMPTION

1. Read carefully.

How do seeds travel?

1. Instructions: Model answer:

Some seeds fall on the ground near the plants that produce them. Others are dispersed and germinate far from the original plant.

Keep a record over three days. Write down what you eat and when you eat it. Day 1

Mil§, b®ea∂, but†e®, a> oran@æ Pastå, tomato, chorizo, c™æesæ, a> app¬æ Frui† jui©æ, biscuitfi Lettu©æ, tomato, eggfi, b®ea∂, yogur†

Time

Day 2

7:30 Mil§, b®ea∂, but†e®, å bananå 1:30 Lentilfi, g®æe> ∫±anfi, fis™, yogur† Frui† jui©æ, 5:30 chocola†æ, b®ea∂ 9:00 Carro†, souπ, haµ, c™æeßæ, b®ea∂, melo>

Time

Seeds are dispersed in many ways, for example, by water, by air and by animals.

7:30 Mil§, b®ea∂, but†e®, å bananå 1:30 Ri©æ, µea†, πeafi, i©æ c®eaµ 5:30 Mil§ biscuitfi

7:30

• Coconut seeds are protected by a hard shell. Coconuts can float in water and travel long distances.

9:00 G®æe> ∫±anfi, haµ, b®ea∂, yogur†

9:00

Time

Day 3

• Dandelion seeds are attached to a stem topped with fluffy white threads. They travel in the wind like tiny parachutes. • Maple seeds have wings that let them fly on their own in the wind.

1:30

• Other seeds, like burrs, travel on the fur of some animals, such as the fox and the rabbit. The purpose of all these seeds is the same: to travel as far as possible, germinate and start new plants.

5:30 2. What does disperse mean? Decide and tick. 씲 ✔

씲 collect

scatter

3. Look and write. ✦ Name the plant. ★ Write how the seed travels.

2. Look carefully at what you ate.

seed

Yefi. b. Which food group should you eat more often? Grouπ 1.

a. Did you eat food from all the food groups?

✦ ★ 21

20

map¬æ win∂

✦ ★

bur® anima¬ fu®

✦ ★

coconu† wa†e®

✦ ★

dan∂elio> win∂

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Worksheet 18. Date

Activity Book

56 Project 1 KEEPING RECORDS

Project 2

MAKE FOSSIL PRINTS OF LIVING THINGS

1. Follow these steps.

1. Prepare a block of clay.

2. Find some remains of living things.

3. Press gently.

4. Let the clay dry.

circles cut out of card

▲

fasteners

2. Turn the green circle to see the different stages of the life cycle.

BUILD A SEED HOLDER

Project 5

1. Follow these steps. 1

a transparent plastic egg carton

2

Project 3

BUILD A MODEL OF THE THORAX AND LUNGS parsley seeds

3 1. Follow these steps. half a plastic bottle

soil 4

plastic wrap pulled tightly

globo 5

a balloon

2. Pull the sticky tape down and explain what happens.

2. Once the seeds have germinated, carefully transplant the small plants to a pot.

23

22

sticky tape

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Project 4

MAKE LIFE CYCLE WHEELS

57

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UNIT 6

The universe UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Distinguishing luminous from non-luminous astronomical bodies Understanding that the Sun is spherical Recognising that the Sun is a star Understanding the importance of the Sun for life on Earth Identifying the different stars that make up the Solar System Understanding how planets move in space Understanding that day and night are related to the spin of the Earth on its own axis 8. Associating the movement of the Earth around the Sun with the seasons of the year

Language objectives 1. Describing astronomical bodies: luminous, non-luminous 2. Comparing astronomical bodies : bigger than; closest to; further from; furthest from 3. Phrasal verbs to describe characteristics: give off; made up of 4. Giving additional information: … that orbit the Sun … that reflects light … 5. Describing time taken: The Earth takes 24 hours to rotate … 6. Explaining facts: the movement of the Earth is what causes …

Contents CONCEPTS

• Luminous and non-luminous astronomical bodies in the universe • Astronomical bodies: stars, planets, satellites, comets • The rotation of the Earth: day and night • The Earth’s orbit: seasons

PROCEDURES

• Interpret diagrams about the Solar System and the Earth’s movements • Compare two photos of different seasons of the year to discover the differences • Explain events we can observe scientifically

Assessment criteria • • • •

58

Differentiating luminous and non-luminous bodies Understanding about the planets and other astronomical bodies Identifying the Sun as the source of light and heat we need for life Understanding the two movements of the Earth and their effect

ATTITUDES

• Concern about protecting our eyes from the Sun • Interest in doing simple experiments to learn about complex things

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 6 – Extension: Worksheet 6

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 6

Internet resources www.richmondelt.com www.indexnet.santillana.es Experiments, images and more http://earthobservatory.nasa.gov/ Images of space, space exploration and atmospheric phenomena. Interactive experiments. Useful for teachers. Space activities http://ology.amnh.org/astronomy/index.htm Information, games and activities about space. Useful for students. Astronomy projects http://www.neatherd.org/astronomy A school website with interesting projects and activities.

LEVEL

4 Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

L IVING ON THE M OON

www.richmondelt.com

59

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Vocabulary Content objectives: 1, 3, 4.

comets, luminous astronomical bodies, non-luminous astronomical bodies, Sun, stars, satellites

Language objectives: 1, 2, 3.

The universe

■ Special attention LOOK

• Understanding that the Sun is a star What do you think this astronaut can see?

• Understanding the difference between luminous astronomical bodies and nonluminous ones

• the Earth

• the Moon

• stars

• cities

• trees

• cars

■ Hands on Bodies and light • Darken the classroom. Shine a torch. It is like a luminous body because it produces light. • Ask a student to hold a mirror up and focus the light on it. The mirror and the light will be reflected to different parts of the classroom. • The mirror is like a non-luminous body. It does not produce light; it reflects the light from the torch.

READ

1. Astronomical bodies

• Luminous astronomical bodies, like stars, give off light and heat. • Non-luminous astronomical bodies reflect light from the Sun and the stars. Planets, satellites and comets are all non-luminous. This is a comet. Comets do not have their own light. They reflect light from the Sun.

■ Presentation

• Ask: Is the Sun a star? (yes) Why does it look bigger than other stars? (The Sun looks bigger because it is much closer.) • Ask: Why is the Sun important for life on Earth? (because the light and heat we get from the Sun make it possible for us to live on the Earth) • READ The Ss read 1 and 2 and listen to 49 and 50 . Then they do the activities at the bottom of the page.

Space exploration. Billions are spent on space exploration every year. Some experiments have practical applications, like discoveries of new materials.

60

2. The Sun The Sun is a star, a very big, luminous astronomical body. The Sun is yellow, and much bigger than the Earth. The Sun gives us the light and heat we need for life.

• LOOK Play 48 . Ss listen, focus on the picture of the astronaut and answer the question. (From outer space we can see the Earth, stars and the Moon.) • Ask: What is the astronaut wearing? (oxygen tanks to breathe, a spacesuit for protection)

34

The stars, the Earth and the Moon are all astronomical bodies.

Why should we never look straight at the Sun? Complete the sentences. Luminous astronomical bodies: the Sun,… Non-luminous astronomical bodies: planets,…

20

THE UNIVERSE

M.A. Because sunlight can harm our eyes. …other stars. …satellites, comets.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the following sentences on the BB. The students choose the correct alternative. 1. Luminous astronomical bodies GIVE OFF / REFLECT light and heat. 2. Non-luminous astronomical bodies GIVE OFF / REFLECT light from the Sun and stars. 3. Planets are LUMINOUS / NON-LUMINOUS. 4. The Sun is a STAR / PLANET. 5. The Sun is much SMALLER / BIGGER than the Earth.

Answers: 1. give off. 2. reflect. 3. non-luminous. 4. star. 5. bigger.

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Vocabulary Content objectives: 2, 5, 6.

comets, Earth, Jupiter, Mars, Mercury, Neptune, planets, Pluto, satellites, Saturn, Solar System, stars, Venus

Language objectives: 2, 3, 4.

The Solar System LOOK

■ Special attention

35

• Understanding that stars are spheres and have volume

1 The Sun 2 Mercury

10

• Understanding that the stars in the Solar System orbit the Sun

3 Venus 4 The Earth 5 Mars 6 Jupiter

■ Hands on

1

7 Saturn

7

8 Uranus

6 2

4

9 Neptune

3

Living model

10 Pluto

8

5

• Cut up card and colour it to make the Sun and the other planets in the Solar System. • Choose twelve Ss to hold up the eleven planets and the Sun. • The Sun stands in the centre, and the other planets surround it in their relative positions. • Ask the Ss to start walking around the Sun, following elliptical paths, maintaining their relative positions.

9

READ

1. The Solar System

36

The Solar System is a group of astronomical bodies. It is made up of the Sun and the other bodies. • Planets are astronomical bodies that orbit the Sun. They get light from the Sun. The Earth is a planet in the Solar System. • Satellites are astronomical bodies that orbit planets. The Moon is the Earth’s satellite. • Comets are astronomical bodies that orbit the Sun. They have a tail that reflects light from the Sun.

2. The planets

37

Nine planets orbit the Sun. • Mercury, Venus, the Earth and Mars are closest to the Sun. They are small, rocky planets. • Jupiter, Saturn, Uranus and Neptune are further from the Sun. They are big planets made mostly of gases. • Pluto is furthest from the Sun.

■ Presentation

Name the nine planets of the Solar System in order. Mercury,…

M.A. ...Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune and Pluto.

THE UNIVERSE

21

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Definitions. Write the following definitions on the BB. Ask the Ss to decide which word from the following list corresponds to each definition. comets / Solar System / Satellites / Pluto / planets

1. 2. 3. 4.

A group of astronomical bodies Astronomical bodies that orbit the sun Astronomical bodies that orbit planets Astronomical bodies that have a tail that reflects light from the Sun 5. The planet that is furthest from the Sun Answers: 1. The solar system. 2. planets. 3. satellites. 4. comets. 5. Pluto.

• LOOK Ss look at the picture and guess the planets you describe, for example: It is between the Earth and Mercury (Venus). It has a large ring (Saturn). • Ask: What is the name of the Earth’s satellite? (the Moon) How does it move? (around the Earth) • Ask: What do all the planets in the Solar System have in common? Give the Ss three alternatives to choose from: a) All the planets orbit the Sun. b) All the planets are the same size. c) All the planets are the same distance from the Sun. (Answer: a) • Play 51 to practise vocabulary. Ss repeat after the speaker. • READ Ss read 1 and 2 and listen to and 53 . Then they do the activity at the bottom of the page.

52

➔ R Activity Book, page 24.

61

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Content objectives: 6, 7.

Vocabulary

Language objectives: 5.

axis, day, Earth, night, rotation, sphere

The rotation of the Earth

■ Special attention

LOOK

• Understanding that the rotation of the Earth causes day and night

Match the words to the photos:

2

• day

• Understanding that when it is day in one zone it is night in the opposite zone

• night

1

■ Hands on Day and night • Darken the classroom. Ask a student to stand facing your desk. Focus the torch on the student’s chest. • Ask the student to turn slowly. As he or she turns, different parts of the body will be illuminated. When there is light on the chest, it is day. What happens on the back? (It is night.) • The Sun illuminates the Earth in a similar way during rotation.

READ

1. The rotation of the Earth

38

The Earth is always moving. It rotates on its axis. The Earth takes 24 hours, or a day, to rotate completely.

2. Day and night The Earth is a sphere. The light from the Sun cannot reach the entire surface.

■ Presentation

• On the part of the Earth facing the Sun, it is day. The Earth rotates on its own axis.

• LOOK The Ss look at the two photos and identify day and night and say how they know. (In photo 1 it is night because there are street lights, artificial light and in photo 2 it is day because there is Sun and natural light.) • Ask: How can we tell an entire day has passed without looking at a clock? (First it was daytime, with natural light, and then night-time, without natural light. We did different activities: we went to school, we ate lunch and dinner, we slept …) • Have Ss record the activities they do during the day and night in chronological order. • Ask two volunteers to explain what causes day and night. They can use a ball and a torch. • READ Ss read 1 and 2 and listen to and 55 and then do the activity at the bottom of the page. ➔ R Activity Book, page 25.

62

54

• On the part of the Earth facing away from the Sun, it is night.

Make another sentence. Change the underlined words. On the part of the Earth facing the Sun, it is day.

M.A. …facing away…night. 22

THE UNIVERSE

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Word order. Write on the BB the words of 5 sentences in the wrong order. The Ss must re-write the sentences with the words in the correct order.

1. 2. 3. 4. 5.

is / moving / always / Earth / the its / on / rotates / it / axis. takes / the / Earth / 24 hours / rotate / to a / Earth / the / sphere / is cannot / entire / reach / sunlight / surface / the

Answers: 1. The Earth is always moving. 2. It rotates on its axis. 3. The Earth takes 24 hours to rotate. 4. The Earth is a sphere. 5. Sunlight cannot reach the entire surface.

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Vocabulary Content objectives: 6, 8.

autumn, Earth, orbit, seasons, spring, summer, winter, year

Language objectives: 6, 7.

The seasons

■ Special attention

LOOK AND READ

1. The Earth’s orbit

• Understanding that the movement of the Earth around the Sun is what causes the seasons

39

The Earth moves around the Sun. This movement is called an orbit. The Earth takes about 365 days to complete its orbit around the Sun. These are the 365 days of the year.

■ Hands on

This movement of the Earth around the Sun is what causes the seasons.

autumn

The Earth’s orbit

When the Earth moves around the Sun, part of the Earth receives more sunlight and heat. It is summer there.

• Student 1 stands in the centre of the room with a sign saying SUN. Student 2, with a sign saying EARTH, walks in a circle around student 1. • Ask four more students to replace student 2 as Earth. Each has a sign: SPRING, SUMMER, AUTUMN, WINTER, as in the picture. • When the SUN faces each season, student 1 calls out the name of the season.

Another part of the Earth receives less sunlight and heat. It is winter there. There is autumn between summer and winter. There is spring between winter and summer.

spring

The seasons of the year in the northern hemisphere 40 spring This season begins in March and finishes in June.

Earth

summer This season begins in June and finishes in September.

winter This season begins in December and finishes in March.

Sun

■ Presentation autumn This season begins in September and finishes in December.

• LOOK AND READ The Ss look at the two pictures. Ask: What differences are there? They should associate the seasons with the movement of the Earth around the Sun.

Complete the sentence. The four seasons of the year are...

M.A …spring, summer, autumn, winter. THE UNIVERSE

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Listening. Write the questions on the BB. The Ss listen again to 56 and answer them. They compare their answers in pairs and then check with the text on page 23. 1. What is the movement of the Earth around the Sun called? 2. How long does it take the Earth to go round the sun? 3. The movement of the Earth around the Sun causes the ... 4. What season has more sunlight? 5. What season has less sunlight? 6. What is the season between summer and winter? 7. What is the season between winter and summer?

Answers: 1. orbit. 2. 365 days. 3. seasons. 4. summer. 5. winter. 6. autumn. 7. spring.

23

• Then the Ss look at the orbit represented by a circle in the drawing to show that the seasons are not caused by differences in thei distance from the Sun in winter and summer. • The Sun’s rays fall to Earth at a more direct angle, almost perpendicular, during the summer making it warmer. • READ Ss read 1 and listen to 56 and then complete the sentence at the bottom of the page. • Play 57 . Ss listen to the recording and read the text. • Class Survey. The Ss ask each other: Which is your favourite season? Why? They compare answers in small groups. ➔ R Activity Book, page 26. E ➔ 58 “Is the Earth round or flat?” This additional recorded text can be used with the Activity Book, page 26.

63

Apply your knowledge

Worksheet 19. Date

Tasks

MOVEMENTS OF THE EARTH 1. Compare the two movements of the Earth. Tick the correct column. The Earth rotates on its axis.

Rotation

It takes 365 days. It causes day and night.

1. Read the clues and write the names of the planets.

Orbit

✓

The Earth moves around the Sun. It takes 24 hours.

NAME THE PLANETS

✔ ✔

It causes the seasons.

◆ It is the planet furthest from the Sun.

✔ ✔

◆ It is the planet we live on.

Pluto

Eart™ Marfi Satur>

◆ It is the 4 planet from the Sun. Its name begins with M. th

◆ It has a large ring around it. Its name begins with S.

✔

Neptu>æ Mercur¥

◆ It is located between Uranus and Pluto. ◆ It is the closest planet to the Sun.

2. Look at the pictures. Write the season of the year below each picture. Write the names of the three months in each season.

◆ It is the only planet besides Earth that begins with a vowel. ◆ It is the largest planet. Its name begins with J.

Uranufi

Jupi†e®

◆ It is the brightest planet in the night sky. Its name begins with V.

win†e® - De©em∫±®, Januar¥ an∂ Februar¥

2. Colour the planets. Use the key in Activity 1.

sprin@ - Marc™, Apri¬ an∂ Ma¥

Sun

autum> - Sep†em∫±® Octo∫±® an∂ No√±m∫±®

sumµe® - Ju>æ, Jul¥ an∂ Augus†

3. Look at the globe. When it is daytime in Europe, where is it night? Decide and identify one country. Model answer:

Australiå 25

24

Venufi

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Activity Book

64 Worksheet 20. Date

Read and learn VIEWS OF THE EARTH

1. Read carefully.

Is the Earth round or flat? Today everybody knows the Earth is a sphere. However, this idea was generally accepted only around five hundred years ago. For a person standing on the Earth’s surface, it was easy to imagine that the Earth was flat. It seemed that the Sun, stars and other planets orbited the Earth. People had this idea for a very long time. However, in 1520, Magellan and Elcano sailed around the world in their ships. They proved, without a doubt, that the Earth is a sphere.

2. What is the main idea in the text? Decide and tick. 씲 The Earth is a sphere. 씲 The Earth is flat. 씲 People used to think the Earth ✔ was flat, but now we know it is a sphere.

3. What does Earth look like from space?

I† lookfi li§æ å sp™e®æ. I† lookfi bl¤æ. 4. If the Earth were flat, could we go around the world in a ship?

Iƒ t™æ Eart™ ∑e®æ fla†, ∑¶ coul∂ no† go aroun∂ i† i> å shiπ ∫±caußæ... ∑¶ woul∂ fal¬ o‡£ t™æ ed@æ. 26

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Notes: Worksheet 21. Date

65

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UNIT 7

Minerals UNIT CONTENT 1. 2. 3. 4. 5. 6. 7.

Learning the properties and uses of minerals Understanding where minerals come from Learning what rocks are and how we use them Understanding where rocks come from Distinguishing the layers of soil and their composition Recognising the different types of soils Understanding where underground water comes from and how it is extracted

Language objectives 1. Defining things: Minerals are …; Rocks are …; An oasis is where …. 2. Expressing possibility: They can be part of rocks … can grow in poor ground 3. Describing the composition of things: Granite is made up of … Fertile ground has … 4. Describing location: on the Earth’s surface; under the ground 5. Explaining the uses of things: ... to make jewellery; ... used for building 6. Describing quantity: a lot of; very little; a few

Contents CONCEPTS

• Minerals and rocks and their uses • Properties of minerals • Where minerals and rocks come from • Layers of soil • Types of soil: fertile, poor, very poor • Underground water

PROCEDURES

• Study and describe the properties of some minerals using photographs • Give examples of different uses of rocks and minerals • Interprete diagrams about soil structure and use of underground water by humans

Assessment criteria • • • • •

66

Describing minerals using their properties Understanding the uses of minerals and rocks Recognising soil types and distinguishing the layers of the soil Explaining where underground water comes from Obtaining information from photographs and drawings

ATTITUDES

• Curiosity about the surroundings and their characteristics • Satisfaction from being able to explain events scientifically

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UNIT 0

RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 7 – Extension: Worksheet 7

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 7

Internet resources www.richmondelt.com www.indexnet.santillana.es Rocks and minerals http://volcano.und.edu/vwdocs/vwlessons/lessons/Slide show/Slideindex.html Pictures and descriptions of minerals and rocks. Useful for teachers and students. Rocks and links http://www.rocksforkids.com/ Information about rocks and minerals. Links to other related pages. Pictures of rocks. Useful for teachers and students. Underground water http://www.dcs.exeter.ac.uk/water/underwa.htm Simple diagrams. Educational site with illustrations and simple explanations. Useful for students and teachers. The environment http://www.environment-agency.gov.uk/fun/ Activities and games about the environment. Useful for students.

LEVEL

4 M AKING

M OUNTAINS

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

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Vocabulary Content objectives: 1, 2.

diamond, dull, emerald, gold, hard, jewellery, minerals, rocks, ruby, shape, shiny, soft

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

Minerals

■ Special attention READ

• Use of the right vocabulary to describe minerals

1. Minerals

Minerals are natural materials. Besides being found on their own, they can be part of rocks, animal bones and shells. There are minerals on the Earth’s surface, and under the ground.

• Superlative adjectives: hardest, softest

■ Hands on

Animal shells are made of minerals.

Each mineral is different:

Studying minerals • Take some minerals to class so the Ss can see and touch them. • Ask: What colour is gold? Is pyrite shiny? What is cinnabar?

41

• Shape: Some minerals are regular, like pyrite. Others, like turquoise, are irregular.

pyrite cubes

• Colour: Each mineral has a typical colour or colours.

Pyrite is a cube shaped mineral. It is grey and shiny.

■ Presentation

• Shiny or dull? Some minerals, like pyrite, are shiny. Others, like chalk, are dull. • Hard or soft? Diamond is the hardest mineral. Gypsum is the softest.

2. Minerals are useful • We use minerals like gypsum to build buildings.

• READ Look at the picture of the snail. Ask: What other animals have shells? (turtles, starfish, crabs, clams ...) Minerals make their shells hard and give them protection. • Show the Ss some jewellery with precious stones. Draw attention to the shine and colour. Precious stones do not look the same when they are found in the ground. They are cut and polished to obtain a smooth, shiny surface. • We also obtain metals from minerals. For example, iron comes from pyrite. • Ask: Where can we find minerals in nature? (the ground, shells, bones, rocks …) How can we distinguish one mineral from another? (shape, colour, texture …) What are minerals used for? (buildings, jewellery …) • Play

59 .

Ss practise the vocabulary.

• The Ss read 1 and 2 and listen to 60 and 61 . They then do the activity at the bottom of the page. ➔ R Activity Book, page 27.

• We use minerals like diamonds to make jewellery.

Gypsum is a white or red mineral. It is dull and soft. rubies emeralds

diamonds

gold

A gold brooch with precious stones

Complete the sentence. Each mineral is different. There are four ways to describe minerals: shape, …

M.A. …colour, shiny or dull, hard or soft. 24

MINERALS

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. Ask Ss to say if they are True or False. 1. Diamond is the softest mineral. 2. All minerals are white. 3. Pyrite is grey and shiny. 4. Gypsum is a hard mineral. 5. Turquoise is irregular. 6. Chalk is shiny.

Answers: 1. False. 2. False. 3. True. 4. False. 5. True. 6. False. Miners. Miners have a dangerous job and deserve our respect. The dust they breathe can harm their lungs. They also face other dangers: accidents, explosions ...

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Vocabulary Content objectives: 3, 4.

building, coal, dig, granite, mines, quarries, rocks, sculptures

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

Rocks are natural materials

■ Special attention

LOOK AND READ

1. Rocks

• Understanding that rocks and minerals are not the same thing

42

Rocks are materials made up of minerals. We dig mines to obtain rocks that are under the ground. We dig quarries to obtain rocks that are on the surface.

2. Rocks are useful

■ Hands on

43

Useful rocks

• Slate, marble and granite are used for building. • Coal is used for fuel. We burn it to obtain heat.

• Collect photos of the many uses of rocks: sculptures, stairs, floors, walls, buildings. Ask Ss: What are they made of? (They are made of different rocks / materials.) • The Ss make sentences. Examples: This sculpture is made of grey marble. The wall is made of granite. The stairs are made of pink marble.

Coloured marble was used to build this cathedral in Italy.

Granite Granite is made up of three different minerals: quartz, feldspar and mica. quartz feldspar

■ Presentation granite

We obtain granite in quarries.

mica

• LOOK AND READ Ask: Where can we find rocks in nature (mines, quarries …) What do we use rocks for? (building, fuel ...) The colours in the photo of the granite show it is made up of three different minerals: quartz is white, feldspar is yellowish and mica is black.

Granite is hard and resistant. The ancient Egyptians used granite to make sculptures.

True or false? Decide and make more sentences. We dig mines to obtain rocks. Marble is used for fuel.

(T) (F). M.A. Marble is used for construction.

MINERALS

25

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the sentence halves on the BB. Ask the Ss to draw lines and make correct sentences. 1. Mines are a. for building. 2. Quarries are b. to obtain heat. 3. We use granite c. under the ground. 4. We burn coal d. on the surface.

• Granite comes from quarries. First, huge blocks are cut. Later, in factories, the granite blocks are used for different things. • Monuments built by the ancient Egyptians with granite are a testimony to its resistance. • Tell Ss that coal is used less and less for fuel because it pollutes the air. • The Ss read 1 and 2 and listen to 62 and 63 . They then do the activity at the bottom of the page. • Play

64

to practise the vocabulary.

Answers: 1 – c. 2 – d. 3 – a. 4 – b. 2 Vocabulary. Write the three headings ROCKS, MINERALS, PLACES, on the BB. Ss say which category the following words belong to. quartz granite slate mines feldspar marble quarries coal mica

Answers: rocks: granite, slate, marble, coal; minerals: quartz, feldspar, mica. places: mines, quarries

Ancient monuments. We are all responsible for the preservation of ancient monuments.

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Vocabulary Content objectives: 5, 6, 7. Language objectives: 1, 2, 3, 4, 5, 6, 7.

■ Special attention

Soil and underground water READ

• Understanding that soil is not only the top layer we can see

plants ant nest

44 earthworm snail

• Realising that there are large masses of water under the ground

• Prepare three pots: one with moist, fertile soil; a second with dry soil; and a third with only stones. • Put seeds in each. Ask: What will happen to the seeds in each pot? • Wait several days. Only water the first pot. • The seeds will only grow in the first pot because it has moist, fertile soil.

top layer

mole

• Play 65 to practise the vocabulary. Ss repeat after the speaker. • Ask a Ss to use the drawing to explain how we extract underground water from a well. • The Ss read 1 and 2 and listen to 66 and 67 . They then do the activity at the bottom of the page. ➔ R Activity Book, page 28. E ➔ “Gems.” This additional recorded text is for more advanced classes.

Drinking water. In some parts of the world, the drinking water is underground. Human activities, pesticides and fertilizers can pollute underground water.

70

The ground is made up of rocks, sand, soil, air, water and humus. Humus is the remains of living things like leaves.

• Poor ground has little water, air and humus. Only resistant plants, like olive trees, can grow in poor ground.

There are three main layers: • The top layer is made up of sand, soil and humus. • The middle layer is made up of sand, soil and rocks. • The bottom layer is made up of bigger rocks.

Plants grow in the ground. Animals such as earthworms, ants and moles live under the ground.

2. Underground water Some water from rain filters through the ground and reaches the bottom layer of rocks. These rocks do not let the water filter any further. It stops and becomes underground water.

■ Presentation • READ Guide Ss in their interpretation of the diagram. What are the names of the three layers of soil? (top, middle, bottom) What can we see in the top layer? (plants, animals …) And in the middle and bottom layers? (rocks) Describe the rocks in the bottom layer (big) …

45

• Very poor ground, for example in the desert, is mainly made up of rocks. Very few plants can grow there.

middle layer

Fertile soil

1. Types of soil

• Fertile ground has a lot of water, air and humus. It is good for plants.

bottom layer

■ Hands on

Soil, humus, fertile, poor, layer, water underground, oasis

In deserts, this underground water creates an oasis. An oasis is where people and animals can find water.

We can extract underground water from a well. 26

MINERALS

Describe the three main layers of soil. The top layer... The middle layer… The bottom layer…

M.A. …is made up of sand, soil and humus. … is made up of sand, soil and rocks. … is made up of bigger rocks.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the sentences on the BB. Underline the options. Ask Ss to choose the correct answer. They can check their answers by listening again to 66 .

1. Humus is made up of the remains of living things like leaves / rocks. 2. Fertile / Poor ground is good for growing plants. 3. Very poor ground is mainly made up of water / rocks. 4. Humus is usually in the top / bottom layer of soil. 5. We find bigger / smaller rocks in the bottom layer. Answers: 1. leaves. 2. Fertile. 3. rocks. 4. top. 5. bigger.

Worksheet 22. Date

Apply your knowledge

SOIL AND UNDERGROUND WATER 1. Decide and match

MINERALS AND ROCKS 1. Find the names of four minerals and four rocks. Circle them using the colours in the key.

sand •

red: minerals

bottom layer

rocks •

green: rocks

top layer

humus •

V L O D

middle layer

soil •

I

A M O N D

C H A L K E C S N J L P S L A T E K R T

2. Think carefully. Answer the questions. Model answer:

W C G R A N I

• Which is the best type of soil for lettuce?

T E P

C O A L W X S A P

Ferti¬æ soi¬.

I

S W M A R B L E B Z Y D Q U A R T Z X F

• Why are there very few plants in the desert?

M I

Becaußæ t™æ groun∂ ifi √±r¥ poo®.

C A B S

I U W D

3. Colour the oasis and answer the questions. Model answer: • What is an oasis?

A> oasifi ifi å pla©æ i> å ∂eßer†. T™e®æ ifi un∂ergroun∂ wa†e®. • Why can more plants grow in an oasis than in other places in the desert?

2. Look at the minerals and complete.

Becaußæ t™e®æ ifi wa†e®. VOCABULARY

pyrite

diamond

turquoise

gypsum

shin¥ c™emica¬ industr¥

shin¥ ∆e∑±l¬er¥

dul¬ ∆e∑±l¬er¥

dul¬ buil∂ buildingfi

Circle the four words related to underground water. Shiny or dull:

28

ants

well

rocks

balloon

rain

air

humus

oasis

Use:

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Apply your knowledge

Activity Book

Worksheet 23. Date

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UNIT 8

Ecosystems UNIT CONTENT Content objectives 1. 2. 3. 4. 5.

Understanding the concept of an ecosystem Ordering living things in simple food chains Understanding how animals and plants interact with the habitat Understanding forests are ecosystems Identifying the main habitats, typical living things and food interactions in forests 6. Learning that the sea is an ecosystem 7. Identifying living things and food interactions in the sea

Language objectives 1. Comparing and contrasting: Some plants need … others need … 2. Giving examples: like palm trees; for example, bears; such as frogs 3. Describing a food chain (sequence): … starts with; next; finally 4. Expressing quantity: many birds; not much light; a few fish 5. Describing location: on a tree trunk; under the ground; in bushes 6. Superlatives: the biggest ecosystem; the most common plant

Contents CONCEPTS

PROCEDURES

• What ecosystems are • What ecosystems are made up of • Types of ecosystems • Interactions between living things in ecosystems • Food chains

• Identify living things in specific ecosystems • Recognise the interactions among living things in ecosystems • Distinguish living and nonliving things in ecosystems • Distinguish habitats and zones and the living things found there • Identify food interactions in the forest and in the sea

ATTITUDES

• Know and appreciate that we get food from the sea • Respect the environment • Appreciation for all the ecosystems

Assessment criteria • • • • •

72

Understanding what ecosystems are Recognising the living things that form food chains Identifying interactions among living things in ecosystems Distinguishing the living and non-living things in ecosystems Identifying the living things and their food interactions in the sea and forest

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 8 – Extension: Worksheet 8

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 8

Internet resources www.richmondelt.com www.indexnet.santillana.es Science site http://www.kidport.com/RefLib/Science/ ScienceIndex.htm A reference library for science with detailed explanations and photographs of plants and animals. Ecosystems http://www.fi.edu/tfi/units/life/habitat/habitat.html Detailed but simple explanations with plenty of photographs and diagrams about ecosystems and habitats. Useful for students and teachers. Habitats http://www.hitchams.suffolk.sch.uk/habitats/hedge.htm Colourful interactive site with the different habitats and the animals living there. Good for working at animal vocabulary. Useful for students.

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

LEVEL

5 I SLAND L IFE

www.richmondelt.com

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Vocabulary Content objectives: 1. Language objectives: 1, 2, 3, 4, 6, 7.

animals, ecosystems, living things, non-living things, plants, pond, savannah

Ecosystems

■ Special attention

LOOK AND READ

• Understanding that ecosystems include the place and the living things that live there

1. Plants and animals live together Plants need water and light to survive. Some plants, like beech trees, need a lot of water. They grow in wet places. Others, like palm trees, only need a little. They grow in dry places.

• Like, such as for giving examples

■ Hands on

It is the same for animals. For example, bears live in cool, wet places. In each place, we find plants and animals that need the same things.

Ants

Bears and beech trees live in cool, wet places.

• Ss observe ants in nature and talk about them. Ask: What do you notice about the ants? • Answers: Ants are social insects; they live in groups, they share the work (a single queen lays the eggs, the workers collect food, the soldiers defend the colony); they build ant hills under the ground; they collect food and store it; they can carry things many times their own body weight.

• In an ecosystem, there are living things like plants and animals.

Big and small ecosystems 47 The size of an ecosystem varies. Some ecosystems are big, like the savannah. Others are small, like a pond.

Even in a pond we can find many animals such as frogs, dragonflies and snails. There are also water plants. The savannah is a very big ecosystem. Grasses, bushes and trees live on the savannah. There are also many different animals like zebras, gnu, hyenas and lions.

• LOOK AND READ Say: What can we learn about animals by studying them in their habitats? Answer: what they eat; how they interact with other living things; if they live in water or on land; if they hide among rocks or under the ground …

• Explain that in the city there are also different ecosystems; for example, gardens and parks. Ask what kinds of living things live there. • The Ss read 1 and 2 with 69 and 70 . They then do the activity at the bottom of the page. • Play 71 . Ss listen to the recording, then read the texts. ➔ R Activity Book, page 29.

74

46

An ecosystem is a place and the living things that live there. For example, a forest is an ecosystem. • There are also non-living things like soil, rocks and wind.

■ Presentation

• Look at the photo of the bear and the savannah. Ask: What do the plants and animals that live in the same habitat have in common? Why can zebras and hyenas live in the same place? Why are there living and non-living things in ecosystems?

2. What is an ecosystem?

People live in hot and cold places. Are their houses, clothes and food different? Complete the sentences. In an ecosystem, there are living things like... In an ecosystem, there are non-living things like…

M.A. Yes. For example, in polar areas people eat raw fish. In the savannah they hunt ECOSYSTEMS animals and cook them over fires. …plants and animals. …soil, rocks and wind.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Opposites. Write the sentences on the BB. Ask the Ss to copy them but to write the opposite of the underlined word(s). 1. Some plants need a lot of water. 2. Some plants grow in wet places. 3. In an ecosystem there are living things. 4. Some ecosystems are very big.

Answers: 1. a little. 2. dry. 3. non-living. 4. small. Vocabulary. Write these words on the BB. Ask Ss to classify them under the headings: ANIMALS, PLANTS bushes grasses zebras palm trees frogs snails beech trees bears 2

Answers: Animals: zebras, frogs, snails, bears. Plants: bushes, grasses, palm trees, beech trees

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Content objectives: 2, 3.

Vocabulary

Language objectives: 1, 2, 3, 4, 5, 6, 7.

carnivorous, ecosystem, food chain, herbivorous, interaction

Living things interact

■ Special attention

LOOK

➧

➧

rabbit

1. Food in an ecosystem

48

• Identifying different interactions between living things

In an ecosystem: • Plants make their own food. • Herbivorous animals eat plants.

■ Hands on

• Carnivorous animals eat other animals. grass

The food chain: Rabbits eat grass. Eagles eat rabbits.

eagle

A food chain is a group of animals and plants that feed off each other. A food chain starts with a plant. Next, a herbivore eats the plant. Finally, a carnivore eats the herbivore.

2. Other interactions There are other important interactions. • Some plants live on other plants. (Look at the photo.) • Many birds build their nests in trees. A climbing plant on a tree trunk

• Many animals, like zebras and sardines, live in groups to defend themselves or to find food.

A group of animals on the savannah

Describe a food chain. A food chain starts with... Next,… Finally,…

28

ECOSYSTEMS

M.A. …a plant…a herbivore eats the plant…a carnivore eats the herbivore.

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. The Ss copy them and write the answers without referring to their books. They should write complete sentences. 1. What does a rabbit eat? 2. What does an eagle eat? 3. Where do many birds build their nests? 4. Why do animals live in groups? (2 reasons)

Answers: 1. It eats grass. 2. It eats meat/animals. 3. They build them in trees. 4. They live in groups to defend themselves and to find food.

Food chains • The Ss role-play specific plants and animals. • First, they write the names on a sign. Then, ask them to form groups of three to make food chains. Finally, the “animals” identify themselves as carnivorous or herbivorous. (I’m herbivorous. I eat grass.)

■ Presentation • LOOK Write examples of food chains, some in jumbled order: Earthworm – blackbird – eagle. Acorn – field mouse – owl. Grass – zebra – lion. Fly – frog – stork. Fish – seagull – crocodile. • Ask: Can there be food chains without herbivorous animals? (no) Why do food chains begin with plants? (Plants make food.) • In the central photograph, there is a tree trunk covered in leaves from another plant. This is a climbing plant that grows up the trunk to reach the light. • Ss read 1 and 2 with 72 and 73 . They then do the activity at the bottom of the page. ➔ R Activity Book, page 30.

Human activities. People also interact with other living things. These interactions can be harmful to nature, like excessive hunting or they can be beneficial, such as helping to protect endangered species.

75

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Vocabulary Content objectives: 4, 5. Language objectives: 1, 2, 4, 6, 7, 8.

bushes, carnivorous, food, forest, grasses, habitat, herbivorous, omnivorous, trees

Forests are ecosystems

■ Special attention

READ

• Distinguishing forest habitats and identifying the living things in the four habitats

■ Hands on

1. Living things in a forest

2. Food in a forest

• The biggest plants are trees. There are also bushes and grasses in a forest.

Plants make their own food. They use sunlight, carbon dioxide and substances they take from the ground with their roots. Animals eat different types of food.

• Insects, like beetles, are the biggest group of invertebrates. Spiders and worms are also invertebrates. • There are vertebrates in the forest, like owls, rabbits and mice.

My forest

• Herbivorous animals, like squirrels and deer, eat leaves, fruit and other parts of plants. • Carnivorous animals, like wolves, eat other animals. • Omnivorous animals, like wild boar, eat plants and other animals.

• Ss cut out pictures of animals and plants. • They glue them on a poster to make a forest. • Then they write a text about their forest: what the animals are like, where they live, types of plants, temperature …

LOOK Forest animals and their habitats 50 There are four main habitats: trees, bushes, grass and under the ground.

Insects and birds live in trees.

■ Presentation

Many insects, and some spiders and lizards, live in grass.

• READ Ask: Why are forests ecosystems? (They are places with living things.) What sounds can we hear in a forest? (birds singing, animals walking on leaves, the wind in the trees, streams …) • Ss read 1 and 2 with

49

74

and

Insects, like bees, live in bushes. Big animals, like deer, also live in bushes.

75 .

• LOOK Organise information in a table: THE FOREST. First level: Living things / Food. Second level: Plants – Invertebrates – Vertebrates / Herbivores – Carnivores – Omnivores. Third level: Examples. • Explain that many forest animals build dens under the ground for protection. There they sleep, give birth, and care for their young. • Play 76 . Ss listen to the recording, then read the texts. • The Ss do the activity at the bottom of the page.

Animals, like ants, earthworms and moles, live under the ground.

Complete the sentence. There are four main habitats in a forest:…

M.A. … trees, bushes, grasses and under the ground. ECOSYSTEMS

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. Ask Ss to choose the correct word.

1. 2. 3. 4. 5.

The biggest plants in a forest are bushes / trees. Insects and worms are vertebrates / invertebrates. Owls, rabbits and mice are vertebrates / invertebrates. Plants take substances from the ground with their leaves /roots. Omnivorous / carnivorous animals eat plants and other animals.

Answers: 1. trees. 2. invertebrates. 3. vertebrates. 4. roots. 5. omnivorous. Forest fires. Fires are destructive. They can endanger trees that have taken many years to grow. They can also harm animals and their habitats.

76

29

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Vocabulary Content objectives: 6, 7. Language objectives: 2, 3, 4, 6, 7, 8.

carnivorous, deep sea, food, herbivorous, omnivorous, seaweed

The sea is an ecosystem

■ Special attention

READ

1. Living things in the sea

2. Food in the sea

51

• Seaweed is the most common plant in the sea.

• Understanding that seaweed fulfils the same role as plants in a forest

52

• Seaweed and sea plants make their own food. • Herbivorous animals, like seahorses, eat seaweed.

• Many invertebrates, like jelly fish and mussels, live in the sea. • Fish are the biggest group of vertebrates. There are also mammals, like dolphins, and reptiles, like turtles, that live in the sea.

• Carnivorous animals eat other animals. For example, hake eat smaller fish. • Omnivorous animals, like whales, eat other animals and seaweed.

Main zones in the sea

LOOK The Earth’s biggest ecosystem 53 The sea is the biggest ecosystem. It covers most of the Earth’s surface.

There are three main zones in the sea: 1 the coast 1

2 the high sea

2

3 the deep sea 3

1. There is seaweed near the coast. There are crabs, mussels and clams, too.

■ Hands on

• Put a big poster on the BB. Draw a wavy line to represent the depth and a horizontal line to represent sea level. • Ss draw different living things in the correct zones. Coast: mussels on rocks; crabs, seaweed. High sea: whales, jelly fish, dolphin. Deep sea: a few fish.

■ Presentation 3. In the deep sea there is not much light and very little food. There are very few living things. A few fish live there. 2. On the high sea there are dolphins, fish and jelly fish.

carnivorous

• What food do we get from the sea?

omnivorous

herbivorous

Use the words to complete the sentences. Whales are … animals. Hake are … animals. Seahorses are … animals.

M.A… omnivorous. … carnivorous … herbivorous. 30

ECOSYSTEMS

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these sentences on the BB. The Ss complete them with the correct words and compare with a partner. 1. The biggest group of sea vertebrates are … (fish) 2. The … is the biggest ecosystem. (sea) 3. There are … main zones in the sea. (three) 4. In the … sea there is not much light. (deep) 2

• READ Ask: What can we get from the sea? (fish, seafood, seaweed …) • Explain that seaweed makes its own food like plants, but it has no roots, stems or leaves. Seaweed plays a similar role in the food chain of marine ecosystems as plants in land ecosystems. • LOOK Organise information on a table: THE SEA. First level: Living things / Food. Second level: Seaweed – Invertebrates – Vertebrates / Herbivores – Carnivores – Omnivores. Third level: Examples. • Ss read 1 and 2 with

77

and

78 .

• Play 79 . Ss listen to the recording and then read the texts. ➔ R Activity Book, page 31. E ➔ 80 “Coral reefs.” This additional recorded text can be used with the Activity Book, page 31.

Word game. Write these words on the BB: vertebrates invertebrates herbivores carnivores omnivores

Ss work in pairs and test each other like this: A: A carnivorous animal. B: Hake. An invertebrate. A: Jelly fish. An omnivorous animal. B: Whale. A vertebrate …

Protecting the sea. Some species are in danger of extinction. To prevent this, fishing is prohibited in some areas during certain periods.

77

Worksheet 24. Date

Apply your knowledge

FOOD CHAINS 1. Look at the following food chains. Use these words to complete the table below. grass

grass

rabbit

sea bird

mouse

fish

wolf

seaweed

owl

ECOSYSTEMS 1. Colour and match the living things with the ecosystem where they live.

seaweed lion

savannah

chestnut tree

tuna fish 5

Chain 1:

5

forest

mushrooms 5

Chain 2:

5

grass

5

sardine

sea

owl Chain 3:

zebra

5

2. Use these words to complete the sentences. Plants Chain 1 Chain 2 Chain 3

grasfi ßea∑¶e∂ grasfi

Herbivores

moußæ fis™ rabbi†

Carnivores

savannah

sea

eat

eat

ow¬ ßeå bir∂ wolƒ

owls

forest

sardines

grass

ea† savanna™ , lions zebras. grasfi Zebras eat . sardi>efi . ßeå • In the , tuna fish eat ea† fo®es† , owlfi • In a

• In the

2. Draw pictures of two food chains with these animals and plants. mouse

eagle

grass

grass

fox

rabbit

3. Match. Then number the three steps in the food chain.

Student's drawings.

grasfi

moußæ

eag¬æ o® fo≈

• •

grasfi 30

rabbi†

eag¬æ o® fo≈

moles.

•

3 1 2

eagle grass rabbit

29

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Tasks

Activity Book

78 Worksheet 25. Date

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Notes: Worksheet 26. Date

Read and learn AN EXPLOSION OF LIFE

1. Read carefully.

Coral reefs

coral

sea urchin

starfish

clownfish snails

sea anemones

Coral reefs are one of most diverse ecosystems in the world. There are more kinds of marine life in and around coral reefs than in other places in the oceans. In addition to corals, we can also find seaweed, snails, starfish, sea anemones, clownfish, sea urchins, and many different kinds of fish. Although they look like plants, corals are really colonies of tiny sea animals. Certain conditions are needed for a coral reef to grow. There must be a lot of light. The water temperature must be above twenty degrees. The water must have enough salt, and it must be in constant motion. Many living things interact in the reefs. They depend on each other for food, and also for shelter. For example, clownfish hide in the tentacles of the sea anemone for protection, and they give the sea anemone pieces of food.

2. What type of ecosystem is a coral reef? Decide and tick. 씲 ✔

씲 a terrestrial ecosystem

an aquatic ecosystem

3. Look at the text again. In what order does this information appear? Decide and number.

쎻 2 the living things in

쎻 3 the conditions needed for a reef

a coral reef

쎻 4 relationships between living things

to grow

쎻 1 characteristics of corals

4. Write the names of seven living things that inhabit a coral reef.

cora¬, ßeå a>emo>efi,... ßea∑¶e∂, snailfi, starfis™, clownfis™ an∂ ßeå urchinfi 5. Identify two living things that interact in a coral reef.

clownfis™ an∂ ßeå a>emo>efi 31

79

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UNIT 9

Light UNIT CONTENT Content objectives 1. Understanding how light moves 2. Finding out how shadows are formed, their position and size 3. Exploring how light passes through some materials and not others and classifying them 4. Classifying objects into luminous or non-luminous bodies 5. Identifying artificial luminous bodies 6. Investigating the reflection of light from mirrors 7. Learning that heat goes from one body to another 8. Classifying materials into conductors or insulators of heat

Language objectives 1. Expressing ability: We can make … We cannot see … 2. Classifying: We divide objects into three groups … Some objects are … 3. Describing properties: transparent; opaque; natural luminous bodies 4. Giving examples: for example wood; like mirrors 5. Making comparisons: hotter; colder; more quickly 6. Describing position: through; around; opposite; behind 7. Adverbs: immediately; clearly; slowly

Contents CONCEPTS

PROCEDURES

• Movement of light and shadow formation • The behaviour of light and transparent, opaque and translucent objects • Luminous and non-luminous bodies • Heat and temperature • Materials as conductors and insulators of heat

• Apply classification criteria to different materials • Observe a drawing and deduce how heat goes from one body to another • Compare photographs to make deductions about heat

ATTITUDES

• Curiosity about the scientific explanation of observable events • Interest in using good lighting to take care of the eyes • Burn prevention

Assessment criteria • • • • •

80

Understanding how shadows are formed: size, shape, position Distinguishing transparent, translucent and opaque objects Distinguishing natural and artificial luminous bodies and non-luminous bodies Explaining how heat goes from one body to another Recognising which materials are conductors or insulators of heat

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 9 – Extension: Worksheet 9

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 9

Internet resources www.richmondelt.com www.indexnet.santillana.es Light and shadow http://www.learner.org/teacherslab/science/light/ Interactive activities with light, mirrors and colours with explanations for the students. Useful for students and teachers. Related to light http://library.thinkquest.org/C001377/lightmatter.htm Fundamentals, history and laws of light. Lenses and the eye. Useful for teachers. Physics http://www.iop.org/Our_Activities/Engaging_the_ Public/Physicists%20and%20Primary%20Schools%20 Project/page_5784.html Activities and experiments to interest children in physics. Useful for teachers.

LEVEL

4

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

B ALLOONS

www.richmondelt.com

81

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Content objectives: 1, 2.

Vocabulary

Language objectives: 1, 2, 3, 8, 9.

colours, fast, light, shadow, straight line

Light

■ Special attention READ

• Understanding that light moves very fast in a straight line

1. Light

54

We need light to see. When we walk into a dark room we need to turn on the light.

■ Hands on

• Light moves in a straight line. When we use a torch, we see that light moves in a straight line. It goes straight to an object.

Light moves in a straight line.

• Light moves very fast. When a person far away from us turns on a torch, we can see the light immediately.

Shadows • Darken the classroom. Use a torch to focus light on several objects. • Ask: What do you notice about the shadow? • Show how the size and shape of the shadow changes depending on the torch’s position. • The further away the torch is, the longer the shadow will be.

2. Light and shadows The shadow made by the vase depends on the position of the torch.

LOOK

55

Some objects do not let light through. When light cannot travel through an object, a shadow is formed. The shadow of an object is always formed on the opposite side to the source of light.

Colours 56 The light we get from the Sun is called white light. White light is a mixture of seven colours: red, orange, yellow, green, blue, indigo and violet. When white light passes through a prism we can see these seven colours. We can also see them in a rainbow. White light helps us see the colours of objects around us.

■ Presentation • READ Ss imagine they are in the school patio. Ask: Where is the shadow formed when … the Sun is behind you? (in front) … the Sun is facing you? (behind) … the Sun is to your right side? (to your left) • LOOK Ask: How many colours are there in a rainbow? (seven) Elicit the colours. Explain that yellow, blue and red are called primary colours because we can make all the other colours with them. • The Ss read 1 and 2 and listen to 81 and 82 . They then do the activity at the bottom of the page. • Play 83 . Ss listen to the recording and then read the texts.

When we mix red and When we mix yellow and blue, we get green. blue, we get purple.

Complete the sentence. Light moves..., and light moves...

M.A. …in a straight line…very fast. LIGHT

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Vocabulary. Write the jumbled words and definitions on the BB. Ask the Ss to write the words correctly. 1. KRAD: not light (dark) 2. CHROT: we use this object to see in the dark (torch) 3. STAF: this is how light moves (fast) 4. WADOSH: this forms when light cannot pass through an object (shadow)

Comprehension. Write these sentences on the BB and ask Ss to complete them with the correct word. 1. Light from the sun is called … light. (white) 2. White light is a mixture of … colours. (seven) 3. When we mix yellow and blue we get … (green) 4. When we mix … and blue we get purple. (red) 2

Light and our eyes. We need good light when we are reading or writing. Make sure your own shadow does not get in the way.

82

When we mix red and yellow, we get orange.

With paint, we can make all the colours from just three colours: blue, red and yellow. These are the primary colours.

31

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Content objectives: 3, 4, 5, 6.

Vocabulary

Language objectives: 1, 2, 3, 4, 5, 6, 8, 9.

artificial, luminous, natural, non-luminous, opaque, translucent, transparent

Bodies and light LOOK AND READ

■ Special attention

57

transparent

1. Transparent, translucent and opaque objects

• Distinguishing luminous and non-luminous bodies

58

We divide objects into three groups depending on how much light can pass through them. • Transparent objects, like clear glass bottles, allow light to pass through. We can see objects that are behind them. • Translucent objects allow some light to pass through, but we cannot see objects behind them very clearly. Some curtains are translucent.

translucent

• Opaque objects, for example wood and cardboard, do not allow light to pass through.

2. Luminous and non-luminous bodies opaque

59

Some objects are sources of light. We call them luminous bodies. • Natural luminous bodies, like the Sun, produce light.

■ Hands on Sun dial • Cut a circle out of white card. Put a pencil through the centre. • Stick the pencil in the ground outside. Ask: What will happen to the pencil’s shadow during the day? (it will change in position and length) • Compare the position and length of the pencil’s shadow at different times during the day.

• Artificial luminous bodies, like candles and matches, are man-made. Non-luminous bodies produce no light. Some of these objects, like mirrors or the Moon, reflect the light that reaches them.

Transparent

Mirrors are not sources of light. They reflect light.

Opaque

Translucent

Use the words to complete the sentences. … objects allow light to pass. … objects allow some light to pass. … objects do not allow light to pass.

M.A. Transparent …Translucent …Opaque… 32

LIGHT

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write these words and sentences on the BB. Ask Ss to complete the sentences with the correct word. artificial opaque non-luminous natural transparent

1. 2. 3. 4. 5.

Clear glass is … (transparent.) Wood is an … object. (opaque) The Sun is a … luminous body. (natural) A candle is an … luminous body. (artificial) The Moon is a … body. (non-luminous body)

■ Presentation • LOOK AND READ Ask: What do you notice about the pencils in each picture? (You can / can’t see them / you can’t see them well) Ask Ss to give examples of materials or objects: transparent (clear plastic bottle, window, cellophane); opaque (card, wood door, pottery jar); translucent (tissue paper, frosted glass, shower curtain). • Play 84 . Ss point at the pictures while listening to the recording. • Have Ss write a list of artificial luminous bodies at home, at school and outdoors: street lamps, fluorescent lights, light bulbs in refrigerators and microwaves, torches, desk lamps, ceiling lights, car lights … • The Ss read 1 and 2 and listen to 86 . They then do the activity at the bottom of the page.

85

and

➔ R Activity Book, page 32.

Mirrors and driving. Cars have mirrors so drivers can see behind them. They are called rear view mirrors.

83

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Content objectives: 7, 8.

Vocabulary

Language objectives: 1, 4, 7, 8, 9, 10.

cold, conductors, heat, insulators

Heat

■ Special attention

COMPARE

• Understanding that heat goes continuously from one body to another

Look at the photos. • Where is it hotter?

• Understanding that heat goes from hot bodies to colder bodies

1

2

• Understanding that cooling is the loss of heat • The expression get hot

■ Hands on READ

Hot liquid

1. Heat goes from one body to another

• Pour hot liquid from a thermos into a glass. • Measure the water’s temperature • After a while, measure it again. Ask: What will the temperature be now? (lower) • The water gets cooler because the heat goes into the air little by little.

Metal conducts heat. Plastic insulates from heat.

➜

•

Heat goes from hot bodies to colder bodies. Our food cools on a plate because the heat goes into the air.

2. Conductors and insulators

60

➜ ➜

Some materials get hotter or colder more quickly than others. If we put a piece of iron and a piece of wood in the Sun, the piece of iron gets hot more quickly.

■ Presentation •

When we touch a hot object, our hand feels hotter. When we touch a cold object, our hand feels colder. Heat goes from one body to another.

• Materials like wood and plastic are insulators. They get hot and cold slowly.

flame Look at this pan of water. The heat goes from the flame to the pan. Then it goes from the pan to the water.

Draw attention to the photos. Ask: Where is it hotter? (2) How do you know?ii (green vegetation, lightweight clothing) What about 1? (colder: ice, heavy clothing) COMPARE

Ask the Ss to give examples of heat going from one body to another. Ask: What happens to ice cream outside the fridge? (it melts) (bath water and food get colder …)

• Materials like iron, aluminium and glass are conductors. They get hot and cold quickly.

Make more questions. Change the underlined words. Is iron a conductor? Is wood is an insulator?

M.A. …aluminium …conductor. …glass …conductor. …plastic …insulator.

LIGHT

READ

• Ask: Why are pot handles made from plastic? (Plastic insulates from heat)

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Write the sentence halves on the BB. Ask Ss to copy them and match them by drawing lines.

➔ R Activity Book, page 33.

1. 2. 3. 4. 5.

E➔

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

• The Ss read 1 and 2 and listen to 88 . They then do the activity at the bottom of the page.

89

87

“Glow worms.”

and

2

Preventing burns. Heat can cause painful burns. We must prevent burns in the kitchen, from the Sun …

84

Heat goes from When we touch a cold object Some materials get hotter Materials like iron and glass Materials like wood and plastic

a. are conductors. b. our hand feels colder. c. are insulators. d. one body to another. e. more quickly than others.

Game: Hot or cold?

The Ss work in pairs. They think of things that are hot or cold and test their partner. For example: A: Flames. B: Hot. Snow. A: Cold. The Sun. B: Hot. Ice cream.

33

Worksheet 27. Date

Apply your knowledge

LIGHT AND HEAT

CLASSIFY

1. Draw and colour the shadow projected by each vase.

1. Look and colour. Then complete the table with objects from the picture.

2. Match each object with the materal. Then write conductor or insulator below each material. wool glass

insulato®

conducto® plastic Model answer:

insulato®

wood

LIGHT PASSES / DOES NOT PASS THROUGH OBJECTS

insulato®

iron

conducto®

transparent

translucent

opaque

windo∑

curtai>

wal¬

VOCABULARY

OBJECTS PRODUCE LIGHT luminous

Define these words. Transparent object: Opaque object: Translucent object:

i† allowfi ligh† to pasfi throug™ i† dø±fi no† allo∑ ligh† to pasfi throug™ i† allowfi soµæ ligh† to pasfi throug™ 33

32

non-luminous

natural

artificial

starfi

cand¬efi matc™efi

mirrorfi t™æ Moo> ®e‡¬ectorfi

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Apply your knowledge

Activity Book

Worksheet 28. Date

85

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UNIT 10

Materials UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7.

Identifying the basic properties of materials Classifying materials according to their origin: natural or artificial Understanding that natural materials are used to make artificial materials Relating properties of materials with use Identifying most common machines and how they help us Distinguishing simple machines from complex machines Acquiring recycling habits

Language objectives 1. Giving examples: like cotton; for example … 2. Describing origins: We get it from … We make it from … 3. Describing materials: difficult to scratch; break easily … 4. Explaining properties: can be folded … squashed ... 5. Describing how simple machines work : (prepositions of movement) up … down … 6. Expressing purpose: (verb + infinitive) to help them do …; (noun + gerund) a lever for lifting …

Contents CONCEPTS

PROCEDURES

• Natural materials and artificial materials • The properties of materials • Simple and complex machines and their purpose • Main types of simple machines

• Classify materials into natural and artificial • Deduce the properties of materials that objects are made of from photographs • Identify simple and complex machines in pictures • Choose the right material to make an object

ATTITUDES

• Develop recycling habits • Appreciate the importance of machines • Understand the importance of using machines carefully to prevent accidents

Assessment criteria • • • • •

86

Distinguishing between natural and artificial materials Associating properties of materials and uses Identifying basic types of simple machines Distinguishing between simple machines and complex machines Observing drawings and photographs to learn about materials and machines

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 10 – Extension: Worksheet 10

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 10

Internet resources www.richmondelt.com www.indexnet.santillana.es Materials and their properties http://www.mse.uiuc.edu/info/mse182/t47.html Explanation of the properties of materials. Useful for teachers. Matter http://www.chem4kids.com/files/matter_intro.html Rader’s Chemkids provides a variety of material about matter, changes in matter and changes of state. For teachers and students. Inside the museum http://www.sciencemuseum.org.uk Within “School Stuff” there are links to different areas of the museum with interactive activities and explanations for the students. Useful for teachers and students. Simple machines http://edheads.org/activities/simple-machines/index.htm Activities, glossary and teacher guide. Useful for students and teachers.

Other resources • • • •

LEVEL

5 M AKE I T, WEAR I T

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

87

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Vocabulary Content objectives: 1, 2, 3, 7. Language objectives: 1, 2.

animal, artificial, cotton, leather, material, mineral, natural, vegetable, wood

Materials

■ Special attention LOOK

• Distinguishing natural and artificial materials

Look at the photos. • What are they making?

• Pronunciation of iron and marble

• What materials are they using?

■ Hands on

wood

Recycled paper cotton

• Tear up pieces of used paper. Put them in a bowl and cover with hot water. • Mix well with a mixer. • Pour the mixture through a sieve over a receptacle. Distribute evenly with a spatula. Press to remove the water. • Place it between a press. You can use two pieces of wood and two screws. Remove and let dry overnight.

leather

READ

1. Natural materials

62

There are three types: • Materials of vegetable origin, like cotton and wood, are from plants. • Materials of animal origin, like leather and silk, are from animals. • Materials of mineral origin, like iron and marble, are from minerals and rocks. Cotton is a natural material. 61 We get it from a plant.

■ Presentation

2. Artificial materials People make artificial materials from natural materials. For example, we use wood to make paper. We use minerals to make glass.

• LOOK The Ss look at the pictures and answer the questions.

What kinds of material can be recycled? Glass is an artificial material. We make it from minerals.

• Ask Ss: Do you know where leather comes from? (animal skins: cows, pigs, deer) Is it natural or artificial? (natural) Where does paper come from? (from wood mixed with water) Is it natural or artificial? (artificial)

34

True or false? Decide and make more sentences. Cotton is a material of vegetable origin. Wood is a material of animal origin.

M.A. …paper, cardboard, glass. …(T)…(F). Wood is a material of vegetable origin. MATERIALS Marble is a material of mineral origin. Leather is a material of animal origin.

• READ The Ss read the description under the picture of the cotton plant and listen to 90 .

■ CONTENT AND LANGUAGE DEVELOPMENT

• Then they read 1 and 2 and listen to 91 and 92 and do the activity at the bottom of the page.

1 Vocabulary. Read aloud the following list of words: silk, glass, iron, cotton, paper, marble, leather, wood. The Ss classify them into vegetable, animal or mineral origin or artificial materials.

Answers: Vegetable: cotton, wood. Animal: leather, silk. Mineral: iron, marble. Artificial materials: glass, paper. Comprehension. Write the sentences on the board. The Ss copy and complete them with the correct alternative. 1. Cotton is a NATURAL / MINERAL material. (natural) 2. We get cotton from an ANIMAL / PLANT. (plant) 3. Silk is a material of VEGETABLE / ANIMAL origin. (animal) 4. We use wood to make PAPER / PLASTIC. (paper) 5. We use PLANTS / MINERALS to make glass. (minerals) 2

Recycling. Recycling saves valuable natural resources and energy, reduces pollution and rubbish. It can also save money and create jobs.

88

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Vocabulary Content objectives: 4.

elastic, flexible, fragile, hard, properties, strong, transparent

Language objectives: 3, 4, 5.

The properties of materials

■ Special attention

READ

1. Each material has different properties

• Clearly distinguishing properties of materials: hard, strong, fragile, flexible

63

The properties of materials tell us what they are like, and how we can use them.

■ Hands on

• Hard materials, like glass, are difficult to scratch. • Strong materials, like concrete, can carry heavy weights. • Fragile materials, like pottery, break easily.

Types of paper

• Flexible materials, like paper, can be folded. • Elastic materials, like rubber, can be squashed and then recover their shape.

• Collect different types of paper to observe their properties and compare. The Ss handle the different textures. • Then ask them to lift up the correct sample of paper in response to the questions. Which is the strongest? Which is the shiniest? Which is translucent? Which is not completely white?

• Transparent materials let light through. Glass is hard and transparent.

LOOK Examples of materials and their properties 64

■ Presentation

Pottery is fragile.

• Write on the BB the following words: pottery, rubber, paper, concrete and then write a list of adjectives: flexible, elastic, strong, fragile. The Ss match each object with an adjective.

Concrete is strong. Rubber is elastic. Paper is flexible.

• READ To check their answers Ss read 1 and listen to 93 .

Make four more sentences. Change the underlined words. Glass is a hard material.

M.A. …Paper is a flexible material. Pottery is a fragile material. Concrete is a strong material.

MATERIALS

35

■ CONTENT AND LANGUAGE DEVELOPMENT 1 Comprehension. Distribute photocopies of the following list of adjectives and qualities (see page 91). The Ss draw a line to match the adjective with its quality. 1. Elastic a. difficult to scratch 2. Transparent b. breaks easily 3. Strong c. lets light through 4. Flexible d. can carry heavy weights 5. Hard e. can be folded 6. Fragile f. can be squashed and then recover their shape

Answers: 1 – f. 2 – c. 3 – d. 4 – e. 5 – a. 6 – b.

• LOOK The Ss focus on the objects in the picture. Ss listen to 94 and read the texts. • Then choose some everyday objects and ask the Ss to say what they are made of and their properties. For example, shoes. Ss say: They are made of leather. Leather is strong and flexible. • Ask what materials they would use to make these objects: pencil case (plastic); flower pot (pottery); tablecloth (cloth/fabric) … ➔ R Activity Book, page 34.

New materials and health. New materials have been invented to use in the human body. For example, they are used for heart valves, hip and knee joints, etc.

89

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Content objectives: 5, 6.

Vocabulary

Language objectives: 6, 7.

complex, lever, machine, pulley, ramp, simple

Machines

■ Special attention

LOOK

• Pulleys, ramps and levers are machines • What are the machines used for?

• Use of prepositions with verbs of movement: push / slide / pull … down … up …

■ Hands on

pulley

lever

Levers ramp

• Take objects to class that have levers: backpack on wheels, bottle opener… • Show the Ss that when we apply a little force to a lever it produces big effects. • Ask students to take out a pencil or ruler, a rubber or other small square objects and a book. Tell them to lift the book using only the other objects. If nobody makes a lever, show them how.

READ

E ➔ Activity Book, page 36. E➔

97

“Great inventions.”

Be responsible. When we use machines, we must be careful not to get hurt or cause accidents.

90

Complex machines are made up of several simple machines.

2. Simple machines

• In many factories, we use complex machines in assembly lines.

65

• A ramp is used for moving objects up and down. We slide objects up and down a ramp.

• In the construction industry, we use complex machines like cranes and excavators.

• Buses, cars, trains and planes are all complex machines. • At home, we use electrical appliances like washing machines and blenders.

Complete the sentence. Three examples of simple machines are…

• Take a complex machine apart. For example, use an electrical toy car to show that it is made of simple machines.

➔ R Activity Book, page 35.

Machines are instruments made by people to help them do their work. They can be simple or complex.

• A lever is used for lifting heavy objects. We push down one end of the lever, and the object at the other end goes up.

• LOOK The Ss identify the simple machines in the pictures and their purpose. (A lever is used to lift the car. A pulley to lift the bucket. A ramp to move a box.)

• READ Ss read 1 , 2 and 3 and listen to 95 and 96 . Then they do the activity at the bottom of the page.

3. Complex machines

• A pulley is a wheel with a rope around it. We pull one end of the rope, and the object at the other end goes up.

■ Presentation

• Ask Ss to describe a simple machine and a complex one. For example, a bottle opener is usually made of metal and is used as a lever. A bicycle is made of metal, rubber andiii plastic. It uses levers (brakes and pedals), pulleys (chain and cables) and wheels.

1. What are machines?

Many complex machines are used in assembly lines.

M.A. … pulley, lever, ramp. 36

MATERIALS

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Comprehension. Write the following sentences on the board. They all contain one mistake. The Ss write the sentences with the mistakes corrected.

1. 2. 3. 4.

A pulley is a complex machine. We slide objects up and down a lever. At home we use electrical excavators. We use simple machines in assembly lines.

Answers: 1. a simple machine. 2. a ramp. 3. electrical appliances. 4. complex machines.

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Match. 1. Elastic

a. difficult to scratch

2. Transparent

b. breaks easily

3. Strong

c. lets light through

4. Flexible

d. can carry heavy weights

5. Hard

e. can be folded

6. Fragile

f.

can be squashed and then recover their shape Answers: 1 – f. 2 – c. 3 – d. 4 – e. 5 – a. 6 – b.

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

91

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1. Complete the following sentences with an appropriate adjective. Look at page 35 if you need help. 1. Rubber is

.

2. Glass is

and

.

3. Paper is

.

4. Concrete is

.

5. Pottery is

. Answers: 1. elastic. 2. hard and transparent. 3. flexible. 4. strong. 5. fragile.

2. Write the words from these sentences in the correct order. 1. work / people / machines / do / help / their . 2. lifting / objects / heavy / lever / a / used / is / for . 3. complex / buses / machines / are . 4. washing / electrical / machines / are / appliances . Answers: 1. Machines help people do their work. 2. A lever is used for lifting heavy objects. 3. Buses are complex machines. 4. Washing machines are electrical appliances.

92

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

Worksheet 29. Date

Apply your knowledge MATERIALS

1. Name each simple machine.

1. Identify the material each object is made of. Is it natural or man-made? Decide and write.

¬e√±®

pot†er¥ ma>-ma∂æ ramπ

plasti© ma>-ma∂æ

µeta¬ ma>-ma∂æ

¬eat™e® natura¬

paπe® ma>-ma∂æ

2. Match each natural material to its origin.

pul¬e¥

leather •

2. Colour the complex machines.

wood • iron •

mineral origin

• silk

animal origin

• marble

vegetable origin

• cotton

3. Tick the true sentences. can opener

washing machine

mixer

• Iron is a natural material.

vacuum cleaner

• Glass is made from minerals. • Concrete is very strong.

씲 ✓ 씲 ✓ 씲 ✓

• Rubber does not stretch. • Glass is difficult to scratch. • Pottery breaks easily.

VOCABULARY Explain these properties of materials. screwdriver

drill

pulley

crane

digger

Strong:

3. Choose two machines from Activity 2. Explain what we use them for. Model answer: • •

Mi≈e® Dril¬

Flexible:

to ma§æ mayonnaißæ to ma§æ ho¬efi i> å wal¬

Fragile:

35

34

Stron@ ma†erialfi ca>... carr¥ ™eav¥ ∑±ightfi. F¬exib¬æ ma†erialfi ca> ∫¶ fol∂e∂. Fragi¬æ ma†erialfi b®ea§ easil¥.

씲 씲 ✓ 씲 ✓

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Apply your knowledge RECOGNISE MACHINES

Activity Book

Worksheet 30. Date

93

Worksheet 31. Date

Apply your knowledge MATCH MACHINES WITH THEIR USE

SEPARATING SOIL SAMPLES

1. Find six machines.

Instructions: Separate soils and see what they are made of.

P D C R A N E Y N M L K A E R O P L A N E Z B T E L E P H O N E W

1. Collect three different soil samples: sandy soil, soil with clay, soil with humus.

C D F

I M W A T C H Q

F R

D G E U I

I

K L S

O E Y G N S A W J K M

2. Cut the tops off three plastic bottles.

2. What are the machines from the word search used for? Decide and identify. It can lift heavy things. We use it to measure time. 3. Place each soil sample in a bottle.

4. Add water to each bottle and stir. We use it to communicate with each other. It is used to keep food in. It is used to transport people and things by air. We use it to cut things.

5. Leave the bottles untouched overnight.

cra>æ watc™ †e¬epho>æ frid@æ pla>æ sa∑

6. Observe the samples and answer. 3. Look at the picture. Answer the questions. Model answer:

1. Which sample has the most sand?

T™æ soi¬ froµ m¥ ßecon∂ bott¬æ.

• What do you think this machine is used for?

(Hint: Sand and gravel are small bits of rock that sink to the bottom.) 2. Which sample has the most clay?

I† ifi uße∂ to carr¥ ™eav¥ plantfi.

T™æ soi¬ froµ m¥ firs† bott¬æ.

(Hint: Clay is very fine and stays suspended in the water so it looks brown for a time.) 3. Which sample has the most humus?

• Where can you see machines like this one?

T™æ soi¬ froµ m¥ thir∂ bott¬æ.

(Hint: Leaves and sticks often float on top of the water.) 4. Which soil sample has the most layers?

T™æ soi¬ wit™ cla¥. 37

36

I> å nurßer¥.

857393 _ 0086-0095.qxd 27/7/06 09:02 Página 94

Project 6 SOIL SAMPLES

Activity Book

94 Date

Project 7

BUILD A MODEL OF THE SOLAR SYSTEM

1. Follow these steps.

The Sun and some of the planets.

Materials needed: mirrors, sticky tape, clear plastic, coloured paper cut into tiny shapes, tracing paper and card

Materials needed: a cork sphere, wire, modelling clay, card. Neptune

Mars Sun Saturn Earth

3 2

1

6 4

BUILD A SOLAR OVEN

Project 8

1. Follow these steps.

5

tin foil

cardboard box

2. Point the end of the kaleidoscope with the plastic towards the light. Look through the peephole and explain what you see.

black paper

cinta adhesiva

3. Shake the kaleidoscope and look again. What do you see now? clear hard plastic

2. Put a glass of water inside the box. Place the box in the Sun. Wait a half an hour and check to see if the water temperature has changed.

39

38

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Project 9

BUILD A KALEIDOSCOPE

95

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UNIT 11

Where do we live? UNIT CONTENT Content objectives 1. 2. 3. 4. 5.

Identifying the administrative divisions of territories Recognising the Autonomous Communities of Spain Learning about the size and frontiers of Spain Analysing and describing maps and photographs Respecting differences within Spain

Language objectives 1. Expressing possibility, speculation: People may be employed; Jobs and customs can be very varied. 2. Describing location: around it; by the sea; close together 3. Expressing quantity: each … has; some … have; others have … 4. Describing possession: its own government 5. Making comparisons: the largest …

Contents CONCEPTS

PROCEDURES

• Where we live: settlement, municipality, region, province • Spain and its Autonomous Communities • The characteristics of our Autonomous Community • The frontiers and size of Spain

• Describe photographs • Interpret maps to obtain information about a territory • Distinguish Autonomous Communities on a map of Spain • Complete and extract information on a blank outline map of the Autonomous Communities • Extract information from an outline map of Spain and its frontiers

Assessment criteria • Using the correct terms: settlement, municipality, region, province, Autonomous Community, State • Locating and recognising the Autonomous Communities of Spain • Knowing about the size and frontiers of Spain • Correctly interpreting political maps • Appreciating the diversity of Spain

96

ATTITUDES

• Appreciation of the diversity of Spain

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 11 – Extension: Worksheet 11

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 11

Internet resources www.richmondelt.com www.indexnet.santillana.es History and geography of Spain http://www.edhelper.com/geography/Spain.htm Reading comprehension material and worksheets. Different kinds of activities to develop vocabulary and spelling. Useful for teachers. Human and physical geography http://www.scalloway.org.uk/ Aspects of human and physical geography. Useful for teachers. Transport and games http://www.ltmuseum.co.uk/play/index.html# Games for learning how to use the underground trains in a city. Useful for students. LEVEL

5

City planning http://www.kidsplan.com/walk.htm Activities to explore neighbourhoods. Useful for students.

MY

T RIP

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

97

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Content objectives: 1, 4.

Vocabulary

Language objectives: 1, 2.

municipality, province, region, settlement

853683 _ 0001-0056.qxd 22/2/06 13:21 Página 39

■ Special attention

Where do we live?

• Understanding how territories are organised

LOOK AND READ

• Interpreting maps

Look at this map.

• Prepositions: organised into … land around it … by the sea … made up of …

• What type of information does it give us?

1. Where do we live? • A settlement is a village, town or city. In most settlements, the buildings are organised into neighbourhoods. A municipality is the settlement and the land around it.

Punta del Hidalgo

ATLANTIC OCEAN

• Pronunciation of neighbourhoods, municipalities

Tejina Tegueste

■ Hands on

La Laguna

Guamasa Airport

Lake La Cuesta Santa Cruz de Tenerife

The surroundings

Taco

Island of Tenerife

Municipal boundaries

• Use an atlas and maps to give examples of the new concepts and apply them to the surroundings. Begin with the smallest (settlements) and end with provinces. • Ss can write sentences with the names of the different divisions: My settlement is a village. My municipality is called ...

Towns and cities Motorways Roads

Settlements, regions and provinces

• In a municipality people often work in similar jobs, and they have similar traditions and customs. For example, by the sea, people may be employed in tourism and fishing. Regions are made up of several municipalities that are close together. • Provinces are bigger than regions. The landscapes, jobs and customs in a province can be very varied.

1 cm on the map is equivalent to 2 kilometres. 0

2

Many provinces have urban and rural landscapes.

■ Presentation • LOOK AND READ Tell Ss to study the map and answer the question together. The map tells us: the name of the island, the names of towns and cities, roads, motorways, municipal boundaries, facilities – airport; water – lake, Atlantic Ocean. • Draw concentric circles to show how these places compare in size and complexity. • The Ss focus on the photographs at the bottom of the page. Ask: Which photograph is a rural landscape? An urban landscape? How do you know? (houses, vegetation ...) • READ The Ss listen to

98

and read 1 .

➔ R Activity Book, page 40. E ➔ Activity Book, page 41. People around us. Peace begins with respect for the people around us.

98

Is there a special word to describe people from your region?

M.A. I live in the west. I'm a westerner. WHERE DO WE LIVE?

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Comprehension. Write the following sentences on the BB. Students listen again to 98 and complete the sentences with the correct word. They can check their answers in pairs before checking with their textbook.

1. 2. 3. 4. 5. 6.

A settlement is a village, … or city. A municipality is a settlement and the land … it. In a municipality people have similar traditions and … By the …, people may be employed in … and fishing. Regions are made up of … municipalities close together. … are bigger than regions.

Answers: 1. town. 2. around. 3. customs. 4. sea … tourism. 5. several. 6. provinces.

37

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Vocabulary Content objectives: 2, 4, 5.

Autonomous Communities, boundaries, capital, province

Language objectives: 3, 4.

Spain and its Autonomous Communities LOOK AND READ

■ Special attention

Look at this map. Which Autonomous Communities have a coast? Which other Communities are close to your Autonomous Community? THE PRINCIPALITY OF ASTURIAS Santander THE BASQUE COUNTRY San Sebastián Oviedo Bilbao CANTABRIA

A Coruña

Lugo

Santiago de Compostela Pontevedra

THE COMMUNIY OF NAVARRA Burgos Logroño Palencia THE RIOJA Huesca

Ourense

CASTILE AND LEON Zamora

■ Hands on

Vitoria Pamplona

León

GALICIA

Zaragoza

Barcelona

ARAGON THE COMMUNITY Salamanca OF MADRID Guadalajara Ávila

ATLANTIC OCEAN

Segovia

Cuenca

Toledo

EXTREMADURA

s

Badajoz

Mérida

Tarragona

Teruel

Madrid Cáceres

Girona

CATALONIA Lleida

Soria

Valladolid

CASTILELA MANCHA Ciudad Real

Castellón de la Plana

THE COMMUNITY Palma

Valencia

THE BALEARIC ISLANDS

OF VALENCIA Albacete Alicante

Córdoba 1 cm on the map is equivalent to 75 km 0

THE REGION OF MURCIA

ANDALUSIA

Huelva

Seville

75

Murcia

Jaén

BOUNDARIES National Autonomous Community Province CAPITALS National Autonomous Community Provincial

Granada Almería

Málaga Cádiz

THE CANARY ISLANDS

The Mediterranean CEUTA

Santa Cruz de Tenerife

MELILLA

Las Palmas de Gran Canaria

1. The Autonomous Communities of Spain • In Spain there are seventeen Autonomous Communities. There are also the Autonomous Cities of Ceuta and Melilla. • Each Autonomous Community has its own government. • Some Autonomous Communities have only one province. Others have more than one. • Some Communities have two official languages: Spanish and their own language. True or false? Decide and make more sentences. Aragon has a coast.

38

WHERE DO WE LIVE?

(F). M.A. Andalusia is in the south. Castile and Leon is very large. The Autonomous Community of Madrid is in the centre...

37

■ LANGUAGE CONTENT AND DEVELOPMENT Photocopy and distribute the list of cities and Autonomous Communities (page 101). The Ss match each city with its Autonomous Community. 1. 2. 3. 4. 5.

Huelva Salamanca Lleida Vitoria Huesca

6. 7. 8. 9. 10.

Lugo Oviedo Cuenca Merida Santander

a. b. c. d. e.

Extremadura Asturias Andalusia Galicia Castile and Leon

• Completing and extracting information on a map

f. Cantabria g. The Basque Country h. Aragon i. Catalonia j. Castile– La Mancha

Answers: 1 – c. 2 – e. 3 – i. 4 – g. 5 – h. 6 – d. 7 – b. 8 – j. 9 – a. 10 – f.

Autonomous Communities • Distribute photocopies of a blank outline map of Spain with the boundaries of the Autonomous Communities. • Ask Ss to colour each community a different colour. Using the book they write in the names of the Autonomous Communities.

■ Presentation • LOOK AND READ Ss count the number of Autonomous Communities to become more familiar with the map. • Find your Autonomous Community. Ask: What is the name of our Autonomous Community? Is it large or small? Is it near the Mediterranean Sea? What other Autonomous Communities are close to it? Is it made up of islands? • Say: Name two Autonomous Communities with … only one province … more than two and less than six provinces … more than six provinces. • Ss read 1 then do the activity at the bottom of the page. ➔ R Activity Book, page 42.

Welcome! How should we treat tourists or people who come to our country to work? How would you like people to treat you?

99

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Vocabulary Content objectives: 3, 4, 5.

Atlantic Ocean, Balearic Islands, Canary Islands, country, frontier, Iberian Peninsula, Mediterranean Sea, Spain

Language objectives: 5.

The frontiers of Spain

■ Special attention

LOOK AND READ

• Understanding where everything is located: peninsula, islands, Ceuta and Melilla Spain

FRANCE

The European countries that share frontiers with Spain

■ Hands on

Africa

ANDORRA

SPAIN

PORTUGAL

A varied landscape

ATLANTIC

• The Ss collect photographs of Spanish landscapes and analyse what they see. • Use geographic criteria to group the photos: coast – interior; plains – mountain – coast; urban – rural; natural landscapes – artificial landscapes …

OCEAN The Balearic Islands

The Mediterranean Ceuta Melilla ALGERIA

The Canary Islands

MOROCCO 1 cm on the map is equivalent to 140 km 0

140

■ Presentation 1. The Spanish State

• LOOK AND READ Call out locations on the map and tell the Ss to point to the places: Atlantic Ocean, Mediterranean Sea, Iberian Peninsula, Canary Islands, Balearic Islands, Portugal, France, Ceuta, Melilla, Morocco.

Spain is one of the largest European countries. It is made up of: • most of the Iberian Peninsula • the Balearic Islands in the Mediterranean • the Canary Islands in the Atlantic Ocean • Ceuta and Melilla in North Africa.

• Explain that most of Spain is a peninsula. It is surrounded by water on all sides except one. • Ss describe the three photos. Left: The Pyrenees mountain range separates Spain and France. Centre: a long beach on the coast with the sea on the right and cultivated land on the left. Right: a volcanic landscape in the Canary Islands with plants. • Explain that some maps put the Canary Islands in a box on the left or right. This way the map can be smaller. • Ss read 1 and then do the activity at the bottom of the page.

Make more sentences. The Balearic Islands are in the Mediterranean.

M.A. The Canary Islands are in the Atlantic Ocean. Ceuta and Melilla are in North Africa.

100

WHERE DO WE LIVE?

■ LANGUAGE CONTENT AND DEVELOPMENT Write on the BB the following prepositions and sentences. The Ss complete the sentences by writing in the correct preposition. on / in / between / next to / near 1. 2. 3. 4. 5.

Andorra is … Spain and France. The Balearic Islands are … the Mediterranean Sea. Portugal is … … Spain. The Canary Islands are … Morocco. Melilla is … the coast of Morocco.

Answers: 1. between. 2. in. 3. next to. 4. near. 5. on Be responsible. When we use machines, we must be careful not to get hurt or cause accidents.

The Spanish landscape is very varied.

39

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Match each city with its Autonomous Community. 11. Huelva

a. Extremadura

12. Salamanca

b. Asturias

13. Lleida

c. Andalusia

14. Vitoria

d. Galicia

15. Huesca

e. Castile and Leon

16. Lugo

f. Cantabria

17. Oviedo

g. The Basque Country

18. Cuenca

h. Aragon

19. Merida

i. Catalonia

10. Santander

j. Castile–La Mancha Answers: 1. – c. 2.– e. 3. – i. 4. – g. 5. – h. 6. – d. 7. – b. 8. – j. 9. – a. 10. – f. ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

101

Worksheet 32. Date

Tasks CITIES, TOWNS AND PROVINCES

1. Look at the drawing.

A

B

C

D

E

F

G

H

1. Look at the two neighbourhoods. Which picture does each sentence describe? Decide and circle A or B.

I

B

A

1

Gr

C

ey

St

ree

t

Str

Biosphere Park

Dem

cy A ven

ue

Ave n

4

ue

of

the

Se

nat

Library

ors

School

Cathedral Main Square

5

Museum

Scale 70

0

Pre

ss

ocra

3

C

Cinema

Lake

Market

Sports Centre

Railway station

Library

Park

✓ It has narrow streets and small shops.

A

B

✓ There is a modern bridge over the river.

A

B

✓ There are apartment buildings near a large shopping centre.

A

B

✓ In this neighbourhood, there is an old church.

A

B

2. Draw a map of your region and put an x where you live. Then complete the index card.

metres

INDEX CARD • The province I live in is:

2. Use the numbers and letters to locate these places. Then use the key to colour the squares on the street plan. • Lake

E-3

• Cinema

• Sports centre

I-4 G-3 E-2

• School

• Library • Museum

• Market • Cathedral

• The capital of the province is:

C-1 B-3 F-5 D-5

Students' maps. Answers will vary.

3. Use a different colour to draw each route. Model answer:

g g

6

eet

2

Go from the school to the park. Go from the library to the sports centre.

41

40

• The province’s frontiers are:

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Tasks USE A STREET PLAN

Activity Book

102 Worksheet 33. Date

Apply your knowledge AUTONOMOUS COMMUNITIES

1. Follow the key and colour the map. N

My Autonomous Community

2 GALICIA

Neighbouring Autonomous Communities

E

W

CANTABRIA THE BASQUE COUNTRY

S

1 THE RIOJA

Island Autonomous Communities

CASTILE AND LEON ARAGON

CATALONIA

Ceuta and Melilla Other Autonomous Communities

AT L A N T I C OCEAN

3

EXTREMADURA

THE BALEARIC ISLANDS

CASTILE LA MANCHA

THE COMMUNITY OF VALENCIA

4 ANDALUSIA

The Mediterranean

T H E C A N A RY I S L A N D S CEUTA

1 cm on the map is equal to 90 km

MELILLA

0

90 km

2. Look at the map. Which Autonomous Communities are numbered? Decide and write. 1 2

T™æ Communit¥ o£ Navar®æ T™æ Principalit¥ o£ Asturiafi

3 4

T™æ Communit¥ o£ Madri∂ T™æ Regio> o£ Murciå

3. Look at the map to find the information. Model answer: The name of your Autonomous Community:

Cantabriå The name of an insular Autonomous Community with various provinces: T™æ Canar¥ Islandfi The Autonomous Community with the most provinces: Andalusiå

The name of an Autonomous Community with only one province in the north:

42

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Notes: Worksheet 34. Date

103

857393 _ 0104-0109.qxd 27/7/06 09:16 Página 104

UNIT 12

Oceans and continents UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8.

Learning the names of the continents and oceans Learning where the continent of Europe is and its frontiers Locating Spain and other European countries Recognising the European Union’s flag Identifying the names of the countries that belong to the EU Learning about landscapes in Europe Interpreting maps and extracting information Promoting peaceful coexistence

Language objectives 1. Comparing the continents in relation to each other: the biggest; the hottest … 2. Describing features of continents: It is connected to …; The landscape is made up of … 3. Giving information: There are …

Contents CONCEPTS

PROCEDURES

• The oceans and continents of the Earth • The frontiers of Europe • The countries of Europe • The countries of the European Union

• Interpret maps using: colours, symbols, text, legend • Identify the continents and oceans on a map • Compare sizes and continents on a map • Discover the frontiers of Europe on a map • Use symbols on a map of Europe to identify the countries that belong to the EU

Assessment criteria • • • • • •

104

Defining and identifying oceans and continents on a map Identifying the frontiers of Europe on a map Identifying European countries Distinguishing countries that belong to the European Union Interpreting maps Valuing peaceful coexistence

ATTITUDES

• Encourage respect and care for the seas, oceans and natural landscapes • Promote peaceful coexistence

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 12 – Extension: Worksheet 12

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 12

Internet resources www.richmondelt.com www.indexnet.santillana.es Around the world http://www.lizardpoint.com/fun/geoquiz/ worldquiz.html Quizzes for geography. Useful for students. Two websites on oceans and seas http://www.enchantedlearning.com/subjects/ocean/ Detailed but simple explanations about oceans with quizzes and printouts. Useful for students and teachers. http://www.windows.ucar.edu/tour/link=/earth/Water/ ocean.html Science classroom activities. Different difficulty levels of vocabulary and activities. Useful for students and teachers. LEVEL

5 Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters C ROSSING

THE

* Not yet available in English

ATLANTIC

www.richmondelt.com

105

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Vocabulary Content objectives: 1, 7.

America, Antarctica, Arctic, Asia, Atlantic, continent, Europe, Indian, sea, ocean, Oceania, Pacific

Language objectives: 1.

Oceans and continents

■ Special attention

LOOK AND READ

• Interpreting maps correctly ARCTIC OCEAN

• Learning the names of continents • Pronunciation of huge

A S I A NORTH AMERICA

■ Hands on

EUROPE

PACIFIC OCEAN

ATLANTIC CENTRAL AMERICA

Giant puzzle

PACIFIC

• • • •

Each continent is a piece of the puzzle.

OCEAN

OCEAN

A F R I C A

INDIAN

SOUTH AMERICA

OCEAN OCEANIA

Put a blue poster on the BB. Help Ss glue the continents on it. Ss write the names of the continents and oceans.

■ Presentation • LOOK AND READ The Ss look at the map. Say: Give names of oceans that begin with A. (Arctic, Atlantic) Ask: Where is the Atlantic? (between Europe and America) The Pacific? (between Asia and America) • Ask: Which covers the largest extension of the map – the land or the sea? (the sea) Explain that the continents only make up about one fourth of the Earth’s surface. • Ask Ss: Which continent is Spain in? Find it on the map. Ask: What ocean do we cross to go from America to Europe? (Atlantic) From Africa to Asia? (Indian) … • The Ss read 1 , 2 and 3 and listen to 99 , 100 and 101 . Then they do the activity at the bottom of the page. ➔ R Activity Book, page 43.

1 cm on the map is equivalent to 2,100 km 0

A N T AR CT

2,100

I C O CE A N A N T A R C T I C A

1. Land and sea

3. The oceans

The seas are huge extensions of salt water. Very big seas are called oceans.

There are five oceans:

The solid part of the Earth is made up of the continents and the bottom of the oceans.

2. The continents

66

There are six continents. • Asia is the biggest continent. • Africa is the hottest continent. • America is the longest continent. • Oceania is the smallest continent. • Antarctica is a frozen continent. • Europe is connected to Asia. 40

OCEANS AND CONTINENTS

67

• The Pacific Ocean; the Atlantic Ocean; the Indian Ocean. • The Arctic Ocean and the Antarctic Ocean are both frozen oceans. They are at the North and South Poles.

How many oceans are there? Decide and complete. There are … oceans: the Pacific, the …

M.A. …five … Atlantic, the Indian, the Arctic and the Antarctic.

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Comprehension. Write on the BB the continents and the characteristics which describe them. The Ss make a table with the names of the continents in alphabetical order and next to each name, the characteristic which describes them.

Oceania / America / connected to Asia / biggest / Europe / hottest / frozen / Asia / longest / Africa / Antarctica / smallest Answers: Africa – hottest; America – longest; Antarctica – frozen; Asia – biggest; Europe – connected to Asia; Oceania – smallest. Communication. Instant communication systems allow us to learn about disasters and respond immediately to help the victims.

106

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Content objectives: 2, 3, 4, 5, 6, 7, 8.

Vocabulary

Language objectives: 2, 3.

The countries in Europe

Europe

■ Special attention

LOOK AND READ

• Interpreting the map correctly Look at this map.

• Learning the names and locations of the countries

• Do you live in the north or south of Europe? Th

eA

ICELAND

ARCTIC OCEAN

rcti cC

EUROPE

ircle

■ Hands on

Frontiers Countries that belong to the European Union FINLAND SWEDEN

ATLANTIC

ESTONIA

IRELAND

LITHUANIA (RUS. FED.)

BELARUS

NETHERLANDS

POLAND

CZECH REPUBLIC

U K R A I N E SLOVAKIA

MOLDOVA

LIECHTENSTEIN

AL TUG POR

T Medit he erran

Ceuta

ITALY

MACEDONIA

an

GEORGIA

Bl

ack

Sea

AZERBAIJAN ARMENIA

ea

VATICAN CITY

pi

S

A U S T R I A HUNGARY SWITZERLAND SLOVENIA ROMANIA CROATIA SAN BOSNIAMARINO MONACO HERZOGOVINA ANDORRA SERBIA BULGARIA

Balearic Islands

as

C

LUXEMBOURG

FRANCE

SPAIN

• The Ss prepare a survey to do at school and ask: Where is Europe? How many countries are there in Europe? Name four countries in Europe. What is the official currency? Names four languages spoken in Europe.

LATVIA

DENMARK

UNITED KINGDOM

BELGIUM GERMANY

Canary Islands

A survey

T H E R U S S I A N F E D E R AT I O N

NORWAY

OCEAN

T U R K E Y

A S I A

ALBANIA

GREECE 1 cm on the map is equivalent to 330 km

ean

Melilla

A F R I C A

CYPRUS MALTA

0

1. The continent of Europe

2. The countries in Europe

Europe is a small continent. It is connected to Asia in the east. It is also very close to Africa. There are only 14 kilometres between the Spanish coast and Africa.

There are around 730 million people living in Europe.

330

■ Presentation • LOOK AND READ Ss look at the map. Give clues and Ss guess the answer. What country is it? It’s an island with a famous clock called Big Ben. (UK) It looks like a boot. (Italy) It begins with S and is not near water. (Switzerland)

Some countries, like Russia, are very big. Others, like Luxembourg, are very small.

The landscape in most of Europe is made up of plains. However, there are important mountain ranges like the Pyrenees.

OCEANS AND CONTINENTS

41

■ LANGUAGE CONTENT AND DEVELOPMENT Listening Comprehension. Write the following sentences on the BB. Ss listen to 102 and 103 and decide if the sentences are true or false. If they are false they correct them. 1

1. 2. 3. 4. 5. 6.

Europe is a small country. It is connected to Africa in the east. There are only 40 kilometres between Spain and Africa. The Pyrenees is an important mountain range. Russia is not very big. Luxembourg is very small.

Answers: 1. False. Europe is a small continent. 2. False. It is connected to Asia in the east. 3. False. There are only 14 kilometres between the Spanish coast and Africa. 4. True. 5. False. Russia is very big. 6. True.

• Say: Give the names of three European countries with a coastline; three countries with no coastline; two big countries; two small countries; two countries next to Spain. • Use the map on page 40 to compare the size of the continents. Oceania is the only one smaller than Europe. Ask the Ss to order the continents by size (larger to smaller: Asia, America, Africa, Europe, Oceania, Antarctica) • Ss read 1 and 2 and listen to

102

and

103 .

➔ R Activity Book, page 44.

The European Union. It is a unique economic, political and cultural organisation of European states.

107

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Read and match the two halves of the sentences. Then write the complete sentences below. 1. The seas are

a. six continents.

2. The solid part of the Earth

b. huge extensions of salt water.

3. There are

c. at the North and South Poles.

4. Both frozen oceans are

d. is made up of the continents and the bottom of the oceans.

1. 2. 3. 4.

Answers: 1 – b. 2 – d. 3 – a. 4 – c.

108

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

Worksheet 35. Date

Tasks

IDENTIFY EUROPEAN UNION COUNTRIES 1. Find the names of various countries of the European Union.

LANDS AND SEAS 1. Read the instructions. Complete the map. INSTRUCTIONS

Model answers:

FOUR COUNTRIES WITH MEDITERRANEAN COASTLINES

SIX COUNTRIES SHARING FRONTIERS WITH GERMANY

A S D F G H J K L P O

K L U X E M B O U R G

• Look at the animal drawings. Draw a panda in Asia.

Q W E R T G R E E C E

B E L G

• Use the legend to colour each continent.

F R A N C E Z X C V B

N E T H E R L A N D S

• Name the continent we live on.

M J Y T R F V C D E W

P R X F R A N C E Z L

L K J

M K D E N M A R K C M

• Place an x on the continents bordering the Atlantic Ocean to the east.

I

T A L Y H G F

M N B V S P A

I N X Z

• Complete the names of the oceans.

I U M J P K S

A U S T R

I

Euroπæ

• Name the continent that surrounds the South Pole.

A E S G P

Antarcticå _A

RC_ IC OCEAN

T

2. Follow the instructions and complete the map of the European Union. ARCTIC OCEAN ICELAND

INSTRUCTIONS

FINLAND

AC F

• Name the ten countries you found in the word search. Colour these countries blue.

SWEDEN

ATLANTIC

NORWAY

OCEAN

• Put a red x on the other countries that belong to the European Union.

IRELAND

OCEAN

Continents:

SWITZERLAND

_I

Oceania UKRAINE

AC F

P_ _ I_ IC OCEAN

D A

N_ I_ N OCEAN

Asia Africa

In 2007

America

ROMANIA

Europe

In 2007

PORTUGAL

Antarctica ASIA

400 km

Drawing of a panda bear

IC

Equator

GERMANY

0

_A T _L A _N _T

THE RUSSIAN FEDERATION

UNITED KINGDOM

TA

T C

AN_ _ RC_ I_ OCEAN

1 cm on the map is equal to 2,000 km. 0

2,000 km

Th e

A F R I C A

44

P_ _ I_ IC OCEAN

POLAND

• Use yellow to colour the countries which do not belong to the European Union. • Use green to colour the countries with a red x.

Th e Arct ic C ircle

Mediterranean

43

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Tasks

Activity Book

Worksheet 36. Date

109

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UNIT 13

Government and society UNIT CONTENT Content objectives 1. 2. 3. 4. 5. 6. 7. 8. 9.

Identifying and describing the features of political organisations Comparing different means of global communication Recognising jobs in the service sector Recognising commerce and tourism as two activities in the service sector Identifying factors that influence development Appreciating the importance of the media in our society Analysing different media and understanding that publicity may affect what we buy Appreciating the democratic system Encouraging tolerance and peaceful coexistence

Language objectives 1. Describing how institutions work (passive): Town halls are run by …; An Autonomous Community is administered by … 2. Giving extra information (relative clauses): Everyone who lives in … A news stand is where …; Tourists are people who … 3. Defining the function of people and things (present simple): Mayors are responsible for…; The Constitution establishes … ; Commerce is … 4. Classifying: These are the main institutions … 5. Giving examples: like security …; like journalists … 6. Expressing purpose: … to learn about; to have a good time Contents CONCEPTS

• Government institutions • The mass media • The service sector and types of jobs in this sector • Commerce • Tourism

PROCEDURES

• Distinguishing government institutions • Identifying and defining basic concepts about the service sector • Observing photographs, drawings and diagrams about services and the media

Assessment criteria • • • • • •

110

Distinguishing types of media and appreciating their importance Identifying how information is transmitted Naming jobs and classifying activities in the service sector Explaining the different stages of commerce Obtaining information from photographs and drawings Valuing peaceful coexistence

ATTITUDES

• Appreciation of all types of jobs • Realisation of the importance of the media in our society • Appreciation of the democratic system

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 13 – Extension: Worksheet 13

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 13

Internet resources www.richmondelt.com www.indexnet.santillana.es Democracy and political institutions http://www.historyforkids.org/learn/government/ democracy.htm An index of keywords. Useful for students. Politics and citizenship http://www.channel4.com/learning/microsites/C/ citizenpower/index2.htm Information, games and facts. Useful for teachers and students. You Can Be President Game http://www.timeforkids.com/TFK/media/teachers/pdfs/ 2000F/001117bp2.pdf A board game that describes the campaign process. Useful for teachers and students.

LEVEL

4 Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters G OING

TO

S CHOOL * Not yet available in English

www.richmondelt.com

111

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Content objectives: 1, 8, 9. Language objectives: 1, 2, 3, 4, 5.

Vocabulary Assembly, Constitution, Councillors, Courts of Justice, Head of State, Houses of Parliament, mayors, President, town halls

Government and society

■ Special attention READ

• Distinguishing different government institutions

■ Hands on Democratic vote • Ask the Ss: What type of test do you prefer for this unit? Give them three choices. E.g.: multiple choice, gap-fill or a combination of both. • The Ss vote on a piece of paper. • They count the votes. The choice with the most votes wins.

1. Municipal Government

3. Institutions of the Spanish State

The local authorities represent everyone who lives in a municipality. Town halls are run by the mayor and councillors, who are elected every four years.

• The Head of State is the King.

• Mayors are responsible for the town hall. They take important decisions about the municipality. • Councillors organise services like security, health and traffic.

• The Courts of Justice guarantee that the laws of the State are obeyed. • The Government is made up of the President and the Ministers. It is responsible for administering and defending the State. • The Houses of Parliament (Congress and Senate) represent the Spanish people. They write laws and control the government.

2. The Autonomous Government

LOOK

An Autonomous Community is administered by a Government.

The Constitution

These are the main institutions: • The Assembly is made up of democratically elected members. It writes the laws.

The Constitution establishes our rights and duties. It says how the State is organised.

• The Autonomous Government is made up of the President and Councillors.

■ Presentation • READ Tell the Ss democratic governments are elected by all the citizens.

Citizens have rights and responsibilities. For example, we elect our representatives, and we obey the law. • What do you think we can do to be good citizens?

• Explain that all governments have their own institutions. • Ask: Who is the mayor of your town? Who works with him/her? (councillors) • Draw a diagram on the BB. Title: Government institutions: Municipal Government; Autonomous Government; State Government. Representatives: Mayors and Councillors; President and Councillors; President and Ministers. Ss read 1 , 2 and 3 . •

Ss read about the Constitution and do the activities.

What are the institutions of the Spanish State? Decide and complete. The institutions of the Spanish State are the Head of State (the King), the…

42

M.A. Take care of common property, respect others… M.A., the Courts of Justice, the Government and the Houses of Parliament.

GOVERNMENT AND SOCIETY

■ CONTENT AND LANGUAGE DEVELOPMENT

LOOK

➔ R Activity Book, page 45.

1 Comprehension. Write the sentence halves on the BB. Ask the Ss to match the halves.

1. The mayor is responsible 2. Councillors are elected 3. An Autonomous Community is administered 4. The Head of State 5. The Constitution establishes

a. our rights and duties. b. every four years. c. is the King. d. by a Government. e. for the town hall.

Answers: 1 – e. 2 – b. 3 – d. 4 – c. 5 – a. Democratic elections. In democratic elections we express our opinion freely and peacefully.

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Content objectives: 2, 6, 7.

Vocabulary

Language objectives: 2, 3, 5.

Internet, mass media, press, television

The mass media

■ Special attention

LOOK

• News + singular verb This is a television studio.

• The use of is becoming to express a changing situation

They are recording a programme.

■ Hands on

• What things can you see in the studio?

Interviews • Ask: What is an interview? (a talk with someone, usually famous) Where can we find interviews? (radio, newspaper magazines, TV, Internet) • Ss role-play journalists interviewing famous people. Give them role cards with names of famous people. • They act out the interviews.

READ

1. The media The press, radio and television are all mass media. They give us news and information. They also entertain us. • The press uses texts and photos. Many people, like journalists, editors and photographers, make newspapers and magazines. • Radio uses words and music. Many people, like radio announcers, writers and sound technicians, make radio programmes. A news stand is where they sell newspapers and magazines.

• Television uses moving images and sound. Big studios are needed. TV presenters, actors, actresses and many other people work in television. • Internet is becoming an important source of information. It uses text and photos. It also uses images and sound like television.

• LOOK Draw attention to the photograph. Ask: What can you see? (stage, technicians, singer, guitar, cameras, table, chair, lights, microphone …) • READ The Ss compare the different media. Ask: What does television/radio use? (pictures and sound; sound only)

In your family, do you get the news from television, radio, the press or Internet? Make more sentences. Change the underlined words. The press uses texts and photos.

M.A. Radio uses words and music. TV uses moving images GOVERNMENT AND SOCIETY and sound. Internet uses text, photos, images and sound.

■ Presentation

43

• Ask: What is your favourite TV programme? What is it about? • Ask: Do you use the Internet? What for?

Comprehension. Copy these sentences on the BB. Underline the different options. Ask Ss to write down the correct option for each sentence. 1

1. 2. 3. 4. 5.

The mass media give us / don’t give us news and information. The press uses / doesn’t use texts and photos. The radio uses / doesn’t use moving images. Television uses / doesn’t use images and sound. Internet is / isn’t becoming an important source of information.

• Take a newspaper to class. Point out the different sections. • Ss read 1 and listen to 104 .Then they do the activity at the bottom of the page. ➔ R Activity Book, page 46.

Answers: 1. give us. 2. uses. 3. doesn’t use. 4. uses. 5. is. 2 The media game. The Ss work in pairs and test each other on their knowledge of the media.

A: A TV programme. B: The news. A radio programme …

Responsible consumers. We should not let advertising influence us to buy products we don’t need.

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Vocabulary Content objectives: 3, 4, 5. Language objectives: 2, 3, 4, 5, 6.

buyers, consumers, commerce, goods, producers, salespeople, service sector, tourism, tourists, transport

Services, commerce and tourism

■ Special attention

READ

• Understanding what the service sector does

1. The service sector

68

Doctors or taxi drivers do not produce food or objects. They provide us with a service. Many jobs are in the service (or tertiary) sector:

■ Hands on

• Health care in hospitals. • Education in schools and universities.

Jobs

• Defence in the army. • Office work in banks and town halls.

• Ask the Ss to imagine they are tourists visiting Spain. Ask: Who will you meet in the service sector? (tour guide, bus driver, hotel receptionist, waiter …) • The Ss roleplay in pairs, e.g. a tourist and a taxi driver / hotel receptionist / waiter.

• Professional work by lawyers or engineers. • Jobs in commerce, transport and tourism. Do firemen work in the service sector?

2. Commerce

3. sale

• READ Draw attention to the photograph. Firefighters work in the service sector. They provide services to the community.

• Producers obtain raw materials and manufacture goods. • Others transport goods to the places where they are sold. • Salespeople provide goods for buyers or consumers.

Commerce

• The Ss think about all the people in the service sector who provide services: teachers, cooks, doctors, shopkeepers, policemen, street cleaners …

3. Tourism Tourists are people who travel to other places to learn about them, to have a good time or to rest. People who provide services to tourists work in hotels, restaurants, travel agencies or in means of transport.

• Make a poster with photos of service sector workers. The Ss write the name of the job next to the photo.

44

A luxury tourist resort: beach tourism is a very important industry.

GOVERNMENT AND SOCIETY

105 ,

• Ask: Do you live in a tourist area? Where do tourists go in your country?

■ LANGUAGE AND CONTENT DEVELOPMENT 1

➔ R Activity Book, page 47. E ➔ Activity Book, page 48.

Women and work. Women generally have fewer opportunities than men to find good jobs. They often receive less money than men for the same job.

114

2. transport and distribution

➧

■ Presentation

• Ss read 1 and 2 and 3 and listen to 106 and 107 .

Commerce is the exchange of money for goods or services. Many people are involved in commerce:

➧ 1. production

69

Game: What’s my job?

The Ss imagine they have a job in the service sector, commerce or tourism. They write the job on a piece of paper but do not show their partner. The partner can ask up to 8 questions to guess the job. The person with the job can only answer yes or no. A: Do you work in a hotel? B: No. A: Do you work at the airport? B: Yes. A: Are you a customs officer? B: No. A: Do you work in an office? …

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1. Copy the sentences and complete them with the words given. President Autonomous citizen rights traffic 1. It is important to be a good 2. Councillors are responsible for security, health and 3. There are different

Communities in Spain.

4. The Government has a 5. Citizens have

and Ministers. and responsibilities. Answers: 1. citizen. 2. traffic. 3. Autonomous. 4. President. 5. rights.

2. Read the definitions and write the words correctly. ixat versrid cheaters cotrods stirsotu lesaslepope 1. These people travel to other places. 2. These people work in schools and universities. 3. These people work in hospitals. 4. These people drive us from one place to another. 5. These people provide goods for buyers. Answers: 1. tourists. 2. teachers. 3. doctors. 4. taxi drivers. 5. salespeople. ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

115

Worksheet 37. Date

Apply your knowledge

MASS MEDIA 1. Find out about the mass media in your area. Write down their names. Explain what you like most in each category. Model answer:

GOVERNMENT INSTITUTIONS 1. Classify the words. Municipal administration

TV stations

Radio stations

Chan>e¬ 2 Chan>e¬ DEF I like to watch

Newspapers

Publi© Radio G®ea†es† Hitfi Musi© Toda¥

Chan>e¬

I like to listen to

DEF.

T™æ Tiµefi T™æ Worl∂ T™æ Tribu>æ

Musi©

I like to read

Toda¥.

T™æ

Tiµefi.

Parliament

Assembly

King

Councillor

Ministers

Town Hall

Mayor

Councillor

President of the Autonomous Community

2. Use arrows to show the path the news takes, from the time it occurs until we receive the information.

President of the Government

Tow> Hal¬ Mayo® Councillo®

Autonomous Community

Asßembl¥ P®esi∂en† o£ t™æ Autonomoufi Communit¥ Councillo®

The Spanish State

• Use these words to complete the description of the process. interviews First, Ann

wri†efi

®e©ei√±fi

see

receives

the prize. Then, the reporter

ßææ

reads

in†erv^ewfi

about Ann and the prize. The television presenter

the information. We 46

writes

the news on the television.

2. State whether each of these is a right (R) or a duty (D).

Kin@ P®esi∂en† o£ t™æ Go√±rnµen† Minis†erfi Parliaµen†

her. The reporter

®eadfi

Obey the law. Elect our representatives. Pay taxes.

D R D 45

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Tasks

Activity Book

116 Worksheet 38. Date

Tasks

Worksheet 39. Date

Apply your knowledge

ORGANISE A TRIP

Aµericå B. Hong Kong: Asiå C. Nairobi: Africå D. Sydney: O©eaniå E. Rome: Euroπæ

A. Miami: Hong Kong

Miami Nairobi

Sydney

Model answer: • Name the city you chose:

advertising

transport

banking

tourism

commerce

education

security

health care

CLINIC

A position is available at our local bank. No experience necessary

HAS TWO

WE

NEED SOMEONE TO DESIGN ADVERTISEMENTS

POSITIONS

Bus company needs drivers

OPEN FOR QUALIFIED NURSES

Syd>e¥ bank

transpor†

adñrtisin@

• Underline the place you go to make travel arrangements. ✓ town hall

JOBS 1. Read the job offers. Match each job with a job offer.

1. Imagine you are going to visit one of these cities. Name the continent where each city is found.

Rome

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Worksheet 40. Date

travel agency

™ealt™ ca®æ

bankin@

FOUR JOB OPENINGS IN THE MUNICIPAL POLICE DEPARTMENT

TOUR GUIDE NEEDED FOR ARTISTIC ROUTES

insurance office

• Where would you look for information about the city? (You can tick more than one.) 씲 Internet ✔

씲 television

씲 travel guides ✔

씲 travel brochures ✔

씲 newspapers

• Colour the means of transport you are going to use on your trip. (You can colour more than one.)

We are looking for qualified teachers

Supermarket has positions available

comµer©æ car

bus

ship

train

educatio>

ßecurit¥

tourisµ

plane • Which economic sector do all these jobs belong to?

T™æ ßervi©æ ßecto®.

• Tick the places you want to visit. 씲 museums

씲 monuments ✔

씲 amusement parks

씲 sports stadiums VOCABULARY

2. Explain why you have chosen this city, and what you would like to do there. Model answer:

I choßæ Syd>e¥ ∫±caußæ i† ifi in†e®estin@. I† ifi å ∫±autifu¬ cit¥. I wan† to go to t™æ parkfi an∂ t™æ ∫±ac™ an∂ t™æ zoo. I wan† to visi† t™æ histori© distric†. 48

Circle the eight words related to commerce. producers transport

money

schools

salespeople

goods consumers

services hospitals

lawyers army

buyers

47

117

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UNIT 14

The Romans UNIT CONTENT Content objectives 1. Identifying and describing reasons for and results of historical events, situations and changes 2. Distinguishing important periods in history 3. Placing events, people and changes into correct periods of time 4. Distinguishing changes in society through history 5. Observing and describing ancient structures and clothes 6. Showing an awareness of social, cultural and ethnic diversity 7. Showing awareness of scientific and technological advances and how the past influences the present.

Language objectives 1. Describing life in the past (simple past form of verb to be): Europe was part of … There were big cities … 2. Describing events in the past (simple past): Muslims entered Spain; They lived …; Christians conquered …; They built … 3. Past events (passive): America was discovered by … 4. Describing possession in the past: … had beautiful palaces 5. Ordinal numbers: nineteenth and twentieth centuries

Contents CONCEPTS

• The passage of time and changes in history • The Romans • The age of castles and cathedrals • The age of discovery • The age of great inventions

PROCEDURES

ATTITUDES

• Identify typical characteristics of the historical periods • Observe and describe ancient structures and clothes • Recognise everyday objects in drawings and photographs • Identify monuments and works of art in the locality • Compare and match objects and events in different periods

• Develop empathy towards people and the ways of life in other ages in history • Respect our historic and artistic heritage

Assessment criteria • • • •

118

Distinguishing the main historical periods Identifying social change through everyday life, economy, art, etc. Explaining society in the past using drawings and photographs Appreciating our historic and artistic heritage

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RESOURCES Resource folder PHOTOCOPIABLE RESOURCES

• Reinforcement and extension – Reinforcement: Worksheet 14 – Extension: Worksheet 14

SPECIAL PROGRAMMES*

• Developing intelligence worksheets • Working with recent immigrants

• Assessment – Assessment: Worksheet 14

Internet resources www.richmondelt.com www.indexnet.santillana.es A medieval castle http://www.kidsonthenet.org.uk/castle/view.html Explore all the parts of a castle. Useful for students. The Romans http://www.bbc.co.uk/schools/romans/ Site designed for primary students with information, activities, glossary and more about the Romans. Useful for students and teachers. The Romans in Britain http://www.brims.co.uk/romans/index.html Facts, information and a quiz about the Romans, especially the Romans in Britain. Useful for students. Romans and Celts http://www.show.me.uk/topicpage/parents/ pRomans.html Archeology, fun activities and a tour of life in Britain for Celts and Romans. Useful for students and teachers.

LEVEL

4 T IME

TO

C ELEBRATE !

Other resources • • • •

Richmond World Facts Richmond Student's Dictionary Flashcards Posters

* Not yet available in English

www.richmondelt.com

119

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

Aqueducts, amphitheatre, Latin, public baths, Roman Empire, Roman roads, temples, theatre

The Romans

■ Special attention

LOOK AND READ

• Distinguishing older societies from more recent ones

1. The Roman Empire

70

There were excellent roads and aqueducts to carry water to the cities.

A long time ago, much of Europe was part of the Roman Empire. Rome was the capital of this Empire. The Roman army was very big.

■ Hands on

In the countryside, there were farms producing wheat, wine and oil.

There were big cities with theatres, amphitheatres, public baths and temples.

The language of the Roman Empire was Latin.

Roman mosaic • Show a Roman mosaic in class and explain the technique. (They used small pieces of coloured stones or tiles called tesserae.) • The Ss draw a simple figure on card. Then, they cut up little pieces of coloured paper and glue them on the card to imitate a Roman mosaic.

A city 71 transport warehouses amphitheatre

basilica

■ Presentation clothes

public baths

temple

• LOOK AND READ The Ss look at the picture. Call out different places in the picture and Ss point to them.

road

• Say: Describe the shape of a Roman … amphitheatre … theatre. What did the Romans build around their cities? Ask Ss: What were the following used for? aqueduct (to carry water); theatre (to watch plays); amphitheatre (watch sports and contests). • Ask: Describe the clothes the Romans are wearing. Which people do you think are the workers? (two people on the left) Which people belong to the upper class? (the people on the right.) Explain that tunics were a symbol of elegance to the Romans. • Ss read 1 and listen to 108 . Then they do the activity at the bottom of the page. • Play 109 . Ss listen to the recording, repeating after the speaker. ➔ R Activity Book, page 49.

Ancient remains. Ancient monuments are part of our heritage. We should all help to preserve them.

120

aqueduct

theatre

bridge

Describe Roman cities. Make more sentences. In Roman cities, there were amphitheatres,…

M.A. … theatres, public baths, temples, aqueducts, Roman roads.

THE ROMANS

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Comprehension. Write the following sentences and the missing words on the BB. The Ss copy the sentences and complete them.

farms / Latin / big / Europe / Rome / water 1. 2. 3. 4. 5. 6.

A long time ago much of … was part of the Roman Empire. … was the capital of this empire. The Roman army was very … There were aqueducts to carry … to the cities. In the countryside there were … producing wheat, wine and oil. The language of the Roman empire was …

Answers: 1. Europe. 2. Rome. 3. big. 4. water. 5. farms. 6. Latin.

45

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Vocabulary Content objectives: 2, 3, 4, 5, 6, 7, 8. Language objectives: 2, 3.

castle, cathedral, Christians, monastery, Muslims

The age of castles and cathedrals

■ Special attention

LOOK AND READ

• Understanding concepts: chronology; before and after

1. Muslims and Christians After the end of the Roman Empire, there were wars in Spain. Spain was not one country. There were many small states.

Christian kings and nobles with big castles lived in the north. There were also small farms in the countryside.

• Past tenses

Muslims from North Africa entered Spain. These Muslims lived in cities surrounded by walls.

Little by little, the Christians conquered all Spain. They built great cathedrals in the cities and monasteries in the countryside.

■ Hands on

battlements

A medieval festival

castle

• Role-play a medieval festival with nobles, jugglers, acrobats, musicians … • Use a large table with drawings of glasses, plates, roast meat (pork, beef, capon, pheasant), sweets, wine, candles … • Listen to medieval music.

tower

house in the countryside

courtyard

■ Presentation

water

monastery

bridge

• LOOK AND READ Call out things in the picture and tell the Ss to point to them. cathedral clothes

Muslim city

• Ask: What were castles built for? (as protection from enemies; as residences) How were they protected? (by walls, moats …) • Ask: How were Muslim cities protected? (with walls)

46

THE ROMANS

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Past tenses. Write the following sentences on the BB. The Ss complete them with the correct verb in the past tense.

was / built / were (x3) / lived / conquered (x2) 1. 2. 3. 4. 5. 6. 7. 8.

At the end of the Roman Empire, there … wars in Spain. Spain … not one country. There … many small states. Muslims from North Africa … Spain. Christian kings and nobles … in the north. There … also farms in the countryside. Little by little, the Christians … all Spain. They … great cathedrals.

Answers: 1. were. 2. was. 3. were. 4. conquered. 5. lived. 6. were. 7. conquered. 8. built.

• Ask students to describe the clothes of the Christians in the Middle Ages. Explain that the two people on the left are peasants and worked for the nobles, and the three on the right are a noble family. • Ask Ss: What did monks do in monasteries? (They lived, worked and prayed.) • Ask Ss: Are cathedrals small or big churches? (big) Where do you find them? (in important cities) ➔ R Activity Book, page 50.

Cities with history. There are Muslim and medieval Christian remains in many Spanish cities.

121

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Vocabulary Content objectives: 1, 2, 3, 4, 5, 6.

discovery, gold, maize, mines, palaces, potatoes, ship, silver, tomatoes, universities

Language objectives: 3, 4.

The age of discovery

■ Special attention

LOOK AND READ

• Complex concepts: age meaning a “period of time”; changes in society

1. The discovery of America

72

America was discovered more than 500 years ago. For Europeans, it was a new continent.

■ Hands on

There were new animals and plants, like maize, tomatoes and potatoes. There was a lot of gold and silver in the mines in America.

Telling a story

In Europe, kings and aristocrats had beautiful palaces. There were new universities and schools. However, life for many people in the cities and the countryside was hard.

clothes

• The Ss role-play they are sailors on the ship going to America with Columbus. They can describe the ship, their work on the ship, how they felt when they first saw land, and when they met the natives … university

■ Presentation • LOOK AND READ The Ss look at the picture. Ask: Which clothes were the most elaborate/the simplest? The most comfortable. The cheapest/most expensive to make? Which would you like to wear? Why? Why not? Highlight the differences between the noble family on the left, the peasants in the middle and the soldier on the right.

palace

ship

What plants come from America?

• Explain that journeys to America were very long and dangerous. Many sailors died before they reached their destination. • Encourage the Ss to find more information about Columbus’s expedition to America: Who was Christopher Columbus? How did he get to America? What happened in America when the sailors arrived? What effects did the expedition have? • Ss read 1 and listen to 110 , then do the activity at the bottom of the page. ➔ R Activity Book, page 51.

Food from America. New food discovered in America revolutionised Europe: potatoes, peppers, tomatoes, chocolate, beans.

122

M.A. maize, tomatoes, potatoes THE ROMANS

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Listening. Write the following sentences on the BB. The Ss listen again to 110 and decide if they are true or false. They then correct the false ones.

1. 2. 3. 4. 5. 6. 7.

America was discovered more than 300 years ago. It was a new continent. There were new trees and plants. There was a lot of gold and silver in the houses in America. In America, kings and aristocrats had beautiful palaces. There were new monasteries and schools. Life for many people was hard.

Answers: 1. (F) … more than 500 years ago. 2. (T). 3. (F) … animals and plants. 4. (F) … in the mines. 5. (F) In Europe … 6. (F) … new universities … 7. (T).

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Vocabulary Content objectives: 1, 2, 3, 4, 5, 6, 7.

electricity, inventions, penicillin, petrol engine, running water, telephone

Language objectives: 5.

The age of inventions

■ Special attention

LOOK AND READ

1. Great inventions

• Distinguishing older societies from more recent ones

73

There were great changes in science, medicine and technology in the nineteenth and twentieth centuries. There were many extremely important inventions: • Electricity (for lighting and electric machines) • New medicines like penicillin

• The telephone • The petrol engine (for cars and planes) In the cities, there were factories to make machines. It was possible to build tall buildings with new materials like iron and concrete. There was now running water, electric light and gas for many people.

• Identifying the period of historic objects

■ Hands on Old photographs • Ss collect some old photos of grandparents and great-grandparents. • They analyse the clothes, houses, buildings, transport, objects, hairstyles …

car

clothes

telephone train

■ Presentation

railway station bridge

Make more sentences. Change the underlined word. Penicillin is one of the great inventions of the twentieth century.

M.A. … electricity, petrol engine, telephone… 48

THE ROMANS

■ LANGUAGE CONTENT AND DEVELOPMENT 1 Comprehension. Write the two halves of each sentence on the BB or distribute photocopies of page 124.

• LOOK AND READ The Ss look at the pictures. Ask: What was life like before these inventions? How did people travel? How did people communicate over long distances? • Explain that factories were built at this time. Many workers, including children, worked very hard in factories for very little money. • At this time, they began to use machines, like tractors and harvesting machines, in the countryside. Many people from villages moved to cities. Workers were needed in the factories. • READ The Ss read 1 and listen to 111 and then do the activity at the bottom of the page.

The Ss match them and copy them out correctly. 1. In the 19th and 20th centuries 2. The telephone 3. There were factories 4. It was possible to build 5. There was now

a. tall buildings with new materials b. c. d. e.

running water, gas and electricity was an important invention there were great changes to make machines

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

Penicillin. Alexander Fleming discovered penicillin, the first antibiotic. We still use penicillin today to fight infections.

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Match the sentence halves. 1. In the 19th and 20th

a. tall buildings with new materials

centuries 2. The telephone

b. running water, gas and electricity

3. There were factories

c. was an important invention

4. It was possible to build

d. there were great changes

5. There was now

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

124

ESSENTIAL SCIENCE 4 • © Richmond Publishing - Santillana Educación, S. L.

Worksheet 41. Date

Apply your knowledge

CASTLES 1. Match. Then colour the castle.

ROMAN TIMES 1. Write the letters on the structures. Then colour the Roman city. A amphitheatre B public baths

C theatre D basilica

E aqueduct F walls

G Roman road H bridge

I warehouse

A

2. Colour the costumes from Roman Times. courtyard

bridge

battlements

water

tower

2. Tick the true sentences.

씲 ✓ 씲 ✔ 씲 씲 ✔ 씲 ✔ 씲 씲 ✔ 씲 ✔ 씲 ✔ 씲 ✔ 50

After the Roman Empire, there were wars in Spain. Muslims from North Africa entered Spain. They lived in castles. They lived in cities surrounded by walls. Christian kings lived in northern Spain. They lived on small farms. They lived in big castles. The Christian kings and nobles reconquered all Spain. There were great cathedrals in the cities. There were monasteries in the countryside.

3. Think and answer the questions. Model answer: What constructions similar to Roman roads do we build nowadays?

Wæ buil∂ roadfi an∂ motorwayfi. Do you think we use the same construction materials? Investigate to find out what materials are used.

Wæ ußæ conc®e†æ an∂ asphal†. Romanfi uße∂ sto>efi, san∂ an∂ cla¥. 49

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Apply your knowledge

Activity Book

Worksheet 42. Date

125

Worksheet 43. Date

Tasks

MAKE AN EGYPTIAN SUN CLOCK

WORLD EXPLORATIONS 1. Use the key to colour the exploration map. A R CTIC O CE A N

You need: A cardboard box (such as a shoe box)

Great explorers

A pair of scissors

Magellan and Elcano (1519-1522)

A ruler and a pencil

United Kingdom

Canada

France Italy

Cook (1772-1775)

Iran

The Philippines

OCEAN

India

INDIAN

PACIFIC

slot Tahiti

OCEAN

PACIFIC OCEAN

ATLANTIC

Cartier (1534)

5

China

Spain

Marco Polo (1271-1295)

OCEAN

Brazil South Africa

Australia

Argentina 1 2 3 4 5

1 cm on the map is equal to 2,100 km.

6

0

7

2,100 km

A N TA R

C T IC

OC EA N

8 9

In this picture the side is transparent so you can see inside. Instructions: 1. Take the lid off the box. 2. Cut a slot, 1cm by about 10 cm in one end. It should be about 2 cm from the top. 3. Draw lines across the bottom of the box 1 cm apart. 4. Number each section. 5. Put the box so the slot is facing the Sun. 6. Light from the Sun will enter the box through the slot. 7. Read and record where the light from the Sun falls.

2. Choose one of the journeys and describe it. Include the explorers’ names. Write where they went from, and when they left. Mention the countries, continents and oceans they passed through.

Ma@ella> an∂ Elcano ¬e‡† Spai> i> 1519 an∂ t™e¥ ∑±n† aroun∂ t™æ worl∂. T™e¥ ∑±n† acrosfi t™æ Atlanti© O©ea> to Brazi¬ an∂ Ar@entinå. T™e¥ ∑±n† acrosfi t™æ Pacifi© O©ea> to T™æ Philippi>efi. T™e> t™e¥ ∑±n† acrosfi t™æ India> O©ea> to Sout™ Africå. T™e¥ ®etur>e∂ to Spai> i> 1522. Durin@ t™ei® jour>e¥ t™e¥ ∑±n† froµ Euroπæ to Sout™ Aµericå to Asiå to Africå an∂ t™e> to Euroπæ agai>. Model answer:

If you start early in the morning, you can read the time in the box every hour.

52

51

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Activity Book

126 Project 10 AN EXPERIMENT

MAKE A CASTLE Copy, colour and make a castle based on the drawings. You can copy this illustration or design your own castle.

55

54

Project 11

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Project 11

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Essential Science, Science, Geography and History, for Year 4 of Primary Education is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of JOSÉ LUIS ALZU GOÑI, JOSÉ TOMAS HENAO and MICHELE C. GUERRINI Contributing authors: Cristina Zarzuelo, Jane Kilner and Lesley Thompson. Projects, pages 37 and 52: Jenny Rohd-Thomsen English language editors: Martin Minchom, Cathy Myers, Encarnación Díez Sheila Klaiber and Nancy Konvalinka English language specialist: Jeannette West Art director: José Crespo Design coordinator: Rosa Marín Design Team: Cover: Martín León-Barreto Interior: Rosa Barriga Artwork coordinator: Carlos Aguilera Design development: Raúl de Andrés, José Luis García and Javier Tejeda Technical director: Ángel García Encinar Technical coordinator: Marisa Valbuena Layout: Pedro Valencia, Luis González and Miguel Á. Mora-Gil Proofreader: Lorenzo Antón Research and photographic selection: Amparo Rodríguez Photographs: J. Jaime; ARCHIVO SANTILLANA

Richmond Publishing 4 Kings Street Cloisters Albion Place London W6 0QT United Kingdom © 2006 by Santillana Educación, S. L./Richmond Publishing Torrelaguna, 60. 28043 Madrid Richmond Publishing is an imprint of Santillana Educación, S. L. PRINTED IN SPAIN Printed in Spain

ISBN: 84-294-0964-5 CP: 857393 D.L.: All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher.