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Introduction to ByME Natural Science
Who the course is for
ByME Natural Science is a six-level course for pupils studying the subject of
Natural Science in a bilingual context. Level 3 is for pupils in year 3 of Primary.
Aims of the course
The course follows the Natural Science syllabus as laid out by the LOMCE. It
is an introduction to the natural sciences, leading learners through their first
experiences of Biology, Chemistry and Physics. ByME Natural Science aims to
develop pupils’ scientific knowledge and language skills. Given the challenge
of teaching Natural Science in a bilingual classroom, it is important that
language does not overwhelm the content, nor vice versa. For that reason,
this programme was designed to ensure a unique balance between language
and content.
The guiding principles are simplicity and motivation – ByME Natural
Science is interesting and engaging for the pupil and user-friendly for the
teacher. It features:
• A simple, fixed unit structure to ensure easy navigation.
• A fresh and clear design with a dynamic mix of age-appropriate
illustrations and attractive photography, providing visual aids that facilitate
comprehension.
• A focus on scientific method in order to develop pupils’ investigative
and presentation skills.
• A real sense of progression through the levels with a fun, accessible feel
to the early levels – with songs, characters and stories – and a more mature
and scientific approach in higher levels, a clear bridge to Secondary.
• Flexibility, with many extra, non-content pages, allowing for easy
adaptation to specific teaching situations.
• Scientific literacy instruction to support content learning in English
through reading, writing, speaking and listening activities.
• A wide range of additional resources.
This course also aims to address the children’s education beyond the scope of
Natural Science through:
• Activities designed to prepare children for the question types found in the
most common external exams.
• Study skills sections where children are introduced to techniques for
improving their own learning.
• Cooperative Learning projects designed to instil collaboration and
teamwork as important life skills.
• A strong focus on ethics and values, encouraging children to engage with
the world around them, appreciate its complexities and problems, and
develop social responsibility.
• Attention to higher order thinking skills to give children
opportunities to apply what they know.
• Problem-based activities to encourage critical thinking.
TEACHER’S BOOK 3
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Course components
Pupil’s materials
Pupil’s Book
Birds
Birds are vertebrates. There are thousands of types of birds.
Birds come in all shapes and sizes. Look at the pictures and
read the information to find out more.
A 144-page Pupil’s Book including:
Bird facts
Birds are oviparous. They incubate their eggs. This means they
sit on the eggs to keep them warm while the baby grows inside.
Eagles are carnivores. They are very good
hunters and eat fish and other animals.
Bald eagles make the largest nests in the
world.
Birds can be carnivores, herbivores or omnivores.
Adult birds find food for their babies until they can find their
own food.
Penguins are aquatic birds.
They mostly eat fish and
other small sea animals.
They can’t fly, but they are
very good swimmers.
Birds breathe with their lungs.
a two-page introductory unit introducing pupils to
the characters that will accompany them on their
learning experience: Alex and Carla in the case of
Natural Science 3
Birds have feathers and wings, but not all birds can fly! Some
can swim or run. Birds use their feathers for flying, keeping
warm and attracting other birds. All feathers are waterproof.
Ostriches are the largest birds in the
world. Although they can’t fly, they can
run faster than any human.
Birds have beaks. Birds of prey have hooked beaks for tearing
meat. Birds that eat nuts and seeds have short beaks. Birds
that catch fish have long, sharp beaks, and birds that eat
nectar from flowers have long, thin beaks.
FIND OUT:
More about thermal energy
THINK ABOUT IT:
Idea:
Hummingbirds are one of the smallest
birds. They have long, thin beaks which
Some materials conduct
heat better than
others.
Pelicans have large beaks which they
Sparrows have short beaks
because they eat seeds.
use to catch lots of fish at once.
1 Compare and contrast mammals and birds. Copy
mammals
and complete the diagram using the words
below. Add more information.
Beans
incubate their eggs
have fur or hair
most have four legs
carnivores
drink mother’s milk
Test:
birds
oviparous
have
feathers
1
Hot water
b
c
2 Find pictures of the following birds: a buzzard, a
2 a robin. Look at their beaks and
3 predict
cormorant and
Stick a bean to each spoon
Place the spoons in a bowl
Record how quickly the
what they eat.
with butter.
of hot water.
butter melts on each spoon.
3 Why do you think penguins and ostriches can’t fly?
60
nine main units of 12–14 pages
these simple actions can help us
look after our planet.
Owls can turn their heads 360°
(a complete circle), but they
can’t move their eyes.
Observe how some spoons conduct heat better than others.
omnivores
a
you do every day are also good for the environment.
Look at the pictures and think about how
Did you know?
Butter
Saving energy
Saving energy isn’t just about saving money. Simple actions
Plastic,
they usemetal
to drink nectar from flowers.
and wooden
spoon
61
Reptiles, amphibians and fish
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Fish were the first vertebrates to
live on our planet. Over time,
they developed into amphibians.
Amphibians were the first
three end-of-term review sections
vertebrates to leave the water
and move onto land. They
adapted well to life on land and
developed into reptiles.
Dinosaurs were reptiles. They
1 What different animals can you
see in the picture?
2 Think of different ways to
classify the animals in the
Conclusions
picture.
were the dominant animals on
the planet for millions of years!
a picture dictionary.
1 Which
3 Findspoon
someconducts
examplesheat
of best?
1 Look at the pictures on the right. Where can we find these
vertebrates and invertebrates.
energy-saving inventions? Discuss why we use these
inventions in these places.
2 Which spoons don’t conduct
heat
well?
4 Who
is not behaving properly
in the picture?
2 Design a comic strip to show how we can save energy
3 Lots of kitchen tools are made of wood
every day. Think about electricity, water and heat.
and plastic. Discuss why.
5 Listen to the song. Point to the words you hear.
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119
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lizard
tadpoles
carp
dragonfly
salamander
snake
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67
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Activity Book
UNIT
8
Energy
1 Circle the correct type of energy.
a
An optional 64-page Activity Book comprised of six
full-colour pages per unit that offers:
3 Read the clues and complete the crossword.
c
b
ACROSS
2.
DOWN
1. Food contains
energy travels from hotter
objects to cooler objects.
thermal energy.
3.
energy it has.
sound energy
electrical energy
light energy
kinetic energy
chemical energy
electrical energy
light energy
kinetic energy
4. When we talk we produce
energy.
energy.
kinetic energy
e
d
energy can travel
300,000 km per second.
6. We can use water, wind or the sun to
produce
energy
which our body turns into kinetic or
5. The faster an object moves, the more
f
1
c
a range of engaging exercises to consolidate and
extend the topics covered in the Pupil’s Book
electrical energy
7
UNIT
light energy
4
thermal energy
thermal energy
sound energy
light energy
kinetic energy
electrical energy
chemical energy
e
m
2 Match and write true sentences about energy.
Find out at home!
i
Skills check
1 Investigate materials in your home:
be created.
a
be destroyed.
Energy can’t
2. Observe the materials and the properties of each object.
below:
l
6
be found everywhere around us.
3. Write a text about each object. Include the information
additional reading and writing practice of the
science content
c
5
Energyand
canread. Write yes or no. There are two examples.be changed from one type to another.
1 Look
1. Take photos or draw pictures of three objects in your home.
3
h
2
a. Energy can be changed from one type to another.
• The name of the object.
b.
• What materials it is made of.
c.
• Are the materials natural or manufactured?
• Its properties.
d.
• What the object is used for.
44
UNIT
7
45
Matter, materials and mixtures
4 Complete the sentences with physical change or chemical
1 Complete the sentences with matter or materials.
a mini-project designed to encourage pupils to
explore scientific concepts and methods at home
or in the classroom
a. Everything on our planet is made up of
b. We use different
change.
.
2. Wood
is fragile.
words in the box. Some words
can be
used more than once.
yes
b. When matter changes into different matter it is called a
no
c. Combustion is an example of a
fabric
metal
plastic
flexible
4. Plastic
is a natural material.
rigid
absorbent
c
b
.
.
5 Look at the photos. Are these physical or chemical changes
waterproof
in matter? Write sentences.
5. The girl is twisting her serviette.
a
.
.
d. Freezing water to make ice is an example of a
Materials 3. There are four plastic cups in the picture.Properties
glass
physical change
a. When matter changes shape, size or state it is called a
like wood, plastic and metal to make things.
1. The table is made of wood.
2 Look at the photos and complete the sentences using the
d
a
b
6. There is a chemical reaction called combustion happening.
7. There is a mixture in a bowl on the table.
8. The little boy is evaporating the rocks from the sand.
9. They can recycle the plastic cups and the plastic bottle.
10. All the objects in this picture are made up of matter.
42
a bilingual glossary to support language learning.
metal
a. This is made of
. It’s
rigid
and
waterproof
43
.
b. This is made of
. It’s
and
.
c. This is made of
. It’s
and
.
d. This is made of
. It’s
and
.
This is a physical change because the matter
changes shape.
c
d
3 Match and make sentences about the properties of
materials.
a. A fragile material
is difficult to break.
b. A flexible material
breaks easily.
c. A rigid material
can change shape easily.
d. A resistant material
doesn’t change shape easily.
38
39
Modules
Natural
ScieNce
PriMarY 3
Natural
ScieNce
PriMarY 3
MODuleS available fOr
Natural ScieNce 3
Look after
yourself
The human body
Look after yourself
Living things
Mammals and birds
Natural ScieNce 3
Invertebrates
The human
body
The human body
Energy
Look after yourself
1
97
8-8
CL
4-15867-46-3
Machines
Living things
Mammals and birds
05
72
1
BN
IS
Natural ScieNce 3
Natural
ScieNce
PriMarY 3
www.bilingualbyme.com
Invertebrates
Energy
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8-8
CL
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The human body
Look after yourself
Living things
Mammals and birds
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Living
things
Invertebrates
Energy
1
97
8-8
CL
4-15867-47-0
Machines
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2
BN
IS
Machines
05
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0
BN
IS
The modules offer an ideal solution to teaching
contexts where only a limited amount of hours in
English are available. Each module combines a unit
of the Pupil’s Book with the corresponding Activity
Book unit.
Natural
ScieNce
PriMarY 3
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Natural
ScieNce
PriMarY 3
Natural
ScieNce
PriMarY
arY 3
ar
Natural ScieNce 3
Matter,
materials and
mixtures
The human body
Look after yourself
Natural
ScieNce
PriMarY 3
Living things
Mammals and birds
Invertebrates
05
72
6
BN
IS
Energy
97
1
L
8-8
4-15867-51-7 C
Machines
Natural
ScieNce
PriMarY 3
Natural
Scie
ScieNce
PriMar
PriMarY 3
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Natural ScieNce 3
Reptiles,
amphibians
and fish
The human body
Look after yourself
Living things
Mammals and birds
Living things
Mammals and birds
BN
IS
05
72
3
Energy
Machines
Living things
Energy
1
97
8-8
CL
4-15867-53-1
Invertebrates
Invertebrates
Energy
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05
72
7
Living things
BN
IS
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97
8-8
CL
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The human body
Look after yourself
Mammals and birds
Natural ScieNce 3
Look after yourself
Machines
Mammals
and birds
The human body
Invertebrates
Energy
1
97
8-8
CL
4-15867-49-4
Mammals and birds
Invertebrates
BN
IS
Machines
BN
IS
Energy
The human body
Look after yourself
Living things
05
72
4
Natural ScieNce 3
Machines
The human body
Look after yourself
Natural ScieNce 3
Invertebrates
05
72
8
Natural ScieNce 3
1
97
8-8
CL
4-15867-52-4
Machines
Mammals and birds
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Invertebrates
Machines
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IS
Energy
05
72
5
1
97
8-8
CL
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4 NATURAL SCIENCE PRIMARY 3
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Teacher’s materials
UNIT 4
activity book answers / audio cD1 track list
Teacher’s Book
UNIT
4
UNIT
Mammals and birds
1 Complete the sentences.
20
3 Complete the crossword.
vertebrates or invertebrates
a.
b.
mammals or birds
have a backbone.
a.
don’t have a backbone.
b.
viviparous or oviparous
a. Some animals are
1. Chickens live in a …
2. Chickens lay many …
5
b. Animals that eat only plants are called
c
1
o
o
4
Find out at home!
Skills check
1 Investigate a bird:
Clues down:
The full-colour Teacher’s Book includes easy-tofollow, flexible lesson plans and practical support
specially designed for English teachers teaching
Science. A clear, simple design helps ease-ofreference even in the most challenging teaching
situations. The Teacher’s Book fully addresses the
LOMCE curriculum through:
Reproduction
Nutrition
Pets also need shelter. Shelter is a place
where pets can live safely. Shelter can
be a cage, a tank or a doghouse.
cow
mammal
viviparous
herbivore
4 Write sentences about these baby farm animals.
a
Exercise helps your pet to be happy
and healthy. Take time every day to play with
your pet.
b
Remember that just like you, your pet
needs lots of love and attention!
Name of bird
Physical characteristics
A baby chicken is called a chick.
Type of beak
d
c
Which area of the world
does it live in?
Nutrition
a. Pets need people to take care of them.
b. It is important to know how often you should
Can it fly?
20
UNIT
22
21
your pet.
c. Shelter is a place where pets can
Interesting fact
d. You should play with your pet
.
.
24
4
25
Unit 4 Audio CD1 track list
5 Complete the table with information about the different mammals.
Mammals
How it moves
number of legs
or flippers
Where it lives
land or water
8 Complete the text about birds.
What it eats
herbivore, carnivore
or omnivore
dog
Birds are
vertebrates
23
, which means that they have a backbone. Birds breathe in
. They’re
oxygen from the air with their
,
which they use for
which means that they lay eggs. All birds have a
TRACK
, but not all birds can fly.
eating. All birds have
giraffe
9 Look at the photos. Read and answer the questions.
ACTIVITY
TRACK
ACTIVITY
bear
39
gorilla
dolphin
6 How are these two mammals the same? How are they different? Complete the text.
seagull
hawk
sunbird
40
Pupil’s Book page 53, Song On the
farm
41
Pupil’s Book page 54, Story: A trip
to the farm
42
Pupil’s Book page 54, Activity 2
b. Which bird eats nuts and seeds?
c. Which bird catches and eats fish?
with their
. Elephants have four
, but whales have
. Elephants live on
but whales live in
. Elephants are
whereas whales can be carnivores
or omnivores.
are also vertebrates, but we’ll
look at them in the next unit.
Mammals and birds are
important in farming.
53
2 Find some invertebrate animals
in the picture.
3 Which animals are mammals?
properly in the picture?
pig
40
sheep
2
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dog
chicken
52
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+ OPENING ACTIVITIES
PAGE SUMMARY
• Present continuous
• There is / are
• Quantifiers: lots of, not many, not much, a few
treatment of the updated key competences in
correlation with the learning standards
• Vocabulary: mammal, bird, reptile, amphibian,
fish, farming, snail, pig, cow, sheep, chicken, dog
ADDITIONAL MATERIALS
• Digital flashcards
• Digital wordcards
whiteboard writing
writing
•Alternatively, use the interactive whiteboard
tools and ask pupils to come up to the board, mark
an area of the picture and describe what they can
see. Help them to produce full, correct sentences and
make a note of new vocabulary.
your class
class the
•Find the magnifying glass. Give your
following clues to help them find it: One of the farm
workers has the magnifying glass. He is looking
after a black and white farm animal. There is a
’’s pocket
man milking the cows. It is in the man’s
pocket..
MAIN ACTIVITIES
Page 53, Unit introduction (CD1 track 39)
•Readtheunitintroductionatthetopofpage53.(see
top of page 53.
Helpful tips, pages 20–23 for reading activities).
quickly, then
then close
•Ask pupils to read the text again quickly,
pause before
theirbooks.Readthetextoutloud,pausebeforekey
words, and ask pupils to supply the next word.
102 NaTUral scIeNce PrIMarY 3
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clearly identified key content and extras sections,
enabling teachers to focus on minimum content or
extend their lessons according to their timetable
4
Livestock farming. Study of the young of
certain animals.
Mammals.
Understand the concept and varieties of livestock farming and recognise the
young of certain animals.
Through direct and indirect observation, use scientific criteria to identify and
classify living things as mammals.
On the farm, on the farm
Lots of animals, lots to see
Sheep in the fields with their woolly coats
Chickens laying eggs, pecking the ground
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•Play I Spy with the opening illustration on pages 52
and 53. You can vary the game by telling pupils to ask
you at least three yes-or-no questions before guessing
what the animal or object is. Is it a mammal? Is it a
wild animal? Does it have red and white fur?
+ EXTRA IDEAS
•Usetheinternettoshowpupilstheincrediblevariety
of sheep, pigs and cows around the world. If you
live in a farming area or a region well known for
livestock, spend some time looking at local livestock
and identifying their characteristics.
Who is not behaving properly in the
picture?
ANSWERS AT A GLANCE
1 There are twelve different types of animals:
people, cows, sheep, a fox, pigs, a spider,
snails and four different types of birds (pigeons,
chickens, a cockerel and sparrows).
UNIT 4 Mammals
andat birds
Look
the pictures. Say which animal is
5
not in the song.
2 The snails and the spider.
•Focusthepupils’attentiononthesixphotos.Askthem
3 Cows, pigs, sheep, dogs, foxes and people are
to read and repeat the words then say which animal is
UNIT INFORMATION
mammals; chickens, cockerels, pigeons and
the odd one out. The snail because it is an invertebrate
sparrows are birds.
and it is not a traditional farm animal (although there
UNIT SUMMARY
EVALUATION MATERIAL
are snail farms).
There is a girlspreads
feedingthat
a lollipop to a sheep and
4 double-page
In this unit pupils will continue to develop their
This is followed by three
These documents can be downloaded from the
•Play the song On the farm (CD1 track 40) and ask
someone
the sheep pen open.
awareness of the world around them by looking at the
aim to build on pupils’ prior
studyhasofleft
mammals
Teachers section of the digital component and
pupils to say with animals is not in the song. Play the
animal kingdom. In this unit they focus on mammals
and birds. Pupils will observe the similarities and
printed.
song a second time and encourage pupils to sing along
Thevertebrate
snail is notgroups,
in the song.
and birds. They will study domestic mammals and birds
differences between the5 two
as
The materials include:
(you can use the Song lyrics section on the digital
in the context of farming, focusing on the three life
well as between species within the same group.
component to display the song line by line and listen to
• Unit diagnostic test: provides an overview of
processes of nutrition, reproduction and interaction.
the song).The snail is not in the song. The new vocabulary presented in this unit
the unit and allows you to assess the pupils’ prior
knowledge.
Pupils begin by refreshing what they know about
extends pupils’ knowledge of classification terms
the animal kingdom, and review the concept of
and develops their ability to classify animals in
vertebrate and invertebrate animals. In the story,
different ways. They will also improve their skills of
pupils remind themselves of products we obtain
observation, deduction and interpretation of visual
Teacher’s book 103 DIGITAL RESOURCES
from farm animals and discover a very important
information.
Presentations
invertebrate on the farm – worms!
• Unit summary: a simple slide presentation with
26/09/14 15:23
text, images and audio to review the main ideas of
the unit. It can be used at the beginning of the unit
EXPERIMENT
VALUES AND ATTITUDES
to test pupils’ prior knowledge of the unit content
or at the end of the unit as a revision tool.
Find out
In this unit your pupils will focus on the nutrition,
• access to ICTs or reference books
• a pencil
• coloured pencils
reproduction and interaction of farm animals.
Throughout the unit, try to encourage pupils to think
about:
• how domestic animals need to be looked after.
• Find out: a slide presentation of the unit’s Find
out page with text, photos and audio. The slide
presentation is perfect for a heads-up class,
showing the steps one by one. Use this tool to
get the pupils to predict the next steps (with their
books closed) or to focus their attention on each
step as they carry out the project themselves.
Think about it
Activities
The Think about it page in this unit develops pupils’
ability to think responsibly about what is required
to care for a pet correctly. The activities provide an
opportunity to work cooperatively, making the most of
pupils’ experience and common sense.
• Memory game: useful activity for reviewing key
vocabulary and modelling pronunciation.
• the importance of domestic animals for humans,
both as farm animals and as pets.
• Spelling: pupils drag and drop letters to spell the
names of different birds.
Pupils could make a class animal track book using all
the cards the class produce in the Find out project.
• Wordsearch: pupils find the names of different
domestic animals hidden in the wordsearch.
Pupils could also display their animals tracks around the
with a simple description of the animalfor other
classes to guess.
LEARNING STANDARDS school
Song lyrics
KEY COMPETENCES
PAGES
Identifies and explains the main characteristics of livestock farming.
MST, LIN
52–57
Studies and identifies the young of different animals.
MST, LIN
57
Carries out a project and presents a report on livestock farming on paper and/or
digitally, collecting information from different sources.
MST, LIN, LTL, AUT,
DIG
57
Observes, directly and indirectly, and identifies the basic characteristics of mammals.
Uses ICTs to obtain information to help identify and classify mammals.
Identifies and describes the life processes of mammals.
MST, LIN
MST, LIN
60
MST, SOC
63
First approaches to scientific activity and
the scientific method. Use of different
information sources (direct and indirect).
Use of ICTs.
Obtain relevant information about specific phenomena, make predictions,
integrate information from direct and indirect observation and communicate the
results.
With help, selects and organises specific and relevant information; analyses it and draws
conclusions; reflects on the experience and the process; presents the results.
MST, LTL
55, 62
Uses books, libraries, etc. and collaborates in the care and maintenance of all the
materials available in the school and the classroom.
MST, LTL
57, 59, 62
Shows autonomy in the planning of activities and tasks and shows initiative in decision
making.
LTL, AUT
57, 62
098_117_U4_105505_LP.indd 100-101
Uses ICTs to help search for information and/or for presenting the results.
First approaches to simple experiments
and investigations.
Conjecture as to the results of natural occurrences and of simple experiments
and investigations.
Work independently and proactively and develop strategies for working in a
group.
Carry out a project and present a report.
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With help, carries out simple experiments or investigations, and conjectures as to the
results.
Uses strategies to help their own learning and asks for help and information.
Poster
Unit 4 poster Birds focuses on the amazing variety of
birds on the planet.
• Ask pupils at the end of class to come up to the
poster individually and tell you something about it
before they line up to leave (before lunch, change
of class, etc.).
• When you are studying pages 60-61, use the poster
to help you input new vocabulary.
• To review pages 60 and 61 show pupils photos of
different types of birds similar to the ones in the
poster. Pupils guess what sort of diet they have by
looking at their beaks and say which birds from the
poster are similar.
Videos
Use the video links in this unit to present content
in a dynamic, real-life context while reinforcing the
pupils’ listening skills.
Teachers
Digital flashcards and wordcards: the farm,
mammals, birds
Downloadable pdfs: evaluation tests, evaluation
grids, templates, useful links and further information.
Listen to the song On the farm and follow the lyrics
line by line.
58
Observes, directly
and
and identifies
the 3characteristics of birds.
NaTUral
a indirectly,
aTU
ral scIeNce
PrIMarY
100 NaTU
Shows a positive attitude towards the conservation and care of different animals.
Identifies and describes the life processes of birds.
• Class unit evaluation grid: based on the
evaluation criteria and learning standards of the
unit.
59
MST, LIN
Understand the importance of care and respect towards animals.
Understand the importance of care and respect towards animals.
Uses ICTs to obtain information to help identify and classify birds.
• End-of-unit test: in addition to the Review section
at the end of each unit, this summative test can be
used to evaluate pupils’ progress after studying the
unit content.
58, 59, 62
MST, LTL, DIG
Birds.
Individual and group work.
• Read and reveal: pupils read sentences about
farm animals and guess the missing words, which
are revealed by clicking the spaces.
Further ideas
Care and respect towards animals.
Planning a project and presenting a
report.
Teacher’s book 117
And the farmer’s dog keeping watch! Woof, woof!
+ CLOSING ACTIVITIES
•Askthepupilstofindsomeonewhoisnotbehaving
well. There is a girl feeding a lollipop to a sheep and
someone has left the pen open.
• card
EVALUATION CRITERIA
Cows in the fields, munching grass
Which animals are mammals? Which are
birds?
The pupils will need:
CONTENT
Pupil’s Book page 60, Birds
And the farmer’s dog keeping watch!
Find some invertebrate animals in the
picture.
In the Find out activity on page 62, your pupils will
investigate animal tracks. The activity intends to
develop their observation and investigation skills while
provoking interest in the natural world around them.
The final step of the project encourages pupils to work
together and learn from each other. It also gives them
an opportunity to practise their speaking skills.
UNIT 4 Mammals and birds
Pupil’s Book page 58, Mammals
Lots of animals, lots to see
•Thisshouldnotbedifficultforpupilstodo,butthey
might forget to include humans as mammals. Ask
pupils if they can name any other mammals and birds
we might see on a farm. Cows, pigs, sheep, dogs,
foxes and people are mammals; chickens, cockerels,
pigeons and sparrows are birds
birds.
•Ifyouareusinganinteractivewhiteboard,focusonthe
illustration of the farm, not the questions. Either elicit
ideas from the pupils or ask questions while pointing
to the picture. How many children can you see? Can
you see any wild animals in the picture? What do
you call a baby pig / cow / sheep? Focus on language
that describes actions happening in the picture. Elicit or
supply laying eggs, milking, suckling, grazing, etc.
Pupil’s Book page 57, Farm animal
reproduction
45
Pigs in the mud, rolling around
•Ask the pupils to identify the invertebrate animals in
the picture. The snails and the spider.
3
53
Pupil’s Book page 56, Farm animals
44
46
On the farm, on the farm
cow
43
CD1 • track 40
23
What different animals can you see in the
picture?
•Pupils will know most of the animals in the picture.
Elicit new vocabulary such as fox, pigeon, cockerel and
sparrow. There are twelve different types of animals:
people, cows, sheep, a fox, pigs, a spider, snails and
four different types of birds (pigeons, chickens, a
cockerel and sparrows).
Which are birds?
4 Who is not behaving
in the song.
behind, in front of
They have fur or hair.
They have four legs.
•Dividethepupilsintosmallgroupstoanswerquestions
1-4. Move around the class to check ideas with individual
groups or feed back with the whole class at the end.
1
see in the picture?
snail
• Prepositions of place: in, on, under, next to,
They lay eggs.
They have a backbone.
They move using wings.
Whales
22
39
5 Look at the pictures. Say which animal is not
• Question words: who, how many, etc.
They have feathers.
viviparous
You probably see mammals and
birds every day. You might even
have one as a pet! Mammals
and birds are vertebrates. This
means they have a backbone.
LANGUAGE
They move using wings.
They breathe with their lungs.
Elephants
Mammals and birds
The aim of the unit opener is to develop your pupils’
observation skills and find out what they already
know about the topic of the unit. Use the picture
to elicit vocabulary related to mammals and birds,
as well as action verbs to describe what is going on
in the scene and adjectives to describe the various
characters and elements. Get your pupils to work
in groups to complete activities 1-4 and have fun
listening to the song and completing activity 5.
d. Which bird drinks nectar from flowers?
10 Write the sentences in the correct boxes. Some sentences go in both boxes.
7 Use the information above to complete the Venn diagram.
Pages 52–53 Mammals and birds
52
Pupil’s Book page 53, Unit
introduction
sparrow
a. Which bird eats meat?
Both elephants and whales are very big mammals. They’re both viviparous and they both breathe
UNIT 4
careful attention to content, evaluation criteria
and learning standards
full answer key to all the questions and activities in
the Pupil’s Book and the Activity Book.
Type
of animal
Taking care of your pet
Pets need food and clean water. It is
important to know what kind of food to give
your pet and how often you should feed
them.
eat animals and plants.
2 Complete the table with information about the farm animals.
Name
of animal
sentences below. You can use one, two or three words.
Having a pet is fun but it is also a big
responsibility. Pets are living things and they
need people to take care of them.
4. We use sheep’s fur to
make …
5. Pigs live in a …
6. Cows live in a field or a …
3
.
25
1 Look and read. Write some words to complete the
1. Choose a bird and find information about it.
2. Stick a photo or draw a picture of the bird in the space below.
3. Complete the table.
6
p
2
.
c.
24
3. Sheep live in a …
have fur or hair.
a. Animals that eat other animals are called
.
They have live babies.
21
Clues across:
4
have feathers.
herbivores, carnivores or omnivores
.
They lay eggs.
b. Some animals are
MST, LIN
60–62
MST, LTL, DIG
Teacher’s book 101
61
LTL, DIG
26/09/14 15:23
57, 62
MST, LTL, AUT
62
LTL, AUT
62
First approaches to cooperative learning.
SOC, LTL
52, 53, 63
Begins observation, using relevant instruments and consulting written documents and
images.
LTL, AUT
57, 62
Shows autonomy and proactiveness in the planning of and carrying out of actions.
AUT
57, 62
Presents work clearly and in an organised fashion.
LIN, LTL, AUT
55, 57, 62
With help, carries out a project and presents a report, using paper and/or digital means,
collecting information from different sources and presenting the results orally with the
support of images and short texts.
LIN, LTL, AUT, DIG
57, 62
Teacher’s book 99
26/09/14 15:23
Class audio CD
Included with the Level 3 Teacher’s Book, the Class
audio CD offers the key recordings for the Pupil’s
Book in a traditional, easily accessible format. It
can be played on dedicated audio players or on the
computer. It includes:
recordings of the main texts of the content pages
external exam-style recordings for listening skills
practice
quiz answer audio for self-assessment of end-ofterm reviews.
Free access to the complete, unabridged audio
is available through the Digital resources, where
recordings of all Pupil’s Book reading texts can be
found.
TEACHER’S BOOK 5
26/09/14 15:34
Course components
Classroom materials
Posters, digital flashcards
5
and wordcards
Large-scale printed posters are available for added
visual support in the classroom. There is one
poster per unit, with each one providing additional
opportunities for vocabulary practice and revision.
Reptiles are vertebrate
animals. Lots of reptiles
walk and run. Some
slither and swim.
4
Fish are the biggest
group of vertebrates. Fish
live in fresh water or in
the sea.
There are thousands of types of birds.
Ostriches are the largest birds
in the world.
106611M_CCNN3_BYME.indd 5
Pelicans have large beaks to
catch lots of fish.
Penguins are aquatic birds.
Eagles are very good hunters.
15/09/14 09:49
2
Wordcards are provided through the digital resources
and can be downloaded and printed.
Hummingbirds are one of
A healthy diet
the smallest birds.
How many different foods can you name from each group?
© Ediciones Bilingües S. L., 2014
NATURAL SCIENCE PRIMARY 3
15/09/14 09:49
Fruit and vegetables
are full of vitamins,
minerals and fibre.
Carbohydrates give
us lots of energy and
fibre is good for our
Ideas for using these classroom materials are
provided in the Teacher’s Book.
digestion.
1
Our skin
Dairy products are
made from milk and
are rich in calcium.
Our skin is the organ we use to touch. It can tell us how something
feels. Find objects in your classroom
which
We need
proteinsfeel…
and
A full-colour poster per unit to illustrate the most
important topics and vocabulary
iron to build muscle
Foods rich in fat help
our brain and nervous
and make us strong.
system.
Full-colour flashcards (available through the digital
resources)
A large number of wordcards featuring key
content vocabulary for each unit (available for
print through the Digital resources).
Sparrows have short beaks
because they eat seeds.
In Levels 1 and 2, flashcards are available in printed
format, or in digital format from Level 3 upwards.
Birds
Amphibians live part of their lives in water and
part of their lives on land
land. Some amphibians use
their colours to hide or frighten predators.
hot
smooth
cold
rough
15/09/14 09:48
hard
soft
15/09/14 09:48
Printable resources
Extra printable resources are provided online through
the digital resources. These include:
unit tests
end-of-term and end-of-year tests
evaluation grids
letters to family to help involve parents and carers
in their children’s learning.
26/09/14 15:34
Digital resources
Extensive digital resources are provided. Their focus is a
projectable, fully navigable version of the Pupil’s Book.
This includes a spot-zoom facility to increase easeof-use and facilitate navigation in dynamic classroom
moments. It also provides direct access to the entire
course audio as well as the Activity Book, Teacher’s
Book, interactive digital resources and the printable
classroom materials already mentioned.
Interactive digital resources include:
Slide presentations: Two types are provided:
• Step-by-step experiments and projects from the
Pupil’s Book
• Unit review presentations to be used as an
introduction to or revision of key content
Activities: A variety of activities to revise unit
vocabulary and concepts: Definitions, Wordsearch,
Memory games, Classification, Labelling, Spelling,
Read and reveal activities
Posters: Interactive versions of the printed posters
Flashcards: The aforementioned flashcards available
in digital format provide a practical image bank.
Audio: Complete, unabridged audio expanding on
the Class audio CD. Here all the Pupil’s Book reading
texts can be found. An excellent pronunciation aid and
useful for dictations
Songs: Especially oriented towards younger learners,
however, also available for higher levels for those
teachers whose method is especially dynamic or
musical
Videos: Links to useful videos chosen to highlight and
expand on key topics in a fun and dynamic way.
bilingualbyme.com
The ByME website is home to a wealth of articles,
videos, activities and useful links. It also provides
support for parents, providing tips and ideas on how
to help their children’s learning, as well as including the
songs and chants for listening to at home.
TEACHER’S BOOK 7
26/09/14 15:34
How to use the Pupil’s Book
Unit introduction
A large illustration introduces children to
the key vocabulary and concepts of the unit
in an entertaining and accessible way. The
illustrations always feature the Level 3 Natural
Science course characters Alex and Carla on
a school field trip.In some units you will also
be able to find Ana and Tom, their Social
Science friends, creating a charming visual
link between the two subjects.
Opening spread
Each unit opens with a vibrant double-page spread. These introductory
pages maximise motivation by showing that pupils’ prior knowledge
of key topics is often already considerable. Key content and vocabulary
is introduced though attractive large-scale illustrations, songs and
engaging activities. Don’t forget to look for the magnifying glass hidden
somewhere in every opening picture!
Activities can
be formulated
as group
activities or
discussions
to encourage
cooperative
learning. They
are designed
to encourage
pupils to think
for themselves
and draw on
their prior
knowledge.
Machines
A machine is something we use
to make work easier. We can classify
machines as simple machines or
complex machines. Simple machines
have few or no moving parts.
When we put simple machines
together we make a complex
1 Find some machines that make
work easier in the picture.
2 Find two machines we use to
machine. All machines use
energy, and many complex
communicate.
machines need electrical
3 Can you name any tools in the
energy to work.
picture?
4 Who is not behaving properly
in the picture?
5 Look at the pictures. Listen and say which
object is not in the song.
lorry
computer
scissors
A song with a
related activity
reviews key
vocabulary
from the
illustration.
hammer
phone
trolley
122
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30/07/14 12:21
Story, external exam practice and project worke
Page three and four of every unit follows the course characters on a school
field trip.
Page three features
a fun but informative
story that shows the
children enjoying an
adventure on their field
trip. A dramatization
of the story can be
listened to on the class
CD or on the digital
component. The story
activities are designed
to reflect the most
common activities
found in external
exams.
On the facing page pupils are
introduced to the concept of
organising and presenting their
knowledge in different ways. The
content is presented in the form of
Alex and Carla’s school trip project.
A trip to the beach
countryside
Look, that
1
Listen and read.
A
Carla, come
here quickly! I
can see lots of
Alex and Carla’s school trip project
fish is moving
B
towards that
Look at Alex and Carla’s project, then answer the questions.
plant.
living things!
Are you sure it’s
a plant? I think
Living and non-living things concept map
it has tentacles...
and a mouth!
Alex and Carla are
exploring some rockpools...
C
D
Ahhh!
That’s not
It’s
a plant!
eating
You’re right,
Carla. It looks
the fish!
like a plant, but
it’s an animal. It’s
a sea anemone.
2
Look at the story. Write one or two words to
complete the sentences.
1. Alex and Carla are on a trip to the ..... .
2. Carla and Alex are investigating a rock pool.
Clara can see non-living things: she can see
sand, rocks and ..... .
3. Alex can see lots of living things: he can see
fish, a crab and a ..... .
1 Copy the chart. Add another thing from the beach to the
categories animals and man-made things.
beach
pebbles
2 Carla wants to add the word driftwood to the chart. What
does it mean? Where does it go?
sea anemone
3 Look at the living things in the chart. Write down some
characteristics they have in common.
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034_047_U3_1T_105503.indd 36-37
37
30/07/14 12:05
26/09/14 15:34
Unit development
Content pages are richly illustrated
with a careful balance of photography
and age-appropriate illustration, in
order to facilitate comprehension
in all learner types and maximise
engagement with the content.
The content pages where pupils build on their prior knowledge through
highly visual content and a wide variety of activities presenting different
levels of cognitive challenge.
Simple machines
Simple machines have few or no moving parts. We can put
A wedge
simple machines together and make complex machines. Read
about six simple machines and see how we use them in
A wheel and axle
Cutting objects
everyday objects.
Moving objects from one place to another
wheel
thick end
An inclined plane
A pulley
Moving objects up and down different levels
Lifting and lowering heavy objects
inclined
load
surface
wheel
axle
rope
inclined surface
A lever
Lifting objects
A screw
Holding things together or lifting objects
rigid bar
fulcrum
load
shaft
inclined surface
1 Copy and complete the sentences.
Did you know?
a. An ..... is used to move objects up and down different
levels.
2 Find an example of a pulley in your classroom.
The Ancient Egyptians used
simple machines to build the
Pyramids of Giza. Can you
guess which ones?
b. A ..... uses a rigid bar and a ..... to lift objects.
3 Identify the simple machines that make up a pair of
scissors.
c. A pulley uses a ..... and a ..... to lift heavy objects.
4 Would a pulley work without a wheel? Explain your
ideas. You can draw a diagram to help you.
d. A screw is an ..... around a ..... .
126
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30/07/14 12:21
Higher order thinking skills are introduced through the use of graded
activities. Activities on the left are revision questions directly related to the
content on the double page, while activities on the right provide greater
challenge, encouraging children to think, investigate and make connections.
Reptiles
Reptiles are vertebrate animals. Turtles, tortoises, lizards,
snakes, crocodiles and alligators are reptiles. Reptiles spend
most of their time on land, but some spend part of their time in
water. Reptiles live in all types of habitats, except in extremely
cold climates.
Lizards and snakes
Turtles and tortoises
limbs
shell
scales
tail
baby turtle
Main characteristics
hatching
Reptiles
Reproduction
Nutrition
Respiration
Most reptiles are oviparous. They lay their eggs on land.
Baby reptiles look like adult reptiles when they hatch.
Most reptiles are carnivores.
Some are omnivores and eat plants, insects and small animals.
scales
tail
limbs
scales
tail
Crocodiles and alligators
They breathe with their lungs.
Most have four limbs, but some have no limbs.
They have scales that cover and protect their body.
tail
scales
Walk, slither and swim
Some reptiles can swim.
Lots of reptiles walk and run.
limbs
Some slither.
Did you know?
1 Write six examples of reptiles in your notebook. Do they all
have four limbs? Do they all look the same?
2 Write sentences about reptiles using these verbs:
breathe, live, eat, lay eggs, cover.
Snakes swallow their food
without chewing it.
After eating, they
are completely
inactive to help
them digest.
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066_079_U5_2T_105503.indd 70-71
Did you know and In other words boxes provide pupils with fun
snippets of information or explain complex terms with a twist.
3 Find out why reptiles don’t live in cold climates.
4 Make a list of aquatic reptiles. You can use the internet
to help you.
5 Investigate the basilisk lizard. Why is this reptile special?
71
30/07/14 12:13
Course
characters
are repeated
throughout
the unit
presenting the
key concepts
visually in order
to facilitate
comprehension.
TEACHER’S BOOK 9
26/09/14 15:34
Unit conclusion
Each unit closes with four pages in which content is extended and revised.
Find Out and Think about it pages are optional, giving the course added
flexibility. They can be included or left out depending on each teacher’s
timetable and needs.
Find out
This page extends the content through an accessible, fun experiment,
investigation or project.
Think about it
On the facing page pupils are offered a values-oriented link to the same
content. Here, pupils are also given the opportunity to develop their
presentation skills.
Find Out: Fun projects and simple experiments provide children with
an age appropriate introduction to scientific method (idea, test,
conclusions) from the very beginning. Projects are carefully designed
to be accessible and appropriate for the youngest children and always
use everyday materials. Studio photography including real children of
the same age as the pupils helps them relate to the content.
FIND OUT:
Optical illusion
THINK ABOUT IT:
Idea:
We can trick our brain
to see things that are
not real.
Card
Pencil
Colouring
materials
Tape
Test:
Make an optical illusion of a bird in a cage.
1
2
Cut out two circles. Draw
and colour a bird on one
and a cage on the other.
Visual impairment
A different way of seeing the world
There are lots of ways of helping people who cannot see. Look
at the pictures and explain how these things help people with
visual impairment.
audio book
3
Stick the circles of card to
the end of the pencil with
tape.
A person with visual impairment cannot see very well or
cannot see at all. People who cannot see at all are blind. Some
people are born with visual impairment and some people
begin to have problems with their sight as they grow older.
Spin the pencil and observe
what happens. What do
you see?
guide dog
white cane
braille
Conclusions
1 Describe what you see when you spin the
pencil?
2 How do you think optical illusions happen?
3 Investigate other types of optical illusions.
pedestrian crossing
1 Discuss other ways visually impaired people can enjoy books.
2 Identify changes we can make to computers so that visually
impaired people can use them more easily.
3 What other things can you see in the street and in public
buildings that help visually impaired people do daily
activities?
Make a poster to present what you discover.
16
006_019_U1_LOMCE_1T_105503.indd 16-17
17
30/07/14 12:01
Think about it: Pupils are introduced to values
and ethics in relation to the scientific project.
They are presented with situations designed to
encourage reasoning and an engagement with
their immediate surroundings, in order to develop
their independence and the beginnings of social
and personal responsibility. There are also
further ideas for projects and class presentations.
26/09/14 15:34
Look back
Unit revision pages ensure that pupils’ progression is regularly checked and
reviewed. Each review section is divided into Study Skills and more traditional
review activities, designed to check both learning of content and language.
More traditional review questions check progress
while also offering ample opportunity for language
practice with reading and writing activities.
Study skills: pupils
are introduced
to a variety of
visual organisers.
The aim is to help
pupils further
their own learning
process.
Mammals and birds
LOOK BACK:
Study skills
Review
1 Copy and complete.
1 Which animal is the odd one out? Why?
Mammals
Birds
Reproduction
all viviparous, apart from
monotremes
.....
Nutrition
can be carnivores,
herbivores or omnivores
babies drink their
mother’s .....
can be carnivores,
herbivores or omnivores
parents find food for
their babies
Respiration
.....
a. sparrow / ostrich / pelican / hummingbird
b. worm / bat / spider / snail
c. echidna / eagle / chicken / cow
d. dog / cat / tiger / sheep
2 Describe what you can see in the pictures. Give as much
information as possible.
A
B
have two feet, two
wings and a .....
covered in .....
2 Make index cards to help you learn about animals.
Choose animals from this unit or from
other books.
3 Write a short description of the animal in the picture.
Include the information in the boxes.
nutrition
Use the internet to investigate the
animals.
animal group
What do
Write simple, clear information about
your animals. Use headings. Here are
some ideas:
Where do
nutrition
reproduction
reproduction
habitat
4 Work in pairs. Use the words to ask each other questions.
Cut and paste pictures onto your cards.
animal group
C
breathe with lungs
most have four legs
some have flippers
covered in hair or .....
physical characteristics
Are
habitat
Can
wild or domestic
Start today! Make
index cards
to help you revise
this unit.
64
052_065_U4_2T_105503.indd 64-65
Each unit contains a different dynamic revision activity
allowing pupils to build up their own set of revision
materials and have fun with their classmates at the
same time.
How do
giraffes
owls
hippopotamuses
echidnas
ostriches
sparrows
bats
chickens
hummingbirds
eat?
live?
viviparous?
fly?
oviparous?
breathe?
swim?
cows
65
30/07/14 12:12
A final pairwork activity encourages
self-evaluation while also practising
speaking and listening and language
structures.
TEACHER’S BOOK 11
26/09/14 15:34
Term pages
Four end-of-term pages provide additional progress-checking opportunities
as well as the opportunity to practise different communicative skills.
The different activities are
conducted following different
Cooperative Learning structures
that will provide the optimal
learning experience for the pupil
and guarantee the implication
of all team members. Different
structures include Round robin,
Think-pair-share, Jigsaw, etc.
Think together
Cooperative learning project: A final group project takes these
communication and collaboration skills further and gives students the
opportunity to engage with a key theme from a different point of view
while having fun at the same time! These cooperative activities are carefully
adapted to the age group. The group dynamics used are fully described in
the Cooperative Learning article.
Before doing
the activities
teams are
formed by the
teacher. Pupils
are given roles
and explained
the procedures
to follow
according to
the relevant
Cooperative
Learning
structure.
Scientists and inventors
THINK TOGETHER
Two heads
are better
than one!
Group project
1 Look at the pictures. What do these people have in
common? What did they discover or invent?
A
B
C
D
1 Choose one of these inventions.
A
Alexander Fleming
James Watt
E
Alexander Bell
F
B
C
D
Albert Einstein
G
H
steam engine
telephone
X-ray
printing press
2 Describe the invention you have chosen. What do we use
it for? Use some of the sentences from the box.
The ..... allows us to ..... .
Johannes Gutenberg
Louis Pasteur
Wilhelm Röntgen
It was invented in ..... .
3 Describe what life was like before the invention you have
2 Look at the pictures. Say which things you couldn’t live
chosen was invented.
without.
B
A
It was invented by ..... .
Samuel Morse
4 Look for pictures and more information about the
C
invention you have chosen. Find out why it is important
for human beings.
5 Make a chart using the pictures and information you have
found. Don’t forget to name the inventor and why the
invention is important for human beings. Present your work.
fridge
camera
D
microwave
E
Checklist
We included the inventor and when the invention was
invented.
F
We described what life was like before it was invented.
We used pictures.
aeroplane
computer
We used books or the internet to find more information.
light bulb
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Term review
Review
TERM 3
Science
Quiz follows
a traditional
question and
answer format
as well as
offering the
opportunity
for practising
listening skills.
Team test!
allows pupils
to compete
against their
classmates
while revising
content and
practising
speaking and
listening skills.
Team
test!
1 Read the quiz and write the answers in your notebook.
Science
quiz
1
A
Get into teams. Take it in turns to guess what the other team
is talking about.
Team A
Team B
1
How many materials are there in a mixture?
2
Explain what happens when some metals react with
air and water.
1
Freezing and melting are examples
of this change.
1
Our body turns this energy into
thermal or kinetic energy.
3
Which method is best for separating solids and liquids?
2
2
We use this tool to cut wood.
4
Give two examples of thermal, sound and light energy.
The Sun produces these types of
energy.
3
5
Where do we get crude oil, natural gas and coal from?
3
This simple machine is good for
lifting and lowering heavy objects.
Twisting and stretching are
examples of this change.
6
List three types of renewable energy.
4
We use these devices to change
wind energy into electrical energy.
7
Explain what simple and complex machines are.
5
8
Name five simple machines.
9
Which simple machine has a rigid bar and a fulcrum?
This simple machine is good for
moving objects from one place to
another.
6
We use this method to separate a
solid that is dissolved in a liquid.
B
4
10 What can you see in photos A–D?
This is good for separating solids of
different sizes.
5
These devices change sunlight into
electrical or thermal energy.
6
We use this tool to turn bolts.
C
D
How did you do?
2
Listen and check your answers.
136
136_137_Repaso2_3T_105503.indd 136-137
8–10 points
7–5 points
0–4 points
Excellent
Good
Try again!
2
3
Write two more sentences and test the other team.
137
30/07/14 12:23
26/09/14 15:34
End pages
Picture dictionary
The book ends with an extensive easy-reference picture dictionary with the
focus on photography to help memory and recognition.
Picture dictionary
Living and non-living things
The Animal Kingdom
Living things
Vertebrates
Animals are living things
birds
mammals
reptiles
Plants are living things
fish
amphibians
Invertebrates
Arthropods
Fungi, algae and bacteria are living things
insects
arachnids
myriapods
crustaceans
Molluscs
gastropods
bivalves
cephalopods
Non-living things
Other groups
natural
man-made
Cnidarians
Echinoderms
Annelids
140
141
138_143_Picture_105503.indd 140-141
30/07/14 12:24
Optional Activity Book
The Activity Book is ideal for homework or for increasing the amount of
pupils’ reading and writing practice. There are also innovative new sections
to encourage family participation and practise the question types found in
the most common external exams.
Find out
at home!
projects are
designed to
encourage
parents
or carers
to engage
with pupils’
learning
through
simple
investigative
projects to be
carried out in
the home.
UNIT
8
Find out at home!
Skills check
1 Investigate different ways you can save energy at home:
1. Read the information about saving energy.
2. Look around your home and think about different ways
you and your family can save energy.
3. Complete the table below.
1 Read about staying cool and saving energy in the summer.
Choose the correct words and write them on the lines.
Example
Open this to let a cool breeze in the house.
a window
Hints
In our homes we use a lot of electricity. We use it to provide
our homes with light, heating, hot water and air
conditioning. We also use electricity to power electrical
appliances like TVs, fridges and washing machines. But there
are ways we can use less electricity and save energy. For
example, we can turn off the light when we leave a room or
have a shower instead of a bath.
Area which we can save
energy in:
a. You can read a book instead of watching this.
b. This machine keeps you cool and uses less energy than an air conditioner.
c. You can eat this for lunch instead of cooking.
d. Plant one of these for extra shade on hot days.
e. You can wear these instead of shoes to stay cool.
f. This is a place where you can go swimming.
How we can save energy:
Heating/Cooling
Water
a fan
a window
a television
a sandwich
a tree
sandals
the beach
a bike
Lighting
Electrical Appliances
Other
48
49
Skills check helps pupils to review content while also
offering them extensive practice of the most common activity
and question types found in external language exams.
TEACHER’S BOOK 13
26/09/14 15:34
How to use the Teacher’s
pupils book
Book
Preliminary pages
The Teacher’s Book includes a variety of articles with practical ideas on how
to get the most out of the lesson.
Helpful tips & Classroom management
The section Helpful tips is set out as a reference resource. Here you will find
ideas on setting up reading tasks, maximising the classroom materials, and
keeping your pupils motivated through a variety of activity types.
The Classroom management section provides some general ideas about
managing your class in order to create a productive environment in which all
pupils are able to flourish.
helpful tips
The following tips are arranged as an activity bank
and will help you to get the most out of the ByME
educational materials, add diversity to your classes, and
maintain your pupils engaged and motivated.
Presenting key content
ByME science 3 presents content in both textual and
visual formats. At this level, pupils continue to develop
their literacy skills. To encourage active participation
and develop confidence at this level, teachers are
recommended to use a variety of reading activities
to help pupils develop fluency and confidence while
reading. There are a variety of activities that can be
done before, during and after reading to help pupils get
the most out of the text.
reading
To encourage active participation and develop fluency
and comprehension skills at this level, teachers are
recommended to use a variety of read-aloud activities.
Read and repeat: The teacher reads a sentence and
the pupils read and repeat the sentence, focusing on
proper intonation and pronunciation.
Choral reading: The teacher and all the pupils read the
text aloud in unison to encourage word recognition and
fluency while building confidence in reading.
Order reading: The teacher instructs pupils of the order
in which they will read the text. The first pupil reads one
sentence, and then the next pupil reads the following
and so forth without interruption.
Cloze reading: The teacher reads the text and pauses at
key words to have the pupils read the missing word (or
phrase) in unison.
Small group reading: Pupils are divided into small
groups to read the text. The groups can be heterogeneous
allowing stronger readers to support other group
members; or the groups can be homogeneous so that
the teacher can work with the group of readers that
needs the most support.
Partner reading: Pupils read with a partner. Each pupil
takes turns reading and listening.
response to reading
Reading strategies can be explored before, during and
after reading the text to provide pupils with a purpose
for reading and aid comprehension:
Making predictions: The teacher asks pupils to look at
the illustrations and photos on the page and scan the text
for key words. Then the pupils make predictions about
what they will be reading about.
Word meanings: Pupils look through the text to
find unfamiliar words. These words can be defined by
classmates, the teacher or with the use of a dictionary.
Word meanings in context: The teacher encourages
pupils to define new words and important vocabulary by
using the text in the sentence around it.
Main idea: Pupils look for the sentence(s) that describes
the main idea of each paragraph.
Paraphrasing: Pupils use their own words to retell what
they have just read.
Summarising: Pupils use key words to describe the main
idea of the text.
Organising information: Pupils sort, categorise or
classify the information from the text.
Cause and Effect: Pupils look for examples of cause
and effect in the text. The cause explains why something
happened. The effect is the description of what happened.
Compare and contrast: Pupils take two main concepts
and discuss how they are different and how they are
similar.
pupils organise the content in a personal way. Various
ways of collecting, organising and displaying information
are suggested in each lesson.
Journal entries: Pupils ask questions, make observations,
summarise, make connections, and collect, record and
interpret information.
Visual representations: Charts, tables, graphs, diagrams
and drawings. A KWL is a graphic that helps pupils access
prior knowledge, establish a purpose for reading and
summarise what they have learned (K = what I know, W
= what I want to learn, L = what I learned)
Concept maps: Provide pupils with a tool to organise
information while brainstorming, classifying, categorising,
comparing and summarising new learning.
Flashcards and wordcards
Flashcards and wordcards can be used in endless ways,
from presenting or consolidating concepts or vocabulary
to providing revision before the end-of-unit tests or at the
beginning of a lesson. Here are a number of ideas to help
get the most out of these useful resources:
Slow Reveal: Cover the wordcards or flashcards with a
sheet of paper (or similar). Take hold of the wordcards or
flashcards and slowly reveal it over the top of the paper.
Encourage pupils to guess the word.
Quick flash: Place a group of wordcards or flashcards
in a pile facing you. Quickly, turn the pile around to face
the pupils, then turn it back. The pupils say the word they
saw.
Odd one out: Stick three wordcards or flashcards on the
board (two that are similar and one that is different). Ask
which is the odd one out. Encourage pupils to name the
card that is different and to tell you why.
What’s missing: Stick 6 to 8 wordcards or flashcards
on the board one by one, naming them as you do so.
Then take all the wordcards down and mix them up. Ask
a volunteer to come out to the front and choose one
(without showing it to anyone). Place the remaining cards
on the board again, encouraging the pupils to name them
as you do so. Ask the pupils What is missing? Encourage
them to name the wordcards the pupil has in their hand.
Tap it: Divide the class into two teams. Stick 4 to 6
wordcards up on the board in reach of the pupils. Call a
pupil from each team to stand in front of the cards. Say
the definition or give a clue about one of the words. The
first pupil to tap the correct card gets a point. Mix the
cards up and invite two other pupils to play.
Games and activities
Pupils learn in many different ways. The more experiences
pupils can have around a new topic, the more likely
they will learn and remember concepts and vocabulary.
Games offer a wide range of opportunities for pupils to
engage with and use what they are learning. They are
also a chance to offer movement, a change of focus,
and disguise language learning. The competitive element
inspires pupils to participate and, what could easily be an
uninspiring list of revision questions or words to define,
can be transformed into a fun game.
Making connections: Pupils focus on new vocabulary
or a new concept and make a connection to their
personal life and experiences or to previous learning.
Sequence: Pupils discuss or write the sequence of a
process or event.
Drawing conclusions: Pupils use the information they
already know and the information from the text to draw
conclusions.
Asking questions: Pupils use the information from
the text to ask new questions that require further
investigation.
Silent reading: Pupils are provided with time to read the
text silently on their own.
Writing
Re-reading: Pupils read texts multiple times to promote
better understanding of the main concepts, increase
fluency and ensure participation from all pupils.
Science learning gives writing practice an authentic
context. Incorporating the use of science notebooks
encourages ownership, builds understanding, and helps
Flashcards and wordcards: flashcards
and wordcards are incredibly effective
tools if used appropriately. This section
offers a wide range of suggestions on
how to make these useful resources work
for you.
20 Natural ScieNce PriMarY 3
teacher’S book 21
001_029_PRELIMINARES_105505.indd 20-21
Games and activities: more activities
that can be adapted to specific teaching
contexts, be it for revision, reinforcement
or extension in a mixed-abilities situation,
or to occupy fast finishers while the rest
of the class finish.
26/09/14 15:31
Presenting key content: this section addresses the perennial problem of
how to make reading in class dynamic, productive and stimulating.
classroom management
assessment
Formative and summative assessments are essential in
any Science class. In order to develop scientific
competences, pupils need to reflect on their work as
well as the work of others. In addition to the printable
tests available in the Digital resources, there are also
evaluation sheets for each unit to help keep track of
your pupils’ progress. These are fully compliant with the
evaluation criteria and learning standards as set out by
the Spanish curriculum.
classroom management
Classroom
organisation:
provides clear
rules for behaviour
which the pupils
themselves are asked
to help define.
As with all ages, the establishment of clear rules for
behaviour is key to successful classroom management.
As the pupils are now older and more mature,
encourage them to participate in the process of
establishing these rules. You may want to explain to
pupils that, as in society, they have rights and
responsibilities in their Science class.
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to
accept so that everyone can share those same rights.
Possible rights and responsibilities include:
mastered. Some activities can be completed whilst
seated in rows.
time management
Many pupils have limited time for their Science class
each week. This means that the teacher needs to have
all the materials prepared before class and establish
procedures and routines in order to use the time
effectively. Opening and closing activities can be
shortened and lengthened depending on the time
allotted for Science class. Holidays, excursions and
absent pupils can interfere with the rhythm of the class.
If needed, some activities from Analyse and organise,
Fragile world or Revise can be sent home as homework.
Procedures
Procedures and routines are essential in class. These
should be introduced gradually throughout the first
term and practised on a regular basis. Positive
reinforcement can help the acquisition of these
procedures and routines.
Helpful procedures and routines for Science class
include:
listening routine
Moving desks procedure
Use a quick and simple chant to get pupils’ attention.
Design a seating arrangement that will require the least
amount of moving. Have pupils practise moving their
desks quickly, quietly and carefully from rows to groups
and back to rows again. Placing coloured tape on the
floor can be helpful.
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. I’m looking at you.
attention routine
Sometimes during class, the teacher may need to stop
the pupils in order to give them further instructions.
Many pupils find it difficult to stop working and choose
to keep reading, writing, discussing, etc. Using a bell,
xylophone or other musical instruments can be useful in
getting pupils’ attention, or the teacher can use a quick
chant:
I’ve got something important to say.
Put your hands on your (head) and look my way.
Distributing materials procedure
Design a procedure for handing out materials. A helper (or
helpers) can be selected every week to help hand them
out. This role can be used as a reward for good behaviour.
cleaning up procedure
Design a cleaning up procedure for different types of
science projects. Helpers can be useful in this procedure.
There are many cleaning up songs on YouTube. You can
choose one and play it while pupils clean up.
Pupils are to leave their work and put their hands on
their head. The teacher can change the word head for
other parts of the body (e.g. knees, shoulders, etc.).
1. I have the right to share my ideas. I have the
responsibility to listen to the ideas of others.
2. I have the right to feel safe sharing my work. I have
the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my
work. I have the responsibility to take care of those
resources and to use them safely.
classroom organisation
The physical arrangement of the classroom varies
greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
extent of Cooperative Learning it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be
Time
management:
suggestions for
working to a limited
timetable. ByME
Teacher’s Books
give teachers the
option of focusing
on key content,
incorporating clearly
marked extras only if
time allows.
teacher’S book 25
26/09/14 15:31
Procedures: ways of sequencing a class session, with
suggestions for routines that can be repeated from class to class.
26/09/14 15:34
Cooperative Learning
An article on Cooperative Learning (CL) offers an introduction to this
innovative method of teaching. This section complements the end-of-term
Teamwork sections, explaining in simple language how to set up each CL
structure referenced there.
Further reading: a brief
bibliography for those who would
like to deepen their knowledge
on CL.
cooperative learning
What is cooperative learning?
Effective leadership
Cooperative Learning (CL) is an educational situation
in which students are required to work together in
small groups or teams to support each other in order
to improve their own learning and that of others.
CL goes beyond merely seating students together;
simply telling them they are a group does not mean
they will cooperate effectively. For students to behave
cooperatively, and to reach their full potential within a
group or team, they will need some essential elements.
Decision-making
Trust-building
Communication
Conflict resolution
Helping and asking for help
Organisation
Self-esteem and self-confidence
What are the basic principles
of cooperative learning?
(Johnson, Johnson & holubec, 2008)
Our students aren’t born knowing how to behave in a
group. We have to teach them, giving them models,
and opportunities to practise these skills.
1. Positive interdependence
5. Group processing
Students perceive that they need each other in order
to complete the group’s task. Every student in a small
group must contribute to the learning of the group,
and each member needs the others to complete the
task. We can enhance positive interdependence by
establishing mutual goals which “will help each student
to learn and make sure all other team members learn”
(Johnson, Johnson & Holubec, 2008).
Developing CL methodology is not easy at first, nor
are the effects immediate. Difficulties within the
groups, resources and management may arise. That is
why formative assessment is needed. This assessment
involves both teachers and students.
2. individual accountability
One way of structuring group assessment is by:
Listing at least three member actions that helped the
group be successful (students).
Listing at least one action that could make the group
even more successful (students).
When strong students help and work together with
weaker students, they often find gaps in their own
understanding and fill them in.
Students working alone may tend to delay or skip
their assignments, but when they work as a part of
a team and realise that others are counting on them,
they will often feel more motivated and do the work
in a timely manner.
Nevertheless, we should never forget that the benefits
of CL are not automatic, and it takes time to work in a
cooperative way.
cooperative learning
cooperative learning structures
(uNt, 2008)
Once the teacher has determined the objective of the
because all the elements derived from social
lesson, he or she can select a structure that will provide
interaction in the classroom depend on these
the optimal learning experience for the student in a
cooperative skills.
cooperative context. Learning structures are available
for almost
anyinteraction
learning situation.
b. Turning
social
into promotive interaction.
Teachers should make students reflect on the way they
timed
pair
share
address
their
group
mates: what they mean and how
they sound.
In pairs, students share with a classmate for a
c. Creating
opportunities
inter-individual
information
predetermined
timeforwhile
the classmate
listens.
intake
processing)
making
them
aware2009)
of their
Then(or
they
switch roles.
(Kagan
& Kagan,
individual accountability.
Steps for the Strategy:
d. Contemplating group assessment as an instrument
1. Students are paired and work in pairs.
for cooperative reflection to ensure the improvement
of 2.
thePresent
cooperative
structure.
Teachers should help
a problem
to the students.
students identify their weak and strong points as a
3. Provide them with a specific amount of time to
group and take the necessary actions.
write their answers.
“Each student’s performance is assessed and the results
are given to that student and the rest of the members
of the group” (Johnson, Johnson & Holubec, 2008).
Therefore each member of the group is responsible for
completing their part of the work and must develop
a sense of personal responsibility towards him or
herself and the rest of the group, because individual
performance will affect not only one’s own result, but
also the rest of the members’ results.
We need to know the strong and weak points in order to
make the right decisions and develop the methodology
in the right direction.
cooperative
skillstheir answers with either their
4. Students discus
3. Promotive interaction
Why cooperative learning?
“Students promote each other’s learning by helping,
sharing, and encouraging efforts to learn” (Johnson,
Johnson & Holubec, 2008). CL implies face-to-face
interaction. Students need not only to discuss and agree
but also to produce a piece of work through combined
effort, because Cooperate Learning is not about
working individually and make a ‘cut-and-paste’ final
product.
The benefits of using CL are supported by theory and
are well established by classroom research.
answerskills:
they have
developed
theirformation
partners.
those
related towith
group
Organisation
and organisation as well as establishing behavioural
round robin
rules.
4. Social abilities
Students need interpersonal skills in order to be
successful. Some of them are:
Monitoring the groups and giving feedback on how
well the groups are working together and the class
as a whole (teacher) (Johnson, Johnson, & Holubec,
2008).
There are several reasons why CL works as well as it
does:
Students learn more by doing something active than
by simply watching and listening, and CL is by nature
an active method.
Cooperation enhances learning. Weak students
working individually tend to give up when they get
stuck, but when working as a part of a team they
keep going.
face skills
or shoulder
partners. as (Johnson, Johnson,
Cooperative
can be classified
& Holubec,
5. Call2008):
on students to share with the class the
In teams, students take turns responding orally.
Encouraging every member to participate
(Kagan & Kagan, 2009)
Turn-taking
Steps for the strategy:
Forming groups quickly with minimum noise
1. Teacher asks a question.
Staying in the group
2. Students take turns answering the question.
Managing noise level
Respecting other members’ personal space
Taking care of materials
Paying attention to the person talking
Respecting everybody’s opinions
Working out skills: those devoted to completing the
tasks and keeping efficient working relationships within
the group.
Reflecting on more efficient procedures
Guiding task procedures
Introduction to Cooperative
Learning: a general theoretical
background on CL, defining its
main principles and benefits.
Defining the purpose of the task
Establishing time limits
Expressing approval
Asking for help
Paraphrasing others’ ideas
think-Write-Pair Share
In teams, students write or draw their own ideas
before they pair up to discuss them with a partner.
This allows students to more fully develop their own
ideas before sharing.
1. Students write their ideas.
2. Students pair up and discuss their ideas with a
partner.
teammates consult
In teams students discuss an answer and nobody
writes it down until all of them come to an
agreement.
Resolving conflicts
Making shared decisions by negotiating and reaching
1. Students put their pencils down in the centre of
a consensus
the table.
Formulation skills: those needed for a deep
2. Teammates
the question.
All members
understanding
of discuss
the concepts
the students
haveof
the team contribute, but all do not have to agree
acquired.
on one answer.
Summarising
3. When everyone on the team is ready with an
Correcting others and adding information
answer, team members pick up their pencils and
Scaffolding
withanswer.
previously seen concepts
write the
2. introduction
to reflect on what works and doesn’t work in their
team. If many teams are experiencing the same
problem, spend some time in class on the relevant
cooperative skills. Most of the time, however, the
assessment will show that most teams are working
well.
The teacher introduces new content. This is the moment
for giving instructions and explaining the “why”.
3. Development
At this stage teamwork comes into action according to
the strategies designed by the teacher.
Expect initial resistance from students.
4. Feedback
Further reading
Creating
strategies
teammemorisation
project
The feedback will provide very useful information to the
teacher, who checks if the contents have been properly
acquired.
A BR AMI , P.C. (1995). Classroom connections:
Understanding and using cooperative learning. Toronto:
Harcourt Brace.
Checking
understanding
Steps for
the strategy:
and last but not least…
JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
Cooperation in the classroom (8th ed.). Edina, New
Mexico: Interaction Book Company.
Explaining
howclearly
the task
shouldproject
be doneand amount of
1. Teacher
explains
time teams
to targeted
complete it.
Processing
skills: have
those
as raising sociocognitive
awareness
to cultivate
a more in-depth
2. Teacher
assigns
roles: materials
manager,
understanding.
example: captain…
reporter,For
timekeeper,
If you’ve never used CL, consider starting with small
group activities in class. Once you’re comfortable with
that, try a team project or assignment, up to a level of
CL with which you are comfortable.
Discussing
3. Afterideas
distributing materials, teams work to
complete
task. ideas in one conclusion
Integrating
different
At the start of the course, explain to students what
they’ll be doing in teams, what procedures you’ll
follow, and what your expectations are.
4. Teacher
Improving
the monitors
answer ofstudents.
other group member
5. Teams share their project with class. This may be
Verifying and contrasting the work produced with the
done by creating a chart.
instructions given
K AGAN, S. (1992). Cooperative learning. San Juan
Capistrano, California: Resources for Teachers, Inc.
SLAVIN, R. E. (1990). Cooperative learning: Theory,
research, and practice. Englewood Cliffs, New Jersey:
Prentice-Hall.
SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
Boston: Allyn and Bacon.
Make team assignments more challenging than
traditional individual assignments. CL works best
for challenging problems and activities that require
higher-level thinking skills.
team
theformation
teacher’s role in cooperative
learning
Teachers
should form the teams rather than letting the
students
to choose
own teammates.
Teachers
shouldtheir
reinforce
and help the students to
howfundamental
to work in a group:
Oneknow
of the
aspects in structuring CL
U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
practices: Cooperative learning. Texas: UNT in
partnership with Department of Teacher Education
and Administration.
A term assessment is essential to find out how
students feel about teamwork. Ask the students
activities
is the
sizeofofthe
thedifferent
groups. Ideally,
form teams
a. Taking
care
cooperative
skills the
of 3–4students
students.will
Pairneed
work to
doesn’t
usually
manage
in produce
order tothe
work
diversity
of ideas
and approaches
common
In
together
effectively
and efficiently.
ThistoisCL.
essential
teams of five or more, some students are likely to be
inactive.
teacher’S book 27
Make the teams heterogeneous in ability level. In
heterogeneous groups, the weaker students learn
from others, and the stronger students gain a deeper
understanding of the subject by teaching it to their
peers.
26/09/14 15:31
the cooperative learning session
There should be four different stages in every CL
Session:
1. activation
This stage works as a warm-up. It is the moment for
eliciting previous knowledge about the topic.
TERM 1
PagEs 48–49 Think together: The world around us
THINK TOGETHER
48
teacher’S book 29
2 Look at the pictures. How do we use these
The world around us
things in our daily lives?
Two heads
are better
than one!
Group project
1 Look at the pictures. What do these things have in
49
common? What makes them different from each other?
A
B
C
D
1 Choose one of these living or non-living things.
A
E
F
G
B
C
D
•Using the zoom on the interactive whiteboard, show
•Usingthezoomontheinteractivewhiteboard,show
the pupils the first photo. Give each group a sheet of
paper and a pencil. You can use the clean side of a
piece of paper from the recycling bin.
H
water
cow
wheat
wood
2 Describe the living or non-living thing you have chosen.
Use the words in the box to help you.
animal
fuel
2 Look at the pictures. How do we use these things in our
plant
product
meat
food
abundant
material
scarce
•Eachpupil,inturn,writesdownhisorheransweras
the paper and pencil are passed around the group.
daily lives?
A
B
C
3 How can we conserve or look after the thing you have
chosen? Can we live without it?
4 Look for pictures and more information about the thing you
•Dothesamewiththerestofthephotos,handingout
a new piece of paper for each photo.
have chosen. Find out why it is important for human beings.
5 Make a chart using the pictures and the information you
have found. Don’t forget to include the characteristics and
why it is important for human beings. Present your work.
water
plants
D
•This is a Round robin activity. Focus
•ThisisaRound
your pupils’
attention
26/09/14
15:31
on the six photos at the bottom of page 48.
wood
E
F
Checklist
GROUP PROJECT
We included a description and its characteristics.
We explained why it is important to human beings.
We used pictures.
4 Look for pictures and more information about
the thing you have chosen. Find out why it is
important for human beings.
•Pupils can
•Pupils
can look for pictures and more information in
reference books, higher-level school books or on the
internet.
5 Make a chart using the pictures and the
information you have found. Don’t forget
to include the characteristics and why it is
important for human beings. Present your
work.
•ThisisaGroup project activity.
•Clearly explain the project the groups are going to
do and the amount of time they have to complete it.
Assign roles:
chicken
sand
rocks
48
49
048_049_Repaso1_1T_105503.indd 48-49
PAGE SUMMARY
Cooperative Learning structures: specific
information on the different group dynamics referenced
in the lesson plans. Here you’ll find easy-to-follow
instructions on how each CL structure is set up.
On these pages pupils will review living and nonliving things around us and how we use them in our
daily lives. They will reflect on why it is important to
conserve living and non-living things and how we
can do so. The different activities will be carried out
following different cooperative learning structures,
which will provide the optimal learning experience
for the pupils and guarantee the involvement of all
the members of the group.
LANGUAGE
• Question words: what, how, etc.
• Making comparisons: Picture A is a living thing,
but Picture C is a non-living thing.
• Vocabulary: cactus, cow, grasshopper, litter,
penguin, plants, rocks, sand, tree, water, wheat,
wood
30/07/14 12:10
•Beforedoingtheseactivitiesusingdifferentcooperative
learning structures, you should form the groups.
Teachers should form the groups rather than letting the
pupils choose their own group members. Remember
to form heterogeneous groups of three or four pupils.
•Tellthepupilswhattheywillbedoingintheirgroups,
what procedures they will follow, and what your
expectations are. If during these activities any team
is having difficulty, spend some time in class on the
relevant team skills.
MAIN ACTIVITIES
1 Look at the pictures. What do these things have
in common? What makes them different from
each other?
•ThisisaThink–pair check activity. Focus your pupils’
attention on the eight photos at the top of page 48.
•Ask your pupils to look at the photos and think
independently about the questions: what do all of
them have in common? How are they different?
•Focusyourpupils’attentiononthefourphotosatthe
top of page 49. Check to see if pupils can identify which
photos are living things and which are non-living things,
before they choose one to continue the project with.
2 Describe the living or non-living thing you have
chosen. Use the words in the box to help you.
•ThisisaThink–write–pair check activity.
•Askyourpupilstolookatthewordsinthebox.Then,
tell them to describe the living or non-living thing they
have chosen using these words and other words they
know.
•Askyourpupilstowritetheirideas.
•Once they have finished, ask them to pair up and
discuss their ideas with a partner.
3 How can we conserve or look after the thing
you have chosen? Can we live without it?
•ThisisaGroup members consult activity.
•Askyourpupilstoputtheirpencilsdowninthemiddle
of the table.
•Tellthemtoreadactivity3andtodiscussit.Allmembers
of the team should contribute.
•Wheneveryoneinthegrouphasdecidedonananswer,
ask them to pick up their pencils and write their answers.
▪ captain (in charge of managing the group and
assigning the different roles)
▪ materials manager
▪ spokesperson
▪ timekeeper
•Afterdistributingthematerials,askyourpupilstowork
to complete the task.
•Monitoryourpupils.
•Askthegroupstosharetheirprojectwiththeclass.
CHECKLIST
• Group assessment is essential in cooperative learning
to ensure that there is analysis of interactions and
promotion of teamwork. Pupils should understand
that how they work together affects the quality and
quantity of concepts that they learn and understand.
• Ask pupils to discuss and reflect on how the group
worked together and identify ideas and actions that
helped the group achieve its goals.
• Once they have shared their results, ask them to
reflect on how the project could be done better next
time.
• Invite your pupils to share their conclusions with the
class.
•Tellthemtodiscusstheiranswersinpairs.Ensurethat
each pupil shares something with their partner.
•Then,askthepairstosharetheiranswerswiththerest
of the class.
94 naTuRal sciEncE PRiMaRY 3
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TEachER’s book 95
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TEACHER’S BOOK 15
26/09/14 15:34
How to use the Teacher’s Book
Content maps
Key competences:
related to each learning standard.
Each unit and Cooperative Learning section begins with a content map, fully
compatible with the LOMCE curriculum, to help the teacher see at a glance
the content, evaluation criteria, learning standards and key competences
ahead.
LIN:
Competence in linguistic
communication
Competence in
mathematics, science
and technology
Digital competence
Competence in learning
to learn
Competence in
social awareness and
citizenship
Competence in
autonomous learning
and personal initiative
Competence in artistic
and cultural awareness
MST:
Learning standards, evaluation criteria
and content: all key elements of the LOMCE
curriculum are clearly mapped out for each unit.
DIG:
LTL:
SOC:
unit 5
CONTENT
Reptiles.
Amphibians.
Fish.
reptiles, amphibians and fish
EVALUATION CRITERIA
LEARNING STANDARDS
classify living things as reptiles.
classify living things as amphibians.
classify living things as fish.
KEY COMPETENCES
MST, LIN
66–71
Uses ICTs to obtain information to help identify and classify reptiles.
MST, LTL, DIG
71
Identifies and describes the life processes of reptiles.
MST, LIN
70
Observes, directly and indirectly, and identifies the characteristics of amphibians.
MST, LIN
66–69,
72, 73
Uses ICTs to obtain information to help identify and classify amphibians.
MST, LTL, DIG
73
Identifies and describes the life processes of amphibians.
MST, LIN
72
Observes, directly and indirectly, and identifies the characteristics of fish.
MST, LIN
66–69,
74, 75
Uses ICTs to obtain information to help identify and classify fish.
MST, LTL, DIG
75
Identifies and describes the life processes of fish.
MST, LIN
74
Extreme environments.
Understand the existence of life in the most extreme environments.
Identifies and values living things and their adaptations to extreme environments.
MST, LIN, SOC
77
Use of ICTs.
results.
MST, LIN, SOC
69, 76, 77
MST, LTL
76, 77
making.
LTL, AUT
69, 76, 77
LTL, DIG
73, 77
and investigations.
and investigations.
results.
MST, LTL, AUT
69, 76, 77
group.
Uses strategies to help their own learning, as well as asking for help and information.
LTL, AUT
69, 76, 77
SOC, LTL
66, 67, 77
images.
LTL, AUT
69, 71, 73,
76
AUT
76, 77
LIN, LTL, AUT
76, 77
LIN, LTL, AUT, DIG
76, 77
report.
118 natural science PriMarY 3
AUT:
PAGES
Observes, directly and indirectly, and identifies the characteristics of reptiles.
CUL:
Page references: indicate
where each learning
standard is covered.
teacher’s book 119
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Unit information
Unit summary:
an overview of the
lesson, highlighting
the main topics and
outcomes, as well as
identifying areas that
are popular with or
difficult for pupils.
UNIT INFORMATION
UNIT SUMMARY
EVALUATION MATERIAL
In this unit pupils will continue to study the animal
kingdom. Your pupils will review the main characteristics
of the three other vertebrate groups: reptiles,
amphibians and fish. They will practise their techniques
of scientific classification and broaden their concept of
the incredible variety of animal life on the planet.
three content pages are set out in a similar way, using
a simple visual organiser to help pupils easily identify
characteristics, similarities and differences between the
animal groups. Always encourage your pupils to use
tables, concept maps, lists and diagrams to organise
their work and help them revise.
Pupils begin by refreshing what they already know
about animal groups through the opening illustration
and story. This is followed by three double-page
spreads that look in detail at the nutrition, reproduction
and physical characteristics of reptiles, amphibians and
fish. Like the previous unit on mammals and birds, these
The new vocabulary presented in this unit extends
pupils’ knowledge of the animal kingdom and provides
them with the necessary language tools to identify and
classify animals. They will also have the opportunity to
develop their observation skills and their ability to apply
their knowledge in different ways.
Teachers section of the digital component and printed.
•Unit diagnostic test: provides an overview of
knowledge.
Song lyrics
Listen to the song Reptiles, amphibians and fish and
follow the lyrics line by line.
Find out
In this unit your pupils will discover and learn more
about reptiles, amphibians and fish. Although these
vertebrate groups are the main subject matter of the
unit, pupils are also reviewing the life processes of living
things, improving their classification skills and applying
their knowledge in different contexts. Throughout the
unit, try to encourage pupils to think about:
get the pupils to predict the next steps (with their
books closed) or to focus their attention on each
step as they carry out the project themselves.
• the amazing variety of life on Earth and how we need
to preserve and protect it.
Activities
• paints or felt-tips
• coloured paper
• magazines
• recycled materials
Further ideas
As a way of exploring camouflage in greater detail,
pupils can investigate how humans use camouflage
too.
• how living things depend on their natural environment
and therefore how important it is for humans to
preserve these habitats.
• how the natural world can surprise us and evolve and
adapt to extreme conditions.
Think about it
The Think about it page in this unit develops pupils’
ability to apply their knowledge. Pupils will learn about
some fascinating animals that have adapted to survive
in extreme conditions.
118_137_U5_105505_LP.indd 120-121
Experiment: helps prepare for the science
project ahead of time. Especially important where
experiments require pupils to bring materials.
•Class unit evaluation grid: based on the evaluation
criteria and learning standards of the unit.
Presentations
EXPERIMENT
create a natural habitat out of different materials and
demonstrate how some animals use camouflage to
hide.
•End-of-unit test: in addition to the Review section
unit content.
DIGITAL RESOURCES
Materials: materials
required for each
lesson and reminders
for pupils of materials
they should bring
from home for
upcoming activities.
Evaluation
material: a short
description of the
evaluation aids
available.
unit 5 reptiles, amphibians and fish
• Spelling: pupils drag and drop letters to spell
different reptiles, amphibians and fish.
• Classification: pupils drag and drop words into
a simple classification table relating to reptiles,
amphibians and fish.
reptiles, amphibians and fish and guess the missing
words, which are revealed by clicking the spaces.
Poster
Unit 5 poster Reptiles, amphibians and fish can be
used in various ways:
poster individually and tell you something about
the poster before they line up to leave (before
lunch, change of class, etc.).
• To introduce and review the parts of the body of
reptiles, amphibians and fish.
• To review the unit, give pupils clues using the text
on the poster and ask pupils to tell you which group
you are describing without looking in their books.
Videos
Teachers
Digital flashcards
amphibians, fish
and
wordcards:
reptiles,
26/09/14 15:24
digital
resources:
an index of
the materials
and activities
available through
the Digital
resources.
Values and attitudes: aims to make the content
relevant to pupils, helping them to understand how it
affects them directly and why it should matter to them.
26/09/14 15:34
Lesson plans
Step-by-step lesson
plans: teacher tips
on presenting textual
and graphic content,
and instructions
for guiding pupils
through the activities.
There are step-by-step lesson plans for all units and term sections.
Visual page
reference: a fullcolour image of the
Pupil’s Book for the
teacher’s reference.
unit 5
Pages 66–67 reptiles, amphibians and fish
•Divide the pupils into small groups to answer the
questions at the top of page 67. Then, invite them to
share their answers with the whole class.
47
Fish were the first vertebrates to
live on our planet. Over time,
66
they developed into amphibians.
Amphibians were the first
vertebrates to leave the water
and move onto land. They
67
1
see in the picture?
adapted well to life on land and
developed into reptiles.
Dinosaurs were reptiles. They
2 Think of different ways to
classify the animals in the
picture.
were the dominant animals on
the planet for millions of years!
vertebrates and invertebrates.
4 Who is not behaving properly
in the picture?
48
2
lizard
tadpoles
carp
dragonfly
A carp watching a dragonfly
A lizard lying in the Sun
A snake slithering in the grass
Reptiles, amphibians and fish [x2]
Think of different ways to classify the
animals in the picture.
•Drawaladderwithfourorfivesteps.Atthebottom,
draw a fishpond. Draw a stick figure at the top of the
ladder.
•Draw lines to spell out an animal from the picture.
Pupils put their hands up and say a letter. If they guess
correctly, write the letter on the corresponding line.
If they are incorrect, the stick figure goes one step
down the ladder, and might end up swimming in the
fishpond!
67
066_079_U5_2T_105503.indd 66-67
3
30/07/14 12:13
PAGE SUMMARY
Lesson information
at a quick glance:
lesson summary,
language focus and
materials to help
prepare lessons
ahead of time.
•Themostobviouswaysofclassifyingtheanimalsare
as vertebrates and invertebrates, or in animal groups.
Give pupils ideas of how else we can classify things:
animals that live in water, animals that breathe with
their lungs or with their gills, animals with wings, etc.
salamander
snake
66
Tadpoles swimming in the pond
•Inthepicture,pupilscanseelotsofdifferentanimals.
Provide pupils with time to examine the picture in
detail and ask questions about the names of the
different animals. See answers at a glance.
3 Find some examples of
CD1 • track 48
What different animals can you see in the
picture?
The aim of the unit opener is to develop pupils’
know about some of the topics in the unit. Use the
illustration to review vertebrate and invertebrate
animals. Elicit vocabulary related to animals, as well
as action verbs that describe what is going on in
the scene and adjectives to describe the various
characters and elements. Get your pupils to work
in groups to complete activities 1–4 and to have fun
listening to the song and completing activity 5.
•Pupils have previously studied the basic differences
between vertebrates and invertebrates, and have
studied some examples, so they should be able to
identify the two types of animals in the picture. There
are lots of examples of both, but pupils might need
help with vocabulary. See answers at a glance.
•If you are using an interactive whiteboard, focus on
the picture of the school trip to the wetlands, not the
questions. Either elicit ideas or ask questions. What is
Alex looking at? How many frogs and toads can you
see? Can you name any of the birds in the picture?
•Alternatively, use the interactive whiteboard writing
an area of the picture and describe what they can see.
Help them to produce correct sentences.
4
• Question words: where, what, who, which, etc.
MAIN ACTIVITIES
• Prepositions: in, on, next to, in front of, behind
• Present continuous to describe actions
5
• There is / are
•Read the unit introduction at the top of page 67.
Pupils can do a Choral reading of the text (see Helpful
tips, pages 20–23). Ask pupils to use their own words
to explain what develop means.
• Vocabulary: carp, snake, tortoise, lizard, salamander,
toad, frog, tadpole, heron, kingfisher, duck, otter,
insect, ladybird, butterfly, dragonfly, fly, spider
Who is not behaving properly in the
picture?
ANSWERS AT A GLANCE
1 (Vertebrates) fish, carp, snake, tortoise, lizard,
salamander, toad, frog, bird, heron, kingfisher,
duck, otter; (Invertebrates) insect, ladybird,
butterfly, dragonfly, fly, spider.
2 See suggestions in the lesson plan. There are
lots of ways to classify animals, not just the
traditional animal groups.
Listen to the song. Point to the words you
hear.
3 See answers to question 1.
•PlaythesongReptiles, amphibians and fish (CD1 track
48) and ask pupils to point to the words that they hear.
Then play the song a second time and encourage pupils
to sing along. Carp, tadpole, lizard, dragonfly, snake.
•Youcanplaytheaudiooftheunitintroductionfirst,
with the pupils reading along and then ask one or
two pupils to read out loud. This way, pupils will feel
more self-assured when it comes to pronouncing new
words.
+ EXTRA IDEAS
•Pupils choose one of the animals from the opening
illustration. They find out more information about it
to share their findings with the class. Encourage them
to draw a picture of the animal, making it as realistic
as possible.
•Remindpupilsthatthechildrenareinanaturereserve.
Ask them to think about these rules: You must stay
on the path; You must not touch the wildlife. The
girl on the right is touching a frog with a stick; the
boy on the bridge in the yellow top is climbing on the
railings.
•Findthemagnifyingglass.Giveyourclassthefollowing
clues to help them find it: It’s in the water. It’s near
a green lizard. It is in some frog’s eggs. It is in the
frog’s eggs on the left.
LANGUAGE
Find some examples of vertebrates and
invertebrates.
4 The girl on the right is touching a frog with a
stick; the boy on the bridge in the yellow top is
climbing on the railings.
+
Extra ideas:
activities for
pupils who finish
the lesson early.
5 Carp, tadpole, lizard, dragonfly, snake.
118_137_U5_105505_LP.indd 122-123
26/09/14 15:24
+
Opening and closing activities: each lesson begins and ends with flexible
activities that can be reduced or extended according to time available.
Activity Book solutions & Audio track lists
Activity Book solutions: provided at the end of the unit making the
Teacher’s Book a one-stop reference for all the materials of each course.
unit 5
activity book answers / audio cD1 track list
UNIT
5
UNIT
) the correct answers.
1 Classify the different vertebrates.
26
3 Read the questions about reptiles and tick (
1 How do reptiles breathe?
snake
frog
monkey
carp
b. Most baby reptiles are born live.
crocodile
sparrow
salamander
Reptiles
Amphibians
Vertebrates
Birds
Skills check
Vertebrate group
b. They’re all carnivores.
c. Most are carnivores.
4 Complete the descriptions of the reptiles.
Fish
oviparous
shark
carnivores
omnivores
lungs
four limbs
scales
slither
They are very good hunters and can
An interesting fact
swim
scales
Cobras have a long body that is covered with
Cobras are
Physical
characteristics
Fish
Name
of animal
Alligators usually live in freshwater. They have four limbs but they
can be carnivores, herbivores or omnivores.
They breathe through their gills.
2. Tom: Can I pick it up?
b. Baby
faster than they can walk. They breathe with
. Alligators are
Nutrition
breathe through their gills.
Tortoises live on land. They have
d.
and
a hard shell. They can hide inside their shell for protection. Most
have moist skin.
Mary: a. No. You shouldn’t do.
b. No. You shall take it out of the
water.
c. No. You shouldn’t take it out of
the water.
3. Tom: You shouldn’t touch wild animals or
move them from their homes, should
you?
Mary: a. No, you shouldn’t.
b. No, don’t do it.
c No, you shouldn’t that.
tortoises are herbivores but some are
have scales that protect their body.
and eat both plants and meat.
Most have four limbs.
26
28
Reproduction
and lay their eggs on land which is near water.
Adults breathe with their lungs and through their skin.
c.
UNIT
Respiration
can
their
1. Tom: Hi, Mary. Is this a frog?
Mary: a. Yes, I think it.
b. Yes, that’s it.
c. Yes, it is.
.
very quickly.
and eat other snakes, birds
and small mammals.
2 Complete the sentences with reptiles, amphibians or fish.
a.
31
1 Read the text and choose the best answer.
1. Find information about a reptile, amphibian or fish.
2. Stick a photo or draw a picture of the animal in the space below.
3. Complete the concept map.
a. They’re all herbivores.
c. Most reptiles are oviparous.
giraffe
Find out at home!
4 How can we classify reptiles?
a. All reptiles are oviparous.
parrot
5
1 Investigate a reptile, amphibian or fish:
b. They only live in hot climates.
c. They live in all types of habitats,
except in very cold climates.
3 How do reptiles reproduce?
Mammals
30
a. They live in all types of habitats.

b. With their lungs.
c. Through their moist skin.
shark
27
2 Where do reptiles live?
a. Through their gills.
27
4. Tom: Ok, but can I feed it?
Mary: a. Feeding wild animals can making
them sick.
b. Feeding wild animals can make
them sick.
c. To feed wild animals makes them
sick.
5. Tom: Then what can we do?
Mary: a. We can enjoy them at their natural
habitat.
b. We can enjoy them in their natural
habitat.
c. We could enjoy them to their
natural habitat.
30
5
31
UNIT 5 Audio CD1 track list
5 Read about salamanders and answer the questions.
7 Label the parts of the fish.
Salamanders look like lizards, but they are different.
Lizards have scales but salamanders have damp skin. Baby
salamanders live in water and breathe with their gills.
Then they grow and change through a process called
metamorphosis. Adult salamanders live on land and in water.
They breathe with their lungs and through their skin.
gi
29
l
t
l
TRACK
a. How are salamanders and lizards different? Lizards have scales but salamanders have damp skin.
b. Where do baby salamanders live?
c
l
f
c. Where do adult salamanders live?
6 Look at the photos and complete the life cycle of a frog
Their fins help them to move.
They are omnivores.
with the words in the box.
front
tail
tadpoles
eggs
They are viviparous.
They are oviparous.
They breathe with their gills.
They are carnivores.
introduction
Pupil’s Book page 67, Song
49
Pupil’s Book page 68, Story: A trip
to the wetlands
back
They are viviparous.
They lose their
and leave the water.
ACTIVITY
47
48
n
8 Write the sentences in the Venn diagram.
d. How do adult salamanders breathe?
An adult frog lays
eggs .
TRACK
50
ACTIVITY
Pupil’s Book page 68, Activity 2
51
Pupil’s Book page 70, Reptiles
52
Pupil’s Book page 72, Amphibians
53
Pupil’s Book page 74, Fish
hatch from
the eggs.
clown fish
sharks
9 Write the correct animal covering on the line.
Which animal covering is for...
a. flying and keeping birds warm?
b. keeping mammals warm on land?
They develop
legs.
They develop
28
118_137_U5_105505_LP.indd 136-137
legs.
c. protecting reptiles and fish?
fur or hair
feathers
scales
29
26/09/14 15:24
Audio tracks: the last page of each unit of the Teacher’s Book
has a simple to use audio track reference. The audio tracks are also
marked clearly on each page image in the lesson plans.
TEACHER’S BOOK 17
26/09/14 15:34
How to use the Digital resources
All teachers using ByME Natural Science: have free
access to the ByME Digital resources. Users of the
Pupil’s Book or Activity Book have access to the
complete books. Module users have individual access to
the specific units they are using of both the Pupil’s Book
and Activity Book.
The Digital resources are available
both on-line and off-line. Both
versions are accessed with a
specific code that all users will
receive.
The digital component also provides easy navigation between
the Pupil’s Book and the Activity Book and direct access to
extensive digital resources.
The user has
access to
projectable,
fully-navigable
versions of the
Pupil’s Book
and the Activity
Book.
Through an innovative, easy-to-use
spot zoom facility, there is ready
access to the complete audio.
26/09/14 15:34
The Digital resources include:
• extensive interactive activities (see images
below)
• accessible unit review and experiment
presentations with integrated audio
• all the songs with the lyrics and a karaoke
effect
• access to videos which bring key topics to life
• interactive versions of the course posters
• access to printable resources and a PDF
version of the Teacher’s Book
Digital activities to practise key vocabulary
vary for each level but include:
• Labelling activities
• Memory games
• Read and reveal activities
• Wordsearches
• Classification and definition activities
TEACHER’S BOOK 19
26/09/14 15:34
Helpful tips
The following tips are arranged as an activity bank
and will help you to get the most out of the ByME
educational materials, add diversity to your classes, and
maintain your pupils engaged and motivated.
Presenting key content
ByME science 3 presents content in both textual and
visual formats. At this level, pupils continue to develop
their literacy skills. To encourage active participation
and develop confidence at this level, teachers are
recommended to use a variety of reading activities
to help pupils develop fluency and confidence while
reading. There are a variety of activities that can be
done before, during and after reading to help pupils get
the most out of the text.
Reading
To encourage active participation and develop fluency
and comprehension skills at this level, teachers are
recommended to use a variety of read-aloud activities.
Read and repeat: The teacher reads a sentence and
the pupils read and repeat the sentence, focusing on
proper intonation and pronunciation.
Choral reading: The teacher and all the pupils read the
text aloud in unison to encourage word recognition and
fluency while building confidence in reading.
Order reading: The teacher instructs pupils of the order
in which they will read the text. The first pupil reads one
sentence, and then the next pupil reads the following
and so forth without interruption.
Cloze reading: The teacher reads the text and pauses at
key words to have the pupils read the missing word (or
phrase) in unison.
Small group reading: Pupils are divided into small
groups to read the text. The groups can be heterogeneous
allowing stronger readers to support other group
members; or the groups can be homogeneous so that
the teacher can work with the group of readers that
needs the most support.
Partner reading: Pupils read with a partner. Each pupil
takes turns reading and listening.
Response to reading
Reading strategies can be explored before, during and
after reading the text to provide pupils with a purpose
for reading and aid comprehension:
Making predictions: The teacher asks pupils to look at
the illustrations and photos on the page and scan the text
for key words. Then the pupils make predictions about
what they will be reading about.
Word meanings: Pupils look through the text to
find unfamiliar words. These words can be defined by
classmates, the teacher or with the use of a dictionary.
Word meanings in context: The teacher encourages
pupils to define new words and important vocabulary by
using the text in the sentence around it.
Main idea: Pupils look for the sentence(s) that describes
the main idea of each paragraph.
Paraphrasing: Pupils use their own words to retell what
they have just read.
Summarising: Pupils use key words to describe the main
idea of the text.
Organising information: Pupils sort, categorise or
classify the information from the text.
Cause and Effect: Pupils look for examples of cause
and effect in the text. The cause explains why something
happened. The effect is the description of what happened.
Compare and contrast: Pupils take two main concepts
and discuss how they are different and how they are
similar.
Making connections: Pupils focus on new vocabulary
or a new concept and make a connection to their
personal life and experiences or to previous learning.
Sequence: Pupils discuss or write the sequence of a
process or event.
Drawing conclusions: Pupils use the information they
already know and the information from the text to draw
conclusions.
Asking questions: Pupils use the information from
the text to ask new questions that require further
investigation.
Silent reading: Pupils are provided with time to read the
text silently on their own.
Writing
Re-reading: Pupils read texts multiple times to promote
better understanding of the main concepts, increase
fluency and ensure participation from all pupils.
Science learning gives writing practice an authentic
context. Incorporating the use of science notebooks
encourages ownership, builds understanding, and helps
26/09/14 15:34
pupils organise the content in a personal way. Various
ways of collecting, organising and displaying information
are suggested in each lesson.
Journal entries: Pupils ask questions, make observations,
summarise, make connections, and collect, record and
interpret information.
Visual representations: Charts, tables, graphs, diagrams
and drawings. A KWL is a graphic that helps pupils access
prior knowledge, establish a purpose for reading and
summarise what they have learned (K = what I know, W
= what I want to learn, L = what I learned)
Concept maps: Provide pupils with a tool to organise
information while brainstorming, classifying, categorising,
comparing and summarising new learning.
Flashcards and wordcards
Flashcards and wordcards can be used in endless ways,
from presenting or consolidating concepts or vocabulary
to providing revision before the end-of-unit tests or at the
beginning of a lesson. Here are a number of ideas to help
get the most out of these useful resources:
Slow Reveal: Cover the wordcards or flashcards with a
sheet of paper (or similar). Take hold of the wordcards or
flashcards and slowly reveal it over the top of the paper.
Encourage pupils to guess the word.
Quick flash: Place a group of wordcards or flashcards
in a pile facing you. Quickly, turn the pile around to face
the pupils, then turn it back. The pupils say the word they
saw.
Odd one out: Stick three wordcards or flashcards on the
board (two that are similar and one that is different). Ask
which is the odd one out. Encourage pupils to name the
card that is different and to tell you why.
What’s missing: Stick 6 to 8 wordcards or flashcards
on the board one by one, naming them as you do so.
Then take all the wordcards down and mix them up. Ask
a volunteer to come out to the front and choose one
(without showing it to anyone). Place the remaining cards
on the board again, encouraging the pupils to name them
as you do so. Ask the pupils What is missing? Encourage
them to name the wordcards the pupil has in their hand.
Tap it: Divide the class into two teams. Stick 4 to 6
wordcards up on the board in reach of the pupils. Call a
pupil from each team to stand in front of the cards. Say
the definition or give a clue about one of the words. The
first pupil to tap the correct card gets a point. Mix the
cards up and invite two other pupils to play.
Games and activities
Pupils learn in many different ways. The more experiences
pupils can have around a new topic, the more likely
they will learn and remember concepts and vocabulary.
Games offer a wide range of opportunities for pupils to
engage with and use what they are learning. They are
also a chance to offer movement, a change of focus,
and disguise language learning. The competitive element
inspires pupils to participate and, what could easily be an
uninspiring list of revision questions or words to define,
can be transformed into a fun game.
TEACHER’S BOOK 21
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Helpful tips
I-Spy: Use the classroom, the playground, a poster or
the opening illustration for a unit to say I spy with little
eye something beginning with (/k/). Pupils suggest words
beginning with that letter to guess your word.
Pictionary: Divide the class into two teams. Start to draw
an item on the board very slowly. In turns, teams have
30 seconds to guess what you are drawing. You´ll need
a timer! Once pupils are familiar with the game, they can
play in threes. One pupil begins to draw an item from the
unit or the Picture dictionary. The other two pupils in the
group must guess what it is. The first to guess, becomes
the drawer.
Picture snap: Pupils draw one item from the unit e.g.
something they have for breakfast, their favourite animal,
a machine in their kitchen. Pupils must keep their picture
a secret and must not show others. Provide pupils
with the sentence starter you would like them to use
e.g. For breakfast I have …; my favourite animal is …;
In my kitchen there’s a … Pupils must walk around the
classroom repeating their sentence to as many classmates
as possible. If they hear somebody say the same item as
them, they must shout Snap! and show each other their
picture. Check at the end how many pupils had the same
item as somebody else.
Stand up if…: Pupils listen to the statements you make.
If they think your statement is true, they stand up. If they
think it is false, they remain seated. Between statements,
pupils sit down. The game can also be played with
flashcards. Hold up a flashcard and make a true or false
statement about what is on the flashcard. Pupils stand up
if it is true.
Repeat if true: Pupils listen to your statements. If they
think your statement is true, they repeat it. If they think it
is false, they shake their heads and remain silent.
backs to the board. Write a word or put up a flashcard
on the board behind the pupil’s backs and insist that
they do not turn round. (Ensure the class understand the
word you have written). Encourage the teams to mime
the word on the board to their team member who must
guess what it is. The team member who guesses first
gains a point for their team. Two new team members
then come to the chairs.
Noughts and crosses: Draw a noughts and crosses grid
on the board and write numbers in each square. Divide
the class into two teams and choose one team to be
noughts and one team to be crosses. For each number
prepare a question or true false statement. Each team
takes turns to choose a number. If they answer your
question correctly, a team member can come up to the
board and replace the number with a nought or a cross.
The winning team is the first to get three noughts (or
crosses) in a line.
Bingo: Pupils fold an A5 piece of paper in half, in half
again, and in half one more time. When they open the
paper up, they should have a grid with eight squares.
Pupils draw (or write) 8 items from your lesson (food,
animals, machines, etc.). Draw a grid with eight squares
on the board. Draw items one at a time in your grid. If
pupils have that same item in their grid, they can cross it
out. When a pupil has crossed all the items out in their
grid that are the same as yours, they can shout Bingo!
Use the other side of the paper to start a new game.
Listen and do: Pupils listen carefully to two instructions at
the same time e.g. Wiggle your hips. Make an angry face;
touch something made of wood with your elbow. Scratch
your head. When pupils get good at remembering and
following two instructions at a time, increase it to three.
Chinese whispers: Have pupils stand one behind the
other, in 3 lines of equal numbers. Whisper a sentence to
the pupil at the end of each line at the same time. They
must whisper the sentence to the next person in their
line, who whispers it to the next until it is passed down
all the way to the first person in the line. The pupil at
the front of the line puts up their hand when they think
they know the sentence or runs and circles a flashcard or
wordcard on the board).
Backs to the board: Divide the class in half, into two
teams. Place two chairs at the front of the class, each
chair facing a team. Ask one pupil from each team to
come and sit in the chair, facing their team but with their
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Run to the corners: This is best played in the playground
or gym. Label the corners of the space you are in with
different categories. Organise pupils into groups. Give
names to the different groups (animals, professions, food
names). Call out the group name and a vocabulary item.
The group must run to the correct corner.
Hangman (man on a raft): Instead of a hanging man,
draw a man standing on a raft (ten circles under him on a
rough river or sea). Draw a crocodile or shark in a corner
of the board. Draw spaces for the letters of a word you
want pupils to guess. If pupils guess a letter in the word
correctly, write it in the correct space. If the letter does
not appear in the word, write it under the crocodile or
shark, and rub out a circle of the raft. Pupils must guess
the word before the raft is totally rubbed away (and the
man is eaten by the shark or crocodile!).
Quiz makers: At the end of a unit ask the pupils to work
with a partner or divide the class into groups and invite
them to make questions for a quiz about the topic. Tell
them that they can use the Pupil’s Book to help them.
Remind them that they must also supply the answers
to their questions. Take in their papers and use the
questions to give the class a quiz. Read the questions to
the class and ask them to write their answers on a paper.
Paraphrase the questions so that the pupils can answer in
a few words. They then exchange papers and the quiz is
corrected collectively.
Vocabulary storms: As an introductory activity to a new
topic, divide the class into groups and ask them to write
down as many words as they can that are related to the
topic that is going to be studied. At the end of the group
activity, invite pupils to share their work with the rest of
the class. Encourage the pupils to come to the board and
use mind maps to organise the words from their lists.
Scrabble: Have sets of plastic alphabet letters, scrabble
letters, and/or letter sets cut up on card. Divide the class
into small groups. Give each group a set of letters. The
groups spell the word you tell them.
Ready, Steady, Spell: Mini-white boards are a great
learning aid! Say a word and have pupils spell it on their
mini-white board and hold it up to show you. The boards
also provide an easy opportunity for pupils to practise
spelling a word before writing it in their books.
TEACHER’S BOOK 23
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Classroom management
Assessment
Formative and summative assessments are essential in
any Science class. In order to develop scientific
competences, pupils need to reflect on their work as
well as the work of others. In addition to the printable
tests available in the Digital resources, there are also
evaluation sheets for each unit to help keep track of
your pupils’ progress. These are fully compliant with the
evaluation criteria and learning standards as set out by
the Spanish curriculum.
Classroom management
As with all ages, the establishment of clear rules for
behaviour is key to successful classroom management.
As the pupils are now older and more mature,
encourage them to participate in the process of
establishing these rules. You may want to explain to
pupils that, as in society, they have rights and
responsibilities in their Science class.
Elicit ideas from the pupils about the rights they feel
they should have and the responsibilities they need to
accept so that everyone can share those same rights.
Possible rights and responsibilities include:
mastered. Some activities can be completed whilst
seated in rows.
Time management
Many pupils have limited time for their Science class
each week. This means that the teacher needs to have
all the materials prepared before class and establish
procedures and routines in order to use the time
effectively. Opening and closing activities can be
shortened and lengthened depending on the time
allotted for Science class. Holidays, excursions and
absent pupils can interfere with the rhythm of the class.
If needed, some activities from Analyse and organise,
Fragile world or Revise can be sent home as homework.
Procedures
Procedures and routines are essential in class. These
should be introduced gradually throughout the first
term and practised on a regular basis. Positive
reinforcement can help the acquisition of these
procedures and routines.
Helpful procedures and routines for Science class
include:
1. I have the right to share my ideas. I have the
responsibility to listen to the ideas of others.
2. I have the right to feel safe sharing my work. I have
the responsibility to contribute constructive criticism.
3. I have the right to use a variety of resources in my
work. I have the responsibility to take care of those
resources and to use them safely.
Classroom organisation
The physical arrangement of the classroom varies
greatly from school to school and from teacher to
teacher. Often, many different specialist teachers
share one classroom and need to be sensitive to the
needs of their fellow teachers. Depending on the
extent of Cooperative Learning it can be important
that pupils are seated in groups of four to six in order
to share ideas and complete projects in pairs or small
groups. If the classroom is set up in rows, pupils can
be taught to move their desks quickly and quietly into
groups at the beginning of class. It is a routine that
needs to be practised but one that can easily be
26/09/14 15:34
Listening routine
Moving desks procedure
Use a quick and simple chant to get pupils’ attention.
Design a seating arrangement that will require the least
amount of moving. Have pupils practise moving their
desks quickly, quietly and carefully from rows to groups
and back to rows again. Placing coloured tape on the
floor can be helpful.
Teacher: 1, 2, 3. Look at me.
Pupil: 1, 2. I’m looking at you.
Attention routine
Sometimes during class, the teacher may need to stop
the pupils in order to give them further instructions.
Many pupils find it difficult to stop working and choose
to keep reading, writing, discussing, etc. Using a bell,
xylophone or other musical instruments can be useful in
getting pupils’ attention, or the teacher can use a quick
chant:
I’ve got something important to say.
Put your hands on your (head) and look my way.
Distributing materials procedure
Design a procedure for handing out materials. A helper (or
helpers) can be selected every week to help hand them
out. This role can be used as a reward for good behaviour.
Cleaning up procedure
Design a cleaning up procedure for different types of
science projects. Helpers can be useful in this procedure.
There are many cleaning up songs on YouTube. You can
choose one and play it while pupils clean up.
Pupils are to leave their work and put their hands on
their head. The teacher can change the word head for
other parts of the body (e.g. knees, shoulders, etc.).
TEACHER’S BOOK 25
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What is Cooperative Learning?
Effective leadership
Cooperative Learning (CL) is an educational situation
in which students are required to work together in
small groups or teams to support each other in order
to improve their own learning and that of others.
CL goes beyond merely seating students together;
simply telling them they are a group does not mean
they will cooperate effectively. For students to behave
cooperatively, and to reach their full potential within a
group or team, they will need some essential elements.
Decision-making
Trust-building
Communication
Conflict resolution
Helping and asking for help
Organisation
Self-esteem and self-confidence
What are the basic principles
of Cooperative Learning?
(Johnson, Johnson & Holubec, 2008)
Our students aren’t born knowing how to behave in a
group. We have to teach them, giving them models,
and opportunities to practise these skills.
1. Positive interdependence
5. Group processing
Students perceive that they need each other in order
to complete the group’s task. Every student in a small
group must contribute to the learning of the group,
and each member needs the others to complete the
task. We can enhance positive interdependence by
establishing mutual goals which “will help each student
to learn and make sure all other team members learn”
(Johnson, Johnson & Holubec, 2008).
Developing CL methodology is not easy at first, nor
are the effects immediate. Difficulties within the
groups, resources and management may arise. That is
why formative assessment is needed. This assessment
involves both teachers and students.
2. Individual accountability
One way of structuring group assessment is by:
Listing at least three member actions that helped the
group be successful (students).
Listing at least one action that could make the group
even more successful (students).
“Each student’s performance is assessed and the results
are given to that student and the rest of the members
of the group” (Johnson, Johnson & Holubec, 2008).
Therefore each member of the group is responsible for
completing their part of the work and must develop
a sense of personal responsibility towards him or
herself and the rest of the group, because individual
performance will affect not only one’s own result, but
also the rest of the members’ results.
We need to know the strong and weak points in order to
make the right decisions and develop the methodology
in the right direction.
3. Promotive interaction
Why Cooperative Learning?
“Students promote each other’s learning by helping,
sharing, and encouraging efforts to learn” (Johnson,
Johnson & Holubec, 2008). CL implies face-to-face
interaction. Students need not only to discuss and agree
but also to produce a piece of work through combined
effort, because Cooperate Learning is not about
working individually and make a ‘cut-and-paste’ final
product.
The benefits of using CL are supported by theory and
are well established by classroom research.
4. Social abilities
Students need interpersonal skills in order to be
successful. Some of them are:
Monitoring the groups and giving feedback on how
well the groups are working together and the class
as a whole (teacher) (Johnson, Johnson, & Holubec,
2008).
There are several reasons why CL works as well as it
does:
Students learn more by doing something active than
by simply watching and listening, and CL is by nature
an active method.
Cooperation enhances learning. Weak students
working individually tend to give up when they get
stuck, but when working as a part of a team they
keep going.
26/09/14 15:34
When strong students help and work together with
weaker students, they often find gaps in their own
understanding and fill them in.
Students working alone may tend to delay or skip
their assignments, but when they work as a part of
a team and realise that others are counting on them,
they will often feel more motivated and do the work
in a timely manner.
Nevertheless, we should never forget that the benefits
of CL are not automatic, and it takes time to work in a
cooperative way.
Cooperative Learning structures
(UNT, 2008)
Once the teacher has determined the objective of the
lesson, he or she can select a structure that will provide
the optimal learning experience for the student in a
cooperative context. Learning structures are available
for almost any learning situation.
Timed pair share
In pairs, students share with a classmate for a
predetermined time while the classmate listens.
Then they switch roles. (Kagan & Kagan, 2009)
Think-Write-Pair Share
In teams, students write or draw their own ideas
before they pair up to discuss them with a partner.
This allows students to more fully develop their own
ideas before sharing.
1. Students write their ideas.
2. Students pair up and discuss their ideas with a
partner.
Teammates consult
In teams students discuss an answer and nobody
writes it down until all of them come to an
agreement.
1. Students put their pencils down in the centre of
the table.
2. Teammates discuss the question. All members of
the team contribute, but all do not have to agree
on one answer.
Steps for the Strategy:
3. When everyone on the team is ready with an
answer, team members pick up their pencils and
write the answer.
1. Students are paired and work in pairs.
Team project
2. Present a problem to the students.
3. Provide them with a specific amount of time to
write their answers.
1. Teacher clearly explains project and amount of
time teams have to complete it.
4. Students discus their answers with either their
face or shoulder partners.
2. Teacher assigns roles: materials manager,
reporter, timekeeper, captain…
5. Call on students to share with the class the
answer they have developed with their partners.
3. After distributing materials, teams work to
complete task.
Round robin
In teams, students take turns responding orally.
(Kagan & Kagan, 2009)
1. Teacher asks a question.
2. Students take turns answering the question.
4. Teacher monitors students.
5. Teams share their project with class. This may be
done by creating a chart.
The teacher’s role in Cooperative
Learning
Teachers should reinforce and help the students to
know how to work in a group:
a. Taking care of the different cooperative skills the
students will need to manage in order to work
together effectively and efficiently. This is essential
TEACHER’S BOOK 27
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because all the elements derived from social
interaction in the classroom depend on these
cooperative skills.
b. Turning social interaction into promotive interaction.
Teachers should make students reflect on the way they
address their group mates: what they mean and how
they sound.
c. Creating opportunities for inter-individual information
intake (or processing) making them aware of their
individual accountability.
d. Contemplating group assessment as an instrument
for cooperative reflection to ensure the improvement
of the cooperative structure. Teachers should help
students identify their weak and strong points as a
group and take the necessary actions.
Cooperative skills
Cooperative skills can be classified as (Johnson, Johnson,
& Holubec, 2008):
Organisation skills: those related to group formation
and organisation as well as establishing behavioural
rules.
Encouraging every member to participate
Turn-taking
Forming groups quickly with minimum noise
Staying in the group
Managing noise level
Respecting other members’ personal space
Taking care of materials
Paying attention to the person talking
Respecting everybody’s opinions
Working out skills: those devoted to completing the
tasks and keeping efficient working relationships within
the group.
Reflecting on more efficient procedures
Guiding task procedures
Defining the purpose of the task
Establishing time limits
Expressing approval
Asking for help
Paraphrasing others’ ideas
Resolving conflicts
Making shared decisions by negotiating and reaching
a consensus
Formulation skills: those needed for a deep
understanding of the concepts the students have
acquired.
Summarising
Correcting others and adding information
Scaffolding with previously seen concepts
Creating memorisation strategies
Checking understanding
Explaining how the task should be done
Processing skills: those targeted as raising sociocognitive awareness to cultivate a more in-depth
understanding. For example:
Discussing ideas
Integrating different ideas in one conclusion
Improving the answer of other group member
Verifying and contrasting the work produced with the
instructions given
Team formation
Teachers should form the teams rather than letting the
students to choose their own teammates.
One of the fundamental aspects in structuring CL
activities is the size of the groups. Ideally, form teams
of 3–4 students. Pair work doesn’t usually produce the
diversity of ideas and approaches common to CL. In
teams of five or more, some students are likely to be
inactive.
Make the teams heterogeneous in ability level. In
heterogeneous groups, the weaker students learn
from others, and the stronger students gain a deeper
understanding of the subject by teaching it to their
peers.
The Cooperative Learning session
There should be four different stages in every CL
Session:
1. Activation
This stage works as a warm-up. It is the moment for
eliciting previous knowledge about the topic.
26/09/14 15:35
2. Introduction
The teacher introduces new content. This is the moment
for giving instructions and explaining the “why”.
3. Development
At this stage teamwork comes into action according to
the strategies designed by the teacher.
to reflect on what works and doesn’t work in their
team. If many teams are experiencing the same
problem, spend some time in class on the relevant
cooperative skills. Most of the time, however, the
assessment will show that most teams are working
well.
Expect initial resistance from students.
4. Feedback
Further reading
The feedback will provide very useful information to the
teacher, who checks if the contents have been properly
acquired.
A BR AMI , P.C. (1995). Classroom connections:
Understanding and using cooperative learning. Toronto:
Harcourt Brace.
And last but not least…
JOHNSON, D.W., JOHNSON, R.T. & HOLUBEC, E.J. (2008).
Cooperation in the classroom (8th ed.). Edina, New
Mexico: Interaction Book Company.
If you’ve never used CL, consider starting with small
group activities in class. Once you’re comfortable with
that, try a team project or assignment, up to a level of
CL with which you are comfortable.
K AGAN, S. (1992). Cooperative learning. San Juan
Capistrano, California: Resources for Teachers, Inc.
At the start of the course, explain to students what
they’ll be doing in teams, what procedures you’ll
follow, and what your expectations are.
SLAVIN, R. E. (1990). Cooperative learning: Theory,
research, and practice. Englewood Cliffs, New Jersey:
Prentice-Hall.
Make team assignments more challenging than
traditional individual assignments. CL works best
for challenging problems and activities that require
higher-level thinking skills.
SLAVIN, R. E. (1995). Cooperative learning (2nd ed.).
Boston: Allyn and Bacon.
A term assessment is essential to find out how
students feel about teamwork. Ask the students
U NIVERSIT Y OF N ORTH TEX AS (2008). Classroom best
practices: Cooperative learning. Texas: UNT in
partnership with Department of Teacher Education
and Administration.
TEACHER’S BOOK 29
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UNIT 1
CONTENT
The human body
EVALUATION CRITERIA
The human body: external characteristics.
Know the external parts of the human body.
The human body: internal characteristics.
Identify the different body systems and the related organs.
The senses and the sense organs.
Understand how our senses work and the organs used to carry them out.
Use of ICTs.
results.
and investigations.
and investigations.
group.
report.
032_051_U1_105505_LP.indd 32
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LEARNING STANDARDS
KEY COMPETENCES
PAGES
Observes, identifies and describes the external parts of the human body.
MST, LIN
7–9
Identifies and describes the different body systems: circulatory system, respiratory
system and digestive system.
MST, LIN
10, 11
Identifies and describes the organs involved in the circulatory system, respiratory system
and digestive system.
MST, LIN
10–15
Starts to understand the role the body systems play in the life processes of human
beings: nutrition, reproduction and interaction.
MST, LIN
10–15
Explains how the different senses work and which organs they use.
MST, LIN
12–15
Identifies the role our senses play in the process of interaction.
MST, LIN
12–15
Identifies some problems related to our senses.
MST, LIN
16, 17
MST, LTL
9, 16, 17
MST, LTL
9, 6, 16
making.
LTL, AUT
16, 17
LTL, DIG
16, 17
results.
MST, LTL, AUT
16
LTL, AUT
9, 16, 17
SOC, LTL
7, 17
images.
LTL, AUT
9, 16
AUT
16, 17
LIN, LTL, AUT
16
LIN, LTL, AUT, DIG
16
TEACHER’S BOOK 33
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UNIT 1 The human body
UNIT INFORMATION
UNIT SUMMARY
In this unit pupils will review and extend their
knowledge of the human body, looking at different
parts of the body and the five senses. They will
also be introduced to three vital body systems: the
circulatory system, the respiratory system and the
digestive system.
At the beginning of the unit pupils will revise parts
of the body and the five senses. This subject area
is covered in the opening illustration with the help
of the course characters, Carla and Alex, who are
on a school trip to a doctor’s surgery. The school
trip continues in the story and, on their return
to school, Alex and Carla carry out a School trip
project to review all the parts of the body they have
learned. These opening pages are designed to test
pupils’ prior knowledge and ease them into the
subject matter of the unit, provoking interest and
participation.
They will move on to study body systems and look
at how our sense organs work. This is a new area of
study for the pupils and one that requires a high level
of language and knowledge acquisition. Therefore,
the aim of this unit should be to introduce pupils
to the subject matter, focusing on the idea that our
body is made up of systems that work together like
a complex machine and less on the detail of how the
systems work.
EXPERIMENT
Find out
In this unit your pupils will learn to appreciate how
important our senses are and how people with a
sensory impairment can use special objects or tools to
carry out everyday activities. Throughout the unit, try
to encourage pupils to think about:
prepare an optical illusion to test how the brain can be
tricked into seeing something.
• white card
• a pencil
• colouring materials
• tape
Further ideas
Pupils could find more optical illusions on the internet
and make posters to display around the school for
other classes to enjoy.
You could show pupils how cartoons also trick our
brain into seeing moving images by making simple
cartoon flip books.
• how we use our five senses every day and how we
would feel if you lost the use of one of them.
• how important it is to look after our bodies, focusing
on looking after our eyes and ears.
• how we should be aware that the people around us
may have a sensory impairment and that we should
be sensitive to their needs.
Think about it
The Think about it page in this unit focuses on visual
impairment. The intention of this section is to focus
on how modern day inventions and tools can make
it easier for people who cannot see well to adapt to
everyday life and continue enjoying their autonomy.
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EVALUATION MATERIAL
Teachers section of the digital component and printed.
• Unit diagnostic test: provides an overview of
knowledge.
• End-of-unit test: in addition to the Review section
unit content.
• Class unit evaluation grid: based on the evaluation
criteria and learning standards of the unit.
DIGITAL RESOURCES
Presentations
Song lyrics
Listen to the song Five senses and follow the lyrics
line by line.
get the pupils to predict the next steps (with
their books closed) or to focus their attention
on each step as they carry out the project
themselves.
Activities
• Labelling: pupils label a diagram of an eye by
dragging and dropping the names of its parts.
• Spelling: drag and drop letters to spell different
parts of the body.
body systems and guess the missing words, which
are revealed by clicking the spaces.
Poster
Unit 1 poster Our skin focuses on describing texture
and surfaces. You can use the poster in the following
ways:
poster individually and tell you something about it
before they line up to leave (before lunch, change
of class, etc.).
• When you are studying page 15, use the poster to
help you input new vocabulary.
• To review page 15, ask pupils to choose a texture
on the poster and find an object in the class with
the same texture.
Videos
Teachers
Digital flashcards and wordcards: sight, hearing,
smell, taste, touch
TEACHER’S BOOK 35
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UNIT 1
PAGES 6–7 The human body
02
The human body
The human body is an amazing,
complex machine. It is made
up of different parts that have
different functions. These parts are
called organs. They work together
so we can breathe, eat food and
6
1 Name the parts of the body you
7
can see in the picture.
move blood around our body.
Our eyes, ears, nose, tongue
and skin are also organs. They
2 Point to someone who is using
their senses.
help us to interact with
the world around us.
3 Find someone who is taking
care of their body.
4 Who is not behaving properly?
03
eye
tongue
skin
nose
ear
6
7
006_019_U1_LOMCE_1T_105503.indd 6-7
PAGE SUMMARY
The aim of the unit opener is to develop your pupils’
know about the topic of the unit. Use the picture to
elicit vocabulary related to the human body and the
five senses, as well as action verbs that describe what
is going on in the scene and elements to describe
the various characters and objects. Get your pupils
to work in groups to complete activities 1–4 and
to have fun listening to the song and completing
activity 5.
LANGUAGE
• Question words: who, how many, etc.
• Prepositions of place: in, on, under, next to
• There is / are
• Vocabulary: heart, lungs, skeleton, joints, bones,
five senses, ongue, eye, nose, skin, ear
30/07/14 12:01
•Ifyouareusinganinteractivewhiteboard,focusonly
on the illustration of the doctor’s surgery, not the
questions. Either elicit ideas (There’s a girl washing
her hands; Carla is checking her height, etc.) or ask
questions indicating each part of the picture: What’s
Alex doing? What can you see outside the door?
•Alternatively, use the interactive whiteboard writing
an area of the picture and describe what they can see.
Help them to produce full, correct sentences.
•Find the magnifying glass in the picture. Give your
class the following clues to help them find it: It is in a
girl’s pocket. She is playing a game. There is a girl
playing hide and seek by the table. It’s in her pocket.
MAIN ACTIVITIES
•Readtheunitintroductionatthetopofpage7.Pupils
can do a choral reading of the text (see Helpful tips,
pages 20–23).
•Youcanplaytheaudiooftheunitintroductionfirst,with
the pupils reading along with it, and then ask one or two
pupils to read out loud. This way, pupils will feel more
self-assured when it comes to pronouncing new words.
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•Divide the pupils into small groups to answer the
questions at the top of page 7. Then invite different
groups to compare their answers with each other.
1
Name the parts of the body you can see
in the picture.
•Elicittheorgansofthefivesenses.Pointoutthemodel
of the human torso on the shelf in the background
and see if they can name any internal organs. They
might know the words brain and heart, which they
will see again in the story. Open answer.
2
Point to someone who is using their senses.
•Tell pupils to find examples of people using their
senses in the picture. Some ideas include – Sight: the
boy doing an eye test. Hearing: girl with a stethoscope.
Smell: boy smelling a flower. Taste: the girl licking
a lollipop. Touch: the boy touching the other boy’s
shoulder because he cannot see.
3
Find someone who is taking care of their
body.
•Ask pupils which people in the picture are looking
after their bodies. The girl washing her hands and the
boy doing an eye test.
4
Who is not behaving properly?
•Ask the pupils which children in the picture are not
behaving well. The boy and girl chasing each other
and hiding under the table.
5
Listen to the song. Point to the words
you hear.
•Focusthepupils’attentiononthefivephotos.Askthem
to read and repeat the words. Check for understanding.
•Play the song Five senses (CD1 track 03) and ask
pupils to point to the words that they hear. Then play
the song a second time and encourage pupils to sing
along (you can use the Song lyrics section on the
digital component to display the song line by line and
listen to the song). Nose, ear, skin, tongue, eye.
CD1 • track 03
Five senses, five senses
All together, the world is clear [x2]
I can smell a pretty rose
Smell, smell with my nose
I can hear people talk
Hear, hear with my ear
Cold water on my hands
Feel, feel on my skin
A tasty lollipop
Taste, taste with my tongue.
Things around me, colours and shapes
See, see with my eye.
Five senses, five senses
All together, the world is clear [x2]
•Play the Stand up, sit down game using the song
to review the vocabulary of the sense organs. Pupils
stand up and sit down quickly every time they hear
one of the sense organs.
+ EXTRA IDEAS
•Show images of other animals’ sense organs,
encourage reactions and discuss why these may have
developed in such ways (a bat’s ears, a pig’s nose,
etc.).
ANSWERS AT A GLANCE
1 Open answer.
2 Some ideas include – Sight: the boy doing an
eye test. Hearing: the girl with a stethoscope.
Smell: the boy smelling a flower. Taste: the girl
licking a lollipop. Touch: the boy touching the
other boy’s shoulder because he cannot see.
3 The girl washing her hands and the boy doing
an eye test.
4 The boy and girl chasing each other and hiding
under the table.
5 Nose, ear, skin, tongue, eye.
TEACHER’S BOOK 37
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UNIT 1
PAGES 8–9 A trip to the doctor
A trip to the doctor
countryside
8
1
Alex and Carla’s school trip project
Listen and read.
Alex and Carla are learning
about the human body ...
A
B
Here are
9
Look at Alex and Carla’s project, then answer the questions.
the arms.
Parts of the body poster
hand
And here
04
are the legs.
Hi Alex and
We can
Of course!
show you.
Carla! Do you
Arms and
know any parts
legs are
of the body?
limbs.
C
And these
LIMB
HEAD
D
Your heart
is inside
are the
your chest.
knees.
elbow
TORSO
These are
the elbows.
arm
Elbows
and knees
are joints.
The brain
Your brain
and the heart
is inside
are organs.
your head.
hip
knee
leg
2
Look at the story. Then read the descriptions below
and match them to the pictures.
1. This is a lower limb.
2. These protect our eyes from dust in the
air.
LIMB
A
B
C
4. This is the middle part of our body.
1 Copy the picture and the words in your notebook. Add four
more words to the picture.
3. This is a joint. It helps us move our arms.
2 Alex wants to add the word knuckle to the picture. Where can
E
we find this joint? Add the word.
D
5. This is the organ we use to smell.
3 Name the three main sections of the body. Do other animals
have the same main sections?
8
9
006_019_U1_LOMCE_1T_105503.indd 8-9
PAGE SUMMARY
This double-page spread opens with a story in which
your pupils have the opportunity to see Carla and
Alex at a particular moment of their school trip to
the doctor’s surgery. Carla and Alex are talking
to the doctor and showing their knowledge of parts
of the body. The story is reinforced with an exam
style matching activity that is related to the story
and opening double-page spread. On page 9, the
pupils can study Carla and Alex’s school trip project
about parts and sections of the body.
30/07/14 12:01
•Play the Five senses song (CD1 track 03) and
encourage pupils to sing along.
•Play Simon Says to review the parts of the body.
(Simon says touch your elbow/knee).
•Playamemorygamewiththeopeningillustrationon
pages 6 and 7. With their books closed, pupils tell you
details they can remember from the illustration.
MAIN ACTIVITIES
1
LANGUAGE
• Present simple of the verb to be
• Vocabulary: arms, legs, knees, elbows, chest,
head, brain, heart, limbs, joints, organs, eyelashes
• Extra classroom materials: magazines for cutting out
pictures of people for the school trip project; sticky
notes
Listen and read. (CD1 track 04)
•Draw the pupils’ attention to the story at the top of
page 8 and explain to them that they are going to
listen to a story about Alex and Carla’s trip to a doctor’s
surgery. Say Let’s listen and read. Play the audio.
•Ask pupils to look at each of the illustrations and
describe what is happening in each one using their
own words. For example, Carla is moving the skeleton’s
arms; Alex is bending the skeleton’s elbows.
•Divide pupils into groups of three and ask them to
choose a character from the story – Alex, Carla or the
doctor. Pupils then read their part of the story aloud in
their small group. You can invite a group to the front
of the class to act the story out.
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2
Look at the story. Then read the
descriptions below and match them to
the pictures.
•Thisactivityaimstointroducesomenewvocabulary,
reinforce what pupils have learned in the story and
refresh concepts studied in previous levels. Give pupils
clues to help them: We use this part of our body
for moving, walking, running, kicking, etc. 1–B
(leg), 2–D (eyelashes), 3–E (elbow), 4–A (torso), 5–C
(nose).
SCHOOL TRIP PROJECT
•Beforethepupilsopentheirbooks,elicitthedifferent
parts of the body included in the photo on page 9
using your body as a model. Ask a volunteer to come
to the board and draw a head. Ask another volunteer
to draw a simple torso. Finally ask a volunteer to draw
limbs.
•Explain to the pupils that following their trip to the
doctor’s surgery, Alex and Carla have done a project
to summarise what they have learned about parts of
the body.
•Tellpupilstolookatthephotoonpage9andaskfor
volunteers to read the words.
1 Copy the picture and the words in your
notebook. Add four more words to the picture.
•Tellthepupilstocopythepictureandwordsfromthe
book and add at least four more words, then share
their ideas with a partner. You could prepare an outline
drawing of a body for the pupils or they could cut out
pictures from magazines. Encourage peer correction
of spelling if appropriate. Open answer.
2 Alex wants to add the word knuckle to the
3 Name the three main sections of the body.
Do other animals have the same main sections?
•Useimagesfromtheinternetortheflashcardsfrom
units 4, 5 and 6 to show different animals and identify
their body parts. If you are using an interactive
whiteboard, ask for volunteers to come up to the
board and label the parts of the body on the animals.
Lots of different types of animals have a head, a torso
and limbs.
•Reviewvocabularyandspellingofpartsofthebody.
Divide the pupils into small groups. Hand out sticky
notes and ask the pupils to choose one member of the
group to be a model. The rest of the group label their
classmate with the parts of the body written on sticky
notes.
+ EXTRA IDEAS
•Pupilsfindpicturesofdifferentanimalsathomeand
make a display. They label the body parts they can see.
ANSWERS AT A GLANCE
Page 8
2 1–B (leg), 2–D (eyelashes), 3–E (elbow),
4–A (torso), 5–C (nose).
Page 9
1 Open answer.
2 We can find this joint in our hands.
3 Lots of different types of animals have a head, a
torso and limbs.
picture. Where can we find this joint? Add the
word.
•Thiswillbeanewwordforpupils.Knockontheboard
and ask them to do the same on their tables. Elicit
the idea that we are using our knuckles to make the
noise. Drill pronunciation. Point out the silent k and
ask if they can think of another part of the body with
a silent k (knee). Ask them to add the new word to
their picture. We can find this joint in our hands.
TEACHER’S BOOK 39
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UNIT 1
PAGES 10–11 Body systems
05
Body systems
10
06
Our body is like a complex machine. It has lots of parts that
work together. The most important parts are called organs and
Respiratory system
they form body systems. We are going to look at three body
systems: the circulatory system, the respiratory system and
the digestive system.
The respiratory system is a group of organs
that work together to help us breathe.
11
nose
We breathe in air through our nose and
mouth.
Circulatory system
The air goes down into our lungs.
The circulatory system moves blood through the heart and
around the body in the arteries and veins. Blood gives our
body nutrients and oxygen.
mouth
07
Oxygen is passed to the circulatory
system, where it moves around our body.
We breathe in oxygen and breathe out
carbon dioxide.
atriums
lungs
Digestive system
arteries
ventricles
veins
The heart is divided into four
parts: the left and right
atriums and the left and
right ventricles.
Did you know?
and digestive systems.
2 Explain how each body system works. Draw diagrams
to help you.
08
mouth
We take in food through our mouth.
It passes down into our stomach and
intestine.
The intestine separates the nutrients from
the waste and expels the waste from our
stomach
body.
heart
1 Name the organs that form the circulatory, respiratory
The digestive system is a group of organs
that work together to help us digest food.
If you put an adult’s circulatory
system in a straight line, it
would be almost 100 000 km
long. It
could go
2.5 times
around
the Earth!
2.5
The nutrients are passed to the circulatory
system, where they move around the body.
intestine
3 Think of three things that are bad for our respiratory system.
4 Our intestine is divided into two parts: the large intestine
and the small intestine. Find out how long they are.
10
11
PAGE SUMMARY
This double-page spread introduces pupils to three
body systems: the circulatory system, the respiratory
system and the digestive system. There is a lot of
new vocabulary and concepts on this double page.
Do not expect pupils at this stage to absorb all of the
information; the main learning aim is to understand
how internal organs work together to carry out vital
functions and how each organ has a particular role.
LANGUAGE
• Questions words: where, what, why, etc.
• Vocabulary: circulatory system, respiratory
system, digestive system, heart, arteries, veins,
nutrients, oxygen, atriums, ventricles, lungs,
carbon dioxide, stomach, intestine, breathe in,
breathe out, digest, expel, separate
•If you are using an interactive whiteboard, click
on the opening text on page 10 and highlight the
first sentence, Our body is like a complex machine.
Alternatively, ask pupils to open their books on
page 10 and point to the first sentence. Write the
word machine on the board and ask for examples of
machines, e.g. car, robot. Write them on the board.
Elicit ideas of why the human body is like a machine.
(It can do lots of different things, we move, run, talk,
it has lots of parts). Explain that they are going to learn
about three body systems that help our bodies work
like machines; The circulatory system, the respiratory
system and the digestive system.
MAIN ACTIVITIES
Page 10, Body systems (CD1 track 05)
•Readtheintroductiontextwiththeclass.Modelthe
pronunciation of circulatory, respiratory, and digestive.
Ask pupils to look at the illustrations on pages 10 and
11 and predict in pairs what the three systems do.
Moves blood around our body, helps us breathe, helps
us eat.
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Page 10, Circulatory system (CD1 track 06)
•Beforeyoureadthetext,askpupilstolookatthetwo
illustrations and examine the heart, the arteries and
the veins and describe them. Veins are / look blue,
arteries are / look red, our heart is made up of two
parts, etc. This is a good moment to draw the pupils’
attention to the Did you know? box.
•Readthetextonpage10andcheckunderstanding.
What moves through the heart and in the veins
and arteries? What does blood give our bodies?
Page 11, Respiratory system (CD1 track 07)
•Before you read the text, ask pupils to look at the
illustration.Readoutthelabelsandgetthepupilsto
point to their nose, their mouth and their chest area
as you say the words.
You can ask direct questions or ask pupils to finish
your sentences in chorus. The respiratory system
helps us ... ; we breathe in oxygen and we breathe
out ... .
Page 11, Digestive system (CD1 track 08)
•Before you read the text, ask pupils to look at the
illustration.Readoutthelabelsanddrillpronunciation.
Ask them to point to their mouth and the area of their
stomach and intestine.
What does the digestive system help us do? Food
goes through our mouth and passes down into
our... ; The intestine separates the nutrients from
the ... .
1
Name the organs that form the circulatory,
respiratory and digestive systems.
•Encouragepupilstowritetheiranswersinaclearlist
or table to help them revise later. Circulatory system:
heart. Respiratory system: nose, mouth, lungs.
Digestive system: mouth, stomach, intestine.
2
Explain how each body system works.
Draw diagrams to help you.
3
Think of three things that are bad for our
respiratory system.
•Use this activity to encourage pupils to think about
how important it is for us to take care of our bodies.
They can work in small groups or it can be done as
a class brainstorming activity on the board. Pollution,
illnesses such as colds and flu, smoke, pollen, etc.
4
Our intestine is divided into two parts: the
large intestine and the small intestine. Find out
how long they are.
•This activity can be done at home with the help of
parents or in small study groups on a computer or in
the library. Large intestine about 1.5 m. Small intestine
about 6.7 m.
•Testthepupilsonafewbasicconceptsfrompages10
and 11 using error correction. Ask pupils to correct
your mistakes. The circulatory system moves water
around our bodies. We breathe in through our
nose and stomachs. We take in food through our
ears. You can make the incorrect words comical.
+ EXTRA IDEAS
•Play Odd one out with the body systems. Say the
odd one out: blood, veins, mouth; mouth, stomach,
lungs, etc.
ANSWERS AT A GLANCE
1 Circulatorysystem:heart.Respiratorysystem:
nose, mouth, lungs. Digestive system: mouth,
stomach, intestine.
2 Open answer.
3 Pollution, illnesses such as colds and flu, smoke,
pollen, etc.
4 Large intestine about 1.5m. Small intestine
about 6.7m.
•Encourage pupils to draw very simple diagrams in
their notebooks. In pairs, ask them to explain in their
own words how each system works. Open answer.
TEACHER’S BOOK 41
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UNIT 1
PAGES 12–13 Sight and hearing
09
Sight and hearing
12
Our eyes and ears are organs
How our eyes and ears work
Our senses tell us about the world around us. They allow us to
interact with our environment. Read the information and look
Our brain is the control centre of our body. It reads signals
from our eyes and ears and tells us what we can see and hear.
How do we see things?
Sight
1
eyebrow
10
Our eyes are the organs of sight. We can see
different shapes, sizes and colours.
eyelid
The pupils are black but the iris can be
different colours.
Our eyes are very delicate and are protected by
the eyebrows, eyelashes and eyelids. These
stop sweat and dust getting into our eyes.
2
iris
outer ear
middle ear
inner ear
3
The brain reads the
signals and tells us what
we can see.
The retina sends the
information to the
brain.
How do we hear things?
4
1
Our ears are the organs of hearing. We can
hear loud sounds and quiet sounds.
4
Light reflects off an
object and enters the
eye through the pupil.
The light goes through
the lens and makes an
image on the retina at
the back of the eye. The
image is upside down.
eyelashes
pupil
Hearing
11
13
at the pictures to find out more about sight and hearing.
Sound waves enter
through the outer ear.
canal
The brain reads the
signals and tells us what
we can hear.
Our ears have three parts: the outer ear, the
middle ear and the inner ear.
Our ears are very delicate. Earwax is a sticky
substance inside our ear canal. It protects our
ears from dirt and infection.
2
earwax
eardrum
1 What colour are the pupils? And the iris?
3 What does Earwax do?
2 Name the parts of the eye that protect it.
4 Name the control centre of the body.
What does it do?
3
The waves hit the
eardrum in the middle
ear and make it vibrate.
This makes the liquid in
the inner ear move and
send signals to the brain.
5 In pairs, look at each other’s eyes and identify the
different external parts of the eye.
6 What can we do to look after our eyes and ears?
12
13
006_019_U1_LOMCE_1T_105503.indd 12-13
PAGE SUMMARY
On this double-page spread pupils revise the senses
of sight and hearing. This subject matter will be
familiar to them by now. The different parts of the
eye and the ear, however, will be new vocabulary and
should be the focus of this page. Page 13 introduces
the pupils to a detailed explanation of how our eyes
and ears work. Depending on the level of your class,
this can be done in greater or lesser detail. The
important learning aim is to provoke interest in how
amazing the processes of sight and hearing are.
LANGUAGE
• Questions words: where, what, why, etc.
• Sequence words: then, next, after that, etc.
• Vocabulary: sight, pupil, iris, lens, retina,
eyebrow, eyelid, eyelashes, sweat, dust, hearing,
outerer, middlear, inner ear, eardrum, earwax;
interact, protect, reflect, vibrate; sticky
30/07/14 12:01
•Askpupilstoworkinpairsorgroupsandbrainstorm
the human organs they know so far. Encourage them
to think about body systems and the sense organs,
which they have studied previously in the unit. Ask for
volunteers to share their ideas and spell the words out
loud. Add them to the board and correct spelling as a
group if necessary.
•Tellpupilstoclosetheireyesanddescribewhatthey
see. Nothing, red, patterns, etc. Ask them to explain
how we close our eyes and elicit the word eyelid.
You can explain the meaning of the word lid in other
contexts. A lid on a box closes the box.
•Writethewordeyelid on the board and ask them to
think of two other parts of the eye that start with the
word eye. You can write the next letter to help them
or point. Eyelashes, eyebrow.
MAIN ACTIVITIES
Page 12, Our eyes and ears are organs (CD1 track 09)
•Askpupilstoopentheirbooksonpage12andread
the introduction text. Brainstorm what we can see
and hear. Shapes, colours, sizes, loud sounds, quiet
sounds, etc.
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Page 12, Sight (CD1 track 10)
•Beforeyouread,drawthreecolumnsontheboard:What
we can see; Parts of the eye; Protection. Give pupils time
to read quietly and think about words for each column.
•Add their suggestions to the board. Read the text
again as a group (see Helpful tips, pages 20-23) and
check pronunciation of the main parts of the eye.
1
What colour are the pupils? And the iris?
•Start the sentences on the board and ask pupils to
complete them in their notebooks. Ask them to add
what colour their iris are. Pupils are black and irises
can be different colours. My irises are (blue).
2
Name the parts of the eye that protect it.
•Askthepupilstoclosetheirbooks,drawapictureof
an eye and label the parts that protect it from sweat
and dust. When they have finished, ask them to open
their books and check their spelling. Eyebrow, eyelid,
eyelashes.
5
In pairs, look at each other’s eyes and
identify the different external parts of the eye.
•Thisactivityisacombinationofactivities1and2but
interactive. Allow pupils time to really examine each
other’s eyes and look at the way the pupil changes
size. Pupil’s identify the eyelid, eyebrow, iris, pupil and
eyelashes.
Page 12, Hearing (CD1 track 11)
•Draw the three columns on the board again for the
hearing text: What we can hear; Parts of the ear;
Protection. Give pupils time to read quietly and think
about words for each column.
•Add their suggestions to the board. Read the text
again as a group (see Helpful tips, pages 20-23).
3
What does earwax do?
•Pupilsanswerthequestionintheirnotebooks.Earwax
protects our ears from dirt and infection.
Page 13, How our eyes and ears work
details of how the eye and ear works is complex so
use the illustrations and text boxes to provoke interest
in the process, rather than focusing on the details.
4
Name the control centre of the body.
What does it do?
•Askpupilstowriteafullsentenceintheirnotebooks.
You can give them the key words to help them. The
brain is the control centre of the body. It reads signals.
6
What can we do to look after our eyes
and ears?
•Pupils can work in small groups or answer the
question at home with the help of their parents. Wear
sunglasses, glasses, visit the doctor, wear ear plugs
when swimming etc.
•PlaytheAlphabet game to list things we can see in the
classroom. Pupils have to suggest something for each
letter of the alphabet (objects, colours, sizes).
+ EXTRA IDEAS
•Usetheinternettoshowpupilstheamazingarrayof
eye colours. Carry out a class survey to see which is
the most common eye colour in the class.
ANSWERS AT A GLANCE
1 Pupils are black and irises can be different
colours.
2 Eyebrow, eyelid, eyelashes.
3 Earwax protects our ears from dirt and infection.
4 The brain is the control centre of the body. It
reads signals.
5 Pupil’s identify the eyelid, eyebrow, iris, pupil
and eyelashes.
6 Wear sunglasses, glasses, visit the doctor, wear ear
plugs when swimming, etc.
•Drawapictureofabrain,aneyeandanearonthe
board. Say We see and hear things because our
eyes and ears send signals to our brain. Draw
movement lines to illustrate this. At this age, the
TEACHER’S BOOK 43
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UNIT 1
PAGES 14–15 Smell, taste and touch
Smell, taste and touch
14
Our skin
Our nose and tongue work together
brain
Smell
Our skin is the organ we use to touch.
Our nose is the organ we use
to smell.
12
Air enters the nose through the
nostrils.
Our body is covered in skin. It is the largest
organ in the human body.
olfactory nerve
Sensory nerves send this information to our
brain.
nostrils
nerves
Taste
Our tongue is the organ we
use to taste.
13
14
Our skin can tell us if something feels soft or
hard, hot or cold, rough or smooth.
The olfactory nerve sends
information to our brain which
tells us what we can smell.
We can smell about 10 000
different odours.
15
Touch
Our tongue is covered in taste
buds. These identify different
tastes.
Nerves send information about
the different tastes to our brain.
We can identify four basic
tastes: sweet, salty, bitter and
sour.
sensory nerve
tongue
hot
smooth
hard
cold
rough
soft
taste buds
bitter
sour
Certain parts of our
tongue are more
sensitive to tastes than
other parts.
salty
sweet
Link it up
4 Explain why touch is such an an important sense. Do you
Which other living things have
different senses like we do?
think taste and smell are as important?
1 What does the olfactory nerve do?
2 Honey is sweet. Point to where we taste
sweet things.
3 Draw a diagram of the tongue and four
foods that taste sweet, sour, salty and
bitter. Match the foods to the tongue.
5 Make a list of rough and smooth objects.
6 Discuss why the skin on our fingertips is so sensitive.
14
15
006_019_U1_LOMCE_1T_105503.indd 14-15
PAGE SUMMARY
On this double-page spread the pupils revise the
senses of smell, taste and touch. This subject matter
will be familiar to them by now. The main learning
aim is to further their knowledge of how we smell,
taste and touch and which organs and parts of the
body work together to do so. It is probably the first
time they will reflect on how taste and smell are
connected.
LANGUAGE
• Vocabulary: nostrils, olfactory nerve, odour, taste
buds, skin, sensory nerve; sweet, salty, bitter, sour,
hot, cold smooth, rough, hard, soft
• Unit 1 poster
30/07/14 12:01
•Bring in some perfume or air freshener and spray it
before the class starts. Ask pupils what it smells like.
Write their ideas on the board.
•Put pupils in small groups and ask them which smells
they like and dislike. They can draw pictures to illustrate
their ideas.
•Bringinobjectstodoasmelltestortastetest.Youcan
either tell pupils to categorise the smells and tastes as
good or bad, or blindfold pupils and tell them to guess
what they are smelling or tasting. Try to elicit some of the
key vocabulary from the texts: salty, sweet , bitter, sour.
•Passarounddifferentobjectsorsubstancesandaskpupils
to think of words to describe how they feel; soft, hard,
smooth, rough, hot, cold. Alternatively, put objects in a
bag and ask volunteers to feel one of the objects without
looking, guess what it is and describe how it feels.
MAIN ACTIVITIES
Page 14, Our nose and tongue work together
Smell (CD1 track 12); Taste (CD1 track 13)
•Askthepupilstolookandlistentoyouandkeeptheir
booksclosed.Readoutthetextsaboutthesensesof
smell and taste or play the audio. As you read or listen,
point to the parts of the body as they are mentioned
to help the pupils understand the vocabulary.
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•Tellpupilstoopentheirbooksonpage14andread
the texts as a group. You can use the Read and repeat
activity (See Helpful tips, pages 20-23).
1
What does the olfactory nerve do?
•If you are using an interactive whiteboard, ask pupils
to close their books and zoom in on the illustration.
Ask pupils to complete the sentence: The olfactory
nerve sends
to our
. You can write the
sentence on the board and ask for volunteers to spell
the words information and brain. They can copy the
sentence in their notebooks. The olfactory nerve sends
information to our brain.
2
Honey is sweet. Point to where we taste
sweet things.
•Ask pupils to point to their tongue. Ask them to
examine the illustration and point to the part of the
tongue we use to taste sweet things. Pupils point to
the tip of their tongue.
3
Draw a diagram of the tongue and four
foods that taste sweet, sour, salty and bitter.
Match the foods to the tongue.
•Encourage pupils to think of different foods or they
can add the examples used in class from the opening
activities. Open answer.
5
Make a list of rough and smooth objects.
•Pupils can work in small groups. You can make
classroom posters to display their ideas. Open answer.
6
Discuss why the skin on our fingertips is so
sensitive.
•Encouragepupilstoclosetheireyesandtouchthings
with their fingertips and then with the back of their
hands to see how different the sensation is. We can
explore and identify (very small) objects. It warns us
about dangers.
•PlayMemory with wordcards of key vocabulary from
pages 12-15. (See pages 20-23 for instructions of
how to play and for more wordcard games.)
+ EXTRA IDEAS
•Draw the pupils’ attention to the word odours.
Ask Can you think of words to describe odours?
Sweet, strong, nice, disgusting, fruity, etc. Test them
with different objects.
•Toprovehowournoseandtongueworktogether,do
a taste test. Ask pupils to hold their noses to begin
with, then let go. What do they notice? Have they
ever done this with food they don’t like?
Page 15, Touch (CD1 track 14)
ANSWERS AT A GLANCE
•Askpupilstoopentheirbooksonpage15.Youcan
play the audio and encourage the pupils to read along
in their books or use one of the reading activities on
page 20.
1 The olfactory nerve sends signals to our brain.
•Providepupilswithtimetolookatthephotosonpage
15. Ask pupils to find examples of objects with these
properties in the classroom.
3 Open answer.
4
Explain why touch is such an important
sense. Do you think taste and smell are as
important?
2 Pupils point to the tip of their tongue.
4 Our sense of touch protects us from danger.
5 Open answer.
6 We can explore and identify (very small) objects.
It warns us about dangers.
•Encourage pupils to think about how our sense of
touch protects us from danger. We feel hot things. We
feel pain. Put the pupils into small groups to discuss
the second half of the question. If they had to live
without one, which one would they miss more and
why? Our sense of touch protects us from danger.
TEACHER’S BOOK 45
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UNIT 1
PAGES 16–17 Find out / Think about it
FIND OUT:
16
Optical illusion
THINK ABOUT IT:
Idea:
A different way of seeing the world
We can trick our brain
to see things that are
not real.
Card
Test:
Pencil
A person with visual impairment cannot see very well or
cannot see at all. People who cannot see at all are blind. Some
Colouring
materials
people are born with visual impairment and some people
begin to have problems with their sight as they grow older.
Tape
There are lots of ways of helping people who cannot see. Look
at the pictures and explain how these things help people with
Make an optical illusion of a bird in a cage.
1
17
visual impairment.
2
Cut out two circles. Draw
and colour a bird on one
and a cage on the other.
Visual impairment
audio book
3
Stick the circles of card to
the end of the pencil with
tape.
Spin the pencil and observe
what happens. What do
you see?
guide dog
white cane
pedestrian crossing
braille
Conclusions
1 Discuss other ways visually impaired people can enjoy books.
2 Identify changes we can make to computers so that visually
impaired people can use them more easily.
pencil?
3 What other things can you see in the street and in public
buildings that help visually impaired people do daily
activities?
16
17
006_019_U1_LOMCE_1T_105503.indd 16-17
PAGE SUMMARY
In the first of these two pages (Find out), pupils make
an optical illusion to demonstrate that our eyes
send signals to our brain. The second page (Think
about it) provides your pupils with the opportunity
to learn about living without one of our senses
and how visually impaired people can use specially
prepared objects and tools to help them maintain
their autonomy and carry out everyday tasks.
LANGUAGE
• Imperatives: cut, draw, stick, spin, observe
• Vocabulary: card, cage, optical illusion, trick
• Extra materials: cartoon or animation clip; medicine
boxes with Braille; a blindfold
30/07/14 12:01
FIND OUT
•Ifyouhavetime,showpupilsamomentfromacartoon
or an animation. Animations with plasticine work well.
•Showthepupilstheclipafewtimesthenaskthemto
tell you what they can remember. They will probably
tell you a few things with action verbs (the mouse is
running, the man is driving a car). Add these ideas to
the board.
•Then, show them a still moment from the clip in a
photo or screen shot and ask them if the characters
are moving now. Explain that cartoons are made up
of lots of individual pictures, like the one you have
just shown them, that flick from one to another
very quickly. Our brain sees the cartoon moving. We
cannot see the individual pictures because they move
so quickly.
MAIN ACTIVITIES
•Explaintopupilsthattheywillbemakingasimpleoptical
illusion with basic materials to observe how our eyes trick
our brain into seeing something that is not real.
•Ask pupils to read the steps on page 16. Then, tell
them to write the materials and the three steps in their
notebook. If you are using the book on the interactive
whiteboard, you can play the audio of the steps.
032_051_U1_105505_LP.indd 46
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•Youmaychoosetodothisinvestigationtogetheras
a class or allow small groups to go through the steps
independently.
pencil?
•Give pupils time to enjoy spinning the pencil and
seeing the optical illusion. Encourage the pupils to
answer in full sentences. I/we can see the bird in the
cage. Ask the pupils Is it a clear picture or a blurred
picture? (help pupils with their understanding of the
word blurred). This clarification helps to explain the
idea that our brain is a bit confused by what it sees.
•Ask the pupils What sends signals to our brain
when we see something? Our eyes. Does the
pencil have one picture or two attached to it?
Two. If you move the pencil slowly, can you see
the bird in the cage? No. The illusion happens when
we spin the pencil quickly. It moves so fast that the
two pictures fuse into one and our brain hasn’t got
time to separate the images.
•There are lots of optical illusions for children on the
internet. Put the pupils in groups to investigate in
class on the computer, or ask them to investigate with
their parents at home. They can display their posters
around the school for other children to enjoy.
THINK ABOUT IT
•Ask pupils to imagine what it would be like not to
see. You can blindfold a volunteer. Ask them How do
you feel? Which sense are you using more to help
you? Ask the class Do you know anyone who has
problems seeing? Do they use anything special
to help them? Try to elicit some of the ideas in the
photos.
MAIN ACTIVITIES
•Ask pupils to open their books on page 17 and say
Let’s read about people who cannot see very well
or cannot see at all. If you are using the interactive
whiteboard, you can play the audio and encourage
pupils to read along in their books.
•Then,askpupilstolookatthepicturesanddescribe
what they can see in pairs. You can bring in empty
medicine boxes with Braille and let them touch with
their eyes closed and describe what they feel.
1 Discuss other ways visually impaired people
can enjoy books.
• Ask pupils Have you ever listened to a recorded
story or a book? Did you enjoy it? Do you think it
is difficult to learn to read Braille? Elicit other ways
people can enjoy a book or a story. People can read
stories for them, some e-readers have audio.
2 Identify changes we can make to computers
so that visually impaired people can use them
more easily.
• Put pupils into small groups and ask them to think
about how they would use a computer to write an
email. Encourage them to think of the basic steps
and which of those steps are difficult for someone
with visual impairment. Encourage then to think of
solutions to these difficulties. Braille keyboards, words
on screen electronically spoken, sounds when the
pointer is on an icon.
3 What other things can you see in the street and
in public buildings that help visually impaired
people do daily activities?
• Pupils can start be identifying what is in the photo.
Different surfaces in the metro, and the street, to tell
you are near the edge; automatic doors; sounds, etc.
TEACHER’S BOOK 47
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UNIT 1
PAGES 18–19 Look back: The human body
LOOK BACK:
18
The human body
Study skills
Review
19
1 Match the organs to the systems in your notebook.
1
B
A
Circulatory system
The human body
has
is made up of
three main sections
.....
• .....
• circulatory
• .....
• .....
eyes
• respiratory
• hearing
• limbs
• digestive
.....
• .....
.....
• .....
.....
• .....
.....
2 Use a spider diagram to organise what you know about
body systems.
• Write the main subject in the middle.
• Add legs for each section.
• Add the information to each section.
Tip:
Design yo
ur spider
diagram in
pencil
first. If yo
u make a
mistake yo
u can rub
it out!
C
2
Respiratory system
five senses and
sense organs
E
D
3
Digestive system
2 Which senses are they using? Write.
3 True or false? Copy the sentences and correct the ones that are false.
1. Blood moves around the body through
the lungs.
3. The brain is the control centre of the
body.
2. We breathe in carbon dioxide and
breathe out oxygen.
4. Our respiratory system takes the food we
eat to our stomach and brain.
4 In pairs, talk about ways to look after your eyes. Use the
words to help you.
You
Start today! Crea
te a spider diag
ram to
organise the info
rmation from this
unit.
should
shouldn’t
read
sunglasses in summer.
wear
to the doctor regularly.
go
on the computer too long.
play
in bad light.
18
19
006_019_U1_LOMCE_1T_105503.indd 18-19
PAGE SUMMARY
This double-page spread allows pupils the opportunity
to organise what they’ve learned in the unit by means
of a concept map. They can also learn a new study
skill – pupils design spider diagrams to help them
summarise what they have learned in the unit. On the
Review page, pupils complete activities individually
to check their understanding of material covered in
this unit. Activity 4 is a pairwork speaking activity
to encourage them to create complete, accurate
sentences and identify and use a simple structure
(should / shouldn’t). It is also a peer evaluation
opportunity.
LANGUAGE
• Imperatives: match, write, copy, correct, talk, use,
work
• Should / shouldn’t + infinitive
• Encourage pupils to speak and write in complete
sentences.
30/07/14 12:01
•Playagamewiththeopeningillustrationonpages6
and 7. Pupils look at the illustration and point to what
you describe (you can review a lot of the vocabulary
from the unit using the opening illustration). This
works well on the interactive whiteboard as you can
ask two pupils or teams to come to the board and use
the writing tools to mark their answers. It can be a
race.
•Review vocabulary by playing the Tap it game with
wordcards from this unit (see Helpful tips, pages 20-23).
•Stick the wordcards on the board in reach of the
pupils.
•Dividetheclassintotwoteams.Callapupilfromeach
team to stand in front of the wordcards.
•Give clues, for example: It’s an organ. It helps us
breathe. We can feel them expand when we
breathe in.
•The first pupil to tap the correct card gets a point.
Repeatseveraltimes.
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1 Match the organs to the systems in your
MAIN ACTIVITIES
notebook.
Page 18, Study skills
1. Circulatory system: (A) heart and (c) veins and arteries
2. Respiratorysystem:(D)lungs
•Remindpupilsthatwhenweorganisenewinformation,
it is easier to understand and remember it.
•Focusthepupils’attentionontheconceptmapandask
them to tell you what the missing words are. Encourage
them to make full sentences, such as The human body is
made up of three main sections: head, torso and limbs.
•Tellthemtocopyandcompletetheconceptmapin
their notebooks.
three main sections
has
• circulatory
• torso
.....
• respiratory
• limbs
• digestive
•The first picture shows a girl using her sense of
hearing.
•The second picture shows a boy using his sense of
smell.
•Thethirdpictureshowsaboyusinghissenseoftaste.
five senses and
body .....
systems
• head
.....
2 Which sense are they using? Write.
•Encourage pupils to explain what the children in
the photos are doing and any other observations to
provide some extra speaking practice.
The human body
is made up of
3. Digestive system: (B) stomach and (E) intestine
sense organs
•sight
.....
eyes
• hearing
ears
.....
•smell
.....
nose
.....
•taste
.....
tongue
.....
•touch
.....
skin
.....
2 Use a spider diagram to organise what you
know about body systems.
•If this is the first time your class has used a spider
diagram, spend some time explaining how they help
you learn and how to draw them (they help you make
connections between related concepts and work well
for visual learners).
•Pupils copy the diagram in their notebooks. Remind
them to start in the centre of the page and leave
plenty of space around the sides to add more words
if they want (they could add the five senses to this
diagram, for example).
•Encourage the use of colours and capital letters for
key words.
•ThiscouldbeapairworkactivitydrawnonA3cardto
display later on the wall.
Page 19, Review
3 True or false? Copy the sentences and correct
the ones that are false.
1. False: Blood moves through the arteries and veins.
2. False: We breathe in oxygen and breathe out carbon
dioxide.
3. True.
4. False: Our digestive system takes the food we eat to
our stomach and brain.
4 In pairs, talk about ways to look after your
eyes. Use the words to help you.
• You should wear sunglasses in summer. (To protect
your eyes from bright sun.)
• You should go to the doctor regularly. (So they
can check your health. You can elicit other health
providers if you have time, such as the dentist,
optician, etc.)
• Youshouldn’tplayonthecomputertoolong.(It’s bad
for your eyes. It’s better to do a variety of activities
every day. It is better to do more physical activity.)
• You shouldn’t read in bad light. (It’s bad for your
eyes. It can give you a headache.)
Note: This part of the review can be done with minimal
teacher guidance. You may wish to work through
the activities as a class or in small groups or partners.
Alternatively, you can ask pupils to do them individually
as self-evaluation. This review could also be done as
homework.
TEACHER’S BOOK 49
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UNIT 1
Activity Book answers / Audio CD1 track list
1
UNIT
The human body
3 Cross out the mistake in each sentence. Write the correct
1 Write the parts of the body. Draw lines.
2
word or words.
ear
eyes
6.
2.
arm
mouth
7.
oxygen
b. Blood gives our body nutrients and carbon dioxide.
four
c. The heart is divided into two parts.
works.
2
1
a. Air goes down into our lungs.
elbow
8.
hand
4.
leg
9.
knee
6
4 Order the sentences to describe how the respiratory system
b. We breath in air through our nose and mouth.
3.
3
blood
a. The circulatory system moves food through the heart and around the body.
1.
c. Oxygen is passed to the circulatory system, where it
moves around our body.
3
5 Complete the text about the digestive system.
food
The digestive system is a group of organs that work together to help us digest
mouth
We take in food through our
. It passes down into our stomach and
.
intestine.
food and expels the waste from our body.
circulatory system, where they move around the body.
The intestine separates the nutrients from the
The nutrients are passed to the
5.
foot
ankle
10.
6 Write the words under the pictures.
heart
a
2 Read the definitions and write the joints.
lungs
intestine
stomach
c
b
d
ankle
a. It connects the foot to the lower leg.
elbow
shoulders
hips
b. It connects the lower arm to the upper arm.
c. These connect our arms to our torso.
d. This connects our legs to our torso.
stomach
heart
lungs
intestine
2
UNIT
3
1
7 Look at the photos. Write sentences.
4
9 Order the sentences to explain how we hear.
a. The brain reads the signals and tells us what we can hear.
a
c
b
b. Sound waves enter through the outer ear.
c. The waves hit the eardrum in the middle ear and make it vibrate.
d. The liquid in the inner ear moves and sends signals to the brain.
5
4
1
2
3
10 How do these things taste? Write sentences.
Our ears are the organs Our tongue is the organ
we use to hear.
we use to taste.
Our skin is the organ we
use to touch.
b
a
d
c
e
d
Olives taste bitter.
Cakes taste sweet.
Lemon tastes bitter.
Chips taste salty.
11 How do these things feel? Use the words from the box. You
can use more than one word.
Our nose is the organ we Our eyes are the organs
use to smell.
we use to see.
hot
a
cold
smooth
hard
b
rough
soft
c
8 Complete the sentences using the words in the box.
brain
pupil
pupil
a. Light enters the eye through the
protect
retina
.
b. The light goes through the lens and makes an image on the
retina
brain .
protect our eyes.
c. The retina sends information to the
d. Eyebrows, eyelashes and eyelids
4
.
hot, smooth, hard
smooth, soft
cold, hard, rough
5
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UNIT
6
1
Find out at home!
Skills check
1 Investigate different tastes at home:
7
1 Read the text. Choose the right words and write them on
the lines.
1. Choose five items of food. Ask your mum or dad to
Look after your eyes
choose five different items of food.
2. Do a taste test:
There are lots of things you can do to look
• Close your eyes.
• Ask your mum or dad to pass you their food items.
after your eyes:
• Taste them. How do they taste?
1.
• Open your eyes. What were they?
the lights on when it is
hat
2. Wear sunglasses and a
the test with your food items.
3. Write your results in the table.
on sunny days.
Me
Food
Turn
getting dark.
• Ask your mum or dad to close their eyes and repeat
3. Never look directly at the
My mum / dad
Taste
Food
Taste
board or the text in your
1
Sun
.
4. Tell your teacher if you cannot see the
book
clearly.
2
5. If you wear glasses, don’t let other
people
Open answers.
3
use them. Don’t wear
other people’s glasses.
4
5
a. How many food items did you guess correctly?
Open answers.
b. Which foods and tastes did you like? Which didn’t you like?
1. Place
Turn
Have
2. hat
scarf
coat
3. board
book
Sun
4. book
pencil case
lunch
5. animals
person
people
6
7
Unit 1 Audio CD1 track list
TRACK
ACTIVITY
TRACK
ACTIVITY
02
introduction
08
Pupil’s Book page 11, Digestive
system
03
Pupil’s Book page 7, Song Five
senses
09
Pupil’s Book page 12, Our eyes and
ears are organs
04
Pupil’s Book page 8, Story: A trip to
the doctor
10
Pupil’s Book page 12, Sight
11
Pupil’s Book page 12, Hearing
12
Pupil’s Book page 14, Smell
13
Pupil’s Book page 14, Taste
14
Pupil’s Book page 15, Touch
05
Pupil’s Book page 10, Body systems
06
Pupil’s Book page 10, Circulatory
system
07
Pupil’s Book page 11, Respiratory
system
TEACHER’S BOOK 51
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TERM 1 Think together
CONTENT
EVALUATION CRITERIA
Living and non-living things.
Understand the difference between living and non-living things.
Classifying living things.
classify living things.
Care and respect towards living things.
Understand the importance of care and respect towards living things.
Use of ICTs.
results.
and investigations.
and investigations.
Work independently and proactively and develop strategies for working in
a group.
report.
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LEARNING STANDARDS
KEY COMPETENCES
PAGES
Observes, identifies and explains the differences between living and non-living things.
MST, LIN
48, 49
Shows an interest in the observation and study of all living things.
LTL, AUT
48, 49
Observes living things using secondary sources (books, technological, audiovisual, etc.).
MST, LTL, AUT
48, 49
Observes and identifies the characteristics of different living things.
MST, LIN
48, 49
Classifies living things into groups according to their characteristics.
MST, LIN
48, 49
Shows a positive and active attitude towards the conservation and care of different
living things.
MST, LIN
48, 49
MST, LTL
48, 49
MST, LTL
48, 49
making.
LTL, AUT
48, 49
LTL, DIG
48, 49
results.
MST, LTL, AUT
48, 49
LTL, AUT
48, 49
SOC, LTL
48, 49
images.
LTL, AUT
48, 49
AUT
48, 49
LIN, LTL, AUT
48, 49
collecting information from different sources and presenting the results orally and with
the support of images and short texts.
LIN, LTL, AUT, DIG
48, 49
TEACHER’S BOOK 93
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TERM 1
PAGES 48–49 Think together: The world around us
THINK TOGETHER
48
The world around us
Two heads
are better
than one!
Group project
1 Look at the pictures. What do these things have in
49
common? What makes them different from each other?
A
B
C
D
A
E
F
G
B
C
D
H
water
cow
wheat
wood
2 Describe the living or non-living thing you have chosen.
Use the words in the box to help you.
animal
fuel
2 Look at the pictures. How do we use these things in our
plant
product
meat
food
abundant
material
scarce
daily lives?
A
B
C
3 How can we conserve or look after the thing you have
chosen? Can we live without it?
4 Look for pictures and more information about the thing you
have chosen. Find out why it is important for human beings.
5 Make a chart using the pictures and the information you
have found. Don’t forget to include the characteristics and
why it is important for human beings. Present your work.
water
plants
D
wood
E
F
Checklist
We included a description and its characteristics.
We explained why it is important to human beings.
We used pictures.
chicken
sand
rocks
48
49
048_049_Repaso1_1T_105503.indd 48-49
PAGE SUMMARY
On these pages pupils will review living and nonliving things around us and how we use them in our
daily lives. They will reflect on why it is important to
conserve living and non-living things and how we
can do so. The different activities will be carried out
following different cooperative learning structures,
which will provide the optimal learning experience
for the pupils and guarantee the involvement of all
the members of the group.
LANGUAGE
• Question words: what, how, etc.
• Making comparisons: Picture A is a living thing,
but Picture C is a non-living thing.
• Vocabulary: cactus, cow, grasshopper, litter,
penguin, plants, rocks, sand, tree, water, wheat,
wood
30/07/14 12:10
•Beforedoingtheseactivitiesusingdifferentcooperative
learning structures, you should form the groups.
Teachers should form the groups rather than letting the
pupils choose their own group members. Remember
to form heterogeneous groups of three or four pupils.
•Tellthepupilswhattheywillbedoingintheirgroups,
what procedures they will follow, and what your
expectations are. If during these activities any team
is having difficulty, spend some time in class on the
relevant team skills.
MAIN ACTIVITIES
1 Look at the pictures. What do these things have
in common? What makes them different from
each other?
•ThisisaThink–pair check activity. Focus your pupils’
attention on the eight photos at the top of page 48.
•Ask your pupils to look at the photos and think
independently about the questions: what do all of
them have in common? How are they different?
•Tellthemtodiscusstheiranswersinpairs.Ensurethat
each pupil shares something with their partner.
•Then,askthepairstosharetheiranswerswiththerest
of the class.
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2 Look at the pictures. How do we use these
things in our daily lives?
•ThisisaRound robin activity. Focus your pupils’ attention
on the six photos at the bottom of page 48.
•Usingthezoomontheinteractivewhiteboard,show
the pupils the first photo. Give each group a sheet of
paper and a pencil. You can use the clean side of a
piece of paper from the recycling bin.
•Eachpupil,inturn,writesdownhisorheransweras
the paper and pencil are passed around the group.
•Dothesamewiththerestofthephotos,handingout
a new piece of paper for each photo.
GROUP PROJECT
•Focusyourpupils’attentiononthefourphotosatthe
top of page 49. Check to see if pupils can identify which
photos are living things and which are non-living things,
before they choose one to continue the project with.
2 Describe the living or non-living thing you have
chosen. Use the words in the box to help you.
•ThisisaThink–write–pair check activity.
•Askyourpupilstolookatthewordsinthebox.Then,
tell them to describe the living or non-living thing they
have chosen using these words and other words they
know.
•Askyourpupilstowritetheirideas.
•Once they have finished, ask them to pair up and
discuss their ideas with a partner.
3 How can we conserve or look after the thing
you have chosen? Can we live without it?
•ThisisaGroup members consult activity.
•Askyourpupilstoputtheirpencilsdowninthemiddle
of the table.
•Tellthemtoreadactivity3andtodiscussit.Allmembers
of the team should contribute.
•Wheneveryoneinthegrouphasdecidedonananswer,
ask them to pick up their pencils and write their answers.
4 Look for pictures and more information about
the thing you have chosen. Find out why it is
important for human beings.
•Pupils can look for pictures and more information in
reference books, higher-level school books or on the
internet.
5 Make a chart using the pictures and the
information you have found. Don’t forget
to include the characteristics and why it is
important for human beings. Present your
work.
•ThisisaGroup project activity.
•Clearly explain the project the groups are going to
do and the amount of time they have to complete it.
Assign roles:
▪ captain (in charge of managing the group and
assigning the different roles)
▪ materials manager
▪ spokesperson
▪ timekeeper
•Afterdistributingthematerials,askyourpupilstowork
to complete the task.
•Monitoryourpupils.
•Askthegroupstosharetheirprojectwiththeclass.
CHECKLIST
• Group assessment is essential in cooperative learning
to ensure that there is analysis of interactions and
promotion of teamwork. Pupils should understand
that how they work together affects the quality and
quantity of concepts that they learn and understand.
• Ask pupils to discuss and reflect on how the group
worked together and identify ideas and actions that
helped the group achieve its goals.
• Once they have shared their results, ask them to
reflect on how the project could be done better next
time.
• Invite your pupils to share their conclusions with the
class.
TEACHER’S BOOK 95
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TERM 1
PAGES 50–51 Review
Review
TERM 1
50
Team
test!
1 Read the quiz and write the answers in your notebook.
Science
quiz
A
1
51
Get into teams. Take it in turns to guess what the other team is
talking about.
Team A
1
Name three body systems. Explain what they do.
2
List the five senses and sense organs.
3
Which is the largest organ in the human body?
4
How many main meals do we eat each day?
5
Name four things we do every day to stay healthy.
6
List the five stages of life.
7
Name the five main groups of living things.
8
Name three life processes of animals and plants.
9
Name four parts of a plant.
B
Speaking is an example of this life
process.
1
Eating is an example of this life
process.
2
Having babies is an example of this
life process.
2
Touching is an example of this life
process.
3
We need this for strong and healthy
bones.
3
We need this for a healthy brain
and nervous system.
4
This food group gives us energy.
4
5
This body system moves blood
around the body.
This helps us to build muscle and
make us strong.
5
Plants need these things to make
their own food.
This sticky substance protects our
ears from infection.
6
We use this organ to taste.
6
10 What can you see in photos A–D?
Team B
1
C
D
How did you do?
37
2
8–10 points
7–5 points
0–4 points
Excellent
Good
Try again!
2
3
Write two more sentences and test the other team.
50
38
51
050_051_Repaso2_1T_105503.indd 50-51
PAGE SUMMARY
The aim of the Term Review is to review and recycle
what pupils have learned over the term and encourage
a positive attitude towards revision as a group and as
individuals. Before you begin the Science quiz, decide
if you’d prefer this to be an individual or collaborative
revision activity and if you want pupils to use what
they know or to look back for the answers. The Team
test! can be done in two teams or in small groups of
two teams. Pupils should be encouraged to correct
their own work, or peer correct. You can check the
answers to both activities using the audio.
LANGUAGE
• Vocabulary: system, sense, organ, meal, healthy,
stage, process, speaking, strong, bone, energy,
blood, eating, touching, brain, nervous system,
build, muscle, sticky, substance, protect,
infection, taste
30/07/14 12:10
SCIENCE QUIZ
1 Read the quiz and write the answers in your
notebook.
1. Name three body systems. Explain what they do.
The circulatory system moves blood through the heart and
around the body in the arteries and veins. The respiratory
system helps us to breathe. The digestive system helps us
to digest food.
2. List the five senses and sense organs.
Sight. Our eyes are the organs of sight. Hearing. Our ears
are the organs of hearing. Smell. Our nose is the organ of
smell. Taste. Our tongue is the organ of taste. Touch. Our
skin is the organ of touch.
3. Which is the largest organ in the human body?
Skin is the largest organ in the human body.
4. How many main meals do we eat each day?
We eat three main meals every day: breakfast, lunch and
dinner.
5. Name four things we do every day to stay healthy.
• A clock for visual time keeping
Wash our hands. Brush our teeth. Do lots of exercise.
Enjoy our free time. Rest. Have a bath or shower.
6. List the five stages of life.
The five stages of life are: babies, children, adolescents,
adults and elderly people.
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7. Name the five main groups of living things.
The five main groups of living things are: animals, plants,
fungi, algae and bacteria.
8. Name three life processes of animals and plants.
Three life processes of animals and plants are: nutrition,
reproduction and interaction.
9. Name four parts of a plant.
The parts of a plant include the roots, the stem, the leaves
and the flower.
10. What can you see in photos A–D?
Photo A shows an eye, the sense organ of sight. The parts
of the eye are: the pupil, the iris, the eyelashes, the eyelid
and the eyebrow.
Photo B shows a girl washing her hands. This is a healthy
habit.
Photo C shows some mushrooms. Mushrooms are fungi.
Photo D shows a butterfly. Butterflies are animals.
2
(CD1 track 37)
•Pupilscanchecktheirownanswersorcheckapartner’s
or another group’s answers.
TEAM TEST!
1
Get into teams. Take it in turns to guess
what the other team is talking about.
1. Team A: Speaking is an example of this life process.
Answer: interaction
3. Team A: We need this for strong and healthy bones.
Answer: calcium
3. Team B: We need this for a healthy brain and nervous
system. Answer: fat
4. Team A: This food group gives us energy. Answer:
carbohydrates
4. Team B: This helps us to build muscle and make us
strong. Answer: proteins and iron
5. Team A: This body system moves blood around the
body. Answer: the circulatory system
5. Team B: This sticky substance protects our ears from
infection. Answer: earwax
6. Team A: Plants need these things to make their own
food. Answer: sunlight, water and nutrients from the soil.
6. Team B: We use this organ to taste. Answer: the tongue
2
(CD1 track 38)
•Pupilscanchecktheothergroup’sanswers.
3
Write two more sentences and test the
other team.
•Givepupilsalimitedamountoftimetogothroughthe
units and make up two more sentences to test their
classmates. Circulate and check accuracy and suitability.
•Attheendofthetest,thewinningteamcanchoose
either a video link or song from the unit, or request a
particular game you play in class to close the lesson.
1. Team B: Eating is an example of this life process.
Answer: nutrition
2. Team A: Having babies is an example of this life process.
Answer: reproduction
2. Team B: Touching is an example of this life process.
Answer: interaction
TEACHER’S BOOK 97
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