Science 2 Teacher Book (New Edition)

Teachers Book
New Science
Science, Geography and History
The teachers book for Science, Geography and History, New Science, for Year 2 of Primary Education is a collective work, created, written and developed in the Primary Education department at Santillana Educacin S.L., under the supervision of JOS LUIS ALZU GOI. Contributing authors: Cristina Zarzuela (Students Book), Gema Mndez Daz, Isabel Jimnez and Jos Jimnez (Teachers Book) English language specialist: Paul and Susan House English editor and linguistic consultant: Katharine Scott Artwork: Alberto Piruz Project coordinator: Maite Lpez-Sez Editor: Cristina Zarzuelo (Students Book), Mar Garca and Jos Toms Henao (Teachers Book)
Contents
Introduction Presentation of The Learning Ladder
Project components
Resources for the student Resources for the teacher VI VII IX XII 1 3 4 6 IV
Teachers Book organization

Contents for the cycle
Science, Geography and History, Year 2

Contents Students Book Content map Students Book Unit organization
Teaching notes
First term
Content map and letter to the families Welcome unit Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 8A 8 12 22 32 42 52 66 A 66 76 86 96 106 120 A 120 130 140 150 164
Second term
Contents and letter to the families Unit 6 Unit 7 Unit 8 Unit 9 Unit 10
Third term
Contents and letter to the families Unit 11 Unit 12 Unit 13 Unit 14
Final revision
III
Presentation
The Learning Ladder is the new Santillana programme for quality education,
which provides a complete educational project in both Spanish and English for two subject areas, Science, Geography and History, and Mathematics.
Quality education involves being able to guarantee improved learning skills.

In order to achieve this principle one of the main corner-stones of this project is learning more; that is whilst covering all the essential contents, the students are presented with a much more complete programme. This project contains: Texts for the students with: More practice More study aids (graphs, diagrams, workbooks, etc.) More revision A student centred methodology Resources for the teacher with: Reinforcement and extension activities A programme for improving oral expression Speak and understand More practice activities Various classroom resources
Quality education involves improving understanding.

In order to achieve this principle one of the main corner-stones of this project is improving understanding; students should understand the concepts they learn, establish relationships between newly learnt concepts and previous knowledge, and apply existing knowledge to show that they understand. This project contains: Texts for the students with: More reading comprehension activities More activities for expanding and developing vocabulary Activities for integrating knowledge Activities for applying knowledge to problem solving Resources for the teacher with: Workbooks Programme for developing intelligence
IV
Quality education involves integrating cross-curricular issues.

In order to achieve this principle one of the main corner-stones of this project is acquiring the necessary habits and values for living within a community. This project contains: Texts for the students with: Cross-curricular programme Activities for developing the social and emotional aspects of the child Resources for the teacher with: Activities for working with cross-curricular issues Programme for developing study habits (Workbook)
Quality education requires promoting responsibility for learning amongst the students.
In order to achieve this principle one of the main corner-stones of this project is reviewing and revising in different ways.The students are supervised continuously in these tasks. This project contains: Texts for the students with: Term reviews Final review Resources for the teacher with: Workbooks Test and assessment activities for each unit Tests and assessment sheets for each term
Quality education requires educating for the information society.

In order to achieve this principle one of the main corner-stones of this project is linking new technologies to school activities. This project contains: Multimedia resources Audio recordings On line resources for the student On line resources for the teacher
RESOURCES FOR THE STUDENT

Books for the student
* Spanish Language 1 Primeros pasos * Spanish Language 1 Primeros pasos Graph paper edition * Spanish Language 1 En marcha Readers First term Second term Third term First term graph paper edition Second term graph paper edition Third term graph paper edition First term Second term Third term
* Workbooks
Year 1
Mathematics 1 Including an envelope with materials for the classroom
Science, Geography and History 1 Including an envelope with craft activities for Christmas
Art and Craft English * Music * Society, culture and religion: catholicism * Society, culture and religion: non-denominational
* Spanish Language 2 Readers
First term Second term Third term First term graph paper edition Second term graph paper edition Third term graph paper edition
Year 2
Mathematics 2 Including an envelope with materials for the classroom
First term Second term Third term
Science, Geography and History 2
Art and Craft English * Music * Society, culture and religion: catholicism * Society, culture and religion: non-denominational
* Not yet available in English.
VI
RESOURCES FOR THE TEACHER

Teachers Books
* Teachers Book for Spanish Language 1 Primeros pasos (including CD of stories and poems) * Teachers Book for Spanish Language 1 En marcha (including CD of stories and poems) Teachers Book for Mathematics 1
* Resource folder
Special programmes Speak and understand (Workbook and CD) Spanish Language Workbook 1 Photocopiable sheets Reinforcement and extension Spanish Language 1 Test and assessment Spanish Language 1 Writing activities 1
Mathematics Workbook 1 Developing intelligence 1
Reinforcement and extension Mathematics 1 Test and assessment Mathematics 1 Numbers activities 1 Reinforcement and extension Social Sciences 1 Test and assessment Social Sciences 1
Teachers Book for Science, Geography and History 1
Science, Geography and History Workbook 1
Teachers Book for Art and Craft Teachers Book for English * Teachers Book for Music * Teachers Book for Society, Culture and Religion
* Teachers Book for Spanish Language 2 (including CD of stories and poems)
Speak and understand (Workbook and CD) Spanish Language Workbook 2
Reinforcement and extension Spanish Language 2 Test and assessment Spanish Language 2
Teachers Book for Mathematics 2
Mathematics Workbook 2 Developing intelligence 2
Reinforcement and extension Mathematics 2 Test and assessment Mathematics 2 Numbers activities 2 Reinforcement and extension Social Sciences 2 Test and assessment Social Sciences 2
Teachers Book for Science, Geograhy and History 2
Science, Geography and History Workbook 2
Teachers Book for Art and Craft Teachers Book for English * Teachers Book for Music * Teachers Book for Society, Culture and Religion
Classroom materials and new technologies: Interactive programme for basic subject areas Classroom posters for Spanish Language Classroom materials for Mathematics On line resources * Not yet available in English.
VII
RESOURCES FOR THE TEACHER
* Photocopiable sheets
Reinforcement and extension

These worksheets are designed to offer a support to learning for those students who encounter difficulties (reinforcement) and fast finishers (extension).
Tests and assessment

These worksheets are designed as a review for assessing each terms work. The workbook contains an assessment sheet for each unit of work; three test sheets (one per term) and three assessment registers (one per term).
* Special Programmes
Workbooks
This programme is designed to develop study habits and learning skills. There is one workbook for each subject area.
Numbers activities
These worksheets are designed to consolidate basic contents relating to numeracy and mathematical operations. Each worksheet relates to the contents in the Students Book.
Speak and understand

This programme is designed to develop basic skills in oral expression and comprehension. Workbook CD with recordings
Writing activities
These worksheets are designed to develop and practice handwriting skills and to consolidate basic notions of handwriting. The workbook includes a handwriting sheet for each letter or group of letters. Each worksheet is available in plain version and in graph paper version.
Developing intelligence
This programme is designed to develop and exercise reasoning skills to improve learning. Each workbook contains 35 photocopiable worksheets classified according to the following skills: Perception and attention, Memory, Oral comprehension, Spatial comprehension, Logical reasoning, Time sequencing and Numeracy.
VIII
Teachers Book
The Teachers Book is organised as follows:
1. Presentation of the term: two pages introduce the work for each term.
Term 1
Contents
Contents for the term

This section presents the contents and assessment criteria for each term.
THEME Welcome unit The human body

Theme
INFORMATION
LEARNING TO READ
Dear Families:
I CAN DO IT
The parts of the body Bones, muscles and joints The senses Types of food The mouth, the teeth
and the stomach
Descriptive text
Making a skeleton
We are about to embark upon the next step in your childs learning. The children already have a considerable body of knowledge and our aim now is to consolidate and improve this knowledge so that they can learn even more. During this first term in Science, Geography and History your child is going to learn about living beings. We will be looking at how the human body works and which organs we use for breathing and eating. We will also be studying types of animals and plants so that the children can recognise similarities and differences. In order to practice and review what we have done at school you can help by doing activities at home which bring your child into contact with nature. This is how children develop observational skills which help them to identify types of animals and plants. You can also discuss how to care for animals and plants so that your child acquires a sense of responsibility for the other living beings in our environment. Thank you for your support and help.
Letter to the family

This is a photocopiable page explaining the most important contents of the terms work. Families are encouraged to take an active role in supporting the childs learning through simple activities and games.
8B
How does our body work?

Theme
Descriptive text
Do a health survey
Breathing and the lungs Pets and wild animals Herbivorous Explanatory text Making a life cycle
wheel
Animals
Theme
and carnivorous animals
Vertebrates
and invertebrates Viviparous and oviparous animals
Animals, animals all around

Theme
Insects Fish Reptiles Mammals Birds Amphibians Wild plants

and cultivated plants
Descriptive text
Observing
and describing marine animals
Descriptive text
Making plant file
Plants
Theme
What plants need The parts of a plant Types of plants Plant reproduction
Assessment criteria
1. Identifying the parts of the body, bones, muscles and joints 2. Relating food substances to our vital needs 3. Identifying the characteristics of a healthy diet 4. Relating air entering and leaving our bodies to the function of breathing 5. Identifying what changes and what stays the same during growth 6. Classifying animals according to different criteria: the presence of bones, the way they are born, what they eat 7. Identifying the parts of a plant 8. Understanding that a new plant can grow from each seed 9. Appreciating the importance of plants to human beings
8A
On the next page there is a letter for you to photocopy and hand to the parents of your students. This will help them to participate in supporting their childs learning.
2.
Presentation of the unit:

UNIT 1
two pages introduce the work for each unit.

UNIDAD 0
The human body

UNIT CONTENTS
Objectives
To recognise that the human body is made in such a way as to allow us different types of activities and movements To identify the main parts of the human body To understand ones own body, its abilities and its limitations To understand that we relate to our environment through our senses To understand the limitations of people who have some kind of physical disability (motor disability, blindness or deafness) Page
12-13
Contents and resources

This page shows the contents and objectives for each page of the Students Book and how they are related to the additional resources and materials for the students and the teachers.
CONTENTS AND RESOURCES

Students Book
Contents and objectives
The human body G To locate the main parts of the body in ourselves and in others G To identify the parts of the body that move and carry out different actions Classroom materials G Posters Special programmes G Developing intelligence 2 G Workbook unit 1
G
* Resources for the teacher
* Other materials for the students

Tasks in natural science: The human body 1
Contents
This section presents the objectives, contents, assessment criteria and suggested timing for each unit of work.
14 -15
Contents
THEME: The human body INFORMATION AND ACTIVITIES The main parts of the body The human body and movement: bones, muscles and joints The senses People with physical disabilities LEARNING TO READ: I have got a new neighbour I CAN DO IT: Making a skeleton
18
Moving the body To understand the function of the bones, muscles and joints G To identify the main bones, muscles and joints
G
Reinforcement and extension: Reinforcement sheet 1
16-17
G G
The senses To identify the function of each sense To relate each sense to its sensory organ
Assessment criteria
Reflecting on the possibilities of movement in the human body Locating the main parts of the human body Identifying the abilities and limitations of the human body Differentiating between bones, muscles and joints Understanding the senses, the sensory organs and their functions Appreciating healthy habits and the importance of personal hygiene Accepting differences in people
Learning to read To develop reading with understanding of a descriptive text To accept and appreciate people with physical disabilities
19
I can do it To study bones and joints through the assembly of a skeleton

G
20-21
Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit
Reinforcement and extension: Extension sheet 1 Test and assessment: Unit 1 test
Suggested timing for the unit

September October November December January February March April May June
12 A
12 B
IX
3. Teaching notes: these include teaching suggestions for developing the work in the Students Book.
Animals are born and grow
Rabbits come from their mothers womb. Rabbits, horses, monkeys and lots of other animals come from their mothers wombs. Animals that are born like this are called viviparous animals.
OBJECTIVES
Objectives for the page: one or

two sentences describing what the students will learn in this page.
To distinguish the ways animals are born To classify animals according to how they are born
ORDER OF ACTIVITIES
1. Read the text out loud and ensure that the students understand all the words and the overall meaning. 2. Look carefully at the pictures. 3. Discuss the text and the pictures. 4. Read the instructions out loud and ensure that the students know what they should do. 5. Do the activities. 6. Discuss the results of the activities with the whole class. 7. Read the paragraph at the bottom of page 35 out loud.
Order of activities: a description of the suggested order in which the activities can be undertaken.
Ducks are different from cats. Ducklings come from eggs. The mother duck lays the eggs. Fish, frogs, crocodiles and butterflies come from eggs. Animals which come from eggs are called oviparous animals.
How many names for baby animals do you know? M. A. Chicks, puppies, kittens, lambs, calves
36
thirty-six
I Teaching suggestions
In order to find out what the students already know about this theme ask them how certain animals are born (a cow, a rabbit, a chicken, a sardine, a horse, a turkey). Ask: Is this animal born from an egg or from its mothers womb? Point to your stomach to show them what you mean. Explain: Some animals are born from eggs which the female of the species lays. These animals are called oviparous. Give some examples (a chicken, a sardine,
ADDITIONAL INFORMATION
How long does it take for animals to be born? Not all animals take the same length of time to be born. The time taken from the laying of an eggs to the hatching of the chick varies from bird to bird. For example:
Time taken for bird eggs to hatch Canary 13 days Pigeon 18 days Hen 21 days Duck 28 days Goose 31 days Ostrich 42 days
Teaching suggestions:
activities that complement those included in the book.
36 36
This section of the Teachers Book includes the following: Additional information. Further information for the teacher to transmit
to the class.
Anticipating difficulties. Basic information on some of the more common

difficulties experienced by children in the target age group.
Learning skills Suggestions for strategies and activities which help

to develop learning skills.
Checking and assessing. A list of the basic concepts the students should
have acquired during the unit.
Answer key: reproduction of the Students

Book with the answers marked on the page.
ACTIVITIES
1 Tick the oviparous animals.
unit 3
UNIT 3

a frog). Other animals are born from their mothers wombs (a horse, a cow, a human being). These animals are called viviparous. Tell the students to draw two columns in their notebooks and classify animals into oviparous and viviparous. Discuss the way that oviparous animals are born. Explain that not only birds are born from eggs but also fish, insects and reptiles. Then ask: Are all eggs the same? Are they all the same shape and colour? Do all animals lay eggs? Make sure that they understand that some marine animals are viviparous, such as whales and dolphins.
Other activities called
Multidisciplinary links
These help to develop links between the subject area (Science, History and Geography) and other subject areas.
2 How a sparrow is born. Complete the sentences.

1 2 3
The mother lays the
egg
The sparrow is an
eg@ oviparou
1
The baby breaks the and is born.
The mother gives the chick
foo
animal because it is born from an egg.
3 Number the sentences in the correct order.
2
The calf has just been born.
3
The calf is inside the mother. The calf is drinking the mothers milk.
Multidisciplinary link Art and craft Divide the class into two groups. Give each group a piece of construction paper, entitled Oviparous animals, and Viviparous animals. Each group makes a poster by cutting out and gluing animals from their group onto the construction paper. Under each animal they should write the name. Ask students to present their poster to the rest of the class. Cross-curricular Team work
Other activities are called
Cross-curricular
These help to develop the cross-curricular programme:
Oviparous animals come from eggs. The mother lays the eggs. Viviparous animals come from their mothers womb.
thirty-seven
37
It is the same case with the mammals. Not all babies remain inside their mothers wombs for the same length of time. For example:
Time taken for mammals to be born Cat 2 months Lion 3 months Bear 7 months Human being 9 months Dolphin 11 months Elephant 22 months
Before beginning the activity above remind the students of the rules for working in teams. They should agree on a division of tasks, they must not impose their ideas on everyone else, they should avoid arguments, etc.
Self-discipline Solidarity Tolerance and respect Teamwork Responsibility Health and hygiene Tidiness and cleanliness Courtesy Time management
Resources for the teacher

Reinforcement and extension: Reinforcement sheet 3. (See pp. VI-VII)
Resources for the teacher:

This section indicates the teaching resources for the page.
37
XI
Contents for Science, Geography and History - FIRST CYCLE
Year 1
THEME Food
Theme Types of food Food and health The meals of the day Growing and changes Healthy habits Looking after our health Sight: organs and perceptions Smell: organs and perceptions Hearing: organs and perceptions Touch: organs and perceptions The movement of the body The parts of the body Pets and wild animals Habitats. How animals move How animals are born What plants need Cultivated plants The parts of a plant Plants we use for food The air and wind Water: its characteristics
and presence in nature
The origin of different food Classification of food Solidarity Health and sickness Filling in a form with personal data The importance of personal hygiene Taste: organs and perceptions Making a stained-glass window Friendship and relationships
Health
Theme
The senses
Theme
Science
The human body

Theme
Filling in a form with physical

descriptions
Understanding oneself What animals eat Filling in a form about an animal Respecting animals Observation of the growth
and development of a plant
Animals
Theme
Plants
Theme
Respecting nature
The air and water

Theme
9 10
Different uses for water Observing the changes in water Saving water Using recycled paper Recycling materials
Materials and objects

Theme
Different materials and where they come from Using tools and machines
Geography and History
House and clothes

Theme
The functions of a house Types of houses Clothes Activities we do with the family Christmas Living together: the family and friends Streets and buildings The city: inhabitants, jobs and services The village: inhabitants and jobs Natural elements of the landscape The coast: mains kinds of relief Nature in the city Living beings and the Sun Sunset and sunrise Day and night: the different activities we do
at different times
Appropriate clothes for each

occasion
The importance of housing Filling in a form about the family Cooperation
Family and friends

Theme
Cities and villages

Theme
11
Locating elements in the street Looking after public areas
Nature
Theme
12
Making nature stickers Friendship and relationships
The Earth and the Sun

Theme
Making a sun wheel The importance of asking

for help
13
As time goes by
Theme
14
Changes which happen as time goes by The present and the past How we measure time
Making a time-line Appreciating the importance

of the past
XII
Year 2
THEME The human body
Theme The human body and movement Bones, muscles and joints The senses: organs and perceptions Healthy food Different types of food The mouth, the teeth and the stomach Breathing and the lungs Pets and wild animals Vertebrates and invertebrates Carnivores and herbivores Insects Fish Reptiles What plants need The parts of a plant Plant reproduction The soil: sand, rocks and earth Water: states and changes The air and the wind Inventions and their uses Electricity Materials Making a skeleton Respecting the disabled

Theme
The blood and the heart Doing a health survey Looking after our bodies
Animals
Theme
Oviparous and viviparous animals Reflecting on the life cycle Animal protection Mammals Birds Amphibians Making a plant file Protecting nature

Theme
4 5
Plants
Theme
In the country
Theme
Observing the forces of water

and wind
The importance of caring for plants Medical discoveries Recycling paper The value of scientific work
Inventions and discoveries

Theme
The Earth and the sky

Theme
8 9
The Earth, the Sun and the Moon Day and night Coastal landscape Inland landscape: plains and mountains Transport by land, sea and air Inside the house: spatial and functional analysis Streets Neighbourhood and services
The seasons Recording the weather Road safety test Environmental protection Public and private transport Map reading Behaviour on public transport
Landscapes on the Earth

Theme
Homes and houses

Theme
10
My family and neighbours

Theme
11 12 13
The members of the family: relatives and changes Communication Interpreting a population graph Neighbours Childrens rights The neighbourhood and its services Transforming products (secondary sector) Obtaining food products (primary sector) The sequence of daily activities Measuring how time goes by Past and present Birthdays and festivals A family history Customs and local symbols Services (tertiary sector) Food safety Changes to daily life Making a calendar
Jobs and working

Theme
Time goes by
Theme
Stories and memories

Theme
Testimonies from the past: monuments,

statues
14
Organising a time line Appreciating the past
XIII
2
Science, Geography and History
Project: The Learning Ladder
Santillana
Primary
Presentation
2
Science 2 is part of the series THE LEARNING LADDER, a new programme for quality education. This book is based on the three main corner-stones of our project: improving understanding, learning more and acquiring the necessary habits and values for living within a community.
Improving understanding is unquestionably the key to learning.

The importance of this aspect is clear from the structure of the material itself. Each discipline is colour-coded. Natural Sciences = green and orange; Geography = blue; and History = purple. The conceptual content is clearly presented to make learning easier for the pupils. The reading passages are short and simple in the first units, but they become progressively more complex. Towards the end of this book they include systematic comprehension exercises. Furthermore, the LEARNING TO READ programme is clearly marked in each unit. This programme has been designed as an introduction to reading and aims to develop comprehension skills of scientific texts.
Learning more is another key aspect of the project. Science 2

provides a large number of activities typical of the most common and efficient teaching practices: application activities, summaries, conceptual maps, revision, vocabulary exercises, etc. and the following complementary programmes. I CAN DO IT: activities which ask the pupils to use their knowledge and skills. REVISION ACTIVITIES: resources for each terms work.
Acquiring the necessary habits and values for living within a community is the third key aspect of the project which develops a programme of education in values. The pupils learn how to behave in their personal and social lives by analysing motivating situations. These situations are based on the contents of the book.
Contents
Welcome to Year Two 8 12 22 32 42 52 62 66 76 86 96 106 116 120 130 140 150 160 164
1 2 3 4 5 6 7 8 9 10 11 12 13 14
The human body How does our body work? Animals Animals, animals all around Plants Revision and discovery activities In the country Inventions and discoveries The Earth and the sky Landscapes on the Earth Homes and houses Revision and discovery activities My family and neighbours Jobs and working Time goes by Stories and memories Revision and discovery activities Final revision
three
Content map
SUBJECT
INFORMATION AND ACTIVITIES

The human body and movement 12 Bones, muscles and joints
1 2 3 4 5 6 7 8 9 10 11 12 13 14
The human body How does our body work?

22
Healthy food Different types of food Pets and wild animals 32
The mouth, teeth and the stomach
Animals
Vertebrates/invertebrates Carnivores/herbivores Fish Reptiles The parts of plants

42
Insects
Plants
52
What plants need
In the country
66
The soil: sand, rocks and earth
Water: states and changes

76
Simple machines and complex machines
Forces Movement Day and night

86
The Earth, the Sun and the Moon

96
Coastal landscape
Inland landscape: mountains, plains
Homes and houses

106
Inside the house: spatial and functional analysis
Streets Neighbourhoods and buildings Neighbours The neighbourhood and its services Obtaining products (primary sector)

120
The members of the family: relatives, changes
Jobs and working

130
Transforming products (secondary sector)
Time goes by
140
The sequence of daily activities
Measuring how time goes by

150
Birthdays and festivals
A family history Customs and symbols
REVISION ACTIVITIES: by term and year
four
INFORMATION AND ACTIVITIES

The senses: organs and perceptions
LEARNING TO READ
I have got a new neighbour
I CAN DO IT
Make a skeleton
Breathing and the lungs Blood and the heart How animals are born: oviparous and viviparous animals
Growing up
A health survey
We look after animals
The life cycle
Mammals Birds Reproduction in plants
Amphibians
Marine animals
From wheat to bread
Make a plant file
Air and wind
Forests are oxygen factories
Find out the force of water and wind
Medical discoveries
Pasteur: a great scientist
Make recycled paper
The seasons
Different places on the Earth
Record the weather
Transport by land, sea and air
Friends of the Earth
Road safety
Public and private transport
I like my neighbourhood
Map reading
Communication and the media
Childrens rights
Interpret population charts
We need services (tertiary sector)
The life of a sweet
Think about food
The evidence of the past in the present Changes in daily life Memories of the past: monuments, statues, buildings
Natural clocks
Make a calendar for birthdays and special days
Columbus reaches America
Make a time-line of inventions and discoveries
five
The organisation of the units
6 In the country
ACTIVITIES
1 Look at the pictures and write dry or wet.
1. The picture. This reminds you of

situations you have seen or experienced and it tells you what you are going to study in the unit.
cloud air bird
2 What do people build on the land? Colour the things in the picture.
rock
2. This short passage explains the

3 Look at the picture. What is there under wet soil?
1.
worms
stones water
2. 3. 4.
situation and sums up the main idea.

sixty-seven
sand
ants nest
The children are wearing climbing boots. Sometimes they walk on hard ground made of rocks. Sometimes they walk on sandy ground and sometimes they walk on wet ground. Plants do not grow on dry ground. They grow on wet ground.
ants
roots stones
5.
66
sixty-six
67
3. It is not enough to read the text:

you must understand and learn. These activities will help you.
Air is everywhere
Air
We cannot see air, but it is everywhere, all over the Earth. There are lots of gases mixed together in the air. The most important gas is oxygen. All living beings need oxygen to survive.
ACTIVITIES
1 Look at the picture and answer the questions.
What is inside the parachute?
unit 6
4. This is a passage which is easy to

read. There are clear drawings to help you understand what you have to learn.
Can we see the air?
What is oxygen?
air air
2 Colour the picture of a windy day.
5. Answer this question as well as you

can and ask more questions on the subject.
seventy-one
air
Wind
Air often moves. When the air moves we call it wind. When the wind is so strong that it blows down trees and roofs we call it a hurricane. There is air everywhere. There are lots of gases in the air. The most important gas is oxygen. All living beings need oxygen. Colour the arrow which shows the direction of the wind.
Who needs air? Does the air have a shape?
70
seventy
71
6. You know you understand when you

can apply what you have learnt to other situations.
7. The summary helps you to

remember the main idea.
LEARNING TO READ
I CAN DO IT Find out the force of water and wind

1. Make a plastic windmill. a b c
unit 6
8. This reading passage helps you

to understand scientific texts. The activities help you to be a better person and get on well with others.

When we breathe we use the oxygen from the air. Plants use oxygen, too. Plants also produce oxygen and give it back to the air. There are lots of plants in forests, parks and jungles. These places are oxygen factories. The oxygen from the plants is necessary for all the life on the Earth. We should plant, look after and care for plants and trees.
2. Put the windmill under a tap. Turn the tap on. When a lot of water comes out of the tap, the windmill turns very fast.
3. Blow up a balloon. Hold the windmill near the balloon. Let the air out.
1 Complete the sentence.

use Plants produce use and produce oxygen.
2 Write the name of three places that are oxygen factories.
3 Tick the correct sentence.

We should care for plants because they produce oxygen. We should care for plants because they use oxygen. What can we use the force of water and wind for?
seventy-three
9. You will enjoy learning and making

73
72
seventy-two
useful things.
six
Now I know
1
LETS REMEMBER There are rocks, sand and soil in the ground. Everything needs water. There is no life without water. Water is a liquid, but it can be a solid or a gas. Air is gas. Air is everywhere. Oxygen is in the air. We need oxygen. What parts of the plant are in the air? What part of the plant is in the soil?
10. With these activities you can see

3 LETS REVISE
Label the picture of a plant. Answer the questions.
2 LETS WORK WITH WORDS

Write true (T) or false (F).
4 LETS PRACTISE
Solve the problem. A lot of boys and girls are playing in a room. The windows are closed. It is difficult to breathe. What should they do? In some parts of the world there is not very much water. A lot of people become sick or die of thirst. What can we do to help?
Fruit trees grow in the sand in the desert.
Snow and hail are liquid water.
A hurricane is a strong wind.
that your hard work was worth while. You will remember the most important things, you will use the vocabulary you have studied and you will test yourself.
75
5 I KNOW
1. What the ground is made of. 2. What water is for. When liquid water gets hot it turns into gas. Buildings are made out of rocks. We can catch liquids and gases in our hands. 3. What water is like. 4. What air is like and what it is for.
74
seventy-four
seventy-five
REVISION ACTIVITIES. Group work

The Smiths visited a village yesterday. Lets see what they saw.
IN ADDITION
FLAG
FIELDS
5 Describe the flag.
1 What do we call someone

who grows crops? CUSTOMS
6 What traditional dish are they eating?

BAKERY
water
fried fish
yeast
onion soup
2 Which raw materials go into

this factory?
flour
CUSTOMS
MONUMENTS
7 What colours are the clothes? 3 Which finished product comes out
of the factory?
8 What monument did they visit?
Revision activities
Who did you work with? How many activities did you finish?
MEANS OF COMMUNICATION
4 What are they using?
160
one hundred and sixty
one hundred and sixty-one
161
To revise previous units with your classmates.
DISCOVERY ACTIVITIES. Group work

LOOK AT THE PICTURE
1 Find and circle things in the picture.
4 mammals 1 reptile 2 birds 2 fish 1 plant with flowers 4 trees 1 lake 2 clouds 1 child 1 old lady 1 girl 1 gardener
INVESTIGATE
3 Find out the most common shoe size in the class. Before you begin, organise
your work. 1. Write the names of all your classmates. Write their shoe sizes. 2. Count the number of times you have the same size. 3. Compare the numbers.
32 Name and surname Pilar Garca Anne Smith Shoe size 30 31 Shoe size 31 33 Number of times 5 8 17 12 2
4. Decide which size is most common.
33 34
Follow the steps and do the work in your notebook.
4 Use the table to answer the questions.

Which shoe size is the most common? Which is the smallest size?
Which is the biggest size?
Discovery activities
sixty-five
2 Think about the activity.

What was the most difficult thing to find? Where is it?
Which classmates did you work with? Which activities did you get right?
64
sixty-four
65
To learn to think like a scientist.
Revision test
1 Label the picture.
head
3 What are the parts of a plant?

Tick the correct answer. Roots, stem and leaves. Trunk, branches and flowers.
trunk
Trees, grass and trunk. Now use the words to label the picture.
limbs
4 Choose and draw a means of transport. Do not forget to draw

joints the people or the goods. land sea air
2 Classify the animals.

mammal bird fish reptile insect
Final revision
This is a
5 Find six things farmers

provide.
M L C V L
I B E T V
L N R Y C
K V E J F
E E A L R
L I E G G G E T A B L S S L L H L G C M U I T L Q
S L O E W
O E P A L
S S D T T
164
one hundred and sixty-four
one hundred and sixty-five
165
To check what you have learnt this year.

seven
Term 1
Contents
THEME Welcome unit The human body
Theme The parts of the body Bones, muscles and joints The senses Types of food The mouth, the teeth
and the stomach
INFORMATION
LEARNING TO READ
I CAN DO IT
Descriptive text
Making a skeleton

Theme
Descriptive text
Do a health survey
Breathing and the lungs Pets and wild animals Herbivorous Explanatory text Making a life cycle
wheel
Animals
Theme
and carnivorous animals Vertebrates and invertebrates Viviparous and oviparous animals

Theme
Insects Fish Reptiles Mammals Birds Amphibians Wild plants

and cultivated plants What plants need The parts of a plant Types of plants Plant reproduction
Descriptive text
Observing
and describing marine animals
Descriptive text
Making plant file
Plants
Theme
Assessment criteria
1. Identifying the parts of the body, bones, muscles and joints 2. Relating food substances to our vital needs 3. Identifying the characteristics of a healthy diet 4. Relating air entering and leaving our bodies to the function of breathing 5. Identifying what changes and what stays the same during growth 6. Classifying animals according to different criteria: the presence of bones, the way they are born, what they eat 7. Identifying the parts of a plant 8. Understanding that a new plant can grow from each seed 9. Appreciating the importance of plants to human beings
8A
Dear Families:
We are about to embark upon the next step in your childs learning. The children already have a considerable body of knowledge and our aim now is to consolidate and improve this knowledge so that they can learn even more. During this first term in Science, Geography and History your child is going to learn about living beings. We will be looking at how the human body works and which organs we use for breathing and eating. We will also be studying types of animals and plants so that the children can recognise similarities and differences. In order to practice and review what we have done at school you can help by doing activities at home which bring your child into contact with nature. This is how children develop observational skills which help them to identify types of animals and plants. You can also discuss how to care for animals and plants so that your child acquires a sense of responsibility for the other living beings in our environment. Thank you for your support and help.
8B
Welcome to Year Two

1 What do you do before you go to school? Tick the pictures. F. A. (Free Answer)
In activities 1, 2 and 3 the students

will be working with aspects related to the body: personal autonomy and hygiene, diet, etc.
Objectives
To identify every-day activities To recognise and appreciate the importance of personal hygiene. To identify the appropriate foods for each meal. To recognise clothing.
I have breakfast. I get dressed. I brush my teeth.
Activities
Talk to the students about what the child in activity 1 is doing. Ask them what they do at home after school and before bed. Remind them that they should wash their hands before dinner and brush their teeth after dinner. Ask the students to put the pictures in order. For activity 2, discuss the meals of the day. Ask the students: Do we need to eat every day? Why? Do you eat macaroni for breakfast? Why? What would happen if you only ate chocolate and sweets? Would you be healthy? What kind of things do we have to eat to stay healthy?
I put on my shoes. I clear the table. I wash my hands.
2 What did you have for breakfast this morning? Draw a picture.
(Note: check that the food drawn represents a healthy breakfast suitable for the age group.)
What do you have for breakfast on Saturdays and Sundays? F. A. (Free Answer)
eight
Language link
Materials: pictures of food, shops, pets, clothes, actions we do in the street and at home. Revise key vocabulary for the welcome unit. This unit includes six sets of vocabulary: clothes, food, shops, street objects, actions done at home and pets. Draw six columns on the board, each headed with a category. Hand out the pictures so that students can take turns putting them in the correct columns. Ask the students to help you fill in the columns with key vocabulary.
THE WELCOME UNIT

This unit has been designed to help the students during the period of adaptation after the summer holidays The objective of these activities is to review and remember what the students learnt last year and to apply some of this knowledge. The welcome unit focuses on a series of activities concerning the immediate world of the child and related to some of the themes that we are going to be looking at this year.
THE WELCOME UNIT

3 What clothes do you wear every day? Label the pictures.
sock
sh
pant/ underpant T-shir
After you have done activity 3 ask the students to say what clothes they would wear in different situations. For example: Its very cold and its raining. What should you wear to school? Its very hot and I want to have a swim. What should I wear to go swimming?
Activity 4 is designed for the students to express their knowledge of the street, public services and jobs.
skir
F. A. (Free Answer)
trouer
4 What do you see on the way to school? Colour the pictures.
Objectives
To recognise objects from the street: traffic light, waste paper bin, trees, shops, etc.
Activities
a zebra crossing a traffic light a traffic policeman
a bakery
some trees
a rubbish bin
nine
Talk to the children about the pictures in activity 4. Ask them to think about how important traffic signs are. Ask the following questions: What do we do before we cross the road? Where should we cross the road? How many colours can you see on the traffic light? What does each colour mean? Are traffic lights just for cars or for cars and people? What do the traffic police do? Ask the students to look out of the window for a few minutes and to say what they can see outside. Students work in pairs and draw all the things they can remember seeing outside. Help them to label their pictures by writing the words on the board as they ask for them. Divide the class into four groups. Tell them to choose one of the pictures in activity 4 and act out a scene based on the picture. For example: buying bread, crossing the road, throwing litter in the bin, etc.
5 Match the pictures and write the name of the shop.
In activity 4 the students use their knowledge to recognise different shops and what each one sells.
Objectives
To relate the names of the shops to the things we buy in each shop.
fishmon@e statio>e sh sho

6 Circle your favourite pet. F. A. (Free Answer)
Activities
Before doing activity five, ask: What do we buy at the greengrocers/bakers/...? Where do you buy...? Divide the class into four groups and play hangman using shop names. In activity 6 the students express their knowledge about animals.
Objectives
To understand and express what animals need to survive To encourage positive attitudes of respect and protection for animals
Activities
Tell the students to look at the pictures in activity 6, name the animals, and then to work out which animals you are describing: Which animal comes from an egg and can fly? Which animals come from their mothers wombs and are pets? Which animal comes from an egg and has got a hard shell?
How do you look after your pet? Tick the sentences. I feed my pet every day. I give my pet water every day.

I take my pet to the cinema. I love my pet.
10
ten
Language link
Materials: construction paper, crayons, white paper The students draw their pets or favourite animal on half of the A4 sheet of white paper. They cut them out and glue them onto the construction paper, and write sentences on the other half of the sheet to describe the animal and glue them on below the pictures. Make a wall display with all the pets, entitled Our Pet Gallery.
10
THE WELCOME UNIT

7 Which picture is like your house? Tick the picture. F. A. (Free Answer)
In activity 7 the students continue working on everyday activities, now focusing on their houses.
Objectives
Circle the correct words and write the missing words. F. A. (Free Answer) I live in a house / flat. It is big / small. It has got and doors. I have / have not got a garden. windows
To identify different types of houses To describe ones own house
Activities
The students should look carefully at the picture in activity 7 and describe the house. Ask: Which building is probably in a city? Is this building for one family, or more than one? What do we call this kind of house? Which house is probably in a village? Does it rain or snow a lot in this village? Look at the roof. Which house is modern and has a garden? Which building is most like your own house? The object of activity 8 is to reinforce basic spatial concepts, such as left, right, in front of, behind, above, etc.
8 Read and complete the picture. Colour the picture.

Flowers around the fountain. A dog on the right of the post-box. pigeon A pigeon on the roof of the market. A cat outside the ice-cream shop.
cat
dog flowers
Objectives
To reinforce spatial awareness
Activities
eleven
11
After doing activity 8, the students can play Robot steps. Give orders: Forward three! The students take three steps forward like robots. Back one! The students take one step back like robots.
Language link
Revise vocabulary of the parts of a house with the students: sitting room, hall, kitchen, dining room, bathroom, toilet, bedroom, and garage. They can draw pictures of their houses and label the rooms. Ask the students: What do we call the room where we do the cooking? Where do we have a shower?
11
UNIT 1
The human body

UNIT CONTENTS
Objectives
To recognise that the human body is made in such a way as to allow us different types of activities and movements To identify the main parts of the human body To understand ones own body, its abilities and its limitations To understand that we relate to our environment through our senses To understand the limitations of people who have some kind of physical disability (motor disability, blindness or deafness)
Contents
THEME: The human body INFORMATION AND ACTIVITIES The main parts of the body The human body and movement: bones, muscles and joints The senses People with physical disabilities LEARNING TO READ: I have got a new neighbour I CAN DO IT: Making a skeleton
Assessment criteria
Reflecting on the possibilities of movement in the human body Locating the main parts of the human body Identifying the abilities and limitations of the human body Differentiating between bones, muscles and joints Understanding the senses, the sensory organs and their functions Appreciating healthy habits and the importance of personal hygiene Accepting differences in people

12 A
UNIDAD 0

Students Book
Page
12-13

Classroom materials G Posters Special programmes G Developing intelligence 2 G Workbook unit 1
G

The human body G To locate the main parts of the body in ourselves and in others G To identify the parts of the body that move and carry out different actions

14 -15
Moving the body G To understand the function of the bones, muscles and joints G To identify the main bones, muscles and joints
16-17
The senses To identify the function of each sense G To relate each sense to its sensory organ
G
18
Learning to read G To develop reading with understanding of a descriptive text G To accept and appreciate people with physical disabilities
19
I can do it G To study bones and joints through the assembly of a skeleton
20-21
12 B
1 The human body
OBJECTIVES
To locate the main parts of the body in ourselves and in others To identify the parts of the body that move and carry out different actions
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text within the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities. 5. Discuss the results of the activities with the whole group.
Ask the following questions to enable the students to discuss the picture. Where are the children in the picture? Have you ever been to a place like this? What are the children doing? Encourage them to use the following words. Climbing, dancing, going up the slide Are the children having fun? Look at the girl climbing up the rope. Which parts of her body is she using? Look at the girl climbing up the slide. Which parts of her body is she using? Take some photos and pictures to class of people doing different
The children are jumping, running, climbing and playing. They are moving their bodies and having fun.
12
twelve
I ANTICIPATING DIFFICULTIES In the presentation of this unit make a special distinction between the following words: hard, rigid, soft and elastic. It is essential that the students should understand these words in order to understand the difference between the characteristics of the bones and the muscles. Elasticity is the key to the working of the muscles. Some students may not have assimilated the shape and concept of the human body yet. It is important to review this by running through the parts of the body from the head to the feet. Touch and name the parts of the body and get the students to join in with you.
12
ACTIVITIES
UNIT 1
1 What are the children doing? Complete the sentences.
swimming He is jumping . crawling She is climbing .
She is
swimmin@ crawlin@
He is
climbin@ jumpin@

HEAD face cheek chin underarm chest stomach foot LIMBS hand arm leg calf
kinds of physical activity. Describe the movements and ask the children to relate the movements to the parts of the body. Then ask them to explain what kinds of actions they can do using the following parts of the body. Arms, hands, legs, head.
Multidisciplinary link. Gym Ask the students to perform the following actions and movements and to think about the parts of the body they are moving in each case. jump write sew run swing backwards and forwards Multidisciplinary link. Language Ask the students to memorise and act out the following rhyme: My body has three main parts, My head, my trunk, my limbs. Heres my face, my eyes and nose My mouth, my cheeks, my chin. Heres my trunk, my underarms, My chest and my tummy. And heres my bellybutton. Doesnt it look funny? Here are my limbs, my legs, my feet, My arms, my hands, This is how I say hello, And run and jump and stand.
TRUNK
3 What do you move when you are swimming? Circle the words.
e arm
stomac eg
hand chi>
thirteen
13
People perform two different types of movement: voluntary movements and involuntary movements. Voluntary movements are those we do because we want to. For example, run, jump, swim or pick up an object with our hand. Involuntary movements are those movements which we do not control. For example, sneeze, pull our hand away if we prick our finger or the beating of our hearts.
13
Moving the body

cranium biceps rib
pectoral muscles
OBJECTIVES
To understand the function of the bones, muscles and joints To identify the main bones, muscles and joints
spinal column femur
abdominal muscles calves The muscles in our body
ORDER OF ACTIVITIES
1. Read the text out loud and describe the pictures. 2. Discuss the text and the pictures. 3. Read the instructions out loud and ensure that the students know what they should do. 4. Do the activities. 5. Discuss the answers to all the activities with the whole class. 6. Read the paragraph at the bottom of page 15 out loud.
tibia The bones in the skeleton
Bones and muscles

The hard parts of our body are called bones. Bones are hard and rigid. We cannot bend them. Our bones are covered by muscles. We move our body with our muscles.
elbow neck shoulder
wrist
Muscles are soft and elastic. They do not break when we stretch and contract them. We bend our body with our joints.
knee ankle
Main joints
Touch your arms, legs, hands and hips. Can you feel your bones?
14
fourteen
Encourage the students to name the parts of the body that we can bend. Help them by asking the following questions: Can we bend our arms? Can we bend our feet? Etc. Show the students an articulated figure (the wooden figures used for painting and drawing are ideal for this purpose). Point to the main joints and ask the students to help you name them. Elbows, wrists, shoulders, hips, knees, ankles. I LEARNING SKILLS Interpreting words in bold print When we want to identify the main concepts in a text we can use the words which are highlighted in bold print. These words usually tell us what the main theme of each paragraph is. For example:
Read the text on page 14 and ask the students to answer the
following questions: Which words are highlighted in each paragraph? Which paragraph gives us information about the main joints? What is the text about?
14
ACTIVITIES
1 Write true or false.
There are bones inside our body.
unit 1
UNIT 1
There are bones all over our body.
There are a lot of bones in our hands.
All our bones are the same.
>
tr tr tr fal
> >
L L
>
2 Complete these sentences about muscles.

Our muscles are We
so mo
b
and
elasti
c
our bodies with our muscles.
Explain the function of the muscles to the students. Encourage them to find certain muscles in their bodies and to think about how they work. For example, when we bend our arms or legs we can observe how the biceps work or the muscles in our calves. The muscles get harder and then relax. Multidisciplinary link. Gym Ask the students to perform the following actions to the sound of the tambourine as you play it. Move your arms every time you hear the tambourine. Cross and uncross your arms when you hear the tambourine. Touch your left shoulder with your right hand. Touch your right shoulder with your left hand. Walk like a robot to the rhythm of the tambourine. Do not bend your knees. Walk and lift your knees very high. Ask: What differences do you notice between walking with straight legs and walking as you bend your knees?
3 Look at the pictures and write the names of the joints.

a
e d a) b) c)
elbo k>e ank
d) e)
wris shoule
We use our muscles, bones and joints for moving.
fifteen
15
Bones can be classified in the following way: Long bones: they are long and cylindrical. Their function is to facilitate movement. For example, the femur, the tibia and the humerus. Short bones: they are short and cube-shaped. Their function is to give strength to the body. For example, the bones in the wrist and the vertebrates. Flat bones: they are small, flat and not very thick. Their function is to protect other organs. For example, the bones of the cranium.

15
The senses
There are five senses
OBJECTIVES
To identify the function of each sense To relate each sense to its organ of sense
We use our senses to recognise people, animals and things around us. Sight: we recognise light, colour, shape and size. Hearing: we recognise voices and sounds. Smell: we recognise different smells.
ORDER OF ACTIVITIES
1. Read the text out loud and ensure that the students understand all the words and the overall meaning of the text. 2. Look at and describe the pictures. 3. Discuss the text and the pictures. 4. Read the instructions out loud and ensure that the students know what they should do. 5. Do the activities. 6. Discuss the results of the activities with the whole group. 7. Read the paragraph at the bottom of page 17 out loud.
Taste: we recognise different flavours. Touch: we recognise texture and temperature (soft, hard, hot, cold).
We use five parts of our body for our senses

We see with our eyes. We hear with our ears. We touch with our skin. We taste with our tongue. We smell with our nose. How can we look after our eyes? Circle the correct words. Sit close to / a good distance from the television.
16
sixteen
Before reading the text out loud find out how much the children already know about the senses. Ask them how many senses we have. Ask them to name the senses and what they are each used for. Prepare three paper plates. Put slices on lemon on one of the plates, crisps on another and sugar on the third. Ask the students to taste the things on the plates. The eye
The eyes are the organs of sight. Part of our eyes is for protecting the eye and the other part is used for seeing. The eyelids, eyelashes and the eyebrows protect our eyes. The eyeball, the pupil, the iris and the lens are used for seeing.
The eyeball is a sphere shape and it is what we normally call the eye. The pupil is the black dot in the centre of the eyeball. Light enters the eye through the pupil.
16 16
ACTIVITIES
1 Use the key to circle the words.
eyes bitter thunder salty clouds ears rough music nose colours cold skin sound sweet
unit 1
UNIT 1
tongue
*
heat perfume
*
2 What sense do we use? Write sight, hearing, smell, taste or touch.
The flavour of an ice-cream.
>
The texture of a teddy-bear.
>
A friends voice.
>
The smell of a pear. The light of the stars.
>
>
tas touc earin@ sel sigh
Ask the students the following questions about the foods they have tasted. Is the lemon sweet or bitter? Which of the food you tasted is sweet? What other sweet things can you name? What are the crisps like? Are they sweet, bitter or salty? What other salty foods can you name? Multidisciplinary link. Art and Craft Tell the students to work in pairs and make a collage using different materials of different textures (sandpaper, magazine paper, crepe paper, sand, cloth, wool, cotton, etc.). Once they have finished their work ask them to describe their collages to the rest of the class. They should say what they have included and describe the textures (e.g. rough, soft, delicate). Cross-curricular Health and hygiene Ask the students to say what happens if they listen to music too loud. Ask them to describe the sensation in their ears. Ask them to think about what might happen to their hearing if they constantly listen to very loud music. Cross-curricular Solidarity
3 Write sweet, salty or bitter.
>
bite
>
salt
>
se
We use our senses to recognise the things around us. We have five senses: hearing, sight, smell, taste and touch.
seventeen
17
The iris surrounds the pupil. Irises can be different colours. When the iris closes a bit the pupil gets smaller and only a little bit of light enters the eye. When the iris opens up more light enters the eye. The lens is located behind the pupil and inside the eye. This works like an ordinary lens and helps us to focus so that our vision is clearer over various distances. The retina is at the back of the eye. The light that enters the eye through the pupil reaches the retina.
Ask the students to think about and list ways that they can help people who are blind or deaf. For example, they can help them cross the road, go to the playground at break time or move from one part of the school to another.

17
LEARNING TO READ
I have got a new neighbour

I have got a new neighbour in my street. His name is Leo. Leo is blind. He cannot see people, objects or places.
OBJECTIVES
To develop reading with understanding of a descriptive text To accept and appreciate people with physical disabilities
Leo is really great. We go out for walks. Leo uses a white stick. He taps the floor in front of him with his stick. He does not knock into things. He recognises our voices. He has got a lot of friends in our street! He also recognises things just by touching them. When we play a guessing game with our eyes closed, he always wins. Leo is a champion!
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the problems that people with physical disabilities face. 4. Do the activities.
1 Answer the questions.

What sense can Leo not use?
Leo ca> u hi sigh.

How does he recognise his friends?
Lead the students in an experiment on their senses of hearing and sight. Choose one student and say: Walk around the classroom with your eyes shut; Now stop. Ask a different student to call the one that has got their eyes shut. Can you walk towards the person that is calling your name? Now you may open your eyes. How did you walk in the right direction? Repeat with different students. Choose a student and say: Please cover your ears. Ask a different student to speak to the one with their ears covered, and discuss how much we can hear with our ears covered, and what it feels like.
H ecognie tei voie.

2 Write two games you can play with Leo. M. A. (Model Answer)
Guessin@ gae an pas t pare.

18
eighteen
LEARNING TO READ
Text type: descriptive text This text describes some of the skills that blind people develop in order to overcome their disability. This text highlights the things that the protagonist can do.
Activity
1 2
Strategy
Identifying and understanding details in a text Applying information to other similar situations
18 18
I CAN DO IT Make a skeleton

1. Trace the skeleton. Draw the skeleton on construction paper. 2. Join the pieces using butterfly-clips. 3. Move the skeletons joints.
unit 1
UNIT 1
OBJECTIVES
To study bones and joints through the assembly of a skeleton
ORDER OF ACTIVITIES
1. Explain the skeleton to the class. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Assemble the skeleton. 4. Discuss the results of the activity with the whole group.
Take a skeleton from the science lab to the classroom and review the main bones and joints with the students. Ask the following questions. Where is the femur? What do we call this joint (point to one)? Which bone is the tibia? Where is the cranium? Show the students a rag doll. Let them feel it so they can see that it is very soft. Ask them to notice how the doll cannot stand up on its own. Ask the following questions. Do you think that the doll could stand up if we put wires through it? Ask them to think about the fact that the skeleton (all the bones together) keep the body standing upright. Remind them that the soft things covering the bones are the muscles.
nineteen
19
Braille Alphabet The Braille alphabet is a system of writing for the blind. It was invented by the Frenchman Louis Braille. The letters, numbers and punctuation signs are represented by a combination of six raised dots.
19
Now I know
1
LETS REMEMBER We use our muscles, bones and joints for moving. Bones are hard. The skeleton is made of bones.
OBJECTIVES
To apply and use some of the concepts acquired through the unit Review of the unit
Muscles are soft. We use them for moving. We can bend our body with our joints. We use our senses to recognise things around us. There are five senses: hearing, sight, smell, taste and touch. We use our ears, eyes, nose, tongue and skin to recognise things around us.
ORDER OF ACTIVITIES
1. Identify each section on the double page (Lets remember, Lets work with words, Lets revise, Lets practice and I know). Explain the aims of each section. 2. Read the instructions and explain what the students should do. 3. Do the activities.

Complete and label the picture. head
>
trunk
limbs
joints
ea trun
>
>
joint
>
limb
Remind the students of the aims of each section. Lets remember is designed to reinforce the main concepts studied in the unit. Lets work with words is designed to reinforce the main vocabulary studied in the unit. Lets revise is designed to reinforce and help them remember some of the basic concepts in the unit. Lets practice requires the students to use the knowledge they have acquired in the unit. I know is a self assessment activity where each student marks what they have learnt.
20
twenty
CHECKING AND ASSESSING

Check that the students understand the following concepts. The different movements that the body is capable of The main parts of the body The abilities and limitations of the body The relationship between the skeleton, the muscles, the joints and movement The use of the senses The names of some bones and muscles
20 20
UNIT 1
3 LETS REVISE
How do you keep healthy? Colour the pictures.
Multidisciplinary link. Language Write the key words up on the board. Point to each word and ask the students to tell you something about the word. Ask questions if necessary. For example, Can you point to your limbs? Tell me how many limbs you have got. What do we call these limbs? Etc. Write their answers on the board, and ask the students to copy some of them into their notebooks.
4 LETS PRACTISE
Why is Davids arm in plaster? Tick the answer.
Cross-curricular Health and hygiene Explain to the students that stretching their backs and walking upright is very important for the development of their bones and muscles. Tell them also how they should carry their schoolbags in order to avoid damage to their backs. It should fit firmly into the centre of their backs and the weight inside the bag should be evenly distributed. Tell them to empty out their schoolbags and fill them again thinking about how they can distribute the contents so that the weight is evenly balanced. Language link
twenty-one
Because a bone in his arm is broken. Because his arm is cold.
5 I KNOW
1. I can move my body in many ways. 2. I must look after my senses. 3. There are bones in my body. 4. The names of the joints in my body.
excellent good
fair
21
KEY WORDS
Head Trunk Limbs Skeleton Ribs Cranium Spinal column Tibia Femur Muscles Pectoral muscles Abdominal muscles Calves Biceps Joints
Review the parts of the body, and left and right. Tell the students to work in pairs. They need the skeletons they made in the previous lesson. The students stand facing each other and give instructions: Move the left leg. Bend the right knee. Touch the head. Etc.

Reinforcement and extension: Extension sheet 1. Test and assessment: Unit 1 sheet. (See pp. VI-VII)
21
UNIT 2

UNIT CONTENTS
Objectives
To To To To To To To understand what a healthy diet consists of recognise that nutrition and respiration are vital functions of the body relate taking air in and expelling air with breathing recognise the function of the heart as a vital function understand that our bodies change as we grow read and understand a descriptive text reflect on healthy habits and customs
Contents
THEME: How does our body work? INFORMATION AND ACTIVITIES A healthy diet Types of food Nutrition Respiration LEARNING TO READ: Growing up I CAN DO IT: Doing a health survey
Assessment criteria
Identifying the characteristics of a healthy diet Understanding that respiration and nutrition are vital functions Explaining the function of the teeth and the stomach in nutrition Explaining the basic function of respiration Recognising healthy dietary habits Identifying some of the changes to the human body during growth

22 A
UNIDAD 0

Students Book
Page
22-23


A healthy diet G To recognise the need to follow a healthy, balanced diet

G
24 -25
Food and nutrition G To show the route of the alimentary canal and the names of some of the organs involved in the digestive tract
26-27
Breathing To understand that breathing is a vital function
28
Learning to read G To develop reading with understanding through a descriptive text G To understand that some things change and some things stay the same through the growth stages
29
I can do it G To reflect on healthy habits and customs
30-31
Reinforcement and extension: Extension, sheet 2 Test and assessment: Unit 2 test
22 B
2 How does our body work?

meat vegetables
OBJECTIVES
To recognise the need to follow a healthy, balanced diet
fish
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the questions under the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities.
egg
yoghurt fruit
bread
water
Ask the following questions to help the students analyse the picture: How many people can you see? Where are they? What are they doing? Are they having breakfast, lunch or dinner? What food can you see in the picture? Where is the food? Point out that the food is kept in covered cabinets for health and hygiene purposes. Ask students to choose a tray of food that they would like to have for lunch and practice ways of asking for the food; remind them to say please and thank you. Ask the students about the childrens behaviour in the picture. Is anybody running in the canteen? What can you see on the trays besides the food (cutlery: knives, forks and spoons)? What can you see on the table besides the food and water (napkins)?
Our body needs lots of different substances. We get these substances from food and water. We must all eat a little bit of everything.
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twenty-two
I ANTICIPATING DIFFICULTIES In this unit we will be working on the anatomy and physiology of the human body. It is important that the students should be able to differentiate between the characteristics and functions of basic organs such as the stomach, the lungs and the heart. They will need these concepts for future years when they will be working more in depth. It is also important that the students understand clearly which substances are needed for correct physical development during the growth years. They should also acquire good habits of hygiene and healthy attitudes with respect to their personal hygiene.
22
ACTIVITIES
UNIT 2
1 Label the pictures.
fish meat fruit vegetables milk pulses
fis frui
2 Write true or false.
yoghur an mil @etabe pule ea Fal Tr Tr Fal
Ask the students the following questions. Is all the food you eat the same? Can a person live if they only drink water and they dont eat anything at all? Reinforce the idea of different food types by drawing the chart below on the board. Ask the students to classify different food items.
Types of food
Fruit and vegetables Meat, fish and pulses Dairy produce Sugar, cereals and bread
The girl needs a lot of sweets. The girl needs a good diet.
The boy does not need a lot of sweets. The boy does not need fruit and vegetables.
Multidisciplinary link. Language Develop the students vocabulary by associating food with the shops where it is bought. Write a list of shop words on the board and ask the students what they buy in each shop (fishmongers, butchers, greengrocers, supermarket, bakers). Then clean the board and write the names of food items and ask the students where they would buy each item. Play a chain game. Start of by saying: I went to the fishmongers and I bought some sardines. The next students should repeat your sentence and add another and so on. Cross-curricular Health and hygiene
Discuss healthy eating with the students: You should eat all of the different types of food in the correct proportions. It is not good to eat a lot of sweets and other foods that are not nutritious. Can you help me write out a balanced menu, including breakfast, lunch, tea and dinner?
3 What did you have for lunch? Draw a picture and answer the questions. F. A.
Analyse and correct eating habits. Is it varied? A balanced meal. Is it enough? What is missing?
twenty-three
23
A healthy diet consists of a variety of food items and balanced quantities of each type of food. Food can be classified into four main groups: 1. Dairy produce (milk, yoghurt, cheese, etc.) which strengthens the bones and the teeth. 2. Meat, fish, eggs and pulses which are necessary for growth. 3. Cereals, bread, pasta, potatoes and sugar, which give us energy. 4. Fruit, vegetables and salad which give us vitamins.
23
We need to eat
mouth
We put food and water into our mouth.
OBJECTIVES
To show the route of the alimentary canal and the names of some of the organs involved in the digestive tract
We use our tongue to mix the food with saliva.
ORDER OF ACTIVITIES
1. Read each paragraph out loud and describe the corresponding pictures. 2. Discuss the pictures and text. 3. Read the instructions out loud and explain what the students should do. 4. Do the activities. 5. Discuss the answers with the whole class.
lip
milk teeth
tongue
We cut and chew our food with our teeth.

molars
molars (grind)
canine (tears)
canine incisors (cut)
We swallow our food and it goes to our stomach.

stomach
Complete the sentence. We must very well.
ce
our food
Find out how much the children already know about teeth and digestion. Ask the following questions. Do all our teeth look the same? Why do we have different kinds of teeth? What would happen if we lost all our teeth at the same time? Do you know these words: grind, tear, cut? Can you show me these actions with your hands? What happens inside our bodies when we eat? Where does the food go?
24
twenty-four
Other organs of the digestive tract are: The salivary glands. They produce saliva which we need to make the food moist and soft. The oesophagus. This is the tube which connects the mouth to the stomach. The intestines. Nutritious substances pass from the small intestine into the blood. The waste products then go into the large intestine and are eliminated.
24
ACTIVITIES
1 Use the key to colour the teeth.
Teeth that tear. Teeth that cut. Teeth that grind.
unit 2
UNIT 2
2 Where does the food go? Colour the route and label the picture.
et mout stomac
3 Use the words to complete the sentences.
stomach First, we put the food in our Then, we chew with our mouth teeth . . saliva
Write the following words on the board and ask the students to take turns coming to the board and underlining those words which have something to do with the digestion of food. ears stomach tongue saliva nose hand teeth air mouth Cross-curricular Health and hygiene
Tell the students that they should wash their hands before each meal and brush their teeth after each meal. Tell them to draw a chart and cross off each day after each meal.
M Tu W Th F
Breakfast Lunch
S Su
mout et
.
We use our tongue to mix the food with The food goes to our
stomac
saliv
.
Dinner
Everybody needs food. We put the food in our mouth, we chew it and then we swallow it. The food goes to our stomach.
Language link
Teach the students the following rhyme. Show them how to mime the actions to demonstrate the correct movement of the toothbrush. Brush up and down Brush in and out. Every day three times. Now wash your brush And rinse your mouth Now everybody smile!
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25
I LEARNING SKILLS Finding information in a picture In order to find information in a picture we need to look carefully at all the details, especially the labels which complement the information or add more information. For example:
Look at the picture on page 24 and answer the following

questions: What do we call the teeth which are used for tearing food? What do we call the teeth which are used for grinding food? What do we call the teeth which are used for cutting food? Where did you find these names? Resources for the teacher
25
We need to breathe
nose air goes in air comes out
OBJECTIVES
To understand that breathing is a vital function
ORDER OF ACTIVITIES
1. Read the paragraphs out loud and describe the corresponding pictures. 2. Discuss the pictures and the texts. 3. Read the instructions out loud and ensure that all the students know what they should do. 4. Do the activities. 5. Read the paragraph at the bottom of page 27 out loud.
lungs
When we breathe in, air goes into our body through our nose. The air goes to our lungs. Then we breathe out and expel the air. Our body needs the oxygen in the air.
heart
The blood transports and distributes the nutrients and the oxygen around our body. The heart beats and pumps the blood round our body.
Discuss breathing with the students. Tell them: Breathe in and out slowly; now breathe more quickly. What changes can you notice? Now put your hand on your chest, and see what each rhythm of breathing feels like. Tell the children to try to find their ribs. Explain that their lungs are behind their ribs and that the ribs are bones which protect our lungs. Show the students how they can find their pulse. Explain that the soft movement they can feel is their blood flowing around their bodies. After reading the text, ask: What does our blood do? (It transports nutrients and oxygen around the body).
Put your hands on your chest and breathe in. What can you feel?
26
twenty-six
Hiccups
When we get hiccups a strange sudden sound is made by a muscle which is located just below the lungs. The movement of this muscle helps our breathing. It is called the diaphragm. When the diaphragm is irritated we get hiccups. One of the causes of hiccups is eating too much, too fast. If you get hiccups you can try one of the following remedies: Breathe into a paper bag. Pinch your nostrils together and take small sips of water. Put some sugar under your tongue. Ask somebody to give you a big shock!
26 26
ACTIVITIES
1 Look at the picture and complete the sentences.
First they fill their lungs with .
unit 2
UNIT 2
ai
Then they blow the into the balloons.
ai
2 Use the key to colour the pictures. Now label the pictures.
the lungs the heart
What do we mean when we say that our heart beats? (It means that it moves in and out). Ask them to think about the rhythmic beating of a drum. Tell the students to find their pulses and say the rhythm out loud.
Multidisciplinary link. Language Explain the meaning of the following words: Inhale: (breathe in): take air into your lungs. Exhale: (breathe out): expel the air from your lungs.
t lung
3 Circle the differences in picture a .
a b
t ear
Language link
Materials: construction paper, felt tip pens. This unit contains some words which the students may find difficult to remember and especially to spell. breathe (in and out), distribute, exhale, expel, heart, inhale, lungs, nutrient, oxygen and transport. It is important that they should learn to use the correct terms. Divide the class into groups. Give each group a couple of words from the list above. The students should write their words in the middle of pieces of construction paper and illustrate the meaning of the word. They can also think of some simple sentences using the words and write them around the word as examples. Display the word posters on the wall of the classroom and use them to remind the students of the correct terminology while working through the unit.
Which man is breathing clean air?
T ma> i> pictu .
Everybody needs to breathe. Our blood transports and distributes the nutrients from our stomach and the oxygen from our lungs.
twenty-seven
27
I LEARNING SKILLS Underlining words Underlining words is a good way of helping us to remember parts of a text very quickly. One way the students can do this is by underlining the main idea or ideas in a text. For example:
Look at the following text in which the key words have been
underlined. Then underline the key words in the paragraph at the bottom of page 27. When we breathe , air enters our body through our nose. The air reaches the lungs and then we breathe out again. Our body need the oxygen in the air.

27
LEARNING TO READ
Growing up
Human beings are living beings. All living beings are born. Then they grow and change.
OBJECTIVES
To develop reading with understanding through a descriptive text To understand that some things change and some things stay the same through the growth stages
As we grow our bodies change. Children grow very quickly. Our height and our weight increase very quickly. When we are fifteen our bodies grow more slowly. At fifteen there are more differences between girls and boys, too. Our body stops growing when we are adults. As we get older we learn more and we know more. Everybody learns new things as they grow up.
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Do the activities.

Do children grow very quickly?
Ye, te do.
All the students can write their own autobiography with the help of their families. Ask the parents to give children information about one significant event for each year of their lives. For example: In my first year I learnt to sit up and crawl. When I was two years old I stopped using a dummy. Multidisciplinary link Art and craft Make a classroom poster using photos of the students when they were babies. Write the title When we were young across the top of a large sheet of paper and glue the photos of the students on the paper. Display the poster on the wall.
Do adults stop growing?
Ye, te do.
1 How has your body changed? Write three things. M. A. 2
I tale, I eav^e an I go et.

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LEARNING TO READ
Text type: descriptive text This text describes a process. Certain expressions such as: Then they grow and change, When we are fifteen and As we get older mark the progression of stages in our lives.
Activity
1 2
Strategy
Understanding details in a text Applying information to new contexts
28 28
I CAN DO IT A health survey 1 Use the key to colour the boxes. F. A.

never always sometimes
unit 2
UNIT 2
Reinforce good habits. Correct bad habits.
OBJECTIVES
To reflect on healthy habits and customs
I wash my hands before eating. I brush my teeth after eating. I have a shower every day. I have a varied diet. I eat enough food. I sit up straight. I do exercise. I go to the doctors when I am ill. I go to the doctors for check-ups.
Ask the students: What is a survey? (Its a series of questions. In this case we have to tick the answers that apply to us). What is a survey for? (It is to find out more information about people and their habits.) Cross-curricular Health and hygiene
Ask the students to think carefully about personal hygiene and why it is important. Suggest reasons to them, for example: Our hands collect lots of dirt. Thats why we need to wash them before meals. If we dont wash everyday and wear clean clothes, our bodies dont smell very nice. We share our classroom with our classmates and it isnt nice for other people if we smell bad.
2 Answer the question. F. A.

How can you look after yourself better?
I should
twenty-nine
29
Dentistry is a field of medicine which treats illnesses and problems in the mouth and teeth. Cavities are the most common problem that we have with our teeth. Cavities destroy the teeth little by little. They begin by destroying the surface of the tooth and progress gradually to the inside of the tooth. Once the cavity is deep it can be very painful and we need to go to the dentist to have a filling. In order to prevent cavities we should brush our teeth after every meal and not eat too many sweet things.
Language link Ask the students to classify things that they do every day, every week and from time to time, with regard to health and personal hygiene. For example, every day: have a shower, brush my teeth, wash my hands, change my clothes, comb my hair; every week: cut my nails, wash my hair, clean my ears; from time to time: visit the doctor, visit the dentist, buy a new tooth brush, wash my hair brush
29
Now I know
1
LETS REMEMBER Everybody needs to eat and breathe. We chew our food in our mouth and it goes to our stomach.
OBJECTIVES
When we breathe in, the air goes to our lungs. Our heart beats and pumps the blood round our body. The blood distributes the nutrients and the oxygen. Our height and weight increase very quickly when we are children.
ORDER OF ACTIVITIES
1. Identify each section on the double page (Lets remember, Lets work with words, etc.). Explain the aims of each section. 2. Read the instructions and explain what the students should do. 3. Do the activities.
Label the pictures. Write a sentence about each picture. mouth nose lungs stomach air food F. A.
lung
no ai
breathing
stomac
Remind the students of the aims of each section: Lets remember is designed to reinforce the main concepts studied in the unit. Lets work with words, to reinforce the main vocabulary studied in the unit. Lets revise, to reinforce and remember some of the basic concepts in the unit. Lets practice requires the students to use the knowledge they have acquired in the unit. I know is a self-assessment activity where each student marks what they have learnt. Talk to the students about what they have learnt in this unit and encourage them to give their opinion about the activities they have worked with. Ask:
mout
foo
eating
30
thirty

Check that the students understand the following concepts: The characteristics of a healthy, balanced diet Nutrition and breathing are essential for human life The function of the stomach, teeth, heart, lungs, and blood Peoples bodies change as they grow Healthy habits and customs we should follow
30 30
UNIT 2
3 LETS REVISE
Fill in the card. Draw a picture of yourself. F. A. ME I am I weigh My shoes are size I have lost teeth. centimetres tall. kilos. . A self-portrait.
Things I do to keep healthy and strong: I
4 LETS PRACTISE
Circle the answers. Can the swimmer breathe under water? Yes she can. / No she cant. How long can she stay under the water? 3 minutes. / 3 hours. / 1 day.
Which activities did you like most/least? Which activities were difficult/easy? In which activities did you learn more/less? Ask the students to read section 1 (Lets remember) in silence, and try to memorise the sentences. Tell the students to close their books, give them the first few words of each sentence and see if they can supply the rest of the sentence. Take some large plastic bags to school. Make holes in them for the arms and tell the students to put them on as if they were a jacket (with the opening at the back). Students can use felt tip pens to draw the position of the following organs on their partners: heart, lungs, stomach.
5 I KNOW
1. Everybody needs to breathe. 2. We use our lungs to breathe. 3. Everybody needs a varied diet. 4. I am growing and my body is changing.
Language link Materials: a large sheet of continuous paper, blue paint and rulers. Tell all the children to take off one shoe and sock. Place the continuous paper on the floor and ask the students to line up and place a hand print and a foot print on the paper. Write the students name above each set of prints. Tell the children to find their prints on the paper, measure the length of their footprints and hand prints and write the length by the side. Then tell them to write in their shoe sizes. Display the mural and ask questions, for example: Who has got the biggest feet?
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31
KEY WORDS
Nutrition Food Breathing Mouth Tongue Saliva Teeth Stomach Nose Lungs Blood Heart

Reinforcement and extension: Reinforcement sheet 2. Test and assessment: Unit 2 test. (See pp. VI-VII)
31
UNIT 3
Animals
UNIT CONTENTS
Objectives
To recognise that animals are born, grow and die and therefore are living beings To appreciate the life cycle To classify animals according to different criteria To identify the different types of food animals eat and the different ways they are born To encourage respect for all living beings
Contents
THEME: Animals INFORMATION AND ACTIVITIES Pets and wild animals The main parts of animal bodies Herbivores and carnivores, vertebrates and invertebrates Types of animals according to the way they are born: viviparous and oviparous animals The dangers to animal life Stages in animals lives LEARNING TO READ: We look after animals I CAN DO IT: The life cycle
Assessment criteria
Recognising that animals are living beings which are born, grow and die Identifying different ways in which animals are born and different food that they eat Classifying animals according to how they are born Classifying animals according to the food they eat Differentiating between vertebrates and invertebrates Showing respect for animal life

32 A
UNIDAD 0

Students Book
Page
32-33

Classroom materials G Posters Special programmes G Developing intelligence 2 G Workbook unit 2 Reinforcement and extension: Reinforcement sheet 3

Pets, farm animals and wild animals. G To recognise the main features of pets, farm animals and wild animals G To locate the main parts of animals bodies

G
Tasks in natural science: Animals and plants 1
34-35
Herbivores, carnivores, vertebrates and invertebrates G To classify animals according to whether they are herbivores or carnivores G To identify vertebrates and invertebrates
36-37
Types of animals according to how they are born: viviparous or oviparous G To distinguish the ways animals are born G To classify animals according to how they are born Learning to read G To develop reading with understanding through an explanatory text G To encourage respect and protection of animal life I can do it G To reflect on the stages of the life cycle
38
39
40-41
32 B
3 Animals
wild animals
OBJECTIVES
To recognise the main features of pets, farm animals and wild animals To locate the main parts of animals bodies
toucan
pets
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text and the questions under the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
Ask the students to look carefully at the main picture and read the words in the illustration. Then ask the following questions: Have any of you got a pet rabbit at home? What other pets have you got? Ask the students who have dogs and cats: What do they eat? How often do you feed them? Do you take them for a walk? How often? How often do you have to change their water? Who looks after the pets in your house? Has anybody got a real lion, tiger or bear at home? Why do you think that we dont keep these kinds of animals as pets? Where do these animals normally live?
Lucy brings her rabbit to school. Her friends ask lots of questions. What do rabbits eat? Do they eat meat like wolves? Do they eat plants like sheep? Can a rabbit be a pet like a dog or a cat?
32
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I ANTICIPATING DIFFICULTIES When you are working with the question of carnivorous animals being meat eating animals some students may believe that meat means pork or beef. Explain that in this case meat eating means that they eat fish, mice, birds and so on. While you are working through the unit and especially in the section on looking after pets explain to the students that although some animals are carnivores we give them animal feed made up of different products. This is the case of dogs and cats.
32
ACTIVITIES
UNIT 3
1 Match the pictures and the sentences.
They live close to people. Pets and farm animals They live a long way from people. They can feed and look after themselves. People feed and look after them.
Wild animals

head
>
mouth
ear
legs
tail
ea mout e eg
1 1 1 3 1 1 3 3 2 3 3 3 3
ea ski> tai
skin
eye
Show the students photos of different animals and ask them to say whether they are pets, farm animals or wild animals. Play the animal chain game. Start the chain off by saying: My favourite animal is a tiger. Point to another students who says: My favourite animal is a tiger and a rabbit. Continue making the chain with different animal words until somebody makes a mistake with the sequence. Start again. Multidisciplinary link. Gym Ask the students to mime the movements of the following animals: a cat, a bear, a kangaroo, a frog and a bird. Then ask the students to think about the kinds of sounds these animals make. Multidisciplinary link. Language Explain to the students that we often use expressions about animals to describe a person. Give them some examples: as busy as a bee; as greedy as a pig, swim like a fish, naughty monkey, etc. Discuss the meanings of these expressions and ask the students why we use them. Tell the students to choose one of the animals they have discussed, draw a picture and write the expression. They should try to reflect the trait in their pictures. Cross-curricular Responsibility Discuss the needs of pets and how we should look after them. Talk about being a responsible pet owner. Discuss feeding, giving fresh water, keeping the pets clean, taking them for walks, loving them and showing affection, keeping the streets clean and so on.
3 What does a rabbit eat? Use the key to colour the picture. Grass, leaves, carrots.
1
2 2 2
Pets live with people. People feed them and look after them. Wild animals feed and look after themselves.
thirty-three
33
When you are working with the section on fish explain that the fish bones are the skeleton of the fishs body. Make sure they understand the difference between a hard exoskeleton and a shell. The exoskeleton is completely joined to the body of the animal (a tortoise or a crab). The shell is partially separate (a mussel or an oyster).
33
What are animals like?

fur big ears
What is a rabbit like?

OBJECTIVES
To classify animals according to whether they are herbivores or carnivores To identify vertebrates and invertebrates
Rabbits have got long teeth to cut the plants they eat. Animals that eat plants are called herbivores. Animals that eat meat are called carnivores. Sharks and lions are carnivores.
short tail
ORDER OF ACTIVITIES
clam
Vertebrates and invertebrates.

Rabbits have got bones inside their bodies.
the skeleton of a rabbit
Animals with bones are called vertebrates. Rabbits are vertebrates. Dogs and sardines are also vertebrates. Animals without bones are called invertebrates. Clams and worms are invertebrates.
the skeleton of a sardine
worm
Are people vertebrates or invertebrates? We are vertebrates.
34
thirty-four
Ask the students the following questions. When we have chicken for lunch, do we eat the bones? Do we eat the lamb chop bones? Do we eat the fish bones? Why not? Take a complete fish bone into class and some chicken and rabbit bones so that they students can observe the shape, consistency and types of bones (flat bone, long bones, joints, etc).
I LEARNING SKILLS Classifying according to specific criteria Classification according to common characteristics is a very useful way of organising information. For example:
Classify the following animals into vertebrates and invertebrates.

sardine rabbit fly worm pigeon prawn spider
Vertebrates Invertebrates
34
ACTIVITIES
1 Colour the animals food. Label the pictures herbivore or carnivore.
unit 3
UNIT 3
>
carnivo
Multidisciplinary link Art and craft Give each student a sheet of paper with a partially drawn elephant. Leave out the ears, trunk and tail, for instance. Tell the students to complete and colour the picture. Ask the following questions: Is the elephant a vertebrate or an invertebrate? Is it a herbivore or a carnivore? Is it a pet or a wild animal?
erbivo carnivo
2 Match the pictures.
hard exoskeleton bones shell
erbivo
Language link
Give the students the following animal quiz to do in pairs. 1. Write the names of three herbivorous animals. 2. Write the names of three carnivorous animals. 3. Write the names of three vertebrates. 4. Write the names of three invertebrates. 5. Write the names of two herbivorous vertebrates. 6. Write the names of two carnivorous vertebrates. Tell the students to say stop when they have finished the quiz. The first pair to finish reads its answers to the rest of the class for discussion.
3 Colour the skeletons of the vertebrates.
fish
dove
dog
Herbivores eat plants. Carnivores eat other animals. Vertebrates have got bones. Invertebrates have not got bones.
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35
Omnivorous animals Animals which eat both plants and meat are called omnivorous animals. Tortoises, pigs and bears are all omnivorous. The largest animal in the Spanish fauna is the brown bear, which is unfortunately in danger of extinction. It lives in the Cantabrian mountain range and in the Pyrenees. Although its diet consists mainly of plants such as chestnuts, acorns and walnuts it also eats small animals like snails and ants. One of its favourite treats is honey

35
Animals are born and grow

Rabbits come from their mothers womb. Rabbits, horses, monkeys and lots of other animals come from their mothers wombs. Animals that are born like this are called viviparous animals.
OBJECTIVES
To distinguish the ways animals are born To classify animals according to how they are born
ORDER OF ACTIVITIES
Ducks are different from cats. Ducklings come from eggs. The mother duck lays the eggs. Fish, frogs, crocodiles and butterflies come from eggs. Animals which come from eggs are called oviparous animals.
How many names for baby animals do you know? M. A. Chicks, puppies, kittens, lambs, calves
36
thirty-six
In order to find out what the students already know about this theme ask them how certain animals are born (a cow, a rabbit, a chicken, a sardine, a horse, a turkey). Ask: Is this animal born from an egg or from its mothers womb? Point to your stomach to show them what you mean. Explain: Some animals are born from eggs which the female of the species lays. These animals are called oviparous. Give some examples (a chicken, a sardine,
How long does it take for animals to be born? Not all animals take the same length of time to be born. The time taken from the laying of an eggs to the hatching of the chick varies from bird to bird. For example:
Time taken for bird eggs to hatch Canary 13 days Pigeon 18 days Hen 21 days Duck 28 days Goose 31 days Ostrich 42 days
36 36
ACTIVITIES
1 Tick the oviparous animals.
unit 3
UNIT 3

a frog). Other animals are born from their mothers wombs (a horse, a cow, a human being). These animals are called viviparous. Tell the students to draw two columns in their notebooks and classify animals into oviparous and viviparous. Discuss the way that oviparous animals are born. Explain that not only birds are born from eggs but also fish, insects and reptiles. Then ask: Are all eggs the same? Are they all the same shape and colour? Do all animals lay eggs? Make sure that they understand that some marine animals are viviparous, such as whales and dolphins.
2 How a sparrow is born. Complete the sentences.

1 2 3
The mother lays the
egg
The sparrow is an
eg@ oviparou
1
The baby breaks the and is born.
The mother gives the chick
foo
animal because it is born from an egg.
2
The calf has just been born.
3
The calf is inside the mother. The calf is drinking the mothers milk.
Multidisciplinary link Art and craft Divide the class into two groups. Give each group a piece of construction paper, entitled Oviparous animals, and Viviparous animals. Each group makes a poster by cutting out and gluing animals from their group onto the construction paper. Under each animal they should write the name. Ask students to present their poster to the rest of the class. Cross-curricular Team work
Oviparous animals come from eggs. The mother lays the eggs. Viviparous animals come from their mothers womb.
thirty-seven
37
It is the same case with the mammals. Not all babies remain inside their mothers wombs for the same length of time. For example:
Time taken for mammals to be born Cat 2 months Lion 3 months Bear 7 months Human being 9 months Dolphin 11 months Elephant 22 months
Before beginning the activity above remind the students of the rules for working in teams. They should agree on a division of tasks, they must not impose their ideas on everyone else, they should avoid arguments, etc.

37
LEARNING TO READ
We look after animals

Animals are living beings. All living beings are born, grow, get old and die.
OBJECTIVES
To develop reading with understanding through an explanatory text To encourage respect and protection of animal life
Some animals only live for a few days, like flies. Some animals live for a long time. Tortoises can live longer than people. A lot of animals are in danger. Some animals cannot find enough food. Other animals live in polluted places. Some animals lose their parents and they cannot survive. We should protect and look after all animals.
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the importance of protecting and caring for animals. 4. Do the activities.
1 Write true (T) or false (F).
F F T
All animals live for a long time. All animals live for a short time. Some animals live for a long time and others live for a short time.
Read the passage again. Find and classify two animals. It lives for a few days. It lives for many years.
Explain to the students: When certain animal species are not really able to survive or reproduce on their own in their natural environment we say they are in danger of extinction. There are many species that are currently in danger of extinction: whales, the lynx, seals, bears, etc. Cross-curricular Responsibility
Tell the students that they must never abandon an animal nor should they bring home abandoned animals without asking their parents first. If they find an abandoned animal they should tell a grown up so that he or she can get in touch with a special organisation that cares for abandoned animals.
fl
Some animals cannot Other animals live
tortoi fin enoug foo i> pollue plae

. .
2 Why are animals in danger? Complete the sentences.
38
thirty-eight
LEARNING TO READ
Text type: explanatory type This text has the following structure: The normal life cycle of animals with some specific examples The risks and dangers of animal life The responsibility that humans have towards animal protection
Activity 1 2 Strategy Understanding details in a text Giving opinions
38 38
I CAN DO IT The life cycle

1 Complete the life cycle.
Colour the arrows. Complete the picture.
unit 3
UNIT 3
OBJECTIVES
To reflect on the stages of the life cycle
ORDER OF ACTIVITIES
1. Read the instructions out loud and ensure that the students know what they should do. 2. Draw and colour the elements in the life cycle. 3. Make the wheel for the life cycle. 4. Discuss the results of the activity with the whole group.
Newborn chick
2 Follow the instructions.

1 2 3
Turn the wheel. What can you see? F. A.
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39
I LEARNING SKILLS Summarising a text in a title We use titles in order to summarise a text in just a few words. These titles should be short and should say what the text is about in a very general way. For example:
Read the following text and write a title.

Title: _______________ Rabbits have got very long teeth. They use these teeth to cut plants which they eat. Animals that eat plants are called herbivores.
Give each student a sequence of three scenes on the theme of the life cycle of an animal or a person. Ask them to place the scenes in the correct order. Tell the students to bring three photos of themselves to school; one photo of when they were babies, one photo of when they first went to school and another more recent photo. Ask them to glue the photos onto a piece of construction paper in chronological order. Ask the following questions in order to make them think carefully about the life cycle: What would happen if men and women stopped having babies? What would happen if only one pair of lions were left (a male and a female) and they did not have any cubs?
39
Now I know
1
LETS REMEMBER Animals are living beings: they are born, they grow and they die.
OBJECTIVES
Animals move from place to place and eat other living beings. Herbivores eat plants. Carnivores eat other animals. Vertebrates have got bones. Invertebrates have not got bones. Oviparous animals come from eggs. Viviparous animals come from their mothers womb.
ORDER OF ACTIVITIES

Use the words to complete the word map. oviparous animals invertebrates herbivores carnivores ANIMALS vertebrates viviparous animals
food
bones
the way they are born
they eat meat
they eat plants
they have they have not got bones got bones
they come from eggs
Remind the students of the aims of each section. Encourage the students to think about the work they have done by asking the following questions: How can we classify animals by the different types of food that they eat? How are viviparous animals born? What do we call animals that have bones inside their bodies? Tell the students to work in pairs and make index cards about different animals using the following model: This is a (name of animal). It was born so it is a . It eats so it is a . It is a so it has/hasnt got bones.
they come from their mothers womb
carnivoe rebrae oviparou erbivoe inrebrae viviparou

40
forty

Check that the students understand the following concepts: The difference between vertebrates and invertebrates The main differences between pets, farm animals and wild animals The different types of food that animals eat The two ways in which animals are born The need to protect and care for animals
40 40
UNIT 3
3 LETS REVISE
How do animals help us? Match the pictures to the sentences.
They give us food. They help us. They work for us. They are pets.
It lives (on the land, in water)
Language link Materials: flashcards or picture of different types of animals (insects, birds, fish, mammals). Give each student a picture or a flashcard. Ask the students to do the following: Stand up and name your animal. Give as much information as you can about the animal. For example: This is a lion. Its a carnivore, its a vertebrate and it is viviparous. Call out classifications, for example: herbivores. All the students holding pictures of herbivores should stand up and hold out their picture. The rest of the class can check that students standing are right. Play the classification game. Tell the students that you are going to call out two classification words. They should form two groups according to the pictures they are holding. Tell the students to form the following groups: herbivores and carnivores; vertebrates and invertebrates; viviparous and oviparous; wild animals and pets or farm animals.
4 LETS PRACTISE
Solve the problem: John has got a problem. His dog does not want to eat, run or play. What should John do? Tick the correct sentence. 1. He should take his dog to the park. 2. He should take his dog to the vet.
3. He should take his dog to the hospital.
5 I KNOW...
1. Animals are living beings. 2. How animals are born. 3. It is important to look after animals. 4. Some animals have got bones inside their bodies.
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41
KEY WORDS
Animal Pet Farm animal Wild animal Carnivore Vertebrate Invertebrate Viviparous Oviparous Resources for the teacher
41
UNIT 4

UNIT CONTENTS
Objectives
To understand that there are many different groups of animals To classify animals into insects, fish, reptiles, mammals, birds and amphibians To recognise some of the essential characteristics of insects, fish, reptiles, mammals, birds and amphibians To identify the way that insects, fish, reptiles, mammals, birds and amphibians reproduce and what they eat To appreciate animal life
Contents
THEME: Animals, animals all around INFORMATION AND ACTIVITIES Insects Fish Reptiles Mammals Birds Amphibians Marine animals LEARNING TO READ: Amphibians I CAN DO IT: Marine animals
Assessment criteria
Understanding that there are different types of animals Understanding that each type of animal has specific characteristics Identifying the way in which insects, fish, reptiles, mammals, birds and amphibians reproduce and what they eat Describing and classifying animals according to different criteria Appreciating and respecting the importance of animal life

42 A
UNIDAD 0

Students Book
Page
42-43


Insects G To distinguish the main characteristics of insects G To identify some insects

G
Tasks in natural science Animals and plants 1
44-45
Fish and reptiles G To distinguish the main characteristics of fish and reptiles G To identify some fish and reptiles
46-47
Mammals and birds To distinguish the main characteristics of mammals and birds G To identify some mammals and birds
G
48
Learning to read G To develop reading with understanding through a descriptive text G To identify the main characteristics of amphibians G To recognise some amphibians
49
I can do it G To identify and describe the external characteristics of some marine animals
50-51
42 B
4 Animals, animals all around
OBJECTIVES
To distinguish the main characteristics of insects To identify some insects
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text under the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities. 5. Discuss the results of the activities with the whole class. 6. Read the paragraph at the bottom of page 43 out loud.
bee
dragon fly ladybird wasp
grasshopper
At midday the sun is warm. A lot of insects come out to fly. Insects have not got any bones. They are very small. Insects have got six legs. Some insects have got wings.
Read the words in the picture and ask the students to look carefully at the picture. Then ask the following questions: How many animals can you see in the picture? In real life which is the biggest animal and which is the smallest? Which animals fly? Which animals have fins? How do ladybirds move? How do grasshoppers move? Where do fish live? On the land or in the water?
42
forty-two
I ANTICIPATING DIFFICULTIES It is important to clarify for the students that some animals that live in the water like whales or dolphins are not fish but mammals. Students often classify spiders as insects. In order to avoid this confusion highlight the fact that insects all have six legs and that spiders have eight legs which is why they are not insects. Spiders belong to their own group called arachnids. When you are describing reptiles explain that not all reptiles crawl along the ground like snakes. Some reptiles, like crocodiles, have legs and they walk or even run.
42
ACTIVITIES
UNIT 4
1 Copy and label the picture.
eye
antennae
Insect with labelled parts.
head legs beetle

T Insects come from eggs.
T T
Insects are invertebrates. Insects have got legs.
F T
Insects are very big. Insects have got antennae.
Write the following words on the board and ask the students to say which words are related to insects: antennae fins viviparous oviparous vertebrates invertebrates wings legs bones Explain how each word is related to insects. When you speak about legs remind them that insects all have six legs. Spiders have eight legs which is why they are not insects. Multidisciplinary link Art and craft
3 Find six insects. Label the pictures.
buterl an mosquito fl was
H A O N B M
O E U P U O
R R E I T S
M A P M T Q
I W A O E U
A A B F R I
N S E L F T
T P E Y L O
W A A M Y A
Give each student a big picture of a ladybird. Tell them to colour in the ladybird and glue their picture onto a piece of construction paper. Tell the students to make holes where the black spots are and glue black shiny paper to the back of the drawing. Multidisciplinary link. Language Ask the students to write three sentences about insects. They should begin their sentences with: All insects ... (for example: are oviparous, have six legs, are invertebrates). Language link
Insects are invertebrates. They have got six legs and two antennae. A lot of insects have got wings.
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43
Ants Ant are insects. They are found all over the world. One of the main characteristics of ants is that they are social creatures. They live in large groups and they share out the work. There are three different types of ants. Queens: they have wings and are responsible for laying the eggs which will be the next generation of ants. Males: their function is to fertilise the queen ants. Workers: they have no wings and their mission is to collect food and build the defences of the ant nest.
Make an insect mural. Tell the students to find pictures of insects and bring them into class. Draw a background of a field and a small pond. Tell the students to glue their insects to the background and make labels for the names.
43
Fish. Reptiles
carp
Fish
Carp are oviparous animals. They are vertebrates and they live in water. Some fish live in rivers, like carp.
OBJECTIVES
To distinguish the main characteristics of fish and reptiles To identify some fish and reptiles
Carp have got fins. They use their fins for swimming. Their bodies are covered in shiny scales. Other fish, like bream and horse-mackerel, live in the sea.
trunk scales head bream
ORDER OF ACTIVITIES
1. Read the text out loud and ensure that the students understand all the words and the overall meaning of the text. 2. Look carefully at the pictures. 3. Discuss the pictures and the text. 4. Read the instructions out loud and ensure that the students know what they should do. 5. Do the activities. 6. Discuss the results of the activities with the whole class. 7. Read the paragraph at the bottom of page 45 out loud.
tail
fins
carp horse-mackerel
scales
trunk
head
Reptiles
Reptiles are vertebrates. They are oviparous animals. They live on the land.
legs
tail
lizard
A lot of reptiles have got short legs, like crocodiles and lizards. Lizards have got long bodies and long, thin tails. Their bodies are covered in scales. Other reptiles have not got any legs, like snakes. They slide along the ground.
snake
How is an oviparous animal born?
44
forty-four
Ask any students who have pet fish the following: Can you explain to us what you give the fish to eat? How do fish sleep? How are they born? How do you look after your fish? Ask the students to think about the similarities between fish and reptiles, and to complete the following sentences in their notebooks.
Fish Fish are aquatic animals. They breathe through gills which are located at either side of the head. Fish take oxygen from the water and absorb it through the gills unlike land animals which take oxygen from the air. Fish eat plankton, marine plants, smaller fish, larvae, small molluscs, etc. Fish move their bodies from side to side and move their fins in order to move in the water.
44
ACTIVITIES
1 Label the pictures.
tail fins scales legs head
unit 4
UNIT 4
tai scae
sardine
ea fin eg
scae tai
crocodile
2 Classify the animals. Write Yes or No.
trout
lizard
It has got scales. It has got feathers. It is a vertebrate. It is an invertebrate. It has got fins. It has got legs. It lives in water. It lives on the land. It is a fish. It is a reptile.
Yes
Yes
NO YES NO YES NO YES NO YES NO
NO YES NO NO YES NO YES NO YES
Fish and reptiles have bodies covered in _______. Fish and reptiles both have bones, so they are _____________. Fish and reptiles are born from eggs so they are ____________. Ask the students to say the names of fish and reptiles. Write the words on the board and then ask the students to describe some of the animals written on the board. Praise all the students for their answers but pay special attention to descriptions which have some scientific value. Write the following code on the board and ask the students to work out the names of different types of sharks. 1 B 2 L 3 U 4 E 5 W 6 H 7 A 8 T 9 I @ G R # M & D 1234 56724 1322 89@4 67##4 ..... ..... ..... ..... 6 4 7 & ..... shark shark shark shark shark
Fish are vertebrates. They have got fins and scales. They are oviparous animals. They live in water. Reptiles are vertebrates. They are oviparous animals. They have got scales. They live on the land.
forty-five
45
Generally speaking fish have a highly developed sense of smell, however their sight is not very good and some fish that live in very deep water are blind. The skeleton of a fish can be cartilaginous, in other words soft (like a shark or a sting ray) or bony and hard (like a sardine or a hake). The biggest fish is the whale shark which can measure up to 18 metres and the smallest fish is the dwarf goby which is only 8 millimetres long.

45
Mammals. Birds
Mammals
Mammals are vertebrates. They are viviparous animals. They come from their mothers womb.
OBJECTIVES
To distinguish the main characteristics of mammals and birds To identify some mammals and birds
Baby mammals drink their mothers milk, like this zebra. Zebras are mammals. They have got four legs, a long neck and their skin is covered in black and white hair. Dogs and lions are also mammals.
ORDER OF ACTIVITIES
Birds
Birds are vertebrates. They are oviparous animals. Their bodies are covered with feathers. Storks are birds. They have got black and white feathers. They have also got two wings, two legs and a long beak. Sparrows, ducks and eagles are birds.
eagle
sparrow
oriole
Describe the birds.
46
forty-six
Show the students three photos of mammals and three photos of birds. Tell them the names of the animals. Ask the students to copy and complete the following chart in their notebooks:
Born from their mothers wombs 1. 2. 3. 1. 2. 3.
Birds are oviparous animals that are born from eggs. Most birds make nests using twigs and leaves. They lay their eggs in the nests. However, some birds such as swifts, which are similar to swallows, make strange nests in the shape of a funnel. They make their nests using mud. Other birds like cuckoos lay their eggs in other birds nests. This way they dont have to go to the trouble of building their own. The number of eggs laid by each type of bird varies. For example, penguins only lay one egg each time whereas ducks lay up to 15 eggs.
Born from eggs
46 46
ACTIVITIES
1 Which animals drink their mothers milk? Tick the pictures.
unit 4
UNIT 4
dog
elephant
pig
canary
bee
cow
Complete the sentences. The the
do@ pi@ a ea eg
(PICTURE)
, the and the
eephan co
beak feathers wings
, are mammals.
Divide the class into two groups. Say: I am going to call out the names of mammals and birds. When I say the name of a mammal the first group must clap their hands and when I say the name of a bird the second group must clap their hands. Complicate the activity by adding names of animals that are neither mammals nor birds. Draw a flow chart on the board. Tell the students to copy it into their notebooks and complete it together with a partner.
MAMMALS Characteristics BIRDS Examples
2 Draw a bird. Label the picture.

legs head
wing eater
skin
3 What have all these animals got in common? Tick the boxes.

feathers four legs come from eggs
Characteristics
Examples

wings bones
Mammals come from their mothers womb. Mammals drink their mothers milk. Birds are vertebrates. They come from eggs and they have got feathers.
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47
Write the names of the following animals and their young in two columns on the board. Tell the students to copy the columns into the notebooks and match the babies to the animals. Calf Sheep Kitten Lion Puppy Cow Cub Bird Chick Dog Lamb Cat Multidisciplinary link. Language
Teach the students the following tongue twister. Ask them to say it faster and faster each time. Yellow lions lying in the long grass.
The male or the female must sit on the eggs and incubate them so that the chicks can develop inside the eggs. They keep the eggs warm with their own bodies. This period of incubation may last from between 10 and 82 days depending on the species of bird. When the chicks are born, some birds leave the nest and follow their mother around looking for food. However, other chicks stay in the nest for a time. The parents bring food to the chicks and give it to them in their beaks. When the chicks have grown enough the parents teach them how to fly. Once the chicks can fly they leave the nest and begin an independent life.

47
LEARNING TO READ
Amphibians
Frogs, toads and salamanders are vertebrates. They are amphibians.
OBJECTIVES
To develop reading with understanding through a descriptive text To identify the main characteristics of amphibians To recognise some amphibians
Frogs, toads and salamanders have not got any fur. They live in wet places. They live where there is water. All amphibians start their life in the water. The females lay eggs in ponds and rivers. Tadpoles come from eggs. They look like fish. Tadpoles live in water. They can swim. Tadpoles change slowly. They grow legs. Then the second part of their life begins. They come out of the water and live on the land.
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Do the activities.

After you have read the text out loud ask the students the following questions about amphibians: Do amphibians have feathers, fur or skin? Are they vertebrates or invertebrates? Why? Are they oviparous? Why? Where do amphibians live? What would happen to the tadpole if we took it out of the water for a long time? Multidisciplinary link. Gym
Tell the students to do the following physical activities. Walk like frogs while I mark out a rhythm on the tambourine. Crawl like snakes while I mark out a rhythm on the triangle. Do a relay race in teams. You have to hop like frogs.
Amphibians are vertebrates. They have not got any fur. They are born in the water and then they live on the land. Amphibians are vertebrates. They always live in the water.
2 Write the names of three amphibians.
Frog, toad an salamaner.

3 Where can you find a toad or a frog?
I> pla. Nea wae.

48
forty-eight
LEARNING TO READ
Text type: descriptive text This is a descriptive text which describes the main characteristics of amphibians.
Activity 1 2
Strategy Identifying explicit details in a text Applying information to new contexts
48 48
I CAN DO IT Marine animals
unit 4
UNIT 4
1 Match the sentences and the pictures. Use the words to complete the sentences.
eight black five two
OBJECTIVES
The body of a mussel is soft and orange. It has got a shell. A starfish has got exoskeleton.
blac
legs.
To identify and describe the external characteristics of some marine animals
fi
ORDER OF ACTIVITIES
1. Explain the activities. 2. Read the descriptions out loud and ensure that the students understand all the words and the overall meaning of the text. 3. Do the activities.
Its body is covered with a hard
An octopus has got a very big head. It has got
eigh tw
tentacles.
A crab has got a hard exoskeleton. It has got claws.
2 Look at the picture and circle the correct words.

1. The shark is a fish. / an insect. 2. It lives in the water. / on the land. 3. It has got legs. / fins. 4. Its body is covered with skin. / feathers.
shark
Show the students pictures of different animals and ask them to describe the animals. Encourage them to always do this following the same order. Begin by describing the head, then the body and finally the extremities. Play What animal am I? A student describes an animal without saying which one it is. His/her classmates try to guess. The first one who guesses correctly describes another animal. Continue until all or most of the members of the class have had a turn. Multidisciplinary link. Language
Ask the students to work out the following animal riddle: Guess who I am: Im black and white Im full of stripes. (Zebra)
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49
Whales Whales are mammals that live in the sea. Their hearts are the same size as a small car and their bodies are covered in a layer of fat. They eat plankton or other sea creatures. They usually have one baby at a time and the young feed on their mothers milk for about seven months. Whales can stay under the water for quite a long time and when they come to the surface they blow out a stream of hot water through orifices located on their heads. Whales have been hunted for years and prized for their fat. This is why they are in danger of extinction.
49
Now I know
1
LETS REMEMBER Insects are invertebrates. They have got six legs and two antennae. A lot of insects have got wings.
OBJECTIVES
Fish are vertebrates. They have got fins. They are oviparous animals and they live in the water. Reptiles are vertebrates. They have got scales. They are oviparous animals and they live on the land. Mammals are vertebrates. They come from their mothers womb and they drink their mothers milk. Birds are vertebrates. They come from eggs and they have got feathers.
ORDER OF ACTIVITIES

Write true (T) or false (F). Draw pictures. MAMMALS BIRDS
T F T
They are born from their mothers womb. They have got scales. They drink their mothers milk. FISH
T T F T F T
They have got feathers and a beak. They are born from eggs. They have got four legs. REPTILES They are born from eggs. They have got wings. They have got scales.
Remind the students of the aims of each section. Write the names of several animals on the board and ask the students to say which group they belong to (reptiles, birds, mammals, etc.) Ask the following questions to check whether the students have understood the concepts in this unit: Which groups of animals have we studied in this unit? Which groups of animals are invertebrates? Are reptiles born from their mothers wombs or from eggs? Which groups of animals have scales all over their bodies? Which animals drink their mothers milk when they are babies?
T T F
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fifty
They are born from eggs. They have got fins. They live on the land.

Check that the students understand the following concepts: The different types of animals The characteristics and main features of insects, fish, reptiles, mammals and birds The criteria to bear in mind when classifying animals Animals should be respected, cared for and protected
50 50
UNIT 4
3 LETS REVISE
Use the words to complete the sentences. vertebrates walk trunk People have got bones. We are Our body has got a and head mammals we drink our mothers milk limbs .
Cross-curricular Cleanliness and tidiness

Before doing the activity above remind the students about the rules for working in the classroom. They should be tidy and organised in their work. Their writing should by clear and legible, they must glue the pictures down carefully and so on.
limb
rebrae ea trun
,a . .
We come from our mothers womb and We are We can to swim.
mammal wal
drin ou mote mil
and we can run. We can also learn how
Language link
Draw the following word search on the board and tell the students to find two birds, two mammals, two reptiles, two amphibians, two insects and two fish.
4 LETS PRACTISE
Circle the two insects.
A P
5 I KNOW
1. There are lots of different vertebrates. 2. How to recognise an insect. 3. How to classify animals. 4. All animals are important.
N P O B F H A L A
T I G E R A N I R
X G F E O R A Z D
S E Q C G K R A I
T O A D M E Y R N
S N A K E R T D E
D W V S C N
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51
KEY WORDS
Insect Antennae Fish Fins Scales Reptiles Birds Feathers Beak Skin Fur Mammals Drink milk Amphibian

51
UNIT 5
Plants
UNIT CONTENTS
Objectives
To To To To To understand that plants are living beings, they are born, grow and die recognise that plants need food and air in order to survive appreciate the importance of plants for human life identify the main parts of a plant classify plants according to different criteria
Contents
THEME: Plants INFORMATION AND ACTIVITIES The needs of a plant Cultivated and wild plants Different types of plants: Trees Bushes Grasses The parts of a plant: Roots Stem Leaves Flowers Fruit Plants are born and grow LEARNING TO READ: From wheat to bread I CAN DO IT: Make a plant file
Assessment criteria
Recognising plants as living beings Identifying the main parts of a plant Differentiating between and describing plants Classifying plants according to different criteria Identifying the stages of plant growth Locating the seeds in the fruit Appreciating the importance of plants to human life

52 A
UNIDAD 0

Students Book
Page
52-53

G

Plants G To recognise the needs of cultivated plants G To identify soil, air, water and light as necessary elements for plant survival

Tasks in natural science: Animals and plants 1
54-55
Parts of plant G To identify the main parts of a plant: roots, stem, leaves, flowers and fruit G To differentiate between trees, bushes and grass The life cycle of a plant To describe the stages of the life cycle of a plant G To understand the reproductive function of seeds
G
56-57
58
Learning to read G To develop reading with understanding through a descriptive text G To describe the process of making bread G To appreciate the importance of plants as part of human nutrition
59
I can do it G To describe plants using the criteria learnt in this unit G To reflect on the different uses of plants for humans Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit
60-61
52 B
5 Plants
OBJECTIVES
To recognise the needs of cultivated plants To identify soil, air, water and light as necessary elements for plant survival
fir tree
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text in the picture and the text under the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
weeping willow
bushes grass
Plants need soil, water, air and sunlight. These plants are in a garden. People look after the plants in the garden.
In order to encourage the students to look carefully at the main picture and describe it, ask the following questions: Where are the people in the picture? What are the children doing? Do plants need water? What else do plants need? Are plants living beings? Is a tree a plant? Is a bush a plant? Look at the tree. Its a willow tree. Describe the trunk.
52
fifty-two
I ANTICIPATING DIFFICULTIES One of the difficulties that the students may find is differentiating between bushes, trees and smaller plants. Point out that we have to look carefully at the stem or the trunk to see the difference. The students must also be aware of the fact that the flower and the fruit are not the same thing. Most of students will have plants at home. Make them aware of the fact that plants are living beings not just decorative objects.
52
ACTIVITIES
UNIT 5
1 What do plants need? Label the pictures.
wae ai
2 Look at the picture and write A or B.
a Plant b Plant Plant
soi su> A B B
is healthy. is not healthy. needs water.
Have the bushes got trunks? Are they the same as the tree trunk? Have the bushes got flowers? Are the plants in this garden wild plants or did somebody plant them deliberately? Encourage the students to name food items which are from plants. Remind them that we eat different parts of the plant and ask them if they can remember some examples. Tell the students that not all plants are edible. Some plants are poisonous so when they are in the countryside they should not try eating plants unless an adult is present to guide them.
Multidisciplinary link. Language Show the students pictures of garden tools (hoe, spade, rake, hose, watering can) and ask them to think about how we use these tools in the garden. Teach the students the verbs to go with the tools (dig, rake, water, plant). Ask the students to draw the tools in their notebooks and help them to write a short sentence for each tool explaining how we use it. Cross-curricular Responsibility Divide the class into pairs. Each pair should bring a small plant to class and agree to care for the plant. They should decide what they are going to do. How often they are going to water the plant, where they are going to place it Explain to the students that when they water the plants they should not soak the plant but make sure that the water does not spill out of the plant pot. Spend some time looking at the plants at the end of each class and praise the students for their work.
3 Match the words and the pictures.

lettuce apple tree tomato plant carrot
fifty-three
53
While you are working through this unit you will need pictures and leaflets on plants. It would also be a good idea to arrange a visit to a botanical garden, a florist or a garden centre. You could also organise a plant file for the classroom. Collect grass and leaves. Press the samples between two sheets of paper. Place the sheets of paper between two heavy books for a couple of weeks. Glue the dried samples to sheets of construction paper and write the names of the plants they belong to. Store the sheets in a folder.
53
Different kinds of plants

The parts of a plant
All plants have got roots, a stem and leaves. Most plants also have flowers and fruit.
flower leaves stem roots
OBJECTIVES
To identify the main parts of a plant: roots, stem, leaves, flowers and fruit To differentiate between trees, bushes and grass
Big plants and small plants

Plants have different kinds of stems. Trees have got a thick, hard stem called a trunk. Bushes have got a short, hard stem. Grass has got a short, soft, green stem.
tree (chestnut) bush (rose) grass (clover)
ORDER OF ACTIVITIES
Plants also have different roots, leaves, flowers and fruit.

ROOTS
LEAVES
FLOWERS
FRUIT
wheat
rose
tulip
orange
carrot
bay
daisies
cherries
elm
oak
lilac
acorn
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fifty-four
Tell the students to collect leaves and bring them to class. The students then place a sheet of paper over the leaves and draw around the outline. Tell the students to colour in the leaves. Discuss the different shapes of the leaves. Ask them to describe the size, shape and texture of the different leaves.
The chestnut tree The chestnut tree has a thick, brown trunk. The leaves are big, it has white flowers (occasionally they are dark pink) and the fruit is the chestnut. The wood from this tree is used to make furniture. Some chestnut trees have edible fruit. The fruit from the horse chestnut tree, which is commonly found in parks, is not edible for humans but it can be eaten by animals. The olive tree The olive tree has a greyish brown trunk. It has leaves all year round. The olive tree has small white flowers and the fruit is
54
ACTIVITIES
unit 5
UNIT 5
flo ea root
2 Circle and colour the roots.
se
Take a selection of fruit to class and ask the students which type of plant the fruit comes from. Let the students took, smell and taste the fruit. Ask: Do bananas grow on trees or bushes? What about apples? Do they grow on trees? Students may not know what kind of plant some fruit that they often eat grows on. For example, children often think that pineapples grow on trees, which is not correct. Show the students pictures of the fruit growing on its plant. Multidisciplinary link. Art and Craft
pine tree
poppy
sugar beet
3 Colour the stems. Label the pictures tree, bush or grass.
Tell the students to make a collage using the leaves they collected. They can make a landscape by gluing the leaves onto paper.
violet
lavender
oak
Multidisciplinary link Mathematics

Read out the following sentences and ask a volunteer to come to the board and write the numbers as you read: There are 69 tall buildings. 8 blackbirds have made their nests in the buildings and 54 salamanders are climbing up the walls of the buildings. There are 345 trees in the park. 23 squirrels are running up and down the trees and 58 sparrows are flying in the park. There are 70 pigeons eating bread in the square. Ask students to write sums on the board using the numbers from the sentences.
gras
bus
Plants have got roots, a stem, leaves, flowers and fruit. Trees and bushes have got trunks. Grass has got a short, soft, green stem.
fifty-five
55
edible. We use olives (the fruit) to extract olive oil. The wood from the olive tree is used for making furniture. The strawberry tree The strawberry tree is really a bush which has a brownish, reddish trunk. It has leaves all year round, white flowers and a fleshy, red fruit. The fruit has a rough surface. The leaves of the strawberry tree are used to make medicine and the fruit is used for making different kinds of drinks and cakes. Lavender Lavender is a bush. It has a dark green stem and long, spear shaped, greyish leaves. The flowers are blue and we use them for making medicines and perfume.

55
Plants are born and grow
OBJECTIVES
To describe the stages of the life cycle of a plant To understand the reproductive function of seeds
Apple tree
A lot of plants have leaves and flowers in the Spring. The flowers become fruit.
ORDER OF ACTIVITIES
Plants come from seeds

Seeds are inside the fruit. A new plant can grow from a seed. The seed needs soil and water. A plant grows in four stages. 1. First, the seed falls on the ground. 2. Then, the seed opens. A small root and a stem grow. The stem has got small leaves. 3. The root grows down and the stem grows up. Leaves grow on the stem. 4. Then, the plant grows and has got a lot of leaves.
stem root
4 How long does a tree take to grow: a few hours or a few years? A few years.
56
fifty-six
Ask the students: Where can you see the seeds on a plant? What are the seeds for? Take a selection of fruit to class. Make sure your selection contains a variety of seed types, for example: strawberry, sunflower seeds, and so on. Explain that the black specks on the surface of the strawberry are in fact the seeds and that sunflower seeds are the
I LEARNING SKILLS Identifying the stages in a process. In order to identify the stages in a process we need to identify the words which sequence the stages: first, then, after that and so on. For example:
Write the following sentences on the board and ask the students
to number them in the correct order: Finally the plant grows and the leaves grow. First the seed falls on the ground. Then the roots grow down. Then the seed opens and a small root appears. 1. 2. 3. 4.
56 56
ACTIVITIES
1 Look at the seeds and classify the fruit.
unit 5
UNIT 5
peach
apple
plum
melon
One seed:
A lot of seeds:
eac, plu app, elo>

. .
2 Where can a seed grow? Tick the box.
stones
soil and water
sand
Complete the sentence. Seeds need
soi an wae
1 2
3 Number the pictures in the correct order.
part that we eat. Then encourage the students to name other fruit and say where the seeds are and what they look like. Take some packets of seeds to class of plants that give us food the students will be familiar with. Give each student a small flower pot and some soil. Tell the students to look carefully at the instructions on the packets of seeds. Help them to read these instructions if necessary. The students plant their seeds and care for their plants. Remind the students of the basic rules of plant care (light, water, air). Tell the students to write their names on their flower pots. Seeds which will grow quickly are: radishes, parsley, courgettes and beans.
Multidisciplinary link. Art and Craft

Tell the students to bring some seeds to class. Give each student a small piece of construction paper (A4 size) and tell them to make a mosaic using the seeds. Remind them of the rules for art work in the classroom. They should tidy up and clean the tables after they have finished and work carefully in order to achieve the best results. Praise the students who make an effort to produce tidy work.
Plants come from seeds. The seed falls on the ground. The soil covers the seed. The seed opens. The stem, the roots and small leaves grow. The seed grows into a plant.
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57
The tomato plant The tomato plant has a green stem, yellow, star shaped flowers and the fruit is the tomato which we use for salads, making juice and sauces. The carrot plant The carrot plant has a thin, green stem and white flowers (although sometimes the central flower is red). It has a thick, fleshy orange root. This is the part of the plant that we eat.

57
LEARNING TO READ
From wheat to bread

Bread is very healthy. It gives us energy. We need energy for growing, moving and working. Bread is normally made with wheat. This is how it is made. Farmers sow the wheat seeds in the Autumn. The wheat grows and the farmer harvests it in the summer. Then we grind the wheat and make flour. We mix the flour with water and yeast to make dough. We knead the dough well and make different shapes. Then we put the dough in the oven and we bake it. Now the bread is ready to eat.
OBJECTIVES
To develop reading with understanding through a descriptive text To describe the process of making bread To appreciate the importance of plants as part of human nutrition
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss activity two and explain to the students they they should put the actions in order. 4. Do the activities.
1 Match the words to the meanings.

grind harvest knead To cut the wheat. To make flour. To mix the dough.
3
If there is a kitchen in your school, spend one session making bread with the students. Mix the flour with water and yeast and show them how to kneed the dough well. Each student can make a small bread roll. Take a selection of different types of bread to class. Discuss the differences with the students. Multidisciplinary link. Art and Craft
Give the students bread dough to make sculptures with. Once they have made the shape they want they can paint and decorate the sculptures. Hold a class exhibition of the sculptures.
We grind the wheat and make flour.
4 2 5
We mix the flour with water and yeast. We harvest the wheat. We knead the dough.
1 We sow the wheat seeds.
6
58
We bake the dough in the oven.
fifty-eight
LEARNING TO READ
Text type: descriptive text The text From wheat to bread describes a process, the process of making bread. The text is written in the order of the process. The pictures show the order of the actions.
Activity 1 2 Strategy Matching words to their definitions Putting sentences in the correct order to show a process
58 58
I CAN DO IT Make a plant file

1. Choose some useful plants. 2. Make a card for each plant. First, describe the plant. Then, write what we use it for. Finally, draw a picture.
unit 5
UNIT 5
OBJECTIVES
To describe plants using the criteria learnt in this unit To reflect on the different uses of plants for humans
THE ORANGE TREE Description It is a tree. The trunk is dark grey. It has got small, white flowers. The fruit is an orange. Use The orange tree is a fruit tree. We eat the fruit of the orange tree.
ORDER OF ACTIVITIES
1. Explain the basic concepts involved in making a plant file. 2. Remind the students of the main ideas of the unit: types of plants and the parts of a plant. 3. Read the instructions and explain what the students should do. 4. Do the activities.
3. Cut out coloured cards.
Complete and classify the cards.
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59
The melon plant The melon plant has stems which grow along the ground. It has big leaves and yellow flowers. The fruit is the melon which can grow very big. It is green or yellow, very juicy and edible. Beet Beets have long straight stems, big leaves and small green flowers. The root is very big and fleshy. There are two types of beet. One type is red and we eat it in salads. The other type is white and we use it for extracting sugar.
Explain to the class that we use plants in many different ways (food, decoration, paper, furniture, perfumes, textiles). Ask them to say how we can use various different plants. Collect the plant files that the students have made in this activity and make a class folder. Cross-curricular Team work Divide the class into groups of four or five students. Each group makes a mural on one aspect of this unit. The spokesperson for each group presents the mural to the rest of the class. Remind the students of the rules for working together in groups.
59
Now I know
1
LETS REMEMBER Plants are living things. They need soil, water, air and sunlight. Plants have got roots, a stem, leaves, flowers and fruit. Trees are plants with a long, hard, thick stem. Seeds are inside fruit. Plants come from seeds. Seeds fall on the ground. Soil covers the seeds and a new plant grows.
OBJECTIVES
ORDER OF ACTIVITIES

Use the words to complete the sentences. roots 1 stem leaves 2 flowers fruit 3 seed
The seed is in the soil.
A root and a stem grow from the .
The grow down. The grows up. 6
root se
Remind the students of the aims of each section. Read the section Lets remember out loud. Ask the students to copy the following questions into their notebooks and to write the answers: What do plants need to survive? Describe a tree. Describe the stem of a bush. Where are the seeds in fruit? What happens when the seeds fall on the ground? Tell the students to exchange books with their partners and to correct each others work. Show them how to tick and give one point for each correct answer.
The grow from the stem.
ea
The appear.
flor
The grows on the plant.
frui
60
sixty

Check that the students understand the following concepts: Plants are living beings and as such they are born, grow, reproduce and die The necessary elements for plant life The parts of a plant The differences between types of plants The usefulness of plants to human life The need to respect plant life
60 60
UNIT 5
3 LETS REVISE
Which things come from plants?
cotton bread popcorn wood metal paper leather
popcor> pae
4 LETS PRACTISE
woo
cotto>
bea
, and
come from plants.
Give the class the correct answers. Ask students to explain to their partners any answers which are not correct. Write the following words on the board: big tree small bush medium-sized food with flowers decoration without flowers wood grass Show the students pictures of plants and ask them to describe the plants using the words on the board.
Colour the good actions. Cross out the bad ones.
Language link Materials: construction paper, crayons, scissors, glue, paper. Show the students how to draw a plan for a garden. Large circles represent trees, medium-sized circles represent bushes and small circles represent small plants. Discuss the other elements of a garden such as paths, walls, ponds, benches, chairs and tables, play areas and so on. Tell the students to work in pairs. They design their ideal garden. Tell them to draw the garden using light pencil marks and then cut and glue the elements onto the construction paper. They can then colour and label the elements. Students describe their gardens to the rest of the class. Display the gardens on the wall.
5 I KNOW
1. Plants are living things. 2. Plants need water. 3. Where plants come from. 4. We need plants for food.
sixty-one
61
KEY WORDS
Plants Root Stem Leaves Flowers Fruit Seeds Sow Trunk Grass Trees Bushes

Reinforcement and extension: Extension sheet 5. Test and assessment: Unit 5 test. (See pp. VI-VII)
61

THE HUMAN BODY
1 Find and write three joints. M. A.
Elbo, wris, ank.

2 What part of our body do
we use for our sense of touch?
Ou ski>.
3 What part of our body do
we use to cut and chew food?
Ou et.
ANIMALS Check: 6 legs 2 antennae
9 What do herbivores eat?
Plant.
62
sixty-two
10 Draw an insect.
62
PLANTS
4 Draw a tree in Spring.
5 What do plants need?
Ai, wae, su>, soi.

6 Where are the seeds?
Insi t flor o t frui.

7 Colour the fruit.
8 What is the name of the part of a plant

that grows under ground?
T root.
11 Which animals have got feathers? 13 Colour the reptile.
Bird.
12 Where do mammals come from?
Fro tei mote womb.

Which classmates did you work with? How many activities did you finish?
Discuss the rules for team work: organisation, respect, sharing, listening, participating...
sixty-three
63
63

LOOK AT THE PICTURE
1 Find and circle things in the picture.
4 mammals 1 reptile 2 birds 2 fish 1 plant with flowers 4 trees 1 lake 2 clouds old lady bird 1 child 1 old lady 1 girl 1 gardener
cloud plant with gardener flowers mammal 2 girl 1 3 4
cloud 1, 2, 3, 4 trees mammal
mammal child mammal bird lake 2 fish reptile
2 Think about the activity.

What was the most difficult thing to find? Where is it?
O> roc.
SCIENTIFIC METHOD
T epti.
64
sixty-four
These pages provide an introduction to the procedures for scientific work. In this section the students will be working with the following procedures: observation (activities 1 and 2), collecting and recording data (activity 3) and analysis of data (activity 4).
64
INVESTIGATE
3 Find out the most common shoe size in the class. Before you begin, organise
your work. 1. Write the names of all your classmates. Write their shoe sizes. 2. Count the number of times you have the same size. 3. Compare the numbers.
32 Name and surname Pilar Garca Anne Smith Shoe size 30 31 Shoe size 31 33 Number of times 5 8 17 12 2
4. Decide which size is most common.
33 34
Follow the steps and do the work in your notebook.
4 Use the table to answer the questions.

Which shoe size is the most common? Which is the smallest size?
Which is the biggest size?
Which classmates did you work with? Which activities did you get right?
sixty-five
65
65
Term 2
Contents
THEME INFORMATION
The components of the soil:
sand, earth and rocks Types of soil: sandy and wet The water cycle Changes in the state of water The air and the wind
LEARNING TO READ
Discursive text
I CAN DO IT
Discovering the force
of water and wind
In the country
Theme

Theme
The use of inventions Electricity New materials (plastic) Significant advances

in medicine
Informative text
Making
recycled paper
The Earth, the Sun

Theme
and the Moon The movements of the Earth Day and night The seasons
Descriptive text
Recording
the weather

Theme
Coastal landscapes Plains Mountains Means of transport:

air, land and sea
Didactic text
Doing a road
safety survey
Homes and houses

Theme
10
Inside houses Streets and neighbourhoods Urban transport: public

and private
Discursive text
Map reading
Assessment criteria
1. Identifying the different forms of water in nature and changes in its state 2. Recognising the presence of air in different places and objects 3. Understanding the importance of technological and scientific advances for the development of human life 4. Understanding what we use machines for and identifying different types of machines 5. Identifying the Sun, the Earth and the Moon 6. Differentiating types of landscape and their main features 7. Understanding the function and usefulness of means of transport 8. Identifying the main rooms in a house, locating them on a floor plan and in space 9. Understanding the most common services in a neighbourhood
66 A
Dear Families:
We are now about to start the second term and once again I would like to ask you for your help and support in this new stage. Any activity which you can do at home to help develop your childs understanding of the concepts we will be dealing with is of enormous value. You child will feel secure knowing that you are involved and interested in his/her learning process. During this second term in Science, Geography and History your child is going to learn many things about the air, the water and the Sun. We are going to study the environment which we live in, the landscape which surrounds us and some of the inventions and discoveries which have made significant improvements in the quality of human life. In order to reinforce at home the work we are doing at school I would like to suggest that you spend some time with your child in the kitchen. Show him/her how we heat or freeze water so that he/she can see the changes in state (liquid, solid and gas). You can also show him/her some of the inventions that you use on a daily basis such as the fridge and the washing machine. Explain how these machines work and what people did before they had these devices at home. Your cooperation and support is essential for your childs development. Thank you for your effort and interest.
66 B
UNIT 6
In the country
UNIT CONTENT
Objectives
To To To To To To To understand the different types of soil reflect on the usefulness of water for living beings observe the different forms of water in nature encourage water saving practices identify the air as an essential element for living beings appreciate the importance of the forests for living beings develop reading with understanding of a discursive text
Contents
THEME: In the country INFORMATION AND ACTIVITIES Types of soil: rocky, sandy, wet, dry Water: Use Changes in state The air: Composition The wind The forests and plants: their importance for human life LEARNING TO READ: Amphibians I CAN DO IT: To discover the force of water and wind
Assessment criteria
Recognising different types of soil Understanding that water and oxygen are necessary for life Explaining the water cycle Recognising the main characteristics of water Distinguishing the three states of water Identifying oxygen as one of the gases present in the air Appreciating the importance of forests and their usefulness to living beings Developing water saving practices

66 C
UNIDAD 0

Students Book
Page
66-67


Soil G To identify different types of soil: rocky, sandy, wet G To analyse what is present in wet soil

G
Tasks in natural science: The natural environment
68-69
Water: use and changes in state G To distinguish the different states of water G To understand that water is in continuous movement
70-71
The air and the wind To understand that oxygen is one of the components of the air and an essential element for life G To understand that the wind is air in movement
G
72
Learning to read G To develop reading with understanding through a discursive text G To appreciate the importance of plants and forests I can do it G To discover the force of the wind and the water through an experimental task G To make a windmill
73
74-75
66 D
6 In the country
OBJECTIVES
To identify different types of soil: rocky, sandy, wet To analyse what is present in wet soil
air
cloud
bird
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text in the picture and the text under the picture. 3. Discuss, ask and answer questions about the picture. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
stones water
rock
Tell the students to look carefully at the picture. Ask for volunteers to read the words in the picture out loud. Then ask: Where are the children in the picture? What can you see on the ground? What can you see in the sky? Where is the ground soft? Why is it soft there? Why are there plants growing near the water? Are there any plants growing on the rocks? Why not? Look at the boys hair. Is it windy? Can you see the air? Is it cold? Why do you think so? Explain to the students that living beings depend a lot on the type of soil. Plants and animals need certain conditions (humidity,
sand
The children are wearing climbing boots. Sometimes they walk on hard ground made of rocks. Sometimes they walk on sandy ground and sometimes they walk on wet ground. Plants do not grow on dry ground. They grow on wet ground.
66
sixty-six
I ANTICIPATING DIFFICULTIES Students may well have difficulty understanding the different states of water. Point out that ice and steam are also water. Explain that the clouds are not made of steam but small droplets of liquid water. When you are discussing the characteristics of water explain that water has no colour, it is not white. Explain that the wind is air in movement. When we say its windy or theres a breeze we are saying that the air is moving.
66
ACTIVITIES
UNIT 6
1 Look at the pictures and write dry or wet.
dr
tunnel bridge
2 What do people build on the land? Colour the things in the picture.
mineral substances, etc.) for their survival. The soil conditions in a particular area influence the types of plants and animals that we will find there. Show the students a receptacle full of sand and another one full of damp soil. Encourage them to observe the different colours, textures and smell. Ask: Which soil do you think would be best for plants? Why? What essential element has the damp soil got?
road
Multidisciplinary link Art and craft Tell the students to make a collage of a landscape using stone, sand, leaves, grass, etc. Hold an exhibition of all the collages and invite another class to come and see the work. Cross-curricular Courtesy Take advantage of the activity above to ask the students to prepare a written invitation as follows: The students and teacher of class (2) would like to invite you to visit their art exhibition called Natural Art. The exhibition will be open on (day) from (time) to (time). We look forward to seeing you here. Class (2) Tell the students to vote for three class representatives to present the exhibition to the visitors. Divide the class into 2 groups. Give each group a drawing of the outline of the trunk of a body drawn on a long sheet of paper. Tell the children to complete the outline of the body. Group 1 draws the outline of a boy and group 2 draws the outline of a girl. In order to perform this task the students will have to organise their work and share out the tasks.
house
3 Look at the picture. What is there under wet soil?

1.
worms
2. 3. 4.
ants nest
ants
roots stones
5.
root ant>es ant sto>e worm

sixty-seven
67
The soil is made up of different sized rocks and stones, sand, earth and the remains of living beings such as leaves which have fallen from the trees. Different kinds of animals live underground, for example moles. Moles are mammals which have special feet for digging the soil. They have very strong claws and they can build long underground tunnels to connect the different parts of their nest. They are practically blind because they live in darkness. However, their sense of smell and touch are very well developed. They eat other animals that live underground such as insects or worms.
67
We need water
Water
There is water in the sea, in rivers, lakes and in our houses.
OBJECTIVES
To distinguish the different states of water To understand that water is in continuous movement
Water is a liquid. We cannot keep it in our hands. When water gets cold it turns into ice. Ice is a solid. When water gets hot, it turns into vapour. Vapour is a gas. 3
cloud
ORDER OF ACTIVITIES
2
rain
snow
4 1
evaporation river
sea
Changes in water
Water is always moving in nature. 1. When the water in the seas and rivers gets hot, it evaporates and goes into the atmosphere. 2. The water vapour in the atmosphere joins together in small drops and makes clouds. 3. When the clouds get cold they make rain, snow and hail. 4. The water from the rain and the snow comes back to the ground, the rivers and the lakes. 5. The water in the rivers goes back to the sea.
68
sixty-eight
Water is an essential element for life. A reliable water supply is essential for human life and the development of a society.
Discuss the different uses of water. Use the information on this page in the Additional Information section. Then ask the students to name daily activities which involve using water.
Water is necessary for just about all human activities. We need it for health and public health, agricultural production, nutrition and for maintaining an ecological balance. There is a lot of water on the Earth but nowhere near all the water available is suitable for using as drinking water. The water in the sea is salt water and therefore cannot be drunk unless it is first processed to remove the salt.
68
ACTIVITIES
1 What do we use water for? Write four words.
unit 6
UNIT 6
1. 2. 3. 4.
waerin@ drinkin@ washin@ cookin@

gas
2 Use the key to colour the pictures.

solid S G S S L G S S L S S G S S liquid L G
Write another example of each one. A solid:
sto>
A liquid:
mil
A gas:
ai
3 Read and copy.

Remember to drink lots of water every day.
Tell the students to make a mural on the different uses of water. They can use pictures or draw their own. Show them how to display the different uses and label them: washing, personal hygiene, cooking, electricity, watering and so on. Put water into three different receptacles (a plate, a bottle and a glass) and leave the receptacles on the window ledge for the morning. In the afternoon ask the children to look at the water and see if it has evaporated. Ask them which receptacle shows more evaporation. Explain that more water has evaporated from the plate because the surface area exposed to the warm air is greater. Then ask them why the receptacle which shows the least evaporation is the bottle. Cross-curricular Responsibility
Discuss the importance of not wasting water and ask the students to think about what we can do on a daily basis to save water. For example, ask the following questions: When you brush your teeth do you turn off the tap or leave the water running? Which uses the least amount of water, a bath or a shower? Do you throw water away after you have finished a meal or use it to water the plants at home?
Water is a liquid. When water gets hot, it turns into vapour. Vapour is a gas. When it gets cold, it turns into ice. Ice is a solid.
sixty-nine
69
In some places in our country it rains heavily and there is plenty of drinking water. However, in other places it hardly rains at all and drinking water is scarce. In order to ensure a regular supply of drinking water dams are built to store water. This water is then piped to our houses. In the cities we use water for cleaning the streets and watering the public gardens. In many cities now this water is recycled water. It is not suitable for drinking but it can be used for other purposes.

69
Air is everywhere
Air
We cannot see air, but it is everywhere, all over the Earth. There are lots of gases mixed together in the air. The most important gas is oxygen. All living beings need oxygen to survive.
OBJECTIVES
To understand that oxygen is one of the components of the air and an essential element for life To understand that the wind is air in movement
air
ORDER OF ACTIVITIES
air
air
Wind
Air often moves. When the air moves we call it wind. When the wind is so strong that it blows down trees and roofs we call it a hurricane.
Who needs air? Does the air have a shape? All living beings. No, it doesnt.
70
seventy
Ask the students: Can we touch the air? In order to prove the existence of the air tell the students to hold up a strip of paper and blow on it. The paper moves because we make the air move. We turn the air into wind. In order to show them that the force of the wind depends on the force exerted on the air use a hair dryer or a fan and direct it at the strips
Wind energy This type of energy is produced by the wind. People have been using wind energy for many centuries. They used the wind to move sailing ships and the sails on a windmill. The energy generated by the windmills was then used to mill the wheat and obtain flour. We now use the wind to make electricity in the wind farms. The wind moves the blades on the windmills. These new windmills do not look like the old ones. They are very tall and thin and have long thin blades. The movement of the blades is transformed into electricity.
70 70
ACTIVITIES
1 Look at the picture and answer the questions.
What is inside the parachute?
unit 6
UNIT 6
Ai.
Can we see the air?
No, ca>.
What is oxygen?
I i t ga >e.
2 Colour the picture of a windy day.
Colour the arrow which shows the direction of the wind.
of paper. Ask the students: When does the paper move more? When we blow it or when we use the hairdryer/fan? Why do you think it moves more with the hair dryer/fan? Explain some of the ways in which we use the air and the wind: the tyres on a car contain air under pressure, we generate electricity with the wind, we use the wind to move a sailing boat and so on. Discuss the negative effects of air pollution. Ask the students if they can name some of the things that produce air pollution (cars and factories, for example). Ask the students if they can think of some ways in which we can help to reduce air pollution (using public transport or walking). Explain the difference between the air and the wind. The wind is air in movement.
Cross-curricular Responsibility
There is air everywhere. There are lots of gases in the air. The most important gas is oxygen. All living beings need oxygen.
seventy-one
71
I LEARNING SKILLS Comparing pictures In order to find the differences between two pictures of the same subject but taken at different moments, first do a general analysis of the picture and then focus on the details which show the differences between one and the other. For example, look at the clothes the people are wearing, which objects are in a different position, and so on.
Explain to the students how they should behave when a classmate is giving his/her opinion. Tell them that if they do not agree with something that is being said they should raise their hand and wait for their turn to speak. They should not shout or raise their voices. Remind them that everyone has something interesting to say and that we should take turns expressing our opinion and listening to others.
Look at the pictures in activity 2 on page 71 and say what is

different.

71
LEARNING TO READ

OBJECTIVES
To develop reading with understanding through a discursive text To appreciate the importance of plants and forests
When we breathe we use the oxygen from the air. Plants use oxygen, too. Plants also produce oxygen and give it back to the air. There are lots of plants in forests, parks and jungles. These places are oxygen factories. The oxygen from the plants is necessary for all the life on the Earth. We should plant, look after and care for plants and trees.
ORDER OF ACTIVITIES
1. Read the text. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the importance of caring for plants. 4. Do the activities.
1 Complete the sentence.

use Plants produce use and produce oxygen.
u an produ foest park
2 Write the name of three places that are oxygen factories.
junge


We should care for plants because they produce oxygen.
After reading the text, explain that forests are necessary for all living beings not only because they produce oxygen and purify the water but also because they are the natural habitat of many different species of animals. Point out that plants dont just produce oxygen they also consume oxygen. Cross-curricular Responsibility
Explain that if we dirty the soil and throw rubbish and waste on the ground the plants stop growing in those places and eventually they die.
We should care for plants because they use oxygen.
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seventy-two
LEARNING TO READ
Text type: discursive text Look carefully at the structure of the text: 1. Oxygen is necessary for life (paragraphs one and four). 2. Plants produce oxygen (paragraphs two and three). 3. So, we must care for and respect plant life (paragraph four).
Activity 1 and 2 3 Strategy Remember and name details in a text Explain the conclusion and apply the information to a new context
72 72
I CAN DO IT Find out the force of water and wind

1. Make a plastic windmill. a b c
unit 6
UNIT 6
OBJECTIVES
To discover the force of the wind and the water through an experimental task To make a windmill
ORDER OF ACTIVITIES
1. Briefly explain what a windmill is. 2. Read the instructions out loud and ensure that all the students know what they should do. 3. Make the windmill 4. Discuss the results of the activities with the whole class.
2. Put the windmill under a tap. Turn the tap on. When a lot of water comes out of the tap, the windmill turns very fast.
3. Blow up a balloon. Hold the windmill near the balloon. Let the air out.
Talk to the students about the most common types of mills (wind and water mills) that have been used over the centuries. Explain their most common uses: milling grain, extracting water from a well, generating electricity and so on. Multidisciplinary link. Language
What can we use the force of water and wind for? To make electricity.
seventy-three
73
In many reservoirs the pressure of the water is used to generate electricity. The water which is released from the dam exerts enough pressure to turn the turbines of the power station. The water in some reservoirs is also used to water the surrounding fields. A system of pipes and canals is built to channel the water to the crops that need irrigating.
Tell the story of Don Quixote and the windmills. Use a simplified version of the story. Ask a few comprehension questions about the text and then choose a section to dictate. Count up the number of words in the text and write the number of words on the board. Before you do the final reading tell the students to count the words they have written down and check that they have the correct number. This will help them with the problem of word breaks in English.
73
Now I know
1
LETS REMEMBER There are rocks, sand and soil in the ground. Everything needs water. There is no life without water.
OBJECTIVES
Water is a liquid, but it can be a solid or a gas. Air is gas. Air is everywhere. Oxygen is in the air. We need oxygen.
ORDER OF ACTIVITIES
Write true (T) or false (F).
Fruit trees grow in the sand in the desert.
Snow and hail are liquid water.
A hurricane is a strong wind.
Remind the students of the aims of each section. Check that the students have understood the main ideas in this unit by asking them orally: What happens when water gets very cold? What does it turn into? What happens when we heat liquid water? What does it turn into? Why do we need air to live? Is air a gas or a liquid? What kind of soil do plants grow best in? Ask the students to complete in their notebooks: When the water in the sea and the river heats up, it The clouds are made up of When the water in the clouds gets cold, it
When liquid water gets hot it turns into gas. Buildings are made out of rocks. We can catch liquids and gases in our hands.
74
seventy-four

Check that the students understand the following concepts: The different elements which soil is made of The main characteristics and uses of water The changes in the state of water The main characteristics of the air and some of the ways in which we use the wind Oxygen is one of the most important gases for life
74 74
UNIT 6
3 LETS REVISE
Label the picture of a plant. Answer the questions.
flo se
4 LETS PRACTISE
Solve the problem.
ea
What part of the plant is in the soil?
T root.
What parts of the plant are in the air?
root
T se, ea an flor.
A lot of boys and girls are playing in a room. The windows are closed. It is difficult Open the to breathe. What should they do? window. In some parts of the world there is not very much water. A lot of people become sick or die of thirst. What can we do to help? We can save water. We can help them to collect water.
Help the students to write the story of the water cycle from the perspective of a drop of water. Narrate the story. Start: Once upon a time there was a little drop of water in a cloud. Encourage the students to tell the story with you and write the key words on the board. Then the students can write the story on sheets of paper and illustrate the different events. Encourage them to be creative. They can give the drop of water a name, name the places it travels to, and describe the places the drop of water passes through. Display the water stories on the wall. Language link
Ask the students to recite this rhyme with you and mime the actions. Im a little drop of water floating in the clouds. Im feeling very cold and now I fall down. I fall into the river and I float along so fast. I float for days and days until Im at the sea at last. Im feeling nice and warm floating on the waves. And suddenly I find myself in the clouds again. Im a little drop of water Divide the class into groups. Group 1 starts by reciting the rhyme and miming the actions. Group 2 takes over and repeats the rhyme and the actions. Continue reciting and miming to reinforce the idea of a cycle.
5 I KNOW
1. What the ground is made of. 2. What water is for. 3. What water is like. 4. What air is like and what it is for.
seventy-five
75
KEY WORDS
Soil Rocks and stones Sand Water Liquid Solid Gas Air Oxygen Wind

75
UNIT 7

UNIT CONTENTS
Objectives
To find out about certain inventions and discoveries which have changed our lives considerably To appreciate the usefulness of inventions in our daily lives To understand that electricity is a type of energy which is used to make many machines work To understand that people invent many different materials to improve our lives To read and understand an informative text To appreciate the work of scientists To understand the importance of recycling for protecting nature and conservation
Contents
THEME: Inventions and discoveries INFORMATION AND ACTIVITIES The function of inventions The use of different types of energy. Electricity Using new materials: plastic Medical discoveries. Treatment and prevention of illnesses Medicines LEARNING TO READ: Pasteur: a great scientist I CAN DO IT: Make recycled paper
Assessment criteria
Recognising the importance of technological and scientific advances for human development Finding out about inventions that help to make our lives easier and identifying their functions Appreciating the usefulness of electricity Appreciating the advantages of new materials Appreciating the importance of advances in medicine for fighting illness Understanding the need for recycling as a way of protecting the environment

76 A
UNIDAD 0

Students Book
Page
76-77


Inventions and discoveries G To identify the function and use of certain inventions G To recognise that technological advances improve the quality of human life

G
Tasks in natural science: Matter and energy
78-79
Energy and new materials G To recognise the usefulness of electricity and plastic in our daily lives G To understand the applications of electrical energy
80-81
Scientists and health To appreciate and value scientific discoveries and their role in human life G To recognise the usefulness of medicines and other scientific discoveries
G
82
Learning to read G To develop reading with understanding through an informative text G To appreciate the importance of the work of the scientists I can do it G To reflect on the importance of recycling G To make recycled paper Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit Reinforcement and extension: Extension sheet 7 Test and assessment: Unit 7 test
83
84-85
76 B
7 Inventions and discoveries
OBJECTIVES
To identify the function and use of certain inventions To recognise that technological advances improve the quality of human life
telephone
phonograph lighter
automobile
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text in the picture and the text under the picture. 3. Discuss, ask and answer questions about the pictures and the text. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
camera stethoscope
Ask the students to look carefully at the picture and then answer the following questions: Do you use the telephone at home? What does your telephone at home look like? Does it look like the telephone in the picture? Can you find an object in the picture that people used to use for listening to music? What do you use at home for listening to music? Look at the car in the picture? Do you see cars like this today? Whats the same about the cars today? Whats different? Do you think that the car in the picture goes faster than the cars today?
Luke takes his collection of old inventions to school. He is explaining that we use inventions every day. They make life easier for us. He is telling the class that scientific discoveries are very important.
76
seventy-six
I ANTICIPATING DIFFICULTIES Some students may relate electricity to the presence of wire and cables. Explain to them that there are many devices which run on electricity but which do not have wires and cables. You should also point out while working through this unit that we only take medicines when we are ill and only when a doctor prescribes the medicine. Children should never take medicines unless an adult is present.
76
ACTIVITIES
UNIT 7
1 What are these inventions important for? Tick the boxes.
Transport Communication Our life at home

2 Match the invention with the inventor. What do we use each invention for?
light bulb Bell
steam engine telephone
Edison
Watt
3 Write the names of three inventions you use every day.
Ca, trai>, eepho>, schoo ba@...

seventy-seven
77
The washing machine was invented by Alva Fisher in 1901. The original invention was a drum turned by a motor. The vacuum cleaner was invented in 1908 by William Hoover. In English speaking countries many people call a vacuum cleaner a hoover. In 1945, the American inventor, Percy Le Baron Spencer exhibited a special oven which could cook food very fast. This was the predecessor of the microwave. John Baird, considered to be the inventor of the television, made the first television transmission across the Atlantic ocean in 1928.
Have you got a camera at home? Is it like the camera in the picture? Whats different? Do you know what a stethoscope is for? Who uses a stethoscope? Where can you see one? Ask the students to say how they would perform these tasks without using a machine: Do the washing Do the ironing Open a tin Heat the water for a shower Explain that thanks to the hard work and creative genius of certain people we have machines and devices to help us do all these things much more quickly and much more easily. Ask the students to name the devices or machines that we use to: Measure time Wash the dishes Go up and down stairs in large buildings Collect the dust from the floor Find out what somebodys temperature is Help by writing the words on the board and asking the students to find the correct word: clock/watch, dishwasher, lift, vacuum cleaner, thermometer. Make a file of inventions and inventors. Write the names of inventions, the name of the inventor and the date of the invention on index cards.
Discuss how cars have developed over the years and the increase in the amount of traffic on the road. Explain that cars now travel much faster than before. This is why we should always wear a seat belt, even in the back seat of the car.
77
Energy and new materials

The discovery of electricity
OBJECTIVES
To recognise the usefulness of electricity and plastic in our daily lives To understand the applications of electrical energy To appreciate the usefulness of new materials
Scientists discovered electricity more than 250 years ago. Electricity is a form of energy. We use electricity for many different things. Most of the things we use every day work with electricity. Washing machines, televisions, mobile phones and computers all work with electricity. We use electricity to move engines, produce light and transmit sounds.
ORDER OF ACTIVITIES
1. Read the text out loud and look carefully at the pictures. 2. Discuss the pictures and the text. 3. Read the instructions out loud and ensure that the students know what they should do. 4. Do the activities. 5. Discuss the results of the activities with the whole class. 6. Read the paragraph at the bottom of page 79 out loud.
The invention of plastic

Plastic is a new material. It was invented less than 100 years ago. In the past, people made some objects from metal and glass. Today, we make these things from plastic. Plastic objects are cheaper, safer and easier to use.
Imagine there is no electricity in your house. What can you not do? F. A.
78
seventy-eight
Read the text about electricity out loud. Then ask the students questions about their city or town at night. Ask them what they think it would be like if there was no electricity. Ask questions to guide them, for example: Could you see at night in the street? What would happen to the traffic lights? What about at home? Would you be able to watch TV? Ask the students to identify objects and devices in the classroom which use electricity.
The origin of plastic In 1860 a manufacturer of billiard balls offered an award of $10,000 to anyone who could make a material to substitute the ivory that was used for making billiard balls. Hyatt did not win the prize but his invention, celluloid, was used to make a huge number of objects from dental prostheses to shirt collars. There are some types of natural plastics like amber or rubber but most plastics are synthetic like linoleum, bakelite and so on. Synthetic materials are made using a complex industrial process of transformation. The raw material is petroleum.
78
ACTIVITIES
1 These machines work with electricity. Label the pictures.
unit 7
UNIT 7
iro> radio
2 Spot the differences. Talk about the pictures.
A B
mie ju^e
electric light
cooker
microwave
running water
dish washer
3 Match the pictures to the sentences.

To protect the eyes.
To stop water getting in.
To store food.
We use electricity and energy. Electricity and energy are discoveries. We also use plastic. Plastic is an invention.
Ask them what we use these objects for. Repeat the process asking them about objects and devices used at home. Read the text about plastics and discuss the importance of plastic in our daily lives. Ask the students to name objects that they use in the classroom which are made of plastic, for example: school bags, pens, felt tips, pencil sharpeners and so on. Ask the students about their toys. Ask them to name toys that are made of plastic. Make a list of all the toys they name on the board. Explain that plastic is one of the most commonly used materials today. Take a selection of objects to class which are made of hard plastic, for example: a pen and a cup. Contrast these with objects that are soft, for example, a plastic bag. Manipulate the objects so that the students can see that they each have different properties. Draw a chart on the board with two columns: hard plastic and soft plastic. Tell the students to name objects for each column.
seventy-nine
79
Cross-curricular Solidarity
Tell the students that one of the problems of plastic is that it is very difficult to dispose of. We should always try to reuse plastic. Give them some examples. We can reuse plastic food containers and plastic bags. Ask them what colour the plastic recycling bins are.
I LEARNING SKILLS Finding information in a text In order to find specific information in a text, first read the text through quickly to get a general idea of what the main ideas are.
Read the text on page 78 and find the answers to the following
questions. When was electricity discovered? What do we use electricity for? Why is plastic a new material?

79
Scientists and health
Looking after our health

OBJECTIVES
To appreciate and value scientific discoveries and their role in human life To recognise the usefulness of medicines and other scientific discoveries
A lot of scientists study the human body. They discover the origin of illnesses. Scientists also discover medicines. These medicines make us strong and cure our illnesses.
ORDER OF ACTIVITIES
1. Read the text out loud and ensure that the students understand all the words and the overall meaning of the text. 2. Discuss the pictures and the text. 3. Read the instructions out loud and ensure that the students know what they should do. 4. Do the activities. 5. Discuss the results of the activities with the whole class. 6. Read the paragraph at the bottom of page 81 out loud.
Important medical discoveries

A lot of medical discoveries are very important. They cure our illnesses. For example: We use X-rays to see inside the body. We use vaccinations to prevent illnesses like smallpox. We use antibiotics to cure infections. We use heart transplants to save lives. We replace a sick heart with a healthy one.
How many vaccinations have you had? F. A.
80
eighty
Read the texts on page 80 out loud and ask the following questions. Do you know why we have vaccinations? (In order to avoid getting certain illnesses or to make sure that if we do get the illness it is not serious). When do we take medicines? Who tells you to take medicines? Explain how we use the word prescribe.
Many of the discoveries and inventions related to medicine took place more than 200 years ago. In 1798, the British scientist Edward Jenner first used the vaccination for smallpox. In 1885 Louis Pasteur discovered a vaccine against rabies. In 1846 a drug was discovered to anesthetise patients. An early stethoscope was also invented at approximately the same time. This is used to listen to the respiratory system and the heart. Many other medicines were discovered. In 1899 the company founded by Friedrich Bayer discovered aspirin.
80 80
ACTIVITIES
1 Circle the things you use when you are ill. F. A.
unit 7
UNIT 7
capsules
cream
injections
medicine
suppositories
tablets
spray
2 Which part of the body can you see in the X-rays? Label the pictures.
hand
han
chest
foot
foo
Fleming
ces
3 Use the words to complete the sentence.
called
Femin@ enicilli>
penicillin
discovered an .
antibioti
antibiotic
Take a thermometer to class. Ask the students if they know what it is and what it is used for. Ask them where the medicines are kept in their house and if they know how they should be used. Emphasise that they should never take medicines unless they are supervised by an adult; the doctor decides when we need to take medicines. Tell the students to ask their parents about the illnesses they have had. For example: chickenpox, mumps, measles, and so on. Make a list of all the usual childhood illnesses and explain that today these illnesses are not such a problem in our country because of medical discoveries. Explain that these illnesses are still a problem in some parts of the world. Ask the students if they have ever had flu. Ask them to say how they felt (hot, achy, tired). Explain that flu is a virus, and we dont usually take antibiotics when we have flu. Other infectious illnesses can be cured by antibiotics. Cross-curricular Health and hygiene
Many scientists study the human body. They cure illnesses. Our lives are healthier now.
eighty-one
81
Transplants Recently there have been huge advances in medical science especially in the field of organ transplants. The most common organ transplants are: the cornea, kidney, heart and liver. The milestones in organ transplant are: 1954. The first successful kidney transplant was carried out. 1963. James Hardy carried out the first lung transplant. 1963. Thomas Starzl carried out the first liver transplant. 1967. Christian Bernard carried out the first heart transplant.
Take a first aid kit into class. Show the students its components and name them. Explain that it is important to have a first aid kit at home, at school and in public places in case of accidents; it must be kept in an accessible place for adults but out of the reach of children. Remind the students that medicines are only good if they are used correctly.

81
LEARNING TO READ
Pasteur: a great scientist

Louis Pasteur was a scientist. He lived more than one hundred years ago. He worked very hard. He did research in his laboratory. He discovered that some bacteria cause illnesses. He discovered how to cure them. Now we know the origin of a lot of illnesses, like diarrhoea and pneumonia. We also have vaccinations to prevent some illnesses, like rabies. Pasteur also discovered a way of preserving food for a long time. This is called pasteurisation. We use it today to preserve milk and yoghurt.
OBJECTIVES
To develop reading with understanding through an informative text To appreciate the importance of the work of the scientists
ORDER OF ACTIVITIES
1. Read the text. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Do the activities.
1 What did Pasteur do? Tick the boxes.

Contact a local university or scientific research centre and invite one of the research scientists to come to the school to talk to the children about their work, what they are trying to discover or invent, the objects that they use in the laboratory and so on. Prepare the visit beforehand by deciding with the class the questions they are going to ask. Cross-curricular Solidarity
Explain to the students that many children in the world do not have the same opportunities or facilities that they have for looking after their health. For example, in many places there is a lack of medicines, the hospitals are not as well equipped or the means which we have for preventing and curing illnesses such as vaccines do not exist. Ask them to think about how we could help these children.
He did research in his laboratory. He discovered that bacteria cause illnesses. He made bacteria.
He invented a way of preserving food.
2 Write the names of two illnesses.
diarrh, p>eumoni.
3 Is Pasteurs work important for us? Complete the sentences.
Pasteur invented He invented
vacci>e paseurisatio>
to prevent illnesses. to preserve food.
82
eighty-two
LEARNING TO READ
Text type: informative text This text gives us information about the advantages of Pasteurs work for society. The words in bold print are the key words relating to the work of this scientist.
Activity 1 and 2 3 Strategy Identifying general information and implicit details in a text Giving opinions
82 82
I CAN DO IT Make recycled paper

1 Look at the pictures.
unit 7
UNIT 7
OBJECTIVES
trees wood cellulose paste paper
To reflect on the importance of recycling To make recycled paper
2 Follow the instructions.

used paper
ORDER OF ACTIVITIES
1. Look carefully at the instructions for making recycled paper. 2. Make the recycled paper. 3. Discuss the results of the activity with the whole class.
1. Mix used paper, glue and water.
2. Spread the mixture.
recycled paper
3. Press down the paper paste.
4. Dry the paper.
What do you recycle at home? M. A. Glass, paper, plastic, metal, organic waste.
eighty-three
83
I LEARNING SKILLS Interpreting the meaning of unknown words by using the context. In order to understand a piece of text we need to know what the words mean. One way in which we can find out the meaning of the words is by relating unknown words to the rest of the text. For example:
Read the text on page 82 and explain the meaning of the word
laboratory.
Explain to the students that we use the trees in the forests to make many things, one of which is paper which we then use for making books and for writing on. We have to cut down lots of trees to obtain this paper. Remind them that we have learnt that trees and forests are very important for living beings. Explain that this is why we should not be wasteful when using paper. Discuss the importance of recycling in general. Ask the following questions: What kinds of things can we recycle? Where can we take things that we want to recycle? Can we make other objects from recycled materials? Remind the students that the simplest form of recycling is to reuse objects.
83
Now I know
1
LETS REMEMBER Scientific advances are very important. They make our lives better.
OBJECTIVES
Electricity is a discovery. Machines work with electricity. Plastic is an invention. Plastic objects are useful, safe and easy to use. Medical advances save lives and help us to live better.
ORDER OF ACTIVITIES
Write and draw an invention. M. A. AN INVENTION FOR TRAVELLING AN INVENTION FOR COMMUNICATING
ca
drawing
eepho>
drawing
AN ELECTRIC MACHINE
A PLASTIC OBJECT
frid@
drawing
plasti bott
drawing
84
Ask the students to work in pairs and to make index cards about inventions and inventors. Use the following model:
Invention: _____________________________. Inventor: ______________________________. Year: _________________________________. Use: ________________________________. ____________________________________. ____________________________________. ____________________________________. Description (draw or glue a picture of the invention):
eighty-four

Check that the students understand the following concepts: The advantages of scientific and technological discoveries and inventions for human beings Inventions and discoveries have meant that our societies have developed The function and application of electricity and materials such as plastic The work and effort of scientists have improved our quality of life
84 84
UNIT 7
3 LETS REVISE
Label the pictures. paper metal wood wool plastic glass
woo plasti pae

4 LETS PRACTISE
I am very lucky. In some countries children do not have vaccinations or medicines. They do not have comfortable houses with water and electricity. Do you think you are lucky? Why?
woo glas eta
Ask the students to complete the following chart showing how they would have done things before the discovery of electricity and electrical appliances.
Action Wash the dishes Cook the dinner Light up a room Listen to music Iron the clothes Before Now
Language link
Materials: a vaccination calendar. Draw the calendar on the board (using the names of the illnesses in English) Ask the students to copy the calendar into their notebooks and tick the vaccines they have had. They can do this by checking the ages. Explain that before these vaccines existed many people died of these illnesses. Thats why although we might not like having vaccinations they prevent serious illnesses.
5 I KNOW
1. Important inventions. 2. Research is important. 3. Important scientists. 4. Important medical discoveries.
eighty-five
85
KEY WORDS
Discovery Invention Energy Antibiotic Vaccine Transplant Penicillin Recycling
You may well have some children in your class who need to take medicines on a regular basis, or whose family or friends do so (diabetics and asthmatics for example). Explain that these people are not sick, they simply need to take medicines all the time whereas most people only take medicines occasionally.

85
UNIT 8
Earth and the sky

UNIT CONTENTS
Objectives
To identify the Sun as the source of heat and light To understand the process involved in the change from day to night To relate the movement and rotation of the Earth to the seasons of the year To develop the capacity of observation and analysis To understand the differences in areas of the Earth which receive more or less sunlight
Contents
THEME: The Earth and the sky INFORMATION AND ACTIVITIES The Sun, the Earth and the Moon Day and night: Changing from one to the other Times of the day The four seasons of the year The differences in areas of the Earth depending on whether they receive more or less sunlight LEARNING TO READ: Different places on the Earth I CAN DO IT: Record the weather
Assessment criteria
Understanding that the Sun is the source of light and heat for the Earth Identifying the Sun, the Earth and the Moon Differentiating the four phases of the Moon Explaining the change of day to night as a consequence of the rotation of the Earth Relating the movement of the Earth to the four seasons of the year Understanding that the amount of sunlight that reaches the Earth conditions life in different parts of the Earth Observing and recording the weather in our region over a week

86 A
UNIDAD 0

Students Book
Page
86-87


The Sun, the Earth and the Moon G To understand that the Sun is the source of light and heat on the Earth G To differentiate the four phases of the Moon Day and night G To relate the changing of day to night to the rotation of the Earth The four seasons To understand that the Earth takes twelve months to orbit the sun G To understand that this movement around the sun is the origin of the seasons of the year G To recognise the main characteristics of each season
G

G
88-89
90-91
92
Learning to read G To develop reading with understanding through a descriptive text G To recognise that there are many different climate zones on the Earth G To understand the influence of the climate on peoples lives I can do it G To develop the capacity of observation and analysis of the weather and the climate G To record and organise data in a chart Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit Reinforcement and extension: Extension sheet 8 Test and assessment: Unit 8 test
93
94-95
86 B
8 The Earth and the sky
OBJECTIVES
To understand that the Sun is the source of light and heat on the Earth To differentiate the four phases of the Moon
The Moon
ORDER OF ACTIVITIES
The Earth
Tell the students to look carefully at the main picture and then ask: What is the person in the picture? What does an astronaut do? Which of the two circular objects in the picture is the Earth? Look at the picture of the Earth. What colour is the water? What colour is the land? Is there any water or air on the Moon? What are the little dots in the rest of the picture? Can you see the stars during the day? Can you see the Moon during the day? Where does the light come from to light up the Earth?
The spaceman is looking at the Earth and the Moon. There is air all round the Earth. There is a lot of water on the Earth. There is no air and water on the Moon. The Earth and the Moon get light from the Sun.
86
ochenta y ocho
I ANTICIPATING DIFFICULTIES It is very important to insist during this unit that the Sun does not move around the Earth but rather it is the Earth that moves around the Sun which means that we see the sun in different positions during the course of a day. Explain that the Moon also moves and that the lunar phases are a result of the position of the Moon with respect to the Sun.
86
ACTIVITIES
UNIT 8
1 Label the pictures Earth, Sun and Moon. Use the key to colour picture.
sea land atmosphere atmosphere
Moo>
land Sea
Su>
We need air and water.
Eart
T F
There is air and water on the Moon.
3 Colour the dark part of the Moon blue. Copy the words.
wanin@
waning Moon full Moon
ful >e
new Moon
Tell the students to look at the astronaut in the picture. Ask the following questions. Is he walking? How is he moving? What is he wearing? Why is he wearing a special suit? What has he got on his back? Explain that like all astronomical objects the Earth has a special force which acts like a magnet (gravity). As we move away from the Earth this force is reduced. This is why astronauts float in space. Explain the phases of the Moon. Tell the students how they can differentiate between the waxing and the waning of the moon: they hold up their hands and form a circle between the right and left hand. Imagine the Moon fits inside the circle. When the moon fits into your left hand it is waning. When it fits into your right hand it is waxing. Waning means getting smaller and waxing means getting bigger. Language link
waxin@
waxing Moon
eighty-seven
87
Remind the students of the rhyme they learnt in Year 1. When the Moon fits my left hand Its getting smaller every night. When its getting bigger, It fits into my right! Language link
The Sun The sun is an enormous star at the centre of our Solar System. Our Solar System is located in the galaxy called the Milky Way. The Sun is a sphere made of materials which are submitted to very high temperatures. It gives light and heat to the Earth and the rest of the planets and satellites in our Solar System. Life on the Earth depends on the Sun, because without the Suns energy we would have no heat or light. Plants would not be able to develop and the life cycle of the Earth would be broken.
Materials: construction paper, scissors and crayons. Give each student a small piece of construction paper (A4). Tell the students to draw a circle on white paper, colour it like the moon, cut it out and glue it onto the paper. Ask them to think of sentences to describe the moon. Write some examples on the board. They can choose the sentence they like best and copy it round the shape of the Moon. Display the Moon-shape poems on the wall.
87
Day and night

From day to night
OBJECTIVES
To relate the changing of day to night to the rotation of the Earth
The Earth spins round and round like a top. It takes 24 hours to turn round once. Because the Earth is spinning, a part of the Earth always gets light from the Sun. In this part of the Earth it is daytime. In the other part of the Earth it is night-time.
the Earth the Sun
night
ORDER OF ACTIVITIES
1. Read the text and ensure that the students understand all the words. 2. Look carefully at the pictures. 3. Discuss the pictures and the text with the class. 4. Read the instructions out loud and ensure that the students know what they should do. 5. Do the activities. 6. Discuss the results of the activities with the whole group. 7. Read the text at the bottom of page 89 to ensure that the students have understood the most important information.
the Sun the Earth
day
The parts of the day

The Sun seems to come up in the morning and go down at night. But the Sun does not move. The Earth moves.
The day begins when we see the Sun coming up. This is the sunrise.
We cannot see the Sun at night because the Earth turns.
The day ends when we see the Sun going down. This is the sunset.
At midday the Sun is high in the sky.
When is the Sun high in the sky? At midday.
88
eighty-eight
Explain the rotation of the Earth using a spherical object for the Earth and a lamp for the Sun. Explain that this is how we have day and night time. Ask the following questions: Where is it daytime? Why do you say that? Which object is moving? The Earth or the Sun? What happens to the areas where there is not light?
The Earth The Earth is the planet we live on. It is spherical and when we look at pictures of the Earth taken from space the predominant colour is blue. This is why the Earth is sometimes called the Blue Planet. When we look at the Earth from space we can see three different areas: The water (oceans, seas, river and lakes) covers most of the Earths surface. The land is the part that is out of the water. It is made up of the continents and the islands. There is also land under the water. The air surrounds the Earth and makes up the atmosphere.
88
ACTIVITIES
1 Label the pictures day or night. Write three differences.
unit 8
UNIT 8
nigh da Nigh: t Moo> an t star a ou. I dar. Da: t Su> i ou. I ligh. W ca> colour.
It is . It is .
2 What do you do at these times of the day? F. A.

At sunrise At midday At sunset At night . . . .
Tell the students to look carefully at the pictures for the times of the day on page 88. Tell the students to describe the light in the pictures. Ask them to describe the colour and the intensity. Tell them to also look carefully at the shadows and describe the length and position of the shadows. Work with the vocabulary for the times of the day. Explain to the students that the sunrise is when the sun is coming out. We also call this time of the day, dawn. The sunset is when the sun is going down behind the horizon. We also call this time of the day, dusk. Multidisciplinary link. Language
Teach the students this riddle. Ask them to copy the riddle and illustrate it once they have worked it out. Im big and yellow and sometimes red. Im the king of the sky, so it is said. Some think I move through the daytime sky. But I dont. I just sit here way up high. I warm up the Earth and light up the day. Im the king of the sky, so they say.
3 Find the information in a newspaper. Complete the sentences. F. A.

The Sun came up today at The Sun went down today at . .
The Earth takes 24 hours to turn round once. It is daytime where the Earth receives the light from the Sun. It is night-time where the Earth does not receive the light from the Sun.
eighty-nine
89
The Moon The Moon is the Earths only satellite. It has a very similar shape to the Earth but it is much smaller. There is no air or water on the Moon. The changes in temperature are very sharp and life cannot exist on the Moon. The Moon takes about 28 days to orbit the Earth. We can see four lunar phases which are the result of the position of the Moon with respect to the Sun: New Moon: we cannot see the Moon at all in this phase. Waxing Moon: only the right-hand side of the Moon is visible from the Earth. Full Moon: we can see the whole of the Moon. Waning Moon: only the left-hand side of the Moon is visible from the Earth.

89
The four seasons of the year

The four seasons
The Earth takes twelve months, or a year, to go round the Sun. The twelve months are divided into four seasons: Spring, Summer, Autumn and Winter. Each season lasts three months.
OBJECTIVES
To understand that the Earth takes twelve months to orbit the sun To understand that this movement around the sun is the origin of the seasons of the year To recognise the main characteristics of each season
Spring: 21st March-20th June
Summer: 21st June-21st September
ORDER OF ACTIVITIES
1. Read the text and ensure that the students understand all the words. 2. Look carefully at the pictures. 3. Discuss the picture and the text with the class. 4. Read the instructions out loud and ensure that the students know what they should do. 5. Do the activities. 6. Discuss the results of the activities with the whole group. 7. Read the text at the bottom of page 91 to ensure that the students have understood the most important information.
In the Spring it is warm. Days and nights are the same length. There are a lot of flowers.
It is hotter and drier in Summer. Days are long and nights are short.
Autumn: 22nd September-20th December
Winter: 21st December-20th March
It is cool in the Autumn. It can rain a lot. Days and nights are the same length. Some trees lose their leaves.
It is cold in Winter. It rains and it can snow. The nights are longer than the days. Some animals hibernate.
90
ninety
I LEARNING SKILLS Making index cards
Ask the students the following questions: When is your birthday? In the winter, spring, summer or autumn? When do we celebrate Christmas? Which season are we in now? When do we have the longest holidays? When do we start school again after the holidays?
Organising information into index cards is a useful way to summarise and store things we want to remember. Only write down the most important information. For example:
Read the text on page 90. then make index cards for the seasons
of the year using the model.
90 90
ACTIVITIES
1 Circle the correct words and complete the sentence.
The Earth takes 24 hours to turn round once. / to go round the Sun. The Earth takes one year to turn round once. / to go round the Sun. The year is divided into four seasons: Spring,
unit 8
UNIT 8
Sume
Autum>
and
Wine
2 Draw a picture of Winter or Spring.

Describe your picture.
Landscape Plants Clothes Colours Light
3 Complete the sentences.

A festival we have in Winter is A festival we have in Spring is
Tell the students to work in pairs and act out the relationship between the Sun and the Earth. One student (the Sun) stands still in the centre. The other student (the Earth) turns round on themselves and around the sun at the same time. Divide the class into groups and do a quiz on the subject of the unit. Ask questions about the issues they have studied. (How long does the Earth take to orbit the Sun? Are the days or the nights longer in the Summer? Is there water on the Moon). If the group give the right answer they get two points. If they do not answer correctly the other group have the opportunity to answer and if they do so correctly they get one point. The winner is the group with the most points. Multidisciplinary link Art and craft
Divide the class into four groups. Each group makes a mural representing one of the seasons. They can use pictures and drawings. While they are doing their mural play the Four seasons by Vivaldi. Explain to the class that this music represents the four seasons. When there is a season change in the music ask them if they can guess which season it is.
Christma. Ease.
The Earth takes one year to go round the Sun. The year is divided into four seasons: Spring, Summer, Autumn and Winter.
ninety-one
91
Spring Time of the year: 21st March to 20th June Temperature: mild Length of days and nights: the same length Other data: there are flowers and many animals are born Autumn Time of the year: Temperature: Length of days and nights: Other data:
Summer Time of the year: Temperature: Length of days and nights: Other data:
Winter Time of the year: Temperature: Length of days and nights: Other data:

91
LEARNING TO READ
Different places on the Earth

OBJECTIVES
To develop reading with understanding through a descriptive text To recognise that there are many different climate zones on the Earth To understand the influence of the climate on peoples lives
North Pole Spain
In many places on the Earth it is always like Winter, Sahara for example, the North Pole. The Sun is never very hot at the North Pole. The ground is covered in ice most of the year. The Inuit people live at the North Pole. They make their houses with materials to protect them from the cold. In other places on the Earth it is always like Summer, for example, in the Sahara Desert. It is very hot in the desert. The Sun shines almost every day and it hardly ever rains. The Tuaregs live in the Sahara. They wear clothes to protect them from the heat.
ORDER OF ACTIVITIES
1. Read the text and describe the pictures. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the questions in activity 2. 4. Do the activities.
1 Use words from the passage to complete the sentences.

The The
Inui eop Tuaeg
live at live in
t Nort Po t Sahar Deer T Sahar Th Nort Po

because
. .
Now describe the North Pole and the Sahara. Which place is hotter? Which place has got more water? . .
2 Complete the sentence. F. A.

I would prefer to live in the
Talk about what peoples lives are like when they live in very cold places. Contrast this with people who live in very hot places. Ask the students about the kinds of houses they live in, the clothes they wear and the food they eat. Explain that people have to adapt their lives to the places they live in. Cross-curricular Tolerance and respect
Encourage the students to show an attitude of tolerance and respect towards people from other countries and to show an interest in other cultures.
92
ninety-two
LEARNING TO READ
Text type: descriptive text This text can be summarised as follows: Part one Part two Paragraph 1: cold places Paragraph 3: hot places Paragraph 2: how people Paragraph 4: how people live in the cold live in the heat
Activity 1 2 Strategy Identifying explicit information in a text Expressing personal preference
92 92
I CAN DO IT Record the weather

1 Look at this weather map for a Spring day.
unit 8
UNIT 8
OBJECTIVES
sun
clouds
To develop the capacity of observation and analysis of the weather and the climate To record and organise data in a chart
ORDER OF ACTIVITIES
rain
storms
snow
2 Keep a record of the weather in your area for two weeks. F. A.
1. Briefly explain the main features of a weather map and the symbols that we use. 2. Read the instructions and explain what the students should do. 3. Do the activities. 4. Discuss the results of the activities with the whole class.
Sunday
Monday
Tuesday Wednesday Thursday
Friday
Saturday
ninety-three
93
I LEARNING SKILLS Summarising a text We use summaries to synthesize the information contained in a text and express the contents in an abbreviated form. In order to summarise a text it is first necessary to read the text carefully and underline the main ideas or key words. We use these words and ideas to write our summary.
Summarise the text on page 92. Write one sentence for each
paragraph.
Read the text on page 92 and underline the main ideas or key
words. Then write one sentence for the first two paragraphs and one sentence for the last two paragraphs.
Tell the students to bring newspapers to class and cut out the weather maps and the other information about the weather. Tell them to look carefully at the symbols on the maps. Tell the students to cut out the symbols and glue them into their notebooks. They should also write the meanings of the symbols. Ask the students why it is important to know what the weather is going to be like in the following situations: We are going on a long car journey. We are going to sow some plants in the garden.
93
Now I know
1
LETS REMEMBER All living beings need the light and heat from the Sun.
OBJECTIVES
There is water and air on the Earth. The Earth takes 24 hours to turn round once. We have days and nights because the Earth turns round. The Earth takes one year to go once round the Sun. The year is divided into four seasons.
ORDER OF ACTIVITIES

Use the words to complete the sentences. Earth days midday sunset Moon season Sun
Most of the surface of the There is no water or air on the
Eart Moo>
is covered in water. .
The Earth and the Moon receive light from the At
Su>
In the Winter The
Ask the students to work in pairs and revise the main ideas in the unit. Then tell them to sit as if they were TV presenters and to explain the main ideas to the rest of their classmates. Write the following sentences on the board. Tell the students to copy them into their notebooks and write true or false: The Earth takes 48 hours to turn around once. The Earth takes a year to orbit the Sun. There are five seasons in the year. The temperature is mild in the Spring. It does not rain much in the Summer.
In Summer the
midda sune easo> day
the Sun is high in the sky. begins at 6 oclock in the evening.
after Winter is Spring. are very long.
94
ninety-four

Check that the students understand the following concepts: The Sun is the source of light and heat for the Earth The shape of the Earth and its movements The relationship between the rotation of the Earth and the day and night The relationship between the Earths orbit and the four seasons
94 94
UNIT 8
3 LETS REVISE
Complete the sentences. Use: vapour, liquid, solid. Sea water is Snow and ice are There is water
liqui soli vapou
water. water. in the clouds.
Tick the correct sentence. The Earth moves in a straight line.
The Earth moves in a closed circle.
4 LETS PRACTISE
Tick the things the children have got to protect themselves from the sun. hat coat shirt ice-cream
sun glasses
umbrella suncream shoes
Make a model of the lunar phases using paper and construction paper. Draw a full moon on black construction paper. Colour in the moon using white wax crayons to make it shine. Cut out a round disc of black construction paper the same size as the Moon you have drawn. Place the disc exactly on top of the Moon and secure it at the top. Turn the black disc from side to side to represent the different lunar phases. Encourage the students to help you write a short text about the Sun using the information in the chart. Ask the students to write similar texts about the Moon and the Earth.
Sun What is it? What colour is it? Does it move? Star Earth Planet Moon Satelite
5 I KNOW
1. What the Earth is like. 2. How the Earth moves. 3. What makes the day and the night. 4. The names of the four seasons.
Yellow Blue
White
No
ninety-five
95
Has it got water No and air?
Yes, Yes, around around the Sun the Earth
Yes
No
KEY WORDS
The Sun The Earth The Moon Sunset Sunrise Day Night Midday Seasons Spring Summer Autumn Winter Weather map
Has it got life?
No
Yes
No

Reinforcement and extension: Extension sheet 8. (See pp. VI-VII)
95
UNIT 9

UNIT CONTENTS
Objectives
To understand that there are different types of landscapes on the Earth To identify the different landscapes To understand that a landscape is made up of physical and human features To develop the capacity of observation and investigation To explain the need for and usefulness of means of transport To differentiate between different means of transport according to the merchandise carried To relate different means of transport to features in the landscape which have been built for them
Contents
THEME: Landscapes on the Earth INFORMATION AND ACTIVITIES The definition of a landscape Features in a landscape: natural and artificial Types of landscapes: coastal, plains and mountains Transport and landscapes: Transport of people and merchandise Types of transport: by land, sea and air LEARNING TO READ: Friends of the Eath I CAN DO IT: Road safety
Assessment criteria
Perceiving and appreciating the existence of different types of landscape on the Earth Differentiating between physical and human features in a landscape Distinguishing between coasts, plains and mountains Recognising the main features of the three types of landscape: coasts, plains and mountains Understanding and explaining what a means of transport is Classifying the means of transport according to what they transport and how they transport Relating means of transport to the features in a landscape which have been built for them

September Octuber November December January February March April May June
96 A
UNIDAD 0

Students Book
Page
96-97

G

Elements in a landscape: coastal landscape G To analyse a coastal landscape and identify the main features in the landscape G To distinguish physical and human features in the landscape

98-99
Inland landscapes G To identify the main characteristics of a landscape composed of plains G To identify the main characteristics of landscape composed of mountains Transport and landscapes To relate means of transport to the features in the landscape that have been built for them G To understand the need for transport and its function G To differentiate between types of transport
G
100-101
102
Learning to read G To develop reading with understanding through a didactic text G To reflect on good habits for protecting the environment I can do it G To understand the road safety rules for pedestrians and users of means of transport G To analyse ones own behaviour with respect to road safety and to correct negative aspects
103
104-105
96 B
9 Landscapes on the Earth
OBJECTIVES
To analyse a coastal landscape and identify the main features in the landscape To distinguish physical and human features in the landscape
village lighthouse
road trees
cliffs
ORDER OF ACTIVITIES
beach
This landscape is the coast. We can see cliffs and a beach at the edge of the sea. We can also see trees, buildings and roads. A lot of people live on the coast. There are fishing villages, cities with ports and housing estates.
Tell the students to look carefully at the picture. Ask a volunteer to read the text in the picture out loud. Ask the following questions: Where are the people in the picture? What are they doing? How many cars can you see? Is the orange car on the beach or on a road? Look at the buildings in the village. Are they big or small? Look at the tall, red and white building. Do you know what it is? (A lighthouse). Do you know what it is for?
96
ninety-six
I ANTICIPATING DIFFICULTIES Make sure that through the course of this unit the students focus on relating human activity to landscapes. Point out that there is a difference between ancient and modern. Explain that these terms do not mean the same as old and new. Make sure that they can see the difference between new and modern.
96
ACTIVITIES
UNIT 9
1 Look at the picture of the landscape. Use the key to colour the circles.
physical features human features
2 Match the numbers and the pictures. Colour the picture.

1 lighthouse 2 port 3 fishing 4 housing 5 beach 6 island
village
estate
1 6 2
5
A landscape is everything we can see. A landscape has got natural elements like the sea and rocks. A landscape has got also things built by people like roads and houses.
Is the beach sandy or stony? Can you see the cliffs? Are they sandy or rocky? Do you think that the cliffs have been built or are they natural? Who uses the lighthouse? Do the people in the village work in factories and offices or do you think they might be fishermen? Explain that the coastline is not a straight line and that sometimes the sea cuts into the land and makes different kinds of relief like bays and inlets. Point out that the coastline is sometimes sandy (beaches) and sometimes there are high cliffs. Ask the students about their visits to the beach. Ask them to name the beaches they have visited and what they did when they were at the beach. Ask them about the water. Was it cold or warm? What is the sea water like? Is it fresh water or salt water?
Multidisciplinary link. Language

Write the following words in a list on the board: fishing village, housing estate, island and port. Ask them to describe what they might find in each of these places. Guide their descriptions by asking questions such as: Can you find a big supermarket in a small fishing village?
ninety-seven
97
Lighthouses A lighthouse is a tower situated along the coast and in sea ports. The lighthouse has a bright light on the top of the tower which helps sailors at night. The oldest known lighthouse was the Alexandria lighthouse in Egypt which is one of the seven wonders of the world. Nowadays lighthouses run on electricity and the brightness of the light is increased using lenses and mirrors which produce a flashing, rotating light. The flashing of the light means that it is easier to identify at night and warns sailors of the proximity of the coast. Cross-curricular Health and hygiene Discuss the importance of protecting oneself from the sun. Ask the students to explain what happens if we stay out in the sun without any protection (sunburn, redness, blisters, headache, etc). Then ask them to think about how they can protect themselves (sun cream, sun hat, T-Shirt, limit time spent in the sun, etc).
97
Inland landscapes
Plains
OBJECTIVES
To identify the main characteristics of a landscape composed of plains To identify the main characteristics of landscape composed of mountains
Flat land is called a plain. Rivers come down from the mountains and cross the plains. There are a lot of towns and cities on the plains. Good roads and railways connect the towns and cities. There are farms and fields near the towns. There are workshops and factories near the cities.
ORDER OF ACTIVITIES
Mountain landscapes
Some land is not flat. It has got mountains, forests, and usually, a lot of water. It is normally cold in the mountains and sometimes it snows. There are very small villages in the mountains and the roads are narrow. They go up and down the mountains. A lot of the people from the mountains have got farm animals or work in the forests. A lot of people from the cities go to the mountains for sports activities.
What is the landscape like where you live?
98
ninety-eight
Ask the students about their personal experiences of different types of inland landscapes. Ask the following questions: Do you know a mountain village? What colours can you see in a mountain landscape? What colours can you see on the plains in the summer? Have you ever been swimming in a river in the mountains? Is the water very cold or very warm?
Some of the natural landscapes that we can see have changed very little over the years. Others have been transformed considerably by actions such as: The building of villages, towns and cities The building of roads, railways, tunnels, bridges, reservoirs and so on The installation of telecommunications masts and electricity pylons and cables The cutting down of trees in order to obtain wood
98
unit 9
ACTIVITIES
The road is straight and flat. It is near the sea. It is a landscape with mountains. There are animals. There are cultivated fields. There is a big forest. It is a flat landscape.
UNIT 9

mountain plain river forest village road
foes roa ri
mountai> villa@ plai>
Explain that the people who live on the inland plains work in agriculture, both animal farming and crop farming. In the mountainous areas people work in animal farming and industries related to exploiting the forests. Ask the students to help you to make lists of products which we obtain from these different industries (meat, fruit, wood, paper, and so on). Show the students pictures of different kinds of landscapes and ask them to identify the main type (coastal, plains or mountains). Tell them to describe the pictures. Multidisciplinary link. Art and craft
Tell the students to work in groups and to find pictures of landscapes. They can use magazines, newspapers, brochures and the Internet. They should use these pictures, together with their own drawings and short pieces of text to make posters about types of landscapes. Each group presents its poster to the rest of the class.
There are mountains, forests and small rivers in the mountains. The villages are small. Plains are flat. There are cities and big towns on the plains.
ninety-nine
99
People also affect the landscape greatly. In some areas huge forest fires, which may have been caused deliberately, have had a massive impact on the landscape. The new trees takes many years to grow so the change in the landscape will be obvious for some time.
Take the students on a visit to see a natural landscape. Before you go remind them of the rules for school trips. Tell them to take a notebook, pencil and crayons with them so they can take notes and draw pictures. Tell them to also take a plastic bag to collect all their rubbish and litter and take it home with them.

99
Transport and landscape

Transport
We often travel long distances from one place to another. We need transport to do this.
OBJECTIVES
To relate means of transport to the features in the landscape that have been built for them To understand the need for transport and its function To differentiate between types of transport
Food is grown in the country and produced in factories. The food travels from the country to markets and shops. It travels by goods transport.
Land transport
ORDER OF ACTIVITIES
Cars, buses and lorries travel along the ground. They need roads and motorways. Trains also travel along the ground. They need railways and stations.
Air transport
Aeroplanes travel through the air. They need airports and control towers.
Sea transport
Ships travel over the sea. They need ports.
100
one hundred
The aeroplane
Discuss means of transport with the class. Ask the following questions: Have you ever been on a ship or a boat? What did it feel like? Did you feel a bit sick? Where did you travel from and to?
More than 100 years ago the first plane was built. It was a glider with an engine that turned a huge propeller in the nose of the plane. In 1903 the Wright brothers were the first people to fly a plane. The flight lasted for just 1 minute but it was an incredible breakthrough in the history of flight. Gradually aviators began to make longer journeys. In 1909 the French pilot Blriot managed to cross the Channel between Great Britain and France. In 1913 Roland Garros crossed the Mediterranean Sea. In 1927 Lindbergh crossed the Atlantic in just a day and a half.
100
ACTIVITIES
1 Classify the means of transport.
unit 9
UNIT 9
bus Transport for people
lorry
van Transport for goods
car
bu ca
2 Label the pictures old or modern.
lorr va>
ol
moer>
moer>
Have you ever travelled by plane? Were you scared? Did you enjoy the flight? Where did you start your journey? Where did you fly to? Did you see the clouds? Was it a bumpy flight? Have you ever travelled by train? Did you like it? Was it fun? Which means of transport do you use more often? Whats your favourite means of transport? Why is it your favourite? Tell the students to bring toy planes, cars, trains, buses and ships to school. Tell them to look carefully and describe the differences. Guide them by asking questions like: Has it got wheels? How many wheels has it got? Can lots of people travel in it?
Multidisciplinary link. Mathematics
moer>
ol
ol
There are means of transport for people and for goods. Some transport travels on the land, some over the sea and some through the air. We need roads, ports, rails and airports for transport.
Tell the students to look carefully at the pictures on page 100. Ask them to say how many triangles, squares and circles they can see in the pictures. Ask them to identify the shapes in the objects.
Cross-curricular Courtesy
one hundred and one
101
Thanks to the invention of new materials and the development of technology we now have supersonic aircraft which can reach very high speeds and can cross the Atlantic Ocean in just three hours.
Remind the students how they should behave when they travel on public transport. Give them the basic rules: Dont push. Wait your turn. Give your seat to an elderly or handicapped person or anyone who needs to sit down. Dont make too much noise. Dont throw litter on the floor. Dont disturb the driver or other passengers. And so on.

101
LEARNING TO READ
Friends of the Earth

Many people work hard to protect the Earth. There are lots of things we can do to protect the Earth. We can avoid polluting the air we breathe. We can use water carefully. We can help everyone to have water. We can protect the forest from fires. We can protect wild animals so they can live in freedom. We will all live better if we protect our Earth. We must all work hard to protect our Earth. The world is better place for everyone if we protect our Earth.
OBJECTIVES
To develop reading with understanding through a didactic text To reflect on good habits for protecting the environment
ORDER OF ACTIVITIES
1. Read the text out loud and look carefully at the photo. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the issue of environmental protection. 4. Do the activities.
1 Choose another title for the passage. F. A.

Lets make the world a better place! The world belongs to all of us. Working hard to protect the world. Oh, what a beautiful world!
2 Read the passage again and complete the sentence. F. A.

I can work hard to protect the Earth. I can And I can
Talk to the students about the work done by organisations dedicated to environmental protection. Invite a member of one of these organisations to come to the school and talk to the students about his/her work. Encourage the students to ask questions. They can prepare a list of questions before the visit and record the interview on tape. Play the tape back to the class after the interview. Encourage the students to think about the importance of protecting the environment we live in. Ask them what they can do to help. Ask guiding questions, for example: What kind of materials can you recycle? How can you help to save water?
Look at the ways we can protect the Earth. What would you most like to do? F. A.
102
one hundred and two
LEARNING TO READ
Text type: didactic text This text provides a list of suggestions as to how we can help protect our planet. All the sentences begin with: We can The repetition of these words highlights the importance of our intervention in these matters.
Activity 1 2
Strategy Choosing a new title to fit the text Applying information to a personal situation
102
I CAN DO IT Road safety

1 What do you do? Use the key to colour the boxes. F. A.
never always
unit 9
UNIT 9
sometimes
OBJECTIVES
To understand the road safety rules for pedestrians and users of means of transport To analyse ones own behaviour with respect to road safety and to correct negative aspects
I do not walk on the edge of the pavement. I wear a seat-belt in the car. I get out of and into the car on the side next to the pavement. I cross the road on zebra crossings and at the traffic lights. I wait for the green man before I cross the road. I look both ways before I cross the road. On public transport I give my seat to people who need to sit down. On public transport I hold on tight so I do not fall over.
ORDER OF ACTIVITIES
1. Briefly explain the importance of road safety and the basic rules for pedestrians. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Do the activity. 4. Discuss the results of the activity with the whole group.
2 Classify your results and talk with your classmates. F. A.

never number of boxes always sometimes
one hundred and three
103
Tell the students that this kind of survey is designed to assess how much we know about road safety and our opinions on the same matter. Discuss the importance of respecting the rules and the traffic signs. Ask them what would happen if everyone did exactly what they wanted instead of following the rules. Ask them to tell you some of the rules they follow (where they cross the road, how they look, whether they run or walk across the zebra crossing, and so on).
Traffic signs Traffic signs first appeared more than one hundred years ago when the number of vehicles on the roads and the speed at which these vehicles travelled began to increase. In those days the traffic was so disorganised that there were accidents involving many vehicles (with or without engines) and pedestrians. This is why traffic signs were placed along the public highways to organise and control the movement of the traffic and avoid accidents.
103
Now I know
1
LETS REMEMBER A landscape is everything we can see in a place on the Earth.
OBJECTIVES
A landscape has physical features like mountains, rivers, forests and animals and human features like roads, villages and cities. There are landscapes with coast, mountains and plains. We need transport to travel from one place to another by land, sea or air. The means of transport need roads, stations, ports and airports.
ORDER OF ACTIVITIES

Complete the table with these words. passengers roads goods rails sea ports air airports
MEANS OF TRANSPORT
are for
they travel by
Ask the students to bring photos to class of different types of mountain landscapes. Tell them to glue the photos into their notebooks and write a brief description of what they can see in the photo: natural features (rivers, trees, etc.) and human features (roads, bridges, etc). Ask them to describe the weather in the photo. Repeat the process with landscapes of plains. Write a list of means of transport on the board: sailing boat canoe bus car plane bike helicopter Ask the students to draw each vehicle and classify them into two groups, vehicles with an engine and without an engine.
pasen@er good
e
they need
land they need
ai
they need
port
104
one hundred and four
road
rail
airport

Check that the students understand the following concepts: The existence of different types of landscape The main characteristics of the different types of landscape The difference between physical and human features in a landscape The usefulness of means of transport and the different types The need for roads, stations, airports, ports and other installations for transport
104
UNIT 9
3 LETS REVISE
Answer the questions. What do we call animals that live in the wild?
Wil animal.
What do we call plants that live in the wild?

Ask the students to use the vocabulary in activity 2 and to write sentences of at least five words. Volunteers can read their sentences out loud.
Wil plant.
4 LETS PRACTISE
What is the best means of transport? Match the pictures and the sentences. I am going to a restaurant near my house. I am going on a journey a long way from my home. I am moving to another city with all my furniture.
Language link
Materials: construction paper. Make word maps. Use a piece of construction paper for each set of words: vehicles and transport, and physical and human features in the landscape. Make word cards for the vocabulary in each set of words. Hand out the word cards and ask the students to come and attach their words to the correct category (use Blue Tac). Play different games with the words in the categories, for example: 1. Which word is missing. Tell the students to look carefully at one of the categories and then close their eyes. Remove one or more of the words. Students open their eyes and say which word(s) is missing. 2. Mixed up words. Tell the students to close their eyes while you put some of the words into incorrect categories. Students open their eyes and take turns putting the words back into the correct category. 3. Spell the word with me. Place your hand over all the letters of a word except for the first letter. Ask the students to call out the letters. Gradually show the letters of the word one by one and ask the students to spell the word out loud.
5 I KNOW
1. The natural elements in a landscape. 2. How to recognise mountains and plains. 3. How to recognise the coast. 4. About means of transport.
one hundred and five
105
KEY WORDS
Landscape Coast Cliff Physical features Human features Port Plain Mountain Transport Merchandise Roads Airports Railways Stations Road safety Pedestrian Traffic light

105
UNIT 10
Homes and houses

UNIT CONTENTS
Objectives
To To To To To To To To To recognise the reasons why we need to live in houses recognise a home as a place where several people live together identify the rooms or places in a house understand that cities and towns are divided into neighbourhoods appreciate the importance of urban transport services identify the different means of urban transport interpret different symbols understand the difference between a model and a plan develop observational skills
Contents
THEME: Homes and houses INFORMATION AND ACTIVITIES Houses: Their development Rooms and furniture Streets: features found in the street Neighbourhoods Urban transport: public and private LEARNING TO READ: I like my neighbourhood I CAN DO IT: Map reading
Assessment criteria
Understanding the necessity of having houses Identifying the different rooms and places in a house Relating each room or place to its use and contents Understanding that cities and towns are divided into neighbourhoods Explaining the concept of a neighbourhood Appreciating the importance of urban transport Identifying the different types of urban transport Recognising and appreciating what is necessary for a peaceful coexistence in a neighbourhood Analysing and interpreting a plan

106 A
UNIDAD 0

Students Book
Page
106-107
* Resource for the teacher

Classroom materials G Posters Special programmes G Developing intelligence 2 G Workbook unit 10 Reinforcement and extension: Reinforcement sheet 10

Development of houses. Rooms and furniture G To relate different pieces of furniture and devices to the rooms or places in the house where they are normally found G To understand that houses have developed over time G To understand that a house is composed of different rooms Neighbourhoods and streets G To understand the structure and composition of a neighbourhood G To identify the main architectural features in the street Urban transport To differentiate between public and private transport G To identify different means of public and private transport
G

G
108-109
110-111
112
Learning to read G To develop reading with understanding through a discursive text G To identify the main characteristics of ones own neighbourhood G To appreciate the importance of good behaviour and manners in our relationships with our neighbours I can do it G To analyse the relationship between a model and a plan G To read a map G To draw a route on a map Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit Reinforcement and extension: Extension sheet 10 Test and assessment: Unit 10 test
113
114-115
106 B
10 Homes and houses
OBJECTIVES
To relate different pieces of furniture and devices to the rooms or places in the house where they are normally found To understand that houses have developed over time To understand that a house is composed of different rooms
bathroom
kitchen
bed corridor
ORDER OF ACTIVITIES
bedroom
window door
This is a model of a house. There are different rooms in a house. We live in houses to protect us from the cold and rain. At home we learn to live with other people.
Explain to the students that a model is a representation on a smaller scale of a real object. Tell them to look carefully at the picture and ask the following questions: If this were a real house what would be missing at the top of the house? How many bedrooms are there? Which piece of furniture helps you to recognise which rooms are bedrooms? Which room is the kitchen? What other rooms can you see?
106
one hundred and six
I ANTICIPATING DIFFICULTIES In this unit the students will be reading maps. Some of the students may still have difficulty with spatial concepts (left-right, up-down, in front of-behind, etc.). Do some simple exercises to reinforce these concepts. Explain the difference between a plan or map, which is a drawing to scale of a building or a city and a model which is a miniature representation of the city or building.
106
ACTIVITIES
UNIT 10
1 Use the words to complete the sentences.
bedroom kitchen sitting room bathroom bed bath sofa fridge
The bed is in the The
droo. bat i i> t bathroo. T so i i> t sittin@ roo. T frid@ i i> t kitce>.
A thousand years ago.
2 Talk about the different houses. F. A. (Materials, structure, height, parts...)

Thousands of years ago.
A hundred years ago.
Today.
How many rooms are there in your house? What would happen if we had to live in the street? Would we be cold? How would we wash? How many people live together in your house? Remind the students that when we describe a person, thing or animal we explain its main characteristics. Ask them to think about the house that they live in and to try to describe it to the rest of the class. Ask the following questions to help the students: How many rooms are there in your house? What is each room for? What is there in the (kitchen)? What colour are the walls? Is your home in a tall building? Is it a house on its own? What is it made of?
3 Read and copy.

Everyone has the right to have a house to live in.
Multidisciplinary link Art and craft

Divide the class into groups of four. Ask them to make a house using construction paper, coloured paper, glue, scissors and recycled materials. Tell each group to make its house roughly the same size as the other groups so that when they have all finished you can put them together to form a neighbourhood.
one hundred and seven
107
Different types of house Human beings have not always lived in houses like the ones we know today. Thousands of years ago people lived in caves. Later they built huts using clay and straw. After that they started to build houses using wood or stone. In the areas near the north pole, the Inuit people, the local inhabitants, make their winter houses using blocks of ice.

Ask a volunteer to write his/her answers to activity 1 on the board. Correct any mistakes and tell the students to correct their own work.
107
The houses in my neighbourhood

The streets
All streets have: buildings
OBJECTIVES
To understand the structure and composition of a neighbourhood To identify the main architectural features in the street
road
a road for the cars and a pavement for the people. Each street has got a name and all the houses have got a number. A group of houses surrounded by streets is called a block.
nt me ave p
ORDER OF ACTIVITIES
Neighbourhoods
Towns and cities are divided into neighbourhoods. Every neighbourhood has a lot of streets and buildings. Every neighbourhood usually has shops, offices, schools, libraries, churches, health centres and playgrounds. Every neighbourhood has a name.
What is the name of your street? What is the name of your neighbourhood?
108
one hundred and eight
Take the students for a walk around the neighbourhood where your school is situated. Point out the most common features. Before you leave ask them to write down the following questions in their notebooks so that when you return to the classroom they are able to answer them. What are the streets like? Are they narrow or wide? What about the pavements? I LEARNING SKILLS Completing the information in a picture In order to complete the information in a picture which accompanies a piece of text you can label the picture. For example:
Look at the picture on page 108, titled The streets. Label the
following features in the picture: Building Street Block
108
ACTIVITIES
1 Tick the things you can see in your street. F. A.
unit 10
UNIT 10
Complete the sentence about your street. F. A. There is not a and there are not any .
2 Number the things in the street. Colour the picture.

1 houses 2 shop 3 pavement 4 road
Are there lots of shops? Is there a shopping centre? Are the buildings very high? Are the streets clean. Are there any parks or gardens? Are there any streetlamps, benches, litter bins, recycling bins or postboxes? Is there a health centre? Is there a library? Are there any other schools? After your walk around the neighbourhood, the students write the answers to the questions. Ask any of your students from other neighbourhoods to compare theirs with where the school is located.
Multidisciplinary link Art and craft

Use the houses that the class made in the previous Art and craft link on page 107. The students place their houses and buildings together to make a neighbourhood with streets and pavements joining the areas. They can use construction paper, and place some of the features that they saw in the street like streetlamps and postboxes.
There are buildings, roads and pavements in the street. There are lots of streets and buildings in a neighbourhood.
one hundred and nine
109
Before you go out for your walk to explore the neighbourhood remind the students how they should behave. They should pay attention to your instructions, not make too much noise, stand aside for other people to pass, use the pedestrian crossings, throw any litter in the litter bins.
The names of streets All streets have names. Some streets are named after certain professions or jobs (for example: Artists Street), others are called after a monument or denote the size or importance of the street (for example: The High Street or The Main Street). Other streets are named after people from the area or important people in history (for example: Christopher Columbus or Goya). Some streets are called after a historical event which is particularly relevant like Constitution Street. We can also find streets named after geographical features like The River Ebro Street or the names of animals or plants (for example: Fish Street or Olive Street).

109
Streets and transport

Transport in the city
A lot of people travel in the city. They go to school or to work.
OBJECTIVES
To differentiate between public and private transport To identify different means of public and private transport
Other people go shopping, go out to have fun or go to visit their family and friends. We all use transport to travel quickly and comfortably.
ORDER OF ACTIVITIES
Public transport
Anyone can use public transport. Buses, taxis and the underground are all public transport. The Town Council is responsible for public transport.
Private transport
People use private transport when they use their own vehicles. Sometimes there are a lot of cars in the streets. Then we have traffic jams and a lot of pollution.
Do you use public transport to come to school?
110
one hundred and ten
Talk to the students about the public transport services that they know and use. Ask the following questions. How do you come to school? Do you use a means of transport that has wheels? Which one(s)? Where does this means of transport travel, on the surface or under the ground? Do you know the person who drives it?
The bicycle Throughout history man has built different kinds of vehicles with two wheels joined by a bar. These primitive forms of transport were the precursors of the bicycle. In ancient China a type of bicycle with two bamboo wheels but no pedals was built. Many years later Leonardo da Vinci drew a vehicle very much like the bicycles we have today. However, two hundred years ago the vehicle that we know as a bicycle was first designed. The Penny-farthing, a bicycle with two wheels, one large one at the front and one small one at the back, pedals and a saddle was the first of the modern bicycles.
110
unit 10
ACTIVITIES
1 Use the words under the pictures to complete
the sentences. It has a green or red light on the top. We wave our hand to stop it in the street. It is a
UNIT 10
tax^ bu
bus
It has a fixed route. We wait for it at a special stop. It is a .

underground train
It travels under the ground and has no problems with traffic jams. Only some cities have this means of transport. It is an
unergroun trai>
.
taxi

Reserved for pregnant women.
Reserved for the elderly.
Reserved for disabled people.
Can you use it at any time of the day? Can this means of transport change its route if there is a lot of traffic? Where do you catch it? Take a map of the local (or nearest) underground to class. You can find these on the Internet. Explain that each line is classified according to a colour and all the lines go through several different stations. Some lines meet at a station where passengers can change from one line to another. Show them some examples. Give the students copies of the maps and ask them to work out the best route from one place to another. They should say which station they start at, which line they take, where they have to change and which other lines they take and where they end up.
Reiterate the rules we must follow when we are on public transport. Make a poster with the students to reflect these rules. Discuss the importance of the rules for both safety and out of respect for other passengers. Wait till the bus stops completely before getting on or off. Dont block the exits or entrances. Dont put your head or arms out of the windows because you might cause an accident. Dont disturb the driver. He might get distracted and you will put other passengers lives at risk.
We use transport to travel around the city. Anyone can use public transport. Private transport is when we use our own vehicles.
one hundred and eleven
111
From that moment on bicycles developed until they reached the modern form we know today. The shape of the bicycles that were designed depended largely on what they were going to be used for. For example, the racing bikes were built using a very light material and a small, curved handle bar so that the riders could learn forward and gather up speed. Mountain bikes were built for rough terrain. Tandems were designed for two or more riders.

111
LEARNING TO READ
I like my neighbourhood
Andrea likes her neighbourhood. Andrea was born in this neighbourhood.
OBJECTIVES
To develop reading with understanding through a discursive text To identify the main characteristics of ones own neighbourhood To appreciate the importance of good behaviour and manners in our relationships with our neighbours
She likes it because there are a lot of places where she can play with her friends. She likes it because there are a lot of trees and a park near her house. She likes it because it is always clean. She likes it because there are a lot of different kinds of shops. She likes it because there are not many cars. She especially likes it because it is a small neighbourhood and she knows a lot of people.
ORDER OF ACTIVITIES
1. Read the text and describe the picture. 2. Ensure that the students know what they should do. 3. Discuss the answers to question 2. 4. Do the activity.
1 Circle the correct words.

1. Andreas street is always clean. / dirty. 2. Andreas street has got a lot of shops. / only a few shops. 3. There are only a few / a lot of cars in Andreas street. 4. There are / are not any gardens and parks in Andreas street.
2 Whats your neighbourhood like? Circle the words. F. A.

In my neighbourhood the streets are always clean / dirty. There are a lot / only a few parks and gardens. There are no / a lot of shops. There is a lot of / not much traffic.
Ask the students questions so that they can compare their neighbourhood to the one in the text. Ask the students Who is responsible for managing the traffic, cleaning the streets, watering the gardens? and so on. Multidisciplinary link Mathematics
Ask the students to solve the following maths problem: Ten years ago there were 765 people in my neighbourhood. Now there are 948 people living here. How many more people are there now?
112
one hundred and twelve
LEARNING TO READ
Text type: discursive text This text offers ideas in the form of a list. In this case the list gives us reasons why Andrea likes her neighbourhood. Look at the repetitive start to the sentences, She likes it because The repetition reinforces the message.
Activity 1 2 Strategy Identifying explicit data in the text Applying information to other situations
112
I CAN DO IT Map reading

1 Compare the model and the map.
unit 10
UNIT 10
OBJECTIVES
To analyse the relationship between a model and a plan To read a map To draw a route on a map
map
model
2 Find things on the map.
ORDER OF ACTIVITIES
1. Briefly explain the differences between a model and a map. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Do the activity. 4. Discuss the results of the activity with the whole group.
What is opposite the hospital?
What is behind the supermarket? Draw the route:
T par. A fountai>.
flower shop hospital greengrocers fountain chemists
one hundred and thirteen
113
Tell the students to look carefully at the model and the map in activity 1. Explain that the same neighbourhood has been represented in two different ways. In the model we can see the houses, the streets and the park much as they are in real life but on a much smaller scale. In the map we can see these elements as if we are looking at them from above. Ask the students to draw a plan of their house. Tell them to ask their parents to help.
I LEARNING SKILLS Finding information on a plan or map In order to find information on a map or plan the reader should first locate all the symbols, icons or signs. For example: Look carefully at the plan on page 113 and locate: The hospital The supermarket The greengrocers The chemists Now answer this question: How do you know there is a chemists?
113
Now I know
1
LETS REMEMBER We all need a house to live in.
OBJECTIVES
Houses protect us from the cold and the rain. We learn to live with other people at home. In our neighbourhood there are a lot of streets. A group of houses surrounded by streets is called a block. We use transport to travel around the city. We can use public transport or private transport.
ORDER OF ACTIVITIES

Look at the pictures. Use the words in the boxes to complete the sentences.
road streets pavement
have a and a At
After you have read the section Lets remember, the students can copy and answer the following questions in their notebooks. What do we call a group of houses surrounded by streets? What do we use transport for? Name two types of urban transport. The students can write a short survey and ask their family and friends about transport. Give them the following model:
Name and relationship: Which means of transport do you usually use? How many days of the week do you use it? Are you happy with this means of transport? Does this means of transport cause a lot of pollution?
home we live
Stet paen roa ho li
with
other people. We can all use a bus transport
it is public
bu transpor
because .
114
one hundred and fourteen

Check that the students understand the following concepts: The reason why people live in houses The main parts of a house A neighbourhood is a group of houses, streets and squares The usefulness and importance of urban transport The existence of different kinds of transport
114
UNIT 10
3 LETS REVISE
Read the sentences and write true (T) or false (F). There is a lot of pollution in cities because
F T F T F T
the air is very cold and it is difficult to breathe. the air contains gases which are bad for us.
Talk to the students about the importance of cooperating with tasks at home. Ask them what kinds of things they do to help at home (tidying their bedrooms, taking the rubbish out, setting and clearing the table, etc.) and discuss what other things they can do to help with the housework.
We must protect trees to protect our own health because trees stop the wind from bothering us. trees are living beings and they produce oxygen.
A clean and healthy city is not a rubbish dump, so we should keep our rubbish at home. we should put our rubbish in recycling bins.
Language link
4 LETS PRACTISE
Solve the problem. A ticket for one bus journey costs 1 Euro and a bus pass for ten journeys costs 7 Euros. What is the difference between ten single tickets and a bus pass? 1 10 10 10 7 3 10 tickets cost 3 more than a bus pass. 5 I KNOW 1. Why we live in houses. 2. All about my street. 3. All about my neighbourhood. 4. All about the transport in the city.
Draw the street below on the board.

Hospital School Bus station Police station Supermarket Toy shop Library Car park Cinema
Health centre
one hundred and fifteen
115
Ask questions in order to practice the following prepositions: opposite, next to, between. Add other elements like a bus stop and a postbox and practice the prepositions: in front of and behind. Tell the students to draw the street in their notebooks and take turns giving instructions and drawing the route from one place to another in pairs.
KEY WORDS
House Neighbourhood Block Street Road Pavement Private transport Public transport Model Plan Resources for the teacher
115

WATER
1 Complete the sentences with solid, gas or liquid.

Water is a
hot it turns into vapour. Vapour is a . When water gets cold it turns .
into ice. Ice is a
liqui ga soli
. When water gets
MACHINES
2 Match the three sentences

to one picture. a. It is very simple. b. It is manual.
DIBUJO
c. We use it to cut things. THE SEASONS
3 Look at the picture and write

the name of the season. THE STREET
Autum>
4 Write six things you can find in

the street. M. A.
postbo sign trai ligh car shop bue

116
one hundred and sixteen
116
LANDSCAPES
5 Tick the picture of the coast.
TRANSPORT
6 Match the sentences to the pictures.

Many people travel in it. It travels by land. It is public transport. It carries people and goods. It travels by air. It is public transport. It carries goods. It travels by land. It is private transport.
one hundred and seventeen
117
117

LETS EXPERIMENT
1 Lets add substances to water and see what happens.
L
salt pencil shaving
L L
L
sugar rice
L
lemon juice oil
2 Lets analyse the results. Complete the sentences with these words.
dissolves Sugar Salt Rice Oil floats in water. sinks
Lemon juice
Pencil shaving
dissol dissol sink float dissol float

dissolves sugar, salt, lemon juice
in water. in water.
on water. in water. on water.
3 Now classify your results in the table.

floats pencil shaving oil sinks rice
Substance
118
SCIENTIFIC METHOD
one hundred and eighteen
These pages provide an introduction to the procedures for scientific work. In this section the students will be working with the following procedures: observation and description (activities 1, 2 and 3), making conjectures (activity 4).
118
LETS THINK
4 Look at the problems. Talk to your classmates and tick the correct answer.
If I mix hot water and cold water.
I get warm water.

I get cold water. If I mix a blue liquid with a yellow liquid.
I get a green liquid.

I get a black liquid. I get a white liquid.
If I untie the balloon.
The air will come out quickly.

The air will stay in the balloon. The balloon will get bigger.
If I pour water into these things.
The water will have a different

shape in each one. The water will have the same shape in each one.
one hundred and nineteen
119
119
Term 3
Contents
THEME My family and neighbours
Theme
INFORMATION
The family The neighbours The neighbourhood
and its services
LEARNING TO READ
Descriptive
text
I CAN DO IT
Interpreting
population charts
11
Means of communication:
personal and collective
Jobs and working

Theme
12
Work in the factories Work for obtaining food Work in the service sector
Narrative
text
Thinking
about food
Time goes by
Theme
13
Daily activities Measuring time The differences between

the past and the present
Explanatory
text
Making a
calendar for birthdays and special days

Theme
Festivals Family history The customs and symbols

of a place.
Narrative
text
Making a
time line of inventions and discoveries
14
Objects and buildings from

the past
Assessment criteria
1. Identifying and appreciating the importance of the services in a neighbourhood 2. Understanding the different means of communication 3. Understanding and appreciating the importance of work 4. Differentiating between different types of work according to the tasks and aims 5. Understanding the importance of buying and selling 6. Understanding and using the correct measurements of time 7. Using some time markers correctly such as: before/after, ancient/modern 8. Distinguishing between past and present 9. Identifying sequences of events in our own lives
120 A
Dear Families:
We are nearly at the end of the year now and close to completing a successful school year full of interest in learning. During this final term in Science, Geography and History your child is going to learn about their immediate environment. They will be looking at the family, neighbours, types of work and jobs and means of communication. We will also be looking at the importance of valuing the history, customs and symbols of our Autonomous Community. You can help your child by explaining your family history. Tell him/her about how things used to be for you when you were his/her age. Talk about the kinds of games you used to play, the things you celebrated and how you celebrated, and any other details which you think would be of interest to your child. When you are walking in the streets talk to your child about how things have changed with time. Thank you very much for your interest and cooperation.
120 B
UNIT 11

UNIT CONTENTS
Objectives
To understand that a family is a group of people who are related to each other To understand that our neighbours are the people who live in our neighbourhood To recognise different public services To understand the usefulness of means of communication To identify different means of communication To encourage and appreciate social relationships To understand the importance of childrens rights To understand population graphs
Contents
THEME: My family and neighbours INFORMATION AND ACTIVITIES The family: Members of the family Possible changes in the family The neighbourhood: neighbours and services Means of communication LEARNING TO READ: Childrens rights I CAN DO IT: Interpret a population chart
Assessment criteria
Recognising the family relationships amongst members of the family Understanding and explaining the concept of a neighbourhood Recognising some of the services in the neighbourhood Understanding the need for means of communication Classifying means of communication into personal and collective Interpreting and making population graphs Reflecting on childrens rights Appreciating the importance of our relationships with others

Septiember October November December January February March April May June
120 C
UNIDAD 0

Students Book
Page
120-121

Members of the family. Changes in the make-up of the family G To identify the different members of the family G To discover changes that take place in the make-up of a family over time Neighbours and the services of the neighbourhood G To understand that neighbourhoods change over time G To appreciate and respect the services in our neighbourhood Means of communication To classify the means of communication according to the number of people who use each one G To appreciate the importance of communicating
G

122-123
124-125
126
Learning to read G To develop reading with understanding through a descriptive text G To reflect on and appreciate the importance of childrens rights I can do it G To interpret population graphs G To understand that the population of any place is made up of men (boys) and women (girls) of different ages Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit Reinforcement and extension: Extension sheet 11 Test and assessment: Unit 11 test
127
128-129
120 D
11 My family and neighbours
OBJECTIVES
To identify the different members of the family To discover changes that take place in the make-up of a family over time
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text under the picture. 3. Discuss, ask and answer questions about the pictures and the text. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
These families are having a party. All families are different. There are people of different ages in each family.
Tell the students to look carefully at the main picture and then ask the following questions: How many families can you see in the picture? Look at the family in the middle of the picture. How many people are there in this family? Can you say who they are? (Mother, father, etc.) There are different kinds of families, arent there? Can you tell me some differences? Are all the members of a family the same age? Talk to the students about their families. Ask the following questions: Who do you live with?
Families change a lot over the years. A family changes, for example, when they have a baby.
120
one hundred and twenty
I ANTICIPATING DIFFICULTIES Some of your students may come from single parent families or have parents who have recently divorced or separated. Be aware of the fact that other children may be adopted. Address the issue of the family with sensitivity and care. Explain that there are many different types of families, not just the standard nuclear family. Families may be made up of different members, who have different ages, the relationship amongst the members of the family may be blood ties and may not be. But all families have one thing in common and that is that they protect and care for the children in the family.
120
ACTIVITIES
1 Draw a family and complete the sentences. F. A.
My surname is . E. g. Parent(s), children, grandparents. My fathers surname is . My mothers surname is .
UNIT 11
2 Write the names in the family tree.

Daniel Gloria Anne maternal grandparents Luke Jos Louise paternal grandparents
Daniel
mother
Lucy
An> Jo Glori Lu Luc
Louise
father
daughter
3 Write about your family tree. F. A.

There are I have got people in my family tree. I have got sisters and brothers. grandmothers and grandfathers.
one hundred and twenty-one
How many brothers and sisters have you got? Have you got any grandparents? Do they live in the same house as you? Have you got any great grandparents? What do you usually do with your family on Saturdays? Do you meet up with other families who are friends of yours? Draw a picture of your house on the board and write the names of the people who live in your house inside the outline. Draw three balloons coming out of the roof of the house and write the following sentences in the balloons: We love each other. We help each other. We all take turns to do things at home. Discuss these sentences with the students and their significance within the family unit. Hold a family party one afternoon at school. Tell the students to write an invitation to give to their parents: The students in class _____ would like to invite (names)________ to a party in their classroom. We want to get to know all the families in our class. Please come on (day) _________ at (time)__________.
121
Multidisciplinary link. Art and Craft

Tell the students to bring a family photo to school and to make a photo frame. They will need construction paper, scissors, glue and a decorative ribbon or string. They glue the photo to the construction paper and hang up the family portrait using the ribbon.
I LEARNING SKILLS Interpreting a family tree We use a family tree to represent the relationships within a family. In this type of diagram, which usually has branches, the information is displayed in the following order: the most distant ancestors are placed in the upper part of the diagram and the most recent generations in the lower part. For example:
Draw your family tree. Use the model on page 121.
121
Neighbours need each other

My neighbours
A lot of people live in our street.
OBJECTIVES
To understand that neighbourhoods change over time To appreciate and respect the services in our neighbourhood
The street changes from time to time. Sometimes we get new neighbours and sometimes our neighbours go to live somewhere else. People who live in the same street are neighbours. Neighbours help each other.
ORDER OF ACTIVITIES
How many neighbours have you got?
Services
In our neighbourhood we have got services. Services are for everyone. They help us to live better. Services are things like buses, the post, gardens and shops. Answer the questions. F. A. Do you know your neighbours? . Do you play with your neighbours? . Do you help your neighbours? .
122
one hundred and twenty-two
Encourage the students to talk about their neighbours and their relationship with them. Ask them the following questions: How many neighbours do you know? What are their names? Are all your neighbours your friends? Have you got any friends in your neighbourhood?
Public services and elements in the street This page of the unit discusses the neighbourhood services that we can all use such as public transport, postal services, public gardens and parks, and the shops. Many of these services provide facilities which make up the different elements we can see in the street. Have a walk around your neighbourhood and see how many different elements you can see.
122
ACTIVITIES
1 Use the key to colour the boxes.
neighbours
unit 11
UNIT 11
(N) P (P)
P
Do you neighbours help you? Ask a volunteer to talk about his/her neighbourhood. Ask questions to guide the student: What kinds of shops are there? Is there a health centre? Is it clean? Is there a park?
public services personal objects
(O) P
2 Colour the pictures and write old or modern.
Talk to the students about the length of time they have been living in their neighbourhood. If there are new arrivals ask the other members of the class to tell them about their new neighbourhood. Point out to the students that it is important to welcome people into our neighbourhoods and make them feel at home.
It is an
ol
street.
It is a
moer>
street.
Ask the students how they like to see their neighbourhood. Ask them if they like to see clean streets. Ask them about graffiti. Explain that it makes the neighbourhood look scruffy and uncared for. Ask them to think about how they can help to keep their neighbourhood in good condition.
Circle the clues in the picture. A lot of neighbours live on a street. Neighbours help each other. Neighbours use public services.
one hundred and twenty-three
123
Bus stops Public notices Litter bins Benches Streetlamps Traffic lights Traffic signs Telephone booths Children should learn from an early age that it is important to respect and use these objects carefully. Resources for the teacher
123
Communication
1 2
Personal communication
OBJECTIVES
To classify the means of communication according to the number of people who use each one To appreciate the importance of communicating
We communicate when we talk, ask questions or explain something. We communicate when we tell other people what we think. We also communicate when we ask other people what they think or feel. When people are not near us we can use the post, the telephone or e-mail to communicate with them. 3 4
ORDER OF ACTIVITIES
The media
We get information about the world from different places. We read the newspapers and magazines, we listen to the radio, we watch television or we surf the Internet.
Answer the questions. F. A. Do you watch television every day? Do you listen to the radio?
124
one hundred and twenty-four
Ask the students about the type of TV programmes that they watch (music programmes, films, sports, etc.). Explain that TV and radio are means of communication which are enjoyed by lots of people. Compare them to other means of communication like letters or telephone calls which only involve a few people. Ask the students if they listen to the radio. Divide the class into two
I LEARNING SKILLS Reading and interpreting a sequence of pictures In order to interpret a sequence of pictures it is first necessary to look carefully at the order of the pictures and observe details in each one. For example:
Look at the sequence of pictures on page 124 and explain what

we have to do in order to send a letter
124
ACTIVITIES
1 Write examples.
Personal communication:
unit 11
UNIT 11
pos, eepho>, -mai.

groups. Tell each group to think about one of these means of communication. Ask them to make a list of its advantages and disadvantages. For example: you can listen to the radio in all the rooms of the house. You cant see images on the radio. Talk to the students about the Internet. Explain that the Internet is a huge network of information and communication and it means that people all over the world can be connected. Remind the students that they should not use the Internet without their parents supervision.
The media:
>ewspaer, magazi>e, radio, eevisio>, Inerne. radio eevisio> >ewspae
2 Guess what it is. Complete the sentences.

We can hear words and music. It is the .
We can see pictures and hear sounds. It is the .
We can see pictures and read words. It is the .

3 What kind of communication did your great grandparents use? Circle the picture.
Ask the students to bring a stamp and an envelope to school. Explain the layout of a letter. You write your address and the date in the top right hand corner. Then you start your letter on the left hand side. Write: Dear, followed by the name followed by a comma. You then write the body of the letter. To end the letter you write: Love from and your name. Ask all the students in the class to write their names and addresses on strips of paper. Collect the strips and shuffle them. Hand them out again. Tell the students to write a letter to the person whose name is on their strip of paper. Who they are writing to is a secret. Give each student an envelope and a stamp. Let them prepare the envelopes, with the addresses and stamps, and take them to the postbox to send them.
We get information by communicating. There are different kinds of communication. There is personal communication and the media.
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125
E-mail E-mail is a type of communication between people using the Internet. An e-mail is not very different to a letter written on a piece of paper but e-mail messages can be sent and received in a very short period of time even if the two people are living in different parts of the world. When we send a letter by ordinary post we need to write an address on the envelope. When we send an e-mail we also need to write an address. E-mail addresses have three parts: the first part is the name of the person who is sending the message, the second part is the sign @ and the third part is the name of the computer the message is being sent from.

125
LEARNING TO READ
Childrens rights
We all have our own name. We all have people to look after us, to protect us and to love us. We all have a house to live in and a school to go to. If we are thirsty, we have something to drink. If we are hungry, we have something to eat. If we want to say something, people listen to us. If it is cold, they keep us warm and if we are ill, they look after us. All the children in the world should have all these things. These are childrens rights.
OBJECTIVES
To develop reading with understanding through a descriptive text To reflect on and appreciate the importance of childrens rights
ORDER OF ACTIVITIES
1. Read the text out loud and describe the photo. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss question 2. 4. Do the activities.
1 Write three examples of childrens rights. F. A.

We all have the right to
2 Why is going to school a right for all children? Tick the correct answer.
Because we learn about the world and to learn to live with others. Because we have fun and play with our friends.
Find an abridged version of the childrens charter of rights. For example in Internet on http://www.educared.net/ concurso2001/405/derechos. htm. You might also find this in an encyclopaedia. Make copies and hand it out to the children. Ask for volunteers to read the childrens rights out loud. Discuss the different rights with the students. Encourage the students to reflect on what would happen if one of the needs mentioned in the text was not met. Help them to appreciate that their needs are met.
126
one hundred and twenty-six
LEARNING TO READ
Text type: descriptive text Explain the structure of this text. The first two paragraphs describe situations which are common in our country. The last paragraph explains that this situation should be generalised and cover all children all over the world. This implies that there are places where children do not have full rights.
Activity 1 2 Strategy Identifying details and general information in a text Applying information to other situations
126
I CAN DO IT Interpret population charts

1 Look at the charts and answer the questions.
PUPILS IN A SECOND YEAR PRIMARY CLASS
Number 1 2 3 4 5 6 7 8 9 10 11 12
unit 11
UNIT 11
13
14
OBJECTIVES
To interpret population graphs To understand that the population of any place is made up of men (boys) and women (girls) of different ages
Girls Boys How many girls are there in the class?
14 2
50 100 150 200
How many more girls than boys are there?
2 Look at the population chart for Los Sauces and answer the questions.
0
ORDER OF ACTIVITIES
1. Briefly explain what a graph is and how it works. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Do the activity. 4. Discuss the results of the activity with the whole group.
Women over 50 Men over 50 Women between 20 and 50 Men between 20 and 50 Women under 20 Men under 20 Which is the biggest group? Which is the smallest group?
75 70 125 130 90 100
Me> te> 20 an 50. Me> ove 50.

one hundred and twenty-seven
3 Make a chart for your family. F. A.
127
UNICEF UNICEF is a United Nations organisation which was founded in 1946 to help children in war zones. After this the organisation began to undertake other commitments towards the protection of children. UNICEF tries to ensure that all children receive necessary health care and education. One of the main objectives is to defend childrens rights and make sure that others respect them.
Tell the students to look carefully at the first graph on page 127. Explain that each box represents one unit (one person) whereas in the second graph each box represents fifty units (fifty people). Tell the students to use the graph in activity 1 as an example and to make a graph representing the population of their class.
127
Now I know
1
LETS REMEMBER
OBJECTIVES
Families are all different. There are people of different ages in a family. Neighbours help each other, they look after their
street and they use public services.
Letters and the telephone are examples of personal

communication.
The radio, newspapers and the television are examples

of the media.
ORDER OF ACTIVITIES
The Internet is the most modern means of communication.

Write the words in the correct places.
neighbours
means of communication All the
public services
news
>eighbour
in the street
join the carnival.
We must look after

the
publi ervie >ew

on the television.
so that we can all use them.
Ask for volunteers to read the sentences in the section Lets remember out loud. Then write the following questions on the board for the students to copy into their notebooks and answer: Are all families the same? Are all the members of a family the same age? Write down two means of personal communication. Write down two means of collective communication. Which is the most modern means of communication? Divide the class into groups. Hand out old newspapers. Give the students tasks designed to make them look for specific information in the newspapers. For example: Whats on at the cinema? What was the weather like? Who was at
My brother likes watching the
The Internet is
a
ean o communicatio>
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one hundred and twenty-eight

Check that the students understand the following concepts: The members of a family are joined together by family ties which may or may not be blood ties. There are different kinds of families. Public neighbourhood services are very useful. Means of communication are very useful. The difference between personal and collective means of communication. It is possible to extract information from a population graph. Childrens rights.
128
UNIT 11
3 LETS REVISE
Complete the sentences with the words: taller or bigger. John has grown. He is
tale
than he was two years ago.
There are more streets in my neighbourhood now than two years ago. It is .
big@e
the top/bottom of the football league? And so on.
4 LETS PRACTISE
Language link
Write the following text on the board: Prestwood is a small town. It has a population of 289. There are 74 women and 72 men. There are 76 girls under the age of 18 the rest are boys under the age of 18. Tell the students to work in pairs. They should work out how many boys there are under the age of 18 and draw a population graph for the town of Prestwood using the graph on page 127 as a model.
Tick three things you do to help at home. F. A.

make my bed tidy my bedroom clean my shoes wash the dishes set the table put my clothes away
Solve the riddle.

Sometimes theyre older but sometimes theyre younger. And sometimes theyre older and younger. Sometimes theyre short and sometimes theyre tall. But some people havent got them at all. Jump one letter on and you can see, Three secret words, write them down for me. A Q N S G D Q R Z M C R H R S T D Q R
Language link
Draw the following bar chart on the board: How many people live in your house? Tell the students to copy the bar chart into their notebooks and ask ten classmates the question. They colour in the boxes on the bar chart according to the answers.
B ROTH E RS AND S I S
5 I KNOW
1. All about families and how they change. 2. All about neighbours. 3. What we use means of communication for. 4. How we use public services.
E RS
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129
KEY WORDS
Family Neighbours Neighbourhood services Means of communication Post E-mail Internet Rights

129
UNIT 12
Jobs and work

UNIT CONTENTS
Objectives
To understand the difference between a raw material and a finished product To understand that there are many different jobs involved in obtaining finished products To recognise the work of crop and animal farmers and fishermen as basic to obtaining food products To recognise the jobs relating to obtaining and transforming food products To identify different activities within a particular job or profession To understand that some jobs provide services for others To appreciate the importance of all jobs and professions To understand the advantages of teamwork and the need to work together towards a common goal
Contents
THEME: Jobs and work INFORMATION AND ACTIVITIES Workers who transform raw materials into finished products Raw materials and finished products Workers who produce food: animals and crop farmers, and fishermen Workers who provide services The stages of production from the raw materials to the finished product LEARNING TO READ: The life of a sweet I CAN DO IT: Think about food
Assessment criteria
Differentiating between raw materials and finished products Understanding that raw materials are transformed in order to obtain finished products Understanding that animal and crop farmers, and fishermen work to provide food Recognising certain professions within the service sector and some of the activities they engage in Relating shops to the products they sell and the people who work in the shops Reflecting on the importance of work and workers Appreciating the importance of teamwork

130 A
UNIDAD 0

Students Book
Page
130-131


Raw materials and finished products G To understand that some materials are transformed in factories to provide products to be used or consumed G To relate finished products to their raw materials Workers in the food sector G To understand the various tasks performed by farmers and fishermen G To identify which products are obtained by animal and crop farmers, and fishermen Other workers To identify professions within the service sector and their related tasks G To understand the basic idea of commercial exchange G To relate the different shops to the products sold in them and the people who work there G To relate different skills to the tools used
G
132-133
134-135
136
Learning to read G To develop reading with understanding through a narrative text G To identify the main stages in obtaining a finished product I can do it G To understand that it is important to do things in a particular order when buying food items G To recognise some health and safety rules for the handling of food items Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit
137
138-139
130 B
12 Jobs and working
OBJECTIVES
To understand that some materials are transformed in factories to provide products to be used or consumed To relate finished products to their raw materials
raw material
ORDER OF ACTIVITIES
finished product
These people are working in a factory. They use machines. They are making strawberry jam from strawberries. We can buy the jam in the shops. People earn money when they work.
Ask the students if they know where some of the most common commodities that we use each day come from. For example ask them where the furniture we use, the clothes we wear or the notebooks we use come from. Explain that all of these commodities are made in factories where very often a lot of people work. Ask the students to name things we use on a daily basis that are made in factories. Tell them to think about the materials that are used to make these commodities. For example: furniture is made from wood, clothes are made from textiles and
130
one hundred and thirty
I ANTICIPATING DIFFICULTIES In this unit some students may find it difficult to distinguish between a product and a service. Point out that not all jobs involve making products. Give them some examples, like: teachers, doctors, gardeners, etc. Also make sure that the students do not confuse the concept of a raw material with that of a natural product. A natural product is made from raw materials but raw materials are materials in their original state: honey is a raw material but biscuits made from honey and cereals might be called a natural product.
130
ACTIVITIES
UNIT 12
1 Read and copy.
Strawberries are a raw material. Jam is a finished product.
2 Circle the raw materials in red and the finished products in blue.
3 What goes into the factory and what comes out? Match the words.
Raw material cotton leather milk wood wool olives Factory Finished product furniture oil belt scarf towel cheese
notebooks are made from paper (wood). Focus the students attention on the picture of the factory and describe the main features. Explain to them that this a jam factory. In order to make strawberry jam we need strawberries which are raw materials. Jam is the finished product. Tell the students to look very carefully at the main picture and try to describe the process for making jam. Start the description off by saying the raw material, in this case the strawberries, arrives at the factory. Write the following words on the board: cupboard, cheese, coat and hamburger. Tell the students to copy the words onto separate sheet of paper. They should then think about the raw materials that are used to make each product and where we obtain these raw materials from, and write them under the words. For example a cupboard is made from wood and wood is obtained from trees.
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131
Cross-curricular Teamwork
Explain to the students that most work involves teamwork. That is, most work is the result of a combined effort of several people who all work together with a common aim. This means that they all share the responsibility for the results of their work. Ask them to think about examples of teamwork and suggest situations where one member of the team does not pull his/her weight. For example: What would happen if the goalkeeper of a football team spent all his time talking to his friends in the crowd?
ADDITIONAL RESOURCES
It would be a good idea to plan visits to a factory, a farm or some shops while you are working through this unit. Before you take the students on the visit, do some initial activities to make them aware of what they are going to see and what they should be looking for. Show the students photos of activities carried out in the different sectors studied in the unit so that they acquire some basic notions of what different workers do in their jobs. You could also ask some of the mothers and fathers of your students to come to the school and talk about their jobs, how they serve the community and other aspects of interest.
131
Jobs connected with food

Crop Farmers
Men and women work as crop farmers. They grow plants for food. For example, they grow potatoes, cereals, fruit and vegetables. Crop farmers sow seeds, look after the plants and then collect the harvest.
OBJECTIVES
To understand the various tasks performed by farmers and fishermen To identify which products are obtained by animal and crop farmers, and fishermen
ORDER OF ACTIVITIES
Animal farmers
Animal farmers look after animals. We use the animals for food. We use cows for meat and milk. We use sheep for milk, meat and wool. We use chickens for meat and eggs. Animal farmers look after their animals. They feed them and they protect them from illnesses.
Fishermen
Fishermen go to sea to get fish and shellfish. They use small boats to fish near the coast. They use big boats to fish out at sea. The big boats stay at sea for several days.
132
one hundred and thirty-two
After reading the texts on page 132 ask the following questions: Who works on the land? What kinds of things does an animal farmer do? What kinds of things does a crop farmer do? What tools does a crop farmer use? What products does a crop farmer produce?
Fishing Spain has a very long coastline and fishing in the sea has always been an important industry within the food sector. River fishing is not an important part of the food economy and is more of a leisure activity than an industry. It is increasingly difficult for fishermen to find fish near the coast and so many of them travel thousands of kilometres to fish on the high seas.
132
ACTIVITIES
unit 12
UNIT 12
The farmer He sows ploughs the the seeds. land. 2 What do we get from each animal? 1 We get We get We get
He collects the harvest.
He waters the plants.
What products does an animal farmer produce? What do we call the person who gets fish from the sea? What tools do they use? Ask the students to relate the products to the person who produces them. Food milk chops salmon tomatoes chicken prawns lamb chickpeas People animal farmer
ea an mil woo, ea an mil ea an egg

Fish
from cows. from sheep. from chickens.
fisherman
3 Find and classify six names of fish and shellfish.

Shellfish
crop farmer
E C L A M J A T P P M U S S E L O N U U P E S C A C O D L A R U I H A K E O C K S A R D I N E C O O H A K B L P R A W N
co ha sardi>
cla muse praw>
A lot of people work to give us food. Crop farmers grow cereals, fruit and vegetables. Animal farmers give us meat, milk and eggs. Fishermen catch fish and shellfish.
Tell the students to ask someone at home to help them find three recipes. They should write out the recipes and underline the products produced by the crop farmer, animal farmer and fisherman in different colours. Discuss the recipes in class and remind the students of the importance of a healthy, balanced diet. Ask the class to vote on their favourite recipe.
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133

Ask the students to imagine that they are either a fisherman, a crop farmer or an animal farmer. Tell them to think about and draw the tools they need for their work. Tell them to draw themselves working and describe the picture to their classmates. Tell the students to make a list of the food products they provide.
In order to prevent the disappearance of fish from many of the worlds seas and oceans there are special rules to control the amount of fish taken from the sea and to allow the species to reproduce. Fishermen are not allowed to catch certain types of fish at certain times of the year. Many marine species are protected (just as land creatures are protected) and the fishing of these species is limited by international agreements. The whale is an example of a protected species.

133
People help us with their work

Shopkeepers
Some people work in services. Their work helps us in our daily life.
OBJECTIVES
To identify professions within the service sector and their related tasks To understand the basic idea of commercial exchange To relate the different shops to the products sold in them and the people who work there To relate different skills to the tools used
Some people work as shopkeepers in shops. The shops sell the raw materials and the finished products from the farmers. Shops also sell things made in factories. We buy things in shops. We exchange money for products.
ORDER OF ACTIVITIES
Other workers
Electricians, street cleaners, teachers, musicians and doctors also work for us. They work in different services. Some people, like policemen and firefighters, keep the streets safe for us.
Can we take something from a shop without paying? No. We always have to pay for things in shops.
134
one hundred and thirty-four
Play a guessing game. Ask the students to help you to brainstorm a list of professions and jobs. Write the words on the board, for example:
Ask the students to read the texts on page 134 and to underline the professions in the text. Write the words on the board and encourage the students to talk about what these people do.
photographer, butcher, doctor, nurse, actor/actress, shoemaker, electrician, plumber, lawyer, teacher, Write one profession for each member of the class. Give each student an index card. Number the words on the board and then walk around the classroom touching the students on the shoulder and saying one of the numbers. The students write the word corresponding to their number on the index card.
134
ACTIVITIES
1 Colour the route from the farm to the table.
unit 12
UNIT 12
2 What do these people sell? Write two examples for each one.
The baker: The butcher:
The greengrocer:
bea an cae. chop an sea. ettu an appe.

hairdresser painter writer
3 Match the words to the pictures.

photographer
Shopkeepers, teachers, doctors, office workers, politicians and taxi-drivers work very hard. They provide services for other people.
Discuss the fact that some workers provide a service to other people in the community in order to help them or make their lives easier or more comfortable. Ask the following questions: Where do you buy the fruit and vegetables? What would happen if there were no greengrocers? What would happen if nobody cleaned the streets and watered the plants and trees? Who works at the hospital? What would happen if nobody worked at the hospital? Ask the students about their parents jobs. Ask them what they would like to be when they grow up. Make sure that you point out that mothers or fathers who do not work out of the house still work. Correct any student that says: My mother doesnt work. Point out that people who work at home work very hard. Discuss the importance of work for our communities and the need to work hard at school in order to prepare ourselves for work in the future. Cross-curricular Solidarity
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135
Collect all the index cards and place them in a shoe box. Students take turns selecting a card (without looking at the word) from the shoe box. They then act out the profession for the rest of the class. The other students can ask yes/no questions to which the student doing the miming can answer with thumbs up or down (no speaking). The student who guesses the correct profession then takes the next turn. Establish the rule that while everyone can ask questions each student can only guess the profession correctly once. Repeat until all or most of the students have had a go.
Discuss the importance of the work done by NGOs (Non Governmental Organisations). Explain that many people who work for these organisations do so on a voluntary basis. They do not get paid for their work. Even so their work is very valuable and important for the community. Ask a volunteer from an NGO to come to the school and talk about his/her work and why it is important.

135
LEARNING TO READ
The life of a sweet

This is the story of a sweet. The story begins on the farm. A farmer harvests a crop called sugar beet. She sells the sugar beet to a sugar factory. Then, the sugar beet travels in a lorry to the factory. At the factory, the workers grind the sugar beet over and over again until they get sugar. After that, the owner of the sugar factory sells the sugar to a sweet factory. Then, the sugar travels in a small lorry to the sweet factory. The workers at the sweet factory mix the sugar with fruit flavours. Now the sweets are ready. The sweets travel in a van from the sweet factory to a sweet shop. Finally, somebody buys the sweet and eats it all up!
OBJECTIVES
To develop reading with understanding through a narrative text To identify the main stages in obtaining a finished product
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the finished products from the factories and ask the students to think about the raw materials used. 4. Do the activities.
3
sweet factory
2
sugar factory
1
sugar beet field
4
sweet shop
2 Underline the finished products from factories.
Tell the students to work in groups of four or five. Tell them to find information about different finished products. Tell them to consider the following points:
The raw materials used. The main stages in the production process. The people who work in order to make the finished product. The wrapping and packaging used. The shops where these products are sold. Each group chooses a spokesperson who then describes the results of the groups work to the rest of the class.
biscuits
oranges
chocolate
lemonade
136
one hundred and thirty-six
LEARNING TO READ
Text type: narrative text This text describes the process involved in making a finished product from obtaining raw materials to placing the product in the shop. In order to identify the stages involved we use words like: then, after that, and finally.
Activity 1 2
Strategy Forming a sequence of the stages of production Applying information to other situations
136
I CAN DO IT Think about food

1 Look at Luke and Lindas shopping trolley.
1. First, they put rice and a tin of tomatoes in the trolley.
unit 12
UNIT 12
OBJECTIVES Uso del tiempo
Hbitos y valores.
2. Then, they got a lettuce and some fish. 3. After that, they got some yoghurt. 4. Finally, they got a bag of frozen fish fingers. Draw the route they followed.
To apply and use some of the Haga que los alumnos reflexionen, concepts acquired through con las siguientes preguntas, the la importancia de planificar sobre unit organizar elthe unit antes de y Review of trabajo comenzar a realizarlo: ORDER OF Qu pasara si, a la ACTIVITIES hora de preparar la 1. Briefly explain cena, decidimos the importance of hygiene hacer huevos fritos y and safety when dealing no queda ninguno en with food. casa? 2. Read the instructions o la El profesor and explain what te pide profesora the students should trabajo que hacer un do. 3. Do the activity. recortar y exige pegar fotos y, cuando 4. Discuss the results te with of the activitydispones a the whole realizarlo, no tienes class. las tijeras ni el pegamento: Qu pasara?
2 Classify the food.

In a cold place: On the shelf:
yoghur, mil, fis... ri, ti> o tomat, past...

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137
Explain some of the basic rules for food safety and hygiene. Tell the students what they should do when buying food. For example: look carefully at the use by dates on the packaging, check that the wrapping is not broken, place frozen foods in a special bag to keep them cold, use gloves when selecting fruit and vegetables, dont handle the fresh food on the stalls, and so on. Then ask the students why it is important to take care with food products.
Food safety and hygiene Every day people become ill because they eat food products which have gone bad. It is very easy to prevent these illnesses by following basic steps in hygiene: Always buy food in shops which are clean and where the food is kept in clean conditions. Before buying packaged food read the information on the label and check the sell by and use by dates. When buying a lot of food at once leave the food which requires refrigeration to the end and once at home store it quickly in the fridge or freezer.
137
Now I know
1
LETS REMEMBER Most people work. Farmers and fishermen work to get food for us.
OBJECTIVES
In factories the workers turn raw materials into finished products. A lot of people work in services or helping other people.
ORDER OF ACTIVITIES

Write the words in the correct places. fishmonger crop farmer animal farmer butcher fisherman baker
The
cro fare
grows wheat.
The
bae butce
sells bread.
The
anima fare fiserma>

hairdressers
looks after pigs. The
sells ham.
The
catches fish.
The
fismon@e
nurses ,
sells fish.
Tell the students to work in pairs and to explain some the main ideas from the unit as if they were TV newsreaders. Write a list of professions and jobs on the board. Tell the students to choose one and write it in their notebooks. The students ask someone at home to help them find information about their profession or job. They should look for the following information: What is the main function of the job? Where do people who do this job work? What timetable do they work? What kinds of tools and machines do they use? What kind of qualifications do they need?
Which jobs are services? Complete the sentence. fishermen , teachers firefighters
and
airdeser eacer fieigher
nure
provide services for other people.
138
one hundred and thirty-eight

Check that the students understand the following concepts:
The difference between a raw material and a finished product. The relationship between crop and animal farmers, fishermen, and obtaining food products. Raw materials are transformed into finished products in factories. Some people work in the service sector and provide services for the rest of the community. Food hygiene and safety is important for protecting our heath.
138
UNIT 12
3 LETS REVISE
Classify the food. sardines chicken asparagus VEGETABLE cereals sausages bread milk sugar ANIMAL mineral water salt
MINERAL
bea asparagu eeal suga

4 LETS PRACTISE
Solve the problem.
sardi>e chice> sausa@e mil
mi>era wae sal
Once all the students have collected their information about jobs and professions tell them to exchange their information with a classmate and read each others work. Ask volunteers to explain their work to the rest of the class. Language link
Tell the students to work in pairs. They should write out a shopping list of food they are going to buy from the supermarket. Help them think about this list by asking the following questions: What do you have for breakfast each day? How often do you eat fruit? How often do you eat meat? How often do you eat fish? What things do you eat and drink every day? Once they have written out their list tell them to underline in blue all the things which should be kept in the fridge. Remind the students that we also put things in the fridge once they have been opened. For example a tin of olives is kept in the cupboard, but once it is opened, if there are any olives left we put them in the fridge.
Look at Liz and Franks shopping. What should they put in the fridge?
T yoghurt an t fis.
5 I KNOW
1. Why people work. 2. Which people produce food for others. 3. How farmers work. 4. The names of a lot of jobs.
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139
KEY WORDS
Food Factory Raw materials Finished product Crop farmer Animal farmer Fisherman Salesperson Shop Services Buy Sell Food safety

139
UNIT 13
Time goes by
UNIT CONTENTS
Objectives
To understand the changes that take place in people, nature and society as time goes by To form a sequence of changes that take place chronologically To discover the evolution of some aspects of daily life To compare oneself at two different moments in time To understand that we use different units to measure the passage of time (hours, days, weeks, months and years) To understand that there are different instruments for measuring the passage of time
Contents
THEME: Time goes by INFORMATION AND ACTIVITIES Time notions: hour, day, week, month and year Relationships of equivalence between different units of time Instruments for measuring time: the calendar and the clock/watch Past and present with respect to daily life LEARNING TO READ: The life of a sweet I CAN DO IT: Make a calendar for birthdays and special days
Assessment criteria
Discovering the evolution of some aspects of daily life Recognising the transformation and change in some aspects of life Forming sequences of different events chronologically to show the evolution of an object or a fact Understanding and using basic notions of historical time which show things happening simultaneously and successively Establishing relationships of equivalence between different units of time Interpreting a calendar Distinguishing past from present Identifying different types of watches

140 A
UNIDAD 0

Students Book
Page
140-141

G

Notions of time G To form sequences of actions in daily life chronologically G To understand the notions of a week and a day

Tasks in history: Discovering time 1
142-143
Clocks and calendars G To understand how we use clocks and calendars G To discover and understand the relationships of equivalence between different units of time Things change over time To discover aspects of peoples lives and nature which change with the passage of time G To understand the notions of past and present G To distinguish ancient and modern objects
G
144-145
146
Learning to read G To develop reading with understanding through an explanatory text G To identify different types of clocks used in the past I can do it G To understand that we use a calendar in order to organise events and remember important events Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit Reinforcement and extension: Extension sheet 13 Test and assessment: Unit 13 test
147
148-149
140 B
13 Time goes by
OBJECTIVES
To form sequences of actions in daily life chronologically To understand the notions of a week and a day
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text under the picture. 3. Discuss, ask and answer questions about the pictures and the text. 4. Do the activities. 5. Discuss the results of the activities with the whole class.
Discuss the scenes in the pictures with the students. Ask the following questions: What is the boy in the first picture doing? What time is it? What time of day is it? (morning or night). What are the children in the second picture doing? What time is it? What are the children in the third picture doing? What time is it? What can you see on the table that we can use for measuring time? What is the boy in the fourth picture doing? What time is it? Why is he brushing his teeth? Then ask the students some questions about their schedule at
We do a lot of things from the time we get up to the time we go to bed. We only remember the most important things.
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one hundred and forty
I ANTICIPATING DIFFICULTIES While you are working through this unit you may notice that some children still have difficulty distinguishing notions such as yesterday, today and tomorrow with respect to certain activities. Some students may still not know how to tell the time. They may find it hard to identify the hands on the clock and relate time to activities which take place during the day.
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ACTIVITIES
UNIT 13
1 What do you do every day? Complete the diary.
In the morning In the afternoon
@e u go to schoo ha lunc
do m hoewor ha e pla
What do you do only at the weekends? Draw a picture and write a sentence. F. A.
Child doing an activity.
2 1 Fill in your school timetable. F. A.

Time Monday Tuesday Wednesday Thursday Friday
3 1 Copy the sentence and underline the last two words.

What we do every day is known as our daily life.
school and when they are on holiday: When do you have breakfast? In the morning, in the afternoon or at night? What time do you start school in the morning? What time do you finish school in the afternoon? What time do you have break? When do you play at home? In the morning, or in the evening? Ask the students to do a survey at home. They should ask members of their families and other people they have contact with about their daily activities. Tell the students to make a note of their answers. Give them some examples of the questions they can ask. What time do you get up on weekdays? What time do you start work? What time do you finish work? Do you spend any time doing a sport or hobby? What time do you go to bed on weekdays? How many hours a day do you sleep?
Wha do er da i know> a ou dail l^.

one hundred and forty-one

Tell the students to make a list of all the things they did at the weekend. Then tell them to number the actions and activities on their list in chronological order beginning on Saturday morning and finishing on Sunday evening. Tell the students to write a paragraph about what they did on Saturday and another paragraph about what they did on Sunday. Remind them to use words like: then, after that, later on, and finally. Ask for volunteers to read their work out loud.
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I LEARNING SKILLS Organising time for studying. We write down the tasks we have to perform in a clear and organised fashion in order to distribute our time when we are studying. A simple way of doing this is to use a timetable. Timetables are very useful because we can quickly see exactly what we have to do at each moment of the day. For example:
Use a timetable such as that on page 141 and write down the
tasks and work you have to do for school this week.
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The clock and the calendar

The clock
Time passes and it never stands still. That means it never stops. We measure time by counting the hours. We use a clock to count the hours. Clocks are very useful. We do not want to be late so we look at the clock. We have got a lot of things to do in our daily lives so we look at the clock and check the time. We can look at the clock when we start something and then again when we finish. That is how we know how long it takes.
OBJECTIVES
To understand how we use clocks and calendars To discover and understand the relationships of equivalence between different units of time
ORDER OF ACTIVITIES
The calendar
Time is divided into hours, days, weeks, months and years. Everything happens in the same order: a day has 24 hours a week has seven days a month has four weeks and usually a few days more a year has twelve months A calendar shows us the days, the weeks and the months of the year.
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one hundred and forty-two
Once you have read the text on page 142 out loud, ask: Could we tell the time if we didnt have clocks? How? Would we be exactly right? Guide the students towards the idea of using the position of the sun and the length and direction of the shadows. Ask students the names of festivals and celebrations that we have. Write the names of the festivals and the dates on the board. Students find these dates on their calendars on page 143.
Clocks and watches People have felt the need to measure time since the very beginning of civilisation. This need has given rise to the invention of clocks and watches which are instruments we use to tell the time or divide time into hours, minutes and seconds. The oldest known clock is called a sun dial. It was used by the ancient Chinese and Egyptians. Later water clocks and sand clocks were made and used. The first mechanical clocks were manufactured in Germany. They were very big and had huge cogs moved by pendulums.
142
ACTIVITIES
1 Look at the calendar.
JANUARY FEBRUARY MARCH APRIL
unit 13
UNIT 13
M Tu W Th
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31
MAY
S 1 8 15 22 29
Su 2 9 16 23 30
M Tu W Th F S 1 2 3 4 5 7 8 9 10 11 12 14 15 16 17 18 19 21 22 23 24 25 26 28
Su 6 13 20 27
M Tu 1 7 8 14 15 21 22 28 29
W 2 9 16 23 30
Th F S Su 3 4 5 6 10 11 12 13 17 18 19 20 24 25 26 27 31
M Tu W Th 4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28
F 1 8 15 22 29
S 2 9 16 23 30
Su 3 10 17 24
Help the students to work using a calendar by asking:

Which months have 31 days? Which month has only 28 days? In which month is the first day of the month on a Sunday? Which day of the week is 26th of December? And so on.
JUNE
JULY
AUGUST
M Tu W Th 2 9 16 23 30
3 4 5 6 10 11 12 13 17 18 19 20 24 25 26 27 31
SEPTEMBER
S Su 1 7 8 14 15 21 22 28 29
M Tu W 1 6 7 8 13 14 15 20 21 22 27 28 29
Th F S Su 2 3 4 5 9 10 11 12 16 17 18 19 23 24 25 26 30
M Tu W Th 4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28
F 1 8 15 22 29
S 2 9 16 23 30
Su 3 10 17 24 31
M 1 8 15 22 29
Tu 2 9 16 23 30
W 3 10 17 24 31
Th F S Su 4 5 6 7 11 12 13 14 18 19 20 21 25 26 27 28
OCTOBER
NOVEMBER
DECEMBER
M Tu W Th F S 1 2 3 5 6 7 8 9 10 12 13 14 15 16 17 19 20 21 22 23 24 26 27 28 29 30
Su 4 11 18 25
M Tu W Th
3 4 5 6 7 10 11 12 13 14 17 18 19 20 21 24 25 26 27 28 31
S 1 8 15 22 29
Su 2 9 16 23 30
M Tu 1 7 8 14 15 21 22 28 29
W 2 9 16 23 30
Th F S Su 3 4 5 6 10 11 12 13 17 18 19 20 24 25 26 27
M Tu W Th F S 1 2 3 5 6 7 8 9 10 12 13 14 15 16 17 19 20 21 22 23 24 26 27 28 29 30 31
Su 4 11 18 25
Language link
Teach the students the poem about the months of the year. Write it on the board. Ask them to copy it and illustrate it. Divide the class into four groups and ask each group to memorise one verse. They can recite the poem in their groups. January is cold and the nights are long, February is cold and the wind blows strong, March is chilly but the trees have new buds April is wet, listen to the frogs. May is sunny, warm and bright June has days the same as nights. July is hot and the nights are short. August is time for holidays and sports. September comes and its back to class. October is here time for witches and bats. November is cold, windy and dark. December is here and its Christmas at last.
Use the key to circle the dates on your calendar: M. A. your birthday your best friends birthday
2 1 Answer the questions.

Which is the shortest month? What day of the week is 17th August?
Februar Wed>esda
. . . F. A.
How many days are left before the holidays?
We measure time in many different ways. We use hours, days, weeks and years. We use clocks and calendars to measure time.
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143
In 1659, the Dutchman, Christiaan Huygens built the first pendulum clock and one hundred years later the Englishman, John Harrison built the first portable clock for using on ships. Wrist and pocket watches originated from this design. Finally in the 20th century quartz and atomic watches were invented and these are the watches we use today. They are very accurate and reliable. Atomic watches only lose one second every 300 years.

143
Things change as time goes by

In some ways we live the same now as people lived in the past. We have to eat, protect ourselves, communicate, travel, live together, learn and have fun. But in other ways things are very different now.
OBJECTIVES
To discover aspects of peoples lives and nature which change with the passage of time To understand the notions of past and present To distinguish ancient and modern objects
The Past
The Present
ORDER OF ACTIVITIES
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one hundred and forty-four
Ask the parents of your students to help you to organise an exhibition of objects from the past and objects from the present. Ask them to provide contrasting objects such as: photos, toys, clothes, machines, small pieces of furniture, coins, and so on. Try organising the objects according to their functions irrespective of whether they are ancient or modern. Tell the students to make labels with the words PAST or PRESENT and to label the objects. Tell the students to help you make a leaflet for the exhibition. They should list the items, give them an approximate date and say what they were/are used for.
Tell the students to look carefully at the pictures on page 144 and describe the things that have changed from the past to the present. You may need to guide them by asking questions such as:
144
ACTIVITIES
1 Label the pictures past or present.
unit 13
UNIT 13
pas
2 Circle the oldest objects.
peen
3 Tick the changes in picture b .

a b

Things change as time goes by. People change, the landscape changes and the things people make change.
Were there any cars in the streets in the past? What about now? Did the farmers use tractors in the past? What about now? Show the students pictures of objects from the past and examples of modern day versions (telephones, typewriters, computers, old-fashioned washing machines and so on). Explain how these objects have changed and the advantages of the modern versions. Encourage the students to ask the older members of their families and friends how they used to do things before they had these modern day machines and devices. Tell them to ask people what they think has changed most. Suggest that they ask the following questions: What were the means of communication like in the past? How did you keep food? How did you heat your houses? What was the TV like?
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About 10,000 years ago our ancestors began to cultivate the land and domesticate wild animals. This is how animal and crop farming began. The early farmers did everything using just their hands. One of the most difficult tasks was to turn the soil over when they were ready to plant the seeds. They used shackles made of wood or stone. 4,000 years ago the Egyptians invented the plough which was drawn by mules or oxen. By using a plough the farmers could plough more land and much more quickly. 100 years ago the tractor was invented. This is a vehicle which is used to draw a plough or turn over the soil. By using a tractor farmers can plough much bigger fields and work much more quickly.

145
LEARNING TO READ
Natural clocks
Today there are a lot of different kinds of clocks. A long time ago clocks were very different. People used natural elements to measure the time, like the Sun, water or sand. A sundial works using the Sun and a needle. The shadow from the needle falls onto a dial on the ground or on the wall. The dial is divided into hours so you can see the time all through the day. Water clocks measure the time it takes for an amount of water to go from one part of the clock to another. Hourglasses have two parts which are joined together. Sand passes from one to the other through a small hole. Although clocks have changed over the years, you can still see old clocks today.
hourglass sundial water clock
OBJECTIVES
To develop reading with understanding through a explanatory text To identify different types of clocks used in the past
ORDER OF ACTIVITIES
1. Read the text and look carefully at the pictures. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the different types of clocks. 4. Do the activities.
1 Write.
Choose another title for the passage. Clocks and time Time goes by and clocks change New clocks and old clocks Complete the sentences. A sundial uses the
After reading the text explain that people have always felt the need to tell the time more or less accurately and this is why they have invented different kinds of clocks over the centuries. Ask the following questions: Why do we need to measure time? Do you think that the sun dials, water clocks and sand clocks were very precise? Could the people in ancient times carry their clocks around with them? What kinds of clocks and watches do we use today? Multidisciplinary link. Art and Craft
Play The clock by Haydn. Give the students poster paints and paper and tell them to draw a picture to represent the music they are listening to.
An hourglass uses A water clock uses
Su> an >ed san wae
. . .
We use hourglasses in some games. Write the names of two games. F. A.
146
one hundred and forty-six
LEARNING TO READ
Text type: explanatory text This text describes what clocks were like in ancient times. It also explains how they worked. The text includes expressions like: using, works and have two parts.
Activity 1 2 3 Strategy Summarising the contents of a text Understanding details and general information in a text Applying information to other situations
146
I CAN DO IT Make a calendar for birthdays and special days 3 Divide a large piece of card into twelve. 1
Write the twelve months in the correct order. Write the names of your classmates in their birthday months.
unit 13
UNIT 13
OBJECTIVES
To understand that we use a calendar in order to organise events and remember important events
JANUARY APRIL JULY OCTOBER
FEBRUARY MAY AUGUST NOVEMBER
MARCH JUNE SEPTEMBER DECEMBER
ORDER OF ACTIVITIES
1. Briefly describe the basic notions of the calendar. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Do the activities. 4. Discuss the results of the activity with the whole group.
Use these symbols in your calendar.

birthday Christmas holidays summer holidays Day of the Child (20th November) Day of Peace (30 January) Book Day (23rd April)
th
Explain that throughout the year we celebrate different festivals and events such as local and regional festivals, religious holidays, national holidays, etc. Explain that on these days the grown-ups dont usually go to work and the children dont go to school. Ask the students if they can think of any examples of these days. Cross-curricular Time management
Remind the students that before they start any activity they should plan the time they think they are going to need and the order of the activities. If they are planning a craft activity they should also make a list of all the things they need.
one hundred and forty-seven
147
A calendar is a way of showing the days of the year by classifying them into months and weeks. In western countries we use the solar calendar. Each year has 365 days and these days are divided into 12 months. The months are of different lengths. This is the time that the Earth takes to orbit the Sun. In other cultures such as the Muslim world they still use the lunar calendar. One month is a complete cycle of the moon (29 and a half days). Each year has 354 days and these are also divided into 12 months. Six months have 29 days and the other six months have 30 days.
147
Now I know
1
LETS REMEMBER Time goes by and never stands still.
OBJECTIVES
We use clocks and calendars to measure time. There are 24 hours in a day; 7 days in a week; 4 weeks in a month and 12 months in a year. People and things change as time goes by.
ORDER OF ACTIVITIES

Use the words to complete the sentences. day month week year hours
The first month of the is January.
ea
It is a very long film. It lasts almost three
hour
a
We only see each other once
e da
.
on Sundays.
I have to eat food and drink water every
I usually go to the cinema once
Tell the students to copy the following riddles into their notebooks and work them out: I can move my hands but I cant write a word. (Clock)
Twelve knights, one after the other Not one of them more than 31 Theyve each got a name Theyve each got a number In the time the Earth orbits the Sun. (The months of the year) I move my hands if you wind me up. I cant walk, but some say I fly. Ive got a face, but no nose or mouth. I cant speak but I can tell the time. (Clock)
mont
, except in August.
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Check that the students understand the following concepts: The passage of time causes change in people and objects The sequence of time and changes in different aspects of human life The evolution of some aspects of daily life The relationships of equivalence between: day-hours; week-days; month-weeks; year-months The usefulness of clocks and calendars
148
UNIT 13
3 LETS REVISE
Write the months of the year in the correct order. January,
Februar, Marc, Apri, Ma, Ju>, Jul, Augus, Sepem, Octo, Nom, Deem. 24 da 365
hours to turn round once. and the other half is
Lets remember how the earth moves. The Earth takes Half of this time is The Earth takes
nigh
.
days to go round the Sun.
Twelve sisters standing all in a row. Number twos the shortest, whats her name? Do you know? (February) Seven by seven, we march through time. 24 hours till we each march by. (The days of the week) Language link
In every year there are four
eason
A riddle
4 LETS PRACTISE
A joke Hello John! Goodness me! You have changed a lot since last year. I certainly have. Im not John.
A tree has twelve branches, Each branch has four nests, Each nest has seven birds And each bird has a name.
5 I KNOW
1. How time goes by.
Materials: a classroom clock you can move the hands on. Students may still have difficulty telling the time in English. Draw three boxes in a row on the board as follows: minutes past/to hour Remind the students that this is how we say the time in English. Use the clock to display times and ask the students to say what time it is.
Language link
2. How to use a clock. 3. How to use a calendar. 4. How things change.
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Time dictation. Tell the students to draw six boxes where they can write a digital clock. Give an example on the board. Dictate times and ask the students to write the times into the digital clocks. Then tell them to draw the analogical clock next to the digital clocks.
KEY WORDS
Time Clock/watch Calendar Hour Day Week Month Year Past Present Change Resources for the teacher
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UNIT 14

UNIT CONTENTS
Objectives
To reflect on the importance of our personal history To appreciate different customs and traditions To understand that festivals commemorate significant events in our societies To identify personal history as the sum total of the events which have taken place over a lifetime and in the lifetime of our predecessors To understand and appreciate the importance of historical objects To appreciate the importance of our artistic, cultural and natural heritage and to take an interest in its preservation
Contents
THEME: Stories and memories INFORMATION AND ACTIVITIES Festivals The history of our predecessors Distinctive elements of the history of a place: Customs Symbols Typical elements Artistic heritage. Types of historical objects LEARNING TO READ: Columbus reaches America I CAN DO IT: Make a time-line of inventions and discoveries
Assessment criteria
Using time identifiers to understand the history of a person or place Appreciating and showing a positive interest in different peoples customs and traditions Identifying what is being celebrated in different festivals Showing an interest in history and our predecessors Appreciating the importance of protecting our cultural, artistic and natural heritage Organising events on a time-line

150 A
UNIDAD 0

Students Book
Page
150-151

G

Festivals and celebrations G To understand that all the festivals we celebrate have an origin and a reason G To identify and classify the festivals which are best known to us

Tasks in history: Discovering time 1
152-153
Stories and customs G To show an interest in the history of our predecessors G To respect and appreciate customs and traditions from different places G To identify the symbols of an Autonomous Community Memories from times past To identify different types of historical objects G To reflect on the importance of preserving historical monuments because they form part of our history
G
154-155
156
Learning to read G To develop reading with understanding through a narrative text G To find out about historical characters and events I can do it G To understand the usefulness of a time-line G To form a sequence of events chronologically Now I know G To apply and use some of the concepts acquired through the unit G Review of the unit
157
158-159
150 B
14 Stories and memories
OBJECTIVES
To understand that all the festivals we celebrate have an origin and a reason To identify and classify the festivals which are best known to us
ORDER OF ACTIVITIES
1. Look at and describe the main picture. 2. Read the text under the picture. 3. Discuss, ask and answer questions about the pictures and the text. 4. Do the activities. 5. Discuss the results of the activities with the whole class
We celebrate the day we were born. This is our birthday.
Tell the students to look carefully at the picture and then ask the following questions: What are the people in the picture celebrating? Whose birthday is it? How old is she? Who are the other people in the picture? What are they doing? Are they having a good time? Ask the students what they do on their birthdays and how they celebrate. Ask them whether they have a party or not and whether they have any special food like a birthday cake. Ask why we celebrate birthdays.
Every year we celebrate our birthdays on the same day of the same month. We also have local holidays and festivals 150 ciento cincuenta to celebrate important dates from the past.
I ANTICIPATING DIFFICULTIES The notion of historical time can be quite difficult for some students. Make sure that you use time markers like: before, after, now and then to help them situate the events in time. Start by helping them to describe their own personal history. Point out that just because things are old it does not mean that they are useless or should be thrown away. Explain that thanks to the existence of old and ancient objects we know a lot about the past and how people lived. Explain that our past is all part of our history which is why it is important to preserve our historical heritage.
150
ACTIVITIES
UNIT 14
1 Look at the pictures and complete the sentences.
Every year on my birthday, 1. I have a 2. I have a 3. I have a
ca part peen
. . .
Talk to the students about the festivals celebrated in your region or city/village. Discuss the reason for the festival and how it is celebrated. Ask the students what they usually do on these days. Multidisciplinary link. Mathematics
Celebrating a birthday party involves buying different things. Ask the students to make a list of all the things they would buy for their party, such as: balloons, cake, bread (for sandwiches), crisps, drinks, party bags and so on. Ask them to find out how much these things cost (they can ask at home) and to work out how much it costs to hold a birthday party.
2 Draw a picture of your local festival. F. A.
3 Match the festival to the picture.
Cross-curricular Tolerance and respect If you are fortunate enough to have a student in the class from another Autonomous Community or better still another country ask them to talk about the festivals they celebrate. Ask the following questions: Which days are special? What do you celebrate on those days? Do you have any special food? What? Do you have any special events (dances, exhibitions, plays, etc.)? Who do you usually celebrate with? Ask these students to bring photos to class to show the rest of the students about their traditions and celebrations. If you do not have anyone from a different background help the students to find out about other celebrations from around the world.
Carnival
Christmas
Local festival
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Festivals Some festivals, such as those that take place in villages, celebrate a particular moment in agricultural life, for example the harvest or the collecting of the grapes for making wine. Other festivals are dedicated to celebrating the local patron saint or religious events such as Christmas, when we celebrate the birth of Jesus. We also celebrate historical events. In Spain we celebrate the Day of the Constitution and in other countries they celebrate the day they achieved independence.
151
Stories and customs

Every family has a history
Jennys grandad tells her stories about his past. She loves these stories about grandad when he was a child. His life was very different. He did not live in the city, he lived in the mountains. These stories tell us about our family. All families have their own family history.
OBJECTIVES
To show an interest in the history of our predecessors To respect and appreciate customs and traditions from different places To identify the symbols of an Autonomous Community
ORDER OF ACTIVITIES
Every place has a history

shield flag
All places have different customs and traditions. People speak differently, they have got special legends, typical food and dances or traditional clothes. Places have got also different symbols. The most common symbols are flags and shields.
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one hundred and fifty-two
After you have read the text Every family has a history, tell the children to ask the older members of their families about their own family history. They should find out facts, events and anecdotes, write a few sentences about their family history and illustrate their work. Ask for volunteers to read their work out loud. Explain that everyone has a different family history.
Monuments All cities and villages have buildings which were built a long time ago and which are different from the rest of the buildings because they represent our historical and artistic heritage. We call these buildings monuments or historical buildings and they are very important because they tell us a lot about the past and the way people used to live. There are many different types of historic buildings and monuments, for example: cathedrals, mosques, castles, palaces, monasteries, etc. A long time ago people built cathedrals in all the main European cities. The cathedrals are located in the main square of the city.
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ACTIVITIES
1 Complete the form: F. A.
unit 14
UNIT 14
My grandparents were born in My parents were born in I was born in
2 Match the words and the pictures.
traditional dance
traditional dish
traditional costume
3 Colour the Spanish flag. Draw the flag of your community.

red
Explain that places also have their own history and many places have festivals and celebrations to commemorate this history every year. Find pictures in books, libraries or museums about the history of the students city, town or village. Show the students pictures of some of the typical dishes from their region. Write the recipes on the board and ask them to copy them down in their notebooks. Ask students from other places to bring in typical recipes from their towns or countries. Ask these students to talk about typical food from their country/region. Multidisciplinary link. Language
Ask the students to name some of the special events that have happened to them over their lives and write them on the board. Give them some examples: their first day at school, the arrival of a new brother or sister, moving house, and so on. Students can write a few sentences about the event they most remember.
yellow
Community flag.
red
People remember the important things that happened to them and their ancestors. We like to know about these things.
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Cross-curricular Tolerance and respect

Explain to the students that it is important to treat the older members of our families and societies with respect, courtesy and tolerance. Encourage them to talk about their grandparents, say their names, explain what they do with their grandparents, how often they see them, and so on.
They were all so tall that in those days they stood above the other buildings. People could see the cathedrals from all the different parts of the city. These buildings were also very decorative. They often had stained glass windows, sculptures, paintings and huge arches built in different styles. The building of the cathedrals lasted for many years and it was a very difficult job. Architects and stonemasons took part in the building of the cathedrals and they often travelled from one city to another. Their tools were made of metal and wood and they worked with huge lumps of stone. They also used cranes for lifting the heavy blocks of stone.

153
Memories of the past

In our houses we have got photos, pictures and objects from many years ago. When we see them we remember the past. In towns and cities we can also see churches, castles, palaces and other monuments that were built many years ago.
OBJECTIVES
To identify different types of historical objects To reflect on the importance of preserving historical monuments because they form part of our history
Mota castle was built eight hundred years ago. It was built to defend the town against its enemies.
ORDER OF ACTIVITIES
The old city of Oviedo has got still a lot of streets and houses that were built hundreds of years ago. A lot of people visit Oviedo to see the old buildings and streets.
This bronze statue is of Miguel de Cervantes. Cervantes was a writer. He lived a long time ago. He wrote Don Quixote.
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one hundred and fifty-four
Discuss the importance of preserving monuments and the older quarters of the cities. Ask the students to name some of the old buildings they have visited and the artistic heritage they have seen. Encourage all the students to take part in the discussion and check that they all show an
Castles In the year 1000 Europe saw a huge increase in the building of castles, built in places that were difficult to get to and easy to defend. The nobles lived in the castles and defended them against enemies who attacked the castles, so castles were protected with walls, towers, moats and drawbridges. There were huge store-rooms in the castles for keeping large quantities of food for the inhabitants to use if they were under attack. They collected rain water and used wells for drinking water. The servants who worked for the nobles also lived in the castles together with the soldiers and some peasants.
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ACTIVITIES
1 Where do these people live? Follow the paths.
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UNIT 14
palace
castle
monastery or convent
2 Label the photos.

statue building painting
paintin@
statu
buildin@
3 Are there any monuments in or near your town? Write two names. F. A.
interest in this issue. Explain that the reason we preserve these buildings and monuments is because they form part of our cultural and historical heritage. Ask the students to prepare an index card on a historic building in their city/town/village. They should try to get a photo of the building or draw a picture and glue it onto a piece of construction paper. They should then write a few sentences under the picture describing the building, saying when it was built, what it was used for then and what it is used for now. They can ask someone at home for help if necessary. Discuss the different measures that are taken to preserve the old neighbourhoods or quarters of the cities. For example: prohibiting traffic, making them pedestrian areas, restoring the houses, and so on. Ask the students if they think it is a good idea to preserve these places. Ask if they have any good ideas.
There are beautiful buildings and parks in all towns and cities. They were built a long time ago and we should look after them.

Encourage the students to help you invent a story about an old building. The building is in a very bad condition and somebody wants to buy it and knock it down. Ask the students to come up with good reasons why it should not be demolished and possible ways in which the building could be used for all the local community.
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155
I LEARNING SKILLS Describing a picture To describe a picture we need to look at the colours, the drawing, the scene, the landscape, the people, etc. for example:
Look at the picture on page 155 and answer the following

questions: Who do you think the person is in the picture? Is he a prince or a farmer? Are his clothes modern or ancient? When do you think this picture was painted, a few years ago or a long time ago? Resources for the teacher
155
LEARNING TO READ
Columbus reaches America

12th October 1492 is a very important day in the history of Spain and the history of the world.
OBJECTIVES
To develop reading with understanding through a narrative text To find out about historical characters and events
On this day, an explorer called Christopher Columbus and a small group of men landed in America. Columbus had three ships. He wanted to find a new route to get to India by sea. Instead, he reached America. He did not know that America existed on the other side of the Atlantic Ocean. 12th October is a national holiday now. We celebrate the official discovery of America.
ORDER OF ACTIVITIES
1. Read the text out loud. 2. Ensure that the students understand all the words and the overall meaning of the text. 3. Discuss the text. 4. Do the activities.

Who landed in America in 1492?
Christope Colombu.
How did he travel?
B shi.
2 Circle the correct word in the sentence.
The Atlantic / Pacific Ocean is between America and Europe.
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one hundred and fifty-six
Discuss the importance of the arrival of Columbus to the Americas. Explain that Columbus brought many things back from America, things that people in Europe had never seen before such as tomatoes, corn, peppers and cocoa which we use for making chocolate. Explain that the reason that Spanish is spoken in most of the countries in Latin America is because Columbus was one of the first Europeans to reach America.
LEARNING TO READ
Text type: narrative text This text narrates a historical event. Look closely at the use of the past tense: landed, had, wanted, reached, etc. The last paragraph moves back into the present tense to describe a current event.
Activity 1 2
Strategy Identifying relevant information Explaining the present consequences of historical events
156
I CAN DO IT Make a time-line of inventions and discoveries

1 Look at the pictures and read.
unit 14
UNIT 14
OBJECTIVES
To understand the usefulness of a time-line To form sequences of events chronologically
The wheel was invented 5,000 years ago.
Penicillin was discovered 75 years ago.
Writing was invented 6,000 years ago.
ORDER OF ACTIVITIES
1. Briefly explain the concept of a time-line. 2. Read the instructions out loud and ensure that the students know what they should do. 3. Do the activity. 4. Discuss the results of the activity with the whole group.
Printing was invented 500 years ago.
The steam engine was invented 200 years ago.
The computer was invented a few years ago.
2 Complete the time-line with the inventions and discoveries.

6,000 years ago
writing
t we t sea engi> t compue
5,000 years ago 500 years ago 200 years ago 75 years ago A few years ago
printin@ enicilli>
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157
Discuss the inventions and discoveries in the pictures on page 157. Explain the importance of these events for the history of mankind. Ask the students to name some of the uses and advantages that these events have had in our lives. For example, Thanks to the discovery of the wheel we now have cars which we can use for travelling from one place to another very quickly and comfortably. Make a time-line with class showing the most important events in your local history.
I LEARNING SKILLS Making a time-line We use time-lines to record historical events in the correct chronological order. We relate the event to the date when it took place. For example:
Make a time-line for the following geographical discoveries:

1522 Juan Sebastian Elcano first circumnavigated the world. 1855 David Livingstone reached the Victoria Falls in Africa. 1492 Christopher Columbus landed in America. 1909 Peary reached the North Pole.
157
Now I know
1
LETS REMEMBER We celebrate birthdays and other festivals. We remember things that happened in the past.
OBJECTIVES
People remember and celebrate things that happened to them or their ancestors. Families have a lot of customs which come from their ancestors. In all our cities and towns there are many monuments which were built a long time ago. It is important to know about the past of our country.
ORDER OF ACTIVITIES

Use the words to complete the word map. festivals castles legends statues flag
TOWNS AND CITIES

have
Customs
for example
Symbols
for example
Monuments
for example
estival e@end
158
one hundred and fifty-eight
shields
state fla@ caste
Tell the students to read the section Lets remember very carefully and then to close their books and complete these sentences: When we celebrate our we remember the day we were born. In our cities and town there are which were built a long time ago. In our cities and towns we celebrate to remind us of famous people or events from a long time ago.

Check that the students understand the following concepts: The significance of some time indicators Respect and appreciation of customs and traditions from all parts of the world Festivals remind us of important historical events The history of our predecessors is an important part of our heritage The importance of preserving our cultural, artistic, natural and historical heritage
158
UNIT 14
3 LETS REVISE
Label the pictures old or modern.

Encourage the students to make sentences using the following words: birthday, festival, monument, statue and flag.
ol
ol
moer>
Language link
Practice the past tenses of the verbs. Ask the students to help you write all the things that they did yesterday both at home and at school. Write the phrases on the board in note form and at random, for example: breakfast at 8:30, school at 9:00 and so on. Point to some of the phrases and ask the students to help you make full sentences. Reinforce the use of the past tense of the verb, for example: I had breakfast at 8:30, I went to school at 9:00, and so on. Tell the students to copy the phrases that apply to them and make a time-line. Once they have labelled the time-line with the phrases they should write a short paragraph about their day.
moer>
4 LETS PRACTISE F. A.
moer>
ol
You are going bury a box of objects. A hundred years from now somebody is going to find the box. What are you going to put inside the box? Draw things to show what you are like and how you live.
5 I KNOW
1. That we remember things from the past. 2. How to recognise customs. 3. How to recognise a monument. 4. Why we must look after old monuments.
one hundred and fifty-nine
159
KEY WORDS
Birthday History Festival Customs Symbols Flag Shield Ancestors Monuments The discovery of America Time-line Resources for the teacher
159

The Smiths visited a village yesterday. Lets see what they saw.
FIELDS
1 What do we call someone

who grows crops?
A fare
water
BAKERY
2 Which raw materials go into

this factory?
flour yeast
Wae, flou an eas.

3 Which finished product comes out
of the factory?
Bea.
MEANS OF COMMUNICATION
4 What are they using?
A eepho>.
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one hundred and sixty
160
FLAG
5 Describe the flag.
I ha go two ge> ectange an two whi o>e.

CUSTOMS
6 What traditional dish are they eating?

fried fish
onion soup
CUSTOMS
MONUMENTS
7 What colours are the clothes?
8 What monument did they visit?
Re, ge>, blac, purp an oran@.
A cast.
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161
161

LETS COMPARE
1 Find and circle fourteen differences between the past and the present.
PAST
PRESENT
2 Now colour the new inventions red.
162
one hundred and sixty-two
SCIENTIFIC METHOD
These pages provide an introduction to the procedures for scientific work. In this section the students will be working with the following procedures: observation and comparison (activity 1), making conjectures (activity 2), using instruments for measuring and recording data (activities 3 and 4) and explaining the results (activity 5).
162
LETS MAKE SOME USEFUL THINGS

3 Make an hourglass. Work in groups and follow the instructions.
4 Use your hourglass to measure time. What can you do before all the sand
falls through the hole? F. A. We can bounce a ball We can count from 1 to We can clap times. times. .
5 Write a report. F. A.
What do we use an hourglass for? How can we make one? What did you use it for?
Which classmates did you work with? How many activities did you finish?
one hundred and sixty-three
163
163
Revision test
head
ea trun
trunk
limbs
limb joint
joints
2 Classify the animals.

mammal bird fish reptile insect
mamma inec epti fis

164
one hundred and sixty-four
bir
164
3 What are the parts of a plant?

Tick the correct answer.
ea se root
Roots, stem and leaves.

Trunk, branches and flowers. Trees, grass and trunk. Now use the words to label the picture.
4 Choose and draw a means of transport. Do not forget to draw

the people or the goods. F. A. land sea air
This is a
5 Find six things farmers

provide.
M L C V L
I B E T V
L N R Y C
K V E J F
E E A L R
L I E G G S G E T A B L L S S L L O H L G C M E U I T L Q W
O E P A L
S S D T T
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165
165
Final revision
6 Number the things in the picture.
1 mountain 2 forest 3 river 4 road 5 bridge 6 town 7 sea 8 plain
2 3
1 6 4 7 5 8
7 Classify the words from activity 6.

Natural elements Things built by people
mountai> foes ri
e plai>
roa brid@ villa@
8 Write three things can you see in a landscape with mountains. M. A.
Foest, lot o wae, smal villa@e, narro road, animal.

166
one hundred and sixty-six
166
9 Complete the calendar.

Write the year. Write the missing months. Write your birthday in the correct month. YEAR
JANUARY FEBRUARY MARCH APRIL
MAY
JUNE
JULY
AUGUST
SEPTEMBER
OCTOBER
NOVEMBER
DECEMBER
10 Label the pictures old or modern.
ol moer>
I got
ol moer>
ol moer>
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There is one point for each activity. Count your points and complete the sentence. points in the revision test.
167
167
Art director: Jos Crespo Design team: Cover: Manuel Estrada Interior: Rosa Marn and Rosa Barriga Artwork coordinator: Carlos Aguilera Design development: Ral de Andrs, Jos Luis Garca and Javier Tejada Technical director: ngel Garca Technical coordination: Jos Luis Verdasco and Marisa Valbuena Layout: Antonia Perales, Jos Luis Serrano and Javier Pulido Proofreader: Aoife Ahern, John Holt Research and photographic selection: Mara Leocadia Rodriglvarez Photographs: A Toril; A. Vias; Algar; C. Sanz; F. de Madariaga; F. Ontan; G. Rodrguez;
GARCA PELAYO/Juancho; I. Rovira; J.C. Muoz; J. Gual; J. L. G. Grande; J. M. Escudero; J. V. Resino; Krauel; O. Torres; P Anca; P. Esguevara; Prats I Camps; R. Manent; R. Toln; A.G.E. FOTOSTOCK/ Clause Nuridsany & Marie Perennou, Kenneth Willardt, Martin Rugner; E.A. Janes, Marevision, Al Ley; A.S.A./ Tom Cambell; AGENCIA ESTUDIO SAN SIMN/ A. Prieto; CD GALLERY/B. Lamm; COMSTOCK; COVER/SIGMA/SIEMENS, COVER/CORBIS/ Charles & Josette Lenars; Stephen Frink, Kevin Schafer, IMAGES; DIGITAL BANK; DIGITALVISION; EFE; EFE/SIPA-PRESS/Dirk Heinrich, Gritsyuk; ESTUDIO TRECE POR DIEZIOCHO; FOCOLTONE; JOHN FOXX IMAGES; LOBO PRODUCCIONES/ C. Sanz; MUSEUM ICINOGRAFA/ J. Martin; PHOTODISC; SAFI 2000; STOCKBYTE; MATTON-BILD; NEW POL/DOMAR S.A.; PHILIPS; SERIDEC PHOTOIMAGENES CD; ARCHIVO SANTILLANA
2004 by Santillana Educacin, S.L. Torrelaguna, 60. 28043 Madrid PRINTED IN SPAIN Printed in Spain by
ISBN: 84-294-9398-0 CP: 774130 D.L.:

All rights reserved; apart from the exceptions established in law, no part of this publication may be reproduced in any form, distributed, transmitted in any form or by any means without the prior permission of the copyright holders. Any infraction of the above may lead to an infringement of the laws of Intellectual Property (articles 270 and following the penal code).

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Science, Geography and History, Year 2

Quality education involves being able to guarantee improved learning skills.

Quality education involves improving understanding.

Quality education involves integrating cross-curricular issues.

Quality education requires educating for the information society.

RESOURCES FOR THE STUDENT

Mathematics 1 Including an envelope with materials for the classroom

* Spanish Language 2 Readers

Mathematics 2 Including an envelope with materials for the classroom

First term Second term Third term

Science, Geography and History 2

* Not yet available in English.

RESOURCES FOR THE TEACHER

Mathematics Workbook 1 Developing intelligence 1

Teachers Book for Science, Geography and History 1

Science, Geography and History Workbook 1

* Teachers Book for Spanish Language 2 (including CD of stories and poems)

Speak and understand (Workbook and CD) Spanish Language Workbook 2

Teachers Book for Mathematics 2

Mathematics Workbook 2 Developing intelligence 2

Teachers Book for Science, Geograhy and History 2

Science, Geography and History Workbook 2

RESOURCES FOR THE TEACHER

Reinforcement and extension

Tests and assessment

Speak and understand

* Not yet available in English.

Contents for the term

THEME Welcome unit The human body

Letter to the family

How does our body work?

and carnivorous animals

Animals, animals all around

Insects Fish Reptiles Mammals Birds Amphibians Wild plants

Making plant file

Presentation of the unit:

two pages introduce the work for each unit.

The human body

Contents and resources

CONTENTS AND RESOURCES

* Resources for the teacher

* Other materials for the students

Reinforcement and extension: Reinforcement sheet 1

I can do it To study bones and joints through the assembly of a skeleton

Suggested timing for the unit

Objectives for the page: one or

Anticipating difficulties. Basic information on some of the more common

Learning skills Suggestions for strategies and activities which help

Answer key: reproduction of the Students

Other activities called

2 How a sparrow is born. Complete the sentences.

The mother lays the

The baby breaks the and is born.

The mother gives the chick

animal because it is born from an egg.

3 Number the sentences in the correct order.

Other activities are called

Resources for the teacher

Resources for the teacher:

Contents for Science, Geography and History - FIRST CYCLE

The human body