5teach 1

Essential
Science Plus 5 PRIMARY

Teachers Book
490095 _ 0001-0011.indd 1 08/08/13 13:19

Student's material T
Student's Book T
The Essential Science Plus Students Book consists of twelve T
1
Unit 1
Living things
core units, which are organized into three terms. Each unit B
REFRESH YOUR MEMORY!
comprises ten pages and follows a regular pattern. 1.1

Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
LIFE PROCESSES
What three life processes do all living things
carry out?
HABITATS
What is a habitat?
a. A place where plants and animals live.
w
S
some light. Wild mushrooms are seasonal
a. Interaction, breathing and reproduction. b. A very large place where animals live.
and can be found in the autumn and spring.
b. Growing, living and breathing. c. A small place where only plants live.
There are many different types of wild
mushrooms, but they can look very similar, c. Nutrition, interaction and reproduction. d. A place where animals obtain food
a
which makes them very hard to identify. Wild d. Being born, living and dying. and water.
Opener page and Refresh your memory! mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
A mosaic of photographs, accompanied by questions, C

introduces the main theme of the unit. Each Refresh your E
memory! page consists of four question cards with multiple REPRODUCTION
Animals can be viviparous or oviparous.
PLANTS AND ANIMALS
Plants are different from animals because
choice answers. Students work with a partner to revise

What is a viviparous animal? a. they move more slowly.
a. An animal that lays eggs. b. they make their own food.
b. An animal that has lungs. c. they grow in all directions.
concepts from the previous course.

c. An animal that eats other animals. d. they dont live in habitats.
d. An animal born from its mothers womb.
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
and spring?
Essential Science Plus 5 PRIMARY

Why is it so important to identify mushrooms
E sse nt i a l S c i e nc e P l u s
Information and practice pages
correctly?
Have you ever been mushrooming? Where
did you go?
Do you think mushrooms are plants or STudEnTS MATERIAl
The theme of each unit is divided into sub-topics covering

animals?
Essential Science Plus 5 PRIMARY Essential
Essential Science Plus 5
Essential
E sse n tial S cie n ce P l u s
Activity Book
PRIMARY
Science Plus 5 PRIMARY Science Plus 5 PRIMARY

StudEntS MAtERIAl StudEntS MAtERIAl
Essential Science Plus 5 PRIMARY Essential
Es s e nti al Sc i en c e Plus
StudEntS MAtERIAl
4 WHAT DO YOU REMEMBER? Test your partner. five 5
Studen t s B o o k
Students Book Activity Book
tEAchERS MAtERIAl
S tu d e n ts B ook
class Audio cd
PRI M ARY
six pages. Each topic is presented using short texts,
teachers Book teachers Resource Book
dIGItAl MAtERIAl AlSO AVAIlABlE

digital Flashcards, Posters
and Web bank
Interactive Whiteboard
Activities
i-book
teachers Resources
and Maps
i-solutions Language Companion

Interactive resources for
Science and Art
www.richmondelt.com www.santillana.es
Students Book Activity Book Students Book Activity Book
tEAchERS MAtERIAl tEAchERS MAtERIAl

Essential
Essential Essential Essential
CP: 490117
Essential Science Plus 5 PRIMARY Teachers
Es s e n t ia l S c ie n c e P l u s T e a c h e r s B ook
Class Audio CD 2 Science Plus 5 Class Audio CD 1 Teachers
PRIMARY
STudEnTS MATERIAl
UNIT Book TRACKS Science Plus 5 PRIMARY
Class Audio
The Essential Science Plus Class Audio contains two CDs.
UNIT TRACKS Resource Science Plus 5 PRIMARY
Essential Essential Unit 7 7.1 7.8 They include the recordings of all the texts from the Students Book,
Class Audio Starter unit 0.1 0.2
Book
Activity Book
Science Plus 4 PRIMARY Science Plus 4 PRIMARY Unit 8 8.1 8.8 as well as two additional listening activities per unit. Unit 1 1.1 1.8
Unit 9 9.1 9.8 Unit 2 2.1 2.8
Unit 10 10.1 10.8 Unit 3 3.1 3.8
Photocopiable worksheets:
Unit 11 11.1 11.8 Unit 4 4.1 4.8
Unit 12 12.1 12.8 Unit 5 5.1 5.8 Reinforcement
Unit 6 6.1 6.8 Extension
Culture & Festivals
Investigate!
Assessment
TEAchERS MATERIAl
5
Teachers Essential Essential Teachers Essential
Book Science Plus 4 PRIMARY Science Plus 4 PRIMARY Resource Science Plus 4 PRIMARY
class Audio Book
Reinforcement
Extension
Culture & Festivals
Investigate!
Assessment
Te a c h e r s B ook
class Audio cd
class Audio cd
PRIMARY
class Audio cd Teachers Book Teachers Resource Book
P R I MAR Y
dIGITAl MATERIAl AlSO AVAIlABlE
i-solutions Essential
Science Plus 4 PRIMARY Essential
Essential
Language
cd 1
digital Flashcards
digital Posters
Web bank cd 2
IWB Activities
Companion 4
Richmond Publishing Richmond Publishing
Santillana Educacin, S. L., 2012 Santillana Educacin, S. L., 2012
Primary CLIL
Essential Essential
i-book
Teachers Resources
cd 3
cd 4 and Maps
Richmond Publishing
Santillana Educacin, S. L., 2012 2
011
Richmond Publishing
Ri
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digital Flashcards, Interactive Whiteboard Interactive resources for
Posters and Web bank Activities Science and Art
i-book
Teachers Resources
and Maps
Essential
photographs and illustrations. Students practise the concepts

teachers Book teachers Resource Book teachers Book teachers Resource Book

dIGItAl MAtERIAl AlSO AVAIlABlE dIGItAl MAtERIAl AlSO AVAIlABlE
PRIMARY
Student's Audio
Essential i-solutions Essential 5 PRIMARY
Es s ential Science P lu s i-s olu tions

CP: 490305

Essential Essential
Science Plus 5 PRIMARY Science Plus 5 PRIMARY Science Plus 5 PRIMARY Science Plus 5 PRIMARY
Language Language
Language Companion 5
COMPANION
LANGUAGE
and Web bank
The Language Companion is designed to help CLIL teachers in bilingual
Companion 5
Essential Science Plus i-solutions is a box set
and Web bank

IWB Activities
programmes with vocabulary and structures that the children may not have been
containing four CDs which offer digital components
Digital Flashcards exposed to or have not had sufficient practice with. This innovative multimedia
Digital Posters
Companion 5
for the CLIL Science classroom. tool can be used on an interactive whiteboard or on a computer with print
Essential Science Plus i-solutions has the following

CD 1 Web bank CD 2 options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
components: covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
CD 1 Digital Flashcards Richmond Publishing Richmond Publishing
Each section then offers three main areas to practise: Words, Language and
Digital Posters Primary CLIL
CP: 490294
CP: 490283
Communication.
Web bank
CD 2 Interactive Whiteboard Activities

Essential
Minimum requirements:
Essential
Activities
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
CD 3 i-book
Activities
(recommended: >1000 MHz)
CD 4 Teachers Resources and Maps

5 Science Plus 5 PRIMARY 256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
i-book Teachers Resources
Richmond Publishing
8x CD-ROM Drive
Loudspeakers
P R IM AR Y
Minimum requirements and instructions:
See readme.txt file in each CD.
CD 3 CD 4 and Maps Operating systems:

Windows 98, NT, 2000, XP, Vista and Windows 7
i-book
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x 2
i-book
011 S.L
.
ALSO AVAILABLE
Rich i n,
Richmond Publishing Richmond Publishing Linux (plugin Flash 8.0 or higher) mond
Pu bl ishing - Santillana Ed
u ca c
PRIMARY
4 PRIMARY
Instructions:
CP: 490279
CP: 490268
Language
COMPANION
LANGUAGE
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
Windows
Companion 4
options available for all worksheets.
covers material from the seven Science syllabus topics, while the Art section deals
Insert the CD-ROM. The program will launch

CP: 490154
Communication.
256 MB of RAM (recommended: >512 MB)
automatically. If the program fails to start
teachers Resources
automatically, open the file exeWin.exe to run.
8x CD-ROM Drive
Loudspeakers
Operating systems:
teachers Resources
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Linux (plugin Flash 8.0 or higher)
Instructions:
Linux
Language Companion
Windows
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Interactive resources
Mac
Insert the CD-ROM and open the file exeMac.app to run.
Pu BLISHING
Primary CLIL
for Science and Art
www.richmondelt.com
312387_Est_Lang_Comp_4.indd 1 cian magenta amarillo negro 20/12/11 15:41

Mac
and Maps
PuBLISHING
and Maps www.richmondelt.com www.santillana.es
www.richmondelt.com Primary CLIL
cian magenta amarillo negro
i-solutions Language Companion i-solutions Language Companion

Interactive resources for Interactive resources for
Science and Art Science and Art
and language through simple activities.

Students Book Activity Book Students Audio Cd

490154_Serigrafia.indd 2 23/01/13 12:32
Student's Audio
TEAChERS MATERIAl
Essential
Essential Essential Essential
CP: 490117
Essential Science Plus 5 PRIMARY Teachers
Esse n tial Sc ie n c e Plu s

Class Audio CD 2 Science Plus 5 Class Audio CD 1 Teachers
PRIMARY
UNIT Book TRACKS Science Plus 5 PRIMARY Class Audio

Essential Science Plus 5 PRIMARY Essential Science Plus 5 PRIMARY
Essential Unit 7 7.1 7.8 They include the recordings of all the texts from the Students Book,
Book
Es s e n t ia l S c ie n c e P l us
StudEntS MAtERIAl
as well as two additional listening activities per unit.

StudEntS MAtERIAl
Unit 8 8.1 8.8 Unit 1 1.1 1.8
St u d e n t s B ook
Unit 9 9.1 9.8 Unit 2 2.1 2.8
Students Book Activity Book Students Book Activity Book
tEAchERS MAtERIAl tEAchERS MAtERIAl

Unit 10 10.1 10.8 Unit 3 3.1 3.8
Unit 11 11.1 11.8 Unit 4 4.1 4.8
Teach ers Book

class Audio cd
5 class Audio cd
PRIMARY
teachers Book teachers Resource Book teachers Book teachers Resource Book Unit 12 12.1 12.8 Unit 5 5.1 5.8 Reinforcement
dIGItAl MAtERIAl
Extension
dIGItAl MAtERIAl AlSO AVAIlABlE AlSO AVAIlABlE

and Web bank
Activities
cd 1
Richmond Publishing
Essential
digital Flashcards
digital Posters
Web bank
Essential
i-book
cd 2
Richmond Publishing
Essential
IWB Activities
Essential
and Web bank
Activities
Unit 6 6.1 6.8
Culture
teachers Resources
cd 3
cd 4 and Maps
i-book i-book
Richmond Publishing
Richmond Publishing
teachers Resources teachers Resources

and Maps and Maps
i-solutions Language Companion i-solutions Language Companion

Interactive resources for Interactive resources for
Investigate!
Science and Art Science and Art
Assessment
Activity Book
5
Essential
Essential
CP: 490117
Essential Science Plus 5 PRIMARY
Esse n t ia l S c ie n c e P l u s T e a c h e r s B ook
Class Audio CD 2 Science Plus 5 PRIMARY Teachers
5 PRIMARY
Class Audio CD 1
STudEnTS MATERIAl
UNIT TRACKS
Class Audio
Essential Essential Unit 7 7.1 7.8 They include the recordings of all the texts from the Students Book, Starter unit 0.1 0.2
Book
Activity Book
Science Plus 4 PRIMARY Science Plus 4 PRIMARY Unit 8 8.1 8.8 as well as two additional listening activities per unit. Unit 1 1.1 1.8
Unit 9 9.1 9.8 Unit 2 2.1 2.8
Unit 10 10.1 10.8 Unit 3 3.1 3.8
Unit 11 11.1 11.8 Unit 4 4.1 4.8
Unit 12 12.1 12.8 Unit 5 5.1 5.8 Reinforcement
Unit 6 6.1 6.8 Extension
Culture & Festivals
Investigate!
Assessment
TEAchERS MATERIAl
5
Teachers Essential Essential Teachers Essential
Book Science Plus 4 PRIMARY Science Plus 4 PRIMARY Resource Science Plus 4 PRIMARY
class Audio Book
The Essential Science Plus Students Audio

Reinforcement
Extension
Culture & Festivals
Investigate!
Assessment
5
class Audio cd
lass Audio cd
PRIMARY
Class Audio Cd
PR IMAR Y
Teachers Book Teachers Resource Book
dIGITAl MATERIAl AlSO AVAIlABlE

i-solutions Essential
Essential
Essential
Science Plus 4 PRIMARY Language
cd 1
digital Flashcards
digital Posters
Web bank cd 2
IWB Activities
Companion 4
Richmond Publishing
Richmond Publishing
Primary CLIL
Unit 1
Essential Essential
i-book
Teachers Resources
cd 3
cd 4 and Maps
Richmond Publishing

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Richmond Publishing
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Publishing - Santillana Ed
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digital Flashcards, Interactive Whiteboard Interactive resources for
Posters and Web bank Activities Science and Art
i-book
Teachers Resources
and Maps
PR I M A R Y
Teachers Resource Book
AlSO AVAIlABlE
What are cells? The parts of a cell

PRIMARY
5 PRIMARY
Language Language
COMPANION
LANGUAGE
Companion 5
1.3 Companion 5
Communication. Primary CLIL
8x CD-ROM Drive
Operating systems:
2
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x 011
R S.L
.
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Linux (plugin Flash 8.0 or higher) ond P caci
ublishing - Santillana Edu
PRIMARY
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Instructions:
COMPANION
LANGUAGE

Communication.
8x CD-ROM Drive
Loudspeakers
Operating systems:
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Instructions:
Windows
Linux
Mac
Pu BLISHING
www.richmondelt.com
312387_Est_Lang_Comp_4.indd 1 20/12/11 15:41
PuBLISHING
organelles
Language Companion
Cells have three main parts: 1 Interactive Whiteboard Interactive resources for
contains the recordings of all the

Science and Art
Teachers Resources
1.2 Membrane. This is the covering around the cell.

All living things carry out three basic life processes: nucleus
nutrition, reproduction and sensitivity. In addition, all Nucleus. This is the part that controls the function of the cell. Teachers Book Teachers Resource Book
living things are made up of cells. Cytoplasm. This is a jelly-like material, composed mainly of cytoplasm membrane
presentation texts in the Students Book.

2 Bakers yeast, used to make bread, is water, between the nucleus and the membrane. It contains
Cells are the basic units of life. Most cells are very small and a unicellular living thing. the organelles, which carry out different functions of the cell. 1 The main parts of a cell. dIGITAl MATERIAl AlSO AVAIlABlE
can only be seen through a microscope.
PRIMARY
Essential i-solutions Essential 5 PRIMARY
Cells are living units and they carry out the three basic life
Essenti a l Sci ence Plus i - soluti ons

CP: 490305
Essential Essential
Animal and plant cells Science Plus 5 PRIMARY Science Plus 5 PRIMARY
Icons in both the Student's Book and the

Language Language
COMPANION
LANGUAGE
processes. In addition, cells can specialize to perform

IWB Activities
Companion 5
Digital Flashcards programmes with vocabulary and structures that the children may not have been
for the CLIL Science classroom. Digital Posters
Companion 5

CD 1 Web bank CD 2 options available for all worksheets.
All animal and plant cells have three main parts: a membrane,
components: covers material from the seven Science syllabus topics, while the Art section deals
a particular function. 1
CD 1 Digital Flashcards Richmond Publishing Richmond Publishing
organelles
Digital Posters Primary CLIL
CP: 490294
CP: 490283
Communication.
Web bank
Essential
a nucleus and cytoplasm with organelles. However, animal Essential
CD 2 Interactive Whiteboard Activities Minimum requirements:
CD 3 i-book

Depending on the number of cells, living things can be

CD 4 Teachers Resources and Maps
5 Screen resolution: 1024x768 pixels
cytoplasm i-book Teachers ResourcesLoudspeakers

8x CD-ROM Drive
and plant cells are different.
PR I M A R Y
See readme.txt file in each CD.
CD 3 CD 4 Operating systems:
classified into:
Teacher's Book indicate when to use

Richmond Publishing Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x 2
011 S.L
.
ALSO AVAILABLE Richmond Publishing
Santillana Educacin, S. L., 2013 Linux (plugin Flash 8.0 or higher)
Rich
m ond P
caci
n,
CP: 490268
Instructions:
CP: 490279
PRIMARY
Plant cells have specialized organelles called chloroplasts that

Language Windows
Companion 5 Insert the CD-ROM. The program will launch
Unicellular. Living things made up of a single cell. 2

Language Companion Linux
absorb sunlight, which plants need to make their own food.

Interactive resources to run. For full screen press F11.
Primary CLIL
for Science and Art
nucleus
Mac
PuBLISHING
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are Chloroplasts contain chlorophyl, which makes plants green. www.richmondelt.com www.santillana.es
and animals are multicellular. 3 multicellular living things. cell wall

the recordings.
Plant cells are usually bigger and have a regular shape.
chloroplasts
Animal cells can be many different shapes. 2 Interactive resources for
Digital Flashcards, Interactive Whiteboard Science and Art
Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell. Posters and Web bank Activities
i-book Teachers Resources
The CD is in MP3 format.

muscle cell
red blood cell
white blood cell
liver cell
neuron
intestine cell
3 The cell wall makes some plant stems very hard.
490095_cubierta _ 0001-0001.indd 1
Essential
1 Different types of specialized human cells.
Activities

Activities
1.4 1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they
are similar and how they are different.
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner. 2 Match and write sentences in your notebook.
Talk about their shape and their particular function. The membrane... is around the membrane of plant cells. Student's Audio
2 Copy and complete the sentences. The cell wall... is between the membrane and the nucleus.
a. Every living thing is made up of . The nucleus... are specialized plant organelles.
b. We are living things. The cytoplasm... controls the function of the cell.
c. We can only see cells through a . The organelles... is the covering around the cell.
Richmond Publishing
d. All cells carry out the life processes of , reproduction and . The chloroplasts... are located in the cytoplasm. Santillana Educacin, S. L., 2013
CP: 490154
6 six seven 7
D
Practising competences and Show what you know
The Practising competences page is designed to help Essential
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490305

students become competent in interdisciplinary skills related 490154_cubierta _ 0002-0002.indd 2 24/01/13 09:32
to the unit theme. Each unit ends with a revision page, Show
for the CLIL Science classroom.
what you know, with activities covering the key concepts. components:
CD 1 Digital Flashcards
Digital Posters
Web bank
CD 2 Interactive Whiteboard Activities

1 Living things Unit 1
CD 3 i-book
Activity Book
1 Unscramble the words and complete the sentences. 1 Read and tick ().
a. All living things are made up of (llesc)

CHARACTERISTICS
CD 4 Teachers Resources
ANIMAL CELLS PLANT CELLS
5
b. Cells carry out three basic functions: nutrition, sensitivity and (nrcouterupdi)
PR I M A R Y
They have a hard cell wall around the membrane.
c. Most cells can only be seen through a (sirmpoccoe) They can be many different shapes. See readme.txt file in each CD.
d. To perform a particular function, cells can (izleecpais) They have a regular shape.
The Essential Science Plus Activity Book offers further

e. Living things can be classified into unicellular and (litlrmlueclua) They have specialized cells called chloroplasts.
ALSO AVAILABLE
2 Draw the different types of specialized human cells.
2 Read and complete the text about the organization of 5living things.
PRIMARY
PRIMARY
practice of the concepts introduced in the Students Book. Language

COMPANION
LANGUAGE
Groups of the same type of cells work together to form . Tissues are
Companion 5
organized to form , and organs are organized to form .

Communication.
Each activity is linked to a sub-topic and can be completed

Finally, all the systems form an 8x CD-ROM Drive

Loudspeakers
Operating systems:
.
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Instructions:
Language Companion
Windows
3 Label the five levels of organization of a dog.

Linux
in class or given as homework.

Interactive resources
Mac
PuBLISHING
Primary CLIL
for Science and Art
www.richmondelt.com
red blood cell liver cell muscle cell neuron
Twelve Investigate! pages are designed to provide practice 3 Label the parts of the cell: nucleus, cytoplasm, membrane, organelles.
of the scientific method. www.richmondelt.com www.santillana.es
490305_cubierta _ 0001-0001.indd 1
4 Use the words from Activity 3 to complete the sentences.
a. The controls the function of the cell.
b. The are located in the cytoplasm. 4 Write the levels of organization of a dog in order.
c. The is the covering around the cell. a. Muscle cell b. c.
d. The is between the nucleus and the membrane. d. e.
4 5
490084 _ 0004-0007.indd 4 08/02/13 08:37 490084 _ 0004-0007.indd 5 08/02/13 08:38
ii
490095 _ 0001-0011.indd 2 08/08/13 13:19

Teacher's resources
Teacher's Book Class Audio
The Essential Science Plus Teachers The Class Audio includes
Essential Essential
CP: 490117
Book offers step-by-step
Class Audio CD 2 lesson plansScience Plus 5 recordings
Class Audio CD 1 of all the texts
PRIMARY
with full-colour reproductions of theUNIT TRACKS

Class Audio
The Essential Science Plus Class Audio contains two CDs. from the Students Book
UNIT TRACKS
Unit 7 7.1 7.8 They include the recordings of all the texts from the Students Book,
Students Book. Answer keys Unit 8

Unit 9
Unit 10
8.1 8.8
9.1 9.8
10.1 10.8
as well as two additional listening activities per unit.
and two additional listening

Unit 1
Unit 2
Unit 3
1.1 1.8
2.1 2.8
3.1 3.8
are included in the Teachers Book. Unit 11

Unit 12
11.1 11.8
12.1 12.8 activities per unit.
Unit 4
Unit 5
4.1 4.8
5.1 5.8
Unit 6 6.1 6.8
Cross-references indicate when to use the The additional listening

Essential Science Plus Activity Book. transcripts are at the back
ofthe Teachers Book.
Essential
490117_Sobre.indd 1 01/02/13 13:01
Plus 5 PRIMARY Teachers

E sse nt i a l S c i e nc e P l u s
Book Science Plus 5 PRIMARY

Teacher's Resource Book
Te a c h e r s B ook
Essential
Student's Audio
The Essential Science Plus

Richmond Publishing
CP: 490154
Teachers Essential
Teachers Resource Book
Students Audio Cd
490154_Serigrafia.indd 2 23/01/13 12:32
Resource Science Plus 5 PRIMARY

Book
Teachers
Resource
Book
hotocopiable worksheets:
Essential
is a spiral bound book of
photocopiable worksheets
Reinforcement
Extension
Culture
nvestigate!
Assessment
Reinforcement
Extension
5 Culture
Investigate!
Assessment
PR I M A R Y
with the following sections:

Reinforcement
achers Resource Book
lSO AVAIlABlE
RY
anguage
ompanion 5
Language
Companion 5
Primary CLIL
Extension
2
011
Rich
m ond P
caci
n,
S.L
.
Culture
Investigate!
mary CLIL
a amarillo negro
nguage Companion
eractive resources for
ence and Art
Assessment
Answer keys are provided.
490106_cubierta _ 0001-0002.indd 1 24/01/13 12:32
24/01/13 13:28
Digital resources
Essential The i-solutions pack consists of four CDs:
i-solutions Essential Science Plus 5 PRIMARY
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490305
PRIMARY Science Plus 5 PRIMARY CD 4

Teachers Resources
CD 1 Digital flashcards, Digital posters and Web bank
There are three sections. The Digital flashcard bank provides over 150
Richmond Publishing
CP: 490268
box set
components
the following
Essential images to project onto a whiteboard or to print out. Each image offers
CD 3
i-book the option of listening to the audio and viewing the written word.
Richmond Publishing
Santillana Educacin, S. L., 2013 The Digital posters can be printed when required. The Web bank includes
CP: 490279
ities
490268_cubierta _ 0002-0002.indd 2
Essential
24/01/13 09:30
some of the best, free web links for teaching Science, Geography and
5 Science Plus 5 PRIMARY
IWB Activities
History.
PR I M A R Y
CD 2
Richmond Publishing
CD 2 IWB Activities
CP: 490283
490279_cubierta _ 0002-0002.indd 2
Essential
24/01/13 09:31
The Interactive Whiteboard Activities CD contains five interactive activities
CD 1
Digital Flashcards
Digital Posters
Web bank
per unit which can be used to help reinforce the course content in a fun way.
ion
CD 3 i-book
es
Richmond Publishing
CP: 490294
490283_cubierta _ 0002-0002.indd 2 24/01/13 12:30
The i-book contains all the core course material in interactive format:
www.santillana.es Students Book, Activity Book, Teachers Book and Teachers Resource
24/01/13 09:28 Book, as well as the Answer keys to all the components.
CD 4 Teachers resources
490294_cubierta _ 0002-0002.indd 2 24/01/13 09:32
This CD contains the PDFs of the Teachers Resource Book.

:38
iii
490095 _ 0001-0011.indd 3 08/08/13 13:19

Student's Book
Opener page and Refresh your memory! P
1
Unit 1
Living things REFRESH YOUR MEMORY!

Number and title of
the unit 1.1
Wild mushrooms are living things that grow on LIFE PROCESSES HABITATS
A
in
forest floors, tree trunks and even on top of each What three life processes do all living things What is a habitat?
other. They need moist, cool temperatures and carry out?
Question cards with

a. A place where plants and animals live.
some light. Wild mushrooms are seasonal
a. Interaction, breathing and reproduction. b. A very large place where animals live.
s
b. Growing, living and breathing. c. A small place where only plants live.
There are many different types of wild
mushrooms, but they can look very similar, c. Nutrition, interaction and reproduction.
d. Being born, living and dying.
d. A place where animals obtain food
multiple choice
u
which makes them very hard to identify. Wild and water.
Full-colour
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
answers. Students
photographs test a partners
designed to capture previous knowledge
the students attention in a fun way.
and introduce the REPRODUCTION
Animals can be viviparous or oviparous.
What is a viviparous animal?
PLANTS AND ANIMALS
Plants are different from animals because
a. they move more slowly.
theme of the unit a. An animal that lays eggs.

b. An animal that has lungs.
b. they make their own food.
c. they grow in all directions.
c. An animal that eats other animals. d. they dont live in habitats.
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
In
Questions to introduce
and spring?
to
Why is it so important to identify mushrooms
correctly?
the main theme and Have you ever been mushrooming? Where
a
did you go?
Do you think mushrooms are plants or
draw on students animals?
s
previous knowledge
4 WHAT DO YOU REMEMBER? Test your partner. five 5
Information and practice pages S

S
Unit 1
The organization of living things Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move.
A B Organisms. Finally, all the different types of systems work

together to form an organism. In a multicellular living thing,
cells, tissues, organs and systems all work together so the
organism functions correctly.
Activities
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
levels of organization of a dog.
Activities to practise
1 Examples of tissues. A. The muscle
tissue of an animal. B. The epidermal
1.5 Levels of organization 2 Copy and complete the text.
tissue of a plant.
Texts recorded on
Multicellular living things are made up of many different types Groups of cells work together to form . Tissues are organized to form .
of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
Animals have
of epidermal cells.
tissue which consists of muscle cells. Plants have which consist
the main concepts
the Students and
Tissues. Groups of the same type of cells join together to 3 Copy the pictures
and language
1.6
form tissues. All the cells which form a tissue perform the in your notebook.
same function. For example, animals have muscle tissue Label the levels
the Class Audios

which consists of many muscle cells. Plants also have of organization
tissues, for example, the epidermis is the tissue that covers and connect them
leaves and consists of epidermal cells. 1 in order with arrows
Organs. Tissues join together to form organs. Tissues in to make a diagram.
organs work together to perform a common function.
For example, muscle tissues join together to make the
muscle organ. Plants also have organs. 2 2 Leaves and stems are plant organs.
CELLS TISSUES ORGANS SYSTEMS ORGANISM
muscle cell
Key vocabulary
muscle tissue
organ: muscle
High-quality
is highlighted muscular system
photographs and
in bold
dog
bone cell organ: bone
illustrations to illustrate
bone tissue skeletal system
8 eight nine 9
the contents
Additional listening activities on the

Class Audio
S
v
iv
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Practising competences and Show what you know
Unit 1
Practising competences Show what you know
IDENTIFYING THE PARTS OF A MICROSCOPE 1 Copy the table and tick (). 2 Copy and complete the diagram of the
levels of organization.
Activities to practise Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope. membrane
animal cell plant cell
organism
interdisciplinary
A microscope is an instrument with several lenses that make very small objects appear cell wall
much larger than they really are.
h
nucleus
Tube. It supports cytoplasm
ANSWER THE QUESTIONS
skills related to the Eyepiece. It contains

the lens you look through.
the eyepiece.
When using a microscope
a. where do you place the sample?
organelles
chloroplasts
cells
unit theme.
b. which parts contain lenses?
c. how do you focus the sample?
Objective lenses. d. how do you control the light?
These lenses 3 Compare plants and animals to fungi. Write sentences in your notebook describing
magnify the sample. how fungi are similar to plants, and how they are similar to animals.
Revision of content
Stage. This is where
e
Arm. It supports the
you put the sample.
different parts of
the microscope.
Diaphragm.
It controls the amount of
light projected onto the
Focusing knobs.
and language from
the unit
They help to adjust
sample.
the focus.
Light source. It provides Base. It supports

light to look at the sample. the microscope.
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. . and . can be multicellular.
b. . and . can make their own food.
c. . and . can move about.
Investigate!
1 What lives in a drop of pond water? d. . and . can be harmful.
Investigative tasks
Instructions
1. Put a drop of pond water on a 4. Draw what you see in your notebook. 5 SPEAKING. Read and discuss with your partner which kingdom each living thing
microscope slide and place a cover Label the parts of cells that you can belongs to.
to stimulate curiosity slip over it.

2. Put the slide on the microscope stage.
3. Look through the eyepiece. Use the
identify. Can you tell if any of the cells are
plants or protozoa? Explain.
Now write some sentences under your
a. It is a multicellular living thing. It cannot move about. It makes its own food.
b. It is a unicellular living thing. It is very small and can be harmful.
Activities
and practise the picture, describing what you see. c. It is a multicellular living thing. It can move about. It feeds on other organisms.
focusing knobs to adjust the focus. Start
practising specific
with the large knob. d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
scientific method. 12 twelve thirteen 13

competences
are flagged
Special sections
Show that you can
Show that you can

1 Copy and write the part of the cell that corresponds to each description. 5 Copy and complete the sentences.
Then, circle the parts that belong only to plant cells. Which ones correspond to the numbers
on the diagram?
a. Jelly-like material that contains the organelles.
b. Specialized organelles that absorb sunlight. a. absorb water and mineral salts.
c. Rigid covering around the membrane. b. Raw sap travels up to the leaves through
tubes called . 1
d. Part that controls the function of the cell.
e. The covering around the cell. c. Plants take in carbon dioxide through tiny
openings called .
d. Sunlight is trapped by a green substance 2
2 Look at the pictures and name the kingdom each living thing belongs to.
called .
Then, write one characteristic of each kingdom.
e. travels through tubes called 3
animal protista fungi monera plant phloem vessels.
f. Plants release through stomata.
a b c d e
6 Copy the words in the correct column.
seed tuber stolon spore pollen rhizome pistil fruit stamen bulb
sexual reproduction asexual reproduction
3 Copy and write the name of each type of vertebrate.

a. Oviparous, cold-blooded, with scales and lungs.
b. Oviparous, warm-blooded, with wings.
c. Oviparous, cold-blooded, with scales and gills.
d. Viviparous, warm-blooded, with fur or hair.
e. Oviparous, cold-blooded, with bare skin. 7 Look at the food web and write your answers.
a. Name two producers in this food web.
4 Copy the table and classify the invertebrates. Then, add one more example of each. b. Name two primary and two secondary
consumers in this food web.
clam sea urchin yellow tube sponge grasshopper c. Write one food chain with a producer,
sea anemone earthworm a primary consumer and a secondary
consumer.
d. Write another food chain with a producer
ate
sponges cnidarians worms echinoderms molluscs arthropods
and a primary, secondary and tertiary
consumer.
44 forty-four forty-five 45
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At the end of each term, the Show that you can section provides a double-
page with a variety of activity types for assessment and evaluation. These
activities revise the main content as well as the key language.
Key vocabulary
Six pages of key vocabulary, with simple, clear definitions. The key
vocabulary is organised by unit.
490095 _ 0001-0011.indd 5 08/08/13 13:19

Teacher's Book
The Essential Science Plus Teachers Book reproduces all the sections of the Students Book in full-colour.
In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in
O
clearly marked sections in the teaching notes:
Objectives T
Key language fo
Presentation
Activities
Reinforcement and Extension activities A
la
Each Teachers Book unit starts with a double-page programming spread. v
A
th
Unit programming
Q
o
An overview of the content p
objectives, language A visual map providing an in
objectives and assessment List of contents at-a-glance summary of th
criteria for the unit for the unit the unit theme and topics
1 Living things Unit outline
Living things
Competences
Competence in linguistic
communication A list of the
I
Describingthedifferenttypes
What are cells?

ofhumancells(SBp.6:1.Work
withthepicture .) competences
students are
Describingthesimilaritiesand
differencesbetweenanimal
Unit content The parts of a cell
andplantcells(SBp.7:1.Workwith
expected to
thepicture .)
Describingthepartsofcells(SBp.7:
Content objectives Contents 2.Matchandwritesentencesinyour
Tounderstandthatalllivingthingsaremadeupofoneormorecells
Tolearnthemainpartsofacell
B
asiclifeprocesses:nutrition,
reproductionandsensitivity
The organization of living things notebook.)
Describingthelevelsoforganization develop in the
ofalivingthing(SBp.9:3.Copy
unit, with
Todifferentiatebetweenanimalandplantcells Partsofanimalandplantcells
thediagraminyournotebook.)
Tolearnaboutthefivelevelsoforganizationofmulticellularliving L evelsoforganizationof The classification of living things
multicellularorganisms Describingthecharacteristics
things:cell,tissue,organ,system,organism
reference to
ofkingdoms(SBp.11:1.Workwith
Tostudythefivekingdomsoflivingthingsandtheircharacteristics C
lassificationoflivingthings
thepicture.)
intokingdoms The animal, plant and fungi
Understandingwrittenandoraltexts
Language objectives
specific activities
kingdoms
(ClassCD,Unit1)
Todescribecells:big/small,hard,regular/irregular,round,long U
singlabelleddiagramstolearn
thepartsofcells
Toidentifythemainpartsofacell:membrane,nucleus,cytoplasm, The monera and the protista
organelle,chloroplast,cellwall U
singaVenndiagramto Knowledge and interaction
kingdoms
Tonamethelevelsoforganization:cell,tissue,organ,system,
understandthesimilaritiesand with the physical world
differencesbetweentheplant
organism Recognizingthecharacteristicsofthe
andanimalkingdoms
Todescribethefunctionsoflivingthings:eat,feedon,moveabout, fivekingdoms(SBp.10-11:Animal
U
singtablestoorganizeand kingdom,Plantkingdom,Fungi
react
learnvocabulary kingdom,Monerakingdom,Protista
Assessment criteria Investigate! Practising competences kingdom)
S howinginterestindifferent Whatlivesinadropofpond Identifyingthepartsofa
Differentiatebetweenunicellularandmulticellularlivingthings
typesofcellsandtheirmain water? microscope
Namethemainpartsofacell parts Competence in learning
Describeanimalandplantcells A
ppreciatingthecomplexityof
to learn
Namethefivelevelsoforganizationofmulticellularlivingthings:cell, theorganizationoflivingthings Show what you know Identifyingthepartsofamicroscope
tissue,organ,system,organism S howinginterestinthe Partsofanimalandplantcells (SBp.12:Practisingcompetences)
Namethefivekingdomsoflivingthingsandtheircharacteristics classificationoflivingthingsinto Levelsoforganizationof Findingoutwhatlivesinadropof
fivekingdoms livingthings water(SBp.12:Investigate!)
Thefivekingdomsoflivingthings Evaluatingonesownprogress
(SBp.13:Showwhatyouknow)
Values education References

to the Investigate!,
Understandingthefundamentalimportanceofcells
Appreciatingthatanorganismistheresultofallitssystems
workingtogether
Suggested timing for the unit

Reflectingonthediversityoflivingthingsandtheneedto
protectalllifeforms Practising
Competences
October November December
4A 4B
490095 _ 0012-0023.indd 12-13 05/08/13 16:50

and Show what
you know sections
A calendar to help References to educational

organize the values which students
school year will acquire in the unit
V
a
a
vi
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Opening page and Refresh your memory!
1 1
1
UNIT Unit 1 UNIT
Living things REFRESH YOUR MEMORY!

Objectives Refresh your memory!
The main content objectives Tointroducetheunittopic

Tolearnaboutwildmushrooms 1.1 Wild mushrooms are living things that grow on
LIFE PROCESSES
What three life processes do all living things
HABITATS
What is a habitat?
UsetherevisioncardstohelpSs
revisetheirpreviousknowledgeof
theunittopics.
Toactivatepreviousknowledge
for each lesson

other. They need moist, cool temperatures and carry out? a. A place where plants and animals live.
aboutlivingthings some light. Wild mushrooms are seasonal
a. Interaction, breathing and reproduction. Revisethefourtopicswiththeclass
and can be found in the autumn and spring. b. A very large place where animals live.
b. Growing, living and breathing. usingthesuggestionsbelow.
c. A small place where only plants live.
Key language There are many different types of wild
mushrooms, but they can look very similar, c. Nutrition, interaction and reproduction. d. A place where animals obtain food Ssaskandanswerthequestions
Vocabularyandstructures: which makes them very hard to identify. Wild d. Being born, living and dying. and water. orallyinpairs.
animal,forest,mushroom,trunk; edible and delicious, but others can be poisonous.
Checkanswersasaclass.
gomushrooming;cool,delicious,
Life processes
edible,moist,poisonous,seasonal
A summary of the key Presentation
AskSstogivesomeexamples
foreachlifeprocessandwrite
themontheboard.
language structures and Bringdifferenttypesoffresh

mushroomstoclass,orphotos.
AllowSstopickthemupandto
Habitats
Ssnamesixdifferenthabitats.
vocabulary observethemusingamagnifying
glass.Talkabouttheirshape, REPRODUCTION PLANTS AND ANIMALS
Writethemontheboard.Then,
askSstonamesomeanimalsand
size,colourandtexture.AskSsto Animals can be viviparous or oviparous. Plants are different from animals because plantsthatliveineachhabitat.
comparethesemushroomstothe What is a viviparous animal? a. they move more slowly. Revisehowanimalsandplants
a. An animal that lays eggs.
onesonpage4. b. they make their own food. adapttotheirhabitats.
Look, read and say c. An animal that eats other animals.
Reproduction
An introduction to the unit
d. they dont live in habitats.
Sslookatthephotosonpage4. LOOK, READ AND SAY Revisethedifferencebetween
Pointtodifferentmushrooms.AskSs Where can you find wild mushrooms? viviparousandoviparousanimals.
theme
todescribethem.Pointtothelargest Why can you find wild mushrooms in autumn AskSstoidentifythefivevertebrate
photo.Ask:Whatseasonisit?How and spring? groups(mammals,birds,fish,
doyouknow? Why is it so important to identify mushrooms amphibians,reptiles).Volunteers
correctly?
1.1 giveexamplesofeachgroupand
did you go? saywhethertheseanimalsare
PlayTrack 1.1.Sslistenandread. Do you think mushrooms are plants or viviparousoroviparous.
animals?
Next,volunteersaskandanswer
Questions to stimulate
Plants and animals
thequestionsonthepage.Ask
4 WHAT DO YOU REMEMBER? Test your partner. five 5 Revisethethreetypesofplants
morequestionstorecycleand
(trees,bushes,grasses.)Then,Ss
practisevocabulary:
observation skills, activate D oyouthinkanyofthemushrooms

onthispagearepoisonous?
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sayhowplantsdifferfromanimals.
prior knowledge and to Haveyoueverseenanywild

mushrooms?
Thinkofsafetyrulesforgoing
Reinforcement Reinforcement
introduce the main theme of

UsethephotostoplayIspy:Ispywithmylittleeyesomethingthatbegins Saytrueorfalsestatementsabouthabitats,reproduction,andplants
mushrooming.
withtheletterG.(Grass.) andanimals.Inteams,theclasstakeitinturnstoanswertrueorfalse.
Doyoulikeeatingwild Iftheyarecorrect,theywinonepoint.Iftheyareincorrect,theotherteam
mushrooms?
the unit Extension
Sschooseoneofthemushroomsinthephotographs,drawitandthen
winsthepoint.
Extension
writeashortdescriptionintheirownwords.
Photos(clockwisefromtopleft): Ssmakeanindexcardofapoisonousmushroom.Theyshouldincludea Writeontheboard:Whichanimalsareendangeredbecausetheir
sickener(Russulaemetica); description,whereitgrowsandhowtoxicitis.Theyattachapicture.Use habitatsarechanging?SssearchtheInternettofindexamplesandshare
glisteninginkcap(Coprinus theindexcardstomakeaposterfortheclasscalledBECAREFUL! themwiththeclass.
micaceus);flymushroom(Amanita
muscaria);turkeytailfungus
(Trametesversicolor)
4 5
490095 _ 0012-0023.indd 14-15 05/08/13 16:51
Information and practice pages

UNIT 1
What are cells? 1.3 The parts of a cell
Unit 1 UNIT 1
Full-colour reproductions
of the Students Book
organelles
Objectives Cells have three main parts: 1
1.3
1.2 Membrane. This is the covering around the cell.
All living things carry out three basic life processes:
Tolearnthecharacteristicsofcells nutrition, reproduction and sensitivity. In addition, all Nucleus. This is the part that controls the function of the cell.
nucleus
PlayTrack 1.3.Sslistenandread.
pages
Toidentifythemainpartsofacell living things are made up of cells. Cytoplasm. This is a jelly-like material, composed mainly of cytoplasm membrane Theypointtothemainpartsof
water, between the nucleus and the membrane. It contains
Todifferentiatebetweenanimal Cells are the basic units of life. Most cells are very small and
2 Bakers yeast, used to make bread, is thecellinthediagrams.
a unicellular living thing. the organelles, which carry out different functions of the cell. 1 The main parts of a cell.
andplantcells can only be seen through a microscope. Ask:Howareplantandanimal
Cells are living units and they carry out the three basic life Animal and plant cells cellsdifferent?Whatspecialized
Key language a particular function. 1 All animal and plant cells have three main parts: a membrane, organelles
plantcellsabsorbsunlight?Why
a nucleus and cytoplasm with organelles. However, animal doplantsneedsunlight?What
Vocabularyandstructures:nutrition, Depending on the number of cells, living things can be
and plant cells are different. cytoplasm
classified into: makesplantsgreen?Whatmakes
sensitivity,reproduction;cellwall, Plant cells have specialized organelles called chloroplasts that
Unicellular. Living things made up of a single cell. 2 someplantstemshard?
chlorophyll,chloroplast,cytoplasm, absorb sunlight, which plants need to make their own food. nucleus
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are Chloroplasts contain chlorophyl, which makes plants green.
membrane,nucleus,organelle;
Activities
Ideas to introduce the
and animals are multicellular. 3 multicellular living things. cell wall
covering,liver,neuron,microscope, Animal cells can be many different shapes. 2
chloroplasts
shape,yeast;absorb,carryout, Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell.
1. Work with the picture. Compare
topic and motivate

(be)composedof,specialize;basic, the animal and plant cells. Talk
jelly-like,multicellular/unicellular muscle cell about how they are similar and
red blood cell
how they are different.
students. Fun activities

Presentation Sslookatdiagram2.Ask:Do
Explainthatsensitivity(reactingto white blood cell animalcellshavechloroplasts?
theenvironment)includesthelife Whichcellshaveacellwall?
which students can relate

liver cell
processinteraction. neuron
Inpairs,Sstakeitinturnstosay
intestine cell
Showpicturesofcells.Ssdescribe
3 The cell wall makes some plant stems very hard. howanimalandplantcellsare
similarandhowtheyaredifferent.
to their personal
whattheysee.Say:Alllivingthings Activities
aremadeupofcells. 1.4
Activities
1.2 are similar and how they are different.
PlayTrack 1.2.Sslistenandread.
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
Talk about their shape and their particular function.
2 Match and write sentences in your notebook.
The membrane... is around the membrane of plant cells.
PlayTrack 1.4.Sslookatthe
illustration,listenandchecktheir
answerstoActivity1.
experience
Ask:Howcanweseeverysmall 2 Copy and complete the sentences. The cell wall... is between the membrane and the nucleus.
cells?Whatdocellsdo?Whatisthe a. Every living thing is made up of . The nucleus... are specialized plant organelles. 2. Match and write sentences
differencebetweenunicellularand b. We are living things. The cytoplasm... controls the function of the cell. in your notebook.
multicellularlivingthings? c. We can only see cells through a . The organelles... is the covering around the cell. Volunteersreadoutthebeginning
!, Sslookatphotographs2and3.
Ask:Whichoftheselivingthings
d. All cells carry out the life processes of , reproduction and . The chloroplasts... are located in the cytoplasm. ofthesentencesforother
volunteerstocomplete.
Audio tracks are clearly
doyouthinkismulticellular?A Sswritethecompletesentences
6 six seven 7
signposted
volunteerreadsthecaptions. intheirnotebooks.
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Activities
1. Work with the picture. Describe
the different types of human cells
to your partner. Reinforcement Reinforcement
AskSsaboutthedifferenthuman Drawthedifferenttypesofhumancellsontheboard.Volunteersdescribe Ssdrawandlabelaplantcellandananimalcell.
cellsinillustration1:Whichcellis
ns
eachone.Theytalkaboutitsshapeandfunction.
roundandred,withadentinthe Extension
middle?Whichcellislongandthin? Extension Ingroups,Ssfindoutaboutbambooplantsandmakeaposter.They
Whatsystemisthe(intestinecell)
Findimagesofcellsoflivingthingsasseenthroughamicroscopeonthe includewherebambooplantsgrow,whatanimalseatbambooplants,
partof?(Theintestinecellispart
Internet,forexample,amoebaorparamecium,andshowthemtoSs. howpeoplemakeuseofbamboo,etc.Theyincludeapictureof
ofthedigestivesystem.)
abambooplantandadrawingofbamboocells.
Ssdotheactivityinpairs.
2. Copy and complete the sentences.
Sscopyandcompletethesentences
intheirnotebooks.
Activity Book, page 4
6 7
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Vocabulary is grouped Cross-reference to the A wide variety of optional reinforcement

and presented in Activity Book and extension activities
alphabetical order
vii
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Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
1
contexts and situations. They encourage the development of skills rather than the assimilation
oftheoretical content: individuals become competent when they learn how to solve problems
effectively. Competences develop progressively and are acquired in different learning situations
and institutions. They are interdisciplinary because they integrate knowledge that originates
indifferent academic disciplines. Essential Science Plus 5 focuses on key competences in the unit
activities. The Practising competences page per unit helps develop skills related to competences.
Key competences in Science
ompetence in
C ocial competence
S
linguistic communication and citizenship
This is the ability to interpret and use language as a tool This competence refers to the ability to understand and
for oral and written communication. Verbal participate successfully in the society in which we live.
communication is fostered by the exchange of opinions, AtPrimary level, this is developed by promoting group
the narration of personal experiences and by giving cooperation, solidarity and satisfaction at successfully
oral expositions on different topics. Reading and writing completing given tasks. An understanding of codes
simple texts also develop this competence. ofconduct and customs in different environments is
essential. This is achieved through the discussion of
appropriate and inappropriate behaviour in different
Mathematical situations.
competence
This competence is the ability to use numbers, perform ultural and artistic
C
basic operations, understand symbols and solve
competence
problems in order to interpret the physical world.
Natural Science includes mathematical interpretations This competence involves recognising the importance
and the mathematical expression of natural facts ofartistic creations at various times in history and in
andphenomena. different cultures. It includes the appreciation of the
visual arts, music and literature. The systematic
interpretation of illustrations and photographs helps to
nowledge and interaction
K develop this competence.
with the physical world
This competence develops the ability to interact with ompetence in learning
C
thephysical world and apply the scientific method to
to learn
explain its phenomena. At Primary level, students are
encouraged to define and solve problems, design This competence is acquired by learning how to apply
andcarry out simple experiments, work out solutions, different techniques aimed at selecting, organizing,
analyse and describe their results. interpreting and memorizing information. The sections
Show what you know and Show that you can give
students the opportunity to summarize what they have
rocessing information and digital
P learned.
competence
This is the ability to use both traditional and modern utonomy and personal
A
technologies to obtain, process and transmit
initiative
information found in traditional and digital media.
Students learn how to use lists, tables and index cards The study of Science demands autonomy and initiative.
toclassify information. They develop confidence in From the moment a hypothesis is formulated, until
anda critical use of Information and Communication conclusions are reached, students need to plan and
Technology (ICT). organize their work creatively and with critical sense.
viii
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Contents
Introduction
Student's material....................................................... ii
Teacher's resources................................................... iii
Student's Book............................................................ iv
Teacher's Book............................................................ vi
Key competences....................................................... viii
Teacher's Book contents............................................ ix
Student's Book 5 contents.......................................... x
Lesson plans
Term 1
Unit 1............................................................................ 4
Unit 2........................................................................... 14
Unit 3........................................................................... 24
Unit 4........................................................................... 34
End of Term 1............................................................... 44
Term 2
Unit 5........................................................................... 46
Unit 6........................................................................... 56
Unit 7............................................................................ 66
Unit 8........................................................................... 76
End of Term 2.............................................................. 86
Term 3
Unit 9........................................................................... 88
Unit 10.......................................................................... 98
Unit 11........................................................................... 108
Unit 12.......................................................................... 118
End of Term 3.............................................................. 128
Key vocabulary........................................................... 130

Audio transcripts........................................................ 136
Answer key.................................................................. 142
ix
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Student's Book 5 Contents
UNIT TOPICS PRACTISING COMPETENCES
1 Living things What are cells?

The parts of a cell
The organization of living thing s
Identifying the parts of a microscope
The classification of living things

The animal, plant and fungi kingdoms
The monera and the protista kingdoms
4
2 Animals Vertebrates. Mammals and birds

Vertebrates. Reptiles, amphibians and fish
Invertebrates. Sponges, cnidarians
Discovering interesting marine
animals
and worms
Invertebrates. Echinoderms and molluscs
Arthropods
14 Insect groups
3 Plants Plant classification. Non-flowering plants

Seed-producing plants
Plant sensitivity
Observing and displaying the parts
of a flower
Plant nutrition
Sexual reproduction
Asexual reproduction
24
4 Ecosystems Components of ecosystems

Relationships in ecosystems
Nutrition in ecosystems
Fighting solid waste pollution
Food chains and food webs

Ecosystems in danger
Protecting ecosystems
34
END OF TERM
5 The Universe Components of the Universe

Types of galaxies
The Solar System. The Sun and the planets
Observing the skies
Dwarf planets and small celestial bodies

Space exploration
Living in Space
46
6 The Earth The Earths spheres: the geosphere

and the hydrosphere
The atmosphere and the biosphere
Analysing the consequences
of a natural disaster
External changes to the Earths crust

Volcanoes and earthquakes
Types of rocks
The rock cycle
56
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UNIT TOPICS PRACTISING COMPETENCES
7 The landscapes
of Spain
Landscapes of the Iberian Peninsula
Mountains of the Iberian Peninsula
Spanish coasts and Islands
Using a map scale to calculate
distances
Rivers in Spain
The watersheds of Spain
Lakes, lagoons and reservoirs
66
8 The climates
of Spain
Climate
Factors that affect climate
Climate variation in Spain
Looking at climatic conditions to help
plan a trip
The climates of Spain

The climates of Spain
Vegetation in Spain
76
END OF TERM
9 Population
and the economy
Population and population density
Factors affecting population
The population of Spain
Analyzing the production process
The primary sector in Spain

The secondary sector in Spain
The tertiary sector in Spain
88
10 Prehistory The Palaeolithic Age

Tools and art in the Palaeolithic Age
The Neolithic Age
Discovering the work
of archaeologists
Tools and art in the Neolithic Age

The Metal Ages
New inventions and megalithic
98 monuments
11 Ancient History Pre-Roman times

Early colonizers
Roman Hispania. Political life
Using timelines to organize past
events
Roman Hispania. Social life

Pre-Roman art
Roman art and architecture
108
12 The Middle Ages The Visigoths

Al-Andalus
Life in Al-Andalus
Comparing Romanesque and Gothic
architecture
The Christian Kingdoms

Medieval cities
Architecture in the Middle Ages
118
END OF TERM AND KEY VOCABULARY
xi
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1 Living things U
Unit content
Content objectives Contents

To understand that all living things are made up of one or more cells Basic life processes: nutrition,
To learn the main parts of a cell reproduction and sensitivity
To differentiate between animal and plant cells Parts of animal and plant cells
To learn about the five levels of organization of multicellular living Levels of organization of
things: cell, tissue, organ, system, organism multicellular organisms
To study the five kingdoms of living things and their characteristics Classification of living things
into kingdoms
Language objectives
To describe cells: big/small, hard, regular/irregular, round, long Using labelled diagrams to learn
the parts of cells
To identify the main parts of a cell: membrane, nucleus, cytoplasm,
organelle, chloroplast, cell wall Using a Venn diagram to
understand the similarities and
To name the levels of organization: cell, tissue, organ, system,
differences between the plant
organism
and animal kingdoms
To describe the functions of living things: eat, feed on, move about,
Using tables to organize and
react
learn vocabulary
Assessment criteria
Showing interest in different
Differentiate between unicellular and multicellular living things
types of cells and their main
Name the main parts of a cell parts
Describe animal and plant cells Appreciating the complexity of
Name the five levels of organization of multicellular living things: cell, the organization of living things
tissue, organ, system, organism Showing interest in the
Name the five kingdoms of living things and their characteristics classification of living things into
five kingdoms
Suggested timing for the unit

October November December
4A
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Unit outline
Competences
Competence in linguistic
Living things communication
Describing the different types
of human cells (SB p. 6: 1. Work
What are cells? with the picture .)
Describing the similarities and
differences between animal
and plant cells (SB p. 7: 1. Work with
The parts of a cell the picture .)
Describing the parts of cells (SB p. 7:
2. Match and write sentences in your
The organization of living things notebook.)
Describing the levels of organization
of a living thing (SB p. 9: 3. Copy
the diagram in your notebook.)
The classification of living things
Describing the characteristics
of kingdoms (SB p. 11: 1. Work with
the picture.)
The animal, plant and fungi
Understanding written and oral texts
kingdoms
(Class CD, Unit 1)
The monera and the protista

Knowledge and interaction
kingdoms
with the physical world
Recognizing the characteristics of the
five kingdoms (SB p. 10-11: Animal
kingdom, Plant kingdom, Fungi
kingdom, Monera kingdom, Protista
Investigate! Practising competences kingdom)
What lives in a drop of pond Identifying the parts of a
water? microscope
Competence in learning
to learn
Show what you know Identifying the parts of a microscope
Parts of animal and plant cells (SB p. 12: Practising competences)
Levels of organization of Finding out what lives in a drop of
living things water (SB p. 12: Investigate!)
The five kingdoms of living things Evaluating ones own progress
(SB p. 13: Show what you know)
Values education
Understanding the fundamental importance of cells
Appreciating that an organism is the result of all its systems
working together
Reflecting on the diversity of living things and the need to
protect all life forms
4B
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1
1
UNIT
Living things
Objectives
To introduce the unit topic
To learn about wild mushrooms 1.1 Wild mushrooms are living things that grow on
To activate previous knowledge other. They need moist, cool temperatures and
about living things some light. Wild mushrooms are seasonal
Key language There are many different types of wild

mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
Vocabulary and structures:
animal, forest, mushroom, trunk; edible and delicious, but others can be poisonous.
go mushrooming; cool, delicious,
edible, moist, poisonous, seasonal
Presentation
Bring different types of fresh
mushrooms to class, or photos.
Allow Ss to pick them up and to
observe them using a magnifying
glass. Talk about their shape,
size, colour and texture. Ask Ss to
compare these mushrooms to the
ones on page 4.
Look, read and say

Ss look at the photos on page 4. LOOK, READ AND SAY
Point to different mushrooms. Ask Ss Where can you find wild mushrooms?
to describe them. Point to the largest Why can you find wild mushrooms in autumn
photo. Ask: What season is it? How and spring?
do you know? Why is it so important to identify mushrooms
correctly?
1.1
did you go?
Play Track 1.1. Ss listen and read. Do you think mushrooms are plants or
animals?
Next, volunteers ask and answer
the questions on the page. Ask
more questions to recycle and 4
practise vocabulary:
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Do you think any of the mushrooms
on this page are poisonous?
Have you ever seen any wild
mushrooms? Reinforcement
Think of safety rules for going
Use the photos to play I spy: I spy with my little eye something that begins
mushrooming.
with the letter G. (Grass.)
Do you like eating wild
mushrooms?
Extension
Ss choose one of the mushrooms in the photographs, draw it and then
write a short description in their own words.
Photos (clockwise from top left): Ss make an index card of a poisonous mushroom. They should include a
sickener (Russula emetica); description, where it grows and how toxic it is. They attach a picture. Use
glistening inkcap (Coprinus the index cards to make a poster for the class called BE CAREFUL!
micaceus); fly mushroom (Amanita
muscaria); turkey tail fungus
(Trametes versicolor)
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Unit 1 UNIT 1
REFRESH YOUR MEMORY!
Refresh your memory!
Use the revision cards to help Ss
LIFE PROCESSES HABITATS revise their previous knowledge of
What three life processes do all living things What is a habitat?
the unit topics.
carry out? a. A place where plants and animals live.
a. Interaction, breathing and reproduction. Revise the four topics with the class
b. A very large place where animals live.
b. Growing, living and breathing. using the suggestions below.
c. A small place where only plants live.
c. Nutrition, interaction and reproduction. d. A place where animals obtain food Ss ask and answer the questions
d. Being born, living and dying. and water. orally in pairs.
Check answers as a class.
Life processes
Ask Ss to give some examples
for each life process and write
them on the board.
Habitats
Ss name six different habitats.
Write them on the board. Then,
REPRODUCTION PLANTS AND ANIMALS ask Ss to name some animals and
Animals can be viviparous or oviparous. Plants are different from animals because plants that live in each habitat.
What is a viviparous animal? a. they move more slowly. Revise how animals and plants
a. An animal that lays eggs. b. they make their own food. adapt to their habitats.
c. An animal that eats other animals. d. they dont live in habitats. Reproduction
Revise the difference between
viviparous and oviparous animals.
Ask Ss to identify the five vertebrate
groups (mammals, birds, fish,
amphibians, reptiles). Volunteers
give examples of each group and
say whether these animals are
viviparous or oviparous.
Plants and animals

WHAT DO YOU REMEMBER? Test your partner. five 5 Revise the three types of plants
(trees, bushes, grasses.) Then, Ss
13/03/13 11:39 490073 _ 0004-0013.indd 5 13/03/13 11:39
say how plants differ from animals.
Reinforcement
Say true or false statements about habitats, reproduction, and plants
and animals. In teams, the class take it in turns to answer true or false.
If they are correct, they win one point. If they are incorrect, the other team
wins the point.
Extension
Write on the board: Which animals are endangered because their
habitats are changing? Ss search the Internet to find examples and share
them with the class.
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UNIT 1
What are cells? 1.3
Objectives 1.2
All living things carry out three basic life processes:
To learn the characteristics of cells nutrition, reproduction and sensitivity. In addition, all
To identify the main parts of a cell living things are made up of cells.
2 Bakers yeast, used to make bread, is
To differentiate between animal Cells are the basic units of life. Most cells are very small and a unicellular living thing.
and plant cells can only be seen through a microscope.
Cells are living units and they carry out the three basic life
Key language a particular function. 1
Vocabulary and structures: nutrition, Depending on the number of cells, living things can be
classified into:
sensitivity, reproduction; cell wall,
Unicellular. Living things made up of a single cell. 2
chlorophyll, chloroplast, cytoplasm,
Multicellular. Living things made up of many cells. Plants 3 All plants and animals are
membrane, nucleus, organelle; and animals are multicellular. 3 multicellular living things.
covering, liver, neuron, microscope,
shape, yeast; absorb, carry out,
(be) composed of, specialize; basic,
jelly-like, multicellular/unicellular muscle cell
red blood cell
Presentation
Explain that sensitivity (reacting to white blood cell
the environment) includes the life liver cell

neuron
process interaction. intestine cell
Show pictures of cells. Ss describe
what they see. Say: All living things
are made up of cells.
1.4
Activities
1.2
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
Play Track 1.2. Ss listen and read. Talk about their shape and their particular function.
Ask: How can we see very small 2 Copy and complete the sentences.
cells? What do cells do? What is the a. Every living thing is made up of .
difference between unicellular and b. We are living things.
multicellular living things? c. We can only see cells through a .

d. All cells carry out the life processes of , reproduction and .
Ss look at photographs 2 and 3.
Ask: Which of these living things
do you think is multicellular? A
6 six
volunteer reads the captions.
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Activities
1. Work with the picture. Describe
the different types of human cells
to your partner. Reinforcement
Ask Ss about the different human Draw the different types of human cells on the board. Volunteers describe
cells in illustration 1: Which cell is each one. They talk about its shape and function.
round and red, with a dent in the
middle? Which cell is long and thin? Extension
What system is the (intestine cell)
Find images of cells of living things as seen through a microscope on the
part of? (The intestine cell is part
Internet, for example, amoeba or paramecium, and show them to Ss.
of the digestive system.)
Ss do the activity in pairs.
2. Copy and complete the sentences.
Ss copy and complete the sentences
in their notebooks.
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Unit 1 UNIT 1
1.3 The parts of a cell
Cells have three main parts: 1 organelles
1.3
Membrane. This is the covering around the cell.
nucleus
Nucleus. This is the part that controls the function of the cell. Play Track 1.3. Ss listen and read.
Cytoplasm. This is a jelly-like material, composed mainly of cytoplasm membrane They point to the main parts of
water, between the nucleus and the membrane. It contains
the cell in the diagrams.
the organelles, which carry out different functions of the cell. 1 The main parts of a cell.
Ask: How are plant and animal
Animal and plant cells cells different? What specialized
All animal and plant cells have three main parts: a membrane, organelles
plant cells absorb sunlight? Why
a nucleus and cytoplasm with organelles. However, animal do plants need sunlight? What
and plant cells are different. cytoplasm
makes plants green? What makes
Plant cells have specialized organelles called chloroplasts that
absorb sunlight, which plants need to make their own food.
some plant stems hard?
nucleus
Chloroplasts contain chlorophyl, which makes plants green.
cell wall
chloroplasts
Activities
Animal cells can be many different shapes. 2
Plant cells have a rigid cell wall around the membrane. 3 2 Animal cell and plant cell.
1. Work with the picture. Compare
the animal and plant cells. Talk
about how they are similar and
how they are different.
Ss look at diagram 2. Ask: Do
animal cells have chloroplasts?
Which cells have a cell wall?
In pairs, Ss take it in turns to say
3 The cell wall makes some plant stems very hard. how animal and plant cells are
Activities similar and how they are different.
1.4
are similar and how they are different.
Play Track 1.4. Ss look at the
2 Match and write sentences in your notebook.
illustration, listen and check their
The membrane... is around the membrane of plant cells.
answers to Activity 1.
The cell wall... is between the membrane and the nucleus.
The nucleus... are specialized plant organelles. 2. Match and write sentences
The cytoplasm... controls the function of the cell. in your notebook.
The organelles... is the covering around the cell. Volunteers read out the beginning
The chloroplasts... are located in the cytoplasm. of the sentences for other
volunteers to complete.
Ss write the complete sentences
seven 7
in their notebooks.
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Reinforcement
Ss draw and label a plant cell and an animal cell.
Extension
In groups, Ss find out about bamboo plants and make a poster. They
include where bamboo plants grow, what animals eat bamboo plants,
how people make use of bamboo, etc. They include a picture of
a bamboo plant and a drawing of bamboo cells.
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UNIT 1
The organization of living things
Objectives
A B
To learn that multicellular
organisms are made up of different
types of cells
To identify the different levels of
organization: cells, tissues, organs,
systems, organisms
1 Examples of tissues. A. The muscle
Key language 1.5 Levels of organization
tissue of an animal. B. The epidermal
tissue of a plant.
Vocabulary and structures: Multicellular living things are made up of many different types
epidermis, organ, organism, of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
organization, system, tissue;
Tissues. Groups of the same type of cells join together to 1.6
(be) made up of, consist of, form, form tissues. All the cells which form a tissue perform the
join together, perform, work same function. For example, animals have muscle tissue
which consists of many muscle cells. Plants also have
together; common, epidermal,
tissues, for example, the epidermis is the tissue that covers
muscular; within; Tissues join leaves and consists of epidermal cells. 1
together to form organs. Organs. Tissues join together to form organs. Tissues in
organs work together to perform a common function.
Presentation For example, muscle tissues join together to make the

muscle organ. Plants also have organs. 2 2 Leaves and stems are plant organs.
Ask: What does unicellular mean?

What does multicellular mean? Are
plants multicellular or unicellular? CELLS TISSUES ORGANS
1.5
Play Track 1.5. Ss listen and read

muscle cell muscle tissue
the text on pages 8 and 9. Ask: organ: muscle
What are multicellular living things

made up of? What are tissues
made up of? What are organs
made up of? Do plants have
organs? bone cell organ: bone
Ss look at the examples of tissues bone tissue
in diagram 1. Ask: Are animals and

plants multicellular or unicellular?
8 eight
What does muscle tissue consist
of? What does a plant epidermis 490073 _ 0004-0013.indd 8 13/03/13 11:39 490073 _ 0004-0013.i
consist of? Where is the epidermis

of a plant?
Ask: What are systems made
up of? What does the muscular Reinforcement
system do? What do all the systems
Ss play Hangman with key words from the text on pages 8 and 9.
together form?
Extension
Show a photograph of a raw pork tenderloin or bring one to class. Help
Ss to identify the muscles, the tendons, the fat, and the connective tissue.
Then, they draw and label a pork tenderloin in their notebooks.
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Unit 1 UNIT 1
Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move. Ss look at the diagram on pages 8
Organisms. Finally, all the different types of systems work and 9.
together to form an organism. In a multicellular living thing,
cells, tissues, organs and systems all work together so the
Focus on the levels of organization
organism functions correctly. of the muscular system. Ss follow
the arrow from the different levels
Activities to the dog (cells, tissues, organs,
systems, organism). Repeat with
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different the skeletal system.
levels of organization of a dog.
Draw a flow chart on the board:
2 Copy and complete the text.
cells tissues organs
Groups of cells work together to form . Tissues are organized to form .
systems organism. Ss compare
Animals have tissue which consists of muscle cells. Plants have which consist
of epidermal cells.
it to the diagram.
1.6 3 Copy the pictures Ask: What is bone tissue made up
in your notebook. of? What are bones made up of?
Label the levels What is the skeletal system made
of organization
and connect them
of? Etc.
in order with arrows
to make a diagram. Activities
1. Work with the picture. Look at
the diagram.
Ss look at the diagram on pages
8 and 9. Ask: What levels of
SYSTEMS ORGANISM
organization can you see? What
kind of systems can you see?
In pairs, Ss take it in turns to
describe the levels of organization
of a dog.
2. Copy and complete the text.
muscular system Read out the sentences. Ss say
the missing words.
dog
Ss copy and complete the text.
skeletal system
3. Copy the pictures in your
notebook.
nine 9 Name the levels of organization
and ask Ss to point to the
13/03/13 11:39 490073 _ 0004-0013.indd 9 13/03/13 11:39 corresponding pictures. Ask: Which
is the (first) level of organization
of a cat? Ss: The (bone cell). Etc.
Ss copy the pictures in the correct
Reinforcement order in their notebooks to make
Ss choose either the levels of organization of muscles or of bones a diagram. They label the levels
and copy and label the drawings in their notebooks. of organization and then connect
them with arrows.
Extension 1.6
Ss find diagrams of the five levels of organization of living things on the
Play Track 1.6. Ss look at their
Internet. They choose one and make a flow chart in their notebooks,
diagram of the levels of organization
similar to the one on the board.
of a cat and check their diagrams.
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UNIT 1
The classification of living things 1.8
Objectives
1.7
Living things are classified into groups called kingdoms. There are five
To recognize that living things are
kingdoms:
classified into five kingdoms Animal kingdom Plant kingdom Fungi kingdom
To identify the main characteristics Monera kingdom Protista kingdom
of each of the five kingdoms
To learn about viruses
Animal kingdom A B
Key language The main characteristics of animals are:
Vocabulary and structures: alga They are multicellular living things.
(algae), bacteria, cholera, fungus They eat other living things.

C
(fungi), protozoa, stimulus (stimuli), They can move about from one place to another.
They have a nervous system and sense organs.
substance; (be) fixed to, cause,
They react to stimuli.
feed on, move about, react; Animals. A. Squirrel. B. Dolphin. C. Lynx.
abundant, aquatic, harmful,
Plant kingdom
helpful, microscopic, multicellular/
The main characteristics of plants are: A B
unicellular, visible; beneath; mainly,
They are multicellular living things.
towards; They can/cannot move
They can make their own food by using
about. sunlight and substances from the soil.
They cannot move about because they are
Presentation fixed by roots.
They do not have a nervous system or
Ss brainstorm the main sense organs.
characteristics of living things. They can react to stimuli, for example, many
Show pictures of different living plants grow towards the light. Plants. A. Bean shoot. B. Daisies.
things. Ss say how they are similar

Fungi kingdom
or how they are different from
each other. Fungi are different from animals and plants. Most
of a fungus grows beneath the soil. A mushroom
1.7 is the visible part of a fungus.

They are mainly multicellular living things,
although some are unicellular.
Play Track 1.7. Ss listen and read.
They cannot make their own food. They feed
on other organisms.
Ask: What are the main
They cannot move about because they are
characteristics of the animal/plant fixed to something. Most fungi are multicellular.
kingdom?
10 ten
Ask: Where does most of a fungus
grow? How do fungi get food? Can 490073 _ 0004-0013.indd 10 13/03/13 11:39 490073 _ 0004-0013.i
fungi move about? How are fungi

similar to animals? How are they
different from plants?
Ask Ss to say what they can see in Reinforcement

the photographs. In pairs, Ss make true or false statements about the animal, plant and fungi
kingdoms and take it in turns to answer.
Which characteristics of animals
and plants are the same? Which
Extension
are different?
Ss search the Internet for a simple structural diagram of fungi. They draw
and label it.
10
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Unit 1 UNIT 1
1.8 Monera kingdom
The main characteristics of monerans are: A B
1.8
They are unicellular living things.
This kingdom includes bacteria, the most abundant Play Track 1.8. Ss listen and read.
living things. Bacteria are very small and can only
be seen through a microscope. Ask: Which kingdom do bacteria
Some bacteria can make their own food, and others belong to? How many cells have
feed on other organisms. they got? How do they get food?
Some bacteria are helpful, like the ones used to Ss look at the examples of bacteria.
make yoghurt; but others are harmful, like the ones
that cause cholera. 1 1 Examples of bacteria. A. Yoghurt. B. Cholera.
(These are magnified images seen
through a microscope.)
Protista kingdom Ask: Are protists unicellular or
The main characteristics of protists are: A B multicellular? Where do algae live?
They can be unicellular or multicellular living things.
Ss look at the photographs of
They include protozoa, unicellular organisms that
feed on other organisms.
protozoa and algae. Which of these
They also include algae, unicellular or multicellular protists do we need a microscope
aquatic organisms that can make their own food. 2 to see? (The protozoa.)
Ask: Why are viruses not included
Viruses. Viruses are not included in any of the five in any of the five kingdoms? Where
kingdoms because they are not living things. A virus
is a microscopic body that can only reproduce 2 A. Protozoa. B. Algae.
do viruses reproduce?
inside living things. Viruses may cause illnesses.
Activities Activities
1. Work with the picture.
1 WORK WITH THE PICTURE. Look at the photographs of animals and plants.
Which characteristics do they illustrate? In pairs, Ss describe the
2 Choose one of the living things. Describe it and say why it belongs to a certain kingdom.
characteristics of the animals
and plants in the photos.
3 Draw a Venn diagram in your notebook and include similarities and differences
between the plant and animal kingdoms. 2. Choose one of the living things.
4 Copy the table and tick (). Give an example: A dolphin is
multicellular. It eats fish. It can
animals plants fungi bacteria protists
swim. It has a nervous system and
unicellular
sense organs and reacts to stimuli.
multicellular
It belongs to the animal kingdom.
make their own food
3. Draw a Venn diagram in
feed on other organisms
your notebooks and include
similarities and differences
between the plant and animal
eleven 11
kingdoms.
13/03/13 11:39 490073 _ 0004-0013.indd 11 13/03/13 11:39
Show Ss where to write
characteristics of plants, animal or
both:
Reinforcement PLANTS ANIMALS

BOTH
Divide the class into two teams. Show pictures of living things. Each team
has a few minutes to write as many characteristics of the living thing as
they can. Each characteristic wins a point.
Extension
Ss search the Internet to find the differences between bacteria and viruses. 4. Copy the table and tick ().
Before Ss complete the activity, ask
about the different characteristics in
the table: Are animals (unicellular)?
11
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UNIT 1 Practising competences
Objectives IDENTIFYING THE PARTS OF A MICROSCOPE
To practise key competences Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope.
arising from the unit
A microscope is an instrument with several lenses that make very small objects appear
To apply key concepts much larger than they really are.
To identify the parts of a microscope Tube. It supports
ANSWER THE QUESTIONS
the eyepiece.
Key language Eyepiece. It contains

When using a microscope
a. where do you place the sample?
the lens you look through.
Vocabulary and structures: arm, b. which parts contain lenses?
c. how do you focus the sample?
base, diaphragm, eyepiece,
Objective lenses. d. how do you control the light?
focusing knob, light source, These lenses
objective lens, stage, tube; This is magnify the sample.
where you put the sample.
Stage. This is where
Presentation you put the sample.
Arm. It supports the
different parts of
the microscope.
Show Ss pictures of different
kinds of microscopes. Show images Diaphragm.
It controls the amount of
of things as seen through light projected onto the
Focusing knobs.
They help to adjust
a microscope. sample.
the focus.
Volunteers read the text and the
parts of the microscope. Light source. It provides Base. It supports
light to look at the sample. the microscope.
In groups, Ss answer the questions.
Activities
1. Investigate! What lives in a drop
Investigate!
1 What lives in a drop of pond water?
of pond water? Instructions
Ask: What kind of things do you 1. Put a drop of pond water on a 4. Draw what you see in your notebook.
microscope slide and place a cover Label the parts of cells that you can
think live in a drop of pond water? slip over it. identify. Can you tell if any of the cells are
Read the instructions with the class. 2. Put the slide on the microscope stage. plants or protozoa? Explain.
Now write some sentences under your
Ss look at the living organisms 3. Look through the eyepiece. Use the
picture, describing what you see.
focusing knobs to adjust the focus. Start
in the drop of pond water and draw with the large knob.
what they see in their notebooks.
Ask: Can you identify any cells?
Ss label the parts of the cells in their 12 twelve
drawings.
490073 _ 0004-0013.indd 12 13/03/13 11:39 490073 _ 0004-0013.i
Ask: Are they plant cells or
protozoa? How do you know?
Ss write sentences under their
pictures describing what they see. Reinforcement
Divide the class into two teams. Describe a part of a microscope:
(This is where you put the sample.) The first team to say the name
of the part wins a point. (The stage.)
Extension
Ss search the Internet to find out why microscopes are useful
in medicine. Who uses microscopes? What kind of microscope is used?
What do they use them for?
Activity Book, page 7 A
12
490095 _ 0012-0023.indd 22 08/08/13 13:14

Show what you know Unit 1 UNIT 1
1 Copy the table and tick (). 2 Copy and complete the diagram of the
levels of organization.
Objectives
animal cell plant cell
To revise key vocabulary and
membrane organism
concepts from the unit
cell wall
To give Ss the opportunity to check
nucleus
their own progress
cytoplasm
cells
organelles
Key language
chloroplasts
Vocabulary and structures: revision
of Unit 1
3 Compare plants and animals to fungi. Write sentences in your notebook describing
how fungi are similar to plants, and how they are similar to animals. Presentation
Ss look back though Unit 1 and
revise the vocabulary. Ask: What
are cells? (The basic units
of life.) Etc.
Activities
1. Copy the table and tick ().
Ask about animal and plant cells:
Do animal cells have a cell wall?
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. . and . can be multicellular.
Ss complete the activity in their
b. . and . can make their own food.
notebooks.
c. . and . can move about. 2. Copy and complete the diagram
d. . and . can be harmful. of the levels of organization.
Brainstorm the order of the levels
5 SPEAKING. Read and discuss with your partner which kingdom each living thing of organization. Ss complete the
belongs to.
diagram in their notebooks.
a. It is a multicellular living thing. It cannot move about. It makes its own food.
3. Compare plants and animals
b. It is a unicellular living thing. It is very small and can be harmful.
to fungi. Write sentences in your
c. It is a multicellular living thing. It can move about. It feeds on other organisms.
notebook describing how fungi
d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
are similar to plants, and how
they are similar to animals.
thirteen 13 Revise the characteristics of plants,
animals and fungi and discuss
13/03/13 11:39 490073 _ 0004-0013.indd 13 13/03/13 11:39 their similarities and differences.
4. Copy and complete the sentences
with fungi, monerans and/or
protists.
Reinforcement Ask volunteers to read out,
Divide the class into two teams. Show a picture of a living thing (for then complete the sentences.
example, yoghurt bacteria). Each team has a few minutes to write as Ss complete the activity in their
many things as they can about it. (Bacteria, makes yoghurt, unicellular, notebooks.
helpful, microbe, only seen through a microscope, etc.) Give points for 5. Speaking. Read and discuss with
each item on the list. your partner which kingdom
each living thing belongs to.
Extension In pairs, Ss read and discuss
Take Ss on a field trip to a natural science museum. Before going, the sentences and decide
ask Ss what they would like to see and ask them to write a list of what on the answers.
they want to find out.
Activity Book, page 52, Investigate!
13
490095 _ 0012-0023.indd 23 08/08/13 13:14

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Essential

Science Plus 5 PRIMARY

490095 _ 0001-0011.indd 1 08/08/13 13:19

comprises ten pages and follows a regular pattern. 1.1

A mosaic of photographs, accompanied by questions, C

choice answers. Students work with a partner to revise

concepts from the previous course.

Essential Science Plus 5 PRIMARY

The theme of each unit is divided into sub-topics covering

E sse n tial S cie n ce P l u s

Science Plus 5 PRIMARY Science Plus 5 PRIMARY

4 WHAT DO YOU REMEMBER? Test your partner. five 5

dIGItAl MAtERIAl AlSO AVAIlABlE

i-solutions Language Companion

Students Book Activity Book Students Book Activity Book

tEAchERS MAtERIAl tEAchERS MAtERIAl

Santillana Educacin, S. L., 2012

i-solutions Language Companion

photographs and illustrations. Students practise the concepts

Science Plus 5 PRIMARY

digital Flashcards, Posters

Es s ential Science P lu s i-s olu tions

digital Flashcards, Posters

and Web bank

Essential Science Plus i-solutions has the following

CD 2 Interactive Whiteboard Activities

CD 4 Teachers Resources and Maps

Santillana Educacin, S. L., 2013

Insert the CD-ROM. The program will launch

to run. For full screen press F11.

312387_Est_Lang_Comp_4.indd 1 cian magenta amarillo negro 20/12/11 15:41

i-solutions Language Companion i-solutions Language Companion

and language through simple activities.

Students Book Activity Book Students Audio Cd

Esse n tial Sc ie n c e Plu s

UNIT Book TRACKS Science Plus 5 PRIMARY Class Audio

as well as two additional listening activities per unit.

Unit 8 8.1 8.8 Unit 1 1.1 1.8

tEAchERS MAtERIAl tEAchERS MAtERIAl

Teach ers Book

digital Flashcards, Posters

Santillana Educacin, S. L., 2012

Santillana Educacin, S. L., 2012

teachers Resources teachers Resources

i-solutions Language Companion i-solutions Language Companion

The Essential Science Plus Students Audio

dIGITAl MATERIAl AlSO AVAIlABlE

Santillana Educacin, S. L., 2012

i-solutions Language Companion

What are cells? The parts of a cell

Insert the CD-ROM. The program will launch

to run. For full screen press F11.

312387_Est_Lang_Comp_4.indd 1 20/12/11 15:41

Insert the CD-ROM and open the file exeMac.app to run.

contains the recordings of all the

1.2 Membrane. This is the covering around the cell.

presentation texts in the Students Book.

Essenti a l Sci ence Plus i - soluti ons

Icons in both the Student's Book and the

processes. In addition, cells can specialize to perform

Essential Science Plus i-solutions has the following

Science Plus 5 PRIMARY Science Plus 5 PRIMARY

Depending on the number of cells, living things can be