natural sciences natural sciences - oxford pack virtual...and a complete digital resource pack for...

33 PRIMARY

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learn in a more stimulating way. Level 3 includes extensive audio activities and songs, an activity book,

and a complete digital resource pack for both student and teacher.

The course is completely modular, allowing for a variety of teaching situations.

naturalsciences

Teacher’s BookLiving things

naturalsciences PRIMARY

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Teacher’s Book

Living thingssciences

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natural sciences 3

Teacher’s Book

Module 1 Living things

contenidos_M1 Y PORTADILLA LP.indd 1 19/08/14 12:25

1Oxford University Press is a department of the University of Oxford.

It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of

Oxford University Press in the UK and in certain other countries.

Published in Spain by Oxford University Press España S. A.

Parque Empresarial San Fernando, Edificio Atenas 28830 San Fernando de Henares, Madrid, Spain

© of the text: Arturo Roura Labiaga, 2015© of the audio text: Alison Blair, Jane Cadwallader, Iria Cerviño Orge, 2015

© of the song lyrics: Alison Blair, Jane Cadwallader, 2015© of this edition: Oxford University Press España S. A., 2015

The moral rights of the author have been asserted.

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior

permission in writing of Oxford University Press España S. A., or as expressly permitted by law, by licence or under terms agreed with the appropriate

reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford

University Press España S. A., at the address above.

You must not circulate this book in any other form and you must impose this same condition on any acquirer.

ISBN: 978-84-673-7669-2 D.L.: M-22885-2015

Printed in Spain

AUTHOR Arturo Roura Labiaga

AUDIO TEXT AUTHORS Alison Blair Jane Cadwallader Iria Cerviño Orge

SONG LYRICS Alison Blair Jane Cadwallader

COVER DESIGN Leire Mayendía

ILLUSTRATIONS Cover: Carlos Navarro

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Think Do Learn!

Legal framework 4

The methodology 5

Module 1 contents 6

Module 2 contents 7

Module 3 contents 8

Module 4 contents 9

Student’s material 10

Teacher’s material 20

Module 1: Living things

Unit 1 24

Unit 2 40

Unit 3 56

Appendix 73

Module 2: Our bodies and health

Module 3: Matter and energy

Module 4: Technology: objects and machines

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4

Legal frameworkThe LOMCE

The RD 126/2014 establishes the o� cial curriculum for Natural Sciences in Primary within the framework of the LOMCE. This decree divides the subject into � ve distinct content blocks: Introduction to scienti� c enquiry, Our bodies and health, Living things, Matter and energy, Technology: objects and machines. It describes science and the development of scienti� c enquiry as essential skills to understanding humanity, the world around us and its changes, as well as to developing responsible attitudes. The LOMCE states that the � rst content block, Introduction to scienti� c enquiry, is common to all the other content blocks, as it gives the basic methodology whereby students will learn by doing, participating actively in the process, and begin to understand the role and importance of technology in their lives.Think Do Learn is organised in modules, each one corresponding to one content block, with the � rst block, Introduction to scienti� c enquiry, being integrated throughout the units as a key to the methodology. This allows teachers and centres to design their own course, one that is best suited to their students’ needs and their resources.

Key competences

Key competences are de� ned by the LOMCE as “knowing how to do”, and should be integrated within each subject in order to renew the educational process. It proposes new tasks that mean a signi� cant change in methodology: learning occurs through active participation. The teacher’s role is key, as they must design tasks that encourage the development of critical thinking skills, involving students in their own learning process.


55

Think ➜ Do ➜ Learn: an active methodology

•Develop students’ thinking skills e� ectively by actively involving them in their learning process,

stimulating their curiosity and encouraging them to learn through doing.

•Give students a reason to engage with the subject content with opening activities, fun facts and

quests.

•A hands-on approach that makes learning meaningful and active. Students learn through doing a

wide variety of tasks.

•Critical thinking skills are promoted from the very beginning and keep students motivated.

Students learn and acquire scientifi c skills together•Hands-on experiments consolidate students’ understanding of scienti� c

concepts and help them develop key scienti� c enquiry skills such as asking questions, predicting, planning and analysing results.

•Exciting videos of all the experiments provide a clear step-by-step explanation of how to carry out each experiment. Use them as a powerful presentation tool to prepare students for the experiments or simply to save valuable classroom time.

•Group work activities in every unit promote oral communication and collaborative learning.

Students learn and acquire scientifi c

provide a clear step-by-step explanation of presentation tool to

save valuable classroom time.

Science and English naturally combined•Think Do Learn’s team of authors know what

really works in the classroom. They combine expertise both in teaching Sciences in English and in English language teaching.

•Careful grading of language makes it easier for students to understand and learn new content.

•Links between Natural Sciences and Arts and Cra� s through an integrated cross-curricular approach will enable students to build on their prior knowledge.

An active learning experience

LOMCE compliant

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6

Table of contents

MODULE 1: Living things

Unit Contents Page1 Living things Living things 4

Life processes 6

Animals 8

Humans 10

Plants 12

Looking a� er living things 13

Let’s work together! 14

Experiment time! 15

Let’s revise! 16

2 Animals Animals 18

Vertebrates and invertebrates 20

Vertebrate groups 22

Invertebrate groups 24

Nutrition and reproduction 26


Experiment time! 29

Let’s revise! 30

3 Plants Plants 32

Parts of a plants 34

Plant reproduction and nutrition 36

Types of plants 38

Plants and us 40


Experiment time! 43

Let’s revise! 44

Picture dictionary 46

Table of contents

Appendix 49


77

Appendix 36

Table of contents

MODULE 2: Our bodies and health

Unit Contents Page

4 Our systems Our systems

Our senses and nervous system

Our locomotor system

Our circulatory system

Our respiratory system

Our reproductive system

Let’s work together!

Experiment time!

Let’s revise!

4

6

8

10

12

13

14

15

16

5 Diet, digestion and excretion Diet, digestion and excretion

The nutrients in food

A healthy diet

Our digestive and excretory systems

Healthy habits


Experiment time!

Let’s revise!

18

20

22

24

26

28

29

30


Natural Sciences 3


8

Table of contents

Table of contents

Natural Sciences 3MODULE 3: Matter and energy

Unit Contents Page

6 Matter Matter 6

Water 8

Mixtures 10

Waste 12


Experiment time! 15

Let’s revise! 16


Appendix 19


99

Table of contents

Natural Sciences 3MODULE 4: Technology: objects and machines

Unit Contents Page

7 Machines and inventions Machines and inventions

Machines and energy

Inventions: the printing press

Inventions: the steam engine

Inventions: the telegraph

People and machines

Machines safety


Experiment time!

Let’s revise!

4

6

8

10

11

12

14

16

17

18


Appendix 21


10

3PRIMARY

Class Book

1UNIT

Living things

L O O K & T H I N K

1 Find living things in the picture. Say sentences.

I can see a/some … on the path/grass.

I can see a/some … in the pond/sky.

2 Listen to the children playing I spy.

Point to the answers in the picture.2

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CLEAR AND DYNAMIC PRESENTATION - Think and Do!An illustration or a photo collage at the beginning of every unit, with accompanying activities, encourages students to interact with the subject matter and generates curiosity.

Simple pair work activities, with language support, get students communicating with each other about the topic from the very start!

5

A frogA teddy bear

A frog and a teddy bear

3 In your notebook, draw three non-living things from the picture. Write their names and label

them man-made or natural.

4 Thin k! Copy and complete the table in your notebook.

It eats mosquitoes. It can see. It’s soft .

It doesn’t move. It jumps. It doesn’t breathe.

It grows bigger. It has fur. It lays eggs.

5 Choose the correct answer.

a) Which of these eats food?

1. A horse 2. A tree 3. A bottle

b) Which of these grows?

1. A table 2. A rock 3. A baby

c) Which of these moves around?

1. A book 2. A snail 3. A fl ower

6 Draw three other things that eat, grow and move around. Then answer the questions.

a) Are they living things or non-living things? b) Are they animals or plants?

7 Listen and answer the questions.

a) Why’s a seahorse called a horse?

b) How does it swim?

c) How does it stop?

d) Does the female carry the babies?

G E T T I N G S T A R T E D

3


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1111

1UNIT

Living things

L O O K & T H I N K





Point to the answers in the picture.2


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5

A frogA teddy bear























3


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Working with the image in a lively way will capture students’ interest, activate their previous knowledge and make them want to learn more about the topic.

A fi nal listening activity about curious facts on the subject motivates students and fosters curiosity.

Active and hands-on activities engage students and put them at the centre of their learning process.

Thin k!



12

3PRIMARY

Class Book

14

� ve


The living things wheel

Materials

wheel templates

scissors

crayons

paper fasteners

1. Colour and cut out the wheels.

2. Join the wheels together with a

paper fastener.

3. Turn your top wheel and choose a living

thing. It’s a secret!

4. Ask questions to guess your partner’s

living thing. Then play again.

Is it a human/plant/animal?

Can it fl y/run/swim/talk/walk?

Does it have … legs?

Does it eat plants/animals?

Does it make its own food?


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Group-work activities in every unit promote collaborative learning and oral communication.

Real photos of Spanish primary students illustrate each step of the process and support students’ understanding.

� ve

15

Experiment time!

1. Put soil in pot 1; sand in pot 2; and

cotton wool in pot 3. Pot 4 is empty.

3. What’s going to happen? Draw your

prediction for each pot.

5. Write your conclusion.

2. Plant an equal number of seeds in all

the pots. Put the pots next to a window.

4. Observe and water the plants every day

for two weeks. Record your results.

The tallest shoot is … The plant with the most shoots is …

Cress can/can’t grow in ... Cress grows best in …

Plant growth and soil

Materials

pots labelled 1–4

cress or mustard seeds

soil, sand and cotton wool

plant record template

Can plants grow

without soil?


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1313

14

� ve



Materials

wheel templates

scissors

crayons

paper fasteners


2. Join the wheels together with a

paper fastener.

3. Turn your top wheel and choose a living

thing. It’s a secret!

4. Ask questions to guess your partner’s

living thing. Then play again.







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� ve

15

Experiment time!

1. Put soil in pot 1; sand in pot 2; and

cotton wool in pot 3. Pot 4 is empty.

3. What’s going to happen? Draw your

prediction for each pot.


2. Plant an equal number of seeds in all

the pots. Put the pots next to a window.

4. Observe and water the plants every day

for two weeks. Record your results.

The tallest shoot is … The plant with the most shoots is …

Cress can/can’t grow in ... Cress grows best in …


Materials

pots labelled 1–4




Can plants grow

without soil?


06/06/14 15:00

ENGAGING, EASY-TO-DO EXPERIMENTS!

Reinforce content and language while promoting scienti� c methodology with simple experiments that cater to all kinds of diff erent learning styles.

Language support helps students to communicate their results in English.

Original videos of all the experiments presented in a captivating TV programme format that is sure to attract students’ attention.

Use them as a powerful presentation tool or simply to save valuable classroom time!



14

3 Class Book

16 Living things

Let’s revise!Let’s revise!

1 Copy and complete the diagrams in your notebook. Use the word bank.

2 Q U ZI Choose the correct answer.

a) A mummy pig and a piglet is an example of …

1. reproduction

2. nutrition

3. interaction.

b) A human baby grows inside its mother for …

1. six months

2. one year

3. nine months.

c) To make food, plants need …

1. sunlight, air and water

2. sunlight, air, water and nutrients from the soil

3. sunlight, nutrients from the soil and water.

d) To look after living things, I …

1. don’t take my pet to the vet

2. water the plants

3. pick wild flowers.

food interaction

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17

Thin k! Copy the sentences and draw a smiley next to each one.

I can classify things into living things and non-living things.

I can identify the characteristics of living things.

I can describe the life processes of living things.

I know how to look aft er living things.

No, I need to study more.

Yes, I can.

Yes, I can do this very well.

MY PROGRESS

3 Listen and say which photo.

4 Thin k! Copy and complete the table in your notebook. Then add one more phrase.

can be born from eggs make their own food need water

grow swim, fl y and run make sounds

can make seeds are living things have roots

5 Make your own picture dictionary for this unit. Include diffi cult words.

1

5

3

7

2

6

4

8

14Your eyes!

Plants Animals Plants and animals


Revision activities at the end of each unit help students consolidate learning.

The activities build up from multiple choice exercises to more demanding activities.

Mind maps and concepts maps: a variety of diff erent concept maps that children will progressively learn to do themselves.

Students will acquire the necessary skills to be able to create their own summary diagrams autonomously. In the fi rst unit they are asked to fi ll in the example provided. Throughout subsequent units they are gradually shown how to create their own diagrams.

Self-evaluation in the My progress section keeps students in touch with their learning process and promotes autonomous learning.



1515

17






No, I need to study more.

Yes, I can.

Yes, I can do this very well.

MY PROGRESS

3 Listen and say which photo.




can make seeds are living things have roots


1

5

3

7

2

6

4

8

14Your eyes!

Plants Animals Plants and animals


A clear picture dictionary at the end of the module includes all the key vocabulary.

46 Living things

Picture dictionary

animals

Unit 1: Living things

be born die

grow humans interaction

move around nutrition plants

reproduction seeds soil

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16

Teacher’s Book

Teacher’s Book: level 3

Living things

24

1UNIT

1 Identify the processes of nutrition, interaction and reproduction in animals.

2 Classify animals and plants based on their life processes.

3 * Use optical instruments and measuring devices to make observations; consult and use written sources, images and graphs.

4 * Use the vocabulary related to the curriculum block correctly.

5 * Implement strategies for carrying out work both individually and in groups, and for resolving any conflicts that might arise.

6 * Produce written texts to communicate the development and results of a project.

Learning outcomes

1 Life processes

2 Animal life processes

3 Human life processes

4 Plant life processes

5 Looking after living things

Contents

Key competences are integrated in activities throughout the unit.

Key competences

1 Identify and classify living things according to scientific criteria.

2 Understand that each living thing has its own distinctive characteristics and life cycle.

3 * Find information about a given set of facts or phenomena; make predictions; integrate information acquired through direct and indirect observation; communicate results.

4 * Predict the outcome of both natural events and of events that are artificially brought about as part of an experiment.

5 *Communicate results orally and in writing.

6 * Work together, showing awareness of personal safety and the safety of others; take care of equipment and use materials appropriately.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria

* Objectives, assessment criteria and learning outcomes that relate to block 1 of the curriculum (Introduction to scientific enquiry)

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Unit map

1

6

2

7

3

8

4

5

LESSONLESSONLESSONLESSONLESSON RESOURCESRESOURCESRESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITALDIGITALDIGITAL

25

Introduction

Plants; Lookingafter living things

Animals

Experiment time!

Life processes


Humans

Let’s revise!

Tracks 2 & 3

Tracks 12 (song) & 13• Worksheet 1.4• Support worksheet 1.4

Tracks 6, 7 & 8• Worksheet 1.2• Support worksheet 1.2

• Templates 1.3 & 1.4• Revision worksheet

Tracks 4 (chant) & 5• Worksheet 1.1• Support worksheet 1.1

• Templates 1.1 & 1.2• Extension worksheet


Track 14• Tests A & B

• Online resources• Interactive activity

• Online resources• Interactive activity• Karaoke


• Digital fl ashcards • Experiment video


• Digital fl ashcards • Animation


• Presentation

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Complete unit presentation including:

•Contents

•Learning outcomes

•Assessment criteria

A unit map clearly illustrates when to use all the resources available (both print and digital) with each lesson, so that you know exactly how to make the most of each lesson!

3PRIMARY



1717

Each lesson includes:

•A reproduction of the corresponding Class Book page.

•Content objectives, vocabulary and structures seen in each lesson and the materials available to use.

•A step-by-step guide to all the activities and their answers.

•The audio transcripts.

•Extra ideas and additional material associated with the lesson.

27

1Living thingsActivity 2 Track 2• Play I spy with the students using an example from the classroom: I spy with my little eye, a living thing beginning with …

• Listen to the audio and pause aft er each round. Name a stu-dent to say the answer and point to it in the picture. Activity 3• Focus students on the non-living things in the picture. Ask them to say the names of non-living things they can see. Tell them to draw three non-living things and write their names. As this is a writing activity, you may want to give support, e.g. write the fi rst and last letters on the board and students complete the words.• Go through their list and categorise the non-living things into natural, e.g. Sun, and man-made, e.g. bike. Activity 4

• Place two chairs in front of the class. Ask a student to sit on one and put the doll on the other. Say sentences in random order and the students point to either the doll, the student or both accordingly, e.g.S/he has two eyes/two legs/ten toes, breathes/doesn’t breathe, moves/doesn’t move, eats/doesn’t eat, grows/doesn’t grow, has/doesn’t have a mother and father.• Students copy the table and complete it with the sentences.Activity 5• Play a game. Students stand up. Say: Which of these eat/grow/move around?, followed by a list of living things (animals and plants) and non-living things. Every time you say an affi rmative example, the students must sit down.• Students read the questions and choose the correct answers.

Activity 6• Ask students for examples of things that eat, grow and move around. Make sure that they are all animals! Students draw and write the names of three things that eat, grow and move around. Then answer the questions.

Activity 7 Track 3• Encourage students to look at the photo of the seahorse and notice the shape of its head.• Read the four questions before listening and ask students to guess the answers.

• Students listen to the audio to check their guesses.

Track 2 Listen to the students playing I spy. Point to the answers in the picture.A. Girl: I spy with my little eye a living thing beginning with ‘f’.

Boy: Is it a fi sh? Girl: No it isn’t. Boy: Is it a fl ower? Girl: No it isn’t. Boy: Is it a frog? Girl: Yes it is.B. Boy: I spy with my little eye a living thing beginning with ‘d’. Girl: Is it a duck? Boy: No it isn’t. Girl: Is it a dad? Boy: No it isn’t. Girl: Is it a dog? Boy: Yes it is.C. Girl: I spy with my little eye a non-living thing beginning with ‘s’. Boy: Is it a swing? Girl: No it isn’t. Boy: Is it a sandwich? Girl: No it isn’t. Boy: Is it a skipping rope? Girl: No it isn’t. Boy: Is it a skateboard? Girl: Yes, it is.D. Boy: I spy with my little eye a non-living thing beginning with ‘b’.

Girl: Is it a book? Boy: No it isn’t. Girl: Is it a bike? Boy: No it isn’t. Girl: Is it a ball? Boy: No it isn’t. Girl: Is it a boat? Boy: Yes, it is.

Track 3 Listen and answer the questions.A horse that can swim under the seaThe seahorse is a fascinating animal. It’s a fi sh, but its head is the shape of a horse’s head. It swims standing up! When it wants to stop, it holds a plant with its tail. The seahorse is diff erent from other animals because the male has the babies. The female passes the eggs to the male, and three weeks later more than 100 little seahorses are born.

ANSWERS

1. Student’s own answer2. a) a frog b) a dog c) a skateboard d) a boat3. Student’s own answer

4. A frog: it eats mosquitoes. It grows bigger. It lays eggs. It jumps. It can see. A teddy bear: it doesn’t move. It doesn’t breathe. It has fur. A frog and a teddy bear: it’s soft .5. a) 1. a horse b) 3. a baby c) 2. a snail6. Student’s own answer7. a) Because its head is the shape of a horse’s head. b) It swims standing up. c) It holds a plant with its tail. d) No, it doesn’t. The male does.Key competences covered: Linguistic communication (activities 1–7); Mathematical competence and basic competences in science

and technology (activities 1, 3–6)

Track 2 Track 2• • Play I spy with the students using an example from the

I spy with the students using an example from the

I spyclassroom: I spy with my little eye, a living thing beginning

I spy with my little eye, a living thing beginning with …with …• • Listen to the audio and pause aft er each round. Name a stu-dent to say the answer and point to it in the picture. Activity 3Activity 3

• • Focus students on the non-living things in the picture. Ask them to say the names of non-living things they can see. Tell them to draw three non-living things and write their names. As this is a writing activity, you may want to give support, e.g. write the fi rst and last letters on the board and students complete the words.• • Go through their list and categorise the non-living things into natural, e.g. SunSun, and man-made, e.g. SunSun, and man-made, e.g. SunSun

Activity 4Activity 4• • Place two chairs in front of the class. Ask a student to sit on one and put the doll on the other. Say sentences in random order and the students point to either the doll, the student or both accordingly, e.g.eyes/two legs/ten toes, breathes/doesn’t breathe,

eyes/two legs/ten toes, breathes/doesn’t breathe, moves/doesn’t move, eats/doesn’t eat, grows/

moves/doesn’t move, eats/doesn’t eat, grows/doesn’t grow, has/doesn’t have a mother and father.

doesn’t grow, has/doesn’t have a mother and father.• • Students copy the table and complete it with the sentences.Activity 5Activity 5• • Play a game. Students stand up. Say: grow/move around?grow/move around?, followed by a list of living things

grow/move around?grow/move around?, followed by a list of living things

grow/move around?grow/move around?(animals and plants) and non-living things. Every time you say an affi rmative example, the students must sit down.• • Students read the questions and choose the correct answers.

Activity 6Activity 6• • Ask students for examples of things that eat, grow and move around. Make sure that they are all animals! Students draw and write the names of three things that eat, grow and move around. Then answer the questions.

Activity 7 Activity 7 Track 3 Track 3• • Encourage students to look at the photo of the seahorse and notice the shape of its head.• • Read the four questions before listening and ask students to guess the answers.

• • Students listen to the audio to check their guesses.

Track 2 Track 2 Track 2 Listen to the students playing Listen to the students playing the answers in the picture.the answers in the picture.A.A. Girl: I spy with my little eye a living thing beginning with ‘f’.

Key competences covered:Key competences covered: Linguistic communication

Linguistic communication and technologyand technology (activities 1, 3–6)

26

Introduction to the unit

1Unit Living things

L O O K & t h i n K





Point to the answers in the picture.

1

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3

A frog

A teddy bear





It eats mosquitoes. It can see.

It’s soft .

It doesn’t move.

It jumps.

It doesn’t breathe.

It grows bigger.

It has fur.

It lays eggs.



1. A horse 2. A tree

3. A bottle


1. A table 2. A rock

3. A baby


1. A book 2. A snail

3. A fl ower








A c t i v i t i e s

2


25/02/14 11:33

How to start

• Play a guessing game. Draw two heads on the board and

name them Lilly and Norman. Students must deduce that

Lilly likes living things and Norman likes Non-living things.

• Start by giving examples, e.g. Lilly likes dogs and plants and

Norman likes books and games.

• Students ask questions, e.g. Who likes cats, Lilly or Norman?

and you answer accordingly. If students suggest a fruit, say

Lilly doesn’t like bananas but she likes banana trees.

• As students guess the rationale, they can take over your role.

ACTIVITIES: step-by-step guide

Activity 1

• Find living things in the picture. Put the students into pairs

to look at the picture together and name and count the living

things. Encourage them to ask: How do you say ‘arbol’ in

English? Write the range of their totals on the board.

• Do whole class feedback to check the total. Analyse the

picture in sections: the path, the grass, the sky, the pond.

Encourage students to make sentences, e.g. I can see a boy

on the path.

Content objectives

• Recognise living things and non-living things.

• Recognise some of the basic characteristics of living things.

Vocabulary

• animal, baby, ball, bike, bird, boat, book, bottle, boy,

breathe, bush, cat, chair, cloud, dog, duck, eat, eye,

female, fi sh, fl ower, frog, girl, grass, grow, horse, jump,

lay an egg, leg, living thing, male, man, man-made,

mosquito, mother, move, natural, non-living thing, path,

plane, plant, pond, pram, rock, roller blades, sandwich,

seahorse, skateboard, skipping rope, snail, soft , sun,

swim, swing, sky, table, tennis racket, tree, water, woman

Structures

• I can see a boy on the path.

• I can see some ducks in the pond.

• I spy with my little eye a living thing beginning with f.

• Is it a fi sh? No it isn’t./Yes, it is.

Resources

• Tracks 2, 3

• A doll (optional)

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18

Teacher’s Book

36

1Living things

Let's work together!

Before the lesson

• Photocopy the wheel template for each student

Demonstrating the word wheel

• Ideally demonstrate the activity before the students make

their word wheels, by playing with the wheel with the whole

class. Call a student to the front and the whole class asks

questions to guess the animal.

• Demonstrate the pair version of the game with a strong

student as your partner.

• Then call out two more students to demonstrate the game.

Making the word wheel

• You may want the students to stick the template onto card

before cutting it out to make it more durable.

• Make sure students don’t spend so long making their word

wheel that they don’t get enough speaking practice. They

can always fi nish colouring at home.

Playing with the word wheel

• Put the students into pairs as they fi nish making their word

wheels.

• Ask students to fi nd new partners when they have each had

a turn at guessing.

• Once the whole class are playing you can do it as a mingle

activity. Students walk round to music. Pause the music and

they form a pair with a nearby student. They ask and answer

questions till you start the music again. Do this several times

so that students get practice with diff erent partners.

ADDITIONAL RESOURCES

• Extension worksheet

• Template 1.2: Make your own poster!

Content objectives

• Revise basic information about living things.

• Ask simple questions in a logical sequence to make a

deduction.

• Understand and respond accurately to questions.

Resources

• Template 1.1.

Materials

• crayons, paper fasteners, scissors

Key competences covered: Linguistic communication; Mathematical competence

and basic competences in science and technology; Learning to learn

024_039_3NSLP_Unidad_1_9788467384079_2014.indd 36

18/08/14 18:06

11Living thingsLiving things

Linguistic communication; Mathematical competence

Linguistic communication; Mathematical competence

37

1 Living things

Experiment time!

Before the lesson• Pose the question of the experiment: Can plants grow

without soil? Ask students for their opinions.• Ask students what experiment they could do to fi nd out the answer.

• Students look at the pictures and read the texts and work out how to do the experiment in the book. They compare it to their own ideas.

Using the video• The video shows a student setting up and carrying out the

experiment. You can use it to explain the experiment to the students. If you are going to do the experiment, stop the video before the results appear.• Set some comprehension questions before viewing. Ask:

What materials do you need? What do you do? What results do you record?

• Alternatively you can use the video aft er the students have done the experiment to compare the way they conducted the experiment and the results.• If you are unable to do the experiment in class, students can

watch it on the video and be encouraged to do it at home.Extra idea! Make a rota for observing the plants and fi lling in the

record sheet. Place the rota on the wall. This encourages students to take responsibility and work independently of the teacher.

ADDITIONAL RESOURCES• Revision worksheet• Template 1.4: Make your own dictionary!

Content objectives• Find out how plants grow in diff erent materials.• Set up and carry out the stages of an experiment.• Make predictions.• Record observations.• Reach conclusions.

Resources• Experiment video• Timing: one-two weeks• Template 1.3

Materials• cress or mustard seeds; pots labeled 1–4; soil, sand

and cotton wool

Key competences covered: Linguistic communication; Mathematical competence

and basic competences in science and technology; Learning to learn

Assessment opportunity

024_039_3NSLP_Unidad_1_9788467384079_2014.indd 37

18/08/14 18:06

There are speci� c lesson plans for the Let’s work together! and Experiment time! lessons. In the Additional resources box you will � nd alternate activities, such as Make your own poster! and Make your own dictionary! both of which have printable templates should you prefer to either substitute or extend either of these lessons. These lessons also include the Extension and Revision worksheets, which can be done in class or assigned as homework.


1919

1Living things

3939

Track 13 Listen and say which photo.A.

A: Choose a living thing. B: Ok, I’m ready. Try and guess my living thing.A: Is it a plant, an animal or a person? B: It’s an animal.

A: How does it move? B: It fl ies.A: What does it eat?

B: It eats nectar from fl owers. Can you guess what it is? B.

A: Now it’s my turn. B: Okay. Choose another living thing.A: Okay. I’m ready.

B: Can it move around?A: No, it can’t.B: Can it make its own food?A: Yes, it can.

B: Does it have a big fl ower? A: Yes, it does. Can you guess what it is?C.

A: Okay, choose one more living thing.B: Ready!A: Can it fl y?

B: No, it can’t.A: Does it have four legs?B: No, it doesn't.

A: Is it a human?B: Yes, it is.

A: Can it talk?B: No, it can’t. Can you guess what it is?

ANSWERS

2. a) 1. reproduction b) 3. nine months

c) 2. sunlight, air, water and nutrients from the soil d) 2. water the plants

3. 8. a bee 5. a sunfl ower

2. a baby

4. Plants: grow/can make seeds/make their own food/

are living things/need water/have roots Animals: can be born from eggs/grow/swim, fl y and

run/are living things/need water/make sounds Plants and animals: grow/are living things/need

water5. Student’s own answer

1. Living things can be

Living things have three life processes

humansanimals

plants

interactionnutrition

reproduction

Key competences covered: Linguistic communication (activities 1–5); Mathematical competence and basic competences in science

and technology (activities 1–4); Learning to learn (activity 5, My progress)

It eats nectar from fl owers. Can you guess what it is? B.B.

A: Now it’s my turn. B: Okay. Choose another living thing.A: Okay. I’m ready.

B: Can it move around?A: No, it can’t.B: Can it make its own food?A: Yes, it can.

B: Does it have a big fl ower? A: Yes, it does. Can you guess what it is?C.C.

A: Okay, choose one more living thing.B: Ready!A: Can it fl y?

B: No, it can’t.A: Does it have four legs?B: No, it doesn't.

A: Is it a human?B: Yes, it is.

A: Can it talk?B: No, it can’t. Can you guess what it is?

Key competences covered:Key competences covered: Linguistic communication

Linguistic communication (activities 1–5)

and technology and technology (activities 1–4); Learning to learn

; Learning to learn (activity 5, My progress)

Let's revise!

3838

Activity 5

• Students choose words from the unit to add to their picture

dictionary. You can ask them to choose important or diffi cult

words, or simply words they like.

MY PROGRESS

• First make sure the students understand the statements

and together remember the content each implies.

• Students then decide how well they know that content.

RESOURCE MATERIAL

• Revision worksheet

• Template 1.3

• Tests A & B

Activities: step-by-step guide

Activity 1

• Point to words from the box in random order and students

point to where they go in the diagram.

Activity 2

• Students do the activity as a practice test.

Activity 3 Track 13

• Before listening, students look at the pictures and identify

the living things.

• Students listen and say which picture and the information

that helped them decide.

• Students use the pictures to do a similar activity in pairs.

Activity 4

• Students use diff erent colours in their notebooks for the

sentences about plants, animals, plants and animals.

• Students add another sentence to each column.

14

Living things


1 Copy and complete the diagrams in your notebook. use the word bank.

2 Q u ZI Choose the correct answer.


1. reproduction

2. nutrition

3. interaction.


1. Six months

2. One year

3. Nine months.







2. water the plants


nutrition

humans

plantsinteraction

animals

reproduction

Living things can be



25/02/14 11:34

15






No, I need to

study more.

Yes, I can.

Yes, I can do

this very well.

MY PROGRess

3 Listen and say which picture.




can make seeds are living things

have roots


1

5

3

7

2

6

4

8

13

Your eyes!

Plants

AnimalsPlants and animals


25/02/14 11:34

At the end of every unit the Let’s revise! lesson provides di� erent opportunities to help your students review the content they have studied as well as to evaluate their progress. Two alternative tests are o� ered as additional resources, so that students can be tested at di� erent levels.


20

The Interactive Whiteboard Class Book is a one-stop resource for teachers that includes everything you need to make the most of your class time. It is available both on and o� ine.As soon as you press Enter, you will be shown the menu of the units in the module you are teaching. From there you click on the unit and the lesson you want to go to. This takes you directly to the Digital Class Book.

Digital Class Book (Teacher’s version)

This is a page faithful version of the book, with integrated audios (just click on the icon), pop up activities with answers, as well as a tool bar on the right. The audios includes all the listening activities, songs and chants, and the Talking Book.

The tool bar opens the tool page.

The cap takes you directly to the Teacher’s Book unit in PDF format.

The correction symbol takes you directly to the Gradebook, where you can check your students’progress in the Let’s Play section.

The resource button gives you access to all the additional resources of the module. From there you can also search by unit

The pencil button allows you to colour or underline things on the page, as well as giving you a highlighter or shade function.

The question mark button takes you to the IWB user guide.

The green arrow will send you back to the previous page.

The home button will bring you back to the main menu.

The star button allows you to saveyour own notes as a favourite.

IWB Class Book


2121

ResourcesAnimations:

• These are very simple animations, designed to illustrate key content in a fun an simple way.

Experiment time TV

• All the experiments in your Class Book have been � lmed in a fun TV show format. These can be used before you do the experiment, to show how it is done, a� er you have done the experiment, to compare with your own results, or, if you simply haven’t got the time or resources to do the experiment, then at least the students can watch it being done.

Flashcards:

• All the key vocabulary is presented in individual images, with audio.

Karaoke:

• Karaoke versions of the songs are included to add to the fun in your class.

Let’s play*:

• These are interactive activities, at least three or four per lesson. This material is also included in the student’s digital material, and you can track their progress through the Oxford Gradebook.

Let’s surf:

• A wide variety of possible web or video links are provided, for those classes that have direct on-line access.

Letters to parents:

• Every unit includes a letter telling parents what content their children will be studying in that unit, as well as what resources they can use from the Plus Zone. A bilingual list of vocabulary is provided.

Material lists:

• A list of supplies needed per unit for the experiments or groupwork is provided, so that the teacher can ask parents ahead of time to buy the materials.


22

Presentations*:

• These are very simple Powerpoint Presentation, which include the key concepts in very unit. This can be used as a revision and will be provided in both English and Spanish.

Printable resources:

• An ample variety of printable worksheets are provided, as well as the answer keys.

Tests:

• There are three editable tests provided per unit: one is at the level of the class: Test A (Standard); one is a bit more di� cult: Test B; and the third one is for more advanced students: Test C.Teachers can modify them depending on their students’ needs. These can either be printed as it is (PDF version) or downloaded and edited.

*These resources, as well as the Talking Book audio and the songs and chants, are included in the digital material for the students in the Plus Zone.


2323

Printable resources

As part the Additional resources clearly indicated in every lesson plan in the Teacher’s Book, every unit includes the following:

• one Worksheet per content lesson

• one Support worksheet per content lesson for students who need extra help

• one Extension worksheet

• one Revision worksheet

• printable templates for the Let’s work together! or Experiment time! lessons

• printable templates for Make your own dictionary! and Make your own poster!

Living things

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TEMPLATE 1.3Unit summary diagram

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Living things can be


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TEMPLATE 1.2Plant record sheet

What’s going to happen?

My results

My conclusion

Number of shootsDay 1

Day 2Day 3

Day 4Day 5

Day 6Day 7

Pot 1Pot 2

Pot 3Pot 4

Tallest shoot (cm)Day 1

Day 2Day 3

Day 4Day 5

Day 6Day 7

Pot 1Pot 2

Pot 3Pot 4


Living things

24

1UNIT

1 Identify the processes of nutrition, interaction and reproduction in animals.

2 Classify animals and plants based on their life processes.

3 * Use optical instruments and measuring devices to make observations; consult and use written sources, images and graphs.

4 * Use the vocabulary related to the curriculum block correctly.

5 * Implement strategies for carrying out work both individually and in groups, and for resolving any conflicts that might arise.

6 * Produce written texts to communicate the development and results of a project.

Learning outcomes

1 Life processes

2 Animal life processes

3 Human life processes

4 Plant life processes

5 Looking after living things

Contents


Key competences

1 Identify and classify living things according to scientific criteria.

2 Understand that each living thing has its own distinctive characteristics and life cycle.

3 * Find information about a given set of facts or phenomena; make predictions; integrate information acquired through direct and indirect observation; communicate results.

4 * Predict the outcome of both natural events and of events that are artificially brought about as part of an experiment.

5 *Communicate results orally and in writing.

6 * Work together, showing awareness of personal safety and the safety of others; take care of equipment and use materials appropriately.


Assessment criteria

* Objectives, assessment criteria and learning outcomes that relate to block 1 of the curriculum (Introduction to scientific enquiry)

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Unit map

1

6

2

7

3

8

4

5

LESSONLESSONLESSONLESSONLESSON RESOURCESRESOURCESRESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITALDIGITALDIGITAL

25

Introduction

Plants; Lookingafter living things

Animals

Experiment time!

Life processes


Humans

Let’s revise!

Tracks 2 & 3

Tracks 12 (song) & 13• Worksheet 1.4• Support worksheet 1.4


• Templates 1.3 & 1.4• Revision worksheet

Tracks 4 (chant) & 5• Worksheet 1.1• Support worksheet 1.1

• Templates 1.1 & 1.2• Extension worksheet


Track 14• Tests A, B & C


• Online resources• Interactive activity• Karaoke


• Digital fl ashcards • Experiment video


• Digital fl ashcards • Animation• Digital Poster


• Presentation

024_039_3NSLP_Unidad_1_9788467384079.indd 25 04/08/15 12:04

26

Introduction to the unit

1UNIT

Living things

L O O K & T H I N K




2 Listen to the children playing I spy. Point to the answers in the picture.

2


5

A frog A teddy bear A frog and a teddy bear

3 In your notebook, draw three non-living things from the picture. Write their names and label them man-made or natural.




















3


How to start• Play a guessing game. Draw two heads on the board and

name them Lilly and Norman. Students must deduce that Lilly likes living things and Norman likes non-living things.

• Start by giving examples, for example, Lilly likes dogs and plants and Norman likes books and games.

• Students ask questions, for example, Who likes cats, Lilly or Norman? and you answer accordingly. If students suggest a fruit, say Lilly doesn’t like bananas but she likes banana trees.

• As students guess the rationale, they can take over your role.


Activity 1

• Find living things in the picture. Put the students into pairs to look at the picture together and name and count the living things. Encourage them to ask: How do you say ‘árbol’ in English? Write the range of their totals on the board.

• Do whole class feedback to check the total. Analyse the pic-ture in sections: the path, the grass, the sky, the pond. En-courage students to make sentences, for example, I can see a boy on the path.

Content objectives• Recognise living things and non-living things.• Recognise some of the basic characteristics of living things.

Vocabulary• animal, baby, ball, bike, bird, boat, book, bottle, boy,

breathe, bush, cat, chair, cloud, dog, duck, eat, eye, female, fi sh, fl ower, frog, girl, grass, grow, horse, jump, lay an egg, leg, living thing, male, man, man-made, mosquito, mother, move, natural, non-living thing, path, plane, plant, pond, pram, rock, roller blades, sandwich, seahorse, skateboard, skipping rope, snail, soft , sun, swim, swing, sky, table, tennis racket, tree, water, woman

Structures• I can see a boy on the path.• I can see some ducks in the pond.• I spy with my little eye a living thing beginning with f.• Is it a fi sh? No it isn’t./Yes, it is.

Resources• Tracks 2 & 3• a doll (optional)

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27

1Living things

Activity 2 Track 2

• Play I spy with the students using an example from the classroom: I spy with my little eye, a living thing beginning with …

• Listen to the audio and pause aft er each round. Name a student to say the answer and point to it in the picture.

Activity 3

• Focus students on the non-living things in the picture. Ask them to say the names of non-living things they can see. Tell them to draw three non-living things and write their names. As this is a writing activity, you may want to give support, for example, write the fi rst and last letters on the board and students complete the words.

• Go through their list and categorise the non-living things into natural, for example, Sun, and man-made, for example, bike.

Activity 4

• Place two chairs in front of the class. Ask a student to sit on one and put the doll on the other. Say sentences in random order and the students point to either the doll, the student or both accordingly, for example, S/he has two eyes/two legs/ten toes, breathes/doesn’t breathe, moves/doesn’t move, eats/doesn’t eat, grows/doesn’t grow, has/doesn’t have a mother and father.

• Students copy the table and complete it with the sentences.

Activity 5

• Play a game. Students stand up. Say: Which of these eat/grow/move around?, followed by a list of living things (animals and plants) and non-living things. Every time you say an affi rmative example, the students must sit down.

• Students read the questions and choose the correct answers.

Activity 6

• Ask students for examples of things that eat, grow and move around. Make sure that they are all animals! Students draw and write the names of three things that eat, grow and move around. Then answer the questions.

Activity 7 Track 3

• Encourage the students to look at the photo of the seahorse and notice the shape of its head.

• Read the four questions before listening and ask the students to guess the answers.

• Students listen to the audio to check their guesses.

Track 2 Listen to the children playing I spy. Point to the answers in the picture.

A. Girl: I spy with my little eye a living thing beginning with ‘f’.

Boy: Is it a fi sh? Girl: No, it isn’t.

Boy: Is it a fl ower? Girl: No, it isn’t.

Boy: Is it a frog? Girl: Yes, it is.

B. Boy: I spy with my little eye a living thing beginning with ‘d’.

Girl: Is it a duck? Boy: No, it isn’t.

Girl: Is it a dad? Boy: No, it isn’t.

Girl: Is it a dog? Boy: Yes, it is.

C. Girl: I spy with my little eye a non-living thing beginning with ‘s’.

Boy: Is it a swing? Girl: No, it isn’t.

Boy: Is it a sandwich? Girl: No, it isn’t.

Boy: Is it a skipping rope? Girl: No, it isn’t.

Boy: Is it a skateboard? Girl: Yes, it is.

D. Boy: I spy with my little eye a non-living thing beginning with ‘b’.

Girl: Is it a book? Boy: No, it isn’t.

Girl: Is it a bike? Boy: No, it isn’t.

Girl: Is it a ball? Boy: No, it isn’t.

Girl: Is it a boat? Boy: Yes, it is.

Track 3 Listen and answer the questions.

A horse that can swim under the seaThe seahorse is a fascinating animal. It’s a fi sh, but its head is the shape of a horse’s head. It swims standing up! When it wants to stop, it holds a plant with its tail. The seahorse is diff erent from other animals because the male has the babies. The female passes the eggs to the male, and three weeks later more than 100 little seahorses are born.

ANSWERS

1. Student’s own answer

2. a) a frog b) a dog c) a skateboard d) a boat


4. A frog: It eats mosquitoes. It grows bigger. It lays eggs. It jumps. It can see.

A teddy bear: It doesn’t move. It doesn’t breathe. It has fur.

A frog and a teddy bear: It’s soft .

5. a) 1. a horse b) 3. a baby c) 2. a snail


7. a) Because its head is the shape of a horse’s head.

b) It swims standing up.

c) It holds a plant with its tail.

d) No, it doesn’t. The male does.

Key competences covered: Linguistic communication (Activities 1–7); Mathematical competence and basic competences in science and technology (Activities 1, 3–6)

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28

Life processes

6 Living things

Life processes

Animals, humans and plants are living things. They have many things in common.

What does a mouse need to live?

All living things are born.

All living things need food.

All living things need water.

All living things die.

All living things grow.

All living things need air.

R E A D & T H I N K

1 Read and fi nd:

a) three things living things do

b) three things living things need

c) three life processes.


7

All living things have three life processes: nutrition, interaction and reproduction.

2 Say the Living things chant.

3 In your notebook, write true or false. Correct the false sentences.

a) Plants aren’t living things.

b) All living things die.

c) Living things don’t need food and water.

d) All living things react to their environment.

4 Copy and complete the correct life process.

a) A puppy is born. This is . c) Two lions fight over territory. This is .

b) A sheep eats grass. This is . d) A carrot grows from a seed. This is .

5 Draw a picture of a table. Then write six reasons why a table is a non-living thing.

A table is a non-living thing because it doesn’t/isn’t …

6 Q U ZI Check your learning.

A C T I V I T I E S

4

5

Nutrition

All living things get nutrients from food to grow and survive.

For example, a tree makes its own food. A giraffe gets food from the tree.

Interaction

All living things react to their environment to survive. This is called interaction.

For example, a cat chases a mouse and the mouse runs away.

Reproduction

All living things reproduce to make more living things of the same type.

For example, humans have babies and eagles have eaglets.


How to start• Draw a mouse on the board. Confi rm that a mouse is a

living thing and ask students what it needs to live. Conclude by drawing water and food next to the mouse. Draw a bottle around the mouse and draw a cork in the bottle and ask: Can it live in a bottle? Why not? Rub out the cork.


Activity 1

• Before reading, students explain what they can see in the picture and in the photos.

• Put the students into pairs to read the text and fi nd the nine pieces of information.

• Do whole class feedback. Ask a volunteer to crouch into a little ball and close their eyes. Say: All living things are born and the student opens their eyes. All living things grow and the student slowly stands up and stretches. All living things die and the student makes their whole body go limp.

• Give examples of nutrition, interaction and reproduction and students name the process each time.

Content objectives• Recognise needs and characteristics common to all

living things.• Diff erentiate the three basic life processes: nutrition,

interaction and reproduction.

Vocabulary• air, be born, cat, die, eagle, environment, food, grow,

human, interaction, life process, living thing, mouse, need, non-living thing, nutrient, nutrition, react, reproduce, reproduction, survive, water

Structures• All living things are born.• All living things have three life processes.• A cat chases a mouse.• All living things need water.• A book doesn’t need water.

Resources• Tracks 4 & 5

024_039_3NSLP_Unidad_1_9788467384079.indd 28 04/08/15 12:04

29

1Living things

Activity 2 Track 4

• Listen and mime. Are born, grow, die = see activity 1 for mimes. Food = fi nger tips to mouth, air = wave hands around, water = hand to lips as if a cup and tilt. Nutrition = rub tummy, interaction = smile at each other, reproduction = rock a tiny baby.

• Listen and join in with the students on the audio.• Divide the class into three groups. Each group performs one

verse. Repeat twice more, changing each group’s verse so they all practice all three verses.

Activity 3

• Read the sentences aloud in random order and students look at their books and say the corresponding letter.

• Read each sentence aloud. Students hold their clenched fi sts in front of them. If they think it is true on the count of three they put their thumbs up. If they think it’s false they put their thumbs down.

• Students write true or false and correct the false sentences in their notebooks.

Activity 4

• Write NUTRItion INTERACtion REPRODUCtion on the board. Give a student a rolled up magazine or similar. Read one of the sentences from the book aloud and the student whacks the corresponding word with the magazine and the rest of the class chants. For example, This is nutrition. To create more turns repeat the sentences with slight chan-ges, for example, A cow eats grass. An apple tree grows from a seed.

• Students copy and complete the sentences with the correct life process.

Activity 5 Assessment opportunity

• Draw a diff erent object on the board, for example, a pencil, and write numbers 1–6. Ask students to give reasons why a pencil is a non-living thing. Aft er each correct answer circle a number.

• Students do the activity in their notebooks.

Activity 6 Track 5

• Play the audio and pause aft er each sentence.• Students answer by writing in the air using their fi nger. They

can write a capital ʻNʼ for nutrition, ʻIʼ for interaction and ʻRʼ for reproduction. For feedback ask students: What did you write? Answer for example; ʻRʼ for reproduction.

Extra idea! Make a living things mural. Students fi nd or draw pictures and stick them on the mural. Add some signs, for example, They all need water. They all grow. They all reproduce.


• Worksheet 1.1; Support worksheet 1.1

Track 4 Say the Living things chant.

All living things are born, grow and die.

All living things need food, air and water.

All living things have three life processes.

Nutrition, interaction and reproduction.

Track 5 Quiz: check your learning.

Hello, everybody! Are you ready? Say nutrition, reproduction or interaction.

1. Living things react to their environment to survive. (interaction)

2. Living things make more living things of the same type. (reproduction)

3. Living things get nutrients to grow and survive. (nutrition)

4. A dog has four puppies. (reproduction)

5. A plant makes food. (nutrition)

6. A plant makes a new plant. (reproduction)

7. Children play a game. (interaction)

8. A dog smells a rabbit. (interaction)

ANSWERS

1. a) All living things are born, grow and die.

b) All living things need food, water and air.

c) nutrition, interaction and reproduction

3. a) False: plants are living things.

b) True

c) False: living things need food and water.

d) True

4. a) reproduction c) interaction

b) nutrition d) reproduction

5. A table is a non-living thing because it doesn’t need food, air or water.

A table is a non-living thing because it isn’t born.

A table is a non-living thing because it doesn’t grow or die.

6. 1. interaction 5. nutrition

2. reproduction 6. reproduction

3. nutrition 7. interaction

4. reproduction 8. interaction

Key competences covered: Linguistic communication (Activities 1–6); Mathematical competence and basic competences in science and technology (Activities 1, 3–6)

024_039_3NSLP_Unidad_1_9788467384079.indd 29 04/08/15 12:04

30

Animals

8 Living things

Animals

How many different animals can you name?

InteractionAnimals react to their environment to survive. Animals move around to find their food, and to escape from bigger animals. Different animals move in different ways.

Animals can’t talk, but they make sounds to communicate with other animals. Some animals live together in groups.

R E A D & T H I N K

Panda bears eat bamboo.

Bees eat nectar from flowers.

Pigs eat worms and roots.

Sharks eat other fish.

Turtles swim. Eagles fly. Cheetahs run.

Animals are living things. Lions and rabbits are animals. Insects, birds, fish and reptiles are animals too.

Nutrition

All animals eat other living things. Different animals eat different living things.

1 Read and find:

a) two animals that eat plants

b) an animal that eats plants and other animals

c) three ways animals move

d) two ways animals are born.


9

ReproductionAnimals produce babies. Some animals are born fromeggs. Other animals are born directly from their mothers.Young animals learn to be independent very quickly.

2 Listen and repeat. Listen again and only repeat the words related to interaction.

survive independent react be born produce

communicate environment move around

3 In your notebook, correct the mistakes in these crazy sentences.

a) A fi sh can walk.

b) A bee can swim.

c) A kangaroo can fl y.

d) A dog can talk.

4 Thin k! How are the animals on these pages similar? Copy and complete these sentences.

a) They all eat .

b) They all produce .

c) They all move .

Now fi nd some pictures of animals to stick next to your sentences.


A C T I V I T I E S

A duckling is born from an egg.

A calf is born directly from its mother.

How do ants communicate with

other ants?

SCI-QUEST

6 7

8


How to start• Put students into groups and give each group a large piece

of paper or a whiteboard and a pen. Ask: How many diff erent animals can you name? Give them a time limit to write as many animals as possible.

• Students display and compare their animals.• You can award points, for example, one point per animal,

three points if only two groups have it, fi ve points if only one group has it.


Activity 1

• Ask the questions orally before students look at their books and write the fi rst answers you hear on the board. As you write on the board, get the students to chant, for example, Cows eat plants.

• Put students into pairs to read the information and fi nd the answers to the questions.

• In feedback ask if any of the answers in the book were the same as their answers.

Content objectives• Recall basic aspects of animal nutrition, interaction and

reproduction.

Vocabulary• be born, communicate, eat, egg, environment, escape,

fl y, food, groups, independent, move around, mother, place, produce babies, react, reptile, run, sounds, survive, swim

Structures• Lions and rabbits are animals.• Find two animals that eat plants• Pandas eat bamboo.• Animals can’t talk.• A duckling is born from an egg.

Resources• Tracks 6, 7 & 8

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1Living things

Activity 2 Track 6 & 7

• Put the students into groups or rows or lines. Play Track 6. Pause the audio aft er each word and point to each of the groups in turn. As you point they repeat the word. At fi rst point slowly and then more quickly.

• Listen to Track 7 and pause aft er each word. If the word isrelated to interaction, students look around at each other and smile. If it is not, they must keep a straight face.

• Listen again and students only repeat the words related to interaction.

Activity 3

• Name students to read the sentences out loud and the rest of the class respond: Oh no, it can’t! Then name students to say correct sentences, for example, A fi sh can swim. A dog can walk.

• Students do the activity in their notebooks. • Students write new crazy sentences. Ask students to read

their sentences a loud and repeat the activity above.


• You can use this activity to review the general characteristics of living things, as well as specifi c characteristics of animals, for example, They eat plants and/or living things. They produce babies, directly from the mother or from eggs. They all move around. Classify students ideas into all living things or just animals.

• Students copy and complete the sentences, then stick pictu-res of animals next to them.

Activity 5 Track 8

• Do the quiz in four teams. Pause aft er each question and ask a diff erent team each time. If they answer correctly, they get a point. If they answer incorrectly, the question passes to the next team and so on.

Extra idea! Play a guessing game. Ask a student to choose an animal. Ask yes/no questions, for example, Can it fl y/swim/run/walk? Does it eat plants or animals, plants and animals, grass, insects etc? Is it born from an egg/directly from the mother? The student answers and the rest of the class guess the animal. Continue with another student, encouraging the rest of the class to ask the questions.

Track 6 Listen and repeat.

survive, independent, react, be born, produce, communicate, environment, move around



Track 7 Listen again and only repeat the words related to interaction.

react, independent, move around, be born, communicate, produce, environment, survive


Hello everybody! Are you ready? Answer the questions.

1. What do all animals eat? (other living things)

2. What do bees eat? (nectar from fl owers)

3. What do pigs eat? (worms and roots)

4. How do animals move? (They swim, fl y or run.)

5. How do sharks move? (They swim.)

6. How do bees move? (They fl y.)

7. What do animals make to communicate? (sounds)

8. How are animals born? (directly from their mother or from eggs)

ANSWERS

1. a) pandas and bees

b) pigs

c) swim, fl y or run

d) from an egg or directly from its mother

2. react, move around, communicate, environment, survive

3. a) swim c) jump

b) fl y d) run

4. a) other living things

b) babies

c) around

5. 1. other living things 5. They swim.

2. nectar from fl owers 6. They fl y.

3. worms and roots 7. sounds

4. They swim, fl y or run. 8. directly from their mother or from eggs

SCI-QUEST ANSWER

• They make smells!

Key competences covered: Linguistic communication (Activities 1–5); Mathematical competence and basic competences in science and technology (Activities 1–5); Digital competence (Activity 4)

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32

Humans

10 Living things

Humans

People are humans and humans are animals. Like all living things, humans have three life processes.

How are we the same as other animals?

NutritionWe eat food from other animals: meat, fish and eggs. We also eat food from plants: fruit, vegetables, pulses and cereals.

We prepare our food and we eat at meal times: breakfast, lunch and dinner.

InteractionHumans can move around, but we also invent machines to make work easier. We live and work in groups. We communicate by talking, touching and writing. We also interact with our environment. For example, when it’s cold we wear more clothes.

1 Read and find five differences between humans and other animals.

R E A D & T H I N K


11

2 Listen and repeat. Listen again and only repeat the words related to food.

young pulses machines vegetables talking

breakfast touching lunch independent

3 Copy and complete the sentences in your notebook. Write a human or an animal.

a) I have four legs. I’m .

b) I can talk. I’m .

d) I lay eggs. I’m .

e) I can fl y. I’m .

c) I wear clothes. I’m . f) I eat at meal times. I’m .

Now write two more sentences. Ask your partner to say if you’re a human or an animal.

4 Thin k! Which is the odd one out? Write why.

a) meal swimming eating food

b) talking writing sleeping touching

c) egg mother baby machine

… is the odd one out because it isn’t related to …


A C T I V I T I E S

ReproductionHuman babies are born directly from their mothers. Before that, the baby grows inside the mother for nine months. Young humans take many years to become independent.

Which part of your body (almost)

doesn’t grow?

SCI-QUEST

9 10

11


How to start• Ask: How are we the same as other animals? Aft er asking

students how we are the same, ask how we are diff erent. Make two lists on the board with bullet points. Challenge them to come up with as many ideas as possible.


Activity 1

• First talk about the information in the photos.• Use the ideas from the previous activity as a basis for this

task. Students fi nd diff erences between humans and animals in the text and compare them with their own ideas.

Activity 2 Track 9 & 10

• Play the echo game. Play Track 9. Pause aft er each word and students repeat three times, starting loud and getting quieter.

• Play Track 10 and students mime chewing when it is a word related to food, but keep their jaw totally still for the other words.

• Students listen again and only repeat the words related to food.

Content objectives• Refl ect on characteristics of human nutrition,

interaction and reproduction.

Vocabulary• cereals, eggs, fi sh, fruit, human, machine, mealtime,

meat, prepare, pulses, talk, touch, vegetables, write

Structures• Humans are animals.• We have three life processes.• Humans can move around• We communicate by talking.• When it’s cold we wear more clothes.

Resources• Tracks 9, 10 & 11

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1Living things

Activity 3

• Whisper one of the sentences to a student who then does a mime for the rest of the class to guess the sentence, for example, You have four legs. Then the student says Yes I have four legs. Am I a human or an animal? and the rest of the class answer, for example, You’re an animal.

• Students write their own sentences and continue the activity in pairs.


• Practise the concept of odd one out, for example, bird, elephant, tree, ball (ball isn’t a living thing.) Banana tree, dog, lion, rabbit (banana tree isn’t an animal).

• Students go on to work out the examples in the book. If they need a clue, tell them to think about life processes.

Activity 5 Track 11

• Put the students in two teams and line them up in twocolumns in front of you. Play the fi rst question on the audio and pause. The fi rst student in each team tries to answer it. The fi rst to answer correctly sits down and the other student goes to the back of their team. If both answer correctly, both sit down. If neither answer correctly, both go to the backs of their teams. Continue with the next question. Repeat the audio track until one team are all sitting down.

Extra idea! Think of all the things you did yesterday that an animal can’t do, for example, ride a bike, read a book...

Track 9 Listen and repeat.

young, pulses, machines, vegetables, talking, breakfast, touching, lunch, independent

Track 10 Listen again and only repeat the words related to food.

vegetables, machines, breakfast, talking, lunch, independent, touching, young, pulses


Hello everybody! Are you ready? Say the missing words.

1. Humans eat food from other animals and from … (plants)

2. Human babies are born directly from their … (mothers)

3. Humans communicate by talking, touching and … (writing)

4. Young humans take many years to become … (independent)

5. Humans usually eat food at … (mealtimes)



ANSWERS

1. Humans prepare food/talk/invent machines/write/take many years to become independent/wear clothes.

2. pulses, vegetables, breakfast, lunch

3. a) an animal d) an animal

b) a human e) an animal

c) a human f) a human

Student’s own answer

4. a) Swimming is the odd one out because it isn’t related to nutrition.

b) Sleeping is the odd one out because it isn’t related to interaction.

c) Machine is the odd one out because it isn’t related to reproduction.

5. 1. plants

2. mothers

3. writing

4. independent

5. mealtimes

SCI-QUEST ANSWER

• Your eyes!

Key competences covered: Linguistic communication (Activities 1–5); Mathematical competence and basic competences in science and technology (Activities 1–5)

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34

Plants Looking aft er living things

12 Living things

Plants

Why are plantsliving things?

Trees, grasses and bushes are all plants. Flowers, leaves, roots and fruit are parts of a plant.

1 Read and complete the sentences with can or can’t.

a) Plants make their own food.

b) Plants move around.

c) Plants move some of their parts.

d) Seeds grow into new plants.

R E A D & T H I N K

NutritionPlants make their own food. They use sunlight, air, water and nutrients from the soil to make their food.

ReproductionPlants can make new plants. Many plants make seeds. Seeds grow into new plants. Other plants grow a new plant from their parts.

InteractionPlants can’t move around. But they can react to their environment by moving their parts.

Sunfl owers face the Sun. The roots of plants grow towards water.

soil

air

sunlight

water

nutrients


13

Watering plants

Looking aft er living things

Watering plants

Taking your pet to the vet

Touching a bird’s nest

Picking wild fl owers

3 Sing the Be kind to one another song.

4 Copy these sentences in your notebook. Write nutrition, interaction or reproduction.

a) The roots of plants grow towards water. c) Many plants make seeds.

b) Plants make their own food. d) Plants need sunlight, air, water and soil.

5 Copy and complete the pictures.

a) Draw the roots. b) Draw the Sun. c) Draw some new plants.

6 How can you look aft er a pet? Write three sentences and draw pictures.

I … my dog/cat/hamster/rabbit.


A C T I V I T I E S

12

13

Why do we need other living things?

They make smells!

2 Look at the photos and answer the questions.

a) Which actions are good for living things?

b) Which actions are bad for living things?

L O O K & T H I N K


How to start • Ask: Why are plants living things? Students think of as many

reasons as possible why plants are living things (they're born, they grow, die, need water, air, food, do nutrition, interaction and reproduction.)


Activity 1

• Read the sentences with the students. In pairs they complete each sentence with can or can’t according to what they know/think.

• Students go on to look at the pictures and read the texts to check/correct their answers.

• Ask some comprehension questions: Do plants need food? (They don’t! They make food.) Do plants eat other living things? What do they eat? What do they need to make food? Do plants interact with their environment? Do they move about? How do they interact? (by moving a part). Do plants reproduce? Are baby plants born directly from the mother? Are they born from an egg? How is a baby plant born? (from a seed). Are all plants born from seeds?

Content objectives• Recall basic aspects of plant nutrition, interaction and

reproduction.• Encourage respect for living things.

Vocabulary• air, bin, bush, fl ower, fruit, grass, leaf, nest, nutrients,

root, rubbish, seed, soil, sunlight, tree, vet, water

Structures• Flowers and leaves are parts of a plant.• Plants can make their own food.• Plants can’t move around.• Watering plants is good.

Resources• Tracks 12 & 13

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35

1Living things

Activity 2

• Students read the sentences in pairs and work out a mime for each one. Pairs perform their mimes and the class guess the sentences.

• Go through the sentences one at a time and the class vote if they are good (thumbs up) or bad (thumbs down) for living things.

• Write a cross and a tick on the board and write the number of students under each.

• Count the votes and ask students to make a sentence, for example, Picking wild fl owers is bad for living things.

Activity 3 Track 12

• Explain the title. When you do good things for living things, you are kind.

• Brainstorm types of living things.• Listen to the song and pause aft er each verse. Identify the

types of living thing and where they live.• Divide the students into fi ve groups and give each a verse

to perform.

Extra idea! To keep all students participating all the time, they are the orchestra when they are not performing their verse. At the beginning of all the verses say/mime aninstrument and students mime playing that instrument for the duration of the verse.


• Write nutrition, interaction, reproduction. Put the students into pairs with only student A looking at the book.

• Student A reads the statements and student B answers.• Students swap roles and read the statements in a diff erent

order.• Students do the activity in their notebooks.

Activity 5

• First look at the pictures and discuss what is missing in each one.• Students draw the missing elements and compare their pictures.

Activity 6

• Ask what pets students have and how they look aft er them.• Students do the activity in their notebooks.

Activity 7 Track 13

• Students write good and bad on a piece of paper. • They listen to each statement and write the statement

number in the corresponding column. They then listen to the answer to check.


• Worksheet 1.4; Support worksheet 1.4; Karaoke

Track 12 Sing the Be kind to one another song.


Hello, everybody! Are you ready? Say ‘It’s good’ or ‘It’s bad’.

1. Touching a bird’s nest.

2. Watering plants.

3. Taking your pet to the vet.

4. Picking wild fl owers.

5. Feeding your cat.

6. Not walking your dog.

Be kind to all animals

Living on the ground.

Be kind to every living thing.

We need them around.

Be kind to all the birds

Flying in the sky.


It’s important to try.

Be kind to all the fi sh

Swimming in the sea.


They’re just like you and me.

Be kind to all the plants

Growing in the ground.


We need them around

Be kind to one another

We are living things too.


Including me and you.

ANSWERS

1. a) can c) can

b) can’t d) can

2. a) watering plants and taking your pet to the vet

b) touching a bird’s nest and picking wild fl owers

4. a) interaction c) reproduction

b) nutrition d) nutrition


6. I walk/wash/feed/play with my pet.

7. 1. It’s bad. 4. It’s bad.

2. It’s good. 5. It’s good.

3. It’s good. 6. It’s bad.

Key competences covered: Linguistic communication (Activities 1–7); Mathematical competence and basic competences in science and technology (Activities 1–2, 4–7)

024_039_3NSLP_Unidad_1_9788467384079.indd 35 04/08/15 12:04

36 1Living things

Let's work together!

14

� ve



Materials

wheel templates

scissors

crayons

paper fasteners


2. Join the wheels together with a paper fastener.

3. Turn your top wheel and choose a living thing. It’s a secret!

4. Ask questions to guess your partner’s living thing. Then play again.







TEMPLATE 1.1The living things wheel

Living things

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Pre

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SS3_Unit1_template1_1.indd 2 30/01/14 16:59

Before the lesson• Photocopy the wheel template for each student

Demonstrating the word wheel• Ideally demonstrate the activity before the students make

their word wheels, by playing with the wheel with the whole class. Call a student to the front and the whole class asks questions to guess the animal.

• Demonstrate the pair version of the game with a strong student as your partner.

• Then call out two more students to demonstrate the game.

Making the word wheel• You may want the students to stick the template onto card

before cutting it out to make it more durable.

• Make sure students don’t spend so long making their word wheel that they don’t get enough speaking practice. They can always fi nish colouring at home.

Playing with the word wheel• Put the students into pairs as they fi nish making their word

wheels.

• Ask students to fi nd new partners when they have each had a turn at guessing.

• Once the whole class are playing you can do it as a mingle activity. Students walk round to music. Pause the music and they form a pair with a nearby student. They ask and answer questions till you start the music again. Do this several times so that students get practice with diff erent partners.


• Extension worksheet• Template 1.2: Make your own poster!• Digital poster

Content objectives• Revise basic information about living things.• Ask simple questions in a logical sequence to make a

deduction.• Understand and respond accurately to questions.

Resources• Template 1.1.

Materials• crayons, paper fasteners, scissors

Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology; Learning to learn

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371 Living things

Experiment time!

� ve

15

Experiment time!

1. Put soil in pot 1; sand in pot 2; andcotton wool in pot 3. Pot 4 is empty.

3. What’s going to happen? Draw your prediction for each pot.


2. Plant an equal number of seeds in all the pots. Put the pots next to a window.

4. Observe and water the plants every day for two weeks. Record your results.

The tallest shoot is … The plant with the most shoots is …Cress can/can’t grow in ... Cress grows best in …


Materials

pots labelled 1–4




Can plants grow without soil?


Before the lesson• Pose the question of the experiment: Can plants grow

without soil? Ask students for their opinions.

• Ask students what experiment they could do to fi nd out the answer.

• Students look at the pictures and read the texts and work out how to do the experiment in the book. They compare it to their own ideas.

Using the video• The video shows a student setting up and carrying out the

experiment. You can use it to explain the experiment to the students. If you are going to do the experiment, stop the video before the results appear.

• Set some comprehension questions before viewing. Ask: What materials do you need? What do you do? What results do you record?

• Alternatively you can use the video aft er the students have done the experiment to compare the way they conducted the experiment and the results.

• If you are unable to do the experiment in class, students can watch it on the video and be encouraged to do it at home.

Extra idea! Make a rota for observing the plants and fi lling in the

record sheet. Place the rota on the wall. This encourages students to take responsibility and work independently of the teacher.


• Revision worksheet• Template 1.4: Make your own dictionary!

Content objectives• Find out how plants grow in diff erent materials.• Set up and carry out the stages of an experiment.• Make predictions.• Record observations.• Reach conclusions.

Resources• Experiment video• Timing: one-two weeks• Template 1.3

Materials• cress or mustard seeds; pots labeled 1–4; soil, sand

and cotton wool

Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology; Learning to learn

Assessment opportunity

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Let's revise!

3838

Activity 5

• Students choose words from the unit to add to their picture dictionary. You can ask them to choose important or diffi cult words, or simply words they like.

MY PROGRESS

• First make sure the students understand the statements and together remember the content each implies.

• Students then decide how well they know that content.


• Tests A & B

Activities: step-by-step guide

Activity 1

• Point to words from the box in random order and students point to where they go in the diagram.

Activity 2

• Students do the activity as a practice test.

Activity 3 Track 14

• Before listening, students look at the pictures and identify the living things.

• Students listen and say which picture and the information that helped them decide.

• Students use the pictures to do a similar activity in pairs.

Activity 4

• Students use diff erent colours in their notebooks for the sentences about plants, animals, plants and animals.

• Students add another sentence to each column.

16 Living things


1 Copy and complete the diagrams in your notebook. Use the word bank.

2 Q U ZI Choose the correct answer.


1. reproduction

2. nutrition

3. interaction.


1. six months

2. one year

3. nine months.







2. water the plants


food interaction


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1Living things

3939

Track 14 Listen and say which photo.

A.

A: Choose a living thing.

B: Ok, I’m ready. Try and guess my living thing.

A: Is it a plant, an animal or a person?

B: It’s an animal.

A: How does it move?

B: It fl ies.

A: What does it eat?

B: It eats nectar from fl owers. Can you guess what it is?

B.

A: Now it’s my turn.

B: Okay. Choose another living thing.

A: Okay. I’m ready.

B: Can it move around?

A: No, it can’t.

B: Can it make its own food?

A: Yes, it can.

B: Does it have a big fl ower?

A: Yes, it does. Can you guess what it is?

C.

A: Okay, choose one more living thing.

B: Ready!

A: Can it fl y?

B: No, it can’t.

A: Does it have four legs?

B: No, it doesn't.

A: Is it a human?

B: Yes, it is.

A: Can it talk?

B: No, it can’t. Can you guess what it is?

ANSWERS

2. a) 1. reproduction

b) 3. nine months

c) 2. sunlight, air, water and nutrients from the soil

d) 2. water the plants

3. 8. a bee

5. a sunfl ower

2. a baby

4. Plants: grow/can make seeds/make their own food/are living things/need water/have roots

Animals: can be born from eggs/grow/swim, fl y and run/are living things/need water/make sounds

Plants and animals: grow/are living things/need water


1. Living things can be


humans animals plants

interaction nutrition reproduction

Key competences covered: Linguistic communication (Activities 1–5); Mathematical competence and basic competences in science and technology (Activities 1–4); Learning to learn (Activity 5, My progress)

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Living thingsAPPENDIX

73

1 Observe, identify the characteristics and classify living things into: Animal, Plant or Fungi kingdom.

2 Recognise what an ecosystem is and how living things interact with each other in order to survive.

Learning outcomes

1 Classification of living things

2 Ecosystems and food chains

Contents


Key competences

1 Understand different methods of classifying living things based on their characteristics.

2 Understand the characteristics and components of an ecosystem.


Assessment criteria

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74

Classifi cation of living things

How to start • Brainstorm examples of living things. Ask: What living

things can you see in the classroom? Write the students’ answers on the board.

• Ask: How many living things can you name in three minutes? Write the students’ answers on the board.

• Ask about the students’ answers: Which of these are animals? Which of these are plants? Invite students to come to the board and underline or circle the diff erent words with colours.

• Explain that all living things can be divided into three groups. Read the information from the top of the page.

Content objectives• Classify living things into three kingdoms.• Understand that diff erent living things have diff erent

nutrition and interaction.

Vocabulary• interaction, kingdom, nutrition, make food,

move about, rot

Structures• Animals eat other living things.• Plants can’t move about.• Fungi don’t make their own food.

Resources• Track 40

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75

1Living things


Activity 1

• On the board, write: Animal Kingdom. Say: All animals belong to the animal kingdom. Repeat with Plant Kingdom and Fungi Kingdom.

• In pairs, the students read the texts and answer the questions.• Ask the students to name members of the three kingdoms.


• Ask: What do you know about nutrition in the three kingdoms? What do you know about interaction? Encourage the students to explain the diff erences between the kingdoms.

• The students complete the sentences in their notebooks. Remind students that they will need to write ‘an’ if the word starts with a vowel.

Activity 3

• On the board, write: dog, beaver, grass, elephant, turtle. Ask: Which is the odd one out? When the students give their answers ask: Why?

• The students do the activity in pairs. Encourage them to say why.

• Ask some students to read out their lists to the class. The students say which the odd one out is and why.

Activity 4

• In groups, the students make posters. They can draw the living things or use pictures from magazines or the Internet. Encourage them to write the names of the living things on the posters.

• Display the posters around the classroom.

Activity 5 Track 40

• Say: Animals make their own food. Say: Nod your head if it’s true and shake your head if it’s false.

• Then play track 40 and pause aft er each sentence. The students nod their heads if it’s true and shake their heads if it’s false.

Extra idea! Play ‘Guess the living thing’ game. Say: I’m thinking of a living thing. It’s on these two pages. The students ask questions until they have guessed the living thing, for example, Can it move? Does it make its own food? Then the students play the game in pairs.


Adult: Hello everybody! Are you ready? Say true or false.

Adult: 1. There are four kingdoms of living things.

Child: False

Adult: 2. An elephant and an ant are in the same kingdom.

Child: True

Adult: 3. A tree and a mushroom are in the same kingdom.

Child: False

Adult: 4. Pine trees and wheat are in the plant kingdom.

Child: True

Adult: 5. All animals move about.

Child: True

Adult: 6. All fungi move about.

Child: False

Adult: 7. Only plants can make their own food.

Child: True

Adult: 8. Animals and fungi eat living things.

Child: False

ANSWERS

1. a) the plant kingdom

b) the fungi kingdom

c) the animal kingdom

2. a) an animal

b) a plant

c) a plant or fungus

d) an animal

e) a fungus

3. a) The apple tree because it’s a plant.

b) The mushroom because it’s a fungus.

4. Student’s own answers

5. false, true, false, true, true, false, true, false

Key competences covered: Linguistic communication (Activities 1–5); Mathematical competence and basic competences in science and technology (Activities 1-5)

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76

Ecosystems and food chains

How to start• Ask: Where does a dolphin live? What other animals live with

a dolphin? Where does a monkey live? What other animals live with a monkey? The students answer the questions.

• Then ask: What plants live in these places?


Activity 1

• Say: Look at the fi rst picture. This is an ecosystem. There are living things and non-living things. What living things can you see?

• Then ask: What non-living things can you see?• The students read the text about ecosystems and answer

question a).• Now focus on the food chain diagram. Say: Which living

thing makes its own food? Which living things eat other living things? Which living thing rots other living things?

• The students read the text about food chains and answer question b).

Content objectives• Understand what an ecosystem is.• Describe some food chains.

Vocabulary• air, consumer, decomposer, ecosystem, environment,

food chain, non-living things, producer, soil, sunlight

Structures• Plants are producers.• Living things depend on each other for nutrition.

Resources• Track 41

Materials• card, glue, scissors, coloured pencils, felt pens, wool

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1Living things

Activity 2

• Say: Look at the photos. What ecosystems can you see? What animals live in these ecosystems?

• The students do the activity in their notebooks.


• On the board, write: eagle, mouse, grass, fungi, snake. Say: Put this food chain in order from producer to decomposer. The students check their answers with the food chain in the book.

• In pairs, the students put the food chains in order.• Ask for volunteers to write the food chains on the board.

Activity 4

• The students work in groups to read the instructions and make a food chain mobile.

• While they are working, ask them about their food chains. Ask: What is the producer? What are the consumers? What is the decomposer?

• Display the mobiles in the classroom.

Activity 5 Track 41

• On pieces of card, write: producer, consumer, decomposer. Stick the cards on diff erent walls of the classroom. Say: A fox is... The students point to the correct answer.

• Play track 41. Pause the track to allow the students to point to the correct answer.

Extra idea! Ecosystem posters. The students work in groups. Tell them to choose one of the food chains they have studied in this lesson. Ask: What ecosystem would they live in? The students draw the living things in their ecosystem. Encourage them to add more living things and some non-living things.


Adult: Hello everybody! Are you ready? Say producer, consumer or decomposer.

Adult: 1. A cow is a…

Child: Consumer

Adult: 2. Grass is a…

Child: Producer

Adult: 3. Mould is a...

Child: Decomposer

Adult: 4. A sunfl ower is a…

Child: Producer

Adult: 5. A frog is a…

Child: Consumer

Adult: 6. A tomato plant is a...

Child: Producer

Adult: 7. An insect is a…

Child: Consumer

Adult: 8. A mushroom is a…

Child: Decomposer

ANSWERS

1. a) An ecosystem is a natural area containing living things that interact with each other and their environment.

b) A food chain shows the interaction between the producers, consumers and decomposers in an ecosystem.

2. a) lion, zebra, giraff e

b) penguin, salmon, seal, killer whale

c) beaver, dragonfl y

3. a) plant, insect, salmon, bear

b) grass, zebra, hyena, lion

c) carrot, rabbit, fox, eagle

4. Student’s own answers

5. consumer, producer, decomposer, producer, consumer, producer, consumer, decomposer

Key competences covered: Linguistic communication (Activities 1–5); Mathematical competence and basic competences in science and technology (Activities 1-5)

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