Essential Science 3

857371 _ 0001-0015.
qxd 10/7/06 09:21 Pgina 1
Teachers Book
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 2
Essential Science
853672_C.ai
27/2/06
20:00:43
Essential Science teaches basic concepts of Science,

Geography and History through English.
Content and language are carefully interwoven
in Essential Science.
Science, Geography and History
The syllabus covers all the scientific contents which

students require at this level.
Cdigo de pedido: S-06794
The language objectives correlate with those

set out in the Cambridge Young Learners suite.
Cdigo de pedido: S-06743
The Students Book guides students towards

curricular objectives.
Activity
Book
A series of presentations explain key concepts in

clear and simple language.
Basic activities in the Students Book give students
the confidence to ask simple questions, and make
short, descriptive statements.
The Activity Book provides reinforcement

and extension activities.
It includes projects and tasks to widen
the students horizons, and stimulate
reflection on work and progress.
The Students CD gives
an extensive selection of
recorded texts.
The students self-confidence
will grow, as their fluency and
pronunciation improve.
Learner autonomy is
encouraged.
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 3
Teachers Book
Essential Science provides a wealth of material to

teachers and students. This gives teachers great
flexibility to choose. They can adapt their work
in view of the time the students spend on Science,
Geography and History in English.
Internet resources are available for teachers and
students on our websites. Links encourage students
to go further in their research.
Posters and flashcards give teachers important
visual back-up.
Richmond Students Dictionary: a valuable reference
tool.
Essential
Science3
Assessment, Extension and Reinforcement

worksheets provide teachers with additional
resources.
LEVEL
3
This Teachers Book offers page-by-page teaching
suggestions, solutions to the Activity Book
activities, and a guide to other resources.
F INS ,W INGS
AND L EGS
LEVEL
3
www.richmondelt.com
CLOUDS
The Teachers CDs contains a

selection of recorded texts as well as
all the Students CD recordings.
Richmond World
Facts Readers
provide a series
of stimulating and
carefully graded
texts on Geography,
Science, Culture
and History.
www.richmondelt.com
58 readers at 6 levels of proficiency are

available.
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 4
CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY
Natural sciences
UNIT
CONCEPTS
BOOK 3, SECOND CYCLE
PROCEDURES
CITIZENSHIP
01. Living things
The life cycle

Living things
Animals and plants
Where animals
and plants live
Comparing photos
Completing a chart
Pollution
02. Our senses
Touch
Sight
Hearing
Taste
Smell
Completing a chart
Doing an experiment
Blind people
03. Our body
Movement
The skeleton
Muscles
How we use our muscles
Labelling a diagram
Doing an experiment
Changes in
the body
04. Animals
The classification of animals

What animals eat
How animals are born
Classifying pictures
Labelling photos
Animal
protection
05. Vertebrates and

invertebrates
Vertebrates
Invertebrates
Matching photos
and diagrams
Completing index cards
Respecting
small animals
06. The Earth
The Earth
Solids, liquids and gases
Changes in matter
Analysing a picture
Labelling a diagram
Pollution
07. Water
Characteristics of water
Water as a resource
The three states of water
The water cycle
Comparing photos
Labelling pictures
Water as
a valuable
resource
857371 _ 0001-0015.qxd 14/7/06 13:20 Pgina 5
Geography and History
UNIT
CONCEPTS
PROCEDURES
CITIZENSHIP
08. Air
Air as a gas
The atmosphere
Classifying pictures
Comparing photos
Fresh air
09. Plants
Stems, leaves and roots

Trees, bushes and grass
Compiling information about

plants in our region
Labelling a picture
Protection
of plants
and trees
10. Flowering plants
Plant seeds and fruit

Plants are born
Plants grow and change
Drawing the life of a bean plant

Doing an experiment
Fruit
in season
11. The landscape
Changes in the landscape

Mountains and flat lands
Completing descriptions
Labelling a map
Landscapes
in our region
12. Water and

weather
Water
The coast and the sea
Weather
Drawing a weather map

Describing coastal relief
Clean
beaches
13. Population
Cities, towns and villages

Transport
Interpreting graphs
Compiling information about
our area
Customs
and traditions
14. Work
Crop and animal farming

Industry
Labelling a chart
Making a relief model
The right
to work
857371 _ 0001-0015.qxd 14/7/06 13:29 Pgina 6
The Student's Book

indicates Richmond
World Facts Readers.
Title
Our senses
This is the
number and
title of the unit.
LOOK
indicates an
Internet Activity.
Imagine you are

in this room.
Your eyes are covered.
What can you know?
indicates
a reading
activity.
Look
The units begin
with a LOOK or
COMPARE
section which
focuses
attention on the
theme of the
unit.
READ
1. The senses
We need our senses in order to understand our surroundings.

We have five senses: sight, hearing, smell, taste and touch.
Each sense goes with an organ in the body.
shows that it is
also recorded.
We use our eyes to see. They are the organs of sight.

We use our ears to hear. They are the organs of hearing.
We use our nose to smell. It is our organ of smell.
We use our tongue to taste. It is our organ of taste.
We use our skin to feel. It is our organ of touch.
2. Touch
The skin on our hands is very
sensitive. We can use our hands
to model a piece of clay.
Our body is completely covered by skin.

Through our skin we feel cold, heat and pain.
indicates that the

activity should
first be done
orally.
Some parts of our body are very sensitive.

For example, the skin on our fingers is very sensitive.
However, the skin on our legs is not so sensitive.
Activities
Activities at the bottom
of the page reinforce
basic concepts, and
practise structures and
vocabulary.
Some are linked to
citizenship themes.
Make more sentences. Change the underlined words. We use our skin to feel.
OUR SENSES
indicates that it
can also be used
as a writing
exercise.
Read
Information is organised
into numbered sections.
Water
EXPRESSING FACTS
Water can be found in three different states.
Rivers, lakes, drinking water
Ice, snow, hailstones
Water vapour
Essential language
The Essential
Language section
summarises all the
key language used at
this level.
Air
DESCRIBING PROPERTIES
The Earth is surrounded by an enormous layer of gases
called the atmosphere.
In the lower parts of the atmosphere,
The higher parts of the atmosphere,
In outer space,
there is a lot of oxygen.

there is a little oxygen.
there is no oxygen.
is / are
liquid water.
solid water.
a gas.
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 7
The Activity Book

Learner autonomy:
the students assess
their own progress.
I can do it
The Activity Book

offers a wealth of
activities.
Activities
Contents
Worksheet 1. Date
Apply your knowledge

THE LIFE CYCLE
UNIT
Read
and tick
I CAN DO IT
Living things
Our senses
Our body
I can compare living things and non-living things.

I can identify animal and plant habitats.
I can identify our five senses.

I can name the parts of the eye and the ear.
10
Animals
Vertebrates
and invertebrates
The Earth
Water
Air
Plants
Flowering plants
The landscape
Water and weather
Population
Work
Extra Past and present
1. What do living things do? Match and write.

reproduce
eat
are born
die
grow
I can name some bones and muscles.

I can say how we use our muscles.
13
I can classify animals in different groups.

I can identify what different animals eat.
16
I can identify vertebrates and invertebrates.

I can name the characteristics of mammals.
25
I can identify the three parts of the Earth.

I can compare solids, liquids and gases.
27
I can say where we find water.

I can describe the water cycle.
30
I can describe the characteristics of air.

I can identify some atmospheric phenomena.
32
I can identify stems, leaves and roots.

I can compare trees, bushes and grasses.
a bor>
2. How do living things begin? Connect.
35
I can name some of the parts of a flower.

I can describe how plants grow.
40
I can identify different landscapes.

I can name the parts of a mountain.
44
I can describe the course of a river.

I can talk about the weather.
48
I can compare cities, towns and villages.

I can identify some means of transport.
51
I can identify some types of work.

I can talk about the needs of industry.
53
I can talk about the past.

I can make a family tree.
A
E
C
D
B
PROJECT 1:
PROJECT 2:
PROJECT 3:
PROJECTS 4-7:
PROJECT 8:
GLOSSARY:
Animal index cards

Make a skeleton to study bones and joints
An experiment
Make objects to experiment with air
Make a relief model of your autonomous community
20
21-24
37
38-39
56-57
58-64
3
Name
Date
Project 3
Glossary
INVESTIGATION SHEET
AN EXPERIMENT
Design and carry out an experiment. Answer these questions.

Question:
How does water affect the growth of plants?
Method:
How can you find the answer?
Living things
Model answers:
Glossary
Ta two plant, wae o>

egularl an do no wae t ote, te> compa.
What resources do you need? Two plant in pot, wae.
How much time do you need?
Students use the

glossary to record
the vocabulary
they have learned.
Abou th ek.
T o> withou wae wil d^.

Results:
How can you record your results? Dra pictu o char.
How often do you take measurements? Er 2 o 3 day.
What are you looking for? To i t plant a growin@.
Conclusions: Compare your results with your hypothesis. T firs plan i
bi@ an ealth. T ote o> i dr an wile.
What do your results show you? T plan withou wae i
dyin@.
Evaluation: Was the experiment a good one? Ye.
What did you learn? Plant >e wae to li.
What went wrong, if anything? I forgo to wae t plan.
Can you improve it next time? Ye. I ca> mo caefu.
Hypothesis:
What do you think will happen?
Multicultural
non-sexist education
Peace
education
Health
education
eyelash
cold
eyelid
die
eyesight
grow
flavour
habitat
focus
life cycle
hearing
need
inner ear
pollution
iris
reproduce
lens
root
outer ear
soil
protect
sunlight
pupil
warm
retina
Our senses
Projects and tasks

lead the students to
reflect, and carry out
simple experiments.
Road safety
eyebrow
breathe
salty
Projects and tasks
37
eyeball
born (be)
Consumer
education
short-sighted
blind
sight
cochlea
skin
colour-blind
smell
ear canal
soil
ear drum
sour
58
Environmental
education
Citizenship
Sex
education
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 8
The Teacher's Book

Materials for reinforcement
and extension
UNIT 1
UNIT 0
Living things
Contents for
Science skills
UNIT CONTENT
RESOURCES
Content objectives
Resource folder
1. Distinguishing living things from non-living things

2. Understanding the meaning of the life cycle
3. Understanding that nutrition, movement, growth and reproduction
are common life processes
4. Learning characteristics of animals and plants
5. Distinguishing animals and plants
6. Understanding that living things only live in places where all their needs
are satisfied
7. Understanding that living things can live on land or in water
8. Developing a responsible altitude towards animals, plants and their habitats
PHOTOCOPIABLE RESOURCES
Developing intelligence worksheets

Working with recent immigrants
Reinforcement: Worksheet 1
Extension: Worksheet 1
Assessment
Assessment: Worksheet 1
Language objectives
Internet resources
1. Describing and identifying objects, people and animals (present simple):

Living things grow. Non-living things do not grow.
2. Comparing and contrasting: Some living things Other living things
3. Describing ability: Animals can move. Plants cannot move.
4. Talking about habits and facts: Animals live Do bison live ?
www.richmondelt.com
www.indexnet.santillana.es
Teaching strategies
http://www.scienceacross.org/index.cfm?fuseaction=
content.showcontent&node=29
Advice for teaching Science to students whose first
language is not English.
Contents
Contents for
English skills
SPECIAL PROGRAMMES*
Reinforcement and extension
CONCEPTS
Everything around us: living

and non-living things
The life cycle of living things
Characteristics of animals and
plants
The needs of living things
PROCEDURES
ATTITUDES
Distinguish living things from

non-living things
Classify different living things
into animals or plants
Sequence correctly the events
in the life cycle of living things
Interest in knowing about and

protecting living and non-living
things around us
Living things
http://www.bbc.co.uk/schools/revisewise/science/living/
Information and interactive activities and tests about
living things.
Life processes and living things
http://www.zephyrus.co.uk/biologytopics.html
Click on What are living things? or The Five Kingdoms
of living things for pictures, information and
interactive puzzles. Useful for students
and teachers.
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
LEVEL
Other resources
Assessment criteria
Learning the characteristics of living things

Identifying living and non-living things
Classifying living and non-living things
Distinguishing living from non-living things
Describing the life cycle of some living things in the right order
Identifying the needs of living things
Recognising that people are living things
W HERE D O
P LANTS
G ROW ?
Richmond World Facts

Richmond Students Dictionary
Flashcards
Posters
P LANES ,
T RAINS
AND M ORE
* Not yet available in English
www.richmondelt.com
16
17
Other resources
Internet resources
Worksheet 15. Date
Worksheet 14. Date
COMPARE SKELETONS
There are
solutions to
all Activity Book
activities.
VERTEBRATE ANIMALS
1. Look carefully. Then read and circle.

A
1. Use these words to label the parts of the skeletons. Then colour the skeletons.
skull
spinal column
ribs
legs
tail
skul
skul
spina
colum>
tai
e@
spina
colum>
rib
What are the differences between the human skeleton (A)
and the cows skeleton (B)?
2. Use these words to complete the sentences.
The human skeleton has got / has not got tail bones.
It has more / fewer bones in the legs.
It has two / four legs.
rebrae
bo>e
backbo>
Animals with a skeleton are called
The skeleton is made up of
All vertebrates have a
The cow has two / four legs.

VOCABULARY
Match.
2. Read and circle.
The skull

and the chimpanzees skeleton (C)?
Human arm bones are longer / shorter than human leg bones.
17
The spinal column
The chimpanzees arm bones are longer / shorter than its legs.
16
is made up of many vertebrae joined together.

is an external protection of the body.
Invertebrates
is made up of the bones in the head.
An exoskeleton
are animals with no bones on the inside.
bones
backbone
vertebrates
Activity Book
54
Solutions
857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 9
Language objectives
Content objectives
A cross-reference
to the content
objectives
on the previous
double page.
A cross-reference
to the language
objectives.
Hands on
Vocabulary
This presented in
alphabetical order.
It is recommended
that students
learn it.
Vocabulary
Content objectives: 1, 4, 5, 8.
Language objectives: 1.
Content objectives: 1, 2, 3,
4, 5.
body, bones, head, involuntary movement, limbs,

muscles, trunk, voluntary movement
READ
Understanding that bones and muscles

are connected to each other and work
together
1. Movement
Hands on
The body 10
The skeleton is made up of all the bones in our

body. The skeleton has two important functions:
head
2. The parts of the skeleton

shoulder
An involuntary movement is one that we do not

control. For example, we touch something hot,
and then take our hand away quickly.
elbow
12
arm
trunk
Hands on
jawbone
Our bones
Bones are hard and rigid.

They are different in shape and size.
For example, the bones in our fingers
are small and short.
The bones in our legs are big and long.
ulna
Cartilage is soft and flexible.

We have cartilage at the end of some
of our bones, for example, our nose.
radius
ribs
Ss touch their hands and describe

what they feel. Ask: What can you feel
under the skin? Is there anything hard?
What shape are the hard parts? Are
they big? Can they move?
Tell the Ss that what they can feel are
the bones. Ask them: What do you
notice if you touch your index finger?
It is in three sections, each with
a bone.
humerus
vertebra
hip
3. The joints
Our joints are important for movement:
ankle
Look at the boy. What parts of his body can he bend? Decide and complete. He can bend
M.A. arm (elbow) leg (knee).

OUR BODY
CONTENT AND LANGUAGE DEVELOPMENT

1
pelvis
spinal column
(backbone)
femur
tibia
The neck is the joint

between the head and the trunk.
The shoulder, elbow and wrist
are the joints in our arms.
Presentation
fibula
The hip, knee and ankle

are the joints in our legs.
Running is a voluntary movement.
10
13
A joint is a place where two bones meet.

Some bones are joined together so closely
that they cannot move, for example, the bones
in the skull. Other bones have a special joint
which means they can move.
wrist
READ Present 1 with 16 . The Ss say if the

following movements are voluntary or
involuntary: Moving our hand away when we
prick a finger (I). Raising your hand to ask
a question (V). Opening a book (V). Closing
your eyes when a fly is buzzing round
(V or I). Your heartbeat (I).
Changes in the body. Children grow

and become men and women. Ask Ss how
the body of the boy in the photo will
change as he grows. Then choose another
photo in the book of a girl and ask how
her body will change.
Passive forms: are joined

sternum
(breastbone)
The skeleton is made up of bones and cartilage.
A voluntary movement is when we make

a movement that we want to, for example,
when we pick up a glass.
Presentation
to practise the vocabulary.
Learning the vocabulary
skull
neck
knee
17
Understanding that bones are beneath the

skin and muscles
The skeleton 14
It holds the body up. It gives it shape.
limbs
Play
Special attention
LOOK
11
It protects the most delicate parts of the body

like the brain, the heart and the lungs.
Muscles are soft and flexible.

Many muscles are joined to bones.
When muscles move, they pull
and push the bones.
Draw the parts of a puppet: head

and neck, trunk, limbs (in two sections
to include elbows and knees), hands
and feet. Mark where a hole needs
to be made.
Make photocopies of the puppet and
give them to the Ss. They stick the
puppet onto cardboard and then cut
out the figure and make holes where
indicated. Fix the pieces with pins.
Ss move the joints of the puppet.
ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,

skeleton, wrist, names of the most important bones
READ
1. The skeleton

We cannot bend our bones.
Making a puppet
Points which may be

difficult for the students
in both Science and
English.
The skeleton
LOOK
We make many different movements

through the day. Our muscles and bones
work together to move our body.
Special attention
Vocabulary
Our body
Special attention
LOOK The Ss learn the names of parts of

the body by looking at the photo of the boy
and focussing on the highlighted words:
head, limbs, trunk The other words
describe the parts which make up these
three main sections. For example: The
limbs are the arms and legs. The leg
includes the knee and the ankle.
A classroom experience,
which is motivating and
simple to do.
Parts of the body: Simon says
Ss study the names of parts of the body.

They stand up. Say: Simon says touch your head. The Ss must
obey the instructions. Then continue giving instructions to touch
other parts of the body, beginning with the phrase: Simon says.
Occasionally this phrase is omitted, which means the students
must not obey the instructions. Any student who does, is out of
the game and has to sit down. The winners are the Ss left
standing.
Make more sentences. Change the underlined words. The shoulder is a joint in our arms.
M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.
The knee is a joint in our legs. The elbow is a joint in our arms.
OUR BODY
11
Ss touch their chest and find their ribs and

sternum. Explain that these bones protect
the lungs and heart.

1 Names of bones. Make photocopies of the skeleton but erase
the names of the bones. Ss study the names for 5 minutes.
Then, without looking, they write them in the correct place.
2
READ Present 1 and 2 with 18 and 19 .

Ask: Are bones hard? Are they soft? What
would happen if we didnt have a skeleton?
What would our body be like? (a sack,
a balloon without air ).
Vocabulary game: Hangman
The Ss study the vocabulary related to the skeleton. Then one

student chooses a word and writes on the BB the spaces for each
letter, for example: _ _ _ _ (N E C K)
The Ss say letters of the alphabet to guess the word. Correct
letters are written in the spaces but if the letter is not in the word,
the S at the board begins to draw the Hangman. When someone
guesses the word correctly, it is their turn to choose a word.
Suggest they learn the names of the bones

by starting at the top of the head and
working their way down to the feet,
visualising the bones they are naming.
Present 3 with 20 . To illustrate the joints
in the body refer the Ss to page 10 of the
book. Then ask the Ss to do the activity.
LOOK Present with
21 .
R Activity Book, pages 10, 22 and 23.

Calcium. We need calcium to grow and
to be healthy. Milk and dairy products like
yoghurt and cheese are rich in calcium.
34
35
Presentation
The suggestions include
texts as well as graphic
materials, such as
photographs, drawings,
diagrams and graphs.
Content and language

development
Citizenship
These activities combine

Science and Language
skills.
Activity Book
R This symbol indicates
a revision activity.
E This symbol indicates
an extension activity.
Citizenship themes
are identified with
symbols.
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 10
Learning skills
Techniques
Various learning skills can help students to master the
contents of Essential Science:
Memorisation
To extract information, it is important to study

the whole picture carefully as well as look at the
details.
The students study the accompanying texts, which
give the names of the different parts or functions.
Highlighted words
To memorise new vocabulary, it is useful to associate

the words with mental pictures, and then revise them
in order.
In order to teach human bones, for example, ask
students to begin with their head, and move
downwards until they reach their feet.
Touching the corresponding parts of their bodies can
help memorisation.
Photographs
These are printed in bold. They highlight key points

and vocabulary.
Experiments
Before an experiment begins, the students are asked
to predict how they think it will end.
Students need to have a clear idea of an
experiments different stages.
Point out the following:
The photographs help students to obtain information.

It can be helpful to ask the students to study
a picture before they have read the caption
or received any other external information.
Focus the students attention: What do you see in the
photo? Can you see ?
Go on to analyse the picture systematically,
highlighting all the details.
Drawings
These drawings represent parts of the human body,
plants, etc. Some are realistic, while others are
simplified.
skull
sternum
(breastbone)
material they will need

initial situation
sequence of events
final result
Enquiry questions
Learning should never be a purely mechanical
process. Questions can be used to elicit prior
knowledge, and find out students ideas.
Students should be encouraged to predict what they
will learn: What do you know about mammals? What
do you think this unit / this page is going to be about?
Comparison questions encourage students to relate
information from different sections: In what ways are
different from ?
This type of question should be adapted to the
language level of the class.
jawbone
ribs
humerus
ulna
vertebra
radius
pelvis
spinal column
(backbone)
femur
tibia
fibula
10
Activities
Initially, the activities at the bottom of the page
should be done orally with the whole class. Later,
most can be written down, either as homework or as
whole class activites. This will help students to
master the key concepts and language.
Some citizenship questions may be difficult for the
students in English. It is advisable to begin by
eliciting short, simple replies, for example, hearing,
smell, taste and touch, in response to the question:
What senses are very important to blind people?
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 11
Recorded Material
Some sections of each Unit are recorded on the
Students CD. There is a more complete selection of
texts on the Class CD.
The listening exercises can be used
in the presentation stage of the Unit.
Students should listen to the recording
at least twice before they check their answers.
The exercises can be corrected on the board,
or by looking at the text in the book.
For revision purposes, the listening exercises
can be used at the end of the unit to recycle
vocabulary or revise the content.
At the end of each unit on the Class CD,
there is an additional recorded text for use
with higher level classes.
The recorded material will help students with the
pronunciation of new language and vocabulary.
Essential Language
The Essential Language section in the Students Book
(pages 49 54), summarises the main functions and
structures.
Here are some practical suggestions for using this
section:
Describing functions
Verbs, concrete nouns, abstract nouns: Students
copy the tables into their notebooks. They test each
other in pairs.
Defining
Prepositions of place: Students copy the texts, or
use pencils to underline prepositions of place.
In pairs they ask each other: Where is ?,
and answer using the correct preposition.
Relative pronouns: Students identify examples of
relative pronouns (who which ). They write True /
False sentences to test their partners, using relative
pronouns to give correct or incorrect definitions.
Describing
Properties: verb to have: The students write
affirmative and negative sentences.
Describing a process, using linking words: First, next,
then, etc. The students find more examples of
processes using these linkers in other units.
Landscapes: There is / there are + singular / plural
nouns. Students find and underline more examples
of this structure in other units.
The weather: Students write examples to describe
the weather today, or in different seasons of the year.
Expressing facts
The Present Simple tense in the affirmative,
negative, interrogative forms: Students underline
examples of the structure in each unit, either copying
the texts, or using pencils.
The verb to be born: The students ask and answer
questions about how different animals are born.
Passive verb forms: Students identify the structure:
verb to be + past participle, and write examples from
each unit.
Flowering plants
We classify fruit
DESCRIBING
PROPERTIES
into two group

s.
Fleshy fruits have
a lot of water.
Nuts do not have
a lot of water.
Ask and answ

er.
Are apples a flesh
y fruit?
Are melons nuts?
Pears, apples,
and melons
are fleshy fruits
.
Acorns and pean
uts are nuts.
Yes, they are.

/ No, they aren'
t.
Yes, they are.
/ No, they aren'
t.
DESCRIBING
A PROCESS
First, the flowe
rs grow.
Then, the flowe
rs become fruit.
Next, the fruit
falls and open
s.
Then, the seed
s fall out of the
fruit into the soil.
Finally, the seed
s grow into new
plants.
The landscape
DESCRIBING
LANDSCAPES
types of landscape
.
Mountain lands
capes
narrow rivers,
Flat landscape
villages and fores
s
ts
cities, farms and
Coastal landscape
motorways
s
cliffs, the sea and
tourist towns
Match.
There are differ
ent
Expressing ability
Can / cannot: Students ask questions related to
examples from the unit, for example: Can birds swim?
You: We can see
motorways.
Mountains have
three
The summit
The slopes
The foot
Your partner: Flat
DEFINING
landscapes.
parts.
is / are
the highest part

of a mountain.
the sides of a
mountain.
the lowest part
of a mountain.
ESSENTIAL LANG
UAGE
53
11
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 12
About this book

Linking units and contents
Before students look at the Contents list, write a few
titles on the left of the board: Living things; Our
senses; Our body; The Earth; The landscape; Water
and weather.
On the right, write, in a different order, some of the
information about the titles: Animals and plants;
Sight, hearing, taste, smell and touch; The skeleton;
Solids, liquids and gases; Mountains and flat lands;
The coast and the sea.
Students volunteer to go to the board and draw a line
between a title and its information.
The students now have the list of contents (page ii of
the Students Book), open in front of them. Draw on
the board something to represent a title, for
example, a dog (Unit 4), and a mountain (Unit 11).
Students guess which unit is referred to. Students
then volunteer to draw other titles on the board, and
the activity continues. They may also do this activity
in pairs.
Anagrams
Write anagrams on board, for example RATEW
(WATER) and ask the students to say which unit is
being referred to. The students could do this in pairs.
Contents
PAGE
01 Learning to learn . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Living things . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
01 Animals
and plants. Where do animals and plants live?
senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
02 Our
Sight. Hearing. Taste and smell
Our body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
03 The
skeleton. Muscles. How do we use our muscles?
Animals . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
04 What
do animals eat? How are animals born?
Vertebrates and invertebrates
05 Vertebrates.
Invertebrates
The Earth . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
06 Solids,
liquids and gases. Changes in matter
Water . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
07 Water,
a valuable resource. The three states of water. The water cycle
Air . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
08 Air
is a gas. The atmosphere
Plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
09 Plants
have stems, leaves and roots. Trees, bushes and grasses
Flowering plants . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
10 Plant
seeds and fruit. Plants are born. Plants grow and change
The landscape . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
11 Changes
in landscapes. Mountains and flat lands
Water and weather . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
12 The
coast and the sea. Weather
Population . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
13 Cities,
towns and villages. Transport
Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
14 Crop
and animal farming. Industry
14 Essential language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
Multicultural
non-sexist education
Notes:
12
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Peace
education
Health
education
Road safety
Consumer
education
Environmental
education
Citizenship
Sex
education
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 13
General questions
Ask general questions:
A
How many units are there in the book?

What is the first / last unit about?
Learning to learn
What do you think you will study in Unit (5)?

ABOUT THIS BOOK
What are Units 6, 9, 13 about?

(These questions can also be asked in pairs.)
Look at these pictures.

Match them to the units on the opposite page.
Then look at the book. Check your answers.
Unit .........
Unit .........
Which unit is about animals / plants / the earth?

(These questions can also be asked in pairs.)
Which units discuss water?
Which unit do you like best / is most interesting for
you?
Unit 1
Unit .........
Unit 10
Unit .........
Pairwork activities
In pairs, the students test each other:
A: The Earth?
B: Unit 6. Animals?
Unit 12
Unit 5
Unit .........
Unit 7
A: Unit 4. Population?
B: Unit 13.
Answers: a 2; b 8; c 1; d 14; e 10;
f 4; g 12; h 5; i 3; j 7; k 9; l 11;
m 13; n 6.
Unit .........
Unit .........
Unit 13
Unit .........
Notes:
13
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 14
You already know a lot!

This section shows students that they already have
considerable prior knowledge.
Explain that this will help them throughout the year.
This section can also be used as a diagnostic test at
the beginning of the year.
For example, to establish prior knowledge of the
parts of the body, photocopy the boy on page 10,
removing the text. Ask students to label the picture.
Choose how many words to include according to the
level of the class.
YOU ALREADY KNOW A LOT!

ANIMALS
Can you name five animals?
Where do they live?
What do they eat?
PARTS OF THE BODY

Ear, leg
Think of more words.
FOOD
Do you know the names of three meals?
Can you name five types of food?
TITLE
What is the number of the unit?
What is the title?
What is the first section on the page?

LOOK AT THE PHOTO
What animals can you see?
Can you see water?
Think about what you see in photos.
Photos have a lot of information.
PLANTS
Can you name three trees or flowers?
LANDSCAPES
What can you see in the country?
What can you see in a city?
WEATHER
Do you know three weather words?
Today it is
What is the second section on the page?
PLACES
Can you name three cities in your region?
Can you name three European countries?
SYMBOLS
The text is on the CD
EXPLANATIONS
These paragraphs have important information.
Important words are like this: the life cycle.

There is an Internet activity
TRANSPORT
Do you know more examples?
Buses, planes,
Speak
Read
Write
These are topics you will

study this year.
You already know a lot!
Notes:
14
ACTIVITIES
These exercises give you
practice in ESSENTIAL SCIENCE.
857371 _ 0001-0015.qxd 12/7/06 14:11 Pgina 15
Focus on the page

Use the text in the right-hand column of page 2 to show
the students how their textbook is organised.
Living things
TITLE AND PHOTO
LOOK
Ask the students to tell you the number and title

of the unit. Then ask them to look at the photo
and predict what they think the unit will be about:
What do you think this unit is going to be about?
In Africa
Look at this photo.
Point and identify.
animals
water
air
earth
plants
Explain that photos include a great deal of

information. Ask the students: What can you see
in the photo?
Which of these are

living things?
If their language level allows it, suggest that they

compare this African landscape with their own
region or country: Is this landscape different from
your region? (Its dry )
Further suggestions for teaching page 3 are given
on page 18 of this Teachers Book.
READ
1. Living and non-living things
Everything around us can be put into two

groups: living things and non-living things.
Living things are born, grow, eat, breathe
and reproduce. People, animals and plants
are all living things.
Non-living things do not eat or grow.
The Sun and rocks are non-living things.
Objects that people make, like tables
or cars, are also non-living things.
die
reproduce
2. The life cycle
The use of photos is discussed in the Learning skills

section on pages 1011 of this Teachers Book.
The life of all living things has a beginning

and an end. Some living things, like trees,
have a very long life. Other living things,
like insects, have a very short life.
Living things are born, grow,
relate to each other, reproduce and die.
This process is called the life cycle.
EXPLANATIONS AND SYMBOLS
People are living things,

and so we have a life cycle too.
Explain that the students have their own

Students CD.
grow
eat
Students should listen to the recordings at home,

which will help them to assimilate what they have
learned.
breathe
Make more sentences. Change the underlined words. All living things are born.
LIVING THINGS
It is helpful if they sometimes listen to the recordings

without using the Students Book. This sharpens
their auditory capacity.
The recordings also help them to work
on their pronunciation.
Further suggestions for exploiting the recording
are given in the Learning skills section on
pages 1011.
Notes:
ACTIVITIES
Some activities reinforce acquisition of the scientific
contents. Others focus on citizenship reflection.
Suggestions for exploitation are given
in the Learning skills section on pages 1011.
15
857371 _ 0016-0023.qxd 12/7/06 10:09 Pgina 16
UNIT 1
Living things
UNIT CONTENT
Content objectives
1. Distinguishing living things from non-living things
2. Understanding the meaning of the life cycle
3. Understanding that nutrition, movement, growth and reproduction
are common life processes
4. Learning characteristics of animals and plants
5. Distinguishing animals and plants
6. Understanding that living things only live in places where all their needs
are satisfied
7. Understanding that living things can live on land or in water
8. Developing a responsible altitude towards animals, plants and their habitats
Language objectives
1. Describing and identifying objects, people and animals (present simple):
Living things grow. Non-living things do not grow.
2. Comparing and contrasting: Some living things Other living things
3. Describing ability: Animals can move. Plants cannot move.
4. Talking about habits and facts: Animals live Do bison live ?
Contents
CONCEPTS
Everything around us: living

and non-living things
The life cycle of living things
Characteristics of animals and
plants
The needs of living things
PROCEDURES
ATTITUDES
Distinguish living things from

non-living things
Classify different living things
into animals or plants
Sequence correctly the events
in the life cycle of living things
Interest in knowing about and

protecting living and non-living
things around us
Assessment criteria
16
Learning the characteristics of living things

Identifying living and non-living things
Classifying living and non-living things
Distinguishing living from non-living things
Describing the life cycle of some living things in the right order
Identifying the needs of living things
Recognising that people are living things
857371 _ 0016-0023.qxd 12/7/06 10:09 Pgina 17
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Teaching strategies
http://www.scienceacross.org/index.cfm?fuseaction=
content.showcontent&node=29
Advice for teaching Science to students whose first
language is not English.
Living things
http://www.bbc.co.uk/schools/revisewise/science/living/
Information and interactive activities and tests about
living things.
Life processes and living things
http://www.zephyrus.co.uk/biologytopics.html
Click on What are living things? or The Five Kingdoms
of living things for pictures, information and
interactive puzzles. Useful for students
and teachers.
http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
LEVEL
Other resources

Flashcards
Posters
W HERE D O
P LANTS
G ROW ?
P LANES ,
T RAINS
AND M ORE
www.richmondelt.com
17
857371 _ 0016-0023.qxd 30/6/06 10:42 Pgina 18
Content objectives: 1, 2, 3.
Vocabulary
Language objectives: 1,2, 3.
life cycle, living things, non-living things
Living things
Special attention
LOOK
Understanding that plants, although

they cannot move, are living things
In Africa
The use of the verb: to be born
Look at this photo.

Point and identify.
The use of the auxiliary verb: do in

negative sentences in the present simple
animals
water
air
earth
plants
Hands on
Which of these are

living things?
Living things change

Draw two pictures on the blackboard
(BB) of how you are now and how you
were when you were younger. The
students (Ss) draw similar pictures.
Ask the Ss to think about how they
have changed. They compare their hair,
teeth, height, the size of their feet, and
the things they have learnt: My feet are
big now. I can speak English now
Point out that living things, including
people, change throughout their lives.
Presentation
Then ask: Is there water in the photo?

Is there earth? Is there air? Ask the Ss:
Are air, earth and water living things?
Explain that they are non-living things.
Write a list of words on the BB: stones,
grass, dog, tree, butterfly, worm, book,
pencil, mountain, sea. Ask the Ss to
classify the words into living or non-living
things, for example: Stones are non-living
things. Grass is a living thing.
R Activity Book, page 3.

E Activity Book, page 4.
18
1. Living and non-living things
and
2. The life cycle
Living things are born, grow, eat, breathe

and reproduce. People, animals and plants
are all living things.
Living things are born, grow,

relate to each other, reproduce and die.
This process is called the life cycle.
Non-living things do not eat or grow.

The Sun and rocks are non-living things.
Objects that people make, like tables
or cars, are also non-living things.
reproduce
The life of all living things has a beginning

and an end. Some living things, like trees,
have a very long life. Other living things,
like insects, have a very short life.
Everything around us can be put into two

groups: living things and non-living things.
die
LOOK Ask the Ss: What do you notice

about the photo? What animals can you
see? Where are they? What are they
doing? What plants can you see? Tell the
Ss that animals and plants are living
things.
READ Present 1 and 2 with

and do the activity.
READ
People are living things,

and so we have a life cycle too.
grow
eat
breathe
Make more sentences. Change the underlined words. All living things are born.
All living things die.

All living things reproduce grow eat breathe.
LIVING THINGS

1 Sequencing. Write on the BB the verbs: reproduce, are born,
relate to each other, die, grow.
The Ss write these verbs in the correct sequence in the following

life cycle.
Beginning: End
Answers: are born grow relate to each other reproduce die.
2 Comprehension. Write the sentences on the board.
The Ss choose the correct alternative in each sentence.
Trees have a LONG / SHORT life.

Insects have a LONG / SHORT life.
Answers: 1. long. 2. short.
857371 _ 0016-0023.qxd 30/6/06 10:42 Pgina 19
Content objectives: 4, 5.
Vocabulary
animals, move, plants, roots
Animals and plants
Special attention
READ
1. Animals and plants
Plants and animals are living things.

How do they differ from each other?
Plants cannot move.
They are fixed to the ground by their roots.
Plants make their own food using water,
minerals from the soil and sunlight.
Animals, including people, cannot make their own food.
They need to eat plants and other animals.
Animals can move from place to place.
The heron can fly over the tree.
However, the tree cannot move.
Understanding that people belong to the

animal group of living things
Understanding that plants make their own
food
The use of the auxiliary verb do in the
question form in the present simple tense
Hands on
Animal and plant mobiles
COMPARE
Look at the photos.
Choose one animal.
How do you know
it is an animal?
Choose one plant.
How do you know it is a plant?
tree
bird
butterfly
ferns
In class, Ss make mobiles by using

a coat hanger, some string
and pictures of living things.
Ss use only pictures of animals
or plants.
Ss make pictures and hang them
from the mobile on different lengths
of string.
When the mobiles are finished, ask:
What living things can you see? Are
they plants or animals?
frog
Presentation
4
LIVING THINGS
Model answer (M.A.) A frog is an animal because it can move and

eats other living things. Ferns are plants because they cannot
move and they make their own food.

1 Can. Write the following sentences on the BB.
Ss copy and complete them with can or cannot.
1. A frog move.
3. A bird move.
2. A tree move.
4. Ferns move.
Answers: 1. can. 2. cannot. 3. can. 4. cannot.
2 Comprehension. Now write these sentences and ask Ss
to copy them and circle the correct answers.
1. Trees / frogs eat insects.
2. Trees / frogs make their own food.
3. Trees / frogs can move.
4. Trees / frogs have roots.
5. Trees / frogs cannot move.
Answers: 1. frogs. 2. trees. 3. frogs. 4. trees. 5. trees.
READ Ask the Ss: Can animals move? Can

plants move? What do animals eat? Do
plants eat? How do they get food? The Ss
suggest answers. Then the teacher writes
on the BB: Plants do not move. Plants
make their own food. Animals move.
Animals eat other living things.
Present 1 with 3 .
COMPARE Divide the BB into two halves.
Ask the Ss to write the names of plants in
one half and the names of animals in the
other half. They can use the words on page
4 of the book. Then ask them to choose
one in each column and make sentences.
19
857371 _ 0016-0023.qxd 30/6/06 10:42 Pgina 20
Vocabulary
cold places, habitat, in water, needs, on land, warm places
Where do animals and plants live?
Special attention
LOOK
Understanding that living things only live in

places where there is everything they need
Look at this photo. Do bison

live in hot or cold areas?
Expressions of quantity: some, some

of them, others
What do they need?

(Think about water and plants.)
Is pollution dangerous
to these animals?
Hands on
Earthworms
Take a jar containing soil and worms
into class. Ask: How can we find out
about living things?
Pour the contents of the jar carefully
onto a piece of cardboard. Ss look
closely at the worms and describe them.
Explain that the worms habitat is soil.
They need humidity to live. They eat
the remains of living things.
READ
1. Animal and plant habitats
A habitat is a place where a plant or animal lives.

Different animals and plants live in different habitats.
They need water, air, soil, sunlight and food
in the places where they live.
Different living things have different needs.
Some of them can only live in very cold places.
Others can only live in very warm places.
Some living things need a lot of water.
Others can live without water for several days.
Presentation

E
Life in a drop of water.
This additional recorded text is for

more advanced classes.
Pollution. Pollution can be harmful to
animals. They are affected by pollution in
the air, the water and the earth.
20
Living things can live on land or in water.

Sardines and water lilies live in water.
Lions and trees live on land.
Polar bears live in very cold

places.
LOOK Tell the Ss that living things are

related to the place where they live. Earth,
water, air, temperature and sunlight are all
important. Explain that living things must
have everything they need to live. Pollution
may be harmful to the bisons drinking
water, and to the plants they eat.
READ Ss look at the picture of the polar
bears. Ask them: What colour are they?
What colour is the place where they live?
Do they have fur? A lot or a little? Polar
bears have fur to protect them from the
cold. Their fur is the same colour as the
ice that surrounds them. Present 1 with
4 . The SS then read the text and do the
activity.
bison
on land
water lilies lions polar bears trees

in water in warm places in cold places
Make more questions. Change the underlined words. Do sardines live in water?
M.A. Where do lions live? Is it warm or cold? Do polar

bears live in cold places? Do trees live on land?
LIVING THINGS

1 Comprehension. Write the sentence halves on the BB.
The Ss copy them and draw lines to match them.
Alternative: make photocopies of page 21.
The Ss cut out the sentence halves and match them.
1.
2.
3.
4.
5.
A habitat
Sardines
Different living things
Lions
Polar bears
a. live in warm places.

b. have different needs.
c. is a place where a plant or animal lives.
d. live in cold places.
e. live in water.
Answers: 1 c. 2 e. 3 b. 4 a. 5 d.
857371 _ 0016-0023.qxd 7/7/06 13:50 Pgina 21
b have different needs
e live in water
d live in cold places
c is a place where a plant or animal lives
a live in warm places
5 Polar bears
4 Lions
3 Different living things
2 Sardines
1 A habitat
Match.
Answers: 1 c. 2 e. 3 b. 4 a. 5 d.
ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S. L.
21
Worksheet 1. Date
IDENTIFY LIVING THINGS

AND NON-LIVING THINGS
1. Connect all the living things.
THE LIFE CYCLE

1. What do living things do? Match and write.
reproduce
START
eat
are born
die
grow
DOG
MUSSEL
It jumps
and plays.
It attaches itself
to rocks
and moves
very little.
ROBOT
DORMOUSE
It can move
and talk.
It sleeps a lot.
a bor>
ea
grow
eprodu
d^
2. How do living things begin? Connect.

WIND
TORCH
It moves
sailboats.
It helps us to see
in the dark.
SNOWMAN
It disappears in the Sun.

POPLAR TREE
FINISH
Its leaves fall in the winter.

New leaves grow
in the spring.
A
E
C
VOCABULARY
cactus
mosquito
palm tree snowman
child
Cross out the non-living things.

penguin
house sardine
hammer dog
torch
horse
857371 _ 0016-0023.qxd 30/6/06 10:42 Pgina 22
Activity Book
22
Worksheet 2. Date
857371 _ 0016-0023.qxd 30/6/06 10:42 Pgina 23
Notes:
Worksheet 3. Date

ANIMAL HABITATS
1. Where do the animals live? Complete the chart. Colour the animals.
polar bear
toucan
desert fox
walrus
seal
camel
tapir
arctic fox
jaguar
gorilla
WHERE ANIMALS LIVE
North Pole
pola a
ea
walru
arcti o
Jungle
touca>
jagua
gorill
tapi
Desert
eer o
cae
23
857371 _ 0024-0031.qxd 12/7/06 10:12 Pgina 24
UNIT 2
Our senses
UNIT CONTENT
Content objectives
1. Using the senses to discover and describe the environment: shapes, sizes,
colours, smells and tastes
2. Identifying the five senses and how they work
3. Distinguishing the parts of the eye
4. Understanding that we need light in order to see
5. Identifying the path that sound takes in the ear
6. Understanding what taste buds are for
7. Appreciating the importance of all the senses
8. Differentiating healthy and unhealthy habits to look after our sense organs
Language objectives
1. Explaining the purpose of an object: We need our senses in order to
We use our eyes to see
2. Conditions that are always true (zero conditional: if + present tense):
If there is we cannot see
3. Expressing recommendation / obligation: We should We must
4. Describing where things are: in the centre; at the back; inside; behind
5. Describing movement: into; along; to
6. Making comparisons: Animals can smell better than
Contents
CONCEPTS
Touch: feel cold, heat, pain

Sight: see shapes, colours,
sizes, distances, position
Hearing: distinguish sounds
Taste: distinguish flavours
Smell: distinguish smells
PROCEDURES
Associate each sense with

an organ in the body
Interpret anatomical diagrams
of the senses
Identify the parts of the eye
and ear
ATTITUDES
Appreciate the importance of

the senses in order to react to
the surroundings
Interest in developing a
healthy lifestyle to take care
of the sense organs
Assessment criteria
Associating the senses with their organs
Understanding how our senses work: perceive information from the world
around us
Identifying the parts of the eye and ear
24
857371 _ 0024-0031.qxd 12/7/06 10:12 Pgina 25
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Sense organs
http://faculty.washington.edu/chudler/chsense.html
Information and activities about the senses.
Eyes
http://www.healthyeyes.org.uk/index.php?id=1
Information and activities for caring for eyes.
LEVEL
Other resources

Flashcards
Posters
LETS
MAKE
MUSIC
www.richmondelt.com
25
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 26
Vocabulary
ears, eyes, hearing, nose, sight, skin, smell, skin,

taste, tongue, touch
Our senses
Special attention
LOOK
Understanding that all of the body is

sensitive to touch but certain areas, such
as the hands, are very sensitive. We use
them to find out more about our
surroundings
Imagine you are

in this room.
Your eyes are covered.
What can you know?
Understanding the infinitive of purpose:

to see, in order to understand
Hands on
READ
We sense things by touching them
1. The senses
Bring a bag and several objects to

class, for example, a sponge, crepe
paper, shiny paper, a stone, a book,
a pencil, a pencil sharpener and chalk.
Before you show them to the class,
ask: How can we find out about the
senses?
Put one object in the bag at a time.
Without looking at it, Ss take turns to
put their hands in the bag, hold the
object and describe it: Its round. Its
soft The other Ss try to guess what
it is.
We need our senses in order to understand our surroundings.

We have five senses: sight, hearing, smell, taste and touch.
Each sense goes with an organ in the body.
We use our eyes to see. They are the organs of sight.
We use our ears to hear. They are the organs of hearing.
We use our nose to smell. It is our organ of smell.
We use our tongue to taste. It is our organ of taste.
We use our skin to feel. It is our organ of touch.
2. Touch
The skin on our hands is very
sensitive. We can use our hands
to model a piece of clay.
Our body is completely covered by skin.

Through our skin we feel cold, heat and pain.
Some parts of our body are very sensitive.
For example, the skin on our fingers is very sensitive.
However, the skin on our legs is not so sensitive.
Make more sentences. Change the underlined words. We use our skin to feel.
Presentation
LOOK To help Ss answer the first question,

ask them: What can you smell? (the cake)
What can you hear? (my friends blowing out
the candles, childrens voices) What can
you taste? (the sweets) What can you feel?
(the paper cups, the serviettes )
and
OUR SENSES
M.A. We use our ears to hear. We use our eyes to see.

We use our nose to smell. We use our tongue to taste.

1 Comprehension. Ask the Ss if the following sentences
are true or false.
1. Our fingers are very sensitive. 3. Our body is covered by skin.

2. We use our tongue to hear.
4. We use our nose to feel.
Ask Ss what sense we use when we do the

following: smell an orange, taste an apple,
decide how big a house is, hear a friends
voice, decide how smooth a piece
of paper is.
Ask the Ss to copy and complete the spaces.
Ask Ss: How do your parents know if you

have a temperature? (They put their hands
or lips on your forehead because hands
and lips are sensitive parts of the body.)
Parts of the Body

eyes
2.
3.
tongue
skin
Answers: 1 T. 2 F. 3 T. 4 F.
2
Vocabulary. Write the table on the BB.

Senses
1.
hearing
4.
5.
Answers: 1. sight. 2. ears. 3. nose. 4. taste. 5. touch.

E Activity Book, pages 6, 7.
26
smell
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 27
4, 8.
Vocabulary
Language objectives: 2, 3.
eye, eyeball, iris, lens, protect, pupil, retina, to see, sight
Sight
Special attention
READ
eyebrow
1. Our eyes
Interpreting the diagram of the eye

6
Distinguishing between the modal verbs:

should, must
We use our eyes to see. Some parts are for vision.

Other parts are for protection.
eyelashes
We use the eyeball, pupil, iris, lens and retina to see.
Negative structure: We cannot see

anything
The eyelids, eyelashes and eyebrows all protect our eyes.

eyelids
We should always
have enough light
when we read or write.
2. Light
If there is only a little light, we cannot see objects very well.
If it is completely dark, we cannot see anything.
We need light in order to see.
We must take good

care of our eyes.
Eyes and distances
We can see colours, shapes, sizes,

position and distances with our eyes.
Hold a pen in one hand and the top

of the pen in the other. Close one eye
and hold your hands about 40
centimetres from your body. Ask the Ss
to make a prediction: What will happen
if I try to put the top on the pen?
Carry out the experiment.
Ss carry out the same experiment.
Explain that we need both eyes to
calculate distances. With only one eye
we cannot put the top back on the pen.
LOOK AND READ

The eye
pupil
7
lens
eyeball
This is in the centre of the eye.

The light goes through the pupil.
This is inside the eye.

It is behind the pupil.
We use the lens
to focus on things.
iris
The iris surrounds the pupil.
It can be brown, green or blue.
Hands on
The eyeball is round.
retina
This is at the back
of the eye. The light
goes through the pupil
and reaches the retina.
Presentation
9
True or false? Decide and make more sentences.

LIVING THINGS
We use our eyelashes to see. Eyelashes protect our eyes.
M.A. We use our eyelashes to see - false. Eyelashes protect our

eyes true. Other possible answers: We use the pupil to see. We use
the lens to see. Eyelids protect our eyes. Eyebrows protect our eyes.
OUR SENSES
and
LOOK AND READ Present with 10 . Explain

that an eyeball has volume, like a balloon.
In the diagram we can see inside the
eyeball.
We normally see the eye from the front,

protected above and below by the eyelids.
1 Comprehension. Write the following words and sentences

on the BB. Ss complete the sentences with the correct word.
The colours (which are not real) help

identify the different parts of the eye.
inside / back / surrounds / centre / round

1. The retina: This is at the of the eye. (back)
2. The pupil: This is in the of the eye. (centre)
3. The lens: This is the eye. (inside)
4. The eyeball is (round)
5. The iris the pupil. (surrounds)
2 A class survey. Ss find out the most common eye colour
in the class. They carry out a survey by asking each other:
What colour are your eyes? How many students have brown eyes?
Green eyes?
Ask Ss: How do we close our eyes? (We

move our eyelids.) What do we call the little
hairs on our eyelids? (eyelashes) What are
our eyebrows made of? (little hairs)
R Activity Book, pages 8, 9.
Looking after our eyes. To look after
our eyes, we should read with enough
light, have our eyesight checked, and wear
glasses or contact lenses if we need
them.
At the end of the activity they give their results.
27
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 28
Vocabulary
cochlea, ear, ear canal, ear drum, hearing, inner ear, outer
ear, small bones, sounds
Hearing
Special attention
READ
Understanding that the outer ear is the

external part of the ear and that there is
the inner ear inside the head
1. Our hearing
There are two parts:
We can see the outer parts. These are our two ears.
Understanding that sound is a vibration
The inner ears are inside our head. They are very delicate.
We can hear different sounds.
We can tell where sounds come from.
Following the path of sound by means

of prepositions and verbs of movement
Hands on
We can distinguish the different

sounds that a xylophone makes.
LOOK AND READ
Where sounds come from

The Ss close their eyes. Clap your
hands once. The Ss say where the
sound is from. Now stand in different
places in the classroom and clap
again. The Ss say: The sound is from
the BB. The sound is from the
window
Tell Ss that we use our ears not only to
hear, but to detect where sounds come
from.
How we hear sound 8
small bones
1. Sound vibrates. The

vibrations go into our
outer ears. They go
along the ear canal.
2. The vibrations reach the
ear drum. It vibrates.
3. The movement of the
eardrum reaches the
small bones. Then
it goes to the cochlea.
4. The cochlea collects
the information. It sends
it to the brain.
Presentation
READ Present 1 with
outer ear
Look. Follow the path

that sound takes.
small bones
11 .
ear drum
cochlea
ear canal
cochlea
ear canal
outer ear
ear drum
Follow the path that sound takes. Put these words in order.
LOOK AND READ Present with 12 . The left

part of the diagram is the part of the ear
we can see, the right section is what is
inside the head.
The colours of the diagram distinguish the
different parts: the outer ear and the ear
canal are coloured pink, the ear drum is
green, the small bones are brown and the
cochlea is blue.
Take a piece of cardboard and make it
vibrate by moving it with the hand. Explain
that sound is a vibration. When sound
reaches the ear drum, it vibrates like the
cardboard and transmits the vibration
to the small bones.
Noise. Loud noises can damage our
ears. It is important not to have the
volume too loud when we use headphones.
28
OUR SENSES
ear, ear canal, ear drum, small bones,

cochlea

1 Comprehension. Write the following words on the board.
The Ss complete the sentences with the correct word.
bones / brain / ears / cochlea / drum / canal

1.
2.
3.
4.
5.
6.
Vibrations go into our outer (ears)

They go along the ear (canal)
The vibrations reach the ear (drum)
The movement of the eardrum reaches the small (bones)
The collects the information (cochlea)
It sends the information to the (brain)
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 29
Vocabulary
flavours, nose, smell, taste, taste buds
Taste and smell
Special attention
COMPARE
Understanding that taste and smell are

related
Copy and complete. Add more food.
Use of the defining relative pronoun:

somebody who is lost
lemons
ham
bananas
Use of preposition and gerund: by following
cake
sweet
Hands on
salty
sour
The perception of smells

Place a glass of lavender water in the
corner of the classroom.
Ask the Ss: What do you notice? Ss will
notice the smell. Ask them to say when
they first smell it, and to identify it.
Explain that as it evaporates,
it spreads round the room. We notice
it when it reaches our noses.
Ask the Ss to predict: What will happen
after a while? (The Ss will stop being
aware of the smell.)
READ
1. Taste
We taste food and drink with our tongue.
The surface of our tongue is full of small dots called taste buds.
We use these to distinguish flavours.
We distinguish four different flavours:
sweet, salty, sour and bitter.
2. Smell
When we breathe, air goes in through our nose.
We also use our nose to distinguish different smells.
Our nose is our organ of smell.
They can taste the water melon.
They can smell the flowers.
Animals can smell better than people.

For example, dogs can find somebody
who is lost by following a trail.
Presentation
What senses are very important to blind people? In which situations do they use them?
M.A. All the senses are important except sight. With smell they
can identify a flower; with hearing a person, with touch an object
and with taste an apple.
OUR SENSES

1 Comprehension. Read out the following sentences for Ss
to correct.
1.
2.
3.
4.
5.
6.
Ham is sour.
Chocolate is salty.
Bananas are sour.
Cake is salty.
Pizzas are sweet.
Lemons are salty.
COMPARE After completing the table the Ss

make sentences like: Lemons are sour.
Ham is salty.
Tell the Ss that when we have a cold we
cannot appreciate the taste of food
because we cannot smell it. The sense of
taste and smell are closely related. We can
prove this by tasting food with our eyes
closed and our nose covered up.
E
15 Is the sense of touch important?

This additional recorded text is for
practice with more advanced classes.
Answers: 1. salty. 2. sweet. 3. sweet. 4. sweet. 5. salty. 6. sour.
29
Worksheet 4. Date

THE FIVE SENSES
1. What can you find out using your sense of touch?
1. These words are related to the senses.

Use the key to colour them.
You need:
sight: red
A partner and some objects. For example:
hearing: blue
taste: yellow
a pencil
a book
a ball
a rubber
a glue stick
a DVD
EAR DRUM
IRIS
Instructions:
YEL
EYE
1. Your partner sits on a chair.

Blindfold him or her.
HOT
RED
EAR
FLA
2. Put one object in his

or her hands.
LOW
touch: green
smell: orange
SOFT
LID
BIT
MU
TER
SIC
PER FUME
SALT
NOSE
COL
OUR
VOUR
3. Ask: What is it?

2. Protect your skin! Circle the things you should not touch with your hands.
Then complete the sentence.
4. Write the answer on the chart.

5. Ask: How do you know?
6. Write the answer on the chart.
Use these words.
round
Object
bal
enci
rube
boo
DVD
gl stic
square
long
What is it?
cold water
a hot pan
insecticide
a hot iron
boiling water
ammonia
soap
ho iro> , ho pa>, boilin@ wae,

inectici o ammoni
We should not touch
rectangular
with our hands because they are bad for our skin.
How do you know?
I bal.
I roun.
I enci.
I roun.
I rub.
I lon@.
I boo.
I squa.
I DVD.
I ectangula.
I gl stic. I lon@ an roun.
3. Look at the objects. How do these things protect us? Decide and complete.
heat
Sun
cold
1. They protect our ears from the
col
2. They protect our eyes from the
Su>
1
2
3. They protect our hands from the

3
ea
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 30
Tasks
USE YOUR SENSE OF TOUCH
Activity Book
30
Worksheet 5. Date
Worksheet 6. Date
Tasks
Tasks
HOW GOOD IS YOUR EYESIGHT?
SIGHT AND HEARING

1. Look carefully and answer the questions.
1. Draw one of your eyes. Match the words.
Which line is longer? Circle A or B.

Which circle is larger? Circle A or B.
pupil
eyelid
They are
the same.
A
B
eyebrow
iris
A
eyelashes
bl
What colour is your pupil? blac
2. Find and colour two fruits, two animals and two tools.
What colour is your iris?
2. Identify and match. Then colour.

outer ear
cochlea
VOCABULARY
Match.
blind
ear drum
three small bones
when you can only see certain colours
short-sighted
when you cannot see
colour-blind
when you cannot see distant objects clearly
They are
the same.
857371 _ 0024-0031.qxd 29/6/06 15:14 Pgina 31
Worksheet 7. Date
31
857371 _ 0032-0039.qxd 12/7/06 12:15 Pgina 32
UNIT 3
Our body
UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
6.
7.
8.
9.
Identifying main organs and basic functions: bones, muscles and joints
Learning about the skeleton and its functions
Understanding what joints are and their purpose
Interpreting anatomical diagrams
Identifying characteristics of bones and muscles
Understanding what muscles are for and how they work
Distinguishing voluntary muscles from involuntary muscles
Associating different movements with the muscle used
Recognising the importance of sports and physical exercise
Language objectives
1. Giving definitions: A voluntary movement is An involuntary movement is
A joint is a place where
2. Impersonal statements: The skeleton is made up of Bones are joined together.
3. Describing possession: our skin; their movements
4. Expressing contrast: However,
5. Expressing functions: We use to raise / to bend
6. Explaining how a movement occurs (reflexive pronouns): by itself;
by themselves
Contents
CONCEPTS
Bones and muscles:

characteristics and names
of main ones
Body movements: voluntary
and involuntary
The skeleton: parts
and functions
Joints: location
How muscles work
and movement
PROCEDURES
Distinguish between voluntary

and involuntary movements
Interpret anatomical diagrams
and apply the new vocabulary
correctly
Explain how muscles work
ATTITUDES
Interest in developing good

habits for taking care of the
skeleton and muscles
Assessment criteria
32
Distinguishing between voluntary movements and involuntary movements

Knowing the characteristics of bones and muscles and how they work together
Naming some bones and muscles
Interpreting anatomical diagrams
Developing healthy habits for bones, muscles and joints
857371 _ 0032-0039.qxd 12/7/06 12:15 Pgina 33
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
The skeleton
http://www.primaryresources.co.uk/online/humanbody.
swf
Information about the human skeleton.
The human body
http://kidshealth.org/kid/body
Simple explanations about the human body.
Useful for students.
Protecting bones and muscles
http://www.sciencenewsforkids.org/articles/20040505/
Feature1.asp
Information about warming up before exercising.
This information was provided by kidsHealth, one of the largest resources online for medically
reviewed health information written for parents, kids and teens. For more articles like this one,
visit www.kidsHealth.org or www.teensHealth.org. 1995-2006 The Nemovis Foundation.
Other resources

Flashcards
Posters
33
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 34
Vocabulary
body, bones, head, involuntary movement, limbs,

muscles, trunk, voluntary movement
Our body
Special attention
LOOK
READ
Understanding that bones and muscles

are connected to each other and work
together
1. Movement
We make many different movements

through the day. Our muscles and bones
work together to move our body.
Hands on
The body 10
head

We cannot bend our bones.
neck
Muscles are soft and flexible.

Many muscles are joined to bones.
When muscles move, they pull
and push the bones.
Making a puppet
Draw the parts of a puppet: head
and neck, trunk, limbs (in two sections
to include elbows and knees), hands
and feet. Mark where a hole needs
to be made.
Make photocopies of the puppet and
give them to the Ss. They stick the
puppet onto cardboard and then cut
out the figure and make holes where
indicated. Fix the pieces with pins.
Ss move the joints of the puppet.
shoulder
A voluntary movement is when we make

a movement that we want to, for example,
when we pick up a glass.
An involuntary movement is one that we do not
control. For example, we touch something hot,
and then take our hand away quickly.
elbow
arm
trunk
hip
wrist
limbs
knee
Presentation
ankle
READ Present 1 with 16 . The Ss say if the

following movements are voluntary or
involuntary: Moving our hand away when we
prick a finger (I). Raising your hand to ask
a question (V). Opening a book (V). Closing
your eyes when a fly is buzzing round
(V or I). Your heartbeat (I).
LOOK The Ss learn the names of parts of
the body by looking at the photo of the boy
and focussing on the highlighted words:
head, limbs, trunk The other words
describe the parts which make up these
three main sections. For example: The
limbs are the arms and legs. The leg
includes the knee and the ankle.
Play
17
Changes in the body. Children grow

and become men and women. Ask Ss how
the body of the boy in the photo will
change as he grows. Then choose another
photo in the book of a girl and ask how
her body will change.
34
Running is a voluntary movement.

Look at the boy. What parts of his body can he bend? Decide and complete. He can bend
M.A. arm (elbow) leg (knee).

10
OUR BODY

1
Parts of the body: Simon says
Ss study the names of parts of the body.

They stand up. Say: Simon says touch your head. The Ss must
obey the instructions. Then continue giving instructions to touch
other parts of the body, beginning with the phrase: Simon says.
Occasionally this phrase is omitted, which means the students
must not obey the instructions. Any student who does, is out of
the game and has to sit down. The winners are the Ss left
standing.
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 35
4, 5.
Vocabulary
ankle, bone, cartilage, elbow, hip, knee, neck, shoulder,
skeleton, wrist, names of the most important bones
The skeleton
Special attention
READ
LOOK
1. The skeleton
Understanding that bones are beneath the

skin and muscles
11
The skeleton is made up of all the bones in our

body. The skeleton has two important functions:
The skeleton 14
skull
It holds the body up. It gives it shape.
Passive forms: are joined
It protects the most delicate parts of the body

like the brain, the heart and the lungs.
2. The parts of the skeleton
12
jawbone
The skeleton is made up of bones and cartilage.
Our bones

They are different in shape and size.
For example, the bones in our fingers
are small and short.
The bones in our legs are big and long.
ulna
Cartilage is soft and flexible.

We have cartilage at the end of some
of our bones, for example, our nose.
radius
3. The joints
Hands on
sternum
(breastbone)
ribs
humerus
vertebra
13
A joint is a place where two bones meet.

Some bones are joined together so closely
that they cannot move, for example, the bones
in the skull. Other bones have a special joint
which means they can move.
Our joints are important for movement:
pelvis
spinal column
(backbone)
femur
tibia
The neck is the joint

between the head and the trunk.
The shoulder, elbow and wrist
are the joints in our arms.
Ss touch their hands and describe

what they feel. Ask: What can you feel
under the skin? Is there anything hard?
What shape are the hard parts? Are
they big? Can they move?
Tell the Ss that what they can feel are
the bones. Ask them: What do you
notice if you touch your index finger?
It is in three sections, each with
a bone.
Presentation
fibula
The hip, knee and ankle

are the joints in our legs.
Make more sentences. Change the underlined words. The shoulder is a joint in our arms.
M.A. The ankle is a joint in our legs. The wrist is a joint in our arms.
The knee is a joint in our legs. The elbow is a joint in our arms.
OUR BODY
11

Ask: Are bones hard? Are they soft? What
would happen if we didnt have a skeleton?
What would our body be like? (a sack,
a balloon without air ).
Ss touch their chest and find their ribs and

sternum. Explain that these bones protect
the lungs and heart.
Names of bones. Make photocopies of the skeleton but erase

the names of the bones. Ss study the names for 5 minutes.
Then, without looking, they write them in the correct place.
Suggest they learn the names of the bones

by starting at the top of the head and
working their way down to the feet,
visualising the bones they are naming.
Vocabulary game: Hangman
The Ss study the vocabulary related to the skeleton. Then one

student chooses a word and writes on the BB the spaces for each
letter, for example: _ _ _ _ (N E C K)
The Ss say letters of the alphabet to guess the word. Correct
letters are written in the spaces but if the letter is not in the word,
the S at the board begins to draw the Hangman. When someone
guesses the word correctly, it is their turn to choose a word.
Present 3 with 20 . To illustrate the joints

in the body refer the Ss to page 10 of the
book. Then ask the Ss to do the activity.
LOOK Present with
21 .
R Activity Book, pages 10, 22 and 23.

Calcium. We need calcium to grow and
to be healthy. Milk and dairy products like
yoghurt and cheese are rich in calcium.
35
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 36
Vocabulary
move, muscle, involuntary, voluntary, names of the most

important muscles
Muscles
Special attention
LOOK
Understanding that apart from the

voluntary muscles that appear in the
pictures, we have muscles in other parts of
the body, for example, the tongue and the
heart
Muscles 15
masseter
trapezius
trapezius
pectoral
deltoid
deltoid

biceps
Verbs with infinitive: when we want to
dorsal
abdominal
Use of the reflexive pronoun: by

themselves
Possessive adjectives: our arms, their
movements
gluteal
quadriceps
gemellus
(rotating
muscle)
Hands on
gemellus
Anatomical model of the arm

READ
Use sticky tape to attach a cardboard

hand to one end of a rectangular piece
of cardboard (the forearm). At the
other end use a pin (the elbow) to
attach another rectangular piece of
cardboard (the arm).
Put all the pieces in line. Place a piece
of wool at the top of the rectangles
and one at the bottom. Stick each end
of the wool to a rectangle.
By pulling the top piece of wool the
arm bends at the elbow and the hand
moves upwards. On pulling the lower
piece of wool, the arm returns to its
original position.
LOOK Use your body to show Ss the

position of the muscles in the drawings.
For example: This is the deltoid muscle.
This muscle is the biceps. Play 22 and tell
Ss to listen and point to the muscles.
R and E Activity Book, page 11.
2. Types of muscles
The muscles in these pictures are just

under our skin.
We divide muscles into two groups.
However, there are muscles in other parts

of our body, for example, in the stomach.
We need muscles in order to move.
We move our voluntary muscles

when we want to. The muscles in our arms
are voluntary muscles.
The involuntary muscles move by themselves.
We do not control their movements.
For example, the heart is a muscle.
It moves all the time.
Make more questions. Change the underlined words. Do we use the trapezius muscle when we walk?
12
OUR BODY
M.A. Do we use the deltoid muscle when we raise our arm? Do we use
the gemellus when we walk? Do we use the biceps muscle when we write?

1 Comprehension. Write the two halves of each sentence on the
board for the Ss to match.
Presentation
READ Present 1 and 2 with 23 and

Then ask the Ss to do the activity.
1. Muscles
1.
2.
3.
4.
We move our voluntary muscles

The involuntary muscles
We need muscles
The heart muscle
a. moves all the time.

b. when we want to.
c. in order to move.
d. move by themselves.
Answers: 1 b. 2 d. 3 c. 4 a.
24 .
Types of muscles. Ask Ss: Are the following voluntary or

involuntary muscles?
2
1. the tongue. 2. the abdominal muscles. 3. the masseter. 4. the

heart.
Answers: 1. involuntary. 2. voluntary. 3. voluntary. 4. involuntary.
36
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 37
Vocabulary
bending muscle, flexible, size, stretching muscle
How do we use our muscles?
Special attention
LOOK AND READ
Understanding that muscles vary in size
Each muscle has a special job 16

We use our
abdominal muscles
to bend at the waist.
Interpreting the diagrams of stretching the

arm and bending the arm
The quadriceps and

gemellus work
together when we
walk or run.
Use of the reflexive pronoun: move by

itself
We use the
deltoid
muscle to
raise our
arms.
Hands on
Our muscles
We use the
trapezius to raise
our shoulders.
LOOK AND READ
Ask the Ss: How can we find out about

our muscles?
In pairs, Ss analyse how the muscles
of the face move when we make
gestures, for example, when we smile,
raise our eyebrows, and look angry,
surprised or frightened.
In each case, Ss touch their faces to
feel when the muscles are harder.
17
biceps
(muscle)
radius
(bone)
1. Movement
The skeleton cannot move by itself.
We need our muscles to move our bones.
Stretching the arm
Muscles change in size.

They move the part of the body
they are connected to.
biceps
(muscle)
radius
(bone)
Presentation
Muscles are flexible.

They become short or long without breaking.
LOOK AND READ Play 25 . Ss imitate the

movements they see in the photos of the
children. They feel the muscle that is
working. They will notice that it is hard.
When the muscle stops working, it is soft.
For example, when the biceps muscle

is short, it pulls on the radius.
We bend our arm.
Bending the arm
When the biceps muscle is long,

we stretch our arm.
OUR BODY
13

1 Muscles and parts of the body. Write the following words and
sentences on the BB. The Ss write one of the words in the
appropriate sentence.
shoulders / arms / walk / waist / run

1. We use the deltoid muscle to raise our (arms)
2. We use our abdominal muscles to bend at the (waist)
3. We use the quadriceps and gemellus when we or
(walk, run)
4. We use the trapezius to raise our (shoulders)
LOOK AND READ Play 26 . Help Ss to observe

carefully the diagrams of what an arm
looks like inside. The bones are coloured
yellow, the muscles red and we see the
outline of the arm and the hand. Ask the
Ss to predict what will happen when they
bend and stretch their arms as in the
diagram. Ask: What will happen when the
biceps becomes shorter? And when it
stretches? When is the biceps harder?
Present 1 with
27 .

E
28
Ready, steady go.
Exercise. Physical exercise helps us to

grow and be healthy. It is important to do
exercise every day.
37

THE SKELETON
MUSCLES
1. Label the skeleton.
1. Classify the muscles.

pectoral
deltoids
trapezius
dorsal
quadriceps
biceps
gemellus (rotating muscle)
femur
skull
tibia
ulna
sternum (breastbone)
humerus
fibula
ribs
jawbone
spinal column (backbone)
skul
TRUNK
LEGS
ARMS
traeziu
ectora
dorsa
@eellu
quadriep
eltoid
biep
uln
sernu
hueru
rib
Which muscles do you move? Look at Activity 1. Decide and write.
eltoid, biep
@eellu, quadriep
spina
colum>
tibi
a) When I raise my arms:

b) When I run:
jawbo>
fibul
2. How can you protect your spinal column? Decide and tick three.
Do not carry heavy things.

Do not take long walks.
emu
Swim regularly.
Sit with your back straight.

2. Use these words to complete the text.
VOCABULARY
body
Match the three columns.

elastic
flexible
rigid
can change without breaking

can stretch and later recover its shape
is hard or impossible to bend
femur
ribs
skull
muscle
Our skeleton is made up of more than 200
bone
our
The
muscle
and the
11
10
bod
skul
fibul
up. Our
tibia
bo>e
rib
protects the brain. The

are leg bones.
fibula
bones
. They are used to hold
protect our heart and lungs.
emu
tibi
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 38
Worksheet 8. Date
Activity Book
38
Worksheet 9. Date
Tasks
FITNESS ACTIVITIES
The heart is a muscle. Exercise keeps it strong and healthy.

Feel your pulse after exercise. Is your heart beating more rapidly?
How many of these activities can you do in one minute?
Instructions:
1. Work with a partner and time each other with a watch.
2. Write down the answer. Answers will vary.
1. Jump skips
2. Star jumps
/ one minute
3. Running lengths
/ one minute
4. Step ups
/ one minute
5. Sit ups
6. Hand walks
/ one minute
12
/ one minute
/ one minute
857371 _ 0032-0039.qxd 29/6/06 15:19 Pgina 39
Notes:
Worksheet 10. Date
39
857371 _ 0040-0047.qxd 12/7/06 11:16 Pgina 40
UNIT 4
Animals
UNIT CONTENT
Content objectives
1. Recognising and comparing basic features of different animals: movements,
senses, birth, nutrition, external features, reproduction
2. Classifying animals using different criteria
3. Learning that carnivores, herbivores and omnivores eat different types of food
4. Identifying examples of carnivores, herbivores and omnivores
5. Learning how oviparous animals and viviparous animals are born and how
they grow
6. Identifying examples of oviparous and viviparous animals
Language objectives
1. Giving information: Present Simple: affirmative, negative, interrogative
2. Describing movement: walk, fly, swim, crawl
3. Classifying animals: Herbivores eat plants.
4. Talking about groups: some others
5. Giving examples: such as, for example
6. Possessive adjectives: their mothers milk
Contents
CONCEPTS
Classification of animals using

food as criteria: carnivores,
herbivores, omnivores
Classification of animals using
how they are born as criteria:
oviparous, viviparous
PROCEDURES
Classify animals using different

criteria
Study photos to obtain
information from them
ATTITUDES
Respect animal life
Assessment criteria
Using vocabulary correctly: viviparous, oviparous, carnivore, herbivore, omnivore
Applying animal classification criteria
Obtaining information from photos
40
857371 _ 0040-0047.qxd 12/7/06 11:16 Pgina 41
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Endangered animals
http://www.worldwildlife.org/endangered/index.cfm
Information about wildlife protection and conservation.
Invertebrates
http://www.kidport.com/RefLib/Science/Animals/
AnimalIndexInv.htm
Pictures and information on the main types.
Useful for students and teachers.
The animal kingdom
http://www.kidport.com/RefLib/Science/ScienceIndex.htm
A variety of animal topics including animal
classification and animal comparison.
LEVEL
3
Other resources

Flashcards
Posters
F INS ,W INGS
AND L EGS
www.richmondelt.com
41
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 42
Vocabulary
to be born, classification, food, head, movement,

skeleton, scales, tail, trunk
Animals
Special attention
COMPARE
Use of do not in the negative form

owl
Verb: to be born
Hands on
pelican
deer
Classifying animals
Distribute some photos of animals in
class.
Call out different animal
characteristics. For example: animals
with feathers, animals that swim,
animals with bones, animals born
from eggs
The Ss having animals with those
characteristics stand up and show
the photos.
Ss say: The cat has bones. The sardine
swims. The elephant eats grass
Put the animals into two groups.
READ
1. The classification of animals
18
The skeleton.
Vertebrates have a skeleton.
Invertebrates do not have a skeleton.
The way animals are born.
Viviparous animals are born
from their mothers womb.
Oviparous animals are born from eggs.
The food they eat.
Some animals eat meat, some eat plants
and some eat both meat and plants.
COMPARE Write these sentences on the

BB: How many legs does it have? Does it
have a beak? Does it have hair (fur)? Does
it have feathers? Ask the Ss to compare
the animals and divide the animals into
two groups: Owls and pelicans are birds.
Deer and puma are mammals.
LOOK Say the parts of the fish. Play 30

and tell Ss to listen and point to the parts
of the fish.
LOOK
A fish 19
We can classify animals using different criteria.
Presentation
READ Present 1 with 29 . Explain that

using criteria to classify means looking at
a specific aspect. For example, if we are
looking at the way animals are born,
animals can be viviparous or oviparous.
Ask the Ss to name the four criteria for the
classification of animals mentioned in the
book.
How are these animals similar?

How are they different?
puma
The shape of fish helps them to move

quickly through water.
fin
trunk
tail
scales
The way animals move.

Some animals walk, some fly, some swim
and some crawl along the ground.
14
mouth
eye
ANIMALS

1 Listening. Write the following questions on the BB and ask Ss
to circle the correct answers after listening again to 29 .
1.
2.
3.
4.
5.
6.
Vertebrates have a skeleton.

Invertebrates do not have a skeleton.
Viviparous animals are born from eggs.
Some animals eat plants.
Some animals swim.
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.
42
head
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 43
Vocabulary
carnivore, herbivore, omnivore
What do animals eat?
Special attention
LOOK
Animals which eat fish and insects are

carnivores
What is the pony

eating?
Irregular plurals: teeth, deer, foxes
Name three other

animals that eat
plants.
Hands on
Do dogs eat plants?
Animal and food memory game
Find pictures of animals and their food.

Form groups and distribute the pairs of
pictures. The groups mix up the pairs
and place them face down.
Players turn over two cards at a time
and say what they are. If the cards
match (animal and food), they keep the
cards; if they do not match, they place
the two cards in their original position.
Players keep turning over cards until all
cards have been removed. The winner
is the player with the most cards.
READ
Foxes are
carnivores. They
eat mice, rabbits
and other animals.
1. Animals and food
20
Animals are living things, so they need to eat food.

We classify animals into three groups:
herbivores, carnivores and omnivores.
Herbivores eat plants. They eat different parts
of plants such as leaves, roots and fruit. Herbivores
have special teeth to help them cut and chew plants.
Deer, cows and rabbits are herbivores.
Carnivores eat other animals.
Carnivores hunt and eat meat.
They have sharp teeth.
They have excellent eyesight.
Foxes, eagles and lions are carnivores.
Omnivores eat plants and other animals.
Bears and chimpanzees are omnivores.
Presentation
Bears are omnivores.

They eat fish, fruit and honey.
LOOK Ask the Ss: What is the pony eating?

(grass) Do dogs eat plants? (no)
Make more sentences. Change the underlined words. Bears are omnivores.
M.A. Rabbits are herbivores. Deer are herbivores. Foxes are

carnivores. Eagles are carnivores. Chimpanzees are omnivores.
ANIMALS
15

Listening. Write these questions on the BB. Play 31 again and
ask the Ss to note down their answers. Then correct the answers
together.
1
1. How many groups of animals can we classify? (three)

2. What do herbivores eat? (plants)
READ Present 1 with 31 . Then ask the Ss

to say if the animal is a herbivore or a
carnivore. Elephants eat grass. (Elephants
are herbivores.) Caterpillars eat leaves
Wolves eat rabbits Otters eat fish
Explain that an animals teeth or beak is
adapted to the type of food it eats. Eagles
have sharp, hooked beaks to eat meat.
Cows have large, flat teeth to eat grass.
3. Is a rabbit a herbivore? (yes)

4. What do carnivores eat? (other animals)
5. Name one animal that is a carnivore. (foxes, eagles, lions )
6. What do omnivores eat? (plants and animals)
7. Is a chimpanzee a carnivore? (No. It is an omnivore.)
Poison traps. Sometimes poisoned

meat is used to kill wild animals. This
practice is cruel. The animal suffers
before dying and other unintended victims
are also killed.
43
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 44
Vocabulary
Language objectives: 4, 5, 6.
to be born, eggs, oviparous, viviparous
How are animals born?
Special attention
LOOK
Understanding that viviparous animals are

formed inside the mothers body and come
out at the moment of birth
Look at these photos.

How do these animals
look after their babies?
Hands on
a cow and a calf

orangutans
The life cycle

Prepare drawings or photos of different
stages in the life cycle of an oviparous
animal and a viviparous animal.
Example: an egg, a chick breaking
the shell, a newborn chick, a young
chicken, a hen.
Make photocopies and distribute the
pictures to the Ss in jumbled order for
them to put in the correct order.
cheetahs
birds
READ
1. How animals are born
We classify animals into two groups:

viviparous animals and oviparous animals.
This depends on how they are born.
Presentation

The female animals lay the eggs.
Some oviparous animals, like birds,
then keep their eggs warm.
Others, like sardines and flies,
do not keep their eggs warm.
LOOK Focus the attention of the Ss on the

photos: Which are adult animals? Which
are baby animals? What do you notice
about them? Talk about the way animals
look after their babies: Calves drink their
mothers milk; Birds put food in the babys
beak; Female orangutans carry babies
close to their bodies; Female leopards lick
their cubs.
Point out that viviparous animals drink their
mothers milk when they are born and stay
with their mother until they are able to look
after themselves. However, some
viviparous animals are independent
and receive no care from their parents
when they are born.
E
34
The fox, a very clever animal.
2. How baby animals grow
21
Viviparous animals are born live.

Animals such as cats and dogs are viviparous.
Some oviparous animals are independent

when they are born.
For example, snakes leave their eggs.
The baby snakes move around and find food.
Other oviparous animals cannot
look after themselves. For example,
baby sparrows stay with their parents.
The adult birds feed them and protect them.
Viviparous animals depend on their
mothers when they are babies.
They drink their mothers milk.
Make more sentences. Change the underlined words. Flies are oviparous animals.
16
ANIMALS
M.A. Dogs are viviparous animals. Cats are viviparous animals.

Sardines are oviparous animals. Birds are oviparous animals.

1 Listening. Write the two halves of the following sentences
on the BB. The Ss listen again to 32 and match the halves.
Ss check their answers in their textbook.
1.
2.
3.
4.
5.
Oviparous animals
Birds
Viviparous animals
Sardines and flies
Cats and dogs
a. are born live.

b. do not keep their eggs warm
c. are born from eggs.
d. keep their eggs warm.
e. are viviparous.
Answers: 1 c. 2 d. 3 a. 4 b. 5 e.
Small fish. Fish need time to grow into
adults and reproduce. Fishing laws prohibit
catching very small fish.
44
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 45
1. Are the sentences true or false? Correct the false ones.

1. Mice eat foxes.
True / False
2. Omnivores have sharp teeth.
True / False
3. Carnivores have excellent eyesight.
True / False
4. Bears are omnivores.
True / False
5. Herbivores have special teeth to hunt and eat meat. True / False
Answers: 1 F. Foxes eat mice. 2 F. Carnivores have sharp teeth. 3 T. 4 T. 5 F. Herbivores have special teeth
to help them cut and chew plants.
2. Circle the correct word.

1. Snakes are OVIPAROUS / VIVIPAROUS animals.
2. Snakes LEAVE / STAY WITH their eggs.
3. Baby sparrows LEAVE / STAY WITH their parents.
4. Viviparous animals depend on their FATHERS / MOTHERS when they are
babies.
5. They drink their mothers WATER / MILK.
Answers: 1. oviparous. 2. leave. 3. stay. 4. mothers. 5. milk.

ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S.L.
45
Worksheet 11. Date
Tasks
ANIMALS INTERACT
1. Use these words to label the picture.
fin
ea
fi>
eye
ANIMAL FOOD
Carnivores
Omnivores
mouth
tai
scae
mout
tail
scales
trun
Carnivoe
Herbivoe
Omnivoe
eat other animals.

eat plants.
eat plants and other animals.
2. Are these animals carnivores, herbivores or omnivores?

Decide, label them and colour their food.
brown bear
omnivo
2. Find the animals in the word search.

Then classify.
D
Herbivores
Animals that crawl:
snai
and
wor
and
fl
squirrel
herbivo
Animals that fly:
eag
pelican
omnivo
Animals that swim:
sardi>
and
dolphi>
eagle
VOCABULARY
carnivo
Match.
excellent eyesight
excellent sense of hearing
very quick
excellent sense of smell
14
turtle
omnivo
13
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 46
Activity Book
46
Worksheet 12. Date
857371 _ 0040-0047.qxd 29/6/06 15:21 Pgina 47
Notes:
Worksheet 13. Date

CLASSIFY ANIMALS
1. Classify the animals.

eagle
butterfly
fox
beetle
rabbit
lizard
mouse
Type of animal
Vertebrates
eag
fo
lizar
Invertebrates
buterfl
et
rabbi
mou
How it is born
Viviparous
fo
rabbi
mou
Oviparous
lizar
eag
buterfl
et
15
47
857371 _ 0048-0057.qxd 12/7/06 12:25 Pgina 48
UNIT 5

UNIT CONTENT
Content objectives
1. Understanding differences betweeen vertebrates and invertebrates
2. Identifying the parts of vertebrate bodies
3. Learning that mammals are vertebrates, viviparous and drink their mothers
milk when they are babies
4. Discovering that birds are vertebrates, oviparous and have feathers on their
bodies
5. Identifying protective coverings of some invertebrates
6. Knowing that insects are a kind of invertebrate with six legs and two antennae
7. Finding out about the main stages in the life cycle of some insects
Language objectives
1. Defining parts of the body: The skull protects the head.
2. Talking about quantities: All; some; most; almost all; many
3. Present Simple singular and plural: An insect has All insects have
Contents
CONCEPTS
Vertebrates: skeletons;
invertebrates: no bones
Mammal, bird and insect
characteristics
PROCEDURES
Identify the different parts of

vertebrate bodies
Identify the different parts of
insect bodies
Apply the criteria learned to
classify animals into birds,
mammals or insects
Obtain information from
diagrams and photographs
ATTITUDES
Interest in learning about

animals
Assessment criteria
48
Classifying animals using different criteria

Distinguishing vertebrates and invertebrates
Identifying the different parts of the bodies of vertebrates and insects
Identifying and describing birds, mammals, insects and other invertebrates
Applying animal classification criteria
Obtaining information from drawings and photographs
857371 _ 0048-0057.qxd 12/7/06 12:25 Pgina 49
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Mammals
http://www.bbc.co.uk/nature/animals/mammals/
Information about mammals, their habitats and
behaviour. Childrens zone with games
Invertebrates
http://www.insecta-inspecta.com/
Information and activities about insects.
Lets talk about insects
http://www.urbanext.uiuc.edu/insects/12.html
A clever ant explains about insects using pictures
and simple text. Useful for students and teachers.
Other resources

Flashcards
Posters
49
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 50
Vocabulary
head, invertebrate, limbs, spinal column, tail, trunk,

vertebrate
Special attention
COMPARE
22
Interpreting diagrams of animal skeletons

Match the skeletons to the animals.
Understanding that fish are vertebrates

and that most fish have a skeleton made
of bones
skull
a
Are the skeletons similar?
spinal
column
skull
spinal column
duck
fish
ribs
Hands on
ribs
skull
spinal
column
Observing animals
ribs
READ
1. Animal skeletons
23
Classification
of vertebrates
mammals
birds
Presentation
READ Play 36 and practise the vocabulary.

Present 1 and 2 with 37 and 38 . Tell Ss
that the diagram shows vertebrate groups.
Ask them to write sentences:
Dogs are mammals. Robins are birds.
Crocodiles are reptiles
50
2. Vertebrate bodies
25
Vertebrate bodies have several parts:

The head. The skull protects the head.
amphibians
Ask the Ss to locate the spinal column in

each picture. This is a characteristic of all
vertebrates. Ask the Ss: Can you describe
the spinal column? (long and made up of
small bones called vertebrae) Where is it?
(The spinal column extends from the head
to the tail.)
24
Vertebrates are animals with a skeleton.

The skeleton is made up of bones. The bones are joined together
to hold the body up. They protect it.
All vertebrates have a spinal column.
reptiles
COMPARE Play 35 and tell Ss that in order

to match the skeletons to the animals,
they must look at the silhouette. (fish a;
duck b; leopard c) The skeleton gives
shape to the body.
leopard
Ask the Ss: How can we find out about

animals? (Elicit: Observe them.)
The Ss study an animal, for example
an ant, in its natural habitat. Ss draw a
picture and write what the animal was
doing.
Ask Ss to observe a pet. If possible,
take a pet animal to class, such as a
turtle or a hamster. Give some
observation guidelines: Look at hair,
feathers. Look at how it moves. Look
at what the head, eyes are like.
fish
The trunk. The spinal column, ribs, shoulders

and hips are all in the trunk.
The limbs. The bones are long. Some vertebrates
have legs. Others have wings or fins. Some vertebrates,
like snakes, have no limbs.
The tail. This is an extension of the spinal column.
There are very small vertebrae in the tail.
VERTEBRATES AND INVERTEBRATES

1 Vocabulary. Write the following list of vocabulary on the BB and
then read aloud the first sentence. The Ss must say which word
finishes the sentence correctly. Then do the same with the other
sentences.
a spinal column / fins / legs / vertebrae / no limbs / wings

1.
2.
3.
4.
5.
6.
Birds have (wings)

Fish have (fins)
Snakes have (no limbs)
All vertebrates have (a spinal column)
Some vertebrates have (legs)
The tail has very small (vertebrae)
17
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 51
Vocabulary
birds, eggs, feathers, hair, mammals, milk
Vertebrates
COMPARE
Special attention
26
Understanding that marine

mammals are not fish, although
they live in water
Match the words to the pictures.

feathers -parrot
wings
ears
skin
legs
bones
beak
eggs
udders
Distinguishing differences between all,

almost all, most, many, some, other
parrot
Expressing contrast: however
cow
Hands on
Bird feathers
READ
1. Mammals
27
2. Birds
28
Mammals are vertebrates. They are born live.

They drink their mothers milk
when they are babies.
Birds are vertebrates. They are born from eggs.

They have feathers on their bodies.
All mammals breathe air.

Most mammals are land animals. However,
some mammals, like dolphins, are aquatic.
Birds have two legs and two wings.

All birds have wings. However, not all birds
can fly, for example penguins.
Most mammals have hair on their bodies.

However, aquatic mammals have bare skin.
Many birds, such as sparrows, live on land.

They can fly and walk.
Almost all mammals walk or swim.

However, bats can fly.
Other birds, such as ducks, live on land

and water. They can fly, swim and walk.
All birds breathe air.
Collect different types of feathers and

explain their function: What are
feathers used for? (Feathers are used
for flying, to keep birds warm, and to
attract mates.) Compare the different
feathers: small, soft, large, pointed.
Show that the base of the feather is
hollow. Tell Ss that in the past,
feathers were used for writing by
introducing ink into the hollow part
(quill).
Presentation
Describe birds. Make more sentences. Birds are vertebrates. They have
18
M.A. They have feathers on their bodies. They have two legs and two wings.
They breathe air. Many birds live on land. Other birds live on land and water.

1 Listening. Write the following sentences on the BB and tell the
Ss to copy them in their notebook. Then Ss listen to 40 and 41
and circle the correct answer.
1.
2.
3.
4.
5.
COMPARE Do the matching activity together

Play 39 .
Mammals are born

Most mammals are
Bats can
Birds are
Birds have
a) from eggs
a) land animals
a) swim
a) invertebrates
a) feathers
b) live
b) aquatic animals
b) fly
b) vertebrates
b) udders
READ Ask the Ss how they know if an

animal is a mammal or not: Is a cow a
mammal? And a sheep? What do they
drink when they are babies? (their mothers
milk)
Ask the Ss: Does a bird or fish drink its
mothers milk? How do fish and birds eat
when they are babies? Can you describe
their bodies? The Ss then read 1 and 2
and do the activity.
Answers: 1 b. 2 a. 3 b. 4 b. 5 a.
51
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 52
Vocabulary
abdomen, exoskeleton, head, insect, invertebrate, shell,

thorax
Invertebrates
Special attention
READ
Understanding that the bodies of

invertebrates are soft, even though they
have hard protective coverings
1. How invertebrates protect their bodies

Invertebrates have no bones.
Some invertebrates have a protective covering.
The difference between a shell and

an exoskeleton
Shells are hard and strong.
beetle
Exoskeletons can be thick or thin.

Crabs have thick exoskeletons.
Beetles have thin exoskeletons.
Hands on
Some invertebrates, like jellyfish and worms,

have no protective covering.
mussel
Make a dragonfly
2. Insects
Insects are a kind of invertebrate.

An insect has three parts to its body.
earth worm
The head has a mouth, two eyes and two antennae.

The thorax has wings and legs.
Most insects have wings.
All insects have six legs.
The abdomen is joined to the thorax.
head
antenna
(feeler)
3. Insect life
eye
31
Insects are born from eggs.

Young insects are called larvae.
Some larvae are caterpillars.
They have no wings or antennae.
Presentation
All insects breathe air.

thorax
43 , 44
Check comprehension by asking the Ss to

complete the sentences with shells or
exoskeletons. Beetles have
(exoskeletons). Mussels have (shells).
Ask Ss which sentences are false: Insects
have six legs. All insects have wings. (F) All
insects are invertebrates. Insects are born
from eggs.
Look at the insect. Ask Ss: What do you
notice about the insect? How many wings
does it have? (two pairs) How many legs?
(six) How many antennae? (two)
Finally, distribute photocopies of the
activity on the opposite page and ask Ss to
choose the correct word.
Play 42 and 45 to practise the vocabulary
of the illustrations.
E 47 The storks are coming!
Respecting animal life. Ants and other
small animals deserve our respect.
52
30
crab
Put a ball of plasticine on the point of

a pencil to make the head.
Put plasticine all around the pencil for
the thorax. The rest of the pencil is the
abdomen.
Make wings with paper and glue them
on the thorax. Make two eyes out of
plasticine; two antenna and six legs
with toothpicks.
READ Present 1 , 2 and 3 with

and 46 .
29
leg
Some insects, like butterflies, are herbivores.

Other insects, like dragonflies, are carnivores.
wing
Others, like flies, are omnivores.
abdomen
Insects with wings fly or walk.

Insects without wings walk.
Describe insects. Make more sentences. Insects are invertebrates. They have
M.A. They have a head, thorax and abdomen.

They have two antennae. They have six legs. They
are born from eggs. They breathe air.

1 Listening. Write the words and gapped sentences on the BB.
The Ss listen again to 46 and complete the sentences.
Then they check their answers on page 19.
flies / air / walk / herbivores / eggs / dragonflies / insects /

omnivores
1.
2.
3.
4.
5.
6.
7.
8.
Insects are born from (eggs)

Young are called larvae. (insects)
All insects breathe (air)
Butterflies are (herbivores)
are carnivores. (dragonflies)
Flies are (omnivores)
Insects with wings fly or (walk)
Insects wings walk. (without)
19
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 53
Read the sentences and choose the correct word.

1. Crabs have THICK / THIN exoskeletons.
2. Beetles have THICK / THIN exoskeletons.
3. Jellyfish HAVE / HAVE NO protective covering.
4. ALL / MOST insects have wings.
5. ALL / MOST insects have six legs.
6. Butterflies are HERBIVORES / OMNIVORES.
7. Dragonflies are HERBIVORES / CARNIVORES.
8. Flies are HERBIVORES / OMNIVORES.
9. Insects WITH / WITHOUT wings can fly.
10. Young insects are called CATERPILLARS / LARVAE.
Answers: 1. thick. 2. thin. 3. have no. 4. most. 5. all. 6. herbivores. 7. carnivores. 8. omnivores. 9. with. 10. larvae.
ESSENTIAL SCIENCE 3 Photocopiable material Richmond Publishing - Santillana Educacin, S.L.
53
Worksheet 14. Date
COMPARE SKELETONS
VERTEBRATE ANIMALS
1. Look carefully. Then read and circle.

A
1. Use these words to label the parts of the skeletons. Then colour the skeletons.
skull
spinal column
ribs
legs
tail
skul
skul
spina
colum>
tai
e@
spina
colum>
rib
and the cows skeleton (B)?
rebrae
The skeleton is made up of bo>e
All vertebrates have a backbo>
Animals with a skeleton are called
The human skeleton has got / has not got tail bones.
It has more / fewer bones in the legs.
It has two / four legs.
.
.
.
The cow has two / four legs.

VOCABULARY
Match.
2. Read and circle.
The skull

and the chimpanzees skeleton (C)?
The spinal column
The chimpanzees arm bones are longer / shorter than its legs.
Human arm bones are longer / shorter than human leg bones.
17
16
is made up of many vertebrae joined together.

is an external protection of the body.
Invertebrates
is made up of the bones in the head.
An exoskeleton
are animals with no bones on the inside.
bones
backbone
vertebrates
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 54
Activity Book
54
Worksheet 15. Date
Worksheet 16. Date
Tasks

DIFFERENCES BETWEEN ANIMALS
IDENTIFY INSECT BODY PARTS

1. Match each invertebrate animal with its body covering.
1. Label the body parts of a bee.
beetle
EXOSKELETON
leg
antenn
wing
head
SHELL
oyster
win@
antenna
(feeler)
abdomen
jellyfish
slug
eye
NEITHER SHELL
NOR EXOSKELETON
abdoe>
snail
lobster
ea
2. What characteristics do these groups of animals have? Decide and tick.

Then draw an insect and a fish.
e@
2. Complete the pictures and colour them.
They breathe air.
Mammals
Birds
Insects
Fish
They are oviparous.

They are viviparous.
They have wings.

They have fins.
They have a skeleton.
butterfly
beetle
ant
Insect
mosquito
dragonfly
They have six legs.
grasshopper
Answer key
19
18
Fish
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 55
Worksheet 17. Date
55
Project 2
Name
Date
Project 1
ANIMAL FILES
1. Glue the skeleton on a thin piece of card.

Cut out the parts of the skeleton.
Answers will vary. ANIMAL INDEX CARDS
Anacond
Animal group (reptile, bird): Repti
Name of animal:
skull
Description (what it looks like, size, etc.):
u to 9 ete lon@.
ribs
humerus
spinal
column
Dar gee> wit lar@ blac spot,
Eating habits (omnivore, carnivore, herbivore):
sternum
Carnivo: al kind o animal,
includin@ crocodie, ee, etc.
radius
Nea rir or swamp.

It send lo o ti i> t wae. I i foun i>
Sout Aeric.
Normal habitat (country, type of environment and home):

femur
fibula
tibia
Cormoran
Animal group (reptile, bird): Bir
Name of animal:
Te ig abou 2-3 kg. Te a

dar gee> an blac, wit whi spot an ello a.
Eating habits (omnivore, carnivore, herbivore): Carnivo: te a exelen
fiser. Te di to catc tei pe.
Normal habitat (country, type of environment and home): Te a aquati bird,
so te li >ea lae o pond. Te ca> foun al o
t worl.
Description (what it looks like, size, etc.):
22
20
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 56
56
MAKE A SKELETON TO STUDY BONES AND JOINTS
857371 _ 0048-0057.qxd 29/6/06 16:12 Pgina 57
Notes:
2. Label each bone.
3. Use fasteners to join the parts of the skeleton at the joints.
Project 2
23
57
857371 _ 0058-0063.qxd 12/7/06 11:21 Pgina 58
UNIT 6
The Earth
UNIT CONTENT
Content objectives
1. Understanding that the Earth is spherical and made up of water, land and air
2. Understanding that the Earth provides the necessary conditions for the
existence of life
3. Identifying the properties of solids, liquids and gases
4. Recognising the states of matter
5. Identifying examples of solids, liquids and gases
6. Identifying changes in matter in the surroundings
7. Understanding what a change in state is
8. Identifying different changes in state
Language objectives
1.
2.
3.
4.
5.
6.
Explaining where things are: in water; on dry land; inside the balloon
Describing appearance: Liquids / gases do not have a shape. Solids keep
Conditions (zero conditional: always true): If we burst , the air spreads
Describing a process: First, next
Giving simple instructions: Mix, add, boil, cook
Explaining a logical sequence: When we heat , it becomes
Contents
CONCEPTS
The composition of the Earth

The states of matter
Changes in matter
Changes in the state of matter
PROCEDURES
Compare the characteristics of

matter in its three states
Explain changes in matter in
the surroundings
Assessment criteria
58
Knowing what parts of the Earth are made up of water, land or air
Distinguishing between the three states of matter
Giving examples of solids, liquids and gases
Identifying the changes in the states of matter
ATTITUDES
Interest in explaining
scientifically what can be seen
or has been observed
857371 _ 0058-0063.qxd 12/7/06 11:21 Pgina 59
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Test and assessment

Internet resources
www.richmondelt.com
http://www.primaryresources.co.uk/science/science3a.htm
An index of worksheets and activities for teachers
working with the properties of matter.
Science activities for all ages
http://www.bbc.co.uk/schools/scienceclips/index_flash.
shtml
In alphabetical order, click on: Solids and liquids
or Changing states or Gases around us.
http://www.chem4kids.com/files/matterintro.html
LEVEL
Other resources

Flashcards
Posters
4
M AKING
M OUNTAINS
www.richmondelt.com
59
857371 _ 0058-0063.qxd 29/6/06 16:18 Pgina 60
Vocabulary
air, atmosphere, dry land, hydrosphere, water
The Earth
Special attention
LOOK
Understanding that there is land under the

seas and oceans
Choose a name
for the Earth.
Understanding that life on Earth depends

on light and heat from the sun
The Green Planet

The Dead Planet
Distinguishing between prepositions

to describe location (on, in, above, from)
and movement (through the air)
The Blue Planet

The Living Planet
Hands on
READ
The Earth
1. The Earth
Show a globe of the Earth. Ask the Ss:

What shape is the Earth? Is it square
or round? (round)
Tell the Ss to look at the seas and dry
land: Which area is bigger? (the sea)
Most of the Earth is covered by water.
The Ss find where they live.
32
Our planet is the Earth. It is round. In photos taken from space

the Earth looks blue. It is called the Blue Planet.
The Earth has three parts: water, land and air.
Water covers most of the Earth.
Oceans, seas, lakes and rivers are called the hydrosphere.
Dry land is the part of the Earth above water.
There are continents and islands.
Air surrounds the Earth. It is called the atmosphere.
Islands are surrounded by sea.
2. Life on Earth
Our planet has everything that living things need.
It has air and water. The Sun gives us heat and light.
Presentation
Many animals and plants live in water.

Human beings, animals and plants live on dry land.
LOOK Describe the photo: This photograph

was taken from space.
Animals like butterflies move through the air.

Turtles live in the sea.
They go on land to lay their eggs.
Ask the Ss to study the photo: What colour

are the oceans? (blue) And the land?
(brown) What are the white parts? (clouds)
Ask the Ss to think of a name for the
Earth: What is the predominant colour?
Are there living things here? etc. Probable
answers: The Blue Planet. The Living Planet.
Complete the sentence. The Earth has three parts:
water, soil and air.

20
THE EARTH
Ask the Ss what is necessary for life: What

do we need to live? Water? Heat? Light?
Explain the importance of the Sun:
We cannot live without sunlight.
1 Classifying vocabulary. Make a table with the headings:

Hydrosphere, Dry land, Atmosphere. Copy lakes, air, islands,
rivers, oceans, continents, seas on the BB.
Students copy and classify the words.
READ Present 1 and 2 with 48 and

The Ss read and do the activity.
Answers: Hydrosphere: lakes, rivers, oceans, seas. Dry land:

islands, continents. Atmosphere: air.
49 .
Water pollution. Contaminating

substances from houses and factories
reach rivers and seas. They harm many
living things.
60
Comprehension. Copy the half sentences on the BB.

Students match the halves.
2
1. Many animals and plants

2. Human beings live
3. Butterflies move
Answer key: 1 b. 2 c. 3 a.
a. through the air.

b. live in water.
c. on dry land.
857371 _ 0058-0063.qxd 29/6/06 16:18 Pgina 61
Vocabulary
gases, liquids, matter, solids

COMPARE
Anticipated difficulties
Understanding that liquids and gases do

not have a shape
Look at these photos.

Which photo shows
a gas?
3
3
Dependent prepositions: depends on

made up of take the shape of
3
1
Hands on
Liquids do not have a shape
Take into class a jug of water and
transparent containers of different
shapes.
Pour the water from the jug into the
containers. Show how the water has
one shape in the jug and then takes
on a different shape in each container.
Ask the Ss to explain what they have
seen.
If this activity is carried out before
starting the unit, give the students
possible explanations to choose from.
READ
1. Solids, liquids and gases
33
Everything is made up of matter.

Matter is in one of three states: solid, liquid or gas.
Solids always keep their shape.
Rocks and metals are solids.
Liquids do not have a shape.
Their shape depends on the container they are in.
For example, water can change
and take the shape of a glass or a bottle.
Water and perfume are liquids.
Geysers are formed by liquid
water and water vapour.
These rise from inside the Earth
up to the surface.
Gases do not have a shape.

Their shape also depends on the container they are in.
If we burst a balloon, the air that was inside
the balloon spreads quickly.
Air is a gas.
Presentation
Make more questions. Change the underlined words. Is perfume a solid?
M.A. Is perfume a liquid? Is paper a solid? Is air a gas?

THE EARTH
21

1
Summary table
SOLIDS
I
have a shape
I
rocks, metals
LIQUIDS
I
do not have a shape
I
water, perfume
GASES
I
do not have a shape
occupy the largest
possible space
I
air in a balloon
Revise content with true or false statements.

1. Rocks are liquids (F solids)
2. Air is a gas. (T)
3. Metals are solids. (T)
4. Perfume is a gas. (F a liquid)

5. Water is a solid. (F a liquid)
6. Air is a solid (F a gas)
COMPARE Identify the matter in each

photograph. Ask the Ss: In photograph 1
we can see sand: What is it a solid, a liquid
or a gas? (a solid) In 2 we can see smoke
from a volcano. Is it a solid, a liquid or a
gas? (a gas) In 3 we can see a waterfall.
Is it a solid, a liquid or a gas? (a liquid)
The smoke in Picture 2 is a gas. (Show its
shape, colour and the fact it is rising.)
The Ss can deduce this by eliminating
other possibilities. Sand is a solid
and a waterfall is a liquid. It is therefore
a gas in picture 2.
READ Present 1 with 50 . The Ss read and
do the activity. Write a summary table on
the board which includes the three states
of matter, their properties and examples.
(See Content and Language development.)
61
857371 _ 0058-0063.qxd 29/6/06 16:18 Pgina 62
Vocabulary
become, stay, change, evaporated, matter, melted, solidified
Changes in matter
Special attention
LOOK
Understanding that matter stays the same

when there is a change in state
A recipe for rice pudding

First, mix milk and sugar.
Hands on
Next, add cinnamon to the milk.

Then, boil the milk. Add the rice.
Finally, cook the pudding for 30 minutes.
It is ready to eat!
Butter melts
How does the food change?

Can you still see the sugar?
Does the milk taste sweeter?
Is the rice hard or soft?
Take into class some pieces of butter

of different sizes. Put each piece on a
plastic plate and leave them in a warm
place. Ask: What do you notice about
the pieces? Are they solid or liquid?
(solid)
Ask the Ss: What will happen to the
butter? (It will be liquid.) At the end of
the class ask: Are the pieces still
solid? (no) Are they liquid? (yes)
Explain that they are melting, or have
melted completely.
Ask: Is it still butter? (yes) Tell the Ss
that the heat has made the butter
change state. It is still butter but now
it is not solid, it is in a liquid state.
READ
1. Types of change
2. Changes in state
34
Things are continually changing.
Matter also changes when it goes from one state

to another.
Sometimes objects change, but the matter

stays the same. When we drop a bottle, it
breaks. However, the pieces are still glass.
When we heat water, it becomes water vapour.

This is a gas. The water has evaporated.
When we freeze water, it becomes ice.
This is a solid. The water has solidified.
Sometimes matter changes and becomes

something else. When we make a fire,
wood burns and becomes ash,
water vapour and gas.
Presentation
water vapour
35
When we heat ice, it becomes liquid water

again. The ice has melted.
ice
solid
gas
Make two more sentences. Change the underlined words. Drinking water is a liquid.
LOOK Ask the Ss: Before cooking, is the

rice hard or soft? (hard) After cooking, is it
hard or soft? (soft) What makes the milk
sweet? (sugar) Can we see the sugar in
the milk? (no) Does the cinnamon change
the flavour of the milk? (yes) Tell the Ss
that when we cook the rice pudding there
are changes in matter.
Explain changes in matter by comparing
the following examples:
Matter stays the same: changes in the
position of a ball when it bounces and
when we make a car out of plasticine.
Changes in matter: making yoghurt or
cheese from milk and baking dough.
The Ss then read the text and do the
activity.
READ
62
53
Present
and
Salt works.
with
51
and
M.A. Water vapour is a gas. Ice is a solid.

22

1
Practising sequence
Write the instructions for the recipe, one per line,

and photocopy it.
Cut each list of instructions into strips, one sentence per strip.
Put the strips for each list into an envelope and give one
envelope to each pair of Ss.
Ss work together to put the strips back into the correct order.
Ss check their answers with the textbook.
2
52 .
THE EARTH
Comprehension. The Ss copy and complete these sentences:
1. When we heat water it becomes (water vapour)

2. When we freeze water it becomes (ice)
3. When we heat ice it becomes (water)
Worksheet 18. Date
Tasks
QUESTIONS ABOUT THE STATES OF MATTER

1. Look, think and tick the correct answers.
OBSERVING THE EARTH

1. Use the key to colour the Earth. Then label the parts of the map.
1 land: brown
2 seas and oceans: dark blue
3 atmosphere: light blue
A piece of wood falls on the floor without

breaking. What happens to the wood?
A glass full of water breaks.

What happens to the water?
It changes place and shape.

It changes place but not shape.
The water keeps the shape of the glass.
The water spreads all over the table.
lan
ea an
oean
When a balloon breaks,

When a balloon breaks,
what happens to the air inside?
It rains on the roof.

Where does the water go?
The air stays inside the pieces.
The air spreads in the room.
It stays on the tiles.
It runs to the lowest place.
VOCABULARY
atmospe
2. Complete.
When we look at the Earth from outer space, we can distinguish two colours. Brown is the colour
of the
lan
, and blue is the colour of the
The layer of air that surrounds the Earth is called the
Match and draw small examples.
26
solids
They adopt the shape

of the container they are in.
liquids
They keep the same shape,

even if we change the container.
gases
They occupy as much

space as possible.
Answers may vary.
ea and oean
atmospe .
3. Classify the pictures with colours.

Solids: yellow
Liquids: green
Gases: blue
25
857371 _ 0058-0063.qxd 29/6/06 16:18 Pgina 63
Activity Book
Worksheet 19. Date
63
857371 _ 0064-0071.qxd 13/7/06 08:14 Pgina 64
UNIT 7
Water
UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
6.
7.
8.
Understanding the characteristics of water

Understanding that water is necessary for life
Analysing the uses of water
Discovering the places where we can find water
Knowing about drinking water and where it comes from
Relating changes of state to the water cycle
Identifying and sequencing the water cycle
Appreciating water and caring for this valuable resource on the Earth
Language objectives
1.
2.
3.
4.
5.
6.
7.
8.
Asking for information: Does it have ? Can you ?

Giving information: Water has Water is
Identifying location: There is in the sea / at the north pole / on the earth
Countable and uncountable nouns: There is a lot There are a few
Talking about excess / insufficient amounts: too much, not enough
Describing a change: When liquid water gets very cold When ice gets warm
Defining a process: It is condensation when
Conditional: If it is very cold, the water freezes
Contents
CONCEPTS
Living things need water to

survive
The characteristics of water
Places where we can find
water on the Earth
The three states of water:
solid, liquid and gas
The water cycle
PROCEDURES
Explain the characteristics

which distinguish water from
other liquids
Identify water in different
states
Describe and give examples of
the changing states of water
Explain the water cycle
Assessment criteria
64
Knowing the characteristics of water and understanding its importance

Recognising the places where we can find water in different states
Identifying the three states of water and its changes
Describing the water cycle
ATTITUDES
Understand that water belongs

to all of us and is a precious
resource
857371 _ 0064-0071.qxd 13/7/06 08:14 Pgina 65
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
States of water
http://www.nyu.edu/pages/mathmol/textbook/3grade
cover.html
What is water? Solid, liquid or gas. Useful for students
and teachers.
Water
http://www.epa.gov/safewater/kids/
Graded games and activities about water.
Water cycle
http://www.biology.ualberta.ca/facilities/multimedia/
uploads/alberta/watercycle.html
http://ga.water.usgs.gov/edu/watercycle.html
An animated water cycle including definitions. Useful

for students and teachers.
LEVEL
3
Other resources

Flashcards
Posters
FOLLOW A
RIVER
www.richmondelt.com
65
857371 _ 0064-0071.qxd 30/6/06 10:14 Pgina 66
Vocabulary
liquid, necessary, need, pure water, water
Water
Special attention
LOOK
Understanding water does not have its own

shape
Question forms and word order:
Does it have ? Can you use ?
Prepositions of movement: It goes out
of a bottle, into some glasses
Answer the questions about

each liquid.
water
Does it have a smell?

Does it have a flavour?
Does it have a colour?
Can you wash in it?
Can you water plants with it?
Verb: have in the negative: It does not have

Pure water has no smell
Hands on
oil
perfume
vinegar
Aquatic living things

READ
Prepare a large blue poster paper and

put it up on the BB.
Hand out markers and ask the Ss to
draw and write the names of living
things we find in water. For example:
seaweed, coral, octopus, fish, whales,
dolphins, sponges, frogs.
Presentation
LOOK Refer to the previous lesson about
how liquids do not have a shape. Take the
liquids to class so the Ss can smell them.
Ask: What do you notice about water?
Water is the only liquid that has no smell,
taste or colour. It is also the only liquid we
use to wash in and to water plants.
Emphasize the importance of water for all
living things.
Ask: why do we need water? The Ss think
of all the uses of water.
We need water. Every day we use

many litres of water without thinking.
Propose a situation: What happens if there
is no water? Tell the Ss that we must
encourage people to save water.
66
1. Water has no smell, taste or colour
36
Water is a liquid. It does not have its own shape.

Its shape depends on the container it is in.
The same quantity of water changes shape
when it goes out of a bottle and into some glasses.
Pure water has no smell, colour or taste.
2. Water is necessary for life
Hippos spend a long time

in water.
People, animals and plants cannot survive without water.

A plant dries up and dies without water.
People and animals can go for many days without eating,
but only four days without drinking.
People need at least 1 litre of water a day to survive.
Many animals live in water.
What do people need water for?
M.A. We need water for drinking, cooking, bathing, washing clothes and
dishes, cleaning, toilets, watering plants, washing street, swimming pools
WATER

1 Question forms. Write the following sentences on the BB.
Ss copy them in their notebooks and then circle the correct answer.
1. Does vinegar have a smell?

2. Does oil have a flavour?
3. Can you water plants with perfume?
4. Can you wash in oil?
5. Does water have a colour?
6. Can we live without water?
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. no. 5. no. 6. no.
23
857371 _ 0064-0071.qxd 30/6/06 10:14 Pgina 67
Vocabulary
drinking water, ice, lakes, reservoirs, rivers, sea,

snow, underground, wells
Water, a valuable resource
Special attention
READ
1. Where can we find water?
37
We can find water in many different places.

There is water in the sea, rivers and lakes.
There is water underground.
There is water on the tops of mountains
in the form of snow.
There is water in the huge blocks of ice
at the North and South Poles.
Understand that most of our drinking water

comes from rain
Countable / Uncountable nouns: There is
very little rainfall. There are only a few
rivers
Hands on
Snow is made of water.
2. Drinking water
38
Drinking water is water that is safe for people

to drink. There is a lot of water on the Earth,
but not much drinking water.
We cannot drink water from the sea
because it has too much salt.
Drinking water is water that is safe to drink.
In some parts of the world, there is very little

rainfall, and there are only a few rivers and
reservoirs. The people who live in these dry
areas, like Ethiopia, walk several kilometres
every day to find drinking water.
They take water from wells in the ground.
3. Water in our country

In some areas it rains a lot.
In other areas it rains very little,
and there is not enough drinking water,
especially in the summer.
We store water from rainfall in reservoirs.
Water from rainfall is stored in reservoirs.

However, in very dry years there is
not enough water in the reservoirs.
We have to use less water.
Water is a valuable resource. How can we save water at home?
M.A. Shower instead of bath, turn the tap off when I clean my teeth.
24
WATER

1 Listening. Write the following sentences on the BB.
Ss listen again to 57 and choose the correct answer.
1. There is a lot of water on the Earth.

2. There is a lot of drinking water on the Earth.
3. We can drink water from the sea.
4. Ethiopia has a lot of water.
5. Ethiopia is a dry area.
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
A water filter
Place a funnel in a clear bottle. Place a

paper filter in the funnel. Put a layer of
fine sand, about four cm, in the bottom
of the filter. Mix a handful of sand and
water. Pour this sandy water in the
funnel.
Ask the Ss to predict what will happen:
What will happen to the water? Show
them that the water is clear when it
comes out of the funnel: What do you
notice about the water now? (Its
clear.) The sand remained in the filter.
Presentation
READ Use a globe and atlas to show the
polar ice caps. Remind the Ss that ice is
frozen water. Compare the size of the ice
caps to the size of a country.
Tell Ss that when it rains, water seeps into
the soil and accumulates underground. We
can extract it and use it for drinking and
watering.
Ask: Can you drink the water in your home?
Why? (It has been cleaned and purified to
make it safe to drink. Chlorine is usually
added to drinking water.)
Present 1 , 2 and 3 with
Ss then do the activity.
56 , 57
and
58 .
Answers: 1. yes. 2. no. 3. no. 4. no. 5. yes.

Drinking water is precious. Some
people have to walk several kilometres
to find drinking water. Then they have to
transport it to their home. Many people
have no taps or toilets in their home.
67
857371 _ 0064-0071.qxd 30/6/06 10:14 Pgina 68
Vocabulary
Content objectives: 6.
condensation, evaporation, gas, liquid, melting, solid,

solidification, states
The three states of water
Special attention
LOOK
Identifying the processes involving

condensation
At the South Pole,

ice covers almost all
the land.
Understanding that clouds are made up

of tiny drops of liquid water
Look at this photo.

Where is the water?
Abbreviated phrase: So is the water

The water in the rivers lakes and seas is
also liquid water
Describing changes: verb get adjective
become adjective
READ
1. The three states of water
Hands on
39
Water can be found in three different states: liquid, solid and gas.
The water we drink is liquid water.
So is the water in the rivers, lakes and the sea.
Clouds are made up of tiny drops of liquid water.
Ice, snow and hailstones are solid water.
Water vapour is a gas.
Water evaporates
Take a glass of water into the class.
Add salt and stir to dissolve it.
Then pour the water onto several flat
plastic plates. Put the plates in a warm
place. Ask: What do you think will
happen to the water?
After a while there will be no water on
the plates, only salt crystals.
Explain that the water evaporated and
the salt was left in a solid state on the
plate.
2. Water can change states
40
Water can change from one state to another.

When it is very cold, the drops
of water freeze on the leaves.
We call this frost.
When liquid water gets very cold, it freezes

and becomes a solid (ice, frost or snow).
This is solidification.
When ice or snow gets warm, it becomes liquid water.
This is melting.
When liquid water gets hot, it becomes water vapour.
This is evaporation.
When water vapour gets cold, it becomes liquid water.
This is condensation.
It is condensation when windows steam up on a cold day.
Complete the sentence. The three states of water are liquid, ...
solid and gas
Presentation
LOOK Ask Ss: Think about ice and rain.
Can you compare them? What is ice? (solid
water) What is rain? (liquid water) What is
water vapour? (a gas) Water has different
properties in each state. For example,
when it is a gas (water vapour), it does not
have its own shape but when it is a solid
(ice), it does.
Ask Ss: What happens when we put water
in the freezer? (The water freezes and
becomes ice.) What happens when we
remove the ice from the freezer? (The ice
melts and becomes liquid water.) This
shows that water can change from one
state to another but it is still water.
R and E Activity Book, pages 27, 28.
68
WATER

1 Comprehension. The Ss copy and complete the sentences with
the correct word.
Condensation / Evaporation / Melting / Solidification

1.
2.
3.
4.
is when water freezes. (Solidification)

is when ice gets warm. (Melting)
is when liquid water gets hot. (Evaporation)
is when water vapour gets cold. (Condensation)
Vocabulary. Ask the Ss to find one word in each list which is

different from the others and say why.
2
1. ice / sea / snow / frost / hailstones

2. water vapour / lakes / sea / clouds / rivers
Answers: 1. sea because it is a liquid. 2. water vapour because it
is a gas.
25
857371 _ 0064-0071.qxd 18/7/06 12:28 Pgina 69
Vocabulary
clouds, evaporate, evaporation, falls, freezes, heat,

lakes, ponds, underground water, water vapour
The water cycle

LOOK AND READ
Special attention
41
Understanding that water vapour

condenses in the air to form clouds
evaporation
sea
Understanding that the water cycle takes

place everywhere on the Earth and the
cycle is continuous
water
vapour
river
1. Liquid water in the sea, rivers and lakes evaporates because of heat
from the Sun. The liquid water becomes water vapour.
Zero conditional: If it falls , If it is very

cold
clouds move
clouds
Hands on
water vapour
Cloud formation
2. The water vapour rises in the air. It changes into tiny drops of water.
The drops form clouds. The clouds move.
clouds
rain
sea
snow
river
3. Water from the clouds falls to the earth as rain.
If it is very cold, the water freezes and falls as snow.
evaporation
the Sun
sea
river
underground water
4. The water from rain and snow forms rivers, lakes and ponds. If it falls
on to the land, it is used by plants or becomes underground water.
Some water goes into the sea or evaporates. The water cycle starts again!
26
Pour hot water into a glass and cover it

with clear plastic wrap. Tiny drops of
water will appear on the plastic wrap
inside the glass. Ask: What can you
see inside the glass now? What
happened to the water?
Tell Ss the liquid water evaporated and
became water vapour. Then the water
vapour condensed on the plastic and
formed tiny drops of water. Clouds
form in a similar way.
WATER

1 Comprehension. Write the following text on the BB. Ss copy the
summary into their notebooks and choose the correct words.
Liquid water evaporates because of heat from the 1. CLOUDS /

SUN. The liquid water becomes water vapour.
The water vapour rises in the air and changes into tiny 2. RIVERS /
DROPS of water.
The drops form clouds and the clouds 3. FALL / MOVE. Water
from the clouds falls to the earth as rain.
If it is very 4. HOT / COLD, the water freezes and falls as snow.
The water from rain and snow forms rivers, lakes and ponds.
If it falls on the 5. SKY / LAND, it is used by plants or becomes
underground water.
6. SOME / ALL water goes into the sea or evaporates.
Presentation
Ask the Ss to look up the word cycle in the
dictionary: a cycle is a process that is
repeated in the same order without
stopping. The same can be said about the
water cycle; it is continuous and never
stops.
LOOK AND READ Present the cycle with 61 .
Photocopy page 26 of the Students Book
and cut out each drawing. Then tape them
together to form a circle. Use arrows to
show the sequence.
Point out that the water cycle involves
changes from one state to another and
also water movement. A large quantity of
water in the sea evaporates and the clouds
which are formed move over dry land.
E
62
Old steam locomotives.
Answers: 1. sun. 2. drops. 3. move. 4. cold. 5. land. 6. some.
69
Tasks
Worksheet 20. Date
WATER CONSUMPTION
THE STATES OF WATER

1. Where are the different states of water found? Decide and draw them on the landscape.
1. Look at the picture. Use the key to colour the picture.

Blue: pipes for drinking water.
snow
hail
rain
clouds
a lake
a river
Red: pipes for waste water.

Answers may vary.
Use any colour for the rest of the picture.
Complete the sentences with these words: liquid, gaseous, solid.

The water in snow is in a
The water in a river is in a
The water in clouds is in a
soli
liqui
gaeou
state.
state.
state.
2. Match and write.

freezing
In which rooms do you use the most water?
melting
evaporation
bathroo, kitce>
2. Use the words to complete the answers. Then write your own idea.
tap
shower
bath
evaporatio>
teeth
What can you do to save water?
sho and not a bat .

ta
et .
I can turn the
off when I brush my
Model
answer: I ca> u dis wae to cea> m bi an skae.
eltin@
3. What to do? Decide and write heat water, heat ice or freeze water.
I can take a
28
fezin@
ea wae
To make ice: fe wae
To turn ice into water: ea i
To make water vapour:
.
.
.
27
857371 _ 0064-0071.qxd 30/6/06 10:14 Pgina 70
Activity Book
70
Worksheet 21. Date
857371 _ 0064-0071.qxd 30/6/06 10:14 Pgina 71
Notes:
Worksheet 22. Date

THE WATER CYCLE
1. Look carefully at the picture. Order the sentences. Colour the picture.
3
2
4
1
5
1
4
3
2
Streams and rivers carry the water back to the sea.

Liquid water in the sea, rivers and lakes evaporates.
The water forms rivers, lakes and ponds. Underground water dampens
the lower layers of soil.
The water from the clouds falls back to the land as rain.
The water vapour rises in the air and forms clouds.
VOCABULARY
Classify these words: ocean, lake, sea, reservoir, rain, snow
Fresh water:
Salt water:
la, eervoi, rai>, sno

oea>, e
29
71
857371 _ 0072-0077.qxd 12/7/06 12:32 Pgina 72
UNIT 8
Air
UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
6.
Understanding that air is necessary for life

Appreciating the uses of air
Analysing the characteristics of air
Knowing the composition of air
Learning about the atmosphere, its functions, and some atmospheric phenomena
Appreciating the importance of breathing clean air
Language objectives
1. Describing the uses of air: to breathe; in tyres; for pushing sailing boats
2. Stating facts: zero conditional: If we burst a balloon, the air escapes.
3. Making comparisons: It weighs less than; there is more than
4. Describing a hypothetical situation: 2nd conditional: If there were the Sun
would burn
Contents
CONCEPTS
PROCEDURES
The air: importance,

composition, physical
characteristics
The atmosphere: the layer of
gases surrounding the Earth
The atmosphere and its
functions: filters the Suns rays
and has the oxygen we need
to breathe
Atmospheric phenomena:
precipitation, wind, storms
Interpret diagrams
Identify everyday situations in
which air is useful to people
Apply the characteristics of
gases to air
Associate oxygen in the
atmosphere with life
Analyse why the atmosphere is
necessary for living things
Identify some atmospheric
phenomena
Assessment criteria
72
Appreciating the importance of air and oxygen for living things

Knowing the characteristics, basic composition and uses of air
Knowing the structure and functions of the atmosphere
Identifying some atmospheric phenomena
ATTITUDES

breathing clean air
857371 _ 0072-0077.qxd 12/7/06 12:32 Pgina 73
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Earth observatory
http://earthobservatory.nasa.gov/
Images and information about space, the atmosphere
and oceans. Useful for students and teachers.
The atmosphere
http://www.ace.mmu.ac.uk/kids/index.html
Information sheets and games about taking care
of our atmosphere. Useful for students and teachers.
LEVEL
Other resources

Flashcards
Posters
3
CATCHING
THE WIND
www.richmondelt.com
73
857371 _ 0072-0077.qxd 29/6/06 16:24 Pgina 74
Vocabulary
air, breathe, underwater
Air
Special attention
LOOK
Understanding that some marine animals

breathe air
Why does this girl need special

equipment underwater?
Identifying air in different places

and objects
Infinitive or gerund to describe purpose:
Some animals come to the surface to
breathe. Fish have gills for breathing.
Hands on
Experiment with air
READ
1. We breathe air
Ask the Ss to predict what will happen

when you put an empty bottle into a
container of water: What will you hear?
(a sound) What will you see? (bubbles)
Carry out the experiment. The bubbles
are the air that was in the bottle.
When the water enters the bottle, the
air escapes. Since air weighs less than
water, bubbles rise to the surface.
42
Animals and plants need air to breathe. We can live for a few
days without food. We can also live for a short time without water.
However, we die if we cannot breathe.
Some animals, such as whales and dolphins, live in water,
and come to the surface to breathe. Fish have special organs
called gills for breathing air in water.
2. Other uses of air

Animals, like butterflies and birds, fly through air.
People use air in many different ways.
There is air in the tyres of cars and bicycles.
There is air in the rubber rings that we use to learn to swim.
Air pushes sailing boats through water.
Presentation
Rubber rings contain air.
LOOK Ask Ss: Can you swim underwater?

Can you breathe underwater? What do you
do? There is no air underwater and that
is why we cannot breathe. To breathe
underwater, we need compressed air tanks.
Ask the Ss to point to the air tank
in the photograph.
63
and
Is it important to open the windows often at home and in the classroom?
M.A. Yes, because we need to let fresh air enter the

room and the air in the room escape.

1 Listening. The Ss copy the following sentences
in their notebooks and try to complete them.
Then they listen again to 63 and check their answer.
1. Animals and plants need to breathe. (air)

2. Some animals live in (water)
3. have special organs called gills for breathing in water. (fish)
Comprehension. Write the following exercise on the BB
and ask the Ss to match the two halves of the sentences.
2
Ventilation. Frequent ventilating is

important, especially in closed spaces
where there are a lot of people, for
example, in classrooms and cinemas.
74
AIR
64 .
Ask Ss to make up sentences with words

associated with air. Isabel blows up a
balloon. Charlie inflates his bicycle tyres.
Aeroplanes move through the air.
1. We can live for a few days

2. We can live for a short time
3. We die
Answers: 1 c. 2 b. 3 a.
a. if we cannot breathe.
b. without water.
c. without food.
27
857371 _ 0072-0077.qxd 29/6/06 16:25 Pgina 75
Vocabulary
gas, nitrogen, own shape, oxygen, space
Air is a gas
Special attention
COMPARE
3
Which photos show places

with air?
Where is the air?
Understanding that air does not have its

own shape
Understanding that air occupies the
greatest possible space
Zero conditional: If + present + present: If

we burst a balloon, the air escapes
Superlative: the greatest possible space
Hands on
Balloons and air
1. The characteristics of air
READ
43
Air is a gas.
Like all gases, air does not have its own shape.
It takes the shape of the container it is in.
Air occupies the greatest possible space.
If we burst a balloon, the air escapes.
The balloon deflates.
Hot air balloons
Hot air weighs less than cold air.

There is hot air in hot air balloons.
This is why they go up.
2. The composition of air
44
There are different gases in air.

The main gases are nitrogen and oxygen.
nitrogen
oxygen
other gases
There is more nitrogen than oxygen in air.

However, oxygen is very important.
Living things need oxygen to breathe.
Complete the sentence. The main gases in air are and
Gases in the air
Inflate some balloons and ask: Why do

they inflate? (because air enters the
balloons) Where does the air come
from? (our lungs)
Pass a big balloon and a small one
around the class and ask: What do you
notice about the two balloons? Which
has more air? (the big balloon) Which
weighs more? (the big balloon) Does
this mean air has weight? (yes)
Untie the knot in one balloon and ask
Ss: What is going to happen? (When
we untie the knot, the air escapes and
the balloon deflates.)
nitrogen . oxygen
28
AIR

1 Word order. Write the words on the BB.
The Ss put them in order to make 5 sentences.
1.
2.
3.
4.
5.
is / air / gas / a
less / than / hot air / cold air / weighs
air / gases / in / are / there / different
important / is / oxygen / very
oxygen / things / living / need / to / breathe
Answers: 1. Air is a gas. 2. Hot air weighs less than cold air.
3. There are different gases in air. 4. Oxygen is very important.
5. Living things need oxygen to breath.
Presentation
COMPARE Ask Ss: Is there air around us?
(yes) Can we breathe underwater?
(No, there is no air.) How can we breathe
underwater? (with air tanks) How can
astronauts breathe in space? (They wear
special suits that have their own air
because there is no air in space.)
READ Explain the figure. There are 100
little squares: 72 red (nitrogen), 21 green
(oxygen), 1 yellow (other gases). Ask Ss:
Which is the main gas in the air? (the one
with the most little squares: nitrogen)
Present 1 and 2 with
65
and
66 .
The Ss complete the sentence.

75
857371 _ 0072-0077.qxd 29/6/06 16:25 Pgina 76
Vocabulary
atmosphere, filter, outer space, oxygen, precipitation,

storms, Suns rays, wind
The atmosphere
Special attention
READ
Understanding that the atmosphere is a

layer of gases
outer space
Understanding that the atmosphere filters

the Suns rays
no oxygen
a little oxygen
a lot of oxygen
Describing a hypothetical situation: If there

were no atmosphere,
45
The Earth is surrounded by an enormous layer

of gases. This is the atmosphere.
The atmosphere has many gases,
for example, oxygen and water vapour.
atmosphere
Describing location: lower, higher, outside
1. What is the atmosphere?
the Earth
The oxygen that living things need to breathe

is in the lower parts of the atmosphere.
There is very little oxygen
in the higher parts of the atmosphere.
Outer space is outside the atmosphere.
There is no air and no life.
Hands on
the
Sun
2. The functions of the atmosphere

the Earth
The heat of the Sun

Some of the
Suns rays
bounce off the
atmosphere.
Fill two plastic bottles with the same

quantity of water and put the caps on.
Place one in the sun and the other in
the shade. Ask the Ss: What will
happen to the water after half an hour?
After a half hour or more, take the
water temperature with a thermometer.
The temperature of the water in the
bottle in the sun will be higher because
it has been heated by the Sun.
It has the oxygen that we need to breathe.
atmosphere
The Earths atmosphere protects us from the Suns

rays.
3. Atmospheric phenomena
Precipitation is rain and snow.

Wind is the movement of air.
Storms have rain, wind, thunder
and lightning.
We cannot see air. However, we can see the effects

of wind. Wind moves the branches of trees.
The illustration below shows how the

atmosphere protects us from the Suns
rays. The bottom illustration shows the
effects of the wind.
The atmosphere filters the Suns rays.

If there were no atmosphere,
the Sun would burn us more.
There are different phenomena

in the atmosphere.
Presentation
READ Look at the illustrations together.
The top one shows the Earth, the
atmosphere and outer space. Ask Ss:
Where can we find the most oxygen?
(in the lower parts of the atmosphere)
The atmosphere has some very important

functions:
True or false? Decide and make more

sentences.
There are no gases in the atmosphere.
Oxygen is in the lower parts of the atmosphere.
There are no gases in the atmosphere. (F)

Oxygen is in the lower parts of the atmosphere. (T)
AIR

1
Comprehension. The Ss choose the correct word.
1. There is more oxygen is in the LOWER / HIGHER parts of the

atmosphere.
2. There is very little oxygen in the LOWER / HIGHER parts of the
atmosphere.
3. In outer space THERE IS / THERE IS NO air or life.
Answers: 1. lower. 2. higher. 3. there is no.
Present 1 , 2 and 3 with
70
67 , 68
and
69 .
Wind power.
2 Vocabulary. Write the following three words on the BB:

storms / precipitation / wind
Sunscreens. We need to use

sunscreens to protect our skin when
we are out in the Sun. They help prevent
sunburn and skin cancer.
76
Ss copy the definitions and match them to the correct word.

1. rain and snow
(precipitation)
2. the movement of air
(wind)
3. rain, wind, thunder, lightning (storms)
29
Worksheet 23. Date
Tasks
WEATHER CONDITIONS
AIR
1. Label each picture: snow, rain, or wind. Then match and write a benefit and a risk of each.
1. Circle everything that needs air to live or to work.
Benefits: clean energy; water for agriculture; winter tourism

Risks: avalanches; floods; hurricanes and tornadoes
Benefit:
Risk:
wae fo agricultu
flood
2. Colour the rainbow:
Benefit:
Risk:
wine touris
Then write the names of the colours in order: red, orange, yellow, green, blue, indigo, violet.
1.
avalance
2.
3.
4.
Benefit:
cea> e>erg
5.
6.
Risk:
hurrica>e an tornad
7.
e
oran@
ello
ge>
bl
indigo
vioe
Complete the text with the words: Sun, air, water and the colours of the rainbow.
2. Look at the picture. What is polluting the air?
After it rains we can see a rainbow in the sky. Light from the
Smo an gae fro t

hou, t ca an t
factor
hits drops of
wae
You can see the colours of the rainbow:
indigo an vioe
31
30
Su>
ai
.
e, oran@, ello, ge>, bl,
in the
857371 _ 0072-0077.qxd 29/6/06 16:25 Pgina 77
Activity Book
Worksheet 24. Date
77
857371 _ 0078-0085.qxd 12/7/06 11:29 Pgina 78
UNIT 9
Plants
UNIT CONTENT
Content objectives
1. Understanding that nutrition, growth and reproduction are common life
processes for plants
2. Understanding the characteristics of plants
3. Identifying the parts of a plant and their characteristics
4. Understanding the effect of light, air, water and temperature on plant growth
5. Distinguishing hard stems from soft stems
6. Classifying plants according to the type of stem: trees, bushes and grasses
7. Identifying examples of trees, bushes and grasses
8. Understanding the importance of plants for all living things
Language objectives
1. Describing actions: adjectives of manner: grow quickly; grow very slowly;
not grow well
2. Describing conditions: first conditional: If the air is will not grow.
3. Identifying parts of plants: There are usually two parts
4. Superlative adjectives: Trees are the biggest plants.
5. Prepositions of movement and location: out of, far from, close to
Contents
CONCEPTS
Plants are living things, they

are born, grow, make their
own food, and react
Parts of plants: stems, leaves,
roots
Types of plants using stems
as a classification criteria:
trees, bushes, grasses
The importance of plants
PROCEDURES
Identify the characteristics of

plants
Distinguish the parts of a plant
Classify plants into trees,
bushes and grasses
Assessment criteria
78
Knowing that plants make their own food

Identifying the different parts of a plant
Distinguishing between trees, bushes and grasses
Showing interest in protecting plants
ATTITUDES
Interest in protecting plants

plants for all living things
857371 _ 0078-0085.qxd 12/7/06 11:29 Pgina 79
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
The parts of a plant
http://www.primaryresources.co.uk/online/plant.swf
An easy matching game.
Plants need light and water to grow
http://www.ngfl-cymru.org.uk/vtc/plants_light_water_to_
grow/eng/Introduction/default.htm
Information and different interactive activities help to
learn about plants. Useful for students and teachers.
http://www.kidport.com/RefLib/Science/HowPlantsGrow/HowPlantsGrow.
htm
Other resources

Flashcards
Posters
79
857371 _ 0078-0085.qxd 29/6/06 16:31 Pgina 80
Vocabulary
born, grow, react, reproduce, towards
Plants
Special attention
LOOK
Understanding that plants make their own

food from inorganic substances
Look at this photo.

Do you think the jungle
is full of life?
Comprehending that plants react to change

Infinitive of purpose: they use their roots
to take
Prepositions: from the soil, in their leaves
First conditional: if present future:
If the air is they will not grow
Hands on
READ
Plants grow towards the light
1. Plants are living things
Make a big hole in the side of an

opaque box with a cover.
Place a young, fast-growing plant
inside. Ask the Ss: What will happen
to the plant?
After several days, remove the plant
and show how it has grown towards
the light.
Plants make their own food. They use their roots to take water
and minerals from the soil. Plants use this mixture
and sunlight to make food in their leaves.
Like animals, plants reproduce.
All plants are born from other plants.
2. Plants react to their surroundings
Presentation
Cultivated plants. We are responsible

for the plants we have in our homes. We
should give these plants the care they
need: water, light, soil and fertiliser.
80
Plants cannot move from one place to another.

However, they can grow towards light,
and the roots can grow towards water in the ground.
Describe plants. Make more sentences. Plants are living things. They...
LOOK Point out that plants are living

things. In some parts of the rainforest,
plants take up all the space.
Present 1 and 2 with 71 and 72 . Ask Ss:

Are plants living things? (Yes, plants are
born and grow.) How are plants different
from animals? (Plants make their own food
and cannot move.)
47
Plants react to their surroundings.

If the air is too hot or cold, they will not grow well.
Plants grow towards the light.
READ All plants grow towards the sunlight

because they need light to make food. If
we move a plant, after a few days it will
continue growing towards the light.
46
Plants are born and grow. Some plants, like geraniums,

grow very quickly. Others, like oak trees, grow very slowly.
30
PLANTS
M.A. are born. grow. make their own food. grow

towards light.

The Ss listen again to 71 and correct them.
1.
2.
3.
4.
Plants are born and die.

All plants grow very quickly.
Plants make food in their trees.
All animals are born from other plants.
Answers: 1. and grow. 2. Some plants 3. their leaves.

4. All plants
857371 _ 0078-0085.qxd 29/6/06 16:31 Pgina 81
Vocabulary
branches, hard stems, leaves, main stem, roots,

soft stems, stem
Plants have stems, leaves and roots
Special attention
READ
1. Stems
Irregular plurals: leaf leaves,

branch branches
48
Stems grow above the ground.

There are usually two parts to the stem:
the main stem and the branches.
Hands on
Some stems are hard. Others are soft.

soft stems
branches
Hard stems are made of wood.

Trees have hard stems (trunks).
Leaves
Soft stems are usually green.

Grasses have soft stems.
Show Ss several types of leaves, and

ask them to compare them: What do
you notice about the leaves? Ask
about their shape, the colour and the
edges.
Ask Ss to touch them and say if the
leaves are soft, rough or smooth. Ss
should touch the leaf veins and realise
that they can feel them better on the
underside than on the outer surface.
Glue the leaves onto some paper and
organise them by specific criteria
(shape, edges ).
main stem (trunk)

hard stems
2. Leaves
Leaves grow on the stems and the branches.
Each type of plant has a different type of leaf.
olive leaf
oak leaf
3. Roots
Roots fix the plant in the ground.
The roots are connected to the stem.
roots of the
oak tree
Presentation
Complete the sentences.
Hard stems
Soft stems
roots of the wheat

plant
M.A. are made of wood. are usually green.

and 75 .
PLANTS
31

1 Listening. Write on the BB the two halves of the sentences below
and tell the Ss to match them after listening again to 73 .
1.
2.
3.
4.
Hard stems
Trees have
Soft stems
Grasses have
a.
b.
c.
d.
are usually green.

are made of wood.
soft stems.
hard stems.
73 , 74
Look at the drawings and point out the

difference between oak tree roots (a thick,
long, main root with other thin roots) and
wheat plant roots (many roots all the same
size).
Tell Ss that flowers are also a part of a
plant, but not all plants have flowers.
Answers: 1 b. 2 d. 3 a. 4 c.
Vocabulary. In pairs, one student draws a plant, including the

roots, stem and leaves. The other draws a tree, including roots,
trunk, branches and leaves. They exchange pictures and label
the different parts of their partners picture. They check their
answers in the book.
2
81
857371 _ 0078-0085.qxd 29/6/06 16:32 Pgina 82
Vocabulary
branches, bushes, flexible, grasses, hard stem, soft,

trees, trunk
Trees, bushes and grasses
Special attention
LOOK
Distinguishing the three types of plants:

trees, bushes and grasses
Put the plants in order, from the biggest to the smallest.
Superlative adjectives: biggest, smallest

Opposite prepositions: close to, far from
Hands on
poplar
Making cologne
Use a pestle and mortar to crush
some aromatic leaves: lavender, pine,
eucalyptus, rosemary. Ask the Ss:
What do you notice about the leaves
now? (They smell more strongly.)
Add some alcohol, mix, and pour
through a filter. Pour the filtered liquid
into a spray bottle.
When you crush the leaves, the oil is
released and is mixed with the alcohol.
Spray the mixture and smell.
Presentation
Ask the Ss: What do you think the

difference is between trees and bushes?
Point out that the difference between trees
and bushes is not size but where the
branches start growing. Branches grow
close to the ground on bushes and far from
the ground on trees.
Ask Ss: Which plants have hard stems?
(trees and bushes) Which plants have
branches? (trees and bushes) Which
plants have flexible stems? (grasses)
76 , 77

E
79
clover
READ
1. Trees
2. Bushes
49
Trees are the biggest plants.

They have a hard stem
called a trunk.
Branches grow out of the
trunk far from the ground.
LOOK Stems are valuable criteria for

classifying plants into trees, bushes and
grasses.

and 78 .
rosemary
The holm oak.
50
Bushes also have a hard stem.

Branches grow out of the stem
close to the ground.
Rosemary is a bush.
3. Grasses
51
Grasses have a soft,

flexible stem.
The stem on grasses
is usually green.
Clover is a grass.
A poplar is a tree.
How can we protect trees and plants?
32
PLANTS
M.A. . By helping to prevent forest fires, by never picking

leaves, breaking branches or harming tree trunks

1 Comprehension. Write these words on the BB: stem, green,
hard, bush, soft, trunk. Then write the following sentences on the
BB or photocopy page 83. Tell the Ss to copy and complete them
with one of the words. Some words may be used more than once.
1. A poplar is a tree. It has a stem called a Branches grow

out of the ... far from the ground.
2. Rosemary is a It has a hard Branches grow out of the
3. Clover is a grass. Grasses have a flexible stem. The stem is
usually
Answers: 1. hard, trunk, trunk. 2. bush, stem, stem. 3. soft, green.
Recycled paper. Trees are used to

manufacture paper. Recycled paper to
save trees.
82
857371 _ 0078-0085.qxd 29/6/06 16:32 Pgina 83
Complete the sentences below with these words.

You can use the words more than once.
green
soft
hard
bush
trunk
stem
1. A poplar is a tree.
It has a
stem called a
far from the ground.
2. Rosemary is a
It has a hard
3. Clover is a grass.
Grasses have a
flexible stem.
The stem is usually
Answers: 1. hard, trunk, trunk. 2. bush, stem, stem. 3. soft, green.

83
Worksheet 25. Date

PLANTS ARE LIVING THINGS
1. Identify and label the parts of a melon.

fruit
stem
seeds
1. Tick the true sentences.

flower
leaf
roots
Plants move, just like animals.
frui
flo
ed
ea
se
root
Plants and animals are living things.

Trees do not usually live very long.
Plants eat other plants.
Plants need water and light to make food.
2. What trees and plants are there near you? Circle them.
Model answer:
2. Colour the part of the plants we eat. Then match and write the names.
roots
leaves
fruit
stem
seeds
lettuce
pea
strawberry
leek
tomato
carrot
ea
ed
frui
se
frui
roo
cactus
banana tree
giant
sequoia
3. Do you know the names of trees and plants? Write the vowels and find out.
Then copy the names of the four trees or plants.
holm oak
pine tree
ash tree
VOCABULARY
P L
Look at the pictures and match.
U S
T
R
C
C A
T
O
M A
T O
E
E
K
popla
tomato
cactu
e
hard stem
soft stem
small roots
33
32
Wheat and some other plants have many small roots.

Grasses have soft stems. They are usually green.
Trees have a hard stem, called a trunk. It is made of wood.
857371 _ 0078-0085.qxd 29/6/06 16:32 Pgina 84

THE PARTS OF A PLANT
Activity Book
84
Worksheet 26. Date
Tasks
IDENTIFY PLANTS
1. Look at the garden. Use the key to colour the different paths.
Red: for trees
Blue: for bushes
Yellow: for grasses
elm
roemar
cypes
oleander
tuli
dais
geranium
pansy
ro bus
box
pi>
acacia
Which plant names are missing in the garden? Look at the chart and find them.
Write them in the correct places.
TREES
elm
cypress
34
BUSHES
pine
acacia
rosemary
rose bush
GRASSES
box
oleander
geranium
pansy
daisy
tulip
857371 _ 0078-0085.qxd 29/6/06 16:32 Pgina 85
Notes:
Worksheet 27. Date
85
857371 _ 0086-0095.qxd 12/7/06 12:57 Pgina 86
UNIT 10
Flowering plants
UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
6.
Identifying the main parts of a flower and their functions

Distinguishing types of fruit
Understanding the purpose of seeds
Associating flowers, fruits and seeds with plant reproduction
Describing the life processes of a plant
Understanding the importance of plants for all living things
Language objectives
1.
2.
3.
4.
5.
6.
Describing different parts of a flower: Most flowers have petals

Defining the functions of these parts: which protect
Classifying fruit: fleshy fruit, nuts; some fruit , others
Describing a process: First, then
Describing development: It gets bigger / taller / thicker
Making comparisons: several years / a long time / the longest
Contents
CONCEPTS
Plants reproduce: flowers,

fruits, seeds
Parts of flowers: petals, corolla,
sepals, calyx, stamens, ovary
Fruits grow from flowers
Types of fruits: fleshy fruit,
nuts
Seeds are inside fruit
Plants are born and their parts
grow and change
PROCEDURES
Identify the different parts

of a flower
Classify fruits into fleshy fruit
and nuts
Put the life processes of plants
in the right order
Analyse pictures to obtain
information
Assessment criteria
86
Identifying the different parts of a flower

Knowing that fruits grow from flowers
Classifying fruits into fleshy fruits and nuts
Associating flowers, fruits and seeds with plant reproduction
Appreciating the importance of fruits and seeds in our diet
ATTITUDES
Recognise the importance

of plants for people
857371 _ 0086-0095.qxd 12/7/06 12:57 Pgina 87
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
The parts of a plant
http://www.primaryresources.co.uk/online/plant.swf
An easy matching game.
Plants need light and water to grow
http://www.ngfl-cymru.org.uk/vtc/plants_light_water_
to_grow/eng/Introduction/default.htm
Different interactive activities help to learn about plants.
http://www.kidport.com/RefLib/Science/ScienceIndex.htm
LEVEL
Other resources

Flashcards
Posters
4
C OCONUT :
S EED
OR
F RUIT ?
www.richmondelt.com
87
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 88
Vocabulary
calyx, corolla, ovary, ovules, petals, pollen, sepals,

stamens
Flowering plants
Special attention
LOOK
READ
Understanding how seeds form

stamens
Prepositions of location: in the middle of;

at the end of
ovary
petals
Collective nouns: corolla, calyx
1. Flowers come out in the spring

Plants do not have flowers all year round.
When spring starts, new flowers appear.
Flowers grow from stems.
2. Flowers have different parts
Hands on
Most flowers have petals, sepals, ovaries

and stamens.
sepals
The petals are the coloured part of the flower.

All the petals together are the corolla.
Changing flowers
corolla
First, put some blue food colouring in a

vase one quarter full of water.
Then, put several white carnations in
the vase. Cut the stems at an angle.
Ask the Ss: What will happen to the
flowers? (They will turn blue.)
After a while the carnations will turn
blue.
Explain that the blue colouring travels
up the stem of the flowers. This is how
water in the ground rises from the
roots and is distributed to all parts
of the plant.
closed calyx

Ask Ss which sentences are true. Flowers
are born in spring. (T) Flowers grow from
roots. (F) Flowers grow from stems.
(T) Stamens are a part of a flower. (T)
The calyx is a part of a flower. (T)
LOOK AND READ
Present the three photos with the texts.
88
open
calyx
The sepals are the small green leaves

which protect the flower before it opens.
All the sepals together are the calyx.
The stamens and the ovary are in the middle
of the flower. The stamens make pollen,
and the ovary makes ovules.
When a male pollen joins with a female ovule,
a seed is made.
LOOK AND READ

Bees depend on flowers
Pollen is at the
ends of the stamen.
Nectar is in the
middle of the corolla.
Flowers are essential for bees.

They collect nectar
and pollen from flowers.
Presentation
LOOK Explain that the drawing represents
a cross-section of a flower. Ask Ss to
compare the drawing and the picture of the
carnation. You can see a bud on the left.
The calyx is closed to protect the flower.
We only see the petals when the flower is
open; the stamens and the ovary are
hidden by the petals.
52
They make honey

with the nectar.
Honey is their food in winter.
FLOWERING PLANTS

1 Listening. Write the following sentences on the BB. The Ss
listen again to 81 . They must decide which ONE of the sentences
is NOT correct.
1.
2.
3.
4.
5.
6.
Petals are coloured.

All the petals together are the corolla.
The sepals are small green leaves.
All the sepals together are the ovules.
The stamens and the ovary are in the middle of the flower.
The stamens make pollen.
Answers: Incorrect sentence 4. All the sepals together are the

calyx.
33
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 89
Vocabulary
fleshy fruit, nuts, seeds
Plant seeds and fruit
Special attention
LOOK
pumpkin
Where can you see the

seeds in this fruit?
Distinguishing between the whole fruit

(nuts) and the seed
pepper
Understanding that we eat some seeds

such as peanuts
Countable / uncountable nouns: a different
fruit, fruits, fleshy fruit
water melon
Classifying fruit: some others
avocado
plum
kiwi
lemon
READ
Studying fruits and seeds

1. Fruits
acorn
53
nut
Fruits grow from flowers.

Each plant produces a different fruit.
Fruits have different colours, shapes and sizes.
seed
seeds
We classify fruit into two groups: fleshy fruit and nuts.

melon
Fleshy fruit is juicy because it has a lot of water.

Pears, apples and melons are fleshy fruits.
Nuts do not have a lot of water.
Acorns and peanuts are nuts.
fleshy fruit
peach
fleshy
fruit
nut
seeds
Seeds are inside fruit.

Some fruits have only one seed.
Others have a lot of seeds.
Some seeds, like tomato seeds, are soft.
Others, like lemon seeds, are hard.
Make more questions. Change the underlined words.
Are pears a fleshy fruit? Are pears nuts?
tomato
peanut
FLOWERING PLANTS
M.A. Are peaches a fleshy fruit? Are peaches nuts?

Apples, bananas, almonds, pistachios

1 Comprehension. Read out the following descriptions and ask
the Ss to guess which fruit is being described.
1.
2.
3.
4.
It is fleshy. It is big, round, green or yellow. We eat it in summer.

It is red or green. It is bigger than a tomato. It is in salads.
It is a yellow fruit like an orange but not as sweet.
It is a big round fruit which is dark green on the outside
and red on the inside. We eat it in summer.
Answers: 1. melon. 2. pepper. 3. lemon. 4. water melon.

A class survey. Ask the Ss to name as many fruits as possible
and write them on the BB. Then ask them to write the name of their
favourite fruit on a piece of paper. One student collects the papers
and reports back to the class on the most popular fruit among
the Ss.
2
Ask Ss to bring different fruits to class:

cherries, avocado, pear, apple, melon,
watermelon, peach, tomato, pumpkin,
kiwi
Open the fruits to study the seeds:
Ask: How many are there? Where are
they? What are they like?
2. Seeds
seed
34
Hands on
Presentation
LOOK Seeds are inside fruit. Ask Ss to
compare the different seeds: Avocado
seeds are big, brown and round. Kiwi
seeds are very small and black.
Distinguish the whole fruit (nuts) from the
seed inside.
Some seeds, like plum seeds and peach
seeds, have thick protective coverings.
Others, like melon seeds, have thinner
coverings. Tomato seeds are even softer.
82
and
83 .
The Ss do the activity.

Fruit in season. Fruit provides us with

essential vitamins. We should eat a variety
of fruits every day. Fresh fruit in season is
less expensive and easier to find in the
market.
89
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 90
Vocabulary
flowers, fruits, ovaries, seeds
Plants are born
Special attention
LOOK
Understanding that fruits and seeds come

from flowers
Look at these pictures.

Do apples come from apple flowers?
Following the sequence of how plants are

born: first then when
It gets bigger.
Hands on
The petals fall.
Germination
First, place some moist cotton in a
glass jar.
Then, place several lentils on top of
the cotton.
Moisten the cotton as needed. Ask the
Ss: What will happen to the lentils?
Ss observe the first thing to come out
is a small root and then a little green
stem.
Inside,
the seeds grow.
1. Plants are born
54
Plants are born from seeds.

This is how plants reproduce:
First the flowers grow.
Then the ovaries inside
the flowers become fruit.
They have seeds inside.
When the fruit is ripe,

it falls to the ground. It opens.
The seeds fall out of the fruit.
The seeds are in the soil.
They slowly grow into a new plant.
A new plant grows from each seed.
How do plants reproduce? Put these sentences in the right order.
LOOK The drawing of the flower on the left

side shows the parts that will become the
fruit and seeds.
The right side shows the sequence that

occurs after the pollen joins with the
ovules. This process is gradual and
happens slowly.
After Ss have done the exercise at the

bottom of the page, ask them to copy the
sentences in the right order.
It changes colour.
It is an apple.
The ovary
becomes a fruit.
READ
Presentation
READ Present 1 with 84 . Ask Ss: Which

grows first, the flower or the fruit? (the
flower) In which part of the plant do the
seeds grow? (inside the fruit)
apple flower
The flowers become fruit.
The plants grow and have new leaves.
Flowers grow on the plant.
The seeds grow into new plants.
The seeds fall out of the fruit into the soil.
The fruit falls and opens.
From top to bottom and left to right: 2, 1, 4, 6, 5, 3.
FLOWERING PLANTS

1 Comprehension. Write the following sentences on the BB.
The Ss copy them and circle the correct answer.
1.
2.
3.
4.
5.
6.
Plants are born from seeds.

First the flowers grow.
The petals inside the flowers become fruit.
The fruit has seeds inside
The seeds fall out of the fruit.
A new plant grows from each seed.
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
YES / NO
Answers: 1. yes. 2. yes. 3. no. 4. yes. 5. yes. 6. yes.
90
35
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 91
Vocabulary
change, grow, leaves, roots, stem
Plants grow and change
Special attention
READ
1. Plants grow
Understanding that, over time, seeds can

grow into complete plants, even into trees
55
Plants grow if they have the right soil

and water.
During the life of a plant, its stem grows
and new leaves grow.
The stem gets taller and thicker.
Hard stems divide into branches.
Some plants live longer than others.

Some plants only live for a few months.
They grow flowers and fruit, and then they die.
Comparative adjectives: taller, thicker
Other plants live for several years.

Trees can live for a very long time.
Trees are the plants that live the longest.
Hands on
The roots grow down into the ground.

They divide into smaller roots.
Plants grow
The leaves get bigger and new leaves grow.
LOOK AND READ
seeds
The life of a bean plant
56
The fruit of a bean plant is the bean pod.

Inside the pods are the seeds. The seeds are called beans.
bean pod
GERMINATION
The seed takes in

water and gets bigger.
A small root grows

from the seed.
GROWTH
The stem and the

first few leaves
grow.
The plant grows taller

and more leaves
grow.
36
The seed
falls to the
ground.
First, cut the middle section of a

plastic bottle to make a cylinder
and line it with black paper.
Then, place a germinated lentil inside.
Next, cover both ends of the plant
with moist soil. Ask the Ss:
What will happen to the lentil?
After a while, a green sprout (stem and
leaves) will grow up, and a white sprout
(root) will grow down.
Finally, turn the cylinder over.
After a while, the root will grow down
and the stem will grow up.
The roots and the stem

grow.
FLOWERING PLANTS
Presentation
READ Present 1 with 85 . Point out that
roots always grow down. They obtain the
water they need in the ground.
Stems always grow up. They find the
sunlight they need to live and grow.

1 Listening. Write on the BB the sentences describing the life of
a bean plant. The Ss copy the sentences and as they listen to 86 ,
they underline the correct alternative in each sentence.
They listen twice and then check the answers in their book.
1.
2.
3.
4.
5.
6.
The TREE / SEED falls to the ground.

The seed takes in WATER / AIR and gets bigger.
A BIG / SMALL root grows from the seed.
The plant grows SMALLER / TALLER and more leaves grow.
The roots and the stem GO / GROW.
The stem and the first few SEEDS / LEAVES grow.
LOOK AND READ Use the drawings and texts

to make a diagram with all the plants life
processes. Include the contents on this
page and the previous one. The Ss can
also add sentences to the exercise on
page 35.
E
87
Hungry plants.
Answers: 1. seed. 2. water. 3. small. 4. taller. 5. grow. 6. leaves.
91
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 92
Match the sentence halves.

1. When spring starts
a. before it opens.
2. Flowers grow
b. ovules.
3. The petals are
c. new flowers appear.
4. All the petals together are
d. the calyx.
5. The sepals protect the flower
e. from stems.
6. All the sepals together are
f. pollen.
7. The stamens make
g. the corolla.
8. The ovary makes
h. the coloured part of the flower.
Answers: 1 c. 2 e. 3 h. 4 g. 5 a. 6 d. 7 f. 8 b.
92
Tasks
Worksheet 28. Date
SEEDS AND FRUITS

1. What colour are the seeds of these fruits? Decide and colour.
THE PARTS OF A FLOWER

1. Label the parts of this flower.
corolla
stae>
petal
stamen
peas
melon
watermelon
peach
avocado
pear
coroll
eta
2. Look at the pictures and circle. Green: fleshy fruit. Brown: nuts.
2. Use the key to colour the parts of the flowers.
3. Draw the life of a bean plant in the correct order.
petals: blue
sepals: green
stamens: yellow
ovary: green
3. Read and answer the questions.

Bees gather pollen from flowers.
What part of the flower is the pollen on?
t staen
VOCABULARY
Read the definition. Tick the correct answer.
36
They protect the flower before it opens. What are they?
a group of leaves that protects the flower:
sepals
corolla
the part of the plant with pollen at the top:
stamen
ovary
the coloured part of a flower:
petals
sepals
t epal
When we say a rose is yellow,
what part of the flower are we talking about?
t etal
35
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 93
Activity Book
Worksheet 29. Date
93
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 94
94
MAKE OBJECTS TO EXPERIMENT WITH AIR
Project 4
Name
Date
Project 3
INVESTIGATION SHEET
1. Make a weather vane.
AN EXPERIMENT
Design and carry out an experiment. Answer these questions.

Question:
How does water affect the growth of plants?
Method:
How can you find the answer?
Ta two plant, wae o>

egularl an do no wae t ote, te> compa.
What resources do you need? Two plant in pot, wae.
How much time do you need?
38
Project 5
Abou th ek.
T o> withou wae wil d^.

Results:
How can you record your results? Dra pictu o char.
How often do you take measurements? Er 2 o 3 day.
What are you looking for? To i t plant a growin@.
Conclusions: Compare your results with your hypothesis. T firs plan i
bi@ an ealth. T ote o> i dr an wile.
What do your results show you? T plan withou wae i
dyin@.
Evaluation: Was the experiment a good one? Ye.
What did you learn? Plant >e wae to li.
What went wrong, if anything? I forgo to wae t plan.
Can you improve it next time? Ye. I ca> mo caefu.
Hypothesis:
2. Make an anemometer.
Model answers:
What do you think will happen?
37
857371 _ 0086-0095.qxd 30/6/06 09:05 Pgina 95
Notes:
3. Make a spiral mobile that spins in hot air.
4. Build a toy that moves with the force of the air.
Project 6
Project 7
39
95
857371 _ 0096-0103.qxd 12/7/06 11:37 Pgina 96
UNIT 11
The landscape
UNIT CONTENT
Content objectives
1. Distinguishing the physical features of different landscapes: mountain, flat,
coastal
2. Recognising changes in the environment and identifying their cause
3. Learning about mountains
4. Identifying the parts of a mountain: summit, foot, slopes
5. Distinguishing valleys and plains
6. Describing how people can damage the environment
Language objectives
1. Describing geographical features of landscape: we can see mountain /
flat / coastal
2. Describing how landscapes change: Wind and rain wear down
3. Describing shapes of mountains: highest part, lowest part
4. Prepositions of movement and location: over, through, between
Contents
CONCEPTS
PROCEDURES
Types of landscapes: mountain,

flat, coastal
Natural and artificial changes
in landscapes
Definition and parts of
a mountain
The shape of mountains
Flat land: plains, valleys
Differentiate the three types of

landscapes: mountain, flat,
coastal
Distinguish natural and
artificial changes in landscapes
Observe, analyse and describe
photographs of different
landscapes
Analyse the impact of people
on landscapes
Assessment criteria
96
Distinguishing the different types of landscapes: mountain, flat, coastal

Understanding the causes of changes in landscapes: natural, artificial
Identifying the parts of a mountain: summit, foot, slopes
Studying pictures to obtain information from them
Describing landscapes using the correct terms
ATTITUDES
Interest in our natural heritage

and helping to preserve it
857371 _ 0096-0103.qxd 12/7/06 11:37 Pgina 97
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Volcanoes
http://volcano.und.edu/vwdocs/kids/kids.html
Information, activities, games and stories about
volcanoes.
Map of Spain
http://www.graphicmaps.com/webimage/countrys/
europe/es.htm
Maps of Spain and Europe with quick facts and figures.
Test your geography knowledge
http://www.lizardpoint.com/fun/geoquiz/index.html
Click and find quizzes for world geography for an
overall perspective. Useful for students and teachers.
Other resources

Flashcards
Posters
97
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 98
Vocabulary
landscape: coastal landscape, flat landscape,

mountain landscape
The landscape
Special attention
LOOK
Identifying characteristics of different types

of landscapes
Look at this photo.

What do you see?
Phrasal verb: is made up of
Hands on
Comparing photographs
Take some photos to class of different
landscapes: mountain landscapes, flat
landscapes and coastal landscapes.
Ask Ss to compare the landscapes:
What do you notice about this
landscape?
Write the three different landscapes on
the BB. Ask Ss to name things in the
photos and write the words under the
correct landscape. For example, sea
under coastal landscape.
READ
1. Landscape
When we drive through the countryside in a car, we see flat lands,
mountains, rivers, reservoirs, forests, villages and factories.
The landscape is made up of all of the things
we can see in a place.
2. Different landscapes
57
There are different types of landscape.

Mountain landscapes. We can see mountains,
with narrow rivers, forests, villages and steep roads.
Presentation
This is a landscape of flat land

used for agriculture.
LOOK Ask Ss to name things they can see

in the photos. Write words for them to
choose from on the BB: sky, clouds, beach,
rain, air, land, mountains, sea, river, crops,
trees, island, houses, snow, sand, cars,
cliffs, boats.
Show a photograph of a coastal landscape
and repeat the previous exercise. Ask Ss:
What do you take to the mountains in the
summer? What do you take in the winter?
What do you take to the coast in the
summer?
88
and
89 .
Flat landscapes. We can see flat land, wide rivers,

farms, cities, and motorways.
Coastal landscapes. We can see cliffs, the sea
and tourist towns.
What kind of landscape is there in your region?
M.A. a flat landscape / a coastal landscape / a mountain

landscape
THE LANDSCAPE

1 Listening. Write the following words on the BB and ask the Ss
to copy them. Ss listen again to 89 and circle the words they hear.
mountains / lakes / rivers / reservoirs / forests / jungles /

villages / monuments / roads / flat land / farms / airports /
cities / motorways / cliffs / ships / sea / towns / buses
Answers: mountains, rivers, forests, villages, roads, flat land,
farms, cities, motorways, cliffs, sea, towns.
Protecting natural landscapes.

Governments protect natural landscapes
with regulations and laws. They also
protect the living things which inhabit
them.
98
2 Vocabulary. In groups of three, the Ss choose a different

landscape, either mountain, flat or coastal and draw a picture to
illustrate the geographical features listed on page 37.
Then they exchange drawings and label the features
on their partners drawing.
37
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 99
Vocabulary
artificial changes, disasters, natural changes
Changes in landscapes
Special attention
COMPARE
Look at the photos.
What is the same
in the two photos?
What is different?
Distinguishing between natural changes

and artificial changes in landscapes
Imagining landscapes before and after

changes
Which is a summer
landscape? Which
is an autumn
landscape?
Hands on
Volcanoes
READ
1. Natural changes in landscapes

There are natural changes in landscapes.
The seasons change.
For example, in winter many trees
lose their leaves.
However, during the spring
new leaves grow.
Rain and wind wear down the soil
and the rocks.
Natural disasters like droughts, floods,
hurricanes, volcanic eruptions and
earthquakes all change the landscape.
58
2. Artificial changes in landscapes
59
People change landscapes.

There are artificial changes, for example:
Building villages, cities and farms.
Building roads, bridges and dams
across the rivers.
Mining minerals and rocks.
Electrical power lines.
Crops and tree plantations.
Disasters caused by fire.
Make more sentences. Change the underlined words.

Floods cause natural changes in landscapes.
38
THE LANDSCAPE
M.A. Volcanic eruptions natural The seasons natural

Building bridges artificial Electrical power lines artificial.

Ss listen twice to 90 decide if the sentences are true or false.
If they are false they correct them.
1.
2.
3.
4.
Make a volcano out of plasticine.

Place a tube of toothpaste
in the centre.
Squeeze the toothpaste tube
firmly to simulate an eruption.
The toothpaste is the lava.
In spring many trees lose their leaves.

During the winter new leaves grow.
Rain and wind wear down the soil and rocks.
Natural disasters change the landscape.
Presentation
COMPARE Ask Ss: How do trees change
with the seasons? (In winter trees lose
their leaves; in spring, new leaves grow)
When do flowers grow? (in spring) When
are landscapes wet / dry? (when it rains /
when there are floods / when it doesnt
rain / when there are droughts) What
colour is the landscape in summer / winter?
Take a news article about a natural
disaster to class. Ask students what the
landscape was like before and after.
Use photos to analyse artificial changes in
landscapes. Ask Ss: What do you notice
about this photo? What was the landscape
like before the tunnel / the bridge / the
road / the houses was / were built?
The Ss then read the texts and do the
activity.
Answers: 1 F. In winter 2 F. During the spring 3 T. 4 T.

Pronunciation. Write on the BB the words: droughts, floods,
hurricanes, volcanic eruptions, earthquakes. Ask Ss to focus on
the pronunciation of these words. Play the last sentence of the
recording again and ask Ss to repeat the words.
2
Environmental impact. People

have a great capacity for changing the
environment with technology and
machines. It is important to control
environmental change.
99
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 100
Vocabulary
Special attention
hill, mountain pass, mountain range, mountain, plains,

slopes, summit, tunnel
Mountains and flat lands

READ
Distinguishing the shape of mountains and

how mountains can be grouped
1. The shape of mountains
Prepositions of movement and location:

over, through, between
Mountains are high lands with steep slopes.

Low mountains are called hills.
Several mountains together
are called a mountain range.
Hands on
We can travel over mountains using

a mountain pass. We can also travel
through the mountains using tunnels.
This is a mountain range.
Mountains
the summit
2. The parts of a mountain
60
61
Mountains have three parts:
Ask Ss to make mountains with

plasticine.
They place the mountains on poster
paper to create a mountain landscape.
Discuss the difference between
mountains and plains, the shape of
mountains, the different heights of the
three parts.
Makes signs with the words: mountain,
valley, plains, summit, slopes, foot and
use toothpicks to stick them where
they belong.
The summit is the highest part

of the mountain.
the slopes
The foot is the lowest part.

The slopes of the mountain are the sides
that go from the foot to the summit.
the foot
The parts of a mountain.
3. Flat land
62
Plains are huge extensions of flat land.

Many plains have fertile soil,
and people grow crops there.
Valleys are the flat lands between mountains.
Rivers start in the mountains,
and run through the valleys.
Presentation
READ Present 1 , 2 and 3 with 92 , 93
and 94 . Explain that mountain
roads are usually steep and narrow with
many curves. Roads through the plains are
usually wide and straight. Ask Ss: Where
can we build roads more easily, in the
mountains or on the plains? (plains)
Ask Ss: Is there a lot of land to grow crops
in the mountains? (no) Can we travel easily
from one side of a mountain to the other?
(no) Why do few people live in the
mountains? (life is difficult, fewer jobs )
Ask similar questions about flat land.
Complete the sentence.

A mountain has three parts:...
Many towns and cities are on flat land called plains.
summit, foot and slopes.
THE LANDSCAPE

1 Vocabulary. Write the following words and sentences on the BB
and ask Ss to copy them into their notebooks, completing each
one with the correct word from the list.
pass / hills / tunnel / steep / range

1. Mountains are highlands with slopes. (steep)
2. Low mountains are called (hills)
3. Several mountains together are called a mountain (range)
E Activity Book, pages 42, 43 and 56.
4. We can travel over mountains using a mountain (pass)

5. We can travel through mountains using a (tunnel)
100
39
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 101
Write the words in the box in the correct column.

mining
trees lose their leaves
droughts
farms
dams
rain
new leaves grow

building cities
electrical power lines
Natural changes
disasters caused by fire

wind
earthquakes
floods
Artificial changes
Answers: Natural: trees lose their leaves, droughts, new leaves grow, wind, rain, earthquakes, floods.
Artificial: mining, disasters caused by fire, dams, building cities, farms, electrical power lines.
101
Worksheet 30. Date
Tasks
LAND FORMS
DIFFERENT LANDSCAPES
1. Colour the landscape. Identify and label the landforms.

mountain range
mountain
hill
valley
1. What can you see in each postcard?

Circle A or B.
plain
mountai> ran@
mountai>
vale
plai>
2. Complete the description with: village, trees or castle.

There is a
There are
cast
te
villa@
There is a
of the mountain.
on the summit.
on the slopes.
at the foot
I see a mountain landscape.
I see a mountain range.
I see a flat landscape.
I see a hill on flat land.
I see a wide river.
I see a town.
I see a narrow river.
I see a village.
I see motorways and factories.
I see crops.
2. Copy the picture and add these things.

a road
VOCABULARY
Find the incorrect word in each sentence. Change it and write the corrected sentence.
If we go up a mountain slope, we reach the foot of the mountain.
I go dow> mountai> slo, reac t foo

o t mountai>.
Lo mountain a cale hill.
Low mountains are called chains.
A long line of mountains is called a valley.
A lon@ li> o mountain i cale ran@.

41
40
a bridge
a reservoir
two houses
a forest
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 102
Activity Book
102
Worksheet 31. Date
Tasks
Worksheet 32. Date
DRAW A RELIEF MAP

1. Follow the instructions and label the map.
MOUNTAINS
Model answer:
1. Read carefully.
The Yorkshire Dales
N
W
Read and learn
The Yorkshire Dales National Park is an area in the North

of England. It is very beautiful, and many tourists
visit it.
Cantabria> Ran@
1
e
ys
>S
ria
I
Pye>e
In the Yorkshire Dales there are big rocks that look like
people or animals. These rocks have names.
One is called The Cow, and another is The Calf.
yse
S
a
r
t
Cen
Madri
There are also animals. There are sheep and rabbits, and
there are many fish in the rivers. Beautiful flowers and
trees grow there.
Is there a place like the Yorkshire Dales near where

you live?
yse
Beti S
2. Complete the index card.
T Yorkshi Dae
I> t Nort o Englan.
What animals live there? Se, rabbit, fis.
Describe the landscape: Te a man bi@ rock an ri
a t foo o t rock.
NAME:
Where is it?
1. Colour the map: 1 brown; 2 yellow; 3 green.
2. Label: Cantabrian Range, Pyrenees, Iberian System, Central System,
and Betic Systems.
3. Mark the approximate location of the capital of your Autonomous Community.
43
42
857371 _ 0096-0103.qxd 29/6/06 16:44 Pgina 103
Worksheet 33. Date
103
857371 _ 0104-0111.qxd 12/7/06 12:54 Pgina 104
UNIT 12
Water and weather

UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
Understanding what a river is and describing its characteristics

Identifying the three parts of a river
Distinguishing coastal relief (gulf, bay, cape, island)
Recognising differences in the weather
Identifying weather characteristics on the plains, near the sea and in the
mountains
6. Describing how people can improve the environment
Language objectives
1.
2.
3.
4.
Describing the course of a river: start in, run through, flow down to
Comparing different stages in the river: less water, more water, not as quickly
Identifying land formations: A peninsula is Islands are
Talking about weather conditions: It is colder It rains less
Contents
CONCEPTS
Rivers: definition and

characteristics (course, flow)
Coastal relief: beaches, cliffs,
capes, gulfs
Types of weather
Weather symbols
PROCEDURES
Describe characteristics of
rivers
Interpret a diagram about the
course of a river and the three
parts
Interpret a drawing about
coastal relief
Study photographs of
landscapes to obtain
information
Match weather symbols with
the information they represent
ATTITUDES
Keep our rivers and coasts

clean
Respect and protect natural
areas
Assessment criteria
Knowing what rivers are and describing their characteristics

Recognising coastal relief (gulf, bay, cape, island )
Identifying differences in the weather
Identifying the differences in weather on the plains, in the mountains,
and near the sea
Interpreting pictures of landscapes
Appreciating natural parks and reserves and showing interest in conserving them
104
857371 _ 0104-0111.qxd 12/7/06 12:54 Pgina 105
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
INDONESIA
INDIAN
Gulf of
Carpentaria
OCEAN
PAPUA NEW GUINEA
Gr
Human and physical geography

http://www.scalloway.org.uk/
Aspects of human and physical geography.
Useful for teachers.
Arafura
Sea
Timor
Sea
ea
Coral
Sea
t
B
ar
ri
er
ef
A U S T R A L I A
Climate kids
http://www.dnr.state.sc.us/climate/sercc/education/
education.html
Activities, games and resources about weather.
Great
Australian
Bight
SOUTHERN
OCEAN
SCALE
207
Kilometres
Tasman
Sea
Other resources

Flashcards
Posters
105
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 106
Vocabulary
course, flow, lower course, middle course, river,

source, upper course
Water and weather
Special attention
LOOK
Understanding the meaning of course and

flow
Look at the photo. Is it a river or a lake?
Distinguishing the parts of a river
Is the water moving?

Where does the water come from?
Adjectives: narrow
Adverbs: quickly
Comparisons: It does not flow as quickly
Do you know a river like this?
Hands on
READ
LOOK AND READ
Rivers of the world

1. Rivers
Use a globe or atlas to show some

important rivers (Orinoco, Nile,
Danube ). Ask: Do you know any
important rivers? Where are they?
Ask Ss to look at the length and course.
Make a chart on the BB. Write these
headings: Rivers of the world Country
and complete it together. For example:
Nile Egypt, Amazon Brazil,
Mississippi United States,
Yangtse China
Water is a very important element in a

landscape. It is in rivers, lakes and reservoirs.
Rivers are made of moving water.
95
and
96 .
LOOK AND READ Play 97 . Then the Ss read

the text. Then ask: What are the parts of a
river? (upper, middle and lower course) Why
is there more water in the middle course
than in the upper course? (the river is
wider) Why does water flow more slowly
in the lower course? (there is much more
water)
Ss could look up information about a local
river (name, location of source and mouth).
106
The source: This is in the mountains.

The upper course:
The river is narrow
and there is less
water. It flows very
quickly.
They run through flat lands and get bigger.

More water goes into them from rainfall
and other rivers.
Reservoir
The middle course:

The river is wider.
There is more water.
It does not flow as
quickly.
They flow down to the sea or into another river.
2. The course and the flow of a river

The course of a river is the route the river takes.
The quantity of water in a river is called the flow.
In some places, rivers have a lot of water in the
autumn and in the spring. It rains more,
and snow melts in the mountains.
The lower course:

The river is much
wider, and there is
now much more water.
It flows slowly.
Make more sentences. Change the underlined words. The upper course: the river flows quickly.
LOOK Ask the Ss: What do you notice

about the photo? How do we know that this
is a river? We know it is a river because
the water is moving. Water in rivers comes
from the mountains, where it accumulates
and flows down to lower lands.
Look at the three parts of a river.
Rivers start high in the mountains,

or from an underground source.
Presentation
The course of a river 64
63
40
WATER AND WEATHER
M.A. middle not as fast. lower slowly

1 Comprehension. Write the following questions and answers on
the BB. The Ss copy them into their notebooks and circle the
correct answer.
1. Where is the source of a river?

2. Where does the river flow very
quickly?
3. Where is the river wider?
4. Where is there more water?
5. Where does the river flow slowly?
In the mountains / sea

In the upper / lower course
In the upper / middle course
In the upper / middle course
In the upper / lower course
Answers: 1. in the mountains. 2. in the upper course. 3. in the

middle course. 4. in the middle course. 5. in the lower course.
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 107
Vocabulary
archipelago, bay, beach, cape, cliff, coast, coastal

relief, gulf, island, land, peninsula, sea
The coast and the sea
Special attention
READ
1. Land and sea
LOOK
Identifying types of relief
Coastal relief 67
65
A peninsula is a piece of land surrounded

by water on all sides except one.
Islands are pieces of land which are
surrounded by water on all sides.
Relative prounouns: land which touches

Prepositions: next to, on all sides
archipelago
When several islands are close to each other

they are called an archipelago.
2. The coastline
Passive forms: surrounded by, are called
A coastline has different types of relief:

gulfs, capes, bays, islands and peninsulas.
peninsula
Hands on
66
The coastline is land which touches the sea.
bay
Dunes
There are high coastlines which form cliffs.

Cliffs are huge rock walls next to the sea.
be
ach
There are low coastlines which form beaches.

Beaches are flat extensions of sand
next to the sea.
cape
gulf
island
Sprinkle a layer of sand in a shoebox

cover.
Tell Ss to blow gently across the
surface through a straw. Ask the Ss:
What will happen to the sand? (The air
will move the sand. The sand will pile
up like dunes at the beach.)
Explain that the energy from the wind
moves the sand. When the sand builds
up, dunes and ripples form.
Imagine that you are going from A to B.

Describe the relief that you see.
The water from the Atlantic Ocean

hits the rocks. It creates a cliff.
Presentation
Complete the sentence.

A coastline has different types of relief:
islands, ...
archipelago, peninsula, cliff, beach, gulfs, capes, bays

WATER AND WEATHER
41

1 Vocabulary. Ask the Ss to copy the following incomplete words.
Then read the definitions and ask the Ss to complete the words.
1.
2.
3.
4.
5.
P_N_NS_L_
__LAN_S
ARC__P__A_O
C_A_T_IN_
B_AC___
(peninsula)
(islands)
(archipelago)
(coastline)
(beaches)
1.
2.
3.
4.
5.
a piece of land surrounded by water on all sides except one

pieces of land surrounded by sea
several islands close to each other
land which touches the sea
flat extensions of sand next to the sea
98
and
99 .
LOOK If we go from A to B we can see:

the sea, an archipelago, the coast,
a peninsula, a bay, a cape, a gulf, a beach,
an island. Play 100 .
Compare the cliff (high coastline) in the
photo with the beach (low coastline) in the
drawing. Ask the Ss: What do you notice
about the photo and the picture? (There
are huge rocks next to the sea in the photo
of the cliff. There is only sand on the
beach.)
Beaches and rubbish. To prevent

pollution from getting on the sand and
in the water, do not leave rubbish on
beaches (plastic bags, tins, bottles, food).
The beach might not be safe on your
next visit.
107
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 108
Special attention
Vocabulary
cloudy, cold, dry, raining, sunny, warm, weather, windy
Weather
LOOK AND READ
Understanding what influences the weather

TYPES OF WIND ACCORDING TO WIND SPEED
Comparative forms: drier, hotter, lower
1. Types of weather
68
Impersonal form to talk about weather
In order to see what the weather is like,

we look around us. We can see
if it is sunny, or if it is raining.
Hands on
We can also use a weather map.

A weather map tells us if it is warm
or cold, if it is raining or windy.
breeze
gale
hurricane
Charting the weather

Ask the Ss: Whats the weather like
today? How can we know about
changes in the weather?
Draw a chart and write two headings:
Day and Weather. Under Day, write the
days of the week. Ask Ss to copy the
chart and to record the weather during
the week. They use weather symbols
from the book.
They write sentences to go with the
symbols: It is cloudy. It is snowing.
2. Differences in the weather

The weather can change during the day.
It also changes in each season.
In winter, it is colder,
and in some regions it snows.
In summer, it is hotter.
It usually rains less.
It is different from one place to another.
A sunny day with a few clouds. This is the beginning
of summer.
Weather symbols 69
It is sunny.
Presentation
LOOK AND READ Ask Ss to compare
hurricanes, gales and breezes: Which is
the strongest / fastest? Explain that
hurricanes are fastest, then gales, and
then breezes. Ask: What happens when the
wind blows very hard? (It can damage
trees, buildings, electrical power lines.)
Present 1 and 2 with 101 and 102 . Show
Ss a weather map from a newspaper. Ask
them to interpret the symbols.
Play
103
Ask the Ss why we study weather. (To plan

agriculture, prevent disasters, organise
trips, prepare clothes )
When we describe the weather

we use words like: hot, cold, sunny,
raining, dry, windy or cloudy.
It is raining.
42
It is cloudy.
It is windy.
WATER AND WEATHER
On the plains, the winters are cold.

The summers are very hot.
It is usually drier than in the mountains,
or on the coast.
In the mountains, the temperatures
are lower than on the plains.
It rains and snows more often.
It is foggy.
It is snowing.
Near the sea, it is not so cold in winter.

It usually rains more than on the plains.
Draw a simple map of your region,

with the names of six cities.
Draw one weather symbol next to each city.
According to your map,
what is the weather like today?
Students draw their maps as indicated. Then in pairs

they ask each other: Whats the weather like in.?

1 Listening. Write the following words on the BB and then the
questions. Ss listen again to 102 and complete each sentence
with the correct word.
sea / hotter / plains / colder / snows

1. In winter it is (colder)
2. In summer it is (hotter)
3. In the mountains it rains and more often. (snows)
104
The Spanish imperial eagle.
The recording can be used with the Activity

Book, page 46.
Driving in bad weather. When the
weather is bad, drivers need to be
especially careful to avoid accidents.
108
4. Near the it is not so cold in winter. (sea)

5. It usually rains more than on the (plains)
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 109
Write sentences.
1. Describe the weather in summer.
2. Describe the weather in winter.
3. Describe the weather on the plains.
4. Describe the weather in the mountains.
5. Describe the weather near the sea.
109
Worksheet 34. Date
COASTAL LANDFORMS
RIVERS
1. Colour the picture. Identify and label.

peninsula
island
cape
1. Unscramble the name of each river. Then colour the rivers blue and number them.
gulf
beach
cliff
1. It goes through Zaragoza.
2. ORBE:
E
B
R
O
Zaragoza
Zamora
2. It passes near Zamora.
ca
D
U
E
R
O
4. EDURO:
islan
Toledo
Badajoz
3. It passes through Toledo.
ac
T
A
J
O
6. AOJT:
eninsul
gul
clif
Doana
4. It goes through Badajoz.
G
U
A
D
I
A
N
A
8. IANADAGU:
5. It ends in the Doana National Park.
E
S
G
U
A
D
A
L
Q
U
I
V
I
R
10. GVDUAQUIRLIA:
2. Think and tick.
What happens to a river when it does not rain for a long time?
The course of the river gets bigger.
The flow of the river gets smaller.
What happens to a river when the snow in the nearby mountains melts?
The flow of the river increases.
The river freezes.
3. Why did they put up these signs at the reservoir? Decide and match.
VOCABULARY
Think and match.
course of a river
flat extension of sand next to the sea
flow of a river
the quantity of water in a river
cliff
huge rocks next to the sea
beach
the route a river takes
NO LITTERING
2
3
45
44
NO
FISHING
NO BOATS
ALLOWED
1 Because they do not want any litter in the water.
3 Because they do not want any pollution from the boats fuel.
2 Because they want the fish to grow.
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 110
Activity Book
110
Worksheet 35. Date
Worksheet 36. Date
Tasks
Read and learn

BIRDS OF PREY
DRAW A WEATHER MAP

1. Read carefully and answer the questions.
1. Look at these maps of Ireland. Read the texts.

Then draw the symbols in the correct circles.
The Spanish Imperial Eagle

sunny
cloudy
rain
snow
storms
It
It
It
It
It
is
is
is
is
is
Eagles are magnificent birds. The rarest bird of prey

in Europe is the Spanish imperial eagle. It lives
in the mountains, forests and grasslands of Spain.
This large bird of prey hunts during the day.
windy
Its wingspan, which is the distance from one wing

tip to the other, measures two metres. The Spanish
imperial eagle has a different colouring from other
eagles. It is black-brown in colour. Its head and neck
are pale, and there are large white areas on its
shoulders.
a winter day.
snowing in the North.
cloudy in the East.
cloudy in the South.
raining and it is windy in the West.
The Spanish imperial eagle is a protected species,

and it is in danger of extinction.
Answer:
Spanis imeria eag

.
I> t mountain, foest an grossland o Spai>.
.
Becau i i i> dan@e o extinctio>.
.
What is the birds name?

Where does it live?
It is a spring day.
There are storms in the North.
It is sunny in the South.
There is some sun and it is windy in the East.
It is cloudy in the West.
Why is it protected?
2. Tick the meaning of wingspan:

The distance from one wing tip to the other. The height of the eagle.
The height the eagle flies.

3. Identify and label the animals.
rabbit
vulture
lizard
squirrel
eagle
47
46
rabbi
eag
lizar
vultu
squire
857371 _ 0104-0111.qxd 30/6/06 10:24 Pgina 111
Worksheet 37. Date
111
857371 _ 0112-0119.qxd 12/7/06 11:46 Pgina 112
UNIT 13
Population
UNIT CONTENT
Content objectives
1.
2.
3.
4.
Understanding what population is and how it changes

Distinguishing immigrants from emigrants
Differentiating cities, towns and villages
Understanding the differences between urban populations and rural
populations
5. Assessing the pros and cons of different forms of transport
6. Recognising the importance of transport for people
7. Appreciating rural life and village life
Language objectives
1.
2.
3.
4.
5.
Giving definitions: A place where The people that live there

Identifying groups: demonstrative pronouns: These people
Describing cities: superlative forms: The biggest settlements, the most populated
Talking about transport: by land / sea / air
Defining purpose: We use vehicles to go , Ships are for moving
Contents
CONCEPTS
Population growth and

migratory movements
Urban populations and rural
populations
Means of transport (vehicles)
and facilities
PROCEDURES
Interpret a population bar

graph
Classify means of transport
(vehicles) by type of transport
Analyse pictures of different
towns and cities to describe
their similarities and
differences
Reading maps to locate cities
Interpret drawings about
population and transport
Assessment criteria
112
Defining population
Using the terms immigrant and emigrant correctly
Distinguishing between rural populations and urban populations
Classifying of means of transport (vehicles) by type of transport
Appreciating means of transport
Respecting rural and urban ways of life
ATTITUDES
Appreciate rural and urban life

Recognise the importance
of transport
857371 _ 0112-0119.qxd 12/7/06 11:46 Pgina 113
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
73
Human and physical geography

http://www.scalloway.org.uk/
Aspects of human and physical geography.
Useful for teachers.
Transport activities
http://education.dot.gov/k5/gamk5.htm
Activities and games about transport and
communications. Useful for students.
79
69
77
10 11
14 9
64 68
64 68
22
8
22
9
64
77
39
13
23
72
53 56
71
18
8
Transport in big cities

http://www.tfl.gov.uk/tfl/initiatives-projects/education/
Multimedia presentations and teachers resources. Useful
for students and teachers.
Other resources

Flashcards
Posters
113
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 114
Vocabulary
census, emigrant, graph, immigrant, inhabitants,

population
Population
Special attention
READ
Distinguishing the difference between

immigrants and emigrants
Interpreting population bar graphs
Get comparative adjective: gets bigger
1. Settlements
70
A settlement is a place where people live.

The people that live there are the inhabitants
of the settlement. The number of inhabitants
is called the population.
births
emigrants
The population gets bigger for two reasons:
Hands on
Course graph
Draw the x axis and y axis on the BB.
On the x axis write the names of the
groups in third year (3A, 3B, 3C ).
Draw the bar for each course to show
the number of students. Ask: How
many students are there in our group?
Which group has more students?
Presentation
READ Present 1 with 105 and look at the
drawing. Then tell Ss to answer increase
or decrease. Ask: What happens if more
people die than are born? (decrease) What
happens if many immigrants come?
(increase) What happens if many emigrants
leave? (decrease)
LOOK Discuss the graph. The x axis:
number of inhabitants; y axis: years. The
height of the bars shows the number of
inhabitants there were in each year.
More people are born than die.

People come in from other places.
These people are immigrants.
Sometimes, the population gets smaller:
immigrants
deaths
More people die than are born.

People go away to other places.
These people are emigrants.
Reasons that explain the increase

or decrease of a population.
LOOK
Graphs showing the census
A census shows the number
of inhabitants in a place.
Number of inhabitants
in millions
45
40
We can give this information

in graphs.
35
Spain's population increased

after the census of 2001.
25
In 2006 it was 44 million.
30
20
15
10
5
Graph showing the evolution

of Spains population.
0
1950
1960
1970
1981
1991
2001 Years
Make new questions. Change the year. How many inhabitants were there in 1960?
M.A. How many inhabitants were there in 1970? How many

inhabitants were there in 1991?
POPULATION

1 Vocabulary. The Ss copy the definitions and match the
corresponding word to each one.
population / settlement / inhabitants

1. A place where people live
(settlement)
2. The people who live in a place
(inhabitants)
3. The total number of people who live in a place (population)
Our surroundings. Peace begins with

our family at home, with our friends at
school, in our neighbourhood with our
neighbours, Ask what we can do to
encourage peace.
114
2 Easily confused words. Ask the Ss to write a definition of

IMMIGRANT and EMIGRANT.
Answers: Immigrants are people who come in from other places.

Emigrants are people who go away to other places.
43
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 115
Vocabulary
cities, inhabitants, rural population, towns, urban

population, villages, work
Cities, towns and villages
Special attention
READ
1. Cities, towns and villages
71
Many people live and work in towns and cities.

Towns and cities are examples
of urban populations.
Other people live and work
in villages in the countryside.
This is the rural population.
There are three main differences
between cities, towns and villages:
the size, the number of inhabitants
and the type of work that people do.
This is a small village.
2. Urban populations
Cities are the biggest settlements,
and the most populated.
Their inhabitants do many
different types of work.
For example, they work in business,
government, education and other services.
San Francisco is a big city with tall buildings
and wide avenues in the United States.
3. Rural populations
Villages are small settlements
and do not have many inhabitants.
Some villages get bigger,
and become towns or cities.
Many of the people who live in villages
work in farming or small businesses.
This is a small town in Great Britain.

Complete the sentences. Urban populations work in Rural populations work in
44
POPULATION
M.A. Urban populations work in business. education.

Rural populations work in farming. small businesses.

1 Listening. The Ss copy the words and sentences below. After
listening again to 106 , they complete each sentence with one of
the words.
three / rural / inhabitants / work / urban

1. Towns and cities are examples of populations. (urban)
2. People who live in villages in the countryside are the
population. (rural)
3. There are main differences between cities, towns and
villages. (three)
4. One of the differences is the number of (inhabitants)
5. Another difference is the type of that people do. (work)
Understanding the difference between rural

population and urban population
Noun people plural verb: People are
Verb: to do work
Hands on
Improve our surroundings
The class makes a group proposal to

improve the neighbourhood or town.
They consider these things: urban
furniture: benches, flower boxes,
wastepaper bins ; pedestrian
crossings, traffic signs; basic services:
schools, doctors; shops and banks;
parks and gardens; leisure.
Ask Ss what they could improve and
how.
Presentation
READ Ask the Ss to compare the photos.
Write words to choose from on the BB: sky,
clouds, tall buildings, low buildings, trees,
cultivated land, narrow streets, wide
streets, cars, countryside Ask: What do
you notice about the photos? Where do the
most people live? Where is there more
noise?
Present 1 , 2 and 3 with 106 , 107 and 108 .
Ask Ss to give examples of urban and rural
jobs.
Customs and traditions. People have

different customs and traditions in rural
and urban areas. They deserve our respect
because they enrich our cultural diversity.
115
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 116
Vocabulary
airport, by air, by land, by sea, ports, roads, stations,

transport, travel, vehicles
Transport
Special attention
READ
LOOK
Matching types of transport and facilities

An airport is like a big city
Impersonal statements using the passive:

is widely used, need to be sent quickly
Most big cities have an airport.

Airports are often built
several kilometres from the city.
This is because of the noise
the planes make.
Expressions of purpose: We use to go

Phrasal verb: Planes take off
Hands on
control tower
fuel tanks
Transport map
runway
Guide the interpretation of a transport

map.
Point out colours, lines and thickness,
drawing and symbols.
Ss interpret the map to answer
questions. For example: How can we
travel from A to B? Can we go by road
from C to D?
1. Transport
72
fire brigade
We use vehicles to go from one place

to another. We also use vehicles to move goods.
Transport by land
Cars, buses, and trains travel by land.
We build roads, railways and stations.
Land transport is very widely used.
car park
Where do the planes take off and land?
Transport by sea
Ships transport people. They are also used
for moving large quantities of goods.
This means of transport is slower.
Ships sail in and out of ports. There are
special machines in ports for lifting containers.
109 .
Ask the Ss to guess the means of

transport: It goes in and out of ports.
(boat) It moves on railways. (train) It has
wings and engines. (plane) It has big
wheels and many seats. (bus)
LOOK Ask the Ss to write sentences using
words in the airport picture. The fuel tanks
contain fuel for the planes. The control
tower controls take-off and landing of the
planes
E 110 Some towns grow and others
disappear. The recording can be used with
Activity Book, page 49.
Traffic signs and regulations. To be

good pedestrians and drivers, people must
respect all the traffic signs and safety
regulations to avoid accidents.
Make more sentences.

Change the underlined words.
Cars are an example of land transport.
M.A. Planes air. Ships sea.
POPULATION

1
Vocabulary. Write the following list of vocabulary on the BB:
planes / ports / fly / roads / airports / stations / containers /

passenger terminal / railways / ships / runway / cars / take off /
buses / to land / control tower
Ask Ss to make three columns in their notebooks with the
headings below. Then they write the words under the correct
heading.
BY LAND
116
passeng
er termin
al
Transport by air
Planes transport people. They also take
goods which need to be sent quickly.
Planes fly in and out of airports.
Presentation
READ Present 1 with
transport for
passengers
and goods
Many people use buses to travel in cities.
BY AIR
BY SEA
Answers: By land: roads, stations, railways, cars, buses. By air:

planes, fly, airports, passenger terminal, runway, take off, to land,
control tower. By sea: ports, containers, ships.
45
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 117
Write the words in the box in the correct column.

planes
containers
runway
ports
fly
roads
passenger terminal
cars
take off
airports
railways
buses
stations
ships
to land
control tower
By land
By air
By sea
117

POPULATION
TOWNS
1. Observe, colour and complete.
1. Read carefully.
Some towns grow

and others disappear
Many towns and villages have
existed for over a thousand years.
However, not all of them have developed
equally.
Some have grown quickly in a short time,
and are now cities. Others have grown little
by little, and have not changed much.
Some towns and villages have seen their
populations decrease. Today their populations
are so small that there are more empty houses
than inhabited ones. Some even have fewer
than 50 inhabitants.
This is a
We must preserve our villages and towns,

and their history. They are a very important
part of our regional and national heritage.
tow>.
This is a
cit.
2. Read, decide and tick.

A village / town
It has the largest area.
It has a small population.
a)
b)
People work in farming.
Mo eop a bor> tha> d^.

Peop co fro ote plae to li te.
VOCABULARY
Explain the meaning.
3. What does a town need to keep the population from getting smaller? Think and circle.
jobs
medical services
parks
amusement parks
schools
shops
good transportation
beaches
universities
cinemas
immigrant:
emigrant:
49
48
It has tall buildings.

2. Why can a population get bigger? Give two reasons.
A city
A erso> who coe fro anote countr.

A erso> who ha e hi ow> countr.
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 118
Worksheet 38. Date
Read and learn
Activity Book
118
Worksheet 39. Date
Tasks
FIND TOWNS AND CITIES
1. Read the clues. Complete the names with the missing vowels.
Then connect the name to the place.
1. The running of the bulls takes place here.
4. The largest city in Andalusia.
2. The largest city in Catalonia.
5. Some important prizes are given here.
3. There is a famous cathedral here.
N
W
P_
A M P L _O N _A
E
B_
U R G _O S
_
O V _I _E D _O
S _E V _I L L _
A
B_
A RC _E L _O N _A
2. Complete. Model answer:
Crdob
T mosq, t Jewis quare
Name of the town / city where I live:

Important monuments or sights:
50
857371 _ 0112-0119.qxd 29/6/06 18:31 Pgina 119
Notes:
Worksheet 40. Date
119
857371 _ 0120-0128.qxd 13/7/06 08:45 Pgina 120
UNIT 14
Work
UNIT CONTENT
Content objectives
1.
2.
3.
4.
5.
6.
7.
Understanding what the active population is

Distinguishing work by economic sectors, and rural and urban populations
Distinguishing irrigated crops and dry crops
Recognising different kinds of animal farming
Understanding industry
Following a product from its manufacture to end result
Identifying professions
Language objectives
1. Asking for information: question forms: What do these people do?
Do as auxiliary verb and main verb
2. Defining different groups: People who work
3. Present participle used as an adjective: working people
4. Describing a farm: Some crops , other crops
5. Describing different kinds of animal farming: cattle / sheep / equine
6. Distinguishing between different materials: raw materials, industrial products
Contents
CONCEPTS
The active population and

types of work people do
Crop farming: irrigated crops,
dry crops
Different kinds of animal
farming
Industrial products
The transformation of raw
materials into industrial
products
PROCEDURES
Classify types of crops and

where farm animals live and
eat
Differentiate raw materials and
industrial products
Interpret pictures about work,
crop farming and animal
farming
Assessment criteria
120
Defining active population

Classifying work based on jobs and economic sectors
Identifying dry crops and irrigated crops
Classifying farm animals by type of animal
Distinguishing raw materials from industrial products
Appreciating and respecting the work done by people
ATTITUDES
Appreciate all the different

types of jobs and the people
who do them
857371 _ 0120-0128.qxd 13/7/06 08:45 Pgina 121
UNIT 0
RESOURCES
Resource folder

SPECIAL PROGRAMMES*

Assessment
Internet resources
www.richmondelt.com
Farming
http://www.friendlyfarmclub.com/
Games, facts, vocabulary and activities on and about
the farm. Useful for students.
Glass recycling
http://www.glassforever.co.uk/
Information and games about glass and recycling.
Images of a toy factory
http://www.designboom.com/contemporary/toys3.html
A German photographer visits toy factories in China.
http://www.fsa.usda.gov/ca/agforkids.htm
Other resources

Flashcards
Posters
121
857371 _ 0120-0128.qxd 29/6/06 17:24 Pgina 122
Vocabulary
Work
Special attention
LOOK
Understand service as it refers to work

Prepositions: over the age of, about 65,
obtain resources from, transforming
resources into, provide services for
active population, farmers, fishing, industrial jobs,

obtain resources, services, transform resources, work
Look at the photos.

People do many
different jobs.
What jobs do these
people do?
Hands on
Role-play
The Ss role-play different types of jobs.
Ss use the first person singular to
describe what the job is, where they do
it, what they use, what they wear, why
they like it
For example: Im a teacher. I work in a
school. I teach science to nine-year old
students.
LOOK AND READ

Active population
Obtaining natural
resources
People who work in crop
and animal farming,
mining and fishing
Presentation
Ask the Ss to describe what they can

see in the photos: 1. A crop farmer driving
a harvester. 2. Industrial workers
packaging products in a factory.
3. A doctor / nurse working in a hospital.
LOOK AND READ Present 1 and 2 with 111

and 112 . Tell Ss that people who are
not working but are able to work, for
example the unemployed, are also included
in the active population.
The diagram classifies different types
of jobs.
73
People work to earn money. With this money,

they buy the things they and their families need.
Working people form the active population.
These are people over the age of 16 who have jobs.
Most working people retire when they are about 65.
Transforming
resources
2. Types of work
People who work

in factories
and construction
People do many different kinds of work.
Providing services
People who work
in banks, transport,
health services
and government
LOOK
1. Work
Different types of job.
74
Some people obtain resources from the land,

for example, farmers. Others obtain resources from the sea,
for example, people who work in fishing.
Some people have industrial jobs,
transforming resources into products.
Some people provide services for other people,
for example, doctors and teachers.
Give examples of the active population.

People who work in animal farming, people who work in
46
WORK
M.A. crop farming, mining, fishing, factories, banks, transport,

health services, government

1 Listening. Write the following sentences on the BB. Ss listen
again to 111 and underline the correct alternative in each
sentence.
1. People work to earn MONEY / HONEY.

2. With this they buy the things they EAT / NEED
3. The active population are working people over the age
of 60 / 16.
4. Most working people retire when they are about 60 / 65
Answers: 1. money. 2. need. 3. 16. 4. 65.
The right to work. Everybody has the
right to work. Physically challenged people
and women often have difficulty finding
jobs.
122
857371 _ 0120-0128.qxd 10/7/06 08:46 Pgina 123
Vocabulary
farming, dry crops, equine farming, irrigated crops,

pig farming, poultry farming, sheep farming
Crop and animal farming
Special attention
READ
1. Crops
2. Animal farming
75
Crop farming is the cultivation of plants,

used mainly for food.
Some crops need a lot of water.
These are irrigated crops, for example,
fruit and vegetables.
Other crops grow mainly with rain water.
These are dry crops, for example,
olives and some cereals.
Distinguishing types of animal farming

76
Understanding the meaning of crops:

irrigated and dry crops
Farmers breed animals for food

and other products.
There are different kinds of animal farming:
Cattle farming (bulls and cows).
Sheep farming.
Pig farming.
Equine farming (horses and donkeys).
Poultry farming (chickens and eggs).
Hands on
Farm animals
Ask the Ss to make farm animals

with plasticine. Sizes should be
in proportion.
The Ss draw the different animal
homes.
They write the animals name
on the home.
The Ss place each animal in
the right home.
LOOK
crops
Crop farming
Irrigated crops
fruit
vegetables
cereals
houses
silos
milking shed
stables
for cows
milk truck
Dry crops
grapes
olives
cereals
tractor
feeding trough
drinking trough
Presentation
bull
sheep
Ask the Ss: What food do you think we can

get from animal farming? And crop
farming? Make a list of products on the
BB: fruit, vegetables, cereals, cheese,
eggs, feathers, leather, meat, milk,
processed meats, wool
pig
horse
Make more sentences.
Change the underlined words.
Pig farming pigs; cattle farming bulls;
chicken
M.A. Sheep farming - sheep; equine farming - horses and

WORK
donkeys; poultry farming - chicken and eggs.
47

1 Comprehension. Read aloud the following sentences and Ss
decide if they are true or false. If they are false, they try to correct
them.
1.
2.
3.
4.
5.
6.
Crop farming is the cultivation of trees.

Dry crops grow mainly with rain water.
Fruit and vegetables are dry crops.
Irrigated crops need a lot of water.
Poultry farming refers to chicken and eggs.
Cattle farming refers to pigs.
T/F
T/F
T/F
T/F
T/F
T/F
Present 1 and 2 with
113
and
114 .
LOOK Ask the Ss to make sentences using

the words in the boxes: Oranges are
irrigated crops. We eat cereals for
breakfast. Olives grow in Spain. Explain
that the drawing on the right shows a cattle
farm. Ask them to make sentences with
the words in the drawing: Animals drink
water from the drinking trough. The farmer
milks the cows in the milking shed.
Answers: 1 F of plants. 2 T. 3 F They are irrigated crops.

4 T. 5 T. 6 F It refers to bulls and cows.
123
857371 _ 0120-0128.qxd 29/6/06 17:25 Pgina 124
Vocabulary
energy, factory, industrial product, industry, raw materials
Industry
Special attention
COMPARE
Distinguishing raw materials and industrial

products
Why are all these bikes the same?

The same person made all these bikes.
Understanding the industrial process
Machines can make many

identical pieces.
Active / passive sentences: the same

person made The objects we use are
made
Hands on
READ
The process of transformation
in two types of industry
Take to class two of the same

handcrafted objects and two of the
same industrially-produced objects.
Ask the Ss to compare them: What do
you notice about these objects?
Explain that handcrafted products are
never exactly the same.
Industrial objects can be identical.
Raw materials
iron ore
1. Industry
77
Most of the objects we use are made in factories.

cotton
Handicrafts and industry
We use raw materials to make things.

For example, wood is a raw material.
We use wood to make paper.
Paper is not a raw material.
It is an industrial product.
Transport
2. What industry needs

trains
lorries
Factory
metal works
textile factory
78
Industry needs four things:

Raw materials like wood and cotton.
Factories with special machinery.
Energy, like electricity and gas, to make machines work.
People who do the work.
Presentation
Product
steel
Ss make a chart showing raw materials

and industrial products: wood furniture;
fruit jam; leather shoes; rubber tyres
E Activity Book, pages 51, 52.
Safety at work. Industry and workers

need to follow certain safety rules to
prevent accidents. Companies should
provide use gloves, masks and helmets
where necessary.
124
clothes
Complete the sentence. Industry needs four things:
READ The diagram shows that raw

materials are transformed into industrial
products.
Present 1 and 2 with 115 and 116 . The Ss
analyse which objects around them are
made in factories. They should conclude
that this is the majority.
COMPARE Bicycles are alike because they

are made industrially with machines which
make many identical pieces.
48
WORK
M.A. raw materials, factories, energy, people

1 Vocabulary. Write the two columns of words on the BB. The Ss
copy them and then draw a line to match the words on the left to
the definitions on the right.
1.
2.
3.
4.
5.
6.
cotton
paper
metal works
steel
lorries
electricity
a.
b.
c.
d.
e.
f.
transport
raw material
energy
industrial product
factory
product
Answers: 1 b. 2 d. 3 e. 4 f. 5 a. 6 c.
Worksheet 41. Date
THE MANUFACTURING PROCESS

1. Imagine you are making a cart like the one in the picture. Organise your work.
MANUFACTURED PRODUCTS
1. Label the pictures: raw material or manufactured product.
1. MATERIALS
Circle the materials you want to use.
ra maeria
manufactue produc
ra maeria
manufactue
produc
manufactue produc
ra maeria
2. TOOLS
Colour the tools you need.
Complete the sentences. Use cotton, milk or fish.

Canned sardines are made with
3. PROCESS
Cheese is made from
Who can help you? Decide and tick.

a plumber
a carpenter
an electrician
4. FINISHING
Colour the materials you would use to finish your cart.
T-shirts are made of
fis.
mil.
cotto>.
2. What manufactured foods do you eat? Name three. Model answer:
yoghur
bea
chocola
VOCABULARY
2. Answer.
car
What materials did you use? so woo, hame, nail an pain
What colour did you paint your cart? purp
MINER
Circle the professions.
Green: people who obtain natural resouces
Red: people who make things
DENTIST
Blue: people who provide services
What did you make?
52
TAXI DRIVER
DRESSMAKER
TEACHER
FACTORY WORKER
FISHERMAN
POLICEMAN / POLICEWOMAN
CONSTRUCTION WORKER
CATTLE FARMER
51
857371 _ 0120-0128.qxd 29/6/06 17:25 Pgina 125
Tasks
Activity Book
Worksheet 42. Date
125
857371 _ 0120-0128.qxd 29/6/06 17:25 Pgina 126
126
Worksheet 44. Date
Tasks
A FAMILY TREE
1. Draw pictures of your family, or glue photos on the page.

Use these words and complete your family tree.
Extra
Worksheet 43. Date
PAST AND PRESENT
1. Think and number the pictures 1, 2 or 3. (1 oldest; 3 newest)
Model answers:
2
grandmother
father
sister / brother
grandmother
grandfather
mother
grandfather
Describe the changes in kitchens. Write electric, wood or fireplace.
brote
sise
In the past, people cooked food over a

Then later they used a cooker with a
sise
Today we use
fiepla
woo
eectri
.
fire inside.
cookers.
2. Remember three of your experiences and complete the sentences.
Model answers:
studyin@ fo Langua@ exa.

Last month I eebrae m birthda.
Last year I visie m cousin i> Burgo.
Last week I was
fate
mote
VOCABULARY
grandfate
grandmote
grandfate
54
grandmote
Match each word with its meaning.

biography
a written summary of historical events in order
history
a description of a persons life
legend
a story about past events (These events may or

may not be true.)
53
1. Look at this model of Ireland. Then draw the outline

of your Autonomous Community
on a big piece of card.
Cover it with green plasticine.
Project 8
Worksheet 45. Date
857371 _ 0120-0128.qxd 29/6/06 17:25 Pgina 127
MAKE A RELIEF MODEL OF YOUR AUTONOMOUS COMMUNITY
Tasks
COMPLETE A TIMELINE
1. Read, decide and write.

My 1st birthday.
I went to school.
My 5th birthday.
I learned to read.
You can ask your family for help. You can add your own information.
Model answers:
YEAR
2. Mark the elevated lands

on the green plasticine.
Cover them with yellow plasticine.
56
1998
I wa bor>.
1999
M firs birthda.
2001
I n to schoo.
2002
I ear>e to ea.
2003
M fift birthda.
2004
I ear>e to ri bi.
2005
I go do@.
2006
W mo to >e hou.
55
127
5. Finish by placing small labels on

the model with the names of the
mountains and rivers.
4. Use blue plasticine to make

the rivers in your Autonomous
Community.
3. Mark on the yellow plasticine the

contour lines formed by mountain
ranges. Cover this area with
brown plasticine and shape
the plasticine like mountains.
Project 8
57
857371 _ 0120-0128.qxd 13/7/06 08:45 Pgina 128
Essential Science, Science, Geography and History, for Year 3 of Primary Education is a collective work,
conceived, designed and created by the Primary Education department at Santillana, under the supervision
of JOS LUIS ALZU GOI, JOS TOMAS HENAO and MICHELE C. GUERRINI
Contributing authors: Cristina Zarzuelo, Jane Kilner
English language editors: Martin Minchom, Cathy Myers, Encarnacin Diez, Sheila Klaiber,
Lesley Thompson, Nancy Konvalinka
English language specialist: Jeannette West
Art director: Jos Crespo
Design coordinator: Rosa Marn
Design Team:
Cover: Martn Len-Barreto
Interior: Rosa Barriga
Artwork coordinator: Carlos Aguilera
Design development: Ral de Andrs, Jos Luis Garca
and Javier Tejeda
Technical director: ngel Garca Encinar
Technical coordinator: Marisa Valbuena
Layout: Mara Delgado, Miguel . Mora-Gil,
Lourdes Romn and Linocomp, S. L.
Proofreader: Lorenzo Antn
Research and photographic selection: Amparo Rodrguez
Photographs: DIGITALVISION; EFE/SIPA-PRESS/Dickinson;
SERIDEC PHOTOIMAGENES CD; WWF/ADENA;
ARCHIVO SANTILLANA
Richmond Publishing
4 Kings Street Cloisters
Albion Place
London W6 0QT
United Kingdom
2006 by Santillana Educacin, S. L./Richmond Publishing
Torrelaguna, 60. 28043 Madrid
Richmond Publishing is an imprint
of Santillana Educacin, S. L.
PRINTED IN SPAIN
Printed in Spain
ISBN: 84-294-4384-3
CP: 857371
D.L.:
All rights reserved. No part of this book may be reproduced,
stored in a retrieval system or transmitted in any form or by any
means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission in writing of the publisher.

Essential Science 3

Încărcat de

Informații document

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Essential Science 3

Încărcat de

Drepturi de autor:

Formate disponibile

857371 _ 0001-0015.

qxd 10/7/06 09:21 Pgina 1

857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 2

Essential Science teaches basic concepts of Science,

The syllabus covers all the scientific contents which

Cdigo de pedido: S-06794

The language objectives correlate with those

Cdigo de pedido: S-06743

Science, Geography and History

The Students Book guides students towards

A series of presentations explain key concepts in

The Activity Book provides reinforcement

857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 3

Essential Science provides a wealth of material to

Assessment, Extension and Reinforcement

Science, Geography and History

The Teachers CDs contains a

58 readers at 6 levels of proficiency are

857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 4

CONTENTS FOR SCIENCE, GEOGRAPHY AND HISTORY

BOOK 3, SECOND CYCLE

01. Living things

The life cycle

02. Our senses

03. Our body

The classification of animals

05. Vertebrates and

06. The Earth

857371 _ 0001-0015.qxd 14/7/06 13:20 Pgina 5

Geography and History

Stems, leaves and roots

Compiling information about

10. Flowering plants

Plant seeds and fruit

Drawing the life of a bean plant

11. The landscape

Changes in the landscape

12. Water and

Drawing a weather map

Cities, towns and villages

Crop and animal farming

857371 _ 0001-0015.qxd 14/7/06 13:29 Pgina 6

The Student's Book

Imagine you are

We need our senses in order to understand our surroundings.

We use our eyes to see. They are the organs of sight.

Our body is completely covered by skin.

indicates that the

Some parts of our body are very sensitive.

there is a lot of oxygen.

857371 _ 0001-0015.qxd 12/7/06 14:10 Pgina 7

The Activity Book

The Activity Book

Apply your knowledge

I can compare living things and non-living things.

I can identify our five senses.

1. What do living things do? Match and write.

I can name some bones and muscles.

I can classify animals in different groups.

I can identify vertebrates and invertebrates.

I can identify the three parts of the Earth.

I can say where we find water.

I can describe the characteristics of air.

I can identify stems, leaves and roots.