Essential
Science Plus 5 PRIMARY
Teacher’s Book
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08/08/13 13:19
Student's material
T
Student's Book
T
The Essential Science Plus Student’s Book consists of twelve
core units, which are organized into three terms. Each unit
comprises ten pages and follows a regular pattern.
1
1.1
REFRESH YOUR MEMORY!
Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
some light. Wild mushrooms are seasonal
and can be found in the autumn and spring.
There are many different types of wild
mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
Opener page and Refresh your memory!
A mosaic of photographs, accompanied by questions,
introduces the main theme of the unit. Each Refresh your
memory! page consists of four question cards with multiple
choice answers. Student’s work with a partner to revise
concepts from the previous course.
T
B
w
S
a
Unit 1
Living things
LIFE PROCESSES
HABITATS
What three life processes do all living things
carry out?
What is a habitat?
a. Interaction, breathing and reproduction.
b. A very large place where animals live.
b. Growing, living and breathing.
c. A small place where only plants live.
c. Nutrition, interaction and reproduction.
d. A place where animals obtain food
and water.
a. A place where plants and animals live.
d. Being born, living and dying.
C
E
REPRODUCTION
PLANTS AND ANIMALS
Animals can be viviparous or oviparous.
What is a viviparous animal?
Plants are different from animals because…
a. they move more slowly.
a. An animal that lays eggs.
b. they make their own food.
b. An animal that has lungs.
c. they grow in all directions.
c. An animal that eats other animals.
d. they don’t live in habitats.
d. An animal born from its mother’s womb.
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
and spring?
Have you ever been mushrooming? Where
did you go?
STudEnT’S MATERIAl
Essential Science Plus 5 PRIMARY
StudEnt’S MAtERIAl
PRIMARY
StudEnt’S MAtERIAl
StudEnt’S MAtERIAl
Student’s Book
Essential
Science Plus 5 PRIMARY
Studen t’ s B o o k
WHAT DO YOU REMEMBER? Test your partner.
Activity Book
tEAchER’S MAtERIAl
Activity Book
5
class Audio cd
PRI M ARY
S tu d e n t’s B ook
teacher’s Book
teacher’s Resource Book
dIGItAl MAtERIAl
AlSO AVAIlABlE
• digital Flashcards, Posters
and Web bank
• Interactive Whiteboard
Activities
• i-book
• teacher’s Resources
and Maps
i-solutions
Language Companion
Interactive resources for
Science and Art
www.richmondelt.com
Essential
Science Plus 5 PRIMARY
five 5
www.santillana.es
Student’s Book
Activity Book
tEAchER’S MAtERIAl
Es s e n t ia l S c ie n c e P l u s T e a c h e r’ s B ook
Essential Science Plus 5 PRIMARY
Activity Book
Essential Science Plus 4 PRIMARY
UNIT
Unit7
Essential
Science Plus 4 PRIMARY
Unit8
Unit9
Unit10
Student’s Book
Teacher’s Book
Class Audio CD 2
STudEnT’S MATERIAl
Activity Book
TRACKS
7.1–7.8
Essential
Essential Science Plus 5
Science Plus 5 PRIMARY
CP: 490117
Student’s Book
tEAchER’S MAtERIAl
PRIMARY
Class Audio
The Essential Science Plus Class Audio contains two CDs.
They include the recordings of all the texts from the Student’s Book,
as well as two additional listening activities per unit.
8.1–8.8
Essential
Science Plus 5 PRIMARY
Class Audio
11.1–11.8
12.1–12.8
UNIT
TRACKS
Starterunit
0.1–0.2
Unit1
1.1–1.8
Unit2
9.1–9.8
Essential Science Plus 5 PRIMARY
2.1–2.8
Unit3
10.1–10.8
Unit11
Unit12
Teacher’s Resource Book
Class Audio CD 1
3.1–3.8
Unit4
Photocopiable worksheets:
4.1–4.8
Unit5
5.1–5.8
Unit6
6.1–6.8
• Reinforcement
• Extension
• Culture & Festivals
• Investigate!
• Assessment
TEAchER’S MATERIAl
5
Teacher’s Book
Essential Science Plus 4 PRIMARY
Essential Science Plus 4 PRIMARY
Teacher’s Resource Book
class Audio
Essential Science Plus 4 PRIMARY
Photocopiable worksheets:
• Reinforcement
• Extension
• Culture & Festivals
• Investigate!
• Assessment
PRIMARY
Essential Science Plus 4 PRIMARY
cd 1
AlSO AVAIlABlE
Essential Science Plus 4 PRIMARY
Essential Science Plus 4 PRIMARY
Language
Companion 4
IWB Activities
• digital Flashcards
• digital Posters
• Web bank
cd 2
© Richmond Publishing
Santillana Educación, S. L., 2012
© Richmond Publishing
Santillana Educación, S. L., 2012
Essential Science Plus 4 PRIMARY
Primary CLIL
Essential Science Plus 4 PRIMARY
i-book
cd 3
Teacher’s Resources
and Maps
cd 4
© Richmond Publishing
Santillana Educación, S. L., 2012
©2
© Richmond Publishing
Santillana Educación, S. L., 2012
i-solutions
011
Ri
chmo
nd Pu
blishing - Santillana E
duca
ción,
S.L
.
Language Companion
• digital Flashcards, Posters and Web bank
• Interactive Whiteboard Activities
• i-book
• Teacher’s Resources and Maps
Interactive resources for Science and Art
teacher’s Book
teacher’s Resource Book
Essential
Science Plus 5 PRIMARY
CD 1
PRIMARY
Essential
Science Plus 5 PRIMARY
• Digital Flashcards
• Digital Posters
• Web bank
© Richmond Publishing
Santillana Educación, S. L., 2012
Essential
Science Plus 5 PRIMARY
IWB Activities
CD 2
Essential
Science Plus 5 PRIMARY
5
P R IM AR Y
Teacher’s Resources
and Maps
LANGUAGE
COMPANION
CD 4
© Richmond Publishing
Santillana Educación, S. L., 2012
© Richmond Publishing
Santillana Educación, S. L., 2012
Primary CLIL
cian magenta amarillo negro
20/12/11 15:41
Student's Audio
PRIMARY
Language
Companion 5
Primary CLIL
© Richmond Publishing
Santillana Educación, S. L., 2013
Operating systems:
• Windows 98, NT, 2000, XP, Vista and Windows 7
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
• Linux (plugin Flash 8.0 or higher)
©2
011
Rich
mond
Pu
i ón,
u ca c
bl ishing - Santillana Ed
.
S.L
Instructions:
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Interactive resources
for Science and Art
Mac
Insert the CD-ROM and open the file exeMac.app to run.
www.richmondelt.com
PuBLISHING
www.santillana.es
www.richmondelt.com
Language
Companion 5
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Loudspeakers
• i-book
• teacher’s Resources
and Maps
Language Companion
Pu BLISHING
www.richmondelt.com
5
Language Companion 5
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
• Interactive Whiteboard
Activities
Each section then offers three main areas to practise: Words, Language and
Communication.
Essential
Science Plus 5 PRIMARY
i-book
CD 3
• digital Flashcards, Posters
and Web bank
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
© Richmond Publishing
Santillana Educación, S. L., 2012
CP: 490283
i-solutions
CP: 490294
• Digital Flashcards
• Digital Posters
• Web bank
• Interactive Whiteboard Activities
• i-book
• Teacher’s Resources and Maps
PRIMARY
Language
Companion 4
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Loudspeakers
Operating systems:
• Windows 98, NT, 2000, XP, Vista and Windows 7
• Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
• Linux (plugin Flash 8.0 or higher)
Instructions:
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Mac
Insert the CD-ROM and open the file exeMac.app to run.
312387_Est_Lang_Comp_4.indd 1
LANGUAGE
COMPANION
CD 1
4
AlSO AVAIlABlE
CP: 490268
CP: 490305
Essential Science Plus i-solutions is a box set
containing four CDs which offer digital components
for the CLIL Science classroom.
Essential Science Plus i-solutions has the following
components:
CD 2
CD 3
CD 4
Minimum requirements and instructions:
See readme.txt file in each CD.
ALSO AVAILABLE
PRIMARY
Language Companion 4
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
Each section then offers three main areas to practise: Words, Language and
Communication.
Es s ential Science P lu s i-s olu tions
Essential
Science Plus 5 PRIMARY
• digital Flashcards, Posters
and Web bank
• Interactive Whiteboard
Activities
• i-book
• teacher’s Resources
and Maps
Essential
Science Plus 5 PRIMARY
teacher’s Resource Book
dIGItAl MAtERIAl
AlSO AVAIlABlE
CP: 490279
teacher’s Book
dIGItAl MAtERIAl
CP: 490154
i-solutions
class Audio cd
Teacher’s Resource Book
dIGITAl MATERIAl
Te a c h e r’ s B ook
5
class Audio cd
Teacher’s Book
P R I MAR Y
class Audio cd
Primary CLIL
cian magenta amarillo negro
i-solutions
i-solutions
Language Companion
Language Companion
Interactive resources for
Science and Art
Interactive resources for
Science and Art
www.richmondelt.com
www.richmondelt.com
www.santillana.es
www.santillana.es
Student’s Book
Student's Audio
Activity Book
Student’s Audio Cd
23/01/13 12:32
490154_Serigrafia.indd 2
TEAChER’S MATERIAl
Essential Science Plus 5 PRIMARY
Es s e n t ia l S c ie n c e P l us
Activity Book
PRIMARY
teacher’s Resource Book
Essential
Science Plus 4 PRIMARY
IWB Activities
• digital Flashcards
• digital Posters
• Web bank
cd 2
© Richmond Publishing
Santillana Educación, S. L., 2012
© Richmond Publishing
Santillana Educación, S. L., 2012
Essential
Science Plus 4 PRIMARY
i-book
© Richmond Publishing
Santillana Educación, S. L., 2012
cd 4
Essential
Science Plus 4 PRIMARY
teacher’s Resources
and Maps
© Richmond Publishing
Santillana Educación, S. L., 2012
Activity Book
CP: 490117
Esse n t ia l S c ie n c e P l u s T e a c h e r ’ s B ook
Essential
Science Plus 5 PRIMARY
The Essential Science Plus Class Audio contains two CDs.
They include the recordings of all the texts from the Student’s Book,
as well as two additional listening activities per unit.
Teacher’s Resource Book
Class Audio CD 1
5 PRIMARY
Class Audio
TRACKS
7.1–7.8
8.1–8.8
UNIT
Starterunit
Unit1
9.1–9.8
Unit2
10.1–10.8
11.1–11.8
12.1–12.8
Unit3
Unit4
TRACKS
0.1–0.2
1.1–1.8
5.1–5.8
6.1–6.8
Teacher’s Book
Essential Science Plus 4 PRIMARY
Essential Science Plus 4 PRIMARY
Teacher’s Resource Book
class Audio
5
lass Audio cd
Teacher’s Resource Book
AlSO AVAIlABlE
Essential Science Plus 4 PRIMARY
• digital Flashcards
• digital Posters
• Web bank
Essential Science Plus 4 PRIMARY
Language
Companion 4
IWB Activities
cd 2
© Richmond Publishing
Santillana Educación, S. L., 2012
© Richmond Publishing
Santillana Educación, S. L., 2012
Essential Science Plus 4 PRIMARY
Teacher’s Resources
and Maps
cd 4
© Richmond Publishing
Santillana Educación, S. L., 2012
Primary CLIL
Essential Science Plus 4 PRIMARY
i-book
cd 3
©
© Richmond Publishing
Santillana Educación, S. L., 2012
201
.
S.L
1R
ichm
ón,
ond
ucaci
Publishing - Santillana Ed
Language Companion
• Interactive Whiteboard Activities
• Teacher’s Resources and Maps
5.1–5.8
6.1–6.8
CP: 490117
Teacher’s
Resource
Book
Essential
Science Plus 5 PRIMARY
Photocopiable worksheets:
• Reinforcement
• Extension
• Culture
• Investigate!
• Assessment
5
Interactive resources for Science and Art
Teacher’s Resource Book
PR I M A R Y
Class Audio Cd
PR IMAR Y
cd 1
PRIMARY
Essential Science Plus 4 PRIMARY
Unit5
Unit6
5
Essential Science Plus 4 PRIMARY
Photocopiable worksheets:
i-solutions
i-solutions
TRACKS
0.1–0.2
1.1–1.8
2.1–2.8
3.1–3.8
4.1–4.8
• Reinforcement
• Extension
• Culture & Festivals
• Investigate!
• Assessment
class Audio cd
Teacher’s Book
dIGITAl MATERIAl
UNIT
Starterunit
Unit1
Unit2
Unit3
Photocopiable worksheets:
• Reinforcement
• Extension
• Culture & Festivals
• Investigate!
• Assessment
TEAchER’S MATERIAl
• i-book
Class Audio CD 1
Class Audio
Essential Science Plus 5 PRIMARY
2.1–2.8
3.1–3.8
4.1–4.8
Unit5
Unit6
The Essential Science Plus Student’s Audio
contains the recordings of all the
presentation texts in the Student’s Book.
Icons in both the Student's Book and the
Teacher's Book indicate when to use
the recordings.
The CD is in MP3 format.
• digital Flashcards, Posters and Web bank
Essential
Science Plus 5 PRIMARY
PRIMARY
The Essential Science Plus Class Audio contains two CDs.
They include the recordings of all the texts from the Student’s Book,
as well as two additional listening activities per unit.
Unit4
www.santillana.es
Activity Book
UNIT
Unit8
Unit9
Unit10
Unit11
Unit12
Class Audio
12.1–12.8
Language Companion
Interactive resources for
Science and Art
Class Audio CD 2
Unit7
Essential
Science Plus 4 PRIMARY
Activity Book
8.1–8.8
10.1–10.8
11.1–11.8
Unit12
• digital Flashcards, Posters
and Web bank
• Interactive Whiteboard
Activities
• i-book
• teacher’s Resources
and Maps
i-solutions
www.richmondelt.com
www.santillana.es
Essential Science Plus 4 PRIMARY
9.1–9.8
Unit10
AlSO AVAIlABlE
Essential
Science Plus 4 PRIMARY
cd 1
cd 3
Unit11
Teach er’s Book
class Audio cd
teacher’s Book
dIGItAl MAtERIAl
AlSO AVAIlABlE
Language Companion
Interactive resources for
Science and Art
STudEnT’S MATERIAl
Student’s Book
7.1–7.8
Unit8
Unit9
Student’s Book
tEAchER’S MAtERIAl
5
teacher’s Resource Book
• digital Flashcards, Posters
and Web bank
• Interactive Whiteboard
Activities
• i-book
• teacher’s Resources
and Maps
i-solutions
TRACKS
Unit7
Essential
Science Plus 5 PRIMARY
StudEnt’S MAtERIAl
St u d e n t ’ s B ook
Activity Book
class Audio cd
teacher’s Book
Essential
Class Audio CD 2
UNIT
StudEnt’S MAtERIAl
Student’s Book
tEAchER’S MAtERIAl
dIGItAl MAtERIAl
Essential
Science Plus 5
Science Plus 5 PRIMARY
Teacher’s
Book
Esse n tial Sc ie n c e Plu s
Essential Science Plus 5 PRIMARY
Essential Science Plus 5 PRIMARY
Essential Science Plus 5 PRIMARY
AlSO AVAIlABlE
The parts of a cell
PRIMARY
5
Language Companion 5
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
PRIMARY
Language
Companion 5
LANGUAGE
COMPANION
1.3
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
Each section then offers three main areas to practise: Words, Language and
Communication.
Language
Companion 5
Primary CLIL
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Operating systems:
Windows 98, NT, 2000, XP, Vista and Windows 7
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Linux (plugin Flash 8.0 or higher)
PRIMARY
ichm
ón ,
caci
ond P
ublishing - Santillana Edu
.
S.L
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Each section then offers three main areas to practise: Words, Language and
Communication.
Minimum requirements:
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Loudspeakers
Operating systems:
•
•
•
©2
011
R
Instructions:
4
Language Companion 4
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
LANGUAGE
COMPANION
What are cells?
Windows 98, NT, 2000, XP, Vista and Windows 7
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Linux (plugin Flash 8.0 or higher)
Instructions:
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Mac
Insert the CD-ROM and open the file exeMac.app to run.
www.richmondelt.com
Pu BLISHING
312387_Est_Lang_Comp_4.indd 1
20/12/11 15:41
Insert the CD-ROM and open the file exeMac.app to run.
www.richmondelt.com
organelles
Cells have three main parts: 1
membrane
Essential Science Plus i-solutions has the following
components:
i-solutions
Essential
Science Plus 5 PRIMARY
CD 1
Essential
Science Plus 5 PRIMARY
• Digital Flashcards
• Digital Posters
• Web bank
Essential
Language Companion 5
Science Plus 5 PRIMARY
IWB Activities
CD 2
© Richmond Publishing
Santillana Educación, S. L., 2012
nucleus
chloroplasts
muscle cell
red blood cell
CP: 490279
Windows 98, NT, 2000, XP, Vista and Windows 7
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Linux (plugin Flash 8.0 or higher)
©2
011
Rich
m
ond P
ublishing - Santillana Edu
.
S.L
ón,
caci
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Interactive resources
for Science and Art
www.richmondelt.com
cell wall
2 Animal cell and plant cell.
Primary CLIL
Operating systems:
•
•
•
Instructions:
Language Companion
Primary CLIL
cian magenta amarillo negro
Language
Companion 5
8x CD-ROM Drive
Teacher’s ResourcesLoudspeakers
© Richmond Publishing
Santillana Educación, S. L., 2013
© Richmond Publishing
Santillana Educación, S. L., 2012
PRIMARY
Language
Companion 5
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
CD 4
CD 3
PRIMARY
Each section then offers three main areas to practise: Words, Language and
Communication.
Minimum requirements:
Essential
Science Plus 5 PRIMARY
i-book
Language
Companion 5
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
© Richmond Publishing
Santillana Educación, S. L., 2012
Essential
Science Plus 5 PRIMARY
5
ALSO AVAILABLE
Plant cells are usually bigger and have a regular shape.
Animal cells can be many different shapes. 2
Plant cells have a rigid cell wall around the membrane. 3
• Interactive Whiteboard Activities
• i-book
• Teacher’s Resources and Maps
Minimum requirements and instructions:
See readme.txt file in each CD.
5
Mac
Insert the CD-ROM and open the file exeMac.app to run.
PuBLISHING
3 All plants and animals are
multicellular living things.
• Digital Flashcards
• Digital Posters
• Web bank
CD 3
CD 4
PR I M A R Y
Multicellular. Living things made up of many cells. Plants
and animals are multicellular. 3
CD 2
cytoplasm
Plant cells have specialized organelles called chloroplasts that
absorb sunlight, which plants need to make their own food.
Chloroplasts contain chlorophyl, which makes plants green.
Unicellular. Living things made up of a single cell. 2
CD 1
organelles
AlSO AVAIlABlE
PRIMARY
LANGUAGE
COMPANION
Essential Science Plus i-solutions is a box set
containing four CDs which offer digital components
for the CLIL Science classroom.
All animal and plant cells have three main parts: a membrane,
a nucleus and cytoplasm with organelles. However, animal
and plant cells are different.
Essenti a l Sci ence Plus i - soluti ons
Essential
Science Plus 5 PRIMARY
Animal and plant cells
Depending on the number of cells, living things can be
classified into:
Teacher’s Resource Book
Teacher’s Book
dIGITAl MATERIAl
CP: 490305
CP: 490283
nucleus
cytoplasm
1 The main parts of a cell.
CP: 490268
Cytoplasm. This is a jelly-like material, composed mainly of
water, between the nucleus and the membrane. It contains
the organelles, which carry out different functions of the cell.
Cells are living units and they carry out the three basic life
processes. In addition, cells can specialize to perform
a particular function. 1
Interactive resources for
Science and Art
CP: 490294
Nucleus. This is the part that controls the function of the cell.
2 Baker’s yeast, used to make bread, is
a unicellular living thing.
Primary CLIL
cian magenta amarillo negro
Language Companion
Interactive Whiteboard
Teacher’s Resources
Membrane. This is the covering around the cell.
All living things carry out three basic life processes:
nutrition, reproduction and sensitivity. In addition, all
living things are made up of cells.
Cells are the basic units of life. Most cells are very small and
can only be seen through a microscope.
PuBLISHING
1.2
Essential Science Plus 5
Essential
Science Plus 5 PRIMARY
Essential Science Plus 5 PRIMARY
Es s e nti al Sc i en c e Plus
4
Activity Book
Do you think mushrooms are plants or
animals?
www.richmondelt.com
Unit 1
E sse nt i a l S c i e nc e P l u s
Essential Science Plus 5 PRIMARY
Why is it so important to identify mushrooms
correctly?
E sse n tial S cie n ce P l u s
Information and practice pages
The theme of each unit is divided into sub-topics covering
six pages. Each topic is presented using short texts,
photographs and illustrations. Students practise the concepts
and language through simple activities.
www.richmondelt.com
Primary CLIL
www.santillana.es
cian magenta amarillo negro
Language Companion
i-solutions
• Digital Flashcards,
Posters and Web bank
• Interactive Whiteboard
Activities
• i-book
• Teacher’s Resources
Interactive resources for
Science and Art
white blood cell
liver cell
neuron
intestine cell
3 The cell wall makes some plant stems very hard.
1 Different types of specialized human cells.
Talk about their shape and their particular function.
2 Copy and complete the sentences.
a. Every living thing is made up of
.
living things.
c. We can only see cells through a
d. All cells carry out the life processes of
.
, reproduction and
.
6 six
1.4
1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they
are similar and how they are different.
2 Match and write sentences in your notebook.
The membrane...
is around the membrane of plant cells.
The cell wall...
is between the membrane and the nucleus.
The nucleus...
are specialized plant organelles.
The cytoplasm...
controls the function of the cell.
The organelles...
is the covering around the cell.
The chloroplasts...
are located in the cytoplasm.
Student's Audio
© Richmond Publishing
Santillana Educación, S. L., 2013
CP: 490154
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
b. We are
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Essential
Science Plus 5 PRIMARY
Activities
Activities
seven 7
Essential
Science Plus 5 PRIMARY
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Essential Science Plus i-solutions is a box set
containing four CDs which offer digital components
for the CLIL Science classroom.
24/01/13 09:32
Essential Science Plus i-solutions has the following
components:
CD 1
1 Living things
1
1
Unscramble the words and complete the sentences.
Read and tick (✔).
a. All living things are made up of (llesc)
CD 4
•Teacher’sResources
ANIMAL CELLS
They have a hard cell wall around the membrane.
c. Most cells can only be seen through a (sirmpoccoe)
They can be many different shapes.
They have specialized cells called chloroplasts.
Draw the different types of specialized human cells.
2
ALSO AVAILABLE
Read and complete the text about the organization of 5living things.
PRIMARY
PRIMARY
LANGUAGE
COMPANION
Language Companion 5
The Language Companion is designed to help CLIL teachers in bilingual
programmes with vocabulary and structures that the children may not have been
exposed to or have not had sufficient practice with. This innovative multimedia
tool can be used on an interactive whiteboard or on a computer with print
options available for all worksheets.
Groups of the same type of cells work together to form
The Language Companion has two sections: Science and Art. The Science section
covers material from the seven Science syllabus topics, while the Art section deals
with ten typical topics for each level.
organized to form
Finally, all the systems form an
Each section then offers three main areas to practise: Words, Language and
Communication.
Minimum requirements:
Language
Companion 5
3
Windows 98, NT, 2000, XP, Vista and Windows 7
Mac OSX v.10.1.x, 10.2.x, 10.3.x or 10.4.x
Linux (plugin Flash 8.0 or higher)
Language Companion
Windows
Insert the CD-ROM. The program will launch
automatically. If the program fails to start
automatically, open the file exeWin.exe to run.
Label the five levels of organization of a dog.
Linux
Insert the CD-ROM and open the file exeLinux.htm
to run. For full screen press F11.
Interactiveresources
for Science and Art
Mac
Insert the CD-ROM and open the file exeMac.app to run.
PuBLISHING
www.richmondelt.com
Primary CLIL
cian magenta amarillo negro
3
liver cell
muscle cell
.
.
Operating systems:
•
•
•
. Tissues are
, and organs are organized to form
Intel Pentium III (or equivalent); PowerPC G3 800 MHz
(recommended: >1000 MHz)
256 MB of RAM (recommended: >512 MB)
Screen resolution: 1024x768 pixels
8x CD-ROM Drive
Loudspeakers
Instructions:
red blood cell
5
PLANT CELLS
Minimum requirements and instructions:
See readme.txt file in each CD.
They have a regular shape.
e. Living things can be classified into unicellular and (litlrmlueclua)
2
•InteractiveWhiteboardActivities
Unit 1
•i-book
CHARACTERISTICS
b. Cells carry out three basic functions: nutrition, sensitivity and (nrcouterupdi)
d. To perform a particular function, cells can (izleecpais)
The Essential Science Plus Activity Book offers further
practice of the concepts introduced in the Student’s Book.
Each activity is linked to a sub-topic and can be completed
in class or given as homework.
Twelve Investigate! pages are designed to provide practice
of the scientific method.
CD 2
CD 3
PR I M A R Y
Activity Book
•DigitalFlashcards
•DigitalPosters
•Webbank
neuron
Label the parts of the cell: nucleus, cytoplasm, membrane, organelles.
www.richmondelt.com
www.santillana.es
490305_cubierta _ 0001-0001.indd 1
4
Use the words from Activity 3 to complete the sentences.
a. The
controls the function of the cell.
b. The
are located in the cytoplasm.
c. The
is the covering around the cell.
a.
d. The
is between the nucleus and the membrane.
d.
4
Write the levels of organization of a dog in order.
b.
c.
e.
5
4
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Muscle cell
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ii
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CP: 490305
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
Practising competences and Show what you know
The Practising competences page is designed to help
students become competent in interdisciplinary skills related
to the unit theme. Each unit ends with a revision page, Show
what you know, with activities covering the key concepts.
D
08/08/13 13:19
Teacher's resources
Class Audio
The Essential Science Plus Teacher’s
Essential
Book offers step-by-step
lesson plansScience Plus 5
Class Audio CD 2
with full-colour reproductions of the
Student’s Book. Answer keys
are included in the Teacher’s Book.
CP: 490117
Teacher's Book
PRIMARY
Class Audio
UNIT
TRACKS
Unit 7
7.1 – 7.8
Unit 8
8.1 – 8.8
Unit 9
9.1 – 9.8
Unit 10
10.1 – 10.8
Unit 11
11.1 – 11.8
Unit 12
12.1 – 12.8
The Essential Science Plus Class Audio contains two CDs.
They include the recordings of all the texts from the Student’s Book,
as well as two additional listening activities per unit.
The Class Audio includes
Class Audio CD 1
recordings
of all the texts
from the Student’s Book
and two additional listening
activities per unit.
The additional listening
transcripts are at the back
of the Teacher’s Book.
Essential
Science Plus 5 PRIMARY
Class Audio
Cross-references indicate when to use the
Essential Science Plus Activity Book.
E sse nt i a l S c i e nc e P l u s
Plus 5 PRIMARY
CP: 490154
Student’s Audio Cd
23/01/13 12:32
Teacher’s
Resource
Book
Teacher’s
Resource
Book
Essential
Science Plus 5 PRIMARY
• Reinforcement
• Extension
• Culture
• Investigate!
• Assessment
PR I M A R Y
RY
Language
Companion 5
Primary CLIL
ond P
ublishing - Santillana Edu
Unit 3
3.1 – 3.8
Unit 4
4.1 – 4.8
Unit 5
5.1 – 5.8
Unit 6
6.1 – 6.8
• Reinforcement
• Extension
• Culture
• Investigate!
• Assessment
acher’s Resource Book
lSO AVAIlABlE
Rich
m
2.1 – 2.8
The Essential Science Plus
Teacher’s Resource Book
is a spiral bound book of
photocopiable worksheets
with the following sections:
Essential
Science Plus 5 PRIMARY
Photocopiable worksheets:
5
011
1.1 – 1.8
Unit 2
Teacher's Resource Book
Reinforcement
Extension
Culture
nvestigate!
Assessment
©2
0.1 – 0.2
Unit 1
01/02/13 13:01
hotocopiable worksheets:
anguage
ompanion 5
TRACKS
Starter unit
490117_Sobre.indd 1
Teacher’s
Book
Te a c h e r’ s B ook
Essential
Science Plus 5 PRIMARY
Student's Audio
© Richmond Publishing
Santillana Educación, S. L., 2013
490154_Serigrafia.indd 2
Essential
Science Plus 5 PRIMARY
UNIT
.
S.L
ón,
caci
mary CLIL
a amarillo negro
nguage Companion
eractive resources for
ence and Art
Answer keys are provided.
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24/01/13 13:28
Digital resources
the following
ities
Essential
Science Plus 5 PRIMARY
Essential
Science Plus 5 PRIMARY
i-book
CD 3
© Richmond Publishing
Santillana Educación, S. L., 2013
490268_cubierta _ 0002-0002.indd 2
Essential
Science Plus 5 PRIMARY
24/01/13 09:30
CD 1 Digital flashcards, Digital posters and Web bank
There are three sections. The Digital flashcard bank provides over 150
images to project onto a whiteboard or to print out. Each image offers
the option of listening to the audio and viewing the written word.
The Digital posters can be printed when required. The Web bank includes
some of the best, free web links for teaching Science, Geography and
History.
CD 2
© Richmond Publishing
Santillana Educación, S. L., 2013
CP: 490283
PR I M A R Y
IWB Activities
490279_cubierta _ 0002-0002.indd 2
CD 1
ion
Teacher’s Resources
© Richmond Publishing
Santillana Educación, S. L., 2013
5
es
The i-solutions pack consists of four CDs:
Essential
Science Plus 5 PRIMARY
CD 4
CP: 490268
box set
components
i-solutions
CP: 490279
PRIMARY
E sse nt ia l S ci en ce Pl u s i - sol ut i o n s
CP: 490305
Essential
Science Plus 5 PRIMARY
24/01/13 09:31
• Digital Flashcards
• Digital Posters
• Web bank
CP: 490294
© Richmond Publishing
Santillana Educación, S. L., 2013
490283_cubierta _ 0002-0002.indd 2
24/01/13 12:30
www.santillana.es
24/01/13 09:28
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24/01/13 09:32
CD 2 IWB Activities
The Interactive Whiteboard Activities CD contains five interactive activities
per unit which can be used to help reinforce the course content in a fun way.
CD 3 i-book
The i-book contains all the core course material in interactive format:
Student’s Book, Activity Book, Teacher’s Book and Teacher’s Resource
Book, as well as the Answer keys to all the components.
CD 4 Teacher’s resources
This CD contains the PDFs of the Teacher’s Resource Book.
:38
iii
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Student's Book
Opener page and Refresh your memory!
Number and title of
the unit
1
1.1
Unit 1
Living things
REFRESH YOUR MEMORY!
Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
some light. Wild mushrooms are seasonal
and can be found in the autumn and spring.
There are many different types of wild
mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
Full-colour
photographs
designed to capture
the students’ attention
and introduce the
theme of the unit
P
LIFE PROCESSES
HABITATS
What three life processes do all living things
carry out?
What is a habitat?
a. Interaction, breathing and reproduction.
b. A very large place where animals live.
b. Growing, living and breathing.
c. A small place where only plants live.
c. Nutrition, interaction and reproduction.
d. Being born, living and dying.
d. A place where animals obtain food
and water.
REPRODUCTION
PLANTS AND ANIMALS
Animals can be viviparous or oviparous.
What is a viviparous animal?
Plants are different from animals because…
a. An animal that lays eggs.
b. they make their own food.
b. An animal that has lungs.
c. they grow in all directions.
c. An animal that eats other animals.
d. they don’t live in habitats.
Question cards with
multiple choice
answers. Students
test a partner’s
previous knowledge
in a fun way.
a. A place where plants and animals live.
a. they move more slowly.
d. An animal born from its mother’s womb.
LOOK, READ AND SAY
Where can you find wild mushrooms?
In
to
a
s
Why can you find wild mushrooms in autumn
and spring?
Questions to introduce
the main theme and
draw on students’
previous knowledge
A
in
s
u
Why is it so important to identify mushrooms
correctly?
Have you ever been mushrooming? Where
did you go?
Do you think mushrooms are plants or
animals?
4
five 5
WHAT DO YOU REMEMBER? Test your partner.
Information and practice pages
S
S
Unit 1
The organization of living things
A
Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move.
Organisms. Finally, all the different types of systems work
together to form an organism. In a multicellular living thing,
cells, tissues, organs and systems all work together so the
organism functions correctly.
B
Activities
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
levels of organization of a dog.
1 Examples of tissues. A. The muscle
1.5
Texts recorded on
the Student’s and
the Class Audios
tissue of an animal. B. The epidermal
tissue of a plant.
Levels of organization
Groups of
Organs. Tissues join together to form organs. Tissues in
organs work together to perform a common function.
For example, muscle tissues join together to make the
muscle organ. Plants also have organs. 2
muscle cell
Key vocabulary
is highlighted
in bold
1.6
muscle tissue
. Tissues are organized to form
.
which consist
3 Copy the pictures
in your notebook.
Label the levels
of organization
and connect them
in order with arrows
to make a diagram.
2 Leaves and stems are plant organs.
TISSUES
CELLS
cells work together to form
Animals have
tissue which consists of muscle cells. Plants have
of epidermal cells.
Tissues. Groups of the same type of cells join together to
form tissues. All the cells which form a tissue perform the
same function. For example, animals have muscle tissue
which consists of many muscle cells. Plants also have
tissues, for example, the epidermis is the tissue that covers
leaves and consists of epidermal cells. 1
Activities to practise
the main concepts
and language
2 Copy and complete the text.
Multicellular living things are made up of many different types
of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
ORGANS
SYSTEMS
ORGANISM
organ: muscle
muscular system
bone cell
dog
organ: bone
bone tissue
8 eight
skeletal system
nine 9
High-quality
photographs and
illustrations to illustrate
the contents
Additional listening activities on the
Class Audio
K
S
v
iv
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h
Practising competences and Show what you know
Practising competences
Activities to practise
interdisciplinary
skills related to the
unit theme.
Unit 1
Show what you know
IDENTIFYING THE PARTS OF A MICROSCOPE
1 Copy the table and tick (✔).
animal cell
Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope.
Tube. It supports
the eyepiece.
plant cell
levels of organization.
organism
membrane
A microscope is an instrument with several lenses that make very small objects appear
much larger than they really are.
Eyepiece. It contains
the lens you look through.
2 Copy and complete the diagram of the
cell wall
nucleus
ANSWER THE QUESTIONS
cytoplasm
When using a microscope…
organelles
a. where do you place the sample?
chloroplasts
cells
b. which parts contain lenses?
c. how do you focus the sample?
d. how do you control the light?
Objective lenses.
These lenses
magnify the sample.
how fungi are similar to plants, and how they are similar to animals.
Stage. This is where
you put the sample.
e
3 Compare plants and animals to fungi. Write sentences in your notebook describing
Revision of content
and language from
the unit
Arm. It supports the
different parts of
the microscope.
Diaphragm.
It controls the amount of
light projected onto the
sample.
Focusing knobs.
They help to adjust
the focus.
Base. It supports
the microscope.
Light source. It provides
light to look at the sample.
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. ……. and ……. can be multicellular.
b. ……. and ……. can make their own food.
c. ……. and ……. can move about.
Instructions
4. Draw what you see in your notebook.
Label the parts of cells that you can
identify. Can you tell if any of the cells are
plants or protozoa? Explain.
1. Put a drop of pond water on a
microscope slide and place a cover
slip over it.
2. Put the slide on the microscope stage.
Investigate!
Investigative tasks
to stimulate curiosity
and practise the
scientific method.
1 What lives in a drop of pond water?
d. ……. and ……. can be harmful.
5 SPEAKING. Read and discuss with your partner which kingdom each living thing
belongs to.
a. It is a multicellular living thing. It cannot move about. It makes its own food.
Activities
practising specific
competences
are flagged
b. It is a unicellular living thing. It is very small and can be harmful.
Now write some sentences under your
picture, describing what you see.
3. Look through the eyepiece. Use the
focusing knobs to adjust the focus. Start
with the large knob.
c. It is a multicellular living thing. It can move about. It feeds on other organisms.
d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
12 twelve
thirteen 13
Special sections
Show that you can
Show that you can
1
5
Copy and write the part of the cell that corresponds to each description.
Then, circle the parts that belong only to plant cells.
a. Jelly-like material that contains the organelles.
a.
c. Rigid covering around the membrane.
b. Raw sap travels up to the leaves through
.
tubes called
d. Part that controls the function of the cell.
absorb water and mineral salts.
d. Sunlight is trapped by a green substance
.
called
Look at the pictures and name the kingdom each living thing belongs to.
Then, write one characteristic of each kingdom.
e.
animal – protista – fungi – monera – plant
d
2
travels through tubes called
phloem vessels.
f. Plants release
c
b
a
1
c. Plants take in carbon dioxide through tiny
.
openings called
e. The covering around the cell.
2
Copy and complete the sentences.
Which ones correspond to the numbers
on the diagram?
b. Specialized organelles that absorb sunlight.
3
through stomata.
e
6
Copy the words in the correct column.
seed – tuber – stolon – spore – pollen – rhizome – pistil – fruit – stamen – bulb
sexual reproduction
3
asexual reproduction
Copy and write the name of each type of vertebrate.
a. Oviparous, cold-blooded, with scales and lungs.
b. Oviparous, warm-blooded, with wings.
c. Oviparous, cold-blooded, with scales and gills.
d. Viviparous, warm-blooded, with fur or hair.
7
e. Oviparous, cold-blooded, with bare skin.
Look at the food web and write your answers.
a. Name two producers in this food web.
4
b. Name two primary and two secondary
consumers in this food web.
Copy the table and classify the invertebrates. Then, add one more example of each.
clam – sea urchin – yellow tube sponge – grasshopper –
sea anemone – earthworm
ate
sponges
44
cnidarians
worms
echinoderms
molluscs
c. Write one food chain with a producer,
a primary consumer and a secondary
consumer.
d. Write another food chain with a producer
and a primary, secondary and tertiary
consumer.
arthropods
forty-four
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45
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At the end of each term, the Show that you can section provides a doublepage with a variety of activity types for assessment and evaluation. These
activities revise the main content as well as the key language.
Key vocabulary
Six pages of key vocabulary, with simple, clear definitions. The key
vocabulary is organised by unit.
v
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Teacher's Book
The Essential Science Plus Teacher’s Book reproduces all the sections of the Student’s Book in full-colour.
In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in
clearly marked sections in the teaching notes:
O
• Objectives
• Key language
• Presentation
• Activities
• Reinforcement and Extension activities
T
fo
A
la
v
Each Teacher’s Book unit starts with a double-page programming spread.
A
th
Unit programming
An overview of the content
objectives, language
objectives and assessment
criteria for the unit
1
A visual map providing an
at-a-glance summary of
the unit theme and topics
List of contents
for the unit
Living things
Unit outline
Competences
Contents
• To understand that all living things are made up of one or more cells
• To learn the main parts of a cell
• B
asic life processes: nutrition, reproduction and sensitivity
• To differentiate between animal and plant cells
• Parts of animal and plant cells
• To learn about the five levels of organization of multicellular living things: cell, tissue, organ, system, organism
• L evels of organization of multicellular organisms
• To study the five kingdoms of living things and their characteristics
• C
lassification of living things into kingdoms
Language objectives
• To describe cells: big/small, hard, regular/irregular, round, long
• To identify the main parts of a cell: membrane, nucleus, cytoplasm, organelle, chloroplast, cell wall
• To name the levels of organization: cell, tissue, organ, system, organism
• To describe the functions of living things: eat, feed on, move about, react
Assessment criteria
• Differentiate between unicellular and multicellular living things
• Name the main parts of a cell
• Describe animal and plant cells
• Name the five levels of organization of multicellular living things: cell, tissue, organ, system, organism
• Name the five kingdoms of living things and their characteristics
• U
sing labelled diagrams to learn the parts of cells
• U
sing a Venn diagram to understand the similarities and differences between the plant and animal kingdoms
Living things
Competence in linguistic
communication
What are cells?
• Describing the different types of human cells (SB p. 6: 1. Work with the picture .)
The parts of a cell
• Describing the similarities and differences between animal and plant cells (SB p. 7: 1. Work with the picture .) The organization of living things
• Describing the parts of cells (SB p. 7: 2. Match and write sentences in your notebook.)
Unit content
Content objectives
The classification of living things
The animal, plant and fungi
kingdoms
The monera and the protista
kingdoms
• U
sing tables to organize and learn vocabulary
• S howing interest in different types of cells and their main parts • A
ppreciating the complexity of the organization of living things
• S howing interest in the classification of living things into five kingdoms
Investigate!
Practising competences
What lives in a drop of pond water?
Identifying the parts of a microscope
Show what you know
Parts of animal and plant cells
Levels of organization of living things
The five kingdoms of living things
A list of the
competences
students are
expected to
develop in the
unit, with
reference to
specific activities
• Describing the levels of organization of a living thing (SB p. 9: 3. Copy the diagram in your notebook.)
• Describing the characteristics of kingdoms (SB p. 11: 1. Work with the picture.) • Understanding written and oral texts (Class CD, Unit 1)
• Recognizing the characteristics of the five kingdoms (SB p. 10-11: Animal kingdom, Plant kingdom, Fungi kingdom, Monera kingdom, Protista kingdom)
Competence in ‘learning
to learn’
• Identifying the parts of a microscope (SB p. 12: Practising competences)
• Finding out what lives in a drop of water (SB p. 12: Investigate!)
• Evaluating one’s own progress (SB p. 13: Show what you know)
Values education
• Appreciating that an organism is the result of all its systems working together
• Reflecting on the diversity of living things and the need to protect all life forms
October
November
December
4B
4A
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A calendar to help
organize the
school year
I
Knowledge and interaction
with the physical world
• Understanding the fundamental importance of cells Suggested timing for the unit
Q
o
p
in
th
05/08/13 16:50
References
to the Investigate!,
Practising
Competences
and Show what
you know sections
References to educational
values which students
will acquire in the unit
V
a
a
vi
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!,
ns
Opening page and Refresh your memory!
1
UNIT
1
Objectives
The main content objectives
for each lesson
Unit 1
Living things
UNIT
Refresh your memory!
• To introduce the unit topic
• To learn about wild mushrooms
Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
some light. Wild mushrooms are seasonal
and can be found in the autumn and spring.
1.1
• To activate previous knowledge about living things
Key language
There are many different types of wild
mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
• Vocabulary and structures: animal, forest, mushroom, trunk; go mushrooming; cool, delicious, edible, moist, poisonous, seasonal
A summary of the key
language structures and
vocabulary
LIFE PROCESSES
HABITATS
What three life processes do all living things
carry out?
What is a habitat?
a. Interaction, breathing and reproduction.
b. A very large place where animals live.
b. Growing, living and breathing.
c. A small place where only plants live.
c. Nutrition, interaction and reproduction.
d. A place where animals obtain food
and water.
d. Being born, living and dying.
Use the revision cards to help Ss revise their previous knowledge of the unit topics.
a. A place where plants and animals live.
• Revise the four topics with the class using the suggestions below. • Ss ask and answer the questions orally in pairs.
• Check answers as a class.
Life processes
• Ask Ss to give some examples for each life process and write them on the board.
Presentation
• Bring different types of fresh mushrooms to class, or photos. Allow Ss to pick them up and to observe them using a magnifying glass. Talk about their shape, size, colour and texture. Ask Ss to compare these mushrooms to the ones on page 4.
Habitats
Look, read and say
An introduction to the unit
theme
• Ss look at the photos on page 4. Point to different mushrooms. Ask Ss to describe them. Point to the largest photo. Ask: What season is it? How do you know?
D
o you think any of the mushrooms on this page are poisonous?
Have you ever seen any wild mushrooms?
Think of safety rules for going mushrooming. Do you like eating wild mushrooms?
PLANTS AND ANIMALS
Animals can be viviparous or oviparous.
What is a viviparous animal?
Plants are different from animals because…
a. An animal that lays eggs.
b. they make their own food.
b. An animal that has lungs.
c. they grow in all directions.
c. An animal that eats other animals.
d. they don’t live in habitats.
• Ss name six different habitats. Write them on the board. Then, ask Ss to name some animals and plants that live in each habitat. Revise how animals and plants adapt to their habitats.
a. they move more slowly.
Reproduction
• Revise the difference between viviparous and oviparous animals. Ask Ss to identify the five vertebrate groups (mammals, birds, fish, amphibians, reptiles). Volunteers give examples of each group and say whether these animals are viviparous or oviparous.
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
and spring?
Why is it so important to identify mushrooms
correctly?
Have you ever been mushrooming? Where
did you go?
• Play Track 1.1. Ss listen and read.
Questions to stimulate
observation skills, activate
prior knowledge and to
introduce the main theme of
the unit
REPRODUCTION
d. An animal born from its mother’s womb.
LOOK, READ AND SAY
1.1
• Next, volunteers ask and answer the questions on the page. Ask more questions to recycle and practise vocabulary:
1
REFRESH YOUR MEMORY!
Do you think mushrooms are plants or
animals?
Plants and animals
4
WHAT DO YOU REMEMBER? Test your partner.
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Photos (clockwise from top left): sickener (Russula emetica); glistening inkcap (Coprinus micaceus); fly mushroom (Amanita muscaria); turkey tail fungus (Trametes versicolor) five 5
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Reinforcement
Reinforcement
• Use the photos to play I spy: I spy with my little eye something that begins with the letter ‘G’. (Grass.)
Extension
• Say true or false statements about habitats, reproduction, and plants and animals. In teams, the class take it in turns to answer true or false. If they are correct, they win one point. If they are incorrect, the other team wins the point.
• Ss choose one of the mushrooms in the photographs, draw it and then write a short description in their own words.
Extension
• Ss make an index card of a poisonous mushroom. They should include a description, where it grows and how toxic it is. They attach a picture. Use the index cards to make a poster for the class called BE CAREFUL!
• Write on the board: Which animals are endangered because their habitats are changing? Ss search the Internet to find examples and share them with the class.
• Revise the three types of plants (trees, bushes, grasses.) Then, Ss say how plants differ from animals.
5
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Information and practice pages
UNIT
1
Objectives
Unit 1
What are cells?
1.2
1.3
• To identify the main parts of a cell
Membrane. This is the covering around the cell.
Nucleus. This is the part that controls the function of the cell.
• To differentiate between animal and plant cells
Cells are the basic units of life. Most cells are very small and
can only be seen through a microscope.
Key language
Cells are living units and they carry out the three basic life
processes. In addition, cells can specialize to perform
a particular function. 1
• Vocabulary and structures: nutrition, sensitivity, reproduction; cell wall, chlorophyll, chloroplast, cytoplasm, membrane, nucleus, organelle; covering, liver, neuron, microscope, shape, yeast; absorb, carry out, (be) composed of, specialize; basic, jelly-like, multicellular/unicellular
Cytoplasm. This is a jelly-like material, composed mainly of
water, between the nucleus and the membrane. It contains
the organelles, which carry out different functions of the cell.
2 Baker’s yeast, used to make bread, is
a unicellular living thing.
1.3
nucleus
cytoplasm
• Play Track 1.3. Ss listen and read. They point to the main parts of the cell in the diagrams.
membrane
1 The main parts of a cell.
• Ask: How are plant and animal cells different? What specialized plant cells absorb sunlight? Why do plants need sunlight? What makes plants green? What makes some plant stems hard?
Animal and plant cells
All animal and plant cells have three main parts: a membrane,
a nucleus and cytoplasm with organelles. However, animal
and plant cells are different.
Depending on the number of cells, living things can be
classified into:
organelles
cytoplasm
Plant cells have specialized organelles called chloroplasts that
absorb sunlight, which plants need to make their own food.
Chloroplasts contain chlorophyl, which makes plants green.
Unicellular. Living things made up of a single cell. 2
Multicellular. Living things made up of many cells. Plants
and animals are multicellular. 3
3 All plants and animals are
multicellular living things.
nucleus
Plant cells are usually bigger and have a regular shape.
Animal cells can be many different shapes. 2
Plant cells have a rigid cell wall around the membrane. 3
Activities
cell wall
chloroplasts
1. Work with the picture. Compare
the animal and plant cells. Talk
about how they are similar and
how they are different.
2 Animal cell and plant cell.
muscle cell
red blood cell
Presentation
• Explain that ‘sensitivity’ (reacting to the environment) includes the life process ‘interaction’. • Show pictures of cells. Ss describe what they see. Say: All living things are made up of cells.
liver cell
intestine cell
Activities
1. Work with the picture. Describe
the different types of human cells
to your partner.
• Ask Ss about the different human cells in illustration 1: Which cell is round and red, with a dent in the middle? Which cell is long and thin? What system is the (intestine cell) part of? (The intestine cell is part of the digestive system.)
are similar and how they are different.
2 Copy and complete the sentences.
a. Every living thing is made up of
b. We are
.
d. All cells carry out the life processes of
The membrane...
is around the membrane of plant cells.
The cell wall...
is between the membrane and the nucleus.
The nucleus...
living things.
c. We can only see cells through a
The cytoplasm...
.
, reproduction and
.
• Play Track 1.4. Ss look at the illustration, listen and check their answers to Activity 1.
controls the function of the cell.
is the covering around the cell.
The chloroplasts...
are located in the cytoplasm.
• Volunteers read out the beginning of the sentences for other volunteers to complete.
seven 7
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Reinforcement
• Draw the different types of human cells on the board. Volunteers describe each one. They talk about its shape and function.
• Ss draw and label a plant cell and an animal cell.
Extension
• Find images of cells of living things as seen through a microscope on the Internet, for example, amoeba or paramecium, and show them to Ss.
• Ss write the complete sentences in their notebooks.
13/03/13 11:39
Reinforcement
Full-colour reproductions
of the Student’s Book
pages
Ideas to introduce the
topic and motivate
students. Fun activities
which students can relate
to their personal
experience
2. Match and write sentences
in your notebook.
are specialized plant organelles.
The organelles...
6 six
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• Ss do the activity in pairs.
1.4
1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they
2 Match and write sentences in your notebook.
Talk about their shape and their particular function.
• Ask: How can we see very small cells? What do cells do? What is the difference between unicellular and multicellular living things?
Activities
1.4
Activities
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
• Play Track 1.2. Ss listen and read.
• In pairs, Ss take it in turns to say how animal and plant cells are similar and how they are different.
3 The cell wall makes some plant stems very hard.
1 Different types of specialized human cells.
1.2
• Ss look at photographs 2 and 3. Ask: Which of these living things do you think is multicellular? A volunteer reads the captions.
• Ss look at diagram 2. Ask: Do animal cells have chloroplasts? Which cells have a cell wall? white blood cell
neuron
1
organelles
Cells have three main parts: 1
All living things carry out three basic life processes:
nutrition, reproduction and sensitivity. In addition, all
living things are made up of cells.
• To learn the characteristics of cells
UNIT
The parts of a cell
Audio tracks are clearly
signposted
Extension
• In groups, Ss find out about bamboo plants and make a poster. They include where bamboo plants grow, what animals eat bamboo plants, how people make use of bamboo, etc. They include a picture of a bamboo plant and a drawing of bamboo cells. 2. Copy and complete the sentences.
• Ss copy and complete the sentences in their notebooks.
Activity Book, page 4
7
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Vocabulary is grouped
and presented in
alphabetical order
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Cross-reference to the
Activity Book
A wide variety of optional reinforcement
and extension activities
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Key competences
Key competences are a combination of knowledge, skills and attitudes appropriate to different
contexts and situations. They encourage the development of skills rather than the assimilation
of theoretical content: individuals become ‘competent’ when they learn how to solve problems
effectively. Competences develop progressively and are acquired in different learning situations
and institutions. They are interdisciplinary because they integrate knowledge that originates
in different academic disciplines. Essential Science Plus 5 focuses on key competences in the unit
activities. The Practising competences page per unit helps develop skills related to competences.
1
Key competences in Science
ompetence in
C
linguistic communication
ocial competence
S
and citizenship
This is the ability to interpret and use language as a tool
for oral and written communication. Verbal
communication is fostered by the exchange of opinions,
the narration of personal experiences and by giving
oral expositions on different topics. Reading and writing
simple texts also develop this competence.
This competence refers to the ability to understand and
participate successfully in the society in which we live.
At Primary level, this is developed by promoting group
cooperation, solidarity and satisfaction at successfully
completing given tasks. An understanding of codes
of conduct and customs in different environments is
essential. This is achieved through the discussion of
appropriate and inappropriate behaviour in different
situations.
Mathematical
competence
This competence is the ability to use numbers, perform
basic operations, understand symbols and solve
problems in order to interpret the physical world.
Natural Science includes mathematical interpretations
and the mathematical expression of natural facts
and phenomena.
nowledge and interaction
K
with the physical world
This competence develops the ability to interact with
the physical world and apply the scientific method to
explain its phenomena. At Primary level, students are
encouraged to define and solve problems, design
and carry out simple experiments, work out solutions,
analyse and describe their results.
rocessing information and digital
P
competence
This is the ability to use both traditional and modern
technologies to obtain, process and transmit
information found in traditional and digital media.
Students learn how to use lists, tables and index cards
to classify information. They develop confidence in
and a critical use of Information and Communication
Technology (ICT).
ultural and artistic
C
competence
This competence involves recognising the importance
of artistic creations at various times in history and in
different cultures. It includes the appreciation of the
visual arts, music and literature. The systematic
interpretation of illustrations and photographs helps to
develop this competence.
ompetence in ‘learning
C
to learn’
This competence is acquired by learning how to apply
different techniques aimed at selecting, organizing,
interpreting and memorizing information. The sections
Show what you know and Show that you can give
students the opportunity to summarize what they have
learned.
utonomy and personal
A
initiative
The study of Science demands autonomy and initiative.
From the moment a hypothesis is formulated, until
conclusions are reached, students need to plan and
organize their work creatively and with critical sense.
viii
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Contents
Introduction
Student's material.......................................................ii
Teacher's resources...................................................iii
Student's Book............................................................iv
Teacher's Book............................................................vi
Key competences.......................................................viii
Teacher's Book contents............................................ix
Student's Book 5 contents..........................................x
Lesson plans
Term 1
Unit 1............................................................................4
Unit 2...........................................................................14
Unit 3...........................................................................24
Unit 4...........................................................................34
End of Term 1...............................................................44
Term 2
Unit 5...........................................................................46
Unit 6...........................................................................56
Unit 7............................................................................66
Unit 8...........................................................................76
End of Term 2..............................................................86
Term 3
Unit 9...........................................................................88
Unit 10..........................................................................98
Unit 11...........................................................................108
Unit 12..........................................................................118
End of Term 3..............................................................128
Key vocabulary...........................................................130
Audio transcripts........................................................136
Answer key..................................................................142
ix
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Student's Book 5 Contents
UNIT
1
TOPICS
Living things
4
2
Animals
14
3
Plants
24
4
Ecosystems
34
PRACTISING COMPETENCES
• What are cells?
• The parts of a cell
• The organization of living thing s
• The classification of living things
• The animal, plant and fungi kingdoms
• The monera and the protista kingdoms
Identifying the parts of a microscope
• Vertebrates. Mammals and birds
• Vertebrates. Reptiles, amphibians and fish
• Invertebrates. Sponges, cnidarians
and worms
• Invertebrates. Echinoderms and molluscs
• Arthropods
• Insect groups
Discovering interesting marine
animals
• Plant classification. Non-flowering plants
• Seed-producing plants
• Plant sensitivity
• Plant nutrition
• Sexual reproduction
• Asexual reproduction
Observing and displaying the parts
of a flower
• Components of ecosystems
• Relationships in ecosystems
• Nutrition in ecosystems
• Food chains and food webs
• Ecosystems in danger
• Protecting ecosystems
Fighting solid waste pollution
• Components of the Universe
• Types of galaxies
• The Solar System. The Sun and the planets
• Dwarf planets and small celestial bodies
• Space exploration
• Living in Space
Observing the skies
• The Earth’s spheres: the geosphere
and the hydrosphere
• The atmosphere and the biosphere
• External changes to the Earth’s crust
• Volcanoes and earthquakes
• Types of rocks
• The rock cycle
Analysing the consequences
of a natural disaster
END OF TERM
5
The Universe
46
6
The Earth
56
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UNIT
7
TOPICS
The landscapes
of Spain
66
8
The climates
of Spain
76
PRACTISING COMPETENCES
• Landscapes of the Iberian Peninsula
• Mountains of the Iberian Peninsula
• Spanish coasts and Islands
• Rivers in Spain
• The watersheds of Spain
• Lakes, lagoons and reservoirs
Using a map scale to calculate
distances
• Climate
• Factors that affect climate
• Climate variation in Spain
• The climates of Spain
• The climates of Spain
• Vegetation in Spain
Looking at climatic conditions to help
plan a trip
• Population and population density
• Factors affecting population
• The population of Spain
• The primary sector in Spain
• The secondary sector in Spain
• The tertiary sector in Spain
Analyzing the production process
• The Palaeolithic Age
• Tools and art in the Palaeolithic Age
• The Neolithic Age
• Tools and art in the Neolithic Age
• The Metal Ages
• New inventions and megalithic
monuments
Discovering the work
of archaeologists
• Pre-Roman times
• Early colonizers
• Roman Hispania. Political life
• Roman Hispania. Social life
• Pre-Roman art
• Roman art and architecture
Using timelines to organize past
events
• The Visigoths
• Al-Andalus
• Life in Al-Andalus
• The Christian Kingdoms
• Medieval cities
• Architecture in the Middle Ages
Comparing Romanesque and Gothic
architecture
END OF TERM
9
Population
and the economy
88
10
Prehistory
98
11
Ancient History
108
12
The Middle Ages
118
END OF TERM AND KEY VOCABULARY
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1
Living things
U
Unit content
Content objectives
Contents
• To understand that all living things are made up of one or more cells
• To learn the main parts of a cell
•Basic life processes: nutrition,
reproduction and sensitivity
• To differentiate between animal and plant cells
• Parts of animal and plant cells
• To learn about the five levels of organization of multicellular living
things: cell, tissue, organ, system, organism
•Levels of organization of
multicellular organisms
• To study the five kingdoms of living things and their characteristics
•Classification of living things into kingdoms
Language objectives
• To describe cells: big/small, hard, regular/irregular, round, long
• To identify the main parts of a cell: membrane, nucleus, cytoplasm,
organelle, chloroplast, cell wall
• To name the levels of organization: cell, tissue, organ, system,
organism
• To describe the functions of living things: eat, feed on, move about,
react
Assessment criteria
• Differentiate between unicellular and multicellular living things
• Name the main parts of a cell
• Describe animal and plant cells
• Name the five levels of organization of multicellular living things: cell,
tissue, organ, system, organism
• Name the five kingdoms of living things and their characteristics
•Using labelled diagrams to learn
the parts of cells
•Using a Venn diagram to
understand the similarities and
differences between the plant
and animal kingdoms
•Using tables to organize and
learn vocabulary
•Showing interest in different
types of cells and their main
parts
•Appreciating the complexity of
the organization of living things
•Showing interest in the
classification of living things into
five kingdoms
Suggested timing for the unit
October
November
December
4A
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Unit outline
Competences
Living things
Competence in linguistic
communication
What are cells?
•Describing the different types of human cells (SB p. 6: 1. Work with the picture .)
The parts of a cell
•Describing the similarities and
differences between animal and plant cells (SB p. 7: 1. Work with the picture .)
The organization of living things
•Describing the parts of cells (SB p. 7:
2. Match and write sentences in your
notebook.)
The classification of living things
The animal, plant and fungi
kingdoms
The monera and the protista
kingdoms
Investigate!
Practising competences
What lives in a drop of pond
water?
Identifying the parts of a microscope
Show what you know
Parts of animal and plant cells
Levels of organization of living things
The five kingdoms of living things
•Describing the levels of organization
of a living thing (SB p. 9: 3. Copy the diagram in your notebook.)
•Describing the characteristics of kingdoms (SB p. 11: 1. Work with the picture.) •Understanding written and oral texts
(Class CD, Unit 1)
Knowledge and interaction
with the physical world
•Recognizing the characteristics of the
five kingdoms (SB p. 10-11: Animal
kingdom, Plant kingdom, Fungi
kingdom, Monera kingdom, Protista
kingdom)
Competence in ‘learning
to learn’
•Identifying the parts of a microscope
(SB p. 12: Practising competences)
•Finding out what lives in a drop of
water (SB p. 12: Investigate!)
•Evaluating one’s own progress (SB p. 13: Show what you know)
Values education
• Understanding the fundamental importance of cells
•Appreciating that an organism is the result of all its systems
working together
•Reflecting on the diversity of living things and the need to
protect all life forms
4B
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UNIT
1
1
Objectives
Living things
• To introduce the unit topic
• To learn about wild mushrooms
1.1
• To activate previous knowledge
about living things
Key language
Wild mushrooms are living things that grow on
forest floors, tree trunks and even on top of each
other. They need moist, cool temperatures and
some light. Wild mushrooms are seasonal
and can be found in the autumn and spring.
There are many different types of wild
mushrooms, but they can look very similar,
which makes them very hard to identify. Wild
mushrooms are often spectacular. Some are
edible and delicious, but others can be poisonous.
• Vocabulary and structures:
animal, forest, mushroom, trunk;
go mushrooming; cool, delicious,
edible, moist, poisonous, seasonal
Presentation
• Bring different types of fresh
mushrooms to class, or photos.
Allow Ss to pick them up and to
observe them using a magnifying
glass. Talk about their shape,
size, colour and texture. Ask Ss to
compare these mushrooms to the
ones on page 4.
Look, read and say
• Ss look at the photos on page 4.
Point to different mushrooms. Ask Ss
to describe them. Point to the largest
photo. Ask: What season is it? How
do you know?
LOOK, READ AND SAY
Where can you find wild mushrooms?
Why can you find wild mushrooms in autumn
and spring?
Why is it so important to identify mushrooms
correctly?
1.1
Have you ever been mushrooming? Where
did you go?
• Play Track 1.1. Ss listen and read.
• Next, volunteers ask and answer
the questions on the page. Ask
more questions to recycle and
practise vocabulary:
Do you think any of the mushrooms
on this page are poisonous?
Have you ever seen any wild
mushrooms?
Think of safety rules for going
mushrooming.
Do you like eating wild
mushrooms?
Photos (clockwise from top left):
sickener (Russula emetica);
glistening inkcap (Coprinus
micaceus); fly mushroom (Amanita
muscaria); turkey tail fungus
(Trametes versicolor)
Do you think mushrooms are plants or
animals?
4
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Reinforcement
• Use the photos to play I spy: I spy with my little eye something that begins
with the letter ‘G’. (Grass.)
Extension
• Ss choose one of the mushrooms in the photographs, draw it and then
write a short description in their own words.
• Ss make an index card of a poisonous mushroom. They should include a
description, where it grows and how toxic it is. They attach a picture. Use
the index cards to make a poster for the class called BE CAREFUL!
4
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490073 _ 0004-0013.i
Unit 1
UNIT
1
REFRESH YOUR MEMORY!
Refresh your memory!
LIFE PROCESSES
HABITATS
What three life processes do all living things
carry out?
What is a habitat?
a. Interaction, breathing and reproduction.
b. A very large place where animals live.
b. Growing, living and breathing.
c. A small place where only plants live.
c. Nutrition, interaction and reproduction.
d. A place where animals obtain food
and water.
d. Being born, living and dying.
Use the revision cards to help Ss
revise their previous knowledge of
the unit topics.
a. A place where plants and animals live.
• Revise the four topics with the class
using the suggestions below.
• Ss ask and answer the questions
orally in pairs.
• Check answers as a class.
Life processes
• Ask Ss to give some examples for each life process and write
them on the board.
Habitats
REPRODUCTION
PLANTS AND ANIMALS
Animals can be viviparous or oviparous.
What is a viviparous animal?
Plants are different from animals because…
a. An animal that lays eggs.
b. they make their own food.
b. An animal that has lungs.
c. they grow in all directions.
c. An animal that eats other animals.
d. they don’t live in habitats.
• Ss name six different habitats.
Write them on the board. Then,
ask Ss to name some animals and
plants that live in each habitat.
Revise how animals and plants
adapt to their habitats.
a. they move more slowly.
Reproduction
d. An animal born from its mother’s womb.
• Revise the difference between
viviparous and oviparous animals.
Ask Ss to identify the five vertebrate
groups (mammals, birds, fish,
amphibians, reptiles). Volunteers
give examples of each group and
say whether these animals are
viviparous or oviparous.
Plants and animals
WHAT DO YOU REMEMBER? Test your partner.
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• Revise the three types of plants
(trees, bushes, grasses.) Then, Ss
say how plants differ from animals.
Reinforcement
• Say true or false statements about habitats, reproduction, and plants and animals. In teams, the class take it in turns to answer true or false. If they are correct, they win one point. If they are incorrect, the other team
wins the point.
Extension
• Write on the board: Which animals are endangered because their
habitats are changing? Ss search the Internet to find examples and share
them with the class.
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UNIT
1
Objectives
What are cells?
1.2
1.3
All living things carry out three basic life processes:
nutrition, reproduction and sensitivity. In addition, all
living things are made up of cells.
• To learn the characteristics of cells
• To identify the main parts of a cell
• To differentiate between animal
and plant cells
Cells are the basic units of life. Most cells are very small and
can only be seen through a microscope.
Key language
Cells are living units and they carry out the three basic life
processes. In addition, cells can specialize to perform
a particular function. 1
• Vocabulary and structures: nutrition,
sensitivity, reproduction; cell wall,
chlorophyll, chloroplast, cytoplasm,
membrane, nucleus, organelle;
covering, liver, neuron, microscope,
shape, yeast; absorb, carry out,
(be) composed of, specialize; basic,
jelly-like, multicellular/unicellular
2 Baker’s yeast, used to make bread, is
a unicellular living thing.
Depending on the number of cells, living things can be
classified into:
Unicellular. Living things made up of a single cell. 2
Multicellular. Living things made up of many cells. Plants
and animals are multicellular. 3
3 All plants and animals are
multicellular living things.
muscle cell
red blood cell
Presentation
• Explain that ‘sensitivity’ (reacting to
the environment) includes the life
process ‘interaction’.
• Show pictures of cells. Ss describe
what they see. Say: All living things
are made up of cells.
white blood cell
liver cell
neuron
intestine cell
1 Different types of specialized human cells.
1 WORK WITH THE PICTURE. Describe the different types of human cells to your partner.
• Play Track 1.2. Ss listen and read.
Talk about their shape and their particular function.
• Ask: How can we see very small
cells? What do cells do? What is the
difference between unicellular and
multicellular living things?
• Ss look at photographs 2 and 3.
Ask: Which of these living things
do you think is multicellular? A
volunteer reads the captions.
Activities
1. Work with the picture. Describe
the different types of human cells
to your partner.
• Ask Ss about the different human
cells in illustration 1: Which cell is
round and red, with a dent in the
middle? Which cell is long and thin?
What system is the (intestine cell)
part of? (The intestine cell is part of the digestive system.)
1.4
Activities
1.2
2 Copy and complete the sentences.
a. Every living thing is made up of
b. We are
.
living things.
c. We can only see cells through a
d. All cells carry out the life processes of
.
, reproduction and
.
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Reinforcement
• Draw the different types of human cells on the board. Volunteers describe
each one. They talk about its shape and function.
Extension
• Find images of cells of living things as seen through a microscope on the
Internet, for example, amoeba or paramecium, and show them to Ss.
• Ss do the activity in pairs.
2. Copy and complete the sentences.
• Ss copy and complete the sentences
in their notebooks.
A
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Unit 1
1.3
UNIT
1
The parts of a cell
organelles
Cells have three main parts: 1
Membrane. This is the covering around the cell.
Nucleus. This is the part that controls the function of the cell.
Cytoplasm. This is a jelly-like material, composed mainly of
water, between the nucleus and the membrane. It contains
the organelles, which carry out different functions of the cell.
1.3
nucleus
cytoplasm
• Play Track 1.3. Ss listen and read.
They point to the main parts of the cell in the diagrams.
membrane
1 The main parts of a cell.
• Ask: How are plant and animal
cells different? What specialized
plant cells absorb sunlight? Why
do plants need sunlight? What
makes plants green? What makes
some plant stems hard?
Animal and plant cells
All animal and plant cells have three main parts: a membrane,
a nucleus and cytoplasm with organelles. However, animal
and plant cells are different.
organelles
cytoplasm
Plant cells have specialized organelles called chloroplasts that
absorb sunlight, which plants need to make their own food.
Chloroplasts contain chlorophyl, which makes plants green.
nucleus
Plant cells have a rigid cell wall around the membrane. 3
Activities
cell wall
Plant cells are usually bigger and have a regular shape.
Animal cells can be many different shapes. 2
chloroplasts
1. Work with the picture. Compare
the animal and plant cells. Talk
about how they are similar and
how they are different.
2 Animal cell and plant cell.
• Ss look at diagram 2. Ask: Do
animal cells have chloroplasts?
Which cells have a cell wall?
• In pairs, Ss take it in turns to say
how animal and plant cells are
similar and how they are different.
3 The cell wall makes some plant stems very hard.
Activities
1.4
1.4
1 WORK WITH THE PICTURE. Compare the animal and plant cells. Talk about how they
are similar and how they are different.
• Play Track 1.4. Ss look at the
illustration, listen and check their
answers to Activity 1.
2 Match and write sentences in your notebook.
The membrane...
is around the membrane of plant cells.
The cell wall...
is between the membrane and the nucleus.
The nucleus...
are specialized plant organelles.
The cytoplasm...
controls the function of the cell.
The organelles...
is the covering around the cell.
The chloroplasts...
are located in the cytoplasm.
2. Match and write sentences
in your notebook.
• Volunteers read out the beginning
of the sentences for other
volunteers to complete.
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• Ss write the complete sentences in their notebooks.
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Reinforcement
• Ss draw and label a plant cell and an animal cell.
Extension
• In groups, Ss find out about bamboo plants and make a poster. They
include where bamboo plants grow, what animals eat bamboo plants, how people make use of bamboo, etc. They include a picture of a bamboo plant and a drawing of bamboo cells.
Activity Book, page 4
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UNIT
1
The organization of living things
Objectives
A
• To learn that multicellular
organisms are made up of different
types of cells
B
• To identify the different levels of
organization: cells, tissues, organs,
systems, organisms
Key language
• Vocabulary and structures:
epidermis, organ, organism,
organization, system, tissue; (be) made up of, consist of, form, join together, perform, work
together; common, epidermal,
muscular; within; Tissues join
together to form organs.
Presentation
1.5
1 Examples of tissues. A. The muscle
tissue of an animal. B. The epidermal
tissue of a plant.
Levels of organization
Multicellular living things are made up of many different types
of cells. These cells work together at different levels.
The levels of organization of multicellular organisms include:
Tissues. Groups of the same type of cells join together to
form tissues. All the cells which form a tissue perform the
same function. For example, animals have muscle tissue
which consists of many muscle cells. Plants also have
tissues, for example, the epidermis is the tissue that covers
leaves and consists of epidermal cells. 1
Organs. Tissues join together to form organs. Tissues in
organs work together to perform a common function.
For example, muscle tissues join together to make the
muscle organ. Plants also have organs. 2
• Ask: What does unicellular mean?
What does multicellular mean? Are
plants multicellular or unicellular?
1.6
2 Leaves and stems are plant organs.
TISSUES
CELLS
ORGANS
1.5
• Play Track 1.5. Ss listen and read
the text on pages 8 and 9. Ask:
What are multicellular living things
made up of? What are tissues
made up of? What are organs
made up of? Do plants have
organs?
• Ss look at the examples of tissues in diagram 1. Ask: Are animals and
plants multicellular or unicellular?
What does muscle tissue consist
of? What does a plant epidermis
consist of? Where is the epidermis
of a plant?
• Ask: What are systems made
up of? What does the muscular
system do? What do all the systems
together form?
muscle cell
muscle tissue
organ: muscle
bone cell
organ: bone
bone tissue
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Reinforcement
• Ss play Hangman with key words from the text on pages 8 and 9.
Extension
• Show a photograph of a raw pork tenderloin or bring one to class. Help
Ss to identify the muscles, the tendons, the fat, and the connective tissue.
Then, they draw and label a pork tenderloin in their notebooks.
A
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Unit 1
UNIT
Systems. Organs join together to form systems. Organs
within systems work together to perform a common function.
For example, the muscular system makes our body move.
• Ss look at the diagram on pages 8
and 9.
Organisms. Finally, all the different types of systems work
together to form an organism. In a multicellular living thing,
cells, tissues, organs and systems all work together so the
organism functions correctly.
• Focus on the levels of organization
of the muscular system. Ss follow
the arrow from the different levels
to the dog (cells, tissues, organs,
systems, organism). Repeat with
the skeletal system.
Activities
1 WORK WITH THE PICTURE. Look at the diagram. Describe to your partner the different
levels of organization of a dog.
• Draw a flow chart on the board:
cells → tissues → organs →
systems → organism. Ss compare
it to the diagram.
2 Copy and complete the text.
Groups of
cells work together to form
. Tissues are organized to form
Animals have
tissue which consists of muscle cells. Plants have
of epidermal cells.
1.6
1
.
which consist
• Ask: What is bone tissue made up
of? What are bones made up of?
What is the skeletal system made
of? Etc.
3 Copy the pictures
in your notebook.
Label the levels
of organization
and connect them
in order with arrows
to make a diagram.
Activities
1. Work with the picture. Look at
the diagram.
SYSTEMS
• Ss look at the diagram on pages 8 and 9. Ask: What levels of
organization can you see? What
kind of systems can you see?
ORGANISM
• In pairs, Ss take it in turns to
describe the levels of organization
of a dog.
2. Copy and complete the text.
• Read out the sentences. Ss say the missing words.
muscular system
dog
• Ss copy and complete the text.
skeletal system
3. Copy the pictures in your
notebook.
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Reinforcement
• Ss choose either the levels of organization of muscles or of bones and copy and label the drawings in their notebooks.
Extension
• Ss find diagrams of the five levels of organization of living things on the
Internet. They choose one and make a flow chart in their notebooks,
similar to the one on the board.
• Name the levels of organization
and ask Ss to point to the
corresponding pictures. Ask: Which
is the (first) level of organization of a cat? Ss: The (bone cell). Etc.
• Ss copy the pictures in the correct
order in their notebooks to make
a diagram. They label the levels
of organization and then connect
them with arrows.
1.6
• Play Track 1.6. Ss look at their
diagram of the levels of organization
of a cat and check their diagrams.
Activity Book, page 5
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UNIT
1
Objectives
• To recognize that living things are
classified into five kingdoms
The classification of living things
1.7
1.8
Living things are classified into groups called kingdoms. There are five
kingdoms:
• To identify the main characteristics
of each of the five kingdoms
Animal kingdom
Plant kingdom
Monera kingdom
Protista kingdom
Fungi kingdom
• To learn about viruses
Key language
• Vocabulary and structures: alga
(algae), bacteria, cholera, fungus
(fungi), protozoa, stimulus (stimuli),
substance; (be) fixed to, cause,
feed on, move about, react;
abundant, aquatic, harmful,
helpful, microscopic, multicellular/
unicellular, visible; beneath; mainly,
towards; They can/cannot move
about.
Presentation
• Ss brainstorm the main
characteristics of living things.
• Show pictures of different living
things. Ss say how they are similar
or how they are different from each other.
1.7
• Play Track 1.7. Ss listen and read.
• Ask: What are the main
characteristics of the animal/plant
kingdom?
• Ask: Where does most of a fungus
grow? How do fungi get food? Can
fungi move about? How are fungi
similar to animals? How are they
different from plants?
• Ask Ss to say what they can see in
the photographs.
• Which characteristics of animals
and plants are the same? Which
are different?
Animal kingdom
A
B
The main characteristics of animals are:
They are multicellular living things.
They eat other living things.
They can move about from one place to another.
C
They have a nervous system and sense organs.
They react to stimuli.
Animals. A. Squirrel. B. Dolphin. C. Lynx.
Plant kingdom
The main characteristics of plants are:
A
B
They are multicellular living things.
They can make their own food by using
sunlight and substances from the soil.
They cannot move about because they are
fixed by roots.
They do not have a nervous system or
sense organs.
They can react to stimuli, for example, many
plants grow towards the light.
Plants. A. Bean shoot. B. Daisies.
Fungi kingdom
Fungi are different from animals and plants. Most
of a fungus grows beneath the soil. A mushroom
is the visible part of a fungus.
They are mainly multicellular living things,
although some are unicellular.
They cannot make their own food. They feed
on other organisms.
They cannot move about because they are
fixed to something.
Most fungi are multicellular.
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Reinforcement
• In pairs, Ss make true or false statements about the animal, plant and fungi
kingdoms and take it in turns to answer.
Extension
• Ss search the Internet for a simple structural diagram of fungi. They draw
and label it.
A
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Unit 1
1.8
UNIT
The main characteristics of monerans are:
A
B
1.8
They are unicellular living things.
• Play Track 1.8. Ss listen and read.
This kingdom includes bacteria, the most abundant
living things. Bacteria are very small and can only
be seen through a microscope.
• Ask: Which kingdom do bacteria
belong to? How many cells have
they got? How do they get food?
Some bacteria can make their own food, and others
feed on other organisms.
Some bacteria are helpful, like the ones used to
make yoghurt; but others are harmful, like the ones
that cause cholera. 1
• Ss look at the examples of bacteria.
(These are magnified images seen
through a microscope.)
1 Examples of bacteria. A. Yoghurt. B. Cholera.
Protista kingdom
The main characteristics of protists are:
They can be unicellular or multicellular living things.
A
• Ask: Are protists unicellular or
multicellular? Where do algae live?
B
• Ss look at the photographs of
protozoa and algae. Which of these
protists do we need a microscope
to see? (The protozoa.)
They include protozoa, unicellular organisms that
feed on other organisms.
They also include algae, unicellular or multicellular
aquatic organisms that can make their own food. 2
Viruses. Viruses are not included in any of the five
kingdoms because they are not living things. A virus
is a microscopic body that can only reproduce
inside living things. Viruses may cause illnesses.
• Ask: Why are viruses not included
in any of the five kingdoms? Where
do viruses reproduce?
2 A. Protozoa. B. Algae.
Activities
Activities
1. Work with the picture.
1 WORK WITH THE PICTURE. Look at the photographs of animals and plants.
• In pairs, Ss describe the
characteristics of the animals and plants in the photos.
Which characteristics do they illustrate?
2 Choose one of the living things. Describe it and say why it belongs to a certain kingdom.
3 Draw a Venn diagram in your notebook and include similarities and differences
2. Choose one of the living things.
between the plant and animal kingdoms.
• Give an example: A dolphin is
multicellular. It eats fish. It can
swim. It has a nervous system and
sense organs and reacts to stimuli.
It belongs to the animal kingdom.
4 Copy the table and tick (✔).
animals
plants
fungi
bacteria
protists
unicellular
multicellular
make their own food
feed on other organisms
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Reinforcement
• Divide the class into two teams. Show pictures of living things. Each team
has a few minutes to write as many characteristics of the living thing as
they can. Each characteristic wins a point.
3. Draw a Venn diagram in
your notebooks and include
similarities and differences
between the plant and animal
kingdoms.
• Show Ss where to write
characteristics of plants, animal or
both:
PLANTS
ANIMALS
BOTH
Extension
• Ss search the Internet to find the differences between bacteria and viruses.
4. Copy the table and tick (✓).
• Before Ss complete the activity, ask
about the different characteristics in
the table: Are animals (unicellular)?
Activity Book, page 6
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UNIT
1
Practising competences
Objectives
IDENTIFYING THE PARTS OF A MICROSCOPE
• To practise key competences
arising from the unit
Cells, as well as some other living things, are so small that we cannot see them
with the naked eye. However, we can observe them through a microscope.
• To apply key concepts
A microscope is an instrument with several lenses that make very small objects appear
much larger than they really are.
• To identify the parts of a microscope
Key language
• Vocabulary and structures: arm,
base, diaphragm, eyepiece,
focusing knob, light source,
objective lens, stage, tube; This is
where you put the sample.
Tube. It supports
the eyepiece.
Eyepiece. It contains
the lens you look through.
• Volunteers read the text and the
parts of the microscope.
• In groups, Ss answer the questions.
When using a microscope…
a. where do you place the sample?
b. which parts contain lenses?
c. how do you focus the sample?
Objective lenses.
These lenses
magnify the sample.
Stage. This is where
you put the sample.
Presentation
• Show Ss pictures of different kinds of microscopes. Show images
of things as seen through a microscope.
ANSWER THE QUESTIONS
Diaphragm.
It controls the amount of
light projected onto the
sample.
Light source. It provides
light to look at the sample.
d. how do you control the light?
Arm. It supports the
different parts of
the microscope.
Focusing knobs.
They help to adjust
the focus.
Base. It supports
the microscope.
Activities
1 What lives in a drop of pond water?
• Ask: What kind of things do you
think live in a drop of pond water?
1. Put a drop of pond water on a
microscope slide and place a cover
slip over it.
• Read the instructions with the class.
2. Put the slide on the microscope stage.
• Ss look at the living organisms in the drop of pond water and draw
what they see in their notebooks.
3. Look through the eyepiece. Use the
focusing knobs to adjust the focus. Start
with the large knob.
• Ask: Can you identify any cells?
• Ss label the parts of the cells in their
drawings.
• Ask: Are they plant cells or
protozoa? How do you know?
• Ss write sentences under their
pictures describing what they see.
Instructions
4. Draw what you see in your notebook.
Label the parts of cells that you can
identify. Can you tell if any of the cells are
plants or protozoa? Explain.
Investigate!
1. Investigate! What lives in a drop
of pond water?
Now write some sentences under your
picture, describing what you see.
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Reinforcement
• Divide the class into two teams. Describe a part of a microscope: (This is where you put the sample.) The first team to say the name of the part wins a point. (The stage.)
Extension
• Ss search the Internet to find out why microscopes are useful in medicine. Who uses microscopes? What kind of microscope is used?
What do they use them for?
Activity Book, page 7
A
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Unit 1
Show what you know
1 Copy the table and tick (✔).
animal cell
UNIT
Objectives
2 Copy and complete the diagram of the
plant cell
membrane
levels of organization.
• To revise key vocabulary and
concepts from the unit
organism
cell wall
• To give Ss the opportunity to check
their own progress
nucleus
cytoplasm
organelles
1
cells
Key language
chloroplasts
• Vocabulary and structures: revision
of Unit 1
3 Compare plants and animals to fungi. Write sentences in your notebook describing
Presentation
how fungi are similar to plants, and how they are similar to animals.
• Ss look back though Unit 1 and
revise the vocabulary. Ask: What
are cells? (The basic units of life.) Etc.
Activities
1. Copy the table and tick (✓).
• Ask about animal and plant cells:
Do animal cells have a cell wall?
Ss complete the activity in their
notebooks.
4 Copy and complete the sentences with fungi, monerans and/or protists.
a. ……. and ……. can be multicellular.
b. ……. and ……. can make their own food.
2. Copy and complete the diagram
of the levels of organization.
c. ……. and ……. can move about.
d. ……. and ……. can be harmful.
• Brainstorm the order of the levels
of organization. Ss complete the
diagram in their notebooks.
5 SPEAKING. Read and discuss with your partner which kingdom each living thing
belongs to.
a. It is a multicellular living thing. It cannot move about. It makes its own food.
3. Compare plants and animals
to fungi. Write sentences in your
notebook describing how fungi
are similar to plants, and how
they are similar to animals.
b. It is a unicellular living thing. It is very small and can be harmful.
c. It is a multicellular living thing. It can move about. It feeds on other organisms.
d. It is a multicellular, aquatic living thing. It makes its own food.
e. It is a multicellular living thing. It cannot move about. It feeds on other organisms.
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Reinforcement
• Divide the class into two teams. Show a picture of a living thing (for
example, yoghurt bacteria). Each team has a few minutes to write as
many things as they can about it. (Bacteria, makes yoghurt, unicellular,
helpful, microbe, only seen through a microscope, etc.) Give points for
each item on the list.
Extension
• Take Ss on a field trip to a natural science museum. Before going, ask Ss what they would like to see and ask them to write a list of what
they want to find out.
• Revise the characteristics of plants, animals and fungi and discuss their similarities and differences.
4. Copy and complete the sentences
with fungi, monerans and/or
protists.
• Ask volunteers to read out,
then complete the sentences.
Ss complete the activity in their
notebooks.
5. Speaking. Read and discuss with
your partner which kingdom
each living thing belongs to.
• In pairs, Ss read and discuss the sentences and decide on the answers.
Activity Book, page 52, Investigate!
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