natural sciences natural sciences - Oxford Pack Virtual...004–019_U01_0P6CNLA_BIL.indd 5 25/03/15...

66 PRIMARY

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new methodology activates critical-thinking skills and helps children understand and learn in a more stimulating way. Level 6 includes extensive audio activities, an activity book, and

a complete digital resource pack for both student and teacher.

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

naturalsciences

Teacher’s BookOur bodies and health

naturalsciences PRIMARY

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Teacher’s Book

Our bodies and health

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9 788467 383874

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Module 1 Our bodies and health

natural sciences 6

Teacher’s Book

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

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

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

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

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

© of the text: Amanda Jane McLoughlin, 2015 © of the audio text: Amanda Jane McLoughlin, 2015

© of this edition: Oxford University Press España S. A., 2015

The moral rights of the author have been asserted.

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

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

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

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

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

ISBN: 978-84-673-8387-4 D. L.: M-27760-2015

Printed in Spain

AUTHOR

Amanda Jane McLoughlin

AUDIO TEXT AUTHOR

Amanda Jane McLoughlin

COVER DESIGN

Leire Mayendía

ILLUSTRATIONS

Cover: Carlos Navarro

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Think Do Learn!

Legal framework 4

The methodology 5

Module 0 contents (optional) 6

Module 1 contents 7

Module 2 contents 8

Module 3 contents 9

Student’s material 10

Teacher’s material 16

Module 0: Living things

Module1: Our bodies and health

Unit 1 24

Unit 2 40

Unit 3 60

Module 2: Matter and energy

Module 3: Technology: objects and machines

4

Legal frameworkThe LOMCE

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

Key competences

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

55

Think ➜ Do ➜ Learn: an active methodology

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

stimulating their curiosity and encouraging them to learn through doing.

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

quests.

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

wide variety of tasks.

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

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

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

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

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

Students learn and acquire scientifi c

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

save valuable classroom time.

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

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

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

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

An active learning experience

LOMCE compliant

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6

Table of contents

MODULE 0: Living things

Unit Contents Page

0 Living things 4

How are living things organised? 6

What are microbes? 8

How are animals classified? 10

How do plants carry out nutrition? 12

How do animals carry out nutrition? 14

How are living things classified? 16

Let’s revise! 18

Glossary 20

Table of contents

Natural Sciences 6

77

MODULE 1: Our bodies and health

Unit Contents Page

1 Interaction 4

Which organs make up the nervous system? 6

How does the nervous system work? 8

How do we see and hear? 10

How do we taste and smell? 12

How can we keep our nervous system healthy? 14

Let’s work together! 16

Experiment time! 17

Let’s revise! 18

2 Nutrition 20

What happens when we eat? 22

What happens when we breathe? 24

How does the circulatory system work? 26

What’s excretion? 28

Why is healthy food important? 30


Experiment time! 33

Let’s revise! 34

3 Reproduction 36

What are reproductive cells? 38

What does the female reproductive system do? 40

What does the male reproductive system do? 42

What’s fertilisation? 44

How can medical advances help reproduction? 46


Experiment time! 49

Let’s revise! 50

Glossary 52

Table of contents

Natural Sciences 6

8

Table of contents

MODULE 2: Matter and energy

Unit Contents Page

4 Matter 4

What are the basic laws of reflection? 6

What’s a mixture? 8

How are mixtures separated? 10

What are chemical changes? 12

What’s oxidation? 14


Experiment time! 17

Let’s revise! 18

5 Electricity and magnetism 20

How was electromagnetism discovered? 22

What’s a bar magnet? 24

What is the Earth’s magnetic field like? 26

What are the effects of electricity? 28

How are electromagnets used? 30


Experiment time! 33

Let’s revise! 34

Glossary 36

Appendix 37

Table of contents

Natural Sciences 6

99

MODULE 3: Technology: objects and machines

Unit Contents Page

6 Objects and machines 4

What inventions do we use in our daily lives? 6

How have inventions changed art and music? 8

How do computers work? 10

What’s the Internet? 12

What’s word processing? 14


Experiment time! 17

Let’s revise! 18

Glossary 20

Appendix 21

Table of contents

Natural Sciences 6

10

6PRIMARY

Class Book

4

1UNIT


Interaction

1 Read the text and complete the sentences in your notebook.

a) Some plants interact by…

b) Animals sometimes live in herds to…

c) Some animals use natural features to…

d) Our senses help us to…

2 Look at the pictures. Describe the living things.

The … is/are interacting with its/their environment by…

3 2 Listen and answer the questions.

a) What are the three life processes that all living things perform?

b) What parts of the body do people use to interact with their environment?

4 How does an animal use its environment to protect itself?

5 Thin k! Think about this unit.

a) What do you already know about interaction as a life process? Make a mind map.

b) What do you want to learn about interaction? Write three questions.

c) What are the fi ve senses? Write fi ve words.

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

People interact with animals. Sometimes, interaction with other animals can improve

our health. For example, swimming and interacting

with dolphins makes people feel happier and can help them to recover from

depression.

SCI-FACT

b

a

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Interaction as a life process

Living things such as plants, animals and people, interact with each other and the world around them in many ways. For example, plants grow towards a source of light or extend their roots towards a source of water. Some animals, such as elephants, live in groups called herds. They interact with the other animals in the herd, caring for their young, playing together and sharing food. Animals also interact with the world around them. Many animals use natural features, such as trees or caves, for protection, especially during reproduction. The world around us also provides food.

In order to interact with other living things and with our surroundings, we need to receive information about them. We use our senses to get this information. Without our senses we wouldn’t be aware of our surroundings, and interaction would be impossible.

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These fi sh are interacting with the shark. They help it to keep clean by eating parasites.

b

c

d

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DYNAMIC PRESENTATION BASED ON PHOTOS - Think and Do!Getting Started activities based on the photos stimulate students to see what they already know about the subject. The variety of activities (listen, think and do) further engages them and gets them communicating from the very beginning!

In level 6, there is always a activity to get students to think of what they already know on the subject and what they’d like to find out.

Thin k! SCI-FACT Interesting facts that are sure to capture students’ interest throughout the units!

1111

6

Which organs make up the nervous system?


The brain is the most important organ in the nervous system. It controls all the other organs in our body. The nervous system connects the brain to the organs, muscles and skin through nerves, which are connected to the spinal cord.

1 Describe the reaction of the boy in these pictures. Why do you think this happens?

a) b)

In picture … the boy is … He can feel…

In picture … he moves … because … I think he does this because…


The spinal cord

The spinal cord connects the brain to the rest of the body. This cord is made up of nerve tissue, forming a long, thick tube.

Nerves

Nerves connect the spinal cord to our muscles, joints and skin. Sensory nerves receive messages from the muscles, joints and skin and send them to the brain. Motor nerves transmit messages our brain sends to the muscles, joints and skin. This results in movement, or a physical reaction, such as sweating. Messages travel along the nerves very quickly.

The brain

When our brain receives information, it sends a message to a part of the body to tell it how to react. If our hand touches a hot object, nerves in our skin tell our brain. Then the brain tells the muscles in our hand to move.

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77

2 Correct the false statements in your notebook.

a) The spinal cord connects the nerves to the muscles.

b) The brain sends and receives messages from the nervous system.

c) Messages from our nerves travel slowly to and from the brain.

d) The cerebrum is part of the brain. It controls involuntary movements.

3 3 Listen and say brain, spinal cord, sensory nerves or motor nerves.

4 Make a diagram of the nervous system.

a) On a large piece of paper, draw around your partner to create an outline.

b) Draw a brain and spinal cord on pieces of paper. Cut them out and stick them onto your outline.

c) Use red wool to represent sensory nerves, and blue wool to represent motor nerves. Stick the wool onto your outline.

5 4

QUIZ Check your learning.

A C T I V I T I E S

How does the brain work?

The cerebrum is the largest and most complex part of the brain. It controls our intelligence, memory, personality, emotion, speech and the ability to feel and move.

The cerebellum is responsible for balance, movement, and coordination.

The brainstem coordinates all the messages going in and out of the brain to and from the spinal cord. It also controls involuntary movements, such as breathing, digestion, or our heartbeat.

cerebrum

cerebellum

brainstem

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1Lessons start off with a brief introduction to the subject that helps students remember what they have previously seen and focus on the topic.

Getting Started: a pre-reading activity for students to interact with the content. A question or an active activity that prompts students to look at content and communicate with each other.

2

Activities at the end of each lesson: from low-order thinking skills to high-order thinking skills. Students gradually arrive at the more demanding productive activities with all the practice and support they need to carry them out.

3

CONTENT PAGES - Do & LearnStudents learn content through doing a variety of activities.

12

16

Let’s work

together!

Write a health

and safety report

Instructions:

1. Work in groups of three. Each group member has

a di erent role.

Student A: You will report on the lighting in your

classroom. Complete your section of the template.

Student B: You will report on classroom furniture.

Complete your section of the template.

Student C: You are responsible for writing down

your group’s decisions. Complete section 2 on the

template.

2. Decide together which problem is most urgent.

Student C should take notes and then complete

the template.

We could improve the … by…

We could make the classroom safer by…

We could solve the problem of … by…

I think we should … because…

3. Prepare a slide show presentation. Include

the following information:

• The problem you’re going to solve.

• The reason why you chose to solve the problem.

• A description of how to solve the problem.

Materials:

• Template 1.1

• a pen or a pencil

• a slide show programme


Names: —————————————————————————

Class: ——————————————— Date: ————————————————

TEMPLATE 1.1Interaction

© O

xfor

d U

nive

rsity

Pre

ss E

spañ

a, S

. A.

Student A: 1 2 3 4 5

Natural light:

Is there a lot of natural light in the classroom?

Board visibility:

Is there enough light to see the board?

Desk visibility:

IIs there enough light to see your notebook?

Student B: 1 2 3 4 5

Sharp edges:

Are there many sharp edges in your classroom?

Objects on the floor:

Are there bags and objects on the floor that could

be dangerous?

Back support:

Do the chairs in the classroom have good back

support?

1 Complete the table. Evaluate the level of health and safety in your classroom

from 1 (very bad) to 5 (very good).

2 Complete to describe the problem, and how you will solve it.

We have chosen to solve the problem of .

We can solve this problem by .

UNIT 1_template 1.1.indd 1

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Experiment

time!

1717

Materials:

• an apple

• a lemon

• a slice of ham

• a lettuce leaf

• a piece of paper and a pencilUse your senses

to compare objects

Experiment

time!

Aim:

To compare objects using the ve senses.

Hypothesis:

Answer the questions in your notebook before you start.

a) Which object do you think will be the easiest to describe? Why?

b) Which object will be the most di� cult to describe? Why?

Method:

Use your senses. Write a sentence to describe each food.

Sense of sight: It looks round/oval/pink/green/large/flat/

small/spherical.

Sense of touch: It feels rough/smooth/hard/soft/warm/cold.

Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/

floral/woody.

Sense of taste: It tastes sweet/salty/bitter/sour/nice/

disgusting/delicious.

Results:

1. Compare your sentences and answer the questions.

a) What similarities can you see? What di� erences were there?

The … and the … both/all…

Only the … was…

b) Which object was the most di� cult to describe? Why?

The ... was the most difficult to describe because…

c) Which is your favourite taste? Why?

My favourite taste … is … because…

a

b


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6PRIMARY

Class Book

Language support helps students to effectively communicate in English.

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

1313

16

Let’s work

together!

Write a health

and safety report

Instructions:


a di erent role.







template.



the template.










Materials:

• Template 1.1




Names: —————————————————————————

Class: ——————————————— Date: ————————————————


© O

xfor

d U

nive

rsity

Pre

ss E

spañ

a, S

. A.


Natural light:


Board visibility:


Desk visibility:



Sharp edges:




be dangerous?

Back support:


support?







19/02/15 09:52


25/03/15 14:32

Experiment

time!

1717

Materials:

• an apple

• a lemon

• a slice of ham

• a lettuce leaf

• a piece of paper and a pencilUse your senses

to compare objects

Experiment

time!

Aim:

To compare objects using the ve senses.

Hypothesis:

Answer the questions in your notebook before you start.



Method:

Use your senses. Write a sentence to describe each food.

Sense of sight: It looks round/oval/pink/green/large/flat/

small/spherical.


Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/

floral/woody.

Sense of taste: It tastes sweet/salty/bitter/sour/nice/

disgusting/delicious.

Results:

1. Compare your sentences and answer the questions.



Only the … was…

b) Which object was the most di� cult to describe? Why?

The ... was the most difficult to describe because…



a

b


25/03/15 14:32

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

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

MOTIVATING, EASY-TO-DO EXPERIMENTS!

Reinforce content and language while promoting scientific methodology with simple experiments that cater to all kinds of different learning styles.

14

Class Book

18

Let’s revise!


1 Complete the sentences in your notebook.

a) The nervous system is made up of...

b) The sensory nerves send ... to the...

c) The brain sends ... to the ... so we can react.

d) Neurons send information in the form of ... called...

e) We use our senses to ... the world around us.

f) We can keep our brains healthy by ... and our muscles by...

2 Find out about Braille.

a) What’s Braille?

b) Who invented it?

c) When was it invented?

d) Where’s it used?

3 Thin k! Think about your senses. Answer the questions.

a) Which sense would be most difficult to live without? Why?

b) Which sense would be easiest to live without? Why?

I think it would be most difficult/easiest to live without the sense of … because…

4 What objects can you identify using your sense of touch? Do an experiment with a partner.

a) Collect six different objects from around the house or classroom.

b) Blindfold your partner. Give him or her the objects, one by one.

c) How many objects can your partner identify?

d) Then change roles. How many of your partner’s objects can you identify?

e) Which objects were easy to identify? Why?

The ... was easy to identify because...

5 Write a quiz.

a) With a partner, write three quiz questions about the nervous system and the senses.

b) Find three objects for the class to identify using one of the senses.

c) Ask the class your questions. Give one point for each correct answer.

d) Tell the class which sense they should use to identify the objects. Give one point for each object they identify correctly.

e) The group with the most points wins.

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1919

Copy the sentences in your notebook. Then draw a smiley next to each one.

a) I can name the parts of the nervous system.

b) I can describe how each part functions as part of the nervous system.

c) I can identify the parts of each sense organ.

d) I can give examples of healthy habits in the classroom.

e) I can use my senses to identify different objects.

No, not yet.

Yes, I can.

Yes, very well.

My progress

6 Revise the unit. Then copy and complete the mind maps.

7 What have I learnt?

a) Look at the mind map and the questions you wrote at the beginning of the unit.

b) What questions can you answer now?

c) How can you find answers for the other questions?

8 14


Information is transmitted from the … to the … by the…

Parts of the nervous system

Keeping the nervous system healthy

How the nervous system works

The nervous system

The senses and sense organs

TouchSight

HearingTaste

Smell

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

1919

1 The organisation of living things

cell: the basic unit that all living things are made of.

chlorophyll: a green substance in plants and algae

that transforms sunlight, carbon dioxide, water

and minerals into food.foetus: a human being before it is born. Its organs

are beginning to develop.interaction: a basic life process. It involves an action

or movement made in reaction to another object

or living thing.nutrition: a basic life process. The action of

absorbing nutrients or gases to obtain energy to

live and grow.nucleus: the part of a cell that contains DNA

and chromosomes. reproduction: a basic life process. It enables living

things to produce one or more new members of

the species.root hairs: very small extensions that grow from

root cells in plants. species: a group of living things that share the

same characteristics and can reproduce to create

new members of the group.tissue: a part of a living thing. It is made up of many

cells. Each of the cells that make up tissue has a

similar function.2 The classifi cation of living things

coelenterate: a classifi cation of invertebrates

with soft bodies and tentacles. It includes jellyfi sh.

exoskeleton: the protective structure that covers

the bodies of many invertebrates.fungus: a classifi cation of living things that includes

mushrooms and mould.gill: an organ used by aquatic animals to absorb

oxygen.monera: a classifi cation of living things that

includes bacteria.

oviparous: an animal that reproduces by producing

eggs.photosynthesis: the process by which plants

transform water, nutrients and carbon dioxide

into food. For photosynthesis to take place, the

plant needs sunlight. pore: a small opening in the skin or outer surface

of an animal.protista: a classifi cation of living things that

includes algae. rhizoid: a long, thin structure in mosses that

absorbs nutrients and anchors the plant to the

ground.viviparous: an animal that reproduces by

fertilisation. Viviparous animals give birth to live

young.

3 Ecosystems biocoenosis: all of the living things that make up

an ecosystem.biome: a large ecosystem with several types

of habitat.biotope: all of the non-living things that make up

an ecosystem. deforestation: the action of cutting down trees

in forests so that the land can be used for farming

or building towns and cities.extinct: used to describe a plant or animal species

that no longer exists.habitat: the place where a particular organism lives.

interspecifi c relationship: the relationship between

animals that are of diff erent species.intraspecifi c relationship: the relationship between

animals that are the same species.overfi shing: the practice of taking too many fi sh

from the seas and oceans.pollution: harmful substances, oft en caused by

human activity, that are released into the air,

water or soil.

Glossary

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A Glossary at the end of the module includes all the key vocabulary.

Throughout the year, students will acquire the necessary skills to be able to autonomously create their own summary diagrams — a key study skill.

6PRIMARY

1515

6PRIMARY

Activity Book

4

Organisation of living things1

UNIT

1 Thin k! Match the life processes to the examples.

a) Nutrition They are born.

b) Reproduction They move around.

c) Interaction They eat.

2 Interaction, Nutrition or Reproduction? Write I, N or R in the boxes.

a) An adult chicken lays eggs almost every day in the summer.

b) Some sea animals expel poisons to keep predators away.

c) After running a race, an athlete should drink lots of water.

d) In the savannah, cheetahs often hunt gazelles for food.

e) An Elephant’s pregnancy is estimated to last about 22 months.

f) Human beings usually form families and live together in houses.

3 Draw pictures of humans and life processes in the boxes. Write about your pictures.

Interaction Nutrition

Reproduction

In this picture,

In this picture, In this picture,

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55

Title: .

Cells are the basic building units of life, and there are about 100 trillion cells in the human body! But did you know that some living things are made of just one cell? They are called single-celled living things and some examples of these are bacteria and yeast.

Because cells are so tiny, we need powerful microscopes to observe them. Thanks to these microscopes, scientists have been able to study cells and make discoveries. For example, about 200 years ago, a scientist called Louis Pasteur discovered a way to kill germs. His discovery is known as pasteurisation, and it has helped save millions of lives!

a) Human bodies have many cells but there are

.

b) Microscopes have helped

.

c) Louis Pasteur’s discovery was important because:

.

All animal and plant cells have three basic parts: the , the and

the organelles. In plant cells there is also a outside the membrane.

4 Fill in the titles and draw lines to the parts. Then complete the sentences.

5 Write a title, then complete the sentences below using your own words.

A cell

Cytoplasm

Nucleus

Cell wall/membrane

An cell

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The Activity Book reinforces content and language seen in the Class Book units as well as further developing students’ writing skills.

Language support throughout helps students with the more demanding productive activities and similar illustrations to those in the Class Book help students to identify the subject matter.

16

Teacher’s Book

Teacher’s Book: Level 6

1Unit

Interaction

1 Identify and locate the main organs and cells of the nervous system.

2 Identify and explain the main functions of the nervous system.

3 Identify the many characteristics of our five senses and how they relate to the nervous system

4 *Use own methods of observation.

5 *Look for, select and organise specific information, analyse it, draw conclusions, communicate findings, reflect on the process followed and communicate orally and in writing.

6 * Implement strategies for carrying out work in groups and for resolving any conflicts that might arise.

7 *Use vocabulary related to the subject correctly.

8 *To develop the skills to carry out a project, working in groups. To collect direct information, report findings using digital technology, using oral presentations, videos, images and texts.

9 *To know how to carry out a simple experiment: formulate hypotheses, select the necessary material, do the experiment, draw conclusions and communicate the results.

Learning outcomes

1 The nervous system

2 The organs and cells of the nervous system

3 How the nervous system works

4 The senses: sight, hearing, taste, smell and touch

5 How to keep the nervous system healthy

Contents

1 Identify and locate the main organs and cells involved in the correct functioning of the nervous system.

2 To demonstrate an understanding of the functioning of the nervous system.

3 To demonstrate an understanding that healthy lifestyle choices are important for the care of the nervous system.

4 To describe how our senses work and how they relate to the nervous system.

5 To be able to relate how unhealthy lifestyle choices or unsafe conditions can negatively affect the correct functioning of the human body.

6 *To develop group work, data collection and research skills by finding relevant information and communicating the results.

7 *To carry out a scientific enquiry using an experimental approach.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria

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

Key competences are integrated in activities throughout the unit.

Key competences

Unit map

1

7

2

8

3

4

9

5

6

LESSON RESOURCES DIGITAL

Introduction

How do we taste and smell?

How does the nervous system work?

Let’s work together!


How do we see and hear?

Experiment time!

Let’s revise!

Track 2

Tracks 10 & 11• Worksheet 1.4 • Support worksheet 1.4


• Template 1.1• Extension worksheet• Make your own poster!

Tracks 3 & 4• Worksheet 1.1• Support worksheet 1.1

Tracks 7, 8 & 9• Worksheet 1.3 • Support worksheet 1.3

• Template 1.2• Revision worksheet • Make your own dictionary!

Track 14• Test A, B & C

• Online resources• Interactive activity



• Digital flashcards• Animation



• Digital flashcards• Experiment video

• Presentation

How can we keep our nervous system healthy?



2525

Complete unit presentation including:

•Contents

•Learning outcomes

•Assessment criteria

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

6PRIMARY

1717

4

1UNIT


Interaction










b) What parts of the body do people use to interact with their

environment?



a) What do you already know about interaction as a life process?

Make a mind map.

b) What do you want to learn about interaction? Write three

questions.



People interact with

animals. Sometimes,

interaction with other

animals can improve

our health. For example,

swimming and interacting

with dolphins makes

people feel happier and can

help them to recover from

depression.

SCI-FACT

b

a


25/03/15 14:30


Living things such as plants, animals and people, interact with

each other and the world around them in many ways. For example,

plants grow towards a source of light or extend their roots towards

a source of water. Some animals, such as elephants, live in groups

called herds. They interact with the other animals in the herd, caring

for their young, playing together and sharing food. Animals also

interact with the world around them. Many animals use natural

features, such as trees or caves, for protection, especially during

reproduction. The world around us also provides food.

In order to interact with other living things and with our

surroundings, we need to receive information about them. We use

our senses to get this information. Without our senses we wouldn’t

be aware of our surroundings, and interaction would be impossible.

55

These fi sh are interacting with

the shark. They help it to keep

clean by eating parasites.

b

c

d


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Introduction to the unit

26

How to start

• Write the word interaction on the board.

• Ask: What does this mean? What do you remember about it?

• Give the students time to discuss in small groups.

• Ask the students to tell you some of their ideas, write down

the key words/concepts on the board.

ACTIVITIES: step-by-step guide

Activity 1

• Ask: How do plants and animals interact with their

environment?

• Give the students time to read the text on page 5.

• Elicit their ideas orally; check that they understand any new

vocabulary.

• Ask the students to complete the activity in their notebooks.

Activity 2

• Ask the students to look at the pictures and describe what

they see in each.

• Give the students time to look at the pictures and describe

the living things in pairs.

Content objectives

• Activate prior knowledge about interaction.

• Identify the different ways plants and animals can

interact between each other and their environment.

Vocabulary

• herds, interact, interaction, life processes, natural

features, senses

Structures• Living things such as plants, animals and people,

interact with each other.

• In order to interact with other living things.

• Interaction would be impossible.

Resources

Track 2

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Activity 3 Track 2• Say: We are going to listen to a conversation between a boy

and girl talking about the three life processes. • The students read the questions.• Play the audio and the students write their answers.

• Play the track again but stop after each question. Ask some

volunteers to read out their answers.Activity 4 • Ask the students to look at picture c and ask: How do these

animals protect themselves by using their environment?

Can you think of any other examples? • Following a class discussion, the students complete the

activity in their notebooks. Extra idea! Show the students some examples of animal

camouflage. Or ask them to find examples on the Internet. Activity 5• Students complete the activity in pairs.• Discuss their answers.Extra idea! Ask the students to draw themselves on a piece

of paper and to write five sentences showing how their five

senses have interacted with the environment today.

Track 2 Listen and answer the questions.Boy: What are life processes?Girl: They're the things that all living things do. There are

three principal life processes: interaction, nutrition and

reproduction. Interaction occurs when living things react to

their environment. Nutrition refers to eating, drinking and

breathing. Reproduction means creating new living things.

For example when a bird lays eggs or a dog has puppies,

they're carrying out the process of reproduction.Boy: Oh right. So how do we interact with our environment?Girl: Well, we use our senses to interact with our environment.

For example, we see objects around us.Boy: Ah ok. And we can touch things too, right? So we use

our senses to get information and react to things around us.Girl: Yes, that’s right.

ANSWERS

1. Possible answers: a) Some plants interact by growing towards a source

of light or extending their roots towards a source of water.

b) Animals sometimes live in herds to care for their young, play together and share food. c) Some animals use natural features to protect

themselves, for example foxes live in holes in the ground.

d) Our senses help us to get information about the world around us.

2. Possible answers: The plant is interacting with its environment by

growing towards sunlight. The elephants are interacting with their environment by living in a herd.

The foxes are interacting with their environment by living in a hole.

The child is interacting with its environment by smelling a flower.

The girl is interacting with her environment by collecting food.

3. a) Interaction, nutrition and reproduction. b) We use our senses.4. Possible answers: A bird lives in a tree to protect itself from predators. A rabbit lives in a burrow to protect itself from

predators. A zebra uses camouflage to protect itself from

predators.5. Student's own answers

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

and technology (Activities 1-5); Learning to learn (Activity 5)

Each leasson includes:

• A reproduction of the corresponding Class Book page.

• Content objetives, vocabulary and structures seen in each lesson and materials to use.

• A step-by-step to all the activitiesand their answers.

• The audio transcripts.

• Extra ideas and additional material associated with the lesson.

18

6PRIMARY

Teacher’s Book: Level 6

Teacher’s Book

38

Let’s work

together!

Content objectives

• To work in groups to produce a health and safety

report.

• To communicate results and ideas using digital

technology.

Resources• Template 1.1

Materials• a pen or a pencil, a slide show programme

Step-by-step guide

• Give each student a copy of the template and ask volunteers

to read the instructions aloud. Stop after each instruction

and ask if there are any questions.

• Put the students into groups of three and they each decide

a role.

• As the students are working, go round and ask them to

explain their findings and their decisions. Ask: Why do you

think this is a problem? How do you think we can solve the

problem? Is there only one solution or are there others?

• Encourage the students to use images and videos in their

presentations. Writing on the slides should be minimal.

They also need to prepare the oral presentation.

• Each group presents their project to the class. Encourage

the audience to ask questions at the end of the presentation.

• Give feedback on their work, something positive and

something that they could improve on.

AdditionAl resources

● Extension worksheet

● Template: Make your own poster!

Names: —————————————————————————

Class: ——————————————— Date: ————————————————

TEMPLATE 1.1

Interaction

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Student A:1 2 3 4 5

Natural light:


Board visibility:


Desk visibility:


Student B:1 2 3 4 5

Sharp edges:




be dangerous?

Back support:


support?




We have chosen to solve the problem of

.

We can solve this problem by

.


20/05/15 09:31

16

Let’s work

together!

Write a health and safety report

Instructions:


a di erent role.







template.



the template.










Materials:

• Template 1.1




Names: —————————————————————————Class: ——————————————— Date: ————————————————


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Natural light:


Board visibility:


Desk visibility:



Sharp edges:



Are there bags and objects on the floor that could be dangerous?

Back support:

Do the chairs in the classroom have good back support?

1 Complete the table. Evaluate the level of health and safety in your classroom from 1 (very bad) to 5 (very good).

2 Complete to describe the problem, and how you will solve it.We have chosen to solve the problem of .


UNIT 1_template 1.1.indd 1 19/02/15 09:52


25/03/15 14:32

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

Digital competence

WRITE A HEALTH AND SAFETY REPORT

3939

Experimenttime !

Experimenttime!

1717

Materials:• an apple

• a lemon• a slice of ham

• a lettuce leaf• a piece of paper and a pencil

Use your senses to compare objects

Experimenttime!

Aim: To compare objects using the ve senses.

Hypothesis: Answer the questions in your notebook before you start.a) Which object do you think will be the easiest to describe? Why?

b) Which object will be the most di� cult to describe? Why?Method: Use your senses. Write a sentence to describe each food.Sense of sight: It looks round/oval/pink/green/large/flat/

small/spherical.Sense of touch: It feels rough/smooth/hard/soft/warm/cold.Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/floral/woody.Sense of taste: It tastes sweet/salty/bitter/sour/nice/disgusting/delicious.

Results:1. Compare your sentences and answer the questions. a) What similarities can you see? What di� erences were there? The … and the … both/all… Only the … was…

b) Which object was the most di� cult to describe? Why? The ... was the most difficult to describe because… c) Which is your favourite taste? Why? My favourite taste … is … because…

a

b


25/03/15 14:32

Content objectives• To work in groups to investigate the five senses.Resources• Experiment videoMaterials• an apple, a lemon, a slice of ham, a lettuce leaf.• a piece of paper and a pencil.

Step-by-step guide• The students write a lab report in their notebooks. On the

board write: Aim (What we want to find out) Materials (What we need)

Method (How we do it) Results (What we found) • They draw a table to show their results. Senses down the

vertical and food along the top. In each box they write how easy/difficult it was to describe the food.• Ask volunteers to read out their hypothesis. • Ask: How are we going to test each sense? • Give the students time to discuss and then get ideas from

the class. It is important that they realise that they need to test each sense independently, for example for touch they need to be blindfolded. For taste they need to hold their nose, close their eyes and have someone place the food in their mouth.

• They write down the method in their lab report under the title method.

• Give them the four foods, they work in pairs to do the experiment.

• They complete their lab report.

AdditionAl resources● Revision worksheet ● Template: Make your own dictionary!

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

USE YOUR SENSES TO COMPARE OBJECTS

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

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Activity 5• Students work in pairs to complete the activity.• As the students are writing the quiz, check their questions

and answers. • Each pair need to ask five other pairs to complete their quiz.

They make a table to record the scores.• Each group should stand up and announce the winner of

their quiz.

Activity 6• Students do the activity independently. • Use their answers as an assessment. Activity 7

• Students do the activity independently.Activity 8 Track 11 • Play the audio and pause after each question. • Students complete the quiz, independently.MY PROGRESS

• First, make sure that the students understand the statements

and together remember the content that each implies.

• Students then decide how well they know that content.

Track 14 8. Quiz: Check your learning. Say true or false.1. We interact with our environment using our senses, true

or false?2. The spinal cord controls the nervous system, true or false?

3. The motor nerves transmit information from the muscles

to the brain, true or false?4. Nerve cells are star-shaped cells with dendrites, true or

false?5. We use our sense of taste and our sense of hearing

together to taste food, true or false?6. It is important to eat and sleep well to maintain a healthy

nervous system, true or false?

AdditionAl resources● Presentation● Tests A, B & C

ANSWERS

1. a) the brain, spinal cord and nerves. b) messages/brain. c) messages/muscles d) electrical signals/nerve impulses.

e) interact with f) using our memory, eating healthy food, sleeping

well/doing exercise and sports.2. a) Braille is a written alphabet for blind people. b) Louis Braille c) 1824

d) i n lifts and other public places, on some banknotes,

in books, on medicines …3. Students' own answers4. Students' own answers5. Student's own answers6. Student's own answers7. Student's own answers8. 1) true 2) false 3) false 4) true 5) false 6) true

Let’s revise!

40

Activity 3

• Students work independently. Ask the students to compare

their answers with a partner.

• Encourage them to discuss any differences between their

answers.

Activity 4

• With a partner, direct them to read activity 4.

• Say: You are going to develop an experiment to test your

sense of touch. Read the instructions first then carry out

your experiment. When you have finished write a brief lab

report to describe your experiment.

• On the board write the headings to remind them:

– Aim

– Materials

– Method

– Results

Activity 1 Assessment opportunity

• Students do activity 1 independently. Check their answers

as a class, tell them to give themselves 1 point for each

correct answer.

Activity 2

• Ask: Who uses Braille? What sense do you need to use to

read Braille?

• Use the Internet, books or provide the information. The

students find the answers to the questions.

Extra idea! Writing Braille Materials: pens, pencils, glue,

card, cocktail sticks, Braille alphabet. Show the students

the Braille alphabet and ask them to write their name on

one side of the card in pen and on the other side write their

name in Braille. To do this they use a pencil to make the

dots for their name. Then they take some glue with the

cocktail stick and make a drop on-top of the dots. They

leave it to dry and it will be a raised dot. Mix up the cards

and hand them out. Invite the students to use their sense

of touch to identify the name.

18

Let’s revise!











b) Who invented it?







4 What objects can you identify using your sense of touch?

Do an experiment with a partner.




d) Then change roles. How many of your partner’s objects

can you identify?



5 Write a quiz.




d) Tell the class which sense they should use to identify the objects.

Give one point for each object they identify correctly.



25/03/15 14:32

1919







No, not yet.

Yes, I can.

Yes, very well.

My progress






8 14 QUIZ Check your learning.


Parts of the

nervous system

Keeping the nervous

system healthy

How the nervous

system works

The nervous system


Touch

Sight Hearing

Taste Smell


25/03/15 14:32

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

20

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

Digital Class Book (Teacher’s version)

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

The tool bar opens the tool page.

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

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

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

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

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

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

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

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

IWB Class Book

2121

ResourcesAnimations:

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

Digital posters:

• Large posters for every module that can be projected onto a screen.

Experiment time TV

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

Flashcards:

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

Karaoke:

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

Let’s play*:

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

Let’s surf:

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

Letters to parents:

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

Material lists:

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

22

Presentations*:

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

Printable resources:

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

Tests:

• There are three editable tests provided per unit: one is at the level of the class Test A, Test B and Test C. Teachers can modify them depending on their students’ needs. These can either be printed as is (PDF version) or downloaded and edited.

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

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Printable resources

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

• one Worksheet per content lesson

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

• one Extension worksheet

• one Revision worksheet

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

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

Names: —————————————————————————Class: ——————————————— Date: ————————————————


© O

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Natural light:


Board visibility:


Desk visibility:



Sharp edges:




Back support:







Names:

Class: ——————————————— Date: ————————————————

TEMPLATE 3.1

Reproduction

1. First ...

4. Finally ...

3. Next ...

2. Then ...


25/03/15 13:16

1Unit

Interaction

1 Identify and locate the main organs and cells of the nervous system.

2 Identify and explain the main functions of the nervous system.

3 Identify the many characteristics of our five senses and how they relate to the nervous system

4 *Use own methods of observation.

5 *Look for, select and organise specific information, analyse it, draw conclusions, communicate findings, reflect on the process followed and communicate orally and in writing.

6 * Implement strategies for carrying out work in groups and for resolving any conflicts that might arise.

7 *Use vocabulary related to the subject correctly.

8 *To develop the skills to carry out a project, working in groups. To collect direct information, report findings using digital technology, using oral presentations, videos, images and texts.

9 *To know how to carry out a simple experiment: formulate hypotheses, select the necessary material, do the experiment, draw conclusions and communicate the results.

Learning outcomes

1 The nervous system

2 The organs and cells of the nervous system

3 How the nervous system works

4 The senses: sight, hearing, taste, smell and touch

5 How to keep the nervous system healthy

Contents

1 Identify and locate the main organs and cells involved in the correct functioning of the nervous system.

2 To demonstrate an understanding of the functioning of the nervous system.

3 To demonstrate an understanding that healthy lifestyle choices are important for the care of the nervous system.

4 To describe how our senses work and how they relate to the nervous system.

5 To be able to relate how unhealthy lifestyle choices or unsafe conditions can negatively affect the correct functioning of the human body.

6 *To develop group work, data collection and research skills by finding relevant information and communicating the results.

7 *To carry out a scientific enquiry using an experimental approach.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria

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

Key competences are integrated in activities throughout the unit.

Key competences

Unit map

1

7

2

8

3

4

9

5

6

LESSON RESOURCES DIGITAL

Introduction



Let’s work together!



Experiment time!

Let’s revise!

Track 2



• Template 1.1• Extension worksheet• Make your own poster!

Tracks 3 & 4• Worksheet 1.1• Support worksheet 1.1

Tracks 7, 8 & 9• Worksheet 1.3 • Support worksheet 1.3

• Template 1.2• Revision worksheet • Make your own dictionary!

Track 14• Test A, B & C




• Digital flashcards• Animation



• Digital flashcards• Experiment video

• Presentation




2525

4

1UNIT


Interaction










b) What parts of the body do people use to interact with their environment?



a) What do you already know about interaction as a life process? Make a mind map.

b) What do you want to learn about interaction? Write three questions.



People interact with animals. Sometimes, interaction with other animals can improve

our health. For example, swimming and interacting

with dolphins makes people feel happier and can help them to recover from

depression.

SCI-FACT

b

a

004–019_U01_0P6CNLA_BIL.indd 4 25/03/15 14:30


Living things such as plants, animals and people, interact with each other and the world around them in many ways. For example, plants grow towards a source of light or extend their roots towards a source of water. Some animals, such as elephants, live in groups called herds. They interact with the other animals in the herd, caring for their young, playing together and sharing food. Animals also interact with the world around them. Many animals use natural features, such as trees or caves, for protection, especially during reproduction. The world around us also provides food.

In order to interact with other living things and with our surroundings, we need to receive information about them. We use our senses to get this information. Without our senses we wouldn’t be aware of our surroundings, and interaction would be impossible.

55

These fi sh are interacting with the shark. They help it to keep clean by eating parasites.

b

c

d

004–019_U01_0P6CNLA_BIL.indd 5 25/03/15 14:31

Introduction to the unit

26

How to start• Write the word interaction on the board. • Ask: What does this mean? What do you remember about it? • Give the students time to discuss in small groups. • Ask the students to tell you some of their ideas, write down

the key words/concepts on the board.


Activity 1

• Ask: How do plants and animals interact with their environment?

• Give the students time to read the text on page 5.• Elicit their ideas orally; check that they understand any new

vocabulary. • Ask the students to complete the activity in their notebooks.

Activity 2

• Ask the students to look at the pictures and describe what they see in each.

• Give the students time to look at the pictures and describe the living things in pairs.

Content objectives• Activate prior knowledge about interaction. • Identify the different ways plants and animals can

interact between each other and their environment.

Vocabulary• herds, interact, interaction, life processes, natural

features, senses

Structures• Living things such as plants, animals and people,

interact with each other.• In order to interact with other living things.• Interaction would be impossible.

Resources Track 2

2727

Activity 3 Track 2

• Say: We are going to listen to a conversation between a boy and girl talking about the three life processes.

• The students read the questions.• Play the audio and the students write their answers. • Play the track again but stop after each question. Ask some

volunteers to read out their answers.

Activity 4

• Ask the students to look at picture c and ask: How do these animals protect themselves by using their environment? Can you think of any other examples?

• Following a class discussion, the students complete the activity in their notebooks.

Extra idea! Show the students some examples of animal camouflage. Or ask them to find examples on the Internet.

Activity 5

• Students complete the activity in pairs.• Discuss their answers.

Extra idea! Ask the students to draw themselves on a piece of paper and to write five sentences showing how their five senses have interacted with the environment today.

Track 2 Listen and answer the questions.

Boy: What are life processes?

Girl: They're the things that all living things do. There are three principal life processes: interaction, nutrition and reproduction. Interaction occurs when living things react to their environment. Nutrition refers to eating, drinking and breathing. Reproduction means creating new living things. For example when a bird lays eggs or a dog has puppies, they're carrying out the process of reproduction.

Boy: Oh right. So how do we interact with our environment?

Girl: Well, we use our senses to interact with our environment. For example, we see objects around us.

Boy: Ah ok. And we can touch things too, right? So we use our senses to get information and react to things around us.

Girl: Yes, that’s right.

ANSWERS

1. Possible answers:

a) Some plants interact by growing towards a source of light or extending their roots towards a source of water.

b) Animals sometimes live in herds to care for their young, play together and share food.

c) Some animals use natural features to protect themselves, for example foxes live in holes in the ground.

d) Our senses help us to get information about the world around us.


The plant is interacting with its environment by growing towards sunlight.

The elephants are interacting with their environment by living in a herd.

The foxes are interacting with their environment by living in a hole.

The child is interacting with its environment by smelling a flower.

The girl is interacting with her environment by collecting food.

3. a) Interaction, nutrition and reproduction.

b) We use our senses.


A bird lives in a tree to protect itself from predators.

A rabbit lives in a burrow to protect itself from predators.

A zebra uses camouflage to protect itself from predators.

5. Student's own answers

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


28

How to start• The students read the introductory paragraph.• Write nervous system on the board, and ask: What are the

three main parts of the nervous system?


Activity 1

• The students look at the photos and describe what is happening.

• Ask: How quickly does this process happen? What does this tell us about the nervous system?

Extra idea! Reaction Times Experiment: The students work in pairs, one student holds a 30 cm ruler vertically and the other catches it. The students record where their little fingers is when they catch it. Repeat three times to see if there is any change.

Activity 2 Assessment opportunity• The students look at the picture of the brain on page 7 and

locate these parts on their own bodies.

Content objectives• Describe the main parts of the nervous system.• Explain the difference between sensory nerves and

motor nerves.• Name and describe the functions of the three main

parts of the brain.

Vocabulary• brain, brain stem, cerebellum, cerebrum, involuntary

movements, motor nerves, sensory nerves, spinal cord

Structures• This cord is made up of nerve tissue.• The cerebellum is responsible for balance, movement

and coordination.

Resources Tracks 3 & 4

Materials• large paper, red and blue wool, glue, scissors

6



The brain is the most important organ in the nervous system. It controls all the other organs in our body. The nervous system connects the brain to the organs, muscles and skin through nerves, which are connected to the spinal cord.

1 Describe the reaction of the boy in these pictures. Why do you think this happens?

a) b)

In picture … the boy is … He can feel…

In picture … he moves … because … I think he does this because…


The spinal cord

The spinal cord connects the brain to the rest of the body. This cord is made up of nerve tissue, forming a long, thick tube.

Nerves

Nerves connect the spinal cord to our muscles, joints and skin. Sensory nerves receive messages from the muscles, joints and skin and send them to the brain. Motor nerves transmit messages our brain sends to the muscles, joints and skin. This results in movement, or a physical reaction, such as sweating. Messages travel along the nerves very quickly.

The brain

When our brain receives information, it sends a message to a part of the body to tell it how to react. If our hand touches a hot object, nerves in our skin tell our brain. Then the brain tells the muscles in our hand to move.

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77

2 Correct the false statements in your notebook.

a) The spinal cord connects the nerves to the muscles.

b) The brain sends and receives messages from the nervous system.

c) Messages from our nerves travel slowly to and from the brain.

d) The cerebrum is part of the brain. It controls involuntary movements.

3 3 Listen and say brain, spinal cord, sensory nerves or motor nerves.

4 Make a diagram of the nervous system.

a) On a large piece of paper, draw around your partner to create an outline.

b) Draw a brain and spinal cord on pieces of paper. Cut them out and stick them onto your outline.

c) Use red wool to represent sensory nerves, and blue wool to represent motor nerves. Stick the wool onto your outline.

5 4


A C T I V I T I E S

How does the brain work?

The cerebrum is the largest and most complex part of the brain. It controls our intelligence, memory, personality, emotion, speech and the ability to feel and move.

The cerebellum is responsible for balance, movement, and coordination.

The brainstem coordinates all the messages going in and out of the brain to and from the spinal cord. It also controls involuntary movements, such as breathing, digestion, or our heartbeat.

cerebrum

cerebellum

brainstem

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ANSWERS


In picture a), the boy is touching the food. He can feel heat energy.

In picture b), he moves his hand away because the food is very hot. I think he does this because... Student's own answers.

2. a) False (The spinal cord connects the brain to the rest of the body.)

b) True

c) False (Messages from our nerves travel quickly to and from the brain.)

d) False (The brain stem is part of the brain. It controls involuntary movements.)

3. 1) motor nerves

2) brain

3) sensory nerves

4) spinal cord

4. Student's own answer

5. 1) spinal cord

2) brain stem

3) involuntary movements

4) motor nerves

5) brain stem

Track 5 5. Quiz: Check your learning. Answer the questions.

Hello everybody, are you ready?

1. What connects the nerves to the brain, the spinal column or the spinal cord?

2. What part of the brain coordinates messages to and from the nerves, the brain stem or the cerebrum?

3. What type of movement are breathing and the heart beat examples of, voluntary or involuntary?

4. What transmits information from the brain to the muscles and joints, the motor nerves or the sensory nerves?

5. What part of the brain connects the spinal cord to the brain, the cerebellum or the brain stem?

• Say: The cerebrum is split in two, the right and left hemisphere. • The students read the texts on pages 6 and 7.• Students complete the activity in their notebooks.• Discuss their answers as a class.

Activity 3 Track 3

• Play the audio, pause after each statement. Ask the students to select their answer.

Activity 4

• The students read the instructions. Give them the materials and they work in groups to produce the diagram.

• Ask them to label each part of the nervous system and add a few sentences about each one.

Activity 5 Track 4

• Play the audio, pause after each question to give the students time to write.

• Play it again, this time pause after each question and ask for volunteers to share their answers.

Track 3 3. Listen and say brain, spinal cord, sensory nerves or motor nerves.

1. These connect the spinal cord to the muscles. They are responsible for transmitting information from the brain to the muscles.

2. This organ receives and processes information from all the nerves in your body. It reacts to the information it receives, and sends messages to tell your joints and muscles to move.

3. These connect your muscles to your brain. They are responsible for transmitting information from your muscles, skin and joints to your brain.

4. This extends along your spine. It contains nerve tissue and your nerves extend out from it to your muscles and joints.

AdditionAl MAteriAl

● Worksheet 1.1● Support worksheet 1.1

Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science and technology (Activities 1-5); Learning to learn (Activity 4); Social and civic competences (Activity 4)


30

How to start• Review what the students have learned already. Ask them

to name the main parts of the nervous system and the brain. • Say: Today we are going to look at how messages are

transmitted along the sensory and motor nerves.• The students read the introductory text.


Activity 1 Track 5

• Draw a two-column table on the board with voluntary and involuntary as headings. Ask the students to copy it into their notebooks and to classify the movements in the table.

• Play the audio, ask the students to check their answers. • Ask: Can you think of any other voluntary or involuntary

movements? • They discuss in pairs and add to their table.

Activity 2 Assessment opportunity• The students read the text boxes.• While the students are reading, draw a neuron on the board.

Ask a volunteer to label the neuron.

Content objectives• To understand how neurons transmit information.• To draw and label a neuron.

Vocabulary• axon, cell body, dendrites, dermis, nervous system,

neurons, synapse

Structures• It’s transformed back into a nerve impulse.• Our sense of touch enables us to touch and feel things.• If there are blisters, be careful not to break them.


Materials• paper, pens

8



The nervous system is made up of neurons. There are millions of neurons in your brain. Neurons receive and transmit messages from diff erent parts of the body to and from the brain.

Neurons

Neurons are star-shaped cells that consistof a cell body, a long extension calledthe axon and shorter, thin fi bres calleddendrites. To transmit messages, theycreate electrical signals called nerveimpulses. These impulses pass messagesfrom one cell to the next. At the end ofthe neuron is the cell body. It controls theneuron and creates nerve impulses. Theaxon transmits these nerve impulses toother neurons. Dendrites receive nerveimpulses from other neurons.

How do neurons transmit information?

Nerve impulses are electrical impulses. They travel from one neuron to another neuron along the axon and leave through the dendrites. The space between one neuron and another is called a synapse. In order to travel across this space, the nerve impulse changes into a chemical. Aft er the chemical crosses the synapse, it’s transformed back into a nerve impulse. Then it’s ready to be passed on to the next neuron.

Some chemicals can stop messages from

passing to other neurons. Cobra venom causes

paralysis by stopping the neurotransmitters from

functioning correctly.

SCI-FACT

1 5 Classify these movements: voluntary or involuntary. Make a table. Then listen and check your answers.

breathing jumping cycling digesting food writing blinking sweating clapping


cell body

axon

dendrites

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2 Copy the diagram of a neuron into your notebook.

a) Label the diagram.

b) Write sentences to describe the function of each part.

The … controls/transmits/receives…

3 Represent the nervous system.

a) In a large area, like the playground, make a line with your classmates.

b) Hold hands with the people next to you.

c) The fi rst person in the line should gently squeeze the next person’s hand.

d) Pass the movement down the line. When you feel your hand being squeezed, squeeze the hand of the next person in the line.

4 Thin k! Think about your representation of the nervous system in activity 3. Answer the questions with a partner.

a) What does the line represent?

b) What does the action of squeezing represent?

5 6


A C T I V I T I E S

What is the sense of touch?

Our sense of touch enables us to touch and feel things with our skin or dermis. Nerve endings detect information about the objects that we touch. They produce nerve impulses which the sensory nerves transmit to the brain.

First aid for burns

To treat minor burns, fi rst, cool the burnt area under cold water for about 10 minutes. Then, cover the burn with burn cream. Finally, cover it with plastic food wrap. If there are blisters, be careful not to break them.To treat major burns, ask an adult, or phone the emergency services.

epidermis

dermis

nerve endings

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ANSWERS

1. Voluntary movements: jumping, cycling, writing, clapping

Involuntary movements: breathing, digesting food, blinking, sweating


The cell body controls the neuron. The axon transmits nerve impulses. The dendrites receive nerve impulses.

3. Student's own answer

4. a) The line represents the nervous system, each student represents a neuron.

b) The action of squeezing represents the electrical impulses – the nerve impulses – that nerves transmit in order to send information to and from the brain and muscles. Arms and hands represent dendrites and axon.

5. 1) true

2) false

3) false

4) true

5) false

Track 5 1. Classify these movements: voluntary or involuntary. Make a table. Then listen and check your answers.

What are voluntary movements?

Voluntary movements include jumping, cycling, writing and clapping.

And what are involuntary movements?

Involuntary movements include breathing, digesting food, blinking and sweating.

Track 6 5. Quiz: Check your learning. Say true or false.

1. Neurons transmit messages by electrical signals, true or false?

2. The space between two neurons is called an axon, true or false?

3. The cell body is at the centre of the neuron, true or false?

4. We feel things through the dermis or skin, true or false?

5. Nerve cells are spherical in shape, true or false?

• Ask: What direction does the message travel through the neuron?

• Get another volunteer to draw an arrow from the dendrites, through the axon and down to the cell body.

• Write electrical impulse next to the arrow. • Ask a student to draw another neuron, so that the cell body

of one is next to the dendrites of the other. • Ask: What is this space called? (pointing to the space

between the end of one axon and the dendrites of another)• Label the synapse on the diagram and write chemical

impulse next to it.• Independently, in their notebooks, the students do the

activity.

Activity 3

• The students follow the instructions to represent the nervous system.

Extra idea! The students hold hands in groups of eight. The first person thinks of a number from one to ten and passes the message along the neuron by squeezing their hand that number of times. The last person says the number.

• The students do a Mexican wave.

Activity 4

• The students discuss the questions in pairs. • Choose several students to share their answers with the

class.

Activity 5 Track 6

• Listen to the quiz and ask the students to note the answers in their notebook.

• Replay the quiz but stop after each question to check the answers.

AdditionAl MAteriAl


Key competences covered: Linguistic communication (Activities 1-5); Mathematical competence and basic competences in science and technology (Activities 1-5); Learning to learn (Activity 3); Social and civic competences (Activities 3 & 4)


32

How to start• On the board, draw a two-column table with the titles senses

and sense organs.• Ask: What are our five senses? What are the sense organs?• Complete the table with the help of the class.• Choose a student to read the introductory paragraph aloud.


Activity 1

• Ask: What colours of iris are there? What is the most common colour in this classroom?

• The students do a survey and make a bar chart. They write about the results.

Activity 2

• The students read the information about the eye and the ear.• Ask the students to complete the activity in their notebook,

independently. Check answers as a class.

Extra idea! The students work in pairs to see the effect of light on the pupil and iris. The students look carefully at each

Content objectives• Learn about the main parts of the eye and ear. • Understand that the eye and ear are sense organs that

send information to the brain.

Vocabulary• auditory nerve, cochlea, cornea, eardrum, iris, lens,

optic nerve, pupil, retina

Structures• The retina is made of nervous tissue.• Light goes into the eye through the pupil.• This information is sent to the optic nerve.

Resources Tracks 7, 8 & 9

Materials• card, plasticine, pens

10



Our eyes and ears detect information about objects and sounds around us. They send messages to the brain, and our brain interprets the information. So we see and hear when our eyes and ears transmit information to the brain.

1 Look at your classmates’ eyes. What colour are they? Make a bar chart to show your results.

… people in the class have blue/brown/green/grey eyes.


How do we see?

1. Light goes into the eye through the pupil. Then it passes through the lens.

2. The lens projects an upside down image onto the retina. This information is sentto the optic nerve.

The iris is the coloured part of the eye. It surrounds the pupil. It’s made of very small muscles that open and close the pupil.

The pupil is a small hole that lets light into the eye.

The cornea covers and protects the iris and the pupil.

The lens is a transparent, oval-shaped structure that focuses light onto the retina. It’s located behind the pupil and the iris.

The retina is made of nervous tissue arranged in thin layers of cells that detect light and colours.They send information to the optic nerve.

The optic nerve is connected to the brain. It transmitsinformation from the retina.

3. The optic nerve transmits the information to the brain.

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How do we hear?

2 Classify the words in your notebook. Make two lists: parts of the eye and parts of the ear.

optic nerve auditory nerve eardrum iris pupil cochlea retina lens


a) Cover your ears with your hands. What sounds do you hear?

b) Listen again without covering your ears. Is it easier to identify the sounds with your ears covered or not covered?

c) 8 Thin k! With a partner, explain why. Then listen and check your ideas.

4 Find out why eyes are important. Take turns with a partner.

a) Use a scarf to cover your eyes.

b) Help your partner walk across the classroom.

c) What do eyes help us do? What can’t we do without them?

Eyes help us … We can’t … without them.

5 Make a model of an ear with plasticine. Then, label the parts.

6 9


A C T I V I T I E S

1. Sound waves go into our ear and hit the eardrum.As a result, the eardrum vibrates.

2. When the eardrum vibrates, it makes the small bones inside the ear vibrate, too.

3. The cochlea detects the vibrations and produces nerve impulses. The auditory nerve transmits these impulses to the brain. Then the brain interprets the information.

sound

auditory nerve

eardrum

cochlea

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ANSWERS

1. Student’s own answers

2. Parts of the eye: optic nerve, pupil, iris, retina, lens

Parts of the ear: auditory nerve, eardrum, cochlea

3. a) Student’s own answers

b) It is easier to hear with your ears uncovered.

c) Possible answer: when we cover our ears, the vibrations that make up sound are blocked, so we can’t hear well.

4. c) Possible answers: Eyes are important because they help us see/avoid danger. We can’t see/walk/avoid danger without them.

6. 1) the optic nerve

2) the pupil

3) the lens

4) the eardrum

5) the cochlea

6) the cochlea

Track 8 3. Listen to the explanation to check your ideas.

Sound is made by vibrations. Sound travels through the air to our ears as vibrations. When sound reaches our ears, it makes the small bones inside our ear vibrate. This is how our ears work; they detect vibrations in the air around us and transmit the information to our brain. When we cover our ears with our hands, the vibrations don’t reach our ears, so it's difficult to hear sounds.

Track 9 6. Quiz: Check your learning. Answer the questions.

Hello everybody, are you ready?

1. What is the retina connected to, the brain or the optic nerve?

2. What does the cornea protect, the pupil or the retina?

3. What focuses light onto the retina, the optic nerve or the lens?

4. Where do sound vibrations cause vibrations in the ear, in the eardrum or in the auditory nerve?

5. What changes sound vibrations into nerve impulses, the cochlea or the eardrum?

6. What is the auditory nerve connected to, the eardrum or the cochlea?

other’s eyes. Then one student closes and covers their eyes for 30 seconds. They remove their hands and open their eyes, their partner looks closely at their pupils.

Activity 3 Track 7 & 8

• The students read the instructions and then listen. Encourage them to discuss the answers in pairs.

• Then play track 8 so that they can check their ideas.

Activity 4

• The students work in pairs and share their findings with the class.

• Encourage the students to think of five other activites they could test, for example: writing, singing, reading…

Activity 5 Assessment opportunity• Ask the students to read about the ear again. While they

are reading either draw the ear or put up a picture. Write eardrum, auditory nerve, and cochlea on pieces of paper. Ask volunteers to stick the words in the correct place. Ask them to tell the class something about their word.

• Provide each student with different coloured plasticine and card. The students make their model of an ear.

Activity 6 Track 9

• Play the audio, pause after each question to give the students time to write.

• Play it again, this time pause after each question and ask for volunteers to share their answers.

Extra idea! Place one student in the middle of a room blindfolded. The rest of the class form a circle around them. One student from the circle claps and the student in the middle points to where they think the sound is coming from.

Track 7 3. Listen and answer the questions.

1. sounds of busy traffic

2. a bird singing

3. classical music

4. children reciting a clapping rhyme

Listen again without covering your ears.

AdditionAl MAteriAl


Key competences covered: Linguistic communication (Activities 1-6); Mathematical competence and basic competences in science and technology (Activities 1-6); Learning to learn (Activity 5); Social and civic competences (Activity 4)


34

How to start• Pass the food around the class. The students smell and

guess what it is.• Reveal the contents of each cup and ask the students to

stand up if they guessed correctly. • Ask: Which food was easiest to distinguish? Which was

hardest? Why do you think this is?• Students read the introductory paragraph.


Activity 1

• Students discuss the questions. Select some students to share their partner’s preferences to the class.

• Encourage them to use the example to create full sentences.

Activity 2

• Students read the texts about taste and smell.• Ask the students to complete activity 2 in their notebooks,

independently. Check the answers as a class by asking volunteers to read out their answers.

Content objectives• Learn about the main parts of the nose and tongue and

how they are connected to the brain.• Understand that the sense of taste and smell are

connected.

Vocabulary• gustatory nerves, nasal passages, olfactory cells,

olfactory nerve, saliva, tastebuds

Structures• They transmit information so that it can interpret the

information.• Both of us said that our favourite is…• Have you ever noticed that food doesn’t taste good

when…• This is because your sense of smell…


Materials• food in cups, with foil on the top with small holes in, for

example, yoghurt, cheese, ham, chocolate, salt

12



We use our nose to smell and our tongue to taste. We can detect thousands of diff erent smells and tastes with our nose and tongue. They transmit information to the brain so that it can interpret the information.

Did you know that some people can’t smell? This

condition is called anosmia. Why can this condition

sometimes be dangerous?

SCI-FACT

1 What’s your favourite taste? What’s your favourite smell? Discuss with a partner, then tell the class.

My partner’s favourite … is … but my favourite is…

Both of us said that our favourite … is…


The sense of smell

Smells are made up of gases in the air. When air goes into your nose, the gases go into your nasal passages. The olfactory cells detect the gases and send nerve impulses to the olfactory nerve. The olfactory nerve transmits the impulses to the brain and the brain interprets the information.

First aid for a burned tongue

If you eat or drink something very hot, you may burn your tongue. To cool your tongue, rinse your mouth with cold water or suck an ice-cube for a few minutes.

The sense of taste

The tiny, pink bumps on your tongue are called tastebuds. They can detect special chemicals in the things that you eat and drink. The chemicals mix with saliva and then the tastebuds detect them. The tastebuds produce nerve impulses and transmit them to the gustatory nerves. These nerves are inside the tongue, connected to the tastebuds. These nerves then transmit the impulses to the brain. Finally, the brain interprets the information.

olfactory nerve

olfactory cells

tastebuds

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a) The olfactory cells detect … and send … to the…

b) The olfactory nerve sends … to the … which interprets…

c) The gustatory nerves detect … and send … to the…

d) The tastebuds detect … in food when it’s mixed with … in the mouth.

e) Taste and smell are both important for … because…

f) When air goes into your ..., the gases go into your...

3 10 Why are smell and taste important? Listen and write two reasons.

4 Classify these foods: sweet, salty, sour or bitter. Make a table. Then add one more food to each category.

coff ee lemon chocolate cheese

apple grapefruit vinegar olives

5 11


A C T I V I T I E S

Are the senses of taste and smell connected?

Have you ever noticed that food doesn’t taste good when you have a cold? This is because your senses of smell and taste work together. Your tastebuds detect diff erent tastes, such as sweet, salty, sour and bitter tastes. Your olfactory cells detect thousands of diff erent smells.

olfactory nerve

tastebud

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ANSWERS

1. Students’ own answers

2. a) particles in the air/nerve impulses/olfactory nerve.

b) nerve impulses/brain/the information.

c) nerve impulses/the information/brain.

d) special chemicals/saliva

e) eating/they work together.

f) nose/nasal passages.

3. Possible answer: Our sense of taste can help us identify foods that are spoiled. Our sense of smell can help us detect danger, like a fire.

4. Sweet: apple, chocolate

Salty: cheese, olives

Sour: grapefruit, vinegar

Bitter: coffee, lemon

5. 1) smell 4) taste

2) taste 5) smel

3) taste 6) smell

Track 10 3. Why are smell and taste important? Listen and write two reasons.

Our sense of taste is important because it can help us identify foods that are spoiled and not safe to eat. When foods are spoiled, they contain bacteria that aren't good for us. Spoiled food often has a bad taste too, so we don’t eat it.

Our sense of smell is also important because it can help us detect danger. For example, we may be able to smell a fire before we see it. The smell tells us that there's a fire nearby.

Track 11 5. Quiz: Check your learning. What sense do they belong to? Say smell or taste.

1. What sense do your olfactory cells belong to?

2. What sense do your taste buds belong to?

3. What sense do your gustatory nerves belong to?

4. What sense does saliva belong to?

5. What sense does the olfactory nerve belong to?

6. What sense do the nasal passages belong to?

Activity 3 Track 10

• Say: We are going to listen to why our sense of taste and smell are so important. Encourage them to write in full sentences and use their textbook to check spelling.

• Listen to the audio twice and then ask some students to read out their answers.

Activity 4

• Draw a four-column table on the board with the titles sweet, salty, sour and bitter. Ask them to copy the table and work with a partner to classify the foods in their book and then add at least one more food to each category.

Activity 5 Track 11 Assessment opportunity• Play the audio and ask the students to write their answers

in their notebooks. Play the track again, this time stopping after each question to check their answers.

Extra idea! To show that the sense of taste and smell are connected the students do an experiment in groups of four. Provide a selection of different drinks in plastic cups, for example, milk, orange juice, apple juice, water. Two of the group are blindfolded or close their eyes and hold their nose. They taste each drink and say what they think it is. The other two monitor their replies. The students repeat the experiment again, this time not holding their nose. Ask: What do these results show? Ask: Why was it important to blind-fold the people tasting the drinks?

AdditionAl MAteriAl


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


36

How to start• Write on the board: Why is it important to keep our nervous

system healthy? Brainstorm ideas with the class, writing them on the board.

• Ask: How can we keep our nervous system healthy?• The students read the introduction.


Activity 1

• Draw a five-column table on the board, for the first two coloumns write the titles Keeping your brain healthy and Keeping your muscles healthy.

• The students copy this onto a large piece of paper. Tell them to complete the two columns by reading the information on pages 14 and 15. Encourage them to add their own ideas and examples.

• The students complete the activity.• Ask some volunteers to share their answers with the class,

encourage them to use full sentences.

Content objectives• To recognise the importance of the nervous system.• To understand how to keep the brain and muscles

healthy.• To work in groups to carry out an investigation and

produce a digital presentation.

Vocabulary• balanced diet, brain, exercise, eyesight, hearing,

muscles, rest

Structures• You should look after your brain and your muscles.• You can do this by doing…• Make sure that you can see the teacher.


Materials• large pieces of paper for each group, pens

14



To keep your nervous system healthy, you should look aft er your brain and your muscles. This is important because the nervous system is responsible for movement, breathing and your heartbeat.

1 Look at the pictures. What parts of the body is each child exercising? How?

a) b) c)

The muscles are being exercised by… The brain is being exercised by…


Keeping your brain healthy

In order to keep your brain healthy, you should exercise it. You can do this by doing puzzles and playing thinking games, like ‘I spy’ or ‘Guess who’. You can also exercise your brain by training your memory and solving mathematical or linguistic problems.

It’s also important to rest your brain. By sleeping about ten hours a night, you’re giving your brain plenty of time to rest and recharge itself.

A balanced diet is also important for a healthy brain. Just like other organs, your brain needs energy from food in order to function well. You should also drink lots of water. Dehydration can cause memory problems or confusion.

Keeping your muscles healthy

In order to keep your muscles healthy, it’s important to do regular exercise.This guarantees a regular supply of blood and oxygen to your muscles. By doing exercise, you’re alsoexercising your heart and lungs. Thishelps your nervous system to controlinvoluntary movements, such asbreathing or blinking.

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2 Match to make sentences in your notebook.

a) Your brain needs… 1. in the classroom.

b) You shouldn’t run… 2. keep our muscles healthy.

c) We should get our… 3. rest and a balanced diet.

d) Exercising helps to… 4. eyesight checked regularly.


a) What problem does the girl have?

b) How does the teacher solve the problem?

4 Find out about computer health and safety. Use the Internet to answer the questions.

a) What can we do to protect our eyesight?

b) What can we do to make sure our spinal column is protected?

c) What can we do to make sure our brain rests?

5 13


A C T I V I T I E S

Health and safety at school

When we can’t see or hear well, our brains have to work harder to interpret the information they receive. So it’s important to get your eyesight and hearing checked regularly. Make sure that you can see the teacher, the board and your notebook clearly and that you hear the teacher well. There should be good lighting in your classroom. Check that there are no objects in your way when you move about or sharp edges that could cut or hurt you. The classroom isn’t a safe place to run around in because it’s full of obstacles and sharp corners!

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ANSWERS

1. a) The brain is being exercised by doing a puzzle.

b) The brain is being exercised by studying.

c) The muscles are being exercised by doing sport.

2. a) 3

b) 1

c) 4

d) 2

3. a) She can’t see the board.

b) She asks the girl to move closer to the board.


a) Take regular breaks, use a filter over the screen.

b) Sit properly, use a chair that supports our back, put our feet on a foot rest.

c) Take regular breaks.

5. 1) a

2) a

3) b

4) b

5) both

Track 13 5. Quiz: Check your learning. Answer a or b or both.

1. Which activity helps keep our brain healthy?

a) Doing puzzles

b) Playing golf

2. What should we do to rest our brains?

a) We should sleep

b) We should study

3. Why is food important?

a) It helps us sleep

b) It gives us energy

4. Which activity keeps our muscles healthy?

a) Memorizing facts

b) Going running

5. What should we get checked regularly?

a) Our eyesight

b) Our hearing

Activity 2

• In their notebooks the students can complete the activity independently.

• Check their answers by asking for volunteers to read out their answers.

Activity 3 Track 12

• Play the audio and give time to write the answers. Play it a second time, this time stopping the track after the answer for each question.

• Check their answers by asking volunteers to read out what they have written.

Activity 4

• Ask the students to think about the questions and share their ideas with the class.

• For the remaining three columns on the chart write keeping your eyesight healthy, keeping your spinal column healthy and keeping your hearing healthy. Using the internet and their own knowledge they can complete these columns.

• When they have finished, ask the to think of an interesting title for their poster and then display them in the classroom. They could add pictures and drawings.

Activity 5 Track 13 Assessment opportunity• Play the audio once and give them time to write their

answers. Play it a second time, this time stopping the track after each question.

• Check their answers by asking volunteers to read out what they have written.

Track 12 3. Listen and answer the questions.

Ok, class. Please copy the sentence into your notebooks.

Excuse me, Miss Jones?

Yes, Annabel?

It's difficult for me to copy the sentence because I can’t see the board.

You can’t see the board? Oh dear. Let me see, Annabel, move a little closer to the board. Sit here, please.

OK.

Can you see the board now, Annabel?

Yes, that’s better. Thank you.

AdditionAl MAteriAl


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

38

Let’s work

together!

Content objectives• To work in groups to produce a health and safety

report.• To communicate results and ideas using digital

technology.

Resources• Template 1.1

Materials• a pen or a pencil, a slide show programme

Step-by-step guide• Give each student a copy of the template and ask volunteers

to read the instructions aloud. Stop after each instruction and ask if there are any questions.

• Put the students into groups of three and they each decide a role.

• As the students are working, go round and ask them to explain their findings and their decisions. Ask: Why do you think this is a problem? How do you think we can solve the problem? Is there only one solution or are there others?

• Encourage the students to use images and videos in their presentations. Writing on the slides should be minimal. They also need to prepare the oral presentation.

• Each group presents their project to the class. Encourage the audience to ask questions at the end of the presentation.

• Give feedback on their work, something positive and something that they could improve on.


● Extension worksheet● Template: Make your own poster!

Names: —————————————————————————Class: ——————————————— Date: ————————————————


© O

xfor

d U

nive

rsity

Pre

ss E

spañ

a, S

. A.


Natural light:


Board visibility:


Desk visibility:



Sharp edges:




Back support:







16

Let’s work

together!

Write a health and safety report

Instructions:1. Work in groups of three. Each group member has

a di erent role.

Student A: You will report on the lighting in your classroom. Complete your section of the template.

Student B: You will report on classroom furniture. Complete your section of the template.

Student C: You are responsible for writing down your group’s decisions. Complete section 2 on the template.

2. Decide together which problem is most urgent. Student C should take notes and then complete the template.





3. Prepare a slide show presentation. Include the following information:




Materials:

• Template 1.1




Names: —————————————————————————Class: ——————————————— Date: ————————————————

TEMPLATE 1.1

Interaction

© O

xfor

d U

nive

rsity

Pre

ss E

spañ

a, S

. A.

Student A:1 2 3 4 5Natural light:


Board visibility:


Desk visibility:


Student B:1 2 3 4 5Sharp edges:




Back support:



2 Complete to describe the problem, and how you will solve it.We have chosen to solve the problem of

.

We can solve this problem by

.


19/02/15 09:52

004–019_U01_0P6CNLA_BIL.indd 16 25/03/15 14:32

Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology; Digital competence

WRITE A HEALTH AND SAFETY REPORT

3939

Experiment

time !Experiment

time!

1717

Materials:• an apple• a lemon• a slice of ham• a lettuce leaf• a piece of paper and a pencil

Use your senses to compare objects

Experiment

time!

Aim: To compare objects using the ve senses.

Hypothesis: Answer the questions in your notebook before you start.



Method: Use your senses. Write a sentence to describe each food.

Sense of sight: It looks round/oval/pink/green/large/flat/small/spherical.


Sense of smell: It smells fresh/fruity/smoky/spicy/rotten/floral/woody.

Sense of taste: It tastes sweet/salty/bitter/sour/nice/disgusting/delicious.

Results:1. Compare your sentences and answer the questions.



Only the … was…

b) Which object was the most di� cult to describe? Why? The ... was the most difficult to describe because…



a

b

004–019_U01_0P6CNLA_BIL.indd 17 25/03/15 14:32

Content objectives• To work in groups to investigate the five senses.

Resources• Experiment video

Materials• an apple, a lemon, a slice of ham, a lettuce leaf.• a piece of paper and a pencil.

Step-by-step guide• The students write a lab report in their notebooks. On the

board write:

Aim (What we want to find out)

Materials (What we need)

Method (How we do it)

Results (What we found)

• They draw a table to show their results. Senses down the vertical and food along the top. In each box they write how easy/difficult it was to describe the food.

• Ask volunteers to read out their hypothesis. • Ask: How are we going to test each sense? • Give the students time to discuss and then get ideas from

the class. It is important that they realise that they need to test each sense independently, for example for touch they need to be blindfolded. For taste they need to hold their nose, close their eyes and have someone place the food in their mouth.

• They write down the method in their lab report under the title method.

• Give them the four foods, they work in pairs to do the experiment.

• They complete their lab report.


● Revision worksheet ● Template: Make your own dictionary!

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

USE YOUR SENSES TO COMPARE OBJECTS

Let’s revise!

40

Activity 3

• Students work independently. Ask the students to compare their answers with a partner.

• Encourage them to discuss any differences between their answers.

Activity 4

• With a partner, direct them to read activity 4. • Say: You are going to develop an experiment to test your

sense of touch. Read the instructions first then carry out your experiment. When you have finished write a brief lab report to describe your experiment.

• On the board write the headings to remind them:

– Aim – Materials – Method – Results

Activity 1 Assessment opportunity• Students do activity 1 independently. Check their answers

as a class, tell them to give themselves 1 point for each correct answer.

Activity 2

• Ask: Who uses Braille? What sense do you need to use to read Braille?

• Use the Internet, books or provide the information. The students find the answers to the questions.

Extra idea! Writing Braille Materials: pens, pencils, glue, card, cocktail sticks, Braille alphabet. Show the students the Braille alphabet and ask them to write their name on one side of the card in pen and on the other side write their name in Braille. To do this they use a pencil to make the dots for their name. Then they take some glue with the cocktail stick and make a drop on-top of the dots. They leave it to dry and it will be a raised dot. Mix up the cards and hand them out. Invite the students to use their sense of touch to identify the name.

18

Let’s revise!











b) Who invented it?







4 What objects can you identify using your sense of touch? Do an experiment with a partner.




d) Then change roles. How many of your partner’s objects can you identify?



5 Write a quiz.




d) Tell the class which sense they should use to identify the objects. Give one point for each object they identify correctly.


004–019_U01_0P6CNLA_BIL.indd 18 25/03/15 14:32

1919







No, not yet.

Yes, I can.

Yes, very well.

My progress






8 14



Parts of the nervous system

Keeping the nervous system healthy

How the nervous system works

The nervous system


TouchSight

HearingTaste

Smell

004–019_U01_0P6CNLA_BIL.indd 19 25/03/15 14:32

4141

Activity 5

• Students work in pairs to complete the activity.• As the students are writing the quiz, check their questions

and answers. • Each pair need to ask five other pairs to complete their quiz.

They make a table to record the scores.• Each group should stand up and announce the winner of

their quiz.

Activity 6

• Students do the activity independently. • Use their answers as an assessment.

Activity 7

• Students do the activity independently.

Activity 8 Track 11

• Play the audio and pause after each question. • Students complete the quiz, independently.

MY PROGRESS• First, make sure that the students understand the statements

and together remember the content that each implies.• Students then decide how well they know that content.

Track 14 8. Quiz: Check your learning.

Say true or false.

1. We interact with our environment using our senses, true or false?

2. The spinal cord controls the nervous system, true or false?

3. The motor nerves transmit information from the muscles to the brain, true or false?

4. Nerve cells are star-shaped cells with dendrites, true or false?

5. We use our sense of taste and our sense of hearing together to taste food, true or false?

6. It is important to eat and sleep well to maintain a healthy nervous system, true or false?


● Presentation● Tests A, B & C

ANSWERS

1. a) the brain, spinal cord and nerves.

b) messages/brain.

c) messages/muscles

d) electrical signals/nerve impulses.

e) interact with

f) using our memory, eating healthy food, sleeping well/doing exercise and sports.

2. a) Braille is a written alphabet for blind people.

b) Louis Braille

c) 1824

d) i n lifts and other public places, on some banknotes, in books, on medicines …

3. Students' own answers

4. Students' own answers




8. 1) true

2) false

3) false

4) true

5) false

6) true

66 PRIMARY

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new methodology activates critical-thinking skills and helps children understand and learn in a more stimulating way. Level 6 includes extensive audio activities, an activity book, and

a complete digital resource pack for both student and teacher.

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

naturalsciences

Teacher’s BookOur bodies and health

naturalsciences PRIMARY

3 3

2 2

1 1

0 0

1

2

3

0

6

Teacher’s Book


sciencesnatural

4P

RIM

AR

Y

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