English Natural Science

16 Unit 1

Animal planet

Complementary material ► Natural Science 3 Workbook. Unit 1

In this unit, pupils will learn about vital functions and the principles of animal classification.This will give pupils the criteria used to identify different types of animals and they will look specifically at arthropods and invertebrates in this unit. Pupils will also learn about animals they can find in their everyday surroundings like gardens and other places where they can find bees and earthworms.

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17Unit 1

WB page 5

WB page 6

WB page 7

WB pages 10 and 11

WB pages 8 and 9

Tune up. What do you know about ...?

Diagnostic activity. What do you know about ...?Video. Discovering animals

Unit Resources

Teacher's Resources in USB and at www.smconectados.es

Digital Resources

Pupil's materials Teacher's materials

Other materials

Let's practise. Vertebrates or invertebrates

Let's play and learn. Arthropods

Let's practise. MuseumTest yourself. Self-evaluation

Fun fact. Starfish

Presentation. Vital functions

Review

Test-yourself. Check the way you have learnt

Skills

Unit 1. Animal planet

Presentation. With bones or without bones

Presentation. Invertebrate animals

Activity. Without bones: classify

3. Arthropods

1. Vital Functions

2. Animal classification

4. More invertebrates

Final task

Presentation. Mind map

Assessment. Rubric

Magazine

Review Reinforcement

Vertical wallpaper Animal cards Reinforcement

Interactive wallpaper. InvertebratesVertical wallpaper Arthropods cards ReinforcementExtension

Interactive wallpaper. Invertebrates Reinforcement

Review. Unit 1Assessment. Unit 1

Pupil's Resources in CD and at www.smsaviadigital.com

*Flashcards and word cards available in the Classroom Box to support the target language.

WB page 4Fun Fact! Cloned animalsLet's practise. Animal or plants?Let's practise. Animal dietLet's practise. Oviparous or viviparous?

Initial assessment

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Teaching programme

uNIT AIMS COMPETENCES

1. Identify and describe the characteristics related to vital functions which make it possible to define animals as living things.

Linguistic communication (Aims 1, 2 and 3)

Mathematical competence and basic competence in Science and Technology (Aims 1, 2, 3, 4 and 5)

Competence in learning to learn (Aim 2)

Sense of initiative and entrepreneurial spirit (Aims 4 and 5)

Digital competence (Aims 1, 2, 3 and 4)

2. Differentiate between vertebrate and invertebrate animals.

3. Recognise and classify invertebrates.

4. Observe animals directly or indirectly, using suitable instruments and audiovisual and technological resources.

5. Follow procedures typically used in scientific work, such as observation, gathering and analysing data.

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OuTCOMES

Living things, non-living things.Vital functions: nutrition, interaction and reproduction.Classifying animals based on vital functions. Animals: vertebrates and invertebrates. Recognition and classification.

1. Learn and use scientific criteria to classify living things, including type of diet, type of reproduction and morphology.

1.1. Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions.

1.2. Recognise and identify characteristics that make it possible to differentiate between vertebrates and invertebrates.

(Competence in learning to learn)

•Describe and recognise the characteristics that define animals as living things, compared to non-living things.

Let’s speak, p. 7; Activity 3, p. 9

•Recognise the different ways animals carry out their vital functions and differentiate between animal groups based on type of nutrition or reproduction.

Activities 1, 3, 4 and 5, p. 9; Activitities 3, 4 and 5, p. 17; Magazine, pp. 20 -21

•Differentiate between vertebrate and invertebrate animals.

Activities 1, 2, 3, 4 and 5, p. 11; Magazine, pp. 20-21

•Describe the characteristics of invertebrates and give examples of the different groups.

Activities 3 and 5, p. 11; Activities 1 and 2, p. 13; Activities 1 and 2, p. 15; Magazine, pp. 20 -21

Invertebrates: •Characteristicsofarthropods.•Six-leggedarthropods:insects.•Eight-leggedarthropods:arachnids.•Ten-leggedarthropods:crustaceans.

2. Identify and classify invertebrates according to scientific criteria.

2.1. Recognise and identify the morphological characteristics that make it possible to differentiate between different groups of invertebrates.

•Differentiate between groups of arthropods based on their morphological characteristics.

Activities 1 and 2, p. 13; Activity 2, p. 16; Magazine, pp. 20-21

•Recognise and differentiate between other groups of invertebrates: sponges, jellyfish, echinoderms, worms and molluscs.

Activities 1 and 2, p. 15; Activity 1, p. 16; Activity 10, p. 17

19Unit 1

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Other invertebrates: sponges, jellyfish, echinoderms, worms and molluscs.

3. Recognise a species of invertebrate with the help of keys and simple examples.

3.1. Recognise some species and identify the groups to which they belong.

•Recognise certain invertebrates based on a description of their characteristics.

Activity 2, p. 19, Magazine, pp. 20-21

Demonstrate an interest in observing and studying all living things.

4. Demonstrate an interest in observing and studying invertebrates.

4.1. Demonstrate an interest in observing and studying living things.

•Express an interest in and curiosity about the habits of invertebrates and how they live.

Magazine, pp. 20-21

Introduction to scientific activity.

Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources.

Using different sources of information (direct, books).

Individual and group work.

5. Integrate data from direct and indirect observation by consulting basic sources. Communicate the results.

5.1. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals.

5.2. Find, select, analyse and organise specific and significant information. Present it and draw conclusions.

(Competence in learning to learn, Sense of initiative and entrepreneurial spirit, Digital competence)

•Analyse drawings and photographs of animals and identify what group they belong to.

Let’s speak, p. 7; Activity 2, p. 11; Activity 1, p. 13; Activities 1 and 2, p. 15; Activity 1, p. 16; Activities 5, 6, and 10, p. 17; Activity 1, p. 19

•Gather the results of a simple count and present them using a bar chart.

Activity 4, p. 18

•Find information in the textbook to answer the questions posed.

Final task, p. 22, Magazine, pp. 20-21

6. Communicate results in writing, presenting them with visual aids.

6.1. Use the vocabulary corresponding to each type of content appropriately.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.

(Linguistic communication)

•Prepare a summary of information extracted from an outline.

Skills, p. 18

•Prepare information sheets to describe the characteristics of different animals.

Skills, p. 19

7. Work cooperatively and use materials appropriately.

7.1. Use strategies to complete assignments individually and with a group.

(Competence in learning to learn, Sense of initiative and entrepreneurial spirit)

•Work cooperatively and flexibly as part of a group.

Final task, p. 22

Using information and communications technology.

8. Use the computer to reinforce and conduct a self-assessment of the content covered in this unit.

8.1. Use the computer to develop Natural Science knowledge.


•Use ICT as a tool for learning and self-assessment.

Interactive activities on Saviadigital, pp. 9, 11, 14, 17 and 22

•All of the learning standards help pupils acquire BasiccompetenceinScienceandTechnology.

Teaching programme

20 Unit 1

Teaching programme

Methodological suggestions

1. Previous knowledge

In order to study this unit, pupils should be familiar with certain content: concepts and procedures.

• Using certain basicinstrumentssuch as a magnifying glass.

• The difference betweenlivingandnon-livingthings.

•The association between certain physicalfeatures and models of animal behaviour and the environment where they live (water or land): different extremities to fly, swim, walk or crawl, different body covering, etc.

• Recognising the maincharacteristicsofanimals: they are born, take in nourishment, have young and die.

• The distinction between viviparousandoviparousanimals.

• Recognising carnivores,omnivoresandherbivores.

•Characteristics related to the vitalfunctions of animals (what they eat, how they are born, how they move, etc.) that makes it possible to classify them in groups.

•The difference between domesticandwildanimals.

2. Possible areas of difficulty

It is a good idea to ensure that comparisons between animals are based on essentialfeatures. They should focus on the descriptionoftheirstructure or howtheirvitalfunctionsarecarriedout, rather than characteristics which are of little scientific significance. Based on these initial observations and descriptions, pupils should select the essential features or criteria which will serve as a basis for comparison: food, reproduction, number of legs, body structure, etc. They should compare and contrast the features of each animal one by one to justify their inclusion in the corresponding group.

3. Innovation programmes

Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide.

Learning to ThinkEach unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide.

ValuesEnvironment education: learn about the characteristics of the major animal groups in order to create an interest in protecting and caring for animals.

4. Specific programmes

Introduction to scientific activity programme

•Introduction to scientific activity

•Direct and indirect observation of animals

•Making descriptive information sheets

Skills, p. 19

Final task, Busy little bees, p. 22

Hands-on work •Games for classifying arthropods and invertebratesWallpaper. Invertebrates

Vertical wallpaper and Arthropods cards

5. Suggested distribution of sessions

•To complete this unit, we recommend dividing the work into tensessions, organised as follows:

UNIT PRESENTATION CONTENTS REVIEW SKILLS mAgAzINE FINAL TASK

1 session 4 sessions 1 session 2 sessions 1 session 1 session

This is only a suggestion. Each teacher should adapt it to his/her own needs and to the amount of hours assigned to the subject.

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Specific treatment of multiple intelligences

● Self-assessment and metacognition exercises

INTRAPERSONAL

● Using cooperative learning techniques to work as structured groups

INTERPERSONAL

● Observing images from the nature world

● Observing, researching and identifying plants and animals

● Using images to represent nature● Classifying items from the nature world

NATURALISTIC

● Acting out concepts

BODILY–KINAESTHETIC

● Individual reading ● Solving puzzles, riddles, etc.● Debate

VERBAL-LINGUISTIC

● Reading and using graphic organisers● Establishing classifications,

comparisons and series ● Analysing statistical data and numerical

facts● Logical reasoning

LOGICAL-MATHEMATICAL

● Creating charts and diagrams ● Reading and interpreting images● Using audiovisual resources to

represent ideas and processes ● Creating artworks

VISUAL-SPATIAL

MULTIPLE INTELLIGENCES

● Games based on rhythm patterns

MUSICAL

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23Unit 1

Warm-up 1. Let's speak. Start the lesson by asking: What living

things can you see in the picture? Prompts: Are plants living things?

Read the first question aloud. Elicit answers and write pupils’ answers on the board. Ask: Who would like to read the next question? Let pupils answer the question in pairs and then compare answers:

•What are these animals called? Prompts: These insects have beautiful wings, don’t they? They can fly, but they start life as a caterpillar that walks.

• Can you see any insect? Prompt: Butterflies can fly, but are they birds?

• Think about the animals that are around you every day. How do you interact with them? How do they interact with each other? Prompts: What do you do when you see a mosquito? Can you tell me the name of an insect that makes webs to catch other insects? What kind of insects like flowers?

During the lesson 2. Individual activity. Ask pupils to draw a diagram

including the main titles from the unit and links between these contents. Then check as a group.

Wrap-up 3. Final task. To introduce the final task, show pupils a

jar (or picture) of honey and a flower. Then ask pupils to name them and write the words on the board. Then ask: Do you know the connection between flowers and honey? Prompts: What insect pollinates flowers? What insect makes honey? Then, explain that throughout the unit, the class is going to learn about the life of bees and why they are important for plant reproduction.

Personalised learning(Assignments on Saviadigital)

Assessment Worksheet. Initial assessment

Cooperative Learning and Learning to Think

In the following pages, you may choose to do some activities using cooperative learning or learning to think structures. It is important to have a good learning environment in the classroom as well as cohesive groups. You can find the structures and tips on the Cooperative Learning Guide and the Learning to Think Guide.

For extra materials, please refer to the Unit Resources on page 17.

Learning standards and outcomes1.1. Observe, identify and recognise basic

characteristics of animals and classify them based on their vital functions.•Describe and recognise the characteristics that

define animals as living things, compared to non-living things.

5.1. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals.•Analyse drawings and photographs of animals

and identify what group they belong to.

Teaching notes

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Teac

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es Warm-up1. Activate knowledge. Get pupils thinking about the

differences between living and non-living things. Show them several pictures and have them decide which ones show a living or non-living thing.

Ask: Are these living things? Do living things move? (Yes, they do.) Look at the pictures again. Do any of the non-living things move? Rivers, waves and clouds seem to move, don’t they? Does this mean they are living? Tell pupils they are going to learn about three things all living things have in common.

During the lesson 2. Presentation. Read the first paragraph aloud. Ask

pupils to think about living things. Ask: Does water move? Does it reproduce? Does it eat? Water can move, but is it a living thing? Why not? Then, ask the same questions about clouds.

3. Nutrition. After reading the texts, help pupils relate the texts to themselves. On the board, write: Nutrition.

Say: What kind of food do people eat? Write their answers on the board into two columns: food that comes from animals and food that comes from plants. Then say: I’ve divided your answers into two columns. What does the food in each column have in common?

4. Pair work. Assign a familiar animal to each pair. Have them brainstorm or research the different kinds of food these animals eat. They can discuss their answers with their classmates.

5. Interaction. On the board, write: Interaction. Say: People are living things, and we interact with our environment. Toss a small foam ball to a pupil. Once they catch it, they continue throwing it to another pupil until all pupils have caught the ball. Ask: What do you do when you see the ball? (We catch it.) When we catch the ball, we interact with our environment.

6. Pair work. Ask more questions about interaction that pupils can answer in pairs: What do you do when it’s hot? What do you do when you hear a noise? What do you do when you feel sad? What do you do when you listen to music?

Learning standards and outcomes

1.1. Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions.•Describe and recognise the characteristics

that define animals as living things, compared to non-living things.

•Recognise the different ways animals carry out their vital functions and differentiate between animal groups based on type of nutrition or reproduction.

8.1. Use the computer to develop Natural Science knowledge.•Use ICT as a tool for learning and

self-assessment.

Answer key1. a) 2, reproduction; b) 3, interaction;

c) 1, nutrition

2. Pupil’s own answers.

3. Pupil’s own answers.

4. Bees are oviparous. The queen bee lays eggs.

5. Although called green iguanas, these animals are actually variable in colour. The colour of an individual may vary based upon its mood, temperature, health, or social status. Iguanas are masters of camouflage and depend on it for survival. Other examples of animal interaction are predation, competition and symbiosis.

25Unit 1

7. Reproduction. On the board, write: Reproduction. Prepare a set of flashcards of different living things. In pairs, pupils practise asking each other questions. For example: What do you call this living thing? (It's a duck.) How does it reproduce? (It’s oviparous. Ducks are born from eggs.) The teacher can demonstrate the activity with the help of a pupil.

8. We work together. In small groups, pupils can collect and cut out photos of different living things and make a class mural showing how they are classified according to: Do they make their own food? Do they get food by eating other living things? Are they herbivore, omnivores or carnivores?

9. Let's practise. Do the activities and listen to the audio [Class CD: Listenings, Track 1] to consolidate knowledge.

10. Fun Fact! Start by explaining that people have cloned plants for many years. Demonstrate by showing pupils how we can take a cutting from a geranium and grow a new plant that is identical to the parent plant. Cloning animals is based on the same concept, but it is much

more complicated. Scientists clone animals in laboratories.

Wrap-up11. Let's speak. On the board, write these questions: What

does ... mean? How do you spell it? What is an example? Then divide the class into two teams. Give each team a set of cards with a word written on each one. Team A picks a card and asks Team B the questions written on the board. Team B answers. Words for cards: nutrition, interaction, reproduction, herbivore, carnivore, omnivore, oviparous, viviparous, seeds, clone.


Reinforcement Worksheet. Animal planet


Audioscript

1. MUM: Hello?

GIRL: Hi! It’s Sarah here. Can I speak to Stephen, please?

MUM: Yes, hold on one moment. He’s in the garden watering the plants. I’ll just go get him.

2. BOY: Sophie, come here! I found a bird’s nest at the back of the garden. It’s full of eggs.

GIRL: Really? You mustn’t touch them. They could hatch at any moment.

BOY: Look – this egg is moving. I think it’s about to hatch.

3. GIRL: Ow!

DAD: What happened?

GIRL: I just touched this cactus and it hurt. Look, my finger is bleeding.

DAD: You have to be careful. Cacti are prickly.

GIRL: I'll remember next time!

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es Warm-up1. Activate knowledge. Start the lesson by asking pupils if

human beings are vertebrates or invertebrates. Ask them to hold out one hand and feel the bones in it with their other hand. Say: The bones in our hands are part of our skeleton. Working in pairs, pupils can feel each other’s backbone. Then, show pupils a real invertebrate that they can observe with a magnifying glass.

During the lesson 2. Presentation. Read the text aloud. Then, have the

class compare the skeleton of a chicken and a snail. If a whole chicken skeleton is not available, use separated chicken bones or fish bones. Get them to write down their observations in their notebooks.

3. Let’s think and reflect. Ask pupils if they think insects are vertebrates or invertebrates. Bring in some insects inside a small glass jar for them to observe with a magnifying glass (ladybird, cockroach). Pupils look for the differences between a skeleton, a shell and an exoskeleton. Ask: In your opinion, what are

the advantages of having a skeleton? Look at the snail/cockroach. They don’t have skeletons. How are they protected? Set the insects free at the end of the lesson.

4. Individual work. Pupils can make their own flashcards of vertebrate and invertebrate animals. On one side, they glue, print (or draw) the picture. On the back side, they include this information: Name of animal, vertebrate or invertebrate; viviparous or oviparous; type of limbs; herbivore, carnivore or omnivore.


6. Pair work. Working in pairs, pupils show their partner the picture-side of the flashcard and ask questions. Write these questions on the board as a model: What’s the name of this animal? Is it a vertebrate or invertebrate? How is it born? What kind of limbs does it have? What does it eat?


1.1. Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions.•Describe the characteristics of

invertebrates and give examples of the different groups.

1.2. Recognise and identify characteristics that make it possible to differentiate between vertebrates and invertebrates.•Differentiate between vertebrate and

invertebrate animals.

5.1. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals.•Analyse drawings and photographs of

animals and identify what group they belong to.


self-assessment.

27Unit 1

7. Fun Fact! Ask for a volunteer to read the text aloud. Explain that dust mites can cause asthma and allergies. They like to live in mattresses, pillows, sofas and curtains. If possible, show pupils a dust mite in a microscope slide. Ask pupils to find out ways to get rid of dust mites.

Wrap-up8. Let’s think and reflect. Say: Scientists have

discovered thousands and thousands of animal species. What are two ways to classify animals? (Vertebrates and invertebrates.) Do you think most species are vertebrates or invertebrates? (About 95% of animals are invertebrates.) Think about why scientists need to classify animals. (It’s easier to study animals when we classify them into groups.)

9. We work together. Have pupils work in pairs and write down the names of as many vertebrates they can think of in one minute. Then they do the same with invertebrates. Taking turns, the pairs read their lists aloud so the other pairs can add new words to their lists.

10. Let's speak. Show pupils a few photos of fossils made from extinct animals. Say: These animals lived millions of years ago. Do you think they were vertebrates or invertebrates? How do you know? Suggested pictures: dinosaurs, wooly mammoth, trilobite, cephalopod, etc.

Hands-on!Identify the diferences between vertebrates and invertebrates by using the Vertical wallpaper and the Animal cards. See Hands-on Guide.




Audioscript

WOMAN: This magnificent animal is one of the largest animals in the sky. It moves around mostly at night looking for small animals to eat. Its wings can be up to three times bigger than its body.

This oviparous creature can lay up to five eggs. It is a very protective bird and will attack another living thing if it gets too close to its young.

Answer key1. Vertebrate.

2. Snakes don’t have limbs.

3. a) Invertebrate; b) Vertebrate;

c) Vertebrate

4. No, bees don't have skeletons.

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es Warm-up1. Activate knowledge. Remind pupils that most

animals are invertebrates. Have them brainstorm the names of invertebrates. Write their answers on the board. Check pronunciation using choral repetition.

During the lesson2. Hands-on practice. If possible, bring some dead

insects in small glass jars for pupils to look at using a magnifying glass. Suggestions: dragonfly, any small crustacean, spider, and fly. If real animals are not available, use a set of close-up photographs. Write on the board: What does it look like? How many legs does it have? How many wings does it have? How many body parts does it have? How many antennae does it have? What does its external skeleton look like? Working together, pupils write descriptions in their notebooks.

3. Individual work. Pupils continue making their own flashcards of invertebrate animals to include arthropods. Ask them to include all the arthropods

that appear in this lesson. Again, on one side they can glue, print (or draw) the picture. On the back side, they describe each animal: body parts, skeleton type, legs, antennae, wings, etc.

4. Hands-on practice. If possible, show pupils a real dead scorpion (in a glass jar) or a detailed photo . Ask them to look at the scorpion with a magnifying glass and write down a detailed description of its body. In pairs, pupils discuss if scorpions are insects, arachnids or crustaceans. Say: Scorpions are arachnids. They have eight legs, but they are different from spiders because they have two pincers and a long tail. This tail has a poisonous stinger. Did you know that baby scorpions live on their mother’s back until they can survive on their own?

5. Hands-on practice. If possible, bring a small red swamp crayfish in a small aquarium to class. Ask pupils to observe the crayfish then answer these questions on the board: How does it move? How does it use its antennae? How does it use its pincers? At the end of the activity, tell pupils that red swamp


1.2. Recognise and identify characteristics that make it possible to differentiate between vertebrates and invertebrates.•Describe the characteristics of invertebrates

and give examples of the different groups.

2.1. Recognise and identify the morphological characteristics that make it possible to differentiate between different groups of invertebrates.•Differentiate between groups of

arthropods based on their morphological characteristics.




self-assessment.

29Unit 1

crayfish are not natural to Spain. Humans introduced this invasive species into Spain in the 1970s. This animal makes native species disappear because they compete for habitat. Say: We should never release our aquarium pets into the wild. Do you know why?

6. We work together. Working in small groups, pupils make a wallpaper or do a presentation about an arthropod they want to learn more about.


8. Pair work. Working in pairs, pupils show their partner the picture-side of the flashcard and ask questions. Write these questions on the board as a model: What’s the name of this animal? How do you spell it? Is it a vertebrate or invertebrate? What kind of arthropod is it? How many legs does it have? How is it born? How many antennae does it have? Where does it live? Does it have wings?

Wrap-up9. Review. Draw three columns on the board (insects,

arachnids and crustaceans) and ask pupils to call out names of arthropods from this lesson that belong to each column. Write their answers in each column. Then have pupils copy the chart into their notebooks.

Hands-on!Recognise the main arthropods by using the Wallpaper. Invertebrates. See Hands-on Guide.



Extension Worksheet. Exoskeleton


Audioscript

BOY: Come here Sue. What do you think this is?

GIRL: Oh, I’m not sure. Count its legs.

BOY: 1, 2, 3, 4, 5, 6. It’s got antennae too.

GIRL: Does it have any wings?

BOY: Yes. But I haven’t seen it fly. Wait! Wow! Look how high it can jump.

GIRL: That’s impressive

Answer key1. a) grasshopper.

2. Bees have six legs, two antennae and wings. Their body is divided into three parts: head, thorax and abdomen.

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es Warm-up1. Activate knowledge. Start the lesson by asking pupils

to brainstorm the names of invertebrate animals. Write their answers on the left side of the board. If pupils accidentally name any vertebrates, write these words on the right side of the board (but don’t say that they are incorrect). Ask: Why did I write these names in another column? (They’re vertebrates.) How are vertebrates different from invertebrates? (They have backbones.)

2. Guessing game. Describe an arthropod and have pupils guess its name. Say: I’m an arthropod. I have eight legs. My body is divided into two parts – the cephalothorax and the abdomen. I don’t have antennae. I don’t have any wings. What am I? (A spider.) Then, have pupils continue the game in pairs.

During the lesson3. Presentation. To get pupils interested in the lesson, show

them a close-up photo of a jellyfish and samples of real invertebrates from each group studied in this lesson.

Pupils can use magnifying glasses to look at them. Working in pairs, they can write descriptions of each animal. On the board, write: Which animal has pores? (Sponges.) Which animal is symmetrical? (Sea urchins.) Which animal lives inside a spiral? (Snails.)

4. Content focus. Read the texts aloud. After reading about each group, ask questions:

•Sponges: People use sea sponges every day. Do you know what for? (For cleaning and painting.)

• Jellyfish: Have you ever seen a live jellyfish in the sea? What happens if you touch a jellyfish? (It will sting and hurt you.)

•Echinoderms: Many people like to eat sea urchins. Have you ever eaten one?

5. Individual work. Pupils continue making their own flashcards of invertebrates to include the animals presented in this lesson. Again, on one side they glue, print (or draw) the picture. On the backside, they describe each animal.


1.2. Recognise and identify characteristics that make it possible to differentiate between vertebrates and invertebrates.

•Describe the characteristics of invertebrates and give examples of the different groups.

3.1. Recognise certain invertebrates and identify which group they belong to.•Recognise and differentiate between

other groups of invertebrates: sponges, jellyfish, echinoderms, worms and molluscs.




self-assessment.

31Unit 1

6. Fun Fact! If possible, show pupils a dried starfish. Say: This beautiful animal is called a starfish, but it’s not really a fish. What do you remember about fish? (They have gills, scales and fins.) Starfish are echinoderms. Let pupils look at the starfish with a magnifying glass. Point out that under the limbs, starfish have tiny feet shaped like tubes.


8. Pair work. Working in pairs, pupils show their partner the picture-side of the flashcard and ask questions. Write these questions on the board as a model: What’s the name of this animal? How do you spell it? Is it a vertebrate or invertebrate? What kind of invertebrate is it? Where does it live? What is its main feature?

Wrap-up9. Let's think and reflect. Get pupils thinking about the

great diversity of invertebrate animals. Ask: Are there more vertebrates or invertebrates living on Earth? (About 97% of all species are invertebrates.) Which do

you think are more intelligent, vertebrates or invertebrates? Say: Did you know that scientists think that octopus and squid are the most intelligent invertebrates? Encourage pupils to research more about octopus and share what they discover with their classmates.

Hands-on!Revise the characteristics of invertebrates by using the Wallpaper. Invertebrates and the Vertical Wallpaper. See Hands-on Guide.




Audioscript

BOY: Sara, let’s see if you know as much about animals as you say. If you answer correctly, it will be your turn to ask me to guess another animal. This animal has poisonous tentacles and it uses them to hunt. Do you know which animal it is?

GIRL: That’s very easy! It’s a jellyfish, and they can be very dangerous. Now it’s my turn, this animal has rings.

BOY: Does this animal usually live in the ground?

GIRL: Yes, it does, but some also live in water.

BOY: I know! You’re talking about a worm!

GIRL: You’re right, now it’s your turn again.

BOY: This animal lives on the bottom of the ocean.

GIRL: Has it got eyes?

BOY: No, it hasn’t.

GIRL: Has it got feet?

BOY: Yes, it has little feet.

GIRL: I know! It is a starfish, right?

BOY: That’s right Sara. It’s a starfish.

Answer key1. a) rings; b) little feet; c) poison

2. Pupil's own answers.

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1.1. Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions.•Recognise the different ways animals

carry out their vital functions and differentiate between animal groups based on type of nutrition or reproduction.



3.1. Recognise certain invertebrates and identify which group they belong to.•Recognise and differentiate between

other groups of invertebrates: sponges, jellyfish, echinoderms, worms and molluscs.




self-assessment.

Warm-up1. Activating knowledge. Introduce the review activity

by asking pupils what they remember about the unit. Prompts:

•What is the difference between vertebrates and invertebrates?

•What are some different types of invertebrates?

•What are their main characteristics?

During the lesson2. Let's practise. Pupils complete the mind map

individually, checking their answers with a partner. Encourage them to write down examples for each group.

3. Vocabulary focus. This is a good time to review new vocabulary. Use flashcards with vocabulary from the mind map in order to check meaning and pronunciation.

4. Production. Close the books. Give out the flashcards around the class. Each pupil has to make a meaningful sentence with their card.

5. Pair work. Write these questions on the board for pupils to discuss in pairs:

• What kind of vital function is related to the world around us?

• What is an internal skeleton for?

• What does oviparous mean?

• Do all arthropods have wings?

• How many legs does an arthropod have?

• What kind of invertebrates can move?


Pupils do activities 1, 3, 5, 6, 7, 8 and 9 on their own. Then, have them work in small groups to discuss their answers. Finally, check answer with the whole class.

Pupils do activities 2, 4 and 10 in pairs. Then check answers with the whole class.

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33Unit 1

Audioscript

1. Which animal has 8 legs?

2. What vertebrate animal doesn’t have legs?

3. Which animal can fly?

4. Which animal can hurt you if you touch its tentacles?

Answer key1. 1) crustacean; 2) sponges; 3) worms;

4) jellyfish; 5) echinoderms.

2.

3. Escape from a predator - interaction. Laying an egg - reproduction. Being an omnivore - nutrition.

4. 1) Worm (Worms are invertebrates. Lizards, frogs and snakes are vertebrates.)

2) There isn't an odd one out here. All are arthropods. All are insects. All have wings. All can fly.

3) Starfish (Starfish are echinoderms. Ants, spiders and beetles are arthropods.)

5. The snail doesn't belong because it's an invertebrate. Tigers, frogs and snakes are vertebrates.

6. Earthworms and snakes don't belong to the same group. Earthworms are invertebrates, and snakes are vertebrates.

7. 1. d) scorpion; 2. c) snake; 3. b) butterfly; 4. a) jellyfish.

8. a) Bees have wings, legs, a head, thorax, abdomen and antennae.

b) Crawfish have cephalothorax, abdomen, head, legs and antennae.

9. Sponges.

10. Pupil's own answers. Examples:

a) Jellyfish: This animal lives in the ocean. It can be dangerous because it has poisonous tentacles.

b) Ladybird: This animal lives on the land. It’s an arthropod with six legs. It has a head, thorax and abdomen. It also has two antennae and wings.

c) Ant: This animal is an arthropod with six legs. It has a head, thorax and abdomen. It has two antennae. It doesn’t have wings.

d) Octopus: This animal lives in the ocean. It’s a mollusc with an internal shell. It has a soft muscular body it uses to move through the water.

5

Wrap-up7. Knowledge consolidation. As a follow up activity,

divide the class into groups. Tell each group to write two original questions about each section from the unit. Then, have a class competition. Taking turns, Group A asks Group B one of their questions, Group B asks Group C a question, etc. The group with the most correct answers wins.


Review Worksheet. Unit 1

Assessment Worksheet. Unit 1


Arthropods Body Legs Examples

insects three parts 6 legs fly, ant, ladybird

arachnids two parts 8 legs spider, scorpion

crustaceans two parts 10 legs crawfish, lobster

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5.2. Find, select, analyse and organise specific and significant information. Present it and draw conclusions.•Gather the results of a simple count and

present them using a bar chart.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.•Prepare a summary of information

extracted from an outline.

Audioscript

LUCY: Derek! Come look at this animal that I found. What do you think it is?

DEREK: Erm. It’s quite soft and slimy. I think it’s a worm.

LUCY: No, I don’t think it’s a worm. A worm has many rings around its body. And it’s a lot longer. This animal has a thicker body. And it’s quite muscular.

DEREK: Look at it move. It’s very slow. It looks a bit like a snail. But it doesn’t have a shell.

LUCY: Yes, it must be in the same group of animals as a snail. I’ll go and look it up.

Answer key1. a) There are more invertebrates than

vertebrates.

b) They will spend three and a half hours in total observing the animals.

c) Echinoderms are marine animals.

2. 1) b) Slug

2) Slugs are molluscs.

3.

6

Let's read1. Activate knowledge. Ask pupils to imagine they are in their

garden or a park near their house. Ask: What kind of animals do you usually see there? Prompts: Do you usually see birds? How do we classify birds? (Vertebrates.) Do you usually see butterflies? How do we classify butterflies? (Invertebrates.) What kind of invertebrate are butterflies? (Insects.) What else do you see?

2. Pre-reading activity. Remind pupils that most animals on Earth are invertebrates. Say: Do you have a favourite invertebrate? Which invertebrate is the strangest? Which invertebrates can fly? Which invertebrates are dangerous? Which invertebrates live in water?

3. Reading activity. First, pupils can read the text silently to themselves. Then, ask pupils if they have any questions about vocabulary.

4. We work together. Ask for volunteers to read the text aloud. After each paragraph, stop and check comprehension. Ask: Where are Lucy and Derek looking at animals? (In Lucy’s garden.) What do they want to study? (The type of animals

Insect Arachnid

butterfly spider

Mollusk Worm

slug earthworm

35Unit 1


3.1. Recognise certain invertebrates and identify which group they belong to.•Recognise certain invertebrates based on

a description of their characteristics.

5.1. Observe animals directly and with suitable instruments. Use audiovisual and technological resources. Gather information and use it to identify and classify animals.

•Analyse drawings and photographs of animals and identify what group they belong to.

6.2. Prepare explanatory texts to communicate research results and submit work in paper format that is organised and neat.•Prepare information sheets to describe

the characteristics of different animals.

Answer key1. 1) Invertebrates; 2) Sponges; 3) Jellyfish;

4) Molluscs; 5) Echinoderms; 6) Worms.

Under Arthropods, add circles and arrows with the following words: insects, arachnids, crustaceans.



that live there and the most common.) What do they observe in the animals? (What they do and what they eat.) When do they observe the animals? (In the mornings and in the evenings.) Why do they draw the animals? (To find out differences in their body characteristics.)

5. Let's practise. Do the activities and listen to the audio [Class CD: Listenings, Track 6]. Let pupils answer the questions on their own. Then, they can compare their answers in pairs and finally as a whole class.

6. Post-reading activity. Ask pupils to think about all the different types of vertebrate and invertebrate animals living around them. Encourage them to look at the animals in their garden or their favourite park and to write down the names of what they see. In the next class, they can compare lists and classify the animals together.

Lab workshop!1. Activate knowledge. To practice spelling and

word-decoding abilities, the class can play a round or two of the popular game Hangman. Suggested words: jellyfish, mollusc, echinoderm, arthropod.

2. Activity 1. Using their notebooks, pupils copy and complete the mind map individually. Then, they can check their answers with a partner.

3. Activity 2. Working individually, pupils write sentences about five animals. Pupils work in pairs to check the answers.

4. Activity 3. Pupils do the activity in pairs. Once they have decided on other ways to organise animals, compare their ideas as a whole class and write them on the board.

5. Knowledge consolidation. Working in small groups, pupils can make a wallpaper of the mind map including images of animals from each group.

1

2 3

4

5 6

36 Unit 1

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1.1. Observe, identify and recognise basic characteristics of animals and classify them based on their vital functions.•Recognise the different ways animals

carry out their vital functions and differentiate between animal groups based on type of nutrition or reproduction.

1.2. Recognise and identify characteristics that make it possible to differentiate between vertebrates and invertebrates.•Differentiate between vertebrate and

invertebrate animals.

•Describe the characteristics of invertebarates and give examples of the different groups.



Warm-up1. Activate knowledge. First, write on the board: What

does it look like? Then, show the class a picture of a grasshopper. Read the question aloud and let pupils answer. (Grasshoppers have wings and antennae. They have six legs.) Continue asking questions: Are grasshoppers vertebrates or invertebrates? (Invertebrates.) What kind of invertebrates are grasshoppers? (Insects.).

Ask the class if they know about any unusual or interesting looking animals. Prompts: What do giraffes look like? What do zebras look like?

During the lesson2. Pre-reading activity. First, have pupils work in pairs

and describe all the animals shown in the pictures. Write prompts on the board: How big is it? What shape is it? What colour is it?

3. Reading activity. Pupils read each article silently to themselves. Ask them to go to the board and write

down any words they don’t understand. Have the pupils help each other learn the new words. Ask: Does anyone know the meaning of this word?

4. We work together. Ask for a volunteer to read the text aloud, and answer the questions as a whole class.Answer key:

•What group do these animals belong to? Owls are birds. Birds are vertebrates. The other animals seem to be insects. Insects are invertebrates.

•What features do all invertebrates share? All invertebrates are oviparous. They don’t have an internal skeleton or bones.

• Is the spider an arthropod? Explain why. Spiders are arthropods because they have an external skeleton and many legs.

• Is the frog a vertebrate or an invertebrate? Explain why. Frogs are vertebrates because they have a backbone and an internal skeleton.

•What do you call animal that eat other animals? Carnivores.

37Unit 1


3.1. Recognise certain invertebrates and identify which group they belong to.•Recognise certain invertebrates based on

a description of their characteristics.

4.1. Demonstrate an interest in observing and studying living things.•Express an interest in and curiosity about

the habits of invertebrates and how they live.

5.2. Find, select, analyse and organise specific and significant information. Present it and draw conclusions.•Find information in the textbook to

answer the questions posed.

5. Copycats! Show the class the picture of the grasshopper again. Ask: Where do grasshoppers live? (In the grass.) What colour is grass? (Green.) What colour are grasshoppers? (Green.) What animals like to eat grasshoppers? (Birds.) Do you think it’s easy to find a green grasshopper in the green grass? (No, it’s not.) Why not? (Because it’s easy to hide in the green grass.)

6. An alien on our planet? Ask: What animals can survive the extreme heat of the desert? (Camels, snakes, scorpions, lizards.) What animals can survive the extreme cold of the North Pole or South Pole? (Polar bears, penguins.) Do you think a desert animal can live on the North Pole? (No, because it’s too cold.) Do you think an arctic animal can live in the desert? (No, because it’s too hot.)

7. Tarantulas. Show the class pictures of a bee and a tarantula. Then ask: In your opinion, which is scarier: a bee or a tarantula? After pupils answer (most of them will say a tarantula), ask: What does a bee sting feel like? Then point out that a bee sting is worse than the bite of a tarantula.

8. Who said it was cold? Ask: Are frogs vertebrates or invertebrates? (Vertebrates.) Then, explain that frogs are cold-blooded. This means that their body temperature changes with the temperature of the atmosphere. Point out that human beings are warm-blooded. Our body temperature is always the same no matter what the outside temperature is.

9. What would I do without you? Say: People help each other all the time. We have friends to make us happy. We have doctors to make us feel better. Can you think of other ways we help each other? Explain that 'mutualism' is a relationship in which animals of different species help each other.

Wrap-up10. Let's invetigate. Ask pupils to investigate other unusual

animals and write a paragraph about what they discover. Write some information they should include: What does it look like? What does it eat? How does it reproduce? Is it a vertebrate or invertebrate? Why is it an interesting animal? (Animals to investigate: bats, armadillo, kangaroo, dolphins, flamingos, black widow spider.)

38 Unit 1

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and significant information. Present it and draw conclusions.•Find information in the textbook to

answer the questions posed.

7.1. Use strategies to complete assignments individually and with a group.•Work cooperatively and flexibly as part of

a group.


self-assessment.

Answer key1. Where do bees live? In nests called 'hives'.

What do bees eat? Nectar (and pollen and water). How do bees reproduce? Bees are oviparous Body characteristics: Six legs, two antennae, wings, head, thorax and abdomen.

2. Bees have a 'dance' that tells the other bees where they can find pollen and nectar. Bees have specific tasks that help the colony. The queen bee lays the eggs. 'Drones' are male bees that fertilise the eggs. 'Worker bees' are females that maintain the hive.

3. Bees are very important insects. They give us honey, which is a very healthy food. But they also pollinate plants.

Warm-up 1. Activate knowledge. Review the Final Task questions

from previous lessons:

• How do bees reproduce? (Bees are oviparous because they lay eggs.)

• Do bees have skeletons? (No, bees do not have skeletons.)

• Which body characteristics correspond to a bee? (Bees have six legs, two antennae and wings. Their body is divided into three parts: head, thorax and abdomen.)

Ask pupils what else they know about bees. Prompts: How do bees help plants? (They help in pollination.) What kind of food do bees make that people like to eat? (Honey.) What do bees do when they feel angry? (They can sting you.)

During the lesson 2. Knowledge consolidation. Let pupils do the activities

in pairs. Then check as a group.

3. Reading activity. First, have pupils read the text individually. Then, check vocabulary. Finally, ask for volunteers to read the text aloud.

4. Let's think and reflect. On the board, write: Extinction. Make sure pupils understand that extinction means that a living thing disappears forever. Ask: Do you know about any animals that are extinct? (Dinosaurs.)

5. Let's think and reflect. Have a class discussion about other animals that are important to the environment. Say: We need to take care of all animals because every species is important. For example, do you know how birds help the environment? Write their ideas on the board. (Birds eat insects. They transport seeds to different places. Some birds pollinate plants, for example.)

Wrap-up 6. Let's investigate. Encourage pupils to learn more

about another animal that helps the environment: the bat (they eat insects, they help pollinate plants, and they help move plant seeds to different places).

39Unit 1

Dynamic 1. Animal classification1. Purpose.This activity will help pupils see the different

ways we can classify animals.

2. Preparation. Give each pupil an 'animal card' to fill in as homework. Sample:

Dog

• Does it have a backbone? ...............................................................................

• How does it reproduce? .................................................................................

•What does it eat? ............................................................................................

•Where does it live? .........................................................................................

• Does it have feet? ............................................................................................

Animals to include: lion, bear, monkey, zebra, duck, urchin, human being, sheep, owl, wolf, fish, shark, frog, salamander, lizard, sparrow, dragonfly, sponge, starfish, snail, slug, earthworm, jellyfish, octopus, squid, snake. Add more animals according to class size.

3. In class. Have the class take out their cards and stand in a large circle. Say: This circle represents all living things that carry out vital functions.

Ask pupils to introduce themselves to the group: (I’m a bird. I’m a fish, etc.)

Then, tell the pupils to regroup five times as you call out different characteristics. Say:

• Do you have a backbone? (Pupils make two groups: vertebrates and invertebrates.)

• How do you reproduce? (Pupils make two new groups: oviparous and viviparous.)

• What do you eat? (Pupils make three groups: herbivores, carnivores and omnivores.)

• Do you live on the land, in the water, or both? (Pupils make three groups.)

• Do you have feet? (Pupils make two new groups.)

Dynamic 2. Arthropods1. Purpose. This activity will help pupils see the

different ways we can classify arthropods.

2. Preparation. Prepare slips of paper with a picture of an animal on it, one animal per pupil (or one animal for every two pupils, depending on class size). Include: butterfly, grasshopper, ant, ladybug, beetle, dragonfly, crawfish, spider, scorpion, fly, bee, prawn, lobster (and any other arthropods pupils may know about).

3. In class. Have the class take out their cards and stand in a large circle. Say: This circle represents arthropods.

Then, tell the pupils to regroup as you call out the different groups of arthropods. Say:

• Do you have wings?

• Do you have antennae?

• Do you have a cephalothorax?

• How many legs do you have?

• How many parts is your body divided into?

Once pupils regroup, they ask each other: What kind of arthropod are you? (I’m an ant, etc.)

Dynamic 3. More invertebrates1. Purpose. This activity will help pupils describe

different invertebrates using body language.

2. Preparation. Divide the class into five groups. Give each group a card with a picture of an invertebrate on it. Tell the pupils not to show their card to the other groups.

3. In class. Divide the class into five groups. Give each group a card with a picture of an invertebrate on it. Tell the pupils not to show their card to the other groups. Animal cards: sponge, starfish, jellyfish, worm, snail.

Give each group three minutes to prepare a pantomime for the other pupils. Without speaking, all members of the group imitate the animal shown on the card. The other groups have to guess the animal. The teacher can demonstrate by imitating an animal studied in lesson 3 (a spider, a beetle, a scorpion, etc.).

End the activity by asking the entire class to imitate each animal as you describe them. Say:

• You’re all an animal that lives at the bottom of the sea. You cannot move because you are fixed to the ground. Your body is full of pores. (Pupils imitate a sponge.)

• Now you’re a dangerous animal.You have poisonous tentacles that you use to defend yourself. (Pupils imitate a jellyfish.)

• Now you’re all an echinoderm. You have many small feet that you use to move along the bottom of the ocean. You have five legs in the shape of a star. (Pupils imitate a starfish.)

• Now you’re an animal that lives inside moist soil. Some of you live in water. You have a long soft body made up of rings. (Pupils imitate a worm.)

• For the last animal, you are all a mollusc with one shell. You move along the ground very slowly. (Pupils imitate a snail.)

Dynamics

40 Unit 1

Workbook

42 Unit 1

Workbook

44 Unit 1

Workbook

Audioscript

Unit 1 , page 4, activity 3. Listen and complete.MAN: Can you name an animal that can change the

colour of its skin to go unnoticed?

WOMAN: Let me think … Yes! The chameleon.

MAN: That’s right. And … in the sea? Are there sea animals that can change their colour?

WOMAN: Yes, there are many of them.

MAN: Can you name one?

WOMAN: Yes, the cuttlefish.

Unit 1, page 5, activity 5. Listen and complete. Are these animals vertebrates or invertebrates?MAN: Vertebrates are animals with a backbone. All

of them have an internal skeleton that protects internal organs such as the heart and lungs. Invertebrates are animals that don’t have a backbone. They don’t have bones.

Unit 1, page 6, activity 6. Complete the sentences. Listen and check. BOY: I don’t like spiders or any kind of insect.

GIRL: Actually, a spider isn’t an insect.

BOY: It isn’t?

GIRL: No, a spider is an arachnid and they have eight legs. An insect only has six legs, like a grasshopper or a ladybird.

BOY: What about a crab? How many legs does that have?

GIRL: A crab has 10 legs. It’s called a crustacean.

BOY: So the best way to classify an animal is to count its legs.

GIRL: Exactly.

Unit 1, page 7, activity 11. Listen and draw the animal that is being described.

WOMAN: A sea urchin is an invertebrate animal, which means it doesn't have an internal skeleton. They live on rocks at the bottom of the ocean. They have a round shaped body and many long spines that come off it. They use these spines to move about and to protect themselves from predators.

2

3

4

5

45Unit 1

Notes

46 Unit 2

Vertebrates

Complementary material ► Natural Science 3 Workbook. Unit 2

In this unit, pupils will learn about the general and morphological descriptions of vertebrates. This will give pupils the criteria used to identify different types of vertebrates: fish, amphibians, reptiles, birds and mammals. Pupils will also learn about endangered animals and how to protect them.

2

47Unit 2

Interactive wallpaper. VertebratesAnimal push-outs Reinforcement

Interactive wallpaper. Vertebrates Animal push-outsExtension

Interactive wallpaper. Vertebrates Animal push-outsReinforcement



Vertical wallpaperAnimal cardsReview. Unit 2Assessment. Unit 2Assessment. Term 1

Diagnostic activity. What do you know about ...?

Unit Resources

Let's understand. Observe different scales

Who was...? Darwin

Fun fact. Tree frogLet's understand. What are amphibians like?

Let's practise. What are birds like?Let's understand. Dodo

Fun fact. Animal communication Let's understand. Iberian lynx

Let's practise. Vertebrates: classification Let's practise. Vertebrate foodTest yourself. Self-evaluation

Presentation. Prehistoric vertebrates

Let's play and learn. Animal classification

Review

Magazine

Skills

Unit 2. Vertebrates

Presentation. Fish and amphibians Video. What do fish look like?

Presentation. Fish and amphibians

Presentation. Reptiles and birds

Presentation. Reptiles and birds

Presentation. Mammals

Assessment. Rubric.

3. Amphibians

2. Fish

4. Reptiles

5. Birds

Test yourself. Check the way you have learnt

Final task

Presentation. Mind mapActivity. Find the intruders

Teacher's Resources on USB and at www.smconectados.es

Pupil's Resources on CD and at www.smsaviadigital.com

Digital Resources

Pupil's materials Teacher's materials

Other materials

Tune up. What do you know about ...?

WB pages 20 and 21

WB pages 18 and 19

WB page 13

WB page 14

WB page 15

WB page 16

WB page 17

*Flashcards and word cards available in the Classroom Box to support the target language.

1. Animal evolution WB page 12

6. Mammals

48 Unit 2

Teaching programme

uNIT AIMS COMPETENCES

1. Recognise and classify vertebrates: mammals, birds, reptiles, fish and amphibians.

Linguistic communication (Aim 2)

Mathematical competence and basic competence in Science and Technology (Aims 1, 2, 3, 4, 5 and 6)

Competence in learning to learn (Aims 4 and 5)

Sense of initiative and entrepreneurial spirit (Aim 6)

Digital competence (Aim 6)

2. Identify and describe the characteristics related to vital functions which make it possible to classify vertebrate animals.

3. Classify animals based on these characteristics.

4. Use keys and guides to identify animals.

5. Observe animals directly or indirectly, using suitable instruments and audiovisual and technological resources.

6. Find information on the characteristics of animals and how they live.

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OuTCOMES

Direct and indirect observation of animals using suitable instruments and audiovisual and technological resources.Vertebrates: •Whataremammalbodieslike?•Whatarebirdbodieslike?•Whatarereptilebodieslike?•Whatarefishbodieslike?•Whatareamphibianbodieslike?

1. Identify and classify animals based on scientific criteria related to their morphology.

1.1. Observe, identify and recognise basic characteristics and classify vertebrate animals.

1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources. Gather information and use it to identify and classify animals.


•Describe and recognise the characteristics that define the different groups of vertebrates and give examples of each.

Let’s speak, p. 23; Activity 2, p. 27; Activity 1, p. 29; Activities 1 and 2, p. 30; Activity 4, p. 31; Review, activity 1, p. 32; Review, activities 3, 4, 7 and 10, p. 33; Skills, activities 1 and 2, p. 35.

•Observe and analyse the characteristics of certain animals in order to identify and classify them.

Activity 2, p. 25; Activities 2 and 3, p. 27; Activities 1 and 3, p. 28; Activities 1 and 2, p. 30; Activity 4, p. 31; Skills, activity 2, p. 34; Skills, activities 1 and 2, p. 35.

Vertebrate animals: nutrition, interaction and reproduction. Classifying vertebrates based on vital functions.•Howdomammalslive?•Howdobirdslive?•Howdoreptileslive?•Howdofishlive?•Howdoamphibianslive?

2. Learn about scientific criteria related to vital functions, including diet and type of reproduction. Use them to classify living things.

2.1. Learn about the nutrition, interaction and reproduction functions of vertebrate animals and use them for classification.

•Classify vertebrates based on their vital functions.

Activities 1 and 2, p. 25; Activities 2 and 3, p. 27; Activities 1, 2, and 3, p. 29; Activities 1 and 2, p. 30; Activity 4, p. 31; Activities 1 and 2, p. 34; Skills, activities 1 and 2, p. 35; Review, pp. 36 and 37.

•Describe how vertebrates carry out the three vital functions: nutrition, interaction and reproduction.

Activity 1, p. 27; Activity 2 , p. 30; Activity 4, p. 31.

• Recognise and describe the phases of metamorphosis in amphibians.

Activities 1 and 3, p. 27.

49Unit 2

CONTENTS ASSESSMENT CRITERIA LEARNING STANDARDS LEARNING OUTCOMES

Identifying animals using a key. 3. Recognise a species with the help of keys and simple examples.

3.1. Use keys and guides to classify animals.


•Use simple keys to identify vertebrate animals.

Skills, activity 1, p. 35.

•Create simple keys to make one’s own classifications.

Skills, activity 2, p. 35.

Demonstrate an interest in observing and studying all living things.

4. Demonstrate an interest in observing and studying invertebrates.


4.2. Demonstrate the habit of caring for and respecting animals.

•Express an interest in and curiosity about the habits of vertebrates and how they live.

Skills, p. 34; Magazine, pp. 36 and 37.

•Demonstrate respect for animals in freedom.

Magazine, pp. 36 and 37.

Introduction to scientific activity.

Using different sources of information (direct, indirect).

5. Obtain significant information about previously defined events and phenomena.

5.1. Consult and use written documents, images and charts. Look for, select and organise specific, relevant information.

(Sense of initiative and entrepreneurial spirit, Digital competence)

•Observe a mythological animal and identify the characteristics which correspond to different groups of vertebrates.

Review, activity 4, p. 33.

6. Communicate results in writing, presenting them with visual aids.



(Linguistic communication)

•Use appropriate vocabulary in descriptions and explanations.

Activity 2, p. 25; Activity 2, p. 27; Activity 2, p. 30; Activity 4, p. 31; Skills, pp. 34 and 35; Final task, p. 38.

Individual and group work. 7. Work cooperatively and use materials appropriately.




Activity 1, p. 24; Activity 2, p. 30; Activity 4, p. 31; Final task, p. 38.

Using information and communications technology.

8. Use the computer to reinforce and conduct a self-assessment of the content covered in this unit.


(Digital competence)


Interactive activities on Saviadigital, pp. 25, 26, 27, 29, 30, 31, 33 and 38.

•All of the learning standards help pupils acquire BasiccompetenceinScienceandTechnology.

Teaching programme

50 Unit 2

Teaching programme

Methodological suggestions

1. Previous knowledge

In order to study this unit, pupils should be familiar with certain content: concepts and procedures.

•Using certain basicinstrumentssuch as a magnifying glass.

•The association between certain physicalfeatures and models of animal behaviour with the environment where they live (water or land): different extremities to fly, swim, walk or crawl, different body covering, etc.

•Recognising the mainfunctionsofanimals: they are born, take in nourishment, breed and die.

•The distinction between viviparousandoviparousanimals.

•Recognising carnivores,omnivoresandherbivores.

•Characteristics related to the vitalfunctions of animals (what they eat, how they are born, how they move, etc.) which make it possible to classify them in groups.

•The difference between domesticandwildanimals.

2. Possible areas of difficulty

It is a good idea to ensure that comparisons between animals are based on essentialfeatures. They should focus on the description of their structure or how their vitalfunctions are carried out. Based on these initial observations and descriptions, pupils should select the essential features or criteria which will serve as a basis for comparison: what they eat, what their bodies are covered with, how they reproduce, etc. They should compare and contrast the properties of each element one by one to justify including the animal in a given groupofvertebrates.

Pupils tend to focus on just a few characteristics – type of extremities, for example – when classifying animals into the different groups of vertebrates. This will lead them to identify dolphins as fish or bats as birds.

3. Innovation programmes

Cooperative Learning Each unit includes suggested dynamics for working on cooperative learning. These dynamics are developed in the Cooperative Learning Guide.

Learning to ThinkEach unit offers the possibility to use the language and contents learnt throughout a series of activities related to the topic. Pupils develop thinking strategies to work through the different content covered in the units. These suggestions are fully developed in the Learning to Think Guide.

ValuesDevelopment: To stress the importance of scientific curiosity for learning about animals that lived in the past. This will also allow pupils to answer questions posed about the characteristics of vertebrate animals and how they live.

4. Specific programmes

Introduction to scientific activity programme

•Introduction to scientific activity.

•Using different sources of information.Skills, p. 35.

•Planning projects and submitting reports. Final task, Endangered animals, p. 38.

Hands-on work •Vertebrates: identification and classification

Wallpaper. Vertebrates and Vertical wallpaper

Vertical wallpaper and Animal cards

Skills, p. 35.

5. Suggested distribution of sessions

•To complete this unit, we recommend dividing the work into ten sessions, organised as follows:

UNIT PRESENTATION CONTENTS REVIEW SKILLS mAgAzINE FINAL TASK

1 session 4 sessions 1 session 2 session 1 session 1 session

This is only a suggestion. Each teacher should adapt it to his/her own needs and to the amount of hours assigned to the subject.

Skills, p. 35.

Final task, Endangered animals, p. 38.

51Unit 2

Specific treatment of multiple intelligences

● Self-assessment and metacognition exercises

INTRAPERSONAL

● Using cooperative learning techniques to work as structured groups

INTERPERSONAL

● Observing images from the nature world

● Observing, researching and identifying plants and animals

● Using images to represent nature

NATURALISTIC

● Imitation and miming

BODILY–KINAESTHETIC

● Reading and using graphic organisers

● Establishing classifications and comparisons

● Logical reasoning

LOGICAL-MATHEMATICAL

● Creating charts and diagrams

● Reading and interpreting images

● Using audiovisual resources to represent ideas and processes

● Creating artworks

● Creating murals

VISUAL-SPATIAL

MULTIPLE INTELLIGENCES

● Auditory discrimination of musical instruments and sounds in the environment

MUSICAL

● Individual reading

● Solving puzzles, riddles, etc.

VERBAL-LINGUISTIC

52 Unit 2

53Unit 2

Warm-up 1. Activate knowledge. Start the lesson by asking pupils

what they know about birds. Prompts: How do birds move around? Can they walk? Can they fly? Do birds have hair? Fingers? Can birds swim?

Ask them to brainstorm the names of different types of birds. Write their answers on the board.

During the lesson 2. Let’s speak! Have pupils look at the picture. Ask:

What can you see in the picture? What’s the weather like there? What other kind of animals can live there?

Read the questions aloud. Pupils can answer in pairs then compare answers with classmates. Answers:

•They are penguins.

•Penguins live in cold places like Antarctica. (They don’t live in the northern hemisphere.)

•Penguins eat fish. The move by walking and swimming. They can’t fly. Their babies are born from eggs.

3. Let's think and reflect. Ask pupils if they can identify the different parts of the penguin. As prior knowledge, they should know eyes, feathers and wings. Ask: Why do birds have wings? (To fly.) Can penguins fly? (No, they can’t.) But penguins use their wings for diving and swimming in water. Later in this unit, we will discover another bird that cannot fly.

4. Final task. Introduce the final task by showing pupils pictures of animals: the Dodo bird, Tyrannosaurus rex, Woolly mammoth, the Caspian tiger, the Baiji dolphin and the Golden toad. Ask the pupils if they can identify the animals. Then, say: All of these beautiful animals are very different from each other, but they have one thing in common. Can you guess what that is? (Answer: They are all extinct.) The Tyrannosaurus rex became extinct 65 million years ago; we know it existed because of fossils. But these other animals became extinct more recently: the Woolly mammoth about ten thousand years ago; the Dodo bird in the late 1600s; the Caspian tiger in the 1970s; the Golden toad in 1989; the Baiji dolphin in 2006.

Wrap-up 5. Brainstorming activity.Tell pupils that it’s important

to learn about animals so that we can protect them. Put pupils in small groups of four and let them brainstorm reasons why we need to protect animals. Finally, have them share their ideas with the entire class.

Cooperative Learning and Learning to Think

In the following pages, you may choose to do some activities using cooperative learning or learning to think structures. It is important to have a good learning environment in the classroom as well as cohesive groups. You can find the structures and tips in the Cooperative Learning Guide and the Learning to Think Guide.


Learning standards and outcomes1.1. Observe, identify and recognise basic

characteristics and classify vertebrate animals.


Teaching notes

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Warm-up1. Activate knowledge. Ask pupils what they know about

dinosaurs: Do they exist today? (No, they don’t.) When did they live? (Millions of years ago.)

During the lesson 2. Presentation. To introduce the topic, write on the board:

Evolution = Survival. Explain that living things need to adapt to their environment if they want to continue living.

3. Content focus. Some animals adapt by changing the shape of their bodies. Ask: Why did giraffes need long necks? (To eat the leaves high up in the trees.) Explain to pupils: Birds have strong beaks to help them eat their food. But these beaks are very different depending on the bird’s habitat and diet. Ask them to figure out what kind of food they eat. Examples: woodpeckers eat insects from trees, their beak is like a hard hammer so it can dig holes into hard trees and eat the insects that live inside them; the eagle’s beak looks like a sharp hook, this helps them eat meat from large animals; the pelican’s beak is long and has a pouch under it, this helps them catch large fish.

4. Tell pupils that fossils are important because they tell the story of evolution. Thanks to fossils scientists can observe animals that lived on Earth millions of years ago. This is how we know that dinosaurs existed. Show pupils photos of fossils and ask them if they can figure out what kind of animals they are.

5. Let's practise. Do the activities to consolidate knowledge.

6. Who was ...? Explain that Darwin’s research and theories changed the way we see life on earth. As Darwin observed similarities among species all over the world, he started to develop his theory that animals evolved from common ancestors who lived millions of years ago. To help guide pupils’ work they can write a report, do a group presentation, or make a wallpaper.

Wrap-up7. Let’s think and reflect. Discuss how animals on Earth

became extinct. This usually happens because the animals cannot adapt to their environment.










Answer key1. Student's own answer.

2. Scientists believe the giraffe's neck grew through Darwinian natural selection, that is, ancestral giraffes with long necks had a competitive advantage that enabled them to reproduce and pass on their genes.

55Unit 2

Warm-up1. Activate knowledge. Ask pupils what they know about

fish. Say: How are they different from other animals? Where do they live? What do they eat? How do they move? What do they look like?

During the lesson 2. Presentation. Read 'What do fish look like?' together as

a class. Make sure pupils understand how fish use their gills to breathe underwater. Point out that water contains oxygen, just like air. Then, read 'How do fish live?'

3. Let's experiment. If possible, bring a fresh sardine from a fish market for the pupils to observe. Pupils can examine the parts of the fish using a magnifying glass.


5. Let’s work together. Pupils can make a class mural about fish. In groups, have them draw fish in detail, labelling all the parts. They can write about their habitat and how they live, what they eat, and how they reproduce.

Encourage pupils to do more research. Ask pupils: How many fish species have scientists identified? How many are in danger of extinction? What is the longest/shortest fish in the world?

Wrap-up6. Let’s think and reflect. Make a species chart identifying

species that live in the ocean (saltwater fish) and in lakes and rivers (freshwater fish).

Hands-on!Identify the characteristics that fish and humans share as vertebrates. See Hands-on Guide.


Reinforcement Worksheet. Reptiles and fish


Audioscript

TEACHER: Hi Sam. Are you enjoying your time at the aquarium?

SAM: Yes I am, and this fish here is definitely my favourite.

TEACHER: Really? Why is it your favourite?

SAM: I love the way it moves through the water. It can swim really quickly.

TEACHER: Do you know how it is able to move so quickly?

SAM: Yes, it uses its tail and its fin to swim. I also like it because it has eyes on the side of its head. It looks like it can’t see me, but I think it can.

TEACHER: Actually, it has very good eyesight and it can see very well underwater, even when it’s dark.

SAM: Oh, I wouldn’t like to be swimming in the dark with this fish. Have you seen the size of its teeth? They are very big and very sharp.

TEACHER: I think you’ll be safe, as long as you stay on this side of the glass.

Answer key1. Sam liked the shark best.

2. No, because they have offspring and feed them milk.

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Warm-up1. Activate knowledge. Start the lesson by asking pupils

to describe fish: What do fish look like? Can you describe their skin? How do they breathe? Use flashcards of fish as prompts. Then, show pupils a picture of a frog. Say: This animal can live in the water, but it’s not a fish. What kind of animal is this? (Frogs are amphibians.) Their skin is smooth and moist. They don’t have scales like fish do. Show photos or videos of the most common amphibians.

Pupils often confuse amphibians with reptiles.To help identify the differences, let them compare close-up photos of a snake and a salamander.

During the lesson 2. Presentation. Write the word amphibian on the

board. Explain: This word means 'living a double life'. Amphibians live in water and on land. Also, they breath with gills when they are young. As adults, they breathe with lungs. Ask: Why do amphibians have webbed feet? (They use webbed feet for swimming.)

3. Content focus. Remind pupils they can also breathe in two ways: through their nostrils and through their skin. This is how they breathe underwater. Ask pupils: How do you think amphibians live? Elicit answers, then read the section out loud as a class.

4. Demonstration. A frog’s tongue is long and sticky, demonstrate with a party blower with a small piece of double-sided tape attached at the far end. Blow into the party blower so that the 'tongue' extends out. Now, stick a small raisin onto the tape. Finally, let the 'tongue' roll up again. Say: This is how frogs capture their food. They don’t have teeth, so they eat insects whole.

5. Knowledge consolidation. Working in small groups, pupils make a wallpaper or write a brief report about amphibians. Assign one animal to each group: frogs, toads, salamanders, newts, etc. Pupils should include the following information: Where does it live when it is born? Were does it live as an adult? How does it breathe? What does it eat? What does it look like? Does it have a tail? What is its skin like? How does it




1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources. Gather information and use it to identify and classify animals





•Recognise and describe the phases of metamorphosis in amphibians.


• Use appropriate vocabulary in descriptions and explanations.



57Unit 2

reproduce? Do they live in my area? Why are they important for the environment/ecosystem?


Wrap-up7. Let’s think and reflect. Explain that amphibians are

important for the environment. Amphibians eat insects, so they act as biological pest controllers. Amphibians don’t like pollution, so they are a good sign of a healthy ecosystem. They are also an important food source for many other animals, such as birds and snakes. Unfortunately, many amphibians are in danger of extinction due to pollution. The main causes are: Loss of habitat, water and air pollution, ozone depletion, new species that feed on them.

Then, have a class discussion about these questions: Can you imagine a world without amphibians? What would happen if all amphibians disappeared? What can we do to save amphibians?

8. Fun Fact! Read the text aloud. Ask pupils if they know another word for 'leap' (jump). Then, ask pupils: How tall are you? Use chalk to draw two parallel lines separated by the pupils’ average height.

Taking turns, pupils stand behind one line and try to jump past the other line. Pupils can also do this on all fours, imitating how frogs leap. Say: Frogs can jump 50 times the length of their body.

Hands-on!Identify and classify animals by using the Interactive wallpaper: Vertebrates and the Vertical wallpaper. See Hands-on Guide.


Extension Worksheet. Metamorphosis


Audioscript

FEMALE VOICE: The salamander is similar to the frog or the toad because it gives birth to thousands of eggs. The adult salamander lays these eggs in freshwater.

When the eggs hatch, salamander larvae are born. Larvae look very similar to tadpoles. They are small and thin and they have long tails. They also have gills so they can breathe underwater.

Larvae begin to grow legs. Their front legs develop first, and then their back legs grow. They do not lose their tails.

When a larva’s legs are formed, an adult salamander emerges from the water and walks onto land. They have four legs and a long tail. They look like lizards but they have moist skin.

Answer key1. Student's own answer.

2. Fish have scales, while amphibians have moist skin. Fish have gills to breathe. Adult amphibians have lungs to breathe. Amphibians live on land and in water

3.

8

tadpole frog

Where does it live? In waterIn water and

on land

What does it eat? Insects Seaweed

Body No legs Legs

Breathing Gills Lungs

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Warm-up1. Activate knowledge. Ask pupils how they feel about

snakes. Ask: Are you fascinated by/afraid of snakes? Have a brief discussion about why they are afraid/ facinated. Some interesting facts are: Snakes can’t chew their food, so they swallow it whole. Snakes live on every continent, except Antarctica. They live in forests, deserts and in water.

During the lesson2. Presentation. Ask pupils to look at the reptiles in their

book. Ask: What do they have in common? (Their skin is covered in scales. They have four limbs, except snakes.) Show pupils close-up pictures of scales. Say: Scales help to protect reptiles. Which ones have hard/soft scales?

Ask them to look at the picture of the chameleon in the book. Ask: How is the chameleon catching its food? (With its tongue.) Read 'How do reptiles live?'.


4. Discover. Ask: What is the difference between warm-blooded and cold-blooded animals? (Warm-blooded animals maintain the same temperature. Cold-blooded animals change with the environment.)

Wrap-up5. Let’s think and reflect. Ask: Why are snakes important

for the environment? (Snakes help to keep the animal population in balance by eating: rats, mice frogs, etc.) Say: Some people kill snakes because they are afraid of them. What do you think would happen if we killed all the snakes?


Reinforcement Worksheet. Reptiles and fish



1.2. Observe living things directly and with suitable instruments or using audiovisual and technological resources.


Audioscript

ALICE: Wow! Dad, look at this.

DAD: Oh, he is a very big boy, isn’t he?

ALICE: He’s enormous. And look at the size of its shell. It must be very heavy.

DAD: I think you’re right. I wouldn’t like to walk around with that on my back every day.

ALICE: And look, it’s only got very short legs. Maybe that's why it moves so slowly.

DAD: It probably moves a lot quicker in the water.

ALICE: Can it swim?

DAD: Yes, look here on the information board. It says that it spends some of its time on land and some of its time in the water. But it always lays its eggs on land.

ALICE: Oh yes. It also says that it can lay over 100 eggs. That’s a lot.

DAD: Come on, let’s go look at the other animals.

Answer key1. a) False; b) True; c) False.

2. Yes, it’s a turtle. It has a shell, four short limbs and it lays eggs.

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59Unit 2

Warm-up 1. Activate knowledge. Draw a bird on the board and label it

as a class before opening the books and reading.

During the lesson2. Presentation. Complete the drawing by reading 'What do

birds look like?' and 'How do birds live?'


Wrap-up4. Let's think and reflect. To encourage pupils to think

further about how animals adapt, show them pictures of different types of bird’s feet and have a discussion about why these birds have different types of feet.


Reinforcement Worksheet. Birds


1.1. Observe, identify and recognise basic characteristics and classify vertebrates.




Audioscript

ZOOKEEPER: Gather round kids. I want to point out a very special bird that we have here in the zoo. Take a close look over there … high up in the tree. Can you see the bird with a bright yellow beak? It’s very popular because people love seeing its bright colours.

CHILD 1: Wow – it’s really pretty. And its beak is really, really big!

ZOOKEEPER: That’s right. He uses it to pick fruits from the tree. Most of these types of birds are herbivores, so they don’t eat meat. Unlike this bird over here.

This is one of the largest birds in the sky. It’s a carnivore so it eats other animals. But it mostly eats the meat from animals that are already dead.

CHILDREN: Errr, gross / horrible / yuk.

ZOOKEEPER: And over here we have one of our friendlier birds in the zoo. This little one is very popular with our visitors.

CHILDREN: Ahhh / it’s so cute / sweet.

ZOOKEEPER: Who knows what this bird likes to eat?

CHILD 2: I do! It eats fish.

ZOOKEEPER: That’s right, it’s a carnivore and eats fish. It lives in very cold places in the world. It also has wings … but unfortunately, it can’t fly. OK …. let’s move on.

Answer key1. Birds have wings and can fly.

2. 1) toucan; 2) vulture; 3) penguin.

3. Penguins, ostrich, emu, kiwi, etc.

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Warm-up1. Activate knowledge. Start the lesson by asking pupils to

work in pairs to name as many mammals as possible. They compare answers with their classmates. Write the words on the board and check spelling and pronunciation.

During the lesson2. Pair work. Show pupils pictures of a: dog, cat mouse,

horse, bear, giraffe, monkey and human. Ask pupils to work to discover what these animals have in common. Write these questions on the boards for pupils to answer in pairs: What does it look like? What is its skin like? What is its hair like? What is its mouth like? Then, check as a whole class.

3. We work together. Ask pupils to say what kind of pets they have. Write pupils’ answers in two columns, dividing them into mammals and non-mammals, without telling pupils how you are dividing them. Then ask: I have divided these pets into two categories. Do you know why?

4. Content focus. Write carnivore, herbivore and omnivore on the board. Check knowledge and then read: How do

animals live? Working in pairs, have pupils pupils classify the animals according to diet.

5. Guessing game. Pupils can play a game of 'Animal Charades' in small groups. Taking turns, one pupil imitates an animal while his or her partners try to guess the name of the animal and the kind of food it eats.


7. Fun Fact! Ask the class if anyone has a pet cat or dog. Have them describe its personality. Ask: What’s it like? How does it communicate with you? Let pupils see the information about 'cat tails' on Savia digital and guess the cat's mood shown in each picture.

Wrap-up8. Review. Let pupils create a diagram in their notebooks

about mammals. Ask them to write three headings: Name of mammal, What is their body like? How do they live? and write answers underneath.








•Use appropriate vocabulary in descriptions and explanations.





61Unit 2

9. Let’s think and reflect. Ask: Why are humans mammals? Point out that human beings do have small tails when they are embryos. The body absorbs this tail as the fetus grows. Ask pupils: Could this be something we lost in our evolution?

Hands-on!Identify and classify animals by using the Interactive wallpaper: Vertebrates. See Hands-on Guide.


Reinforcement Worksheet. Mammals


Audioscript

CHILD 1: Oooh… look over there at that strange animal. What is it?

ZOOKEEPER: Well, you tell me. What does it look like?

CHILD 1: Well, it’s very small and dark. I think its body is covered in fur. It’s quite ugly, too. Look! It’s got wings. It must be a type of bird.

ZOOKEEPER: Mmmm – has it got a beak?

CHILD 1: No, I don’t think so. But it looks like it has a small tail. And it’s hanging from the tree upside down.

ZOOKEEPER: Ahhh, well – that is Eve.

CHILD 1: Eve?

ZOOKEEPER: Yes, Eve has been in the zoo for over a year. In fact, recently she had some babies. But unfortunately one of them died.

CHILD 2: Oh no, how many eggs did she lay?

ZOOKEEPER: No, Eve doesn’t lay eggs. She’s viviparous, so she gives birth to live babies.

CHILD 1: What does she eat?

ZOOKEEPER: She mainly eats insects and other small animals. But Eve is really special. She flies around at night and she uses the sound of her voice to help her know where to go.

CHILD 2: Cool.

ZOOKEEPER: OK, let’s take a look over here at …

Answer key1. Yes, it's a mammal. It has fur on its body, has a

tail and is viviparous.

2. Student's own answer.


4. The seal is an aquatic mammal and has fins to help it swim. The lion is a terrestrial mammal and has four legs.

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5.1. Consult and use written documents, images and charts. Look for, select and organise specific, relevant information.

•Observe a mythological animal and identify the characteristics which correspond to different groups of vertebrates.



AudioscriptALICE: Dad, I’m really enjoying our day at the

zoo!

DAD: Yes, it’s amazing! Which animal do you like best?

ALICE: The parrots. They have such wonderful wings! And also the ostriches. They are so big and have such long legs!

DAD: I think I like snakes best. They move so fast with no legs!

ALICE: I don’t like snakes at all. I like dolphins best. It is nice to see them swim moving their fins.

MAN: Animals are wonderful and fascinating creatures. But they often surprise us too because they don’t always behave in the way we expect. Joining us today is animal expert, Louise Bradley. Welcome to the show.

WOMAN: Thank you.

MAN: So Louise, what are some of the shocking and surprising things about anima ls.

WOMAN: Well, the first thing is that not all birds can fly. Take for example the ostrich from Africa and the emu from Australia. They have wings, but they have very large bodies, which makes it difficult for them to fly. But we know they are birds, because their body is covered in feathers.

Also, not all animals that live in the sea are fish. The whale and the dolphin live in seas and oceans and they have fins to help them swim. But they grow inside their mothers and they feed from their mother’s milk, so they are mammals.

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13

Warm-up1. Activate knowledge. Introduce the review activities by

asking pupils what they remember about the unit.

During the lesson 2. Vocabulary focus. This is a good time to review new

vocabulary. Use flashcards with vocabulary from the mind map in order to check meaning and pronunciation.

3. Pair work. Write questions like these on the board for pupils to discuss in pairs: What is animal evolution? What is metamorphosis? What are the differences between reptiles and amphibians? What do birds look like? Are people mammals? Can you name a mammal that flies?

4. Let's practise. Do the activities and listen to the audios [Class CD: Listenings, Tracks 12 and 13] to consolidate knowledge.

Pupils do activities 1, 3, 5, 8, 9 and 10 on their own and activities 2, 4, 6 and 7 in pairs. Then, have them work in small groups to discuss their answers. Finally, check the answers with the whole class.

63Unit 2

MAN: But whales and dolphins can breathe underwater, can’t they?

WOMAN: Well, actually, no, they can’t. They have lungs, not gills. So they dive deep underwater to swim and to eat, but they come up to the surface to breathe.

MAN: That’s very interesting. What other things can you tell us?

WOMAN: Not all reptiles lay eggs. In fact there are some reptiles, like some types of chameleon, that give birth to their baby. The baby develops in an egg that grows inside the mother’s body. When it is ready, the egg hatches and the mother gives birth to a live baby. But they don’t have mammary glands, so they are not mammals.

MAN: That’s fascinating, Louis thanks for your time.

Answer key1. Body covering Breathing How are

they born?

Fish scales gills oviparous

Amphibians moist skin lungs oviparous

Reptiles scaly skin lungs oviparous

Birds feathers lungs oviparous

Mammals hair or fur lungs viviparous


3. a) mammals; b) fish ; c) reptiles; d) amphibians; e) birds.

4. The animal that is half eagle, half lion is called a griffin. It has characteristics of birds (wings, feathers, beak) and mammals (fur, legs, tail). The animal that is half human, half fish is called a mermaid. It has characteristics of fish (fins and tail) and humans (skin, hair, mammary glands).

5. Wings, legs, no legs, fins.

6. Trout are fish. Whales are mammals. They both have fins and tails.

7. d) - 2; c) - 4; a) -3; b) - 1

8. a) Australia; b) They have lungs. They come up to the surface to breathe. c) The baby develops in an egg that grows inside the mother’s body. When it's ready, the egg hatches and the mother gives birth to living baby. d) The emu is a bird. The dolphin is a mammal. The chameleon is a reptile.

9. a) Tom; b) Mammal; c) Tom, the crocodile; d) Yes. Toucans are birds.

10. a) No, fish have fins. b) Yes, reptiles have dry scaly skin. c) No, mammals are viviparous. d) Yes, amphibians lay eggs. e) No, birds don’t breathe in water.

Wrap-up5. Knowledge consolidation. As a follow up activity, divide

the class into groups. Tell each group to write two original questions about each section from the unit – 8 questions in total. Then have a class competition. Taking turns, Group A asks Group B one of their questions, Group B asks Group C a question, etc. The group with the most correct answers wins.


Review Worksheet. Unit 2

Assessment Worksheet. Unit 2

Worksheet. Term 1


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Answer key1. a) Australia.

b) It has fur. It has a beak like a duck’s. It lays eggs. It produces milk to feed its babies.

c) John Hunter made a drawing and sent it to them.

2. a) ostrich / giraffe

b) panda

c) piranha / toucan

d) platypus

Let's read1. Activate knowledge. Show the class pictures of

close-ups of different animal body parts and ask them to guess what they are. Use: a duck’s beak, a beaver’s tail, an alligator’s body, a duck’s webbed feet and bird's eggs in a nest. Then, show pupils a picture of a platypus. Ask: What kind of beak does the platypus have? Does it remind you of a bird’s beak? What kind? (A duck’s beak.) Look at its feet. What kind of feet does it have? (Webbed feet, like a duck’s.) Look at the platypus’s limbs. Does it have wings? (No.)

Now show the pupils pictures of eggs in a nest. Ask: What kind of animals lay eggs? (Birds, reptiles, amphibians and fish.) Do mammals lay eggs? (No, they don’t.) The platypus is a mammal that lays eggs.

2. Pre-reading activity. Ask pupils to open their books and look at the cartoon to predict what the text is about.

3. Reading activity. Then ask them to read the text silently to themselves. Check vocabulary if needed.

The teacher or volunteer pupils can read the text aloud.

4. Pair work. Working in pairs, pupils do Activity 1. Afterwards, compare answers as a whole class.

5. Individual work. Working on their own, pupils do Activity 2. Afterwards, ask them to compare answers in small groups before checking with the whole class.

6. Let's speak. Ask pupils: What environment does the platypus like to live in? (Lakes, rivers , etc.) How do they know? (Because they have webbed feet for swimming. Their beaks are like duck beaks, which are good for catching fish.) Tell them that the platypus first evolved about 112 million years ago. Finally, ask pupils what they think about the platypus. Ask: Do you think it looks strange?

65Unit 2


3.1. Use keys and guides to classify animals.

• Use simple keys to identify vertebrate animals.

• Create simple keys to make one’s own classifications.


• Express an interest in and curiosity about the habits of vertebrates and how they live.



Answer Key1. Ostrich, anaconda and porcupine.


Lab workshop1. Activity 1. Let pupils do Activity 1 to practise

classifying different animals.

2. Speaking activity. To provide further speaking practise play a game of Twenty questions using yes/no questions to guess and classify animals. In order to play, the teacher should think of an animal and let pupils ask questions like the examples in the Pupils Book. Pupils guess the animal by deduction. The class can only ask a total of twenty questions. Let pupils play in pairs after practising a couple of rounds.

3. Activity 2. Tell pupils to create a key on their own. They can then compare keys with their partners.

4. Knowledge consolidation. Working in groups of 3-4, pupils can make keys of animals they know well.

Hands-on!Identify and classify animals by using the Interactive wallpaper: Vertebrates and the Vertical wallpaper. See Hands-on Guide.


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• Express an interest in and curiosity about the habits of vertebrates and how they live.

4.2. Demonstrate the habit of caring for and respecting animals.

• Demonstrate respect for animals in freedom.

Warm-up1. Activate knowledge. The magazine allows pupils to learn

some curious information about vertebrates, which will encourage them to do their own research and learn more in depth. To start the activity, prompt pupils by asking about any strange or curious animals they know about and what group of vertebrates they belong to.

During the lesson2. Presentation. The teacher can read the texts aloud or ask

for volunteers. After each text, check vocabulary and have a discussion about each animal.

3. A change of clothes. Show pupils how camouflage works. Cut a sheet of brown paper into the shape of an ermine. Hold up a large piece of white paper behind it to represent snow. Ask the pupils: Is it easy to see the brown ermine? Then, hold up a piece of white paper cut into the shape of an ermine. Ask: What about now? Is it easy to see the ermine now? This is how ermines protect themselves from predators.

4. Non-stop flying. Swift birds are fascinating birds, but scientists don’t know very much about them: they are difficult to study because they are always flying. They only land on the ground to lay their eggs.

5. Incredible neck! Humans and giraffes both have seven neck bones. These bones are much larger in a giraffe. The giraffe’s neck is between 1.5 and 1.8 metres long. Their neck is so strong that they fight by hitting their necks against their enemy. Demonstrate the length by showing a long paper tube that is 1.5 metres long.

6. Horneros make the best architects. Ask pupils: Do you know how the ovenbird got its name? (Its nest is shaped like an old-fashioned oven.)

7. The largest lizard. The Komodo dragon is the largest and most powerful lizard on earth. It is so big that it can eat deer, goats, pigs and even people!

8. Clownfish. Ask pupils if they have ever seen the film Finding Nemo. The hero of this film was a clownfish. The female clownfish can lay over 1000 eggs, which the male protects until they hatch. They live in the great barrier reef.

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9. The mouth of a blue whale. There are two types of whales, according to the type of mouth they have. If they have teeth, they are called 'toothed whales'. If they don’t have teeth, they are called 'baleen whales'. Baleen whales are some of the largest animals on earth. If fact, they are even larger than the dinosaurs. They have large mouths, but their favourite food is small shrimp. Some species of baleen whales are: blue whales, grey whales and humpback whales. Show pupils pictures.

10. Glass frogs. This unusual amphibian is called the glass frog because its skin is transparent and you can see some of its internal organs. They live in the rainforests of Central and Latin America. They lay their eggs on leaves that grow over ponds. When they hatch, the tadpoles drop down into the water. Elicit the stages of the frog to review.

11. An exceptional animal. Pupils learned about the platypus in the Skills section. Ask pupils what they remember about the platypus.

Wrap-up12. Magazine wallpaper. Working together, the class can

make a 'magazine wallpaper' to write their answers and add more information. Encourage them to include photos or their own drawings and artwork. Pupils should include the type of vertebrate with detailed descriptions.

13. Research and report. Working in small groups, pupils can write articles about other interesting vertebrates. Assign one animal per group. Include: the bat, the whale, the mole, the horse and the wolf. Encourage pupils to find other animals to write about.

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Learning standards and outcomes6.1. Use the vocabulary corresponding to each

type of content appropriately.



• Work cooperatively and flexibly as part of a group.



Warm-up1. Activate knowledge. Ask pupils to name an animal

that lived on earth millions of years ago. Remind pupils Scientists think that birds are their descendants. (Dinosaurs.) Ask pupils: Why aren’t dinosaurs living anymore? (They became extinct.) Finally, ask pupils: Is it possible for an extinct animal to return? (No, it’s not. Once an animal is extinct, it is gone forever.)

During the lesson2. Reading activity. The teacher can read the text aloud

or ask for volunteers to read it. Show pupils drawings of the dodo bird and let them describe it.

3. Let's practise. Do the suggested practise activities in groups. Then correct as a class.

Wrap-up4. Let's think and reflect. Have a classroom discussion

about protecting animals. Write these questions on the board to discuss. Pupils can discuss them in small groups and finally compare conclusions as a class. Ask: Why is deforestation a problem? (When trees are cut down, there is no place for animals to live.) Do you agree with people killing wild chimpanzees and gorillas for food? What do you think about wild animals being in the circus or zoo? Is hunting and killing animals for fun the right thing to do? Big animals such as elephants are killed for their ivory tusks. Do you think its right to kill an animal just to use part of his body for decoration? What are the different things we can do to protect endangered species?


Dynamics

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Dynamic 1. Animal evolution1. Purpose.This activity will illustrate how evolution enables

animals to adapt to their environment.

2. Preparation. Divide the classroom into three 'climate zones': arctic, desert and water. Choose three pupils to represent the animals.

3. Task explanation. Tell pupils: You are going to help three animals adapt to each climate. Ask them to brainstorm the conditions and difficulties of each area. Ask What’s the weather like? What kind of food can they eat there? What are some of the dangers?

• Desert: hot and sunny. Little water. Lots of rocks and windstorms.

• Arctic: cold, not sunny. Not much food. There are dangerous polar bears.

• Aquatic: The animal has to live in water, so it needs to swim. It has to see underwater and catch fish for food.

4. On a table in the centre of the room, put items pupils can choose from:

• Swimming fins

• A fake fur coat

• A hand strainer for catching fish

• Sunglasses

• Goggles

• Plastic 'vampire teeth'

• Toy 'claws'

• A sponge soaking in a bowl of water

• Helmet

• Tennis racket with Velcro straps (to tie over shoes)

5. In class. Tell pupils they should choose and wear three items from the table that will help their animal adapt to survive to their environment. For each item, they have to explain why this 'adaptation' is necessary for survival. Discuss how the three pupils have changed and how they look so different from one another. Possible solutions:

• Desert environment: Sunglasses to protect the eyes from the sun and sand. A helmet to protect the head and skin from rocks and wind. A sponge that can store water for a long time.

• Arctic environment: A fur coat to stay warm. Claws for killing dangerous polar bears and for catching food. Tennis rackets attached to feet to help walk in the snow.

• Aquatic environment: Goggles to help see underwater. A hand-strainer to help catch fish. Fins for swimming faster.

Dynamic 2. Fish1. Purpose. This activity, best done in the playground, will help

pupils understand that fish can breathe underwater using their gills but they cannot breathe out of water.

2. Preparation. Using coloured chalk, draw two large concentric circles on the ground. The inner circle should be very small. The outer circle should be large enough so that all the pupils can fit and move around inside.

• Write 'Shark zone' in the small inner circle.

• Write 'Little fish zone' in the large outer circle.

• Write 'Land: No breathing zone' outside the circles.

3. Task explanation. Tell pupils that the circles represent the ocean. A dangerous shark lives inside the small circle in the centre. This shark is a carnivore and likes to eat little fish. The little fish live in the large outer circle. They are herbivores.

Choose one pupil to be 'the shark' that lives in the centre. The rest of the class are the 'little fish' that live in the large circle.

This game is a variation of 'Tag'. Tell pupils that they have to continuously be moving around their zone in order to breathe.

4. In class. Whenever the teacher shouts, 'Shark!', the shark can jump out of its zone for 20 seconds and tag one of the little fish. The tagged pupil goes into the shark zone and becomes a shark. During this 20-second period, the little fish can jump onto land for safety. Ask pupils: Can fish breathe out of water? (No, they can’t.) Why not? (Because gills absorb oxygen from water.) Whenever the pupils are on land, they have to hold their breath. If they want to breathe, they have to jump back into the water, where the shark can catch them.

5. After 20 seconds, the teacher says, 'Sharks go back to the shark zone!'. Now the shark and the 'new shark' return to the shark zone, and the little fish can jump back into the water.

6. Repeat the process until there is only one 'little fish' remaining. At the end of the game, ask questions to review what pupils have learned about fish.

• What’s a herbivore? What’s a carnivore?

• Are sharks herbivores or herbivores?

• Can fish be herbivores?

• Why do fish have gills?

• Can fish breathe out of water?

• What are the main body parts of a fish?

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Dynamics

Dynamic 3. Amphibians1. Purpose.This is a crafts activity to illustrate the life

cycle of a frog.

2. Preparation. You will need:

•1 circle of sturdy white construction paper

•1 circle of sturdy coloured construction paper which has been cut

•1 brad nail

3. In class. Divide the white construction paper into four sections, like four slices of pie.

Ask pupils to draw one stage of the life-cycle of the frog in each section: eggs, tadpole, froglet, adult frog.

Take the coloured paper and cut out a 'window section' equal to one-fourth the circle. Then, place it over the white circle and stick the brad nail through the centre in order to connect both pieces.

As pupils move the top circle, it will reveal one stage of metamorphosis at a time.

4. Guessing game. Divide the class into teams. One member from each team imitates a stage of the frog life-cycle. Their teammates guess which stage is being represented.

Dynamic 4. Reptiles1. Purpose.This activity will help pupils to understand

that snakes use their tongue to smell their environment.


•Slips of coloured paper (one for each pupil)

•Four different scents: chocolate extract, any flowery perfume, almond extract, peppermint extract

Divide the slips of paper into four groups. Dip each group of paper into one of the scents. (For a class of 24 pupils, you will have 6 slips of paper that smell like vinegar, 6 perfume, 6 almond and 6 peppermint.)

3. In class. Say: The sense of smell is very important for snakes. But snakes don’t smell with their nose. Have you ever seen how a snake is always sticking out its tongue? Snakes smell with their tongue! Ask pupils to imitate a snake flicking its tongue out.

4. Now, tell pupils to smell their paper. Then, the whole class mingles without speaking. They have to smell each other’s slip of paper to find someone with the same scent. They should stay together and form groups of same scents until the class has been re-divided into four scent groups.

5. Once pupils are in their new groups, ask them to brainstorm ways animals use their tongue for smelling: to find a place to hide, to find water, to find another snake for reproduction, to find food, etc.

Dynamic 5. Birds1. Purpose. This activity will introduce pupils to the

different calls birds make.

2. Preparation. Ask pupils: Do you know why birds sing? (To talk to other birds.)

3. Show pupils pictures of different birds that are native to the Iberian Peninsula. Make sure they can pronounce and spell their names. Suggested birds: Hawk, mallard duck, blackbird, loon, stork, sparrow, turtle dove, capercaillie, etc.

4. In class. Play a recording of the bird song as you hold up each picture. Encourage pupils to imitate the sound together.

5. Hold up the pictures again, and have pupils imitate the birdcall – without listening to the recording.

6. Finally, play the recording again and have pupils call out the name of the bird they are hearing.

Dynamic 6. Mammals1. Purpose. This activity will help pupils to review the

similarities and differences among mammals.


•White construction paper

•Coloured pencils

3. In class. Assign one mammal to each pupil. Suggested animals: bat, whale, cat, seal, lion wolf, fox, polar bear, deer, cow, horse, rabbit, camel, zebra, giraffe, kangaroo, gorilla, skunk, squirrel, monkey, human being, bear.

4. Pupils draw a detailed picture of their animal on the construction paper. Ask pupils to stand up in a line. Tell pupils that as you call out a word or description, pupils have to regroup and form new circles. The teacher says: 'Mammals' (Pupils should make one large circle because they are all mammals.) 'Carnivores' (The carnivores make a separate circle.) 'You breathe through your lungs.' (Pupils make one large circle again.) 'Herbivores' (The herbivores make a separate circle.) 'You are viviparous'. (Pupils make one large circle again.) 'You can fly.' (The bat stands forward, alone.) 'You have fins to swim.' (The whale and seal stand forward.)

5. Continue by calling out a few descriptions related /unrelated to mammals. Say: 'You experience metamorphosis'. When no pupils step forward, ask them why. (Because none of us are amphibians. Mammals don’t experience this.)

6. As a follow up activity, pupils can research more about their animal and write a report.

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Audioscript

Unit 2, page 12, activity 1. Listen to the narrator describe the evolution of the penguin.MAN: Penguins have lived on the Earth for around

60 million years. They are classified as birds because they have wings and a beak, however, over the years, penguins have lost the ability to fly. Scientists believe that because they lived by water, they needed to swim more than they needed to fly. So their wings changed into flippers to help them swim.

This isn’t the only thing that has changed. Penguins have become fatter. This is because many species of penguin have stayed living in cold environments where there is ice, so the extra fat helps to keep them warm.

Unit 2, page 13, activity 3. Label the parts of the fish. Then, listen and check.WOMAN: Like all vertebrates, fish are made up of

the head, body and limbs. Their limbs are called fins. They help fish to swim. At the end of their bodies, they have a tail. This tail is also used to help them swim and to change direction in the water.

Fish can breathe underwater using small openings at the side of their head called gills. Their skin is made up of many different layers, known as scales.

Unit 2, page 14, activity 8. Draw the life cycle of a frog. Listen and check.BOY: A frog begins its life as a tadpole that lives in

the water. It begins to grow legs and can crawl out of the water. Its tail gets smaller and its legs get stronger. It grows lungs and becomes an adult frog that can breathe out of the water. The frog reproduces and lays eggs in the water.

Unit 2, page 15, activity 12. Listen. Which animal above is being described?MAN: This animal can live both in water and on land.

It crawls very close to the ground using its four legs. It has a long neck that it can lengthen and shorten. It has dry scaly skin and it also has a hard shell on its back to protect its body.

Unit 2, page 16, activity 14. Listen, complete and find out the bird described.BOY: This bird lives by the coast. It’s a carnivore and

it loves to eat crabs and small fish. Its feathers are basically white and grey.

Unit 2, page 17, activity 15. A mammal or a fish? Listen and write.BOY: This animal grows inside its mother until it is

ready to be born.

GIRL: This animal breathes through gills.

BOY: This animal is covered in scales.

GIRL: This animal has fur.

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Test yourself1. Pupils have to learn how to identify animals with common

characteristics, so first it is important that they learn the vocabulary from the first two units.

2. Categorising invertebrates, in particular the different groups of arthropods, may be especially difficult, as may clearly distinguishing reptiles, birds and amphibians.

3. We suggest this simple task:

In your notebook write three words related to a mammal, a bird, a reptile, a fish and an amphibian.

For example: reptile: scales, lungs, tail, etc.

4. We work together. We suggest pupils work in pairs and write 2 or 3 multiple choice questions with three possible answers each. Once they have finished, each group will ask the rest of the class their questions.

Related contents

► Vital functions (Unit 1): activities 1 and 4

► Invertebrates (Unit 1): activities 2 and 3

► Amphibians (Unit 2): activity 7

► Reptiles (Unit 2): activity 8

► Birds (Unit 2): activity 8

► Mammals (Unit 2): activities 5 and 6

Answer key - Test yourself

1. b) reproduction, interaction and nutrition

2. a) the spider

3. a) 6 legs

b) Spider (arachnids)

c) An ant (insects)

4. c) bear

5. Descriptions: 1. It breathes through lungs.

2. It lives on land.

3. It is viviparous.

Answer key: a) mammal

6. c) mammary glands, hair and teeth

7. An adult frog lays eggs in the water. When the eggs are ready a tadpole is born from each egg. They breathe through gills and live in water. Over time, they develop legs. It becomes a froglet, its tail gets smaller and its legs grow stronger. Finally, it becomes an adult frog, it has lungs and can live on land.

8. Pupil's own answer.

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Related contents

► Animal classification (Unit 1): activity 1

► Invertebrates (Unit 1): activity 2

► Fish (Unit 2): activity 5

► Amphibians (Unit 2): activity 4

► Mammals (Unit 2): activity 3

Answer key - Test yourself1. Judy needs two insects, a crustacean, a

mammal that flies, a mollusc and a reptile without legs. Only the mammal and the reptile have an internal skeleton because they are vertebrates; insects, crustaceans and molluscs are invertebrates.

2. Because insects have six legs. The spider has eight, so it isn’t an insect. Within the arthropod group, the number of legs counts as a form of classification: insects have six legs, arachnids have eight, crustaceans have ten and myriapods have more than ten (the last one has not been included in the Pupil’s Book in order not to create confusion in the classification).

3. The bat is a flying mammal. However, its wings are not the same as a bird’s, because they don’t have feathers and they are composed mainly by a membrane of stretched skin between long fingers. There is also the 'flying frog', but this animal can just glide.

4. Alex can’t finish his collection with Judy’s stickers because the vertebrate that breathes with gills would be missing. However, he could have the amphibian with Judy's frog sticker.

5. Fish are vertebrates that breathe with gills. Other vertebrates breathe with lungs.

Sticker collection1. To motivate pupils with the game that appears in 'Sticker

collection', we ask the following questions:

• Which of the animals represented in the stickers appear in your everyday environment?

• Which of them cannot be easily found in your environment? Where would you have to go in order to find one?

2. We should teach our pupils that the importance of an animal has nothing to do with its size or brightness, as we saw when we studied some little invertebrates. Although some animals are especially beautiful and attract the attention of most of the pupils, it is important to help them realise that every animal has a unique and irreplaceable role in the environment where they live.


Assessment Worksheet. Term 1

Review 1

English Natural Science

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Transcript of English Natural Science