Natural Science - clil.santillana.es · PRIMARY Richmond Natural Science TEACHER’S BOOK Natural...

PR

IMA

RY

Richmond

Natural ScienceTEACHER’S BOOK

Natural Science 3 is a collective work, conceived, designed and created by the Primary Education department at Santillana, under the supervision of Antonio Brandi Fernández.

WRITER Kerry Powell

MANAGING EDITOR Sheila Tourle

EDITOR Beatriz Bejarano del Palacio

PROOFREADING Sheila Klaiber

ContentsIntroduction

Key competences �� iv

Multiple intelligences �� v

Student’s materials �� vi

Teacher’s resources �� vii

Student’s Book �� viii

Teacher’s Book �� X

Student’s Book contents �� Xii

Student’s Book proyect �� 4

Lesson plans

TERM 1

Unit 1 �� 6

Unit 2 �� 16

Unit 3 �� 26

Term revision �� 36

TERM 2

Unit 4 �� 38

Unit 5 �� 48

Unit 6 �� 58


TERM 3

Unit 7 �� 70

Unit 8 �� 78

Unit 9 �� 88


My project �� 100

Audio transcripts �� 104

Answer key �� 108

ii

High-quality images capture students’ attention and introduce the theme of the unit

Know how to boxes include the unit objectives and introduce the final task

Comprehension questions and speaking activities about the introductory reading

Activities to revise content from previous lessons

An introduction to the main theme of the unit, to stimulate observational skills and to activate students’ prior knowledge

Student’s Book

2 Food and nutrients

2.1 Obesity and malnutrition

An unhealthy diet and lifestyle can cause serious health problems.

For example, eating too much and doing too little exercise can cause obesity. This is because you take in more nutrients than you need. Obesity can cause illnesses and health problems.

On the other hand, eating too little can cause malnutrition. This is because you don’t take in enough nutrients. Malnutrition can cause weight loss and illnesses.

Therefore, it is important to have a healthy diet. Boys and girls with a healthy diet are active and full of energy. They will grow into healthy adults.

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Read and understand

What happens if you eat too much and do too little exercise? And if you eat too little?

What is malnutrition?

Malnutrition affects millions of people around the world. Is it a problem in developing countries or in rich countries? What about obesity?

What sport are the children practising in the photograph?

SPEAKING. In pairs, invent some slogans to fight obesity or malnutrition.

The foods we eat come from plants or animals.

Make a list of five foods of plant origin and five of animal origin.

To keep healthy we need to eat a variety of different foods.

Look at this typical English breakfast. Name the foods and drinks and say if they come from plants or animals.

KNOW HOW TO

Find out about nutrients in food.

Find out what foods to include in a healthy diet.

FINAL TASK

Interpret foods labels.

WHAT DO YOU REMEMBER?

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Number and topic of the unit

Opening pages

2Nutrients

What are nutrients?

Nutrients are the substances contained in food. They pass into your body when you eat or drink. Nutrients are very useful for your body. They help you to stay healthy.

The main types of nutrients are carbohydrates, fats, proteins, vitamins and minerals.

Carbohydrates

Carbohydrates give us energy.

Some carbohydrates are sweet. These are found in sugar, honey and fruit. Other carbohydrates are not sweet. These are found in foods such as bread, rice, pasta, potatoes and pulses. 1

Fats

Fats give us more energy than carbohydrates.

There are fats of animal origin, for example, butter and bacon. There are also fats of plant origin, for example, olive oil and sunflower oil. 2

Chocolate, sweets, cakes and oil contain fats. There are also fats in meat, sausages and hamburgers.

Carbohydrates and fats are nutrients. They give us energy.

2.2

LearN more

Fibre

Fibre is found in foods of plant origin. It is in vegetables and fruits. There is also fibre in wholegrain bread, biscuits and pasta.

Fibre does not give you energy, and does not help you to grow. But it helps your digestive system to stay healthy.

1

2

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2

Proteins

Proteins help you to grow and repair your body. They help to form your muscles.

Proteins are found in meat, fish, eggs, dairy products and pulses. 3

Vitamins and minerals

Vitamins and minerals help you to stay healthy.

Calcium is a very important mineral because it makes up your bones and helps you to grow. There is a lot of calcium in milk and cheese.

Vitamins and minerals are found in many different foods, but especially in fruit, vegetables and dairy products. 4

Proteins help you to grow and repair your body. Vitamins and minerals help you to stay healthy.

2.3

1 What are nutrients? How does your body obtain them?

2 WRITING. Write three types of food that contain the following nutrients:

carbohydrates

proteins

fats

vitamins

3 VALUES EDUCATION. Some children do not have access to all the foods they need to be healthy. What do you think about this? Discuss.

Say the names of the fruits and vegetables you know.

Point to the section of the food wheel that contains meat and fish.

WORK WITH THE PICTURE

ACTIVITIES

2.4

3

4

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Student Audio activities

Presentation texts follow a carefully-graded language progression

Learn more sections provide extension of the core content

Information and practice pages Work with the picture sections include questions and activities to work with the illustrations and photographs

Graded activities practise the content through a variety of skills

Class Audio activities

viii

Clear, step-by-step instructions

In the Show your skills section, students choose the activity that best suits their learning style

Know how to

Final activities

The final task provides the opportunity to put into practise recently acquired skills and knowledge

The final activities provide a variety of tasks that cover the key concepts learned in the unit

Activities to personalize the final task

A revision summary to be completed with key vocabulary

Interpret food labels

Processed foods must have a label with the trademark and information about the ingredients, the weight, the method of preserving, the ‘best before date’, etc.

It is important to read these labels because they contain essential information.

Interpret the information.

1 Can a person with an allergy to fish eat this salad? And a person with an allergy to gluten?

2 What are the nutrients in this salad?

3 Where should you keep the container before you open it? And after opening it and eating some of the food?

4 What is the last day when it is best to eat this salad? How do you know?

Do it yourself.

5 Imagine you want to sell chocolate biscuits. Design your own label and write the information on it. Use real labels as a model.

KNOW HOW TO

Read and understand.

GLUTEN FREE

Ingredients:eggs, tuna, pasta,olives, tomatoes,green beans,vinegar and salt.

Nutrients per 100 g:Proteins: 7 gCarbohydrates: 4 gFats: 12 gFibre: 6 g

Read and follow the preserving instructions.

Keep in a cool dry place

The 'best before' date tells you for how long the food is fresh.

Best before:31.12.2016

The ingredients. This information is very important for people with food allergies.



List of nutrients in the food.



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1 SUMMARY. Copy and complete this chart.

3 THINK ABOUT IT. Imagine that you are preparing a special breakfast at home. What will you include? How will you prepare it? What nutrients does it contain?

2

Choose one of these activities:

A. Search for information about the Mediterranean diet. What types of food does it include? Why is it considered a healthy diet? Then, prepare a presentation or a poster to explain this diet to the rest of the class.

B. Ask an adult to help you make a cake, some biscuits or a dessert. Write down your recipe and share it with the class.

C. Find out about a common food allergy, for example, allergy to gluten. What foods can someone with this allergy eat? Make a poster.

Show your skills

FOOD

fats

give you energy

help you to grow

help you to stay healthy

proteins and

nutrients

contains

FINAL ACTIVITIES

2 What are the nutrients in these foods?

tomatoes bread chop chickpeas

twenty-five 25

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Term revision

At the end of each term, a double-page provides a variety of activity types for self-assessment that includes a list of the main vocabulary and a test.

Cooperative project

In compliance with the new National Curriculum, Natural Science features a project which students can work on throughout the school year.

IX

This unit introduces the subject of food groups and nutrients. It explains how important a balanced diet and healthy eating habits are for our health.

Unit outline

Food and nutrients2

Food

Know how toTalk about nutrients in food

Find out what foods to include in a healthy diet

Final taskInterpret food labels

Obesity and malnutrition

Types of nutrients

Diet and health

The food wheel

Daily meals

The Mediterranean diet

SUGGESTED TIMING FOR THE UNIT

October November December

Unit contents

CONTENTS

• A balanced, sufficient diet

• Main nutrients in food

• The food wheel and diet

• Daily meals

• The Mediterranean diet

VOCABULARY AND STRUCTURES

• diet: balanced, daily, sufficient, Mediterranean

• food and nutrients: carbohydrates, dairy products, energy, fats, fibre, meals, minerals, sugar, vitamins; occasionally, every day

KNOW HOW TO

• Read and understand a text about obesity and malnutrition

• Identify the main nutrients in foods

• Learn the six main food groups

• Use the food wheel to choose a balanced diet

• Learn which foods are beneficial or detrimental to health


• Use the food wheel to make healthy choices

• Name foods to be eaten frequently or only occasionally

• Identify foods in a healthy breakfast

SPEAKING• Invent slogans to fight obesity and malnutrition

• Explain why breakfast is so important

WRITING• Write a list of foods containing different nutrients

• Write about how olive oil is obtained

FINAL TASK • Interpret food labels

VALUES EDUCATION

• Appreciating how obesity and malnutrition are global problems

• Taking responsibility for one’s own health

16B16A

A calendar to help organize the school year

Values education activities in the unit

References to Know how to and Final task sections

A visual map providing an at-a-glance summary of the unit theme and topics

The Natural Science 3 Teacher’s Book reproduces all the sections of the Student’s Book in full colour. In addition, it contains step-by-step instructions for each lesson. The structure of each lesson is shown in clearly marked sections in the teaching notes:

• Objectives

• Key language

• Presentation

• Practice

• Work with the picture

• Learn more

• Reinforcement and Extension activities

• Values education activities

Each Teacher’s Book unit starts with a double-page programming spread.

Teacher’s Book

Unit programming

An overview of the content and language objectives and a summary of the main activities

List of contents for the unit

X

UNIT 2UNIT 2Read and understand

What happens if you eat too much and do too little exercise? And if you eat too little?

What is malnutrition?

Malnutrition affects millions of people around the world. Is it a problem in developing countries or in rich countries? What about obesity?

What sport are the children practising in the photograph?

SPEAKING. In pairs, invent some slogans to fight obesity or malnutrition.

The foods we eat come from plants or animals.

Make a list of five foods of plant origin and five of animal origin.

To keep healthy we need to eat a variety of different foods.

Look at this typical English breakfast. Name the foods and drinks and say if they come from plants or animals.

KNOW HOW TO

Find out about nutrients in food.

Find out what foods to include in a healthy diet.

FINAL TASK

Interpret foods labels.

WHAT DO YOU REMEMBER?

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2 Food and nutrients

2.1 Obesity and malnutrition

An unhealthy diet and lifestyle can cause serious health problems.

For example, eating too much and doing too little exercise can cause obesity. This is because you take in more nutrients than you need. Obesity can cause illnesses and health problems.

On the other hand, eating too little can cause malnutrition. This is because you don’t take in enough nutrients. Malnutrition can cause weight loss and illnesses.

Therefore, it is important to have a healthy diet. Boys and girls with a healthy diet are active and full of energy. They will grow into healthy adults.

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Objectives• Tointroducethemaintheme oftheunit

• Toactivatepreviousknowledgeaboutfood

• Tolearnaboutobesity andmalnutrition

Key language • Keyvocabularyandstructures:

diet, energy, hunger, illness, malnutrition, nutrients, obesity, programme, rounders, variety; healthy/unhealthy foods; doing exercise, eating too much, eating too little, to get enough sleep

Presentation• Say:Name foods you know in

English.ElicitanswersfromSsandwritethefoodsontheboardindifferentcolumnsaccordingtotheirfoodgroups.Ask:Why are these foods in different columns?Explainthattherearedifferenttypesoffoodswhichdodifferentjobs. Say:We need to eat different foods for our body to function.

Work with the picture• Say:Look at the photo: What can

you see in the picture?Elicitthefoodsandwritealistontheboard.Ask:What kinds of foods are these? (Vegetables.)

Playtrack 2.1. Sslistenandread.

Ask: What happens when you eat too little? Do the children in the drawings look healthy? Which one eats too much? Which one eats too little? What other things are important, apart from food? (Exerciseandgettingenoughsleep.)

2.1

Read and understand• Readthequestions.Elicitanswersfromthewholeclass.Sslookat thephotograph.Givetheword rounders.Ask:Do you know how to play this game? What other sport do you think it is like?(Baseball.)

• Givehelpwiththespeakingtask.Inpairs,Sswritesentenceswithshouldandshouldn’t.Writeexamplesontheboardfirst: You shouldn’t eat too much. You should have a healthy diet.

Know how to• Sslookatthephoto.Ask:What is

the woman doing?(Readingafoodlabel.)

• Explain:In this unit, you will learn about food. You will learn to identify foods with different nutrients. You will find out what foods to include in a healthy diet.

• Explainthefinaltask:We will look at different food labels and discover how to interpret the information.

What do you remember?• Readthefirsttext.Insmallgroups,Ssmakealistoffoodsofplantandanimalorigin.

• Intheirgroups,Ssthinkoffoods toincludeinahealthybreakfast. Avolunteertellstheclass.

Reinforcement• Inpairs,SschoosekeywordsfromthetextandplayHangman.Giveexamplesontheboard:hunger, malnutrition, obesity, sport, illness, nutrients, sugar, vitamins.

Extension• Inpairs,Ssdrawtwodifferentpictures:oneofhealthychildren(forexample,eatingfruitandvegetablesorplayingsport)andanotherpictureofchildrenlyingonthesofaeatinglotsofjunkfood.Theydescribetheirpicturestotheclass:These children are healthy. They eat healthy food and they are doing sport.

Reinforcement• Ssgetintogroupsoffour.Giveeachgroupanutritionallabelwithoutthenameofthefood.Fromtheinformationgivenonthelabel,Sshavetoguesswhatthefoodisandifitisprocessedfoodorfreshfood.

Values education• Ingroups,SslookontheInternetusingkeywordssuchashungerand

malnutrition.Ssfindoutaboutorganizationsandprojectstohelppeoplewhodonothaveenoughtoeat.Theyreportbacktoclass.

Linguistic intelligence

1716

UNIT 2

Objectives• Toidentifythemaintypesofnutrients

• Toclassifyfoodsaccordingtothenutrientstheycontain

• Touseasimplifiedfoodwheel toidentifythemainfoodgroups

Key language • Keyvocabularyandstructures:

carbohydrates, fats, fibre, minerals, nutrients, proteins, vitamins; Butter and oil are fats. Fats and carbohydrates give us energy. Nutrients are the substances contained in food.

Presentation• Writebreakfast, lunch, snackand

supperontheboard.Sstaketurnswritingtypicalfoodsforeachmeal.Say:Who eats toast for breakfast? Who drinks milk for breakfast? Etc.

Practice• Readthefirsttextaloud.Ssrepeatthemaintypesofnutrients.

Play track 2.2.Ssreadandlistentotheparagraphaboutcarbohydrates.Stoptherecordingandaskquestions:Are there carbohydrates in pasta? What other foods contain carbohydrates?

• Continuewiththerecordingaboutfats,track 2.2.

• Explainthefoodwheel.Sslookatthefoodsintheleft-handsections.Inpairs,Ssnameasmanyfoods astheycan.

• SsfocusontheLearn morebox.Theydescribethefoodsinthephotograph.Readthetext.Ask:Why is it important to eat foods containing fibre?

2.2

Reinforcement• Calloutafoodfromthefatsorcarbohydratessectionsofthefoodwheel. Sssaywhetherthefoodcontainsfatsorcarbohydrates.

Extension• Sscutoutmealsfrommagazines.Theyglueoneortwopicturesontoapieceofcard.Belowtheywritewhatnutrientseachmealcontains.

Extension • Ssinventamealforbreakfast,lunch,snackorsupper.Inpairs,theytalkaboutwhetherthefoodscontainfats,carbohydrates,vitamins,minerals orproteins.

KEY COMPETENCES

Ssidentify,sayandwritethenamesofnutrientsinfoods.

Values education• Ingroups,Ssinvestigateadevelopingcountrywherechildrengohungry.Theyfindoutwhyfoodisscarce(climate,war,etc.),andwhathealthproblemsthechildrensuffer.Finally,theythinkofwaystheinternationalcommunitycanhelp.Theypresenttheirresultstotheclass.

2Nutrients

What are nutrients?

Nutrients are the substances contained in food. They pass into your body when you eat or drink. Nutrients are very useful for your body. They help you to stay healthy.

The main types of nutrients are carbohydrates, fats, proteins, vitamins and minerals.

Carbohydrates

Carbohydrates give us energy.

Some carbohydrates are sweet. These are found in sugar, honey and fruit. Other carbohydrates are not sweet. These are found in foods such as bread, rice, pasta, potatoes and pulses. 1

Fats

Fats give us more energy than carbohydrates.

There are fats of animal origin, for example, butter and bacon. There are also fats of plant origin, for example, olive oil and sunflower oil. 2

Chocolate, sweets, cakes and oil contain fats. There are also fats in meat, sausages and hamburgers.

Carbohydrates and fats are nutrients. They give us energy.

2.2

LearN more

Fibre

Fibre is found in foods of plant origin. It is in vegetables and fruits. There is also fibre in wholegrain bread, biscuits and pasta.

Fibre does not give you energy, and does not help you to grow. But it helps your digestive system to stay healthy.

1

2

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2

Proteins

Proteins help you to grow and repair your body. They help to form your muscles.

Proteins are found in meat, fish, eggs, dairy products and pulses. 3

Vitamins and minerals

Vitamins and minerals help you to stay healthy.

Calcium is a very important mineral because it makes up your bones and helps you to grow. There is a lot of calcium in milk and cheese.

Vitamins and minerals are found in many different foods, but especially in fruit, vegetables and dairy products. 4

Proteins help you to grow and repair your body. Vitamins and minerals help you to stay healthy.

2.3

1 What are nutrients? How does your body obtain them?

2 WRITING. Write three types of food that contain the following nutrients:

carbohydrates

proteins

fats

vitamins

3 VALUES EDUCATION. Some children do not have access to all the foods they need to be healthy. What do you think about this? Discuss.

Say the names of the fruits and vegetables you know.

Point to the section of the food wheel that contains meat and fish.


ACTIVITIES

2.4

3

4

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Practice

Play track 2.3.Ssreadandlistentotheinformationaboutproteinsandvitaminsandminerals.

• Askcomprehensionquestions: Do proteins give you energy? Is calcium a vitamin or a mineral? What part of your body needs calcium?

Work with the picture• Inpairs,Ssanswerthequestionsinthebox.Theyexchangeanswerswithanotherpair.Howmanyfruitsandvegetablesdoestheclassknow?

Activities2 Ssdotheactivityinpairs.

Aftertheyhavecompletedthe activity,play track 2.4oftheClassAudio.Sslistentothemodelanswer.

3 ExplaintoSsthattheEarthiscapableofprovidingfoodforeveryoneintheworld,butsomecountriesdonothaveenoughfoodtofeedtheirpeople.

2.3

2.4

1918

The main content objectives for each lesson

A summary of the vocabulary and key language structures

An introduction to the lesson

Ideas to introduce the topic and motivate students. Fun activities which students can relate to their personal experience

Key vocabulary and structures are presented in alphabetical order

References to key competences developped in the lesson

Special sections such as Work with the picture are fully exploited

Activities to stimulate values education

Full-colour reproductions of the Student’s Book pages

Audio tracks are clearly signposted

Questions to stimulate observation skills, to activate prior knowledge and to introduce the main theme of the unit

Teaching suggestions

A wide variety of optional reinforcement and extension activities

Opening pages

Information and practice pages

XI

Student’s Book 3 Contents

Unit Natural Science syllabus Topics

1 Your body 6

People and health

Parts of the body

Inside your body

2 Food and nutrients 16

People and health

What are nutrients?

Types of nutrients

3 Keeping healthy 26

People and health

Physical exercise

Good posture

TERM REVISION

4 Animals 38

Living things

The life processes of animals

Nutrition in animals

5 Invertebrates 48

Living things

Sponges, cnidarians and worms

Molluscs

6 Animals and people 58

Living things

Benefits we obtain from animals

Food, clothing and transport

TERM REVISION

7 Matter 70

Matter and energy

What is matter?

The properties of matter

8 Materials and machines 78

Technology, objects and machines Natural materials

Man-made materials

9 Energy and the environment 88

Matter and energy

Forms of energy

Transformation of energy

TERM REVISION

My project: Livestock farming

CONTENTS

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Unit Natural Science syllabus Topics

1 Your body 6

People and health

Parts of the body

Inside your body

2 Food and nutrients 16

People and health

What are nutrients?

Types of nutrients

3 Keeping healthy 26

People and health

Physical exercise

Good posture

TERM REVISION

4 Animals 38

Living things

The life processes of animals

Nutrition in animals

5 Invertebrates 48

Living things

Sponges, cnidarians and worms

Molluscs

6 Animals and people 58

Living things


Food, clothing and transport

TERM REVISION

7 Matter 70

Matter and energy

What is matter?

The properties of matter

8 Materials and machines 78

Technology, objects and machines Natural materials

Man-made materials

9 Energy and the environment 88

Matter and energy

Forms of energy

Transformation of energy

TERM REVISION

My project: Livestock farming

xII

Topics Know how to

People are different

Life processes: nutrition

Reproduction and sensitivity

Stages of life

Collect data about shoe sizes

Diet and health

The food wheel

Daily meals



Good hygiene

Hygiene and food

Preserving foods

Leisure time and rest

Plan different leisure activities

Sensitivity and reproduction

Vertebrates: mammals and birds

Reptiles

Amphibians and fish

Draw an animal sketch from a photo

Echinoderms

Characteristics of arthropods

Insects

Arachnids, crustaceans and myriapods

Represent a process using photos and drawings

Livestock farming

Types of livestock

Birdwatching

Identifying animals with a key

Make an animal index card

The states of matter

Changes in state

Physical changes

Chemical changes

Do an experiment and analyse the results

Machines and energy

Uses of machines

Simple and complex machines

Inventions

Build a motor launch from different materials

Energy sources

Electricity production

Pollution and the environment

Saving energy

Make a bar chart about transport to school

Topics Know how to

People are different

Life processes: nutrition

Reproduction and sensitivity

Stages of life

Collect data about shoe sizes

Diet and health

The food wheel

Daily meals



Good hygiene

Hygiene and food

Preserving foods

Leisure time and rest

Plan different leisure activities

Sensitivity and reproduction

Vertebrates: mammals and birds

Reptiles

Amphibians and fish

Draw an animal sketch from a photo

Echinoderms

Characteristics of arthropods

Insects

Arachnids, crustaceans and myriapods

Represent a process using photos and drawings

Livestock farming

Types of livestock

Birdwatching



The states of matter

Changes in state

Physical changes

Chemical changes

Do an experiment and analyse the results

Machines and energy

Uses of machines

Simple and complex machines

Inventions

Build a motor launch from different materials

Energy sources

Electricity production

Pollution and the environment

Saving energy

Make a bar chart about transport to school

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xIII

This unit focuses on the relationship between animals and people. It explains how we can classify and observe animals and what benefits we can obtain from them.

Unit outline

Animals and people6

Animals and people

Know how toFind out what benefits people

obtain from animals

Learn about livestock farming

Final taskMake an animal index card


Food and clothing

Transport and other benefits

Livestock farming

Types of livestock

Birdwatching and identification keys

SUGGESTED TIMING FOR THE UNIT

January February March

58A

Unit contents

CONTENTS

• Benefits people obtain from animals

• Food and clothing

• Transport and other benefits

• Livestock farming

• Observing and identifying animals

VOCABULARY AND STRUCTURES

• binoculars, birdwatcher, field guide, identification key, telescope; leather, wool

• farming: cattle, goat, pig, poultry, livestock, extensive/intensive farming

KNOW HOW TO

• Read and understand a text about rescue dogs

• Identify benefits obtained from animals

• Learn about livestock farming

• Distinguish different types of livestock

• Find out about birdwatching

• Learn how to use an animal identification key


• Observe photos of different animals that give us wool

• Identify different types of livestock from photographs

• Identify mammals with hooves using a key

SPEAKING• Name animals that provide us with food

• Describe a photograph about pig farming

WRITING

• Write a list of the main benefits we obtain from animals

• Write the names of animals and the products they give us

FINAL TASK • Make an animal index card

VALUES EDUCATION

• Appreciating the benefits we obtain from animals

• Value the importance of looking after animals

58B

Objectives• Tointroducethemaintheme

oftheunit

• Toactivatepreviousknowledgeaboutanimals

• Tofindoutabouttheworkofrescuedogs

Key language• Keyvocabularyandstructures:

benefit, earthquake, fire, firefighter, pet, rubble, sense of smell, victim; amphibian, fish, invertebrate, mammal, reptile, vertebrate; powerful, search and rescue dog; collapse, locate, trap

Presentation• Ask:Who has got a dog? What are

dogs like? Are they clever? What can they do?Writeideasontheboard.

Work with the picture• Lookatthephoto.What can you

see? Is the dog working or playing? What are the people wearing? (Helmets.)What are they doing? (Helpingpeopleafteranearthquake.)

• Inpairs,SsdescribetheillustrationsofthefirefighterandtheAlsatiandog.Giveanexample:The dog is wearing a reflective jacket. He is looking for victims of a fire.

Practice

Playtrack 6.1. Sslistenandread.Ask:What is rubble? What do the rescue teams do?(Searchforearthquakevictims).What can a search and rescue dog do?(Locatetrappedpeople.)

• Ask:Why is a dog man’s best friend? Give some reasons.

6.1

Reinforcement• Ssdrawapetdog,eitheronetheyknoworonetheywouldliketoown.They

writedownwhatthedogisgoodat,forexample:My dog is good at guarding the house.My dog is good at tricks.

Extension• Inpairs,Ssfindoutmoreinformationaboutotherwaysthatdogshelpus,for

example,guidedogsfortheblind,sheepdogsonfarms,policedogs,etc.Theyfindoutwhichracesofdogsarewell-knownforthesejobs.(Labradorsasguidedogs,colliesassheepdogs,etc.)

People eat food of animal and plant origin.

Look at the foods in the picture. Which foods are of animal origin?

Animals are classified into vertebrates and invertebrates. There are five groups of vertebrate animals: mammals, birds, reptiles, amphibians and fish.

Some animals produce milk. Other animals lay eggs. What groups do they belong to?

What is an earthquake?

What does rubble mean?

Why is it important to clear the rubble quickly?

How do search and rescue dogs help?

How is the dog helping the woman in the photo?

SPEAKING. Dogs help people in different ways. Can you give some other examples?

KNOW HOW TO

Find out what benefits people obtain from animals.

FINAL TASK

Make an animal index card.

Read and understand

WHAT dO yOu rEmEmbEr?

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6.1 Search and rescue dogs

During a powerful earthquake, buildings collapse and people can be trapped in the ruins.

It can take days to clear the rubble and help the victims. This is a big problem for rescue teams!

Fortunately, search and rescue dogs are a great help. Dogs have got a fine sense of smell. They use it to locate trapped people. This way, rescue teams and firemen can work quickly to save earthquake victims.

For this reason, we can say that dogs are man’s best friend. They are more than just pets!

6 Animals and people

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UNIT 6

Read and understand• Readthequestions.Elicitanswers

fromthewholeclass.

• Givehelpwiththespeakingtask.Writeontheboard:Dogs can help … by… .Elicitandwriteexamples:Dogs can help blind people by helping them to be safe in the street.

Know how to• Sslookatthepicture.Say:What is

the girl doing? What information is on the cards?(Theyareindexcardswithinformationaboutdifferentanimals.)

• Explain:In this unit you will find out what benefits we obtain from animals. You will learn ways to identify and observe animals. You will find out about livestock farming.

• Explainthefinaltask:You will learn how to make an animal index card.

What do you remember?• Readthefirsttext.Inpairs,Sssay

whichfoodsareofanimalorigin.Insmallgroups,theymakealistofthefoodstheyeateveryday.Thentheyclassifythefoodsintothoseofplantoriginandthoseofanimalorigin.

• Reviseoviparousandviviparousanimals.Sswritealistofanimalsforeachgroup.

Reinforcement• PlayTwenty questions.Avolunteerthinksofsomefood,forexamplea

tomato.He/shedescribesitandtheclassguesseswhatitis:It is of plant origin. It is red. You eat it in salads.Etc.

Extension• Inpairs,SssearchforinformationontheInternet,orinbooks,aboutdifferent

materialsweobtainfromplantsandanimals.Theymakeadisplayofthedifferentmaterials.Giveexamples:Baskets are made from willow reed. Shoes can be made from cow hide.Etc.

KEY COMPETENCES

Ssdevelopcommunicationskillsbyreadingatextaboutsearchandrescuedogsandansweringquestions.

People eat food of animal and plant origin.

Look at the foods in the picture. Which foods are of animal origin?

Animals are classified into vertebrates and invertebrates. There are five groups of vertebrate animals: mammals, birds, reptiles, amphibians and fish.

Some animals produce milk. Other animals lay eggs. What groups do they belong to?

What is an earthquake?

What does rubble mean?

Why is it important to clear the rubble quickly?

How do search and rescue dogs help?

How is the dog helping the woman in the photo?

SPEAKING. Dogs help people in different ways. Can you give some other examples?

KNOW HOW TO

Find out what benefits people obtain from animals.

FINAL TASK

Make an animal index card.

Read and understand

WHAT dO yOu rEmEmbEr?

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6

Transport

In the past, animals were very important for transporting people and goods. Some of these animals were horses, donkeys, oxen, camels and even elephants. 3

Today, motor vehicles are used instead of many animals.

Other benefits

Other benefits of the relationship between people and animals:

Companionship. Dogs and cats are the most popular pets. Hamsters, guinea pigs, birds, fish and reptiles are also popular. Owners must take care of their pets.

Protection. Dogs are used to guard cattle and properties.

Leisure time. Many people enjoy observing animals in zoos or in nature. Other people like to go hunting or fishing. They must respect the laws and regulations of these activities.

Animals give us food, clothing, transport and companionship. They provide leisure time activities and protection.

3 Dog sleds. This type of transport is used in polar regions.

ACTIVITIES

1 WRITING. Write a list of the main benefits we obtain from animals. Then, write an example of each.

2 Name three animals that give us food.

3 What is leather? What is it used for?

4 VALUES EDUCATION. There are elephants and lions in shows and circuses. In some places, it is against the law to use animals for shows.

What do you think about this? Are you for or against using animals in shows?

6.4

6.3

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Animals have been helping people since the beginning of time. They are essential to people for many reasons and we cannot live without them.

Food from animals

Many animals are a source of food. Some animals give us meat. Other animals give us products such as milk, eggs and honey. 1

In the past, people had to hunt wild animals for food. Today, livestock farming and fishing are more important. Honey is obtained from bees which are kept in beehives.

Clothing

In the past, people used animal skins for clothing. Later, they learnt to use animal hairs to make threads for fabrics such as wool. Wool is obtained from goats, sheep and even rabbits. 2

Leather is made by tanning animal skins. Leather is a flexible and resistant material. It is used to make shoes and clothes.

1 Some foods obtained from animals.

2 Wool is obtained from these animals. A. Sheep. B. Cashmere goat. C. Alpaca.

A B C

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Objectives• Toidentifysomebenefitsweobtain

fromanimals

• Todistinguishdifferenttypesofrelationshipsbetweenanimalsandpeople


alpaca, bee, camel, cattle, donkey, elephant, goat, guinea pig, hamster, honey, horse, ox, rabbit, sheep; leather, meat, milk, skin, wool; companionship, dog sled, fishing, hunting, livestock farming, tanning, transport

Presentation• Writeshoes,honey,cheeseand

jumperontheboard.Ask:What have these things got in common?Then,say:All these things are made using something we obtain from animals. We use many things from animals every day. Animals are very important to people.

Practice

Readaloudorplaythefirstpartoftrack 6.2.Ask:What are some food products that we obtain from animals? How did people use to obtain food? What has replaced hunting?(Livestockfarming.)

• Explainthatsomepeoplelearnbeekeeping.Thatis,theylearnhowtokeepbeesinbeehivesandobtainhoney.

• Readthetextaboutclothing.Sslistenandread.Ask:What did people use to make clothes out of? What do we use animal hair for today? How is leather made?

• Sslookatthethreephotosoftheanimals.Explainthatalpacasandcashmeresheephavelotsofwoolbecausetheyliveincold,highmountainregions.

6.2

Reinforcement• Insmallgroups,SsplayPictionary.Showonestudentfromeachgroupthe

nameofaproductwegetfromanimals.TheSsgobacktotheirgroupsanddrawtheproductfortheirgrouptoguess.

Extension• Ssresearchinformationaboutoneoftheanimalsinthephotos.Theyfindout

wheretheanimallivesandhowthewoolisobtained.Thentheymakeaposterwiththeinformation.

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6

Transport

In the past, animals were very important for transporting people and goods. Some of these animals were horses, donkeys, oxen, camels and even elephants. 3

Today, motor vehicles are used instead of many animals.

Other benefits

Other benefits of the relationship between people and animals:

Companionship. Dogs and cats are the most popular pets. Hamsters, guinea pigs, birds, fish and reptiles are also popular. Owners must take care of their pets.

Protection. Dogs are used to guard cattle and properties.

Leisure time. Many people enjoy observing animals in zoos or in nature. Other people like to go hunting or fishing. They must respect the laws and regulations of these activities.

Animals give us food, clothing, transport and companionship. They provide leisure time activities and protection.

3 Dog sleds. This type of transport is used in polar regions.

ACTIVITIES

1 WRITING. Write a list of the main benefits we obtain from animals. Then, write an example of each.

2 Name three animals that give us food.

3 What is leather? What is it used for?

4 VALUES EDUCATION. There are elephants and lions in shows and circuses. In some places, it is against the law to use animals for shows.

What do you think about this? Are you for or against using animals in shows?

6.4

6.3

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6

6.3

UNIT 6

KEY COMPETENCES

Students study how animals are of great value to people because of the benefits we obtain from them.

Practice• Say:Look at the photo: What can

you see? Explain that some dogs are used in polar regions to travel across snow and ice. They have very thick fur to keep them warm in cold climates.

Read aloud or play track 6.3. Ss listen and read. Ask:What other animals are used as transport?

• Inpairs,SsreadthetextOther benefits.Ask:What animals make good pets?

Activities

1 Ask:What benefits do we obtain from animals? Write key words ontheboard.Inpairs,Sswritedown as many benefits as they can remember in five minutes.

2 Inpairs,Sswritethenamesofthree or more animals in their notebooks.

3 Pointtoaleathershoeandask:What is this material? Where does it come from? What other things are made of leather? Ss work in pairs to answer the questions.

4 Play track 6.4 of the Class Audio. Ss listen to the arguments for and against using animals in shows. Ss say if they are for oragainst,andgivemorereasons if they can.

6.3

6.4

Reinforcement• Writewordmaps.Ontheboard,drawboxeswiththenameofananimal

inside each one. Draw lines from the corners of the boxes. Ss call out benefits obtained from the animals. Write them at the ends of the lines. For example:sheep:milk,cheese,wool,meat.

Values education• Ssthinkabouthowhowimportantitistotakecareofanimalsandmake

sure they are healthy specimens. Healthy animals provide better quality food and serve people better than ill-kept animals.

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Objectives• Tolearnaboutlivestockfarming

• Toidentifymaintypesoflivestock

• Tofindouthowfarmanimalsarecaredfor


cattle, chick, cock, ewe, flock, hay, hen, honey, incubator, livestock, pen, pig, poultry, ram, sheep, shepherd; wax; beekeeping, extensive /intensive farming; breed, fertilise, raise, shear, vaccinate

Presentation• Say:Lookatthephotographsof

cows.What differences can you see between the two picutres?Explainthattheyarephotosofcowsondifferenttypesoffarms.

Practice

Playtrack 6.5.Sslistenandread.Ask:What is livestock? Why do farmers breed livestock? What is the difference between extensive and intensive farming?

• Inpairs,SsreadthetextTypes of livestock.Then,askthem:What are the main types of livestock?

• Explainthatpoultryisacollectivenamefordomesticatedbirdsthatareraisedfortheireggs,meat,etc.Poultryincludeschicken,turkeys,ducksandgeese.

• Ask:What animals are raised for their milk? What animals are raised for their meat? What other products do we obtain from livestock?

Learn more• Readthetextaboutpisciculture.

Explainthatfishfarmsarenecessarytoprovidethehugedemandforfishasfood,andtostopoverfishinginthesea.

6.5

Reinforcement• PlayBingo.Writeadozenormorewordsontheboard:cattle, sheep, pig,

goat, eggs, honey, wool, leather…Ssdrawagridofsquares3X3.Theywriteninewords,oneineachsquare.Ssplayingroups.Onestudentcallsoutawordfromthelist.Iftheothershavethewordontheircard,theycrossitout.ThefirststudenttocrossoutalltheirwordscallsoutBingo!

Extension• Sssearchforinformationaboutbeekeeping.Theyfindouthowbeesarekept

inbeehivesandhowbeekeepersextracthoneyfromhoneycombs.Theydrawandlabelpicturestoillustratetheirresearch.

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6

Sheep farming

The shepherd herds his flock of sheep. His dogs help him to protect the sheep from wild animals.

At night, the shepherd encloses the sheep in a pen.

A ram is a male sheep. It usually has horns. A lamb is a baby sheep. The female is a ewe.

Sheep give us milk. They are milked every day. Wool is cut off before the summer. This is called sheep shearing. Vets take care of sheep. They give them vitamins to keep them healthy and strong. They vaccinate them to prevent illnesses.

Poultry farming

When cocks and hens live together on farms, cocks fertilize the eggs.

The eggs are kept in an incubator for three weeks. Chicks hatch from these eggs. Farmers feed the chicks until they are fully-grown. Then, they are used for chicken meat.

The hens are kept on the farms to produce eggs. Food, water and temperature are controlled.

There are many animals living in a small space on poultry farms. For this reason, hygiene is essential to prevent disease.

ACTIVITIES

1 SPEAKING. Look at the picture on the right. What type of livestock is this? What type of animal farming is it? Explain your answer.

2 Which animals give us these products?

sausages milk eggs wool

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Livestock farming

What is livestock farming?

Farm animals are called livestock. So livestock farming means animal farming. Farmers breed animals for their meat, milk, eggs or skins.

There are two types of animal farming:

Extensive farming. Animals live in the open and eat grass from the fields, or grain.

Intensive farming. Animals live fenced in on farms or in barns. Farmers give them hay or dry feed to eat. 1

Types of livestock

There are different types of livestock:

Cattle. Farmers raise cows for meat, milk and leather.

Sheep. Farmers raise sheep for meat, milk and wool.

Pigs. Farmers raise pigs for meat.

Goats. Farmers raise goats for meat, milk and wool.

Poultry. Farmers raise chickens for meat and eggs.

Cattle, sheep and pigs are raised by both extensive and intensive farming. Goats are raised by extensive farming. Most poultry is raised by intensive farming.

Other animals used for livestock farming are horses, donkeys and rabbits. Beekeeping is also farming. Bees give us honey and wax.

Livestock farming is animal farming. There are two types: extensive farming and intensive farming. There are different types of livestock.

Learn more

Pisciculture

Pisciculture is the farming of fish for food. It can take place in fresh water or in salt water.

Aquaculture is the farming of molluscs, such as mussels, and crustaceans, such as prawns.

1 Types of animal farming. A. Extensive farming. B. Intensive farming.

B

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UNIT 6

Reinforcement• Dividetheclassintotwoteams.Calloutawordrelatedtosheepfarmingor

poultryfarming.Toscoreonepoint,teamshavetosaythecorrecttypeoffarming.Toscoretwopoints,theyalsohavetosaywhatthewordmeans.Giveanexample:Hatch: poultry farming; chicks come out of an egg.

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Values education• Explainthatsometypesoflivestockfarmingareconsideredtobecruelto

animals.Explainaboutbatteryhens:They are kept in cages, they cannot move and they exist only to lay eggs all day long.Compareandcontrastwithfree-rangehens.

6

Sheep farming

The shepherd herds his flock of sheep. His dogs help him to protect the sheep from wild animals.

At night, the shepherd encloses the sheep in a pen.

A ram is a male sheep. It usually has horns. A lamb is a baby sheep. The female is a ewe.

Sheep give us milk. They are milked every day. Wool is cut off before the summer. This is called sheep shearing. Vets take care of sheep. They give them vitamins to keep them healthy and strong. They vaccinate them to prevent illnesses.

Poultry farming

When cocks and hens live together on farms, cocks fertilize the eggs.

The eggs are kept in an incubator for three weeks. Chicks hatch from these eggs. Farmers feed the chicks until they are fully-grown. Then, they are used for chicken meat.

The hens are kept on the farms to produce eggs. Food, water and temperature are controlled.

There are many animals living in a small space on poultry farms. For this reason, hygiene is essential to prevent disease.

ACTIVITIES

1 SPEAKING. Look at the picture on the right. What type of livestock is this? What type of animal farming is it? Explain your answer.


sausages milk eggs wool

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6

6.6 Practice• Say:Look at the photos What types

of farming can you see? Where are the animals?

Playtrack 6.6. Sslistenandread.Ask:Who looks after sheep? How do the sheepdogs help the shepherd? Where do the sheep go at night?

• Sslookatthephotosoftheram.Ask:What do we call a male sheep? What do we call a female sheep? What is a lamb?

• Inpairs,Ssreadthetextonpoultryfarming.Askthemtowritekeywordsaboutthetextintheirnotebooks.Giveanexample:incubator.Ssusethekeywordstorecalltheinformation.Forexample:Incubator: the eggs are kept here for three weeks.

Activities

1 Inpairs,Sslookatthepicture.Ask:What animals can you see? Where are they?Sstaketurnstodescribewhattheycanseeandwhattypeoffarmingitis.

2 Writethefollowinganimalsontheboard:sheep, pigs, hens, cows.Inpairs,Sstalkaboutthedifferentproductswegetfromeachanimal.Thentheycompletetheactivityintheirnotebook.

6.6

Naturalist intelligence

Objectives• Todiscoverwaystoobserve

andclassifyanimals

• Tolearnhowtoidentifybirdsinthecountryside

• Touseakeytoidentifyanimals.


binoculars, birdwatching, distribution map, field guide, telescope; antler, chamois, fallow deer, ibex, mouflon, roe deer, wild boar; horn; nature lover, vet, zoologist; backwards, branched, flat; curve, flee stick out

Presentation• Revisethemaincharacteristicsof

birds.ShowSspicturesofbirdsandaskthemtoidentifythebodyparts.

Practice

Playtrack 6.7.Ssreadthetextandlisten.Ask:What is birdwatching? What do you need when you go birdwatching?

• Explainthatscientistsusefieldguidestohelpthemtoidentifymanydifferenttypesofanimals.Ask:Why are field guides useful? What type of information can you find in a field guide? What is the structure of most field guides?

• Showpicturesoftwoorthreewell-knowbirdsandcompareandcontrasttheircharacteristics.

• BringsomebinocularstoschoolandteachSshowtousethem.

6.7

Reinforcement• Inpairs,Sswritetrueandfalsestatementsaboutbirdwatchingintheir

notebooks.Theytaketurnstocallouttheirsentencesfortheclasstoanswer.Giveanexample:Birdwatchers collect birds.(False.)

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Values education• TalktoSsabouttheimportanceofrespectinganimalsintheirnatural

environment.Birdwatchingisanexampleofahealthyinterestinanimals.Birdwatchersarediscreetandobservebirdsfromadistance.Theydonotfrightenthem.

6


Keys are useful to identify animals. To use a key, check the paired statements and then follow the instructions.

A

D

CB

E F

Key for mammals with hooves in Spain

1. Animal with a large body and short legs, similar to a pig ............................Other type of animal ........................................................................................

Wild boarGo to #2

2. Animal with branched antlers .........................................................................Animal with antlers that are not branched ....................................................

Go to #3Go to #4

3. Big, branched antlers that stick out from the sides of the head. ................Antlers with a few branches that do not stick out from the sides of the head ........................................................................................................

Deer Roe deer

4. Thin, straight antlers that curve backwards ..................................................Thick antlers, curved backwards ....................................................................

ChamoisGo to #5

5. Very curved antlers that surround the head ..................................................Not very curved antlers that turn away backwards ......................................

MouflonIbex

ACTIVITIES

1 Use the key and name all the animals in the photos. All of them are mammals with hooves that live in Spain.

2 ICT. Look on the Internet and find videos of different birds’ songs. Share your favourite video with the class.

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2 Binoculars and field guide.

1 A goldfinch seen by a birdwatcher.

Birdwatching

You can see birds in the countryside or in the park. Would you like to know their names? Then, birdwatching is your hobby! Birdwatchers collect information about birds and find ways to protect them. 1

Most birds are shy and flee from people. You need binoculars and telescopes to observe them closely. 2

Field guides are books that help you to identify different types of birds or other wild animals according to their size, shape and colour. Most field guides have the same structure:

Texts. These give the name, classification, description, size, food and habitat of the bird or animal.

Distribution maps. These show where the animal or birds live.

Drawings and photos. These help you to recognize the animals or birds.

You can find field guides of a country, or of a specific place, such as a National Park. There are also digital field guides that include bird songs and videos.

We share our planet with an enormous variety of animals. Some animals are beneficial to people. Others can be harmful. Zoologists, vets, farmers and nature lovers use different ways to observe and classify animals.

Observing and classifying animals

6.7

People birdwatching.

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UNIT 6

KEY COMPETENCES

Ss practise the scientific method by discovering new ways to observe and identify animals.

Reinforcement• Pinfourphotosofdifferentbirdsoranimalstotheboard.Readouta

description of one of the animals. Ss identify which photo matches the description.Repeatfortheotherphotos.

Extension• Inpairs,Ssdrawacomicofabirdwatchingexcursion.Theydrawcharacters

withbinocularsandafieldguide,anddrawbirdstheyhaveseen.

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6


Keys are useful to identify animals. To use a key, check the paired statements and then follow the instructions.

A

D

CB

E F

Key for mammals with hooves in Spain

1. Animal with a large body and short legs, similar to a pig ............................Other type of animal ........................................................................................

Wild boarGo to #2

2. Animal with branched antlers .........................................................................Animal with antlers that are not branched ....................................................

Go to #3Go to #4

3. Big, branched antlers that stick out from the sides of the head. ................Antlers with a few branches that do not stick out from the sides of the head ........................................................................................................

Deer Roe deer

4. Thin, straight antlers that curve backwards ..................................................Thick antlers, curved backwards ....................................................................

ChamoisGo to #5

5. Very curved antlers that surround the head ..................................................Not very curved antlers that turn away backwards ......................................

MouflonIbex

ACTIVITIES

1 Use the key and name all the animals in the photos. All of them are mammals with hooves that live in Spain.

2 ICT. Look on the Internet and find videos of different birds’ songs. Share your favourite video with the class.

6.9

6.8

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6

6.8 Practice

Playtrack 6.8. Ss listen and read the text. Explaindifficultvocabularyas recognition only. Say: It is very important to be able to describe animals accurately in order to identify them.

• Sslookatthephotographs.Explain: These animals look very alike. How can we tell the difference? We use an identification key.

• Explainthatahoof(pluralhooves) is thehardpartofahorse’sfoot,likean enlarged toenail. Say: A deer also has hooves. There are many different types of deer. Write the names of the types of deer on the board.

Activities

1 Ss look at photo A. Say: Which hooved mammal is A?Readthekeyaloudandfollowtheprocess. Ask: Has A got a long body and short legs? Is it similar to a pig? (No). Is it another type of animal?(Yes.)Readnumber2.Ask: Has A got flat antlers? Etc. Inpairs,Ssusethekeytodecidewhat each animal is.

Playtrack 6.9oftheClassAudio.Ss listen and compare their answers.

2 Ss work in pairs and search the Internettofindvideosofbirds’songs.

6.8

6.9

Logical-mathematical intelligence

Objectives• Toapplyknowledgeacquiredintheunittocarryoutatask

• Tomakeanindexcard


characteristic, classification habitat, movement, reproduction; carnivore, cheetah, gazelle, fur, skin, speed, spot, savannah

Presentation• Explainthatoncewehaveidentifiedananimal,wecanwritedowntheinformationsowedon’tforgetit.Onewayistowritethemaincharacteristicsonanindexcard.

• Asktwovolunteerstoreadtheindexcard:oneSreadstheheadingsandtheotherreadsthedescriptions.Ask:What type of animal is a cheetah? Which heading tells us where the cheetah lives?(Habitat.)

Practice• Sslookatthepictures.Ask:Whatinformationdothethreepicturestellusaboutcheetahs?Writethefollowingfactsontheboard:112 km/h, the savannahandvertebrate.AskSs:What questions do I need to ask to get this information?Writethequestionsontheboard.How fast can a cheetah run?Etc.

• Formoreinformation,SscanlookupcharacteristisoflargecatsontheInternetorinbooks.

• Sschooseavertebrateandaninvertebrateanimalandlookforinformation.Helpthemtofiltertheinformationsotheywriteonlythemaincharacteristics.

Reinforcement• Inpairs,Ssreadtheinformationaboutcheetahsfromtheindexcard.Thentheytaketurnstoaskandanswerquestionsfrommemory.

Extension• Ssmakeaclassboxofindexcards.Theywritedownthenamesoftheanimalsontheindexcardstheycreatedforactivity3.Thentheyputthenamesinalphabeticalorderandnumbereachanimal.Theynumberthecorrespondingindexcards.Provideaboxtokeepthecardsin.


A. Search for information about how to make cheese. Then, prepare a presentation for your classmates.

B. Draw one of the animals in this unit.

C. Write a story about the importance of taking care of and respecting a pet or a farm animal.

6

Show your skills

FINAL ACTIVITIES

1 SUMMARY. Copy and complete with these words:

livestock – clothing – poultry – eggs – sheep – products – milk

Food, and transport are some benefits we obtain from animals.

Farmers breed to get different . There are different types of livestock: cattle, , pigs, goats and . They give us meat, , leather, wool and .


3 THINK ABOUT IT. Chicks do not hatch from the eggs you buy in shops and supermarkets. Explain why.

A B C D

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An animal index card shows the main characteristics of an animal. It includes a drawing or a photo of the animal.

Study this index card.

1 Look at the pictures. What other information can you include in the Other characteristics section?

2 ICT. Search for more information about cheetahs to include in the More information section. Write it in your notebook.

Do it yourself.

3 Make two index cards: one of a vertebrate animal and another of an invertebrate animal. Remember to include:

All the sections in the model index card.

A drawing or a photo.

Cheetah

Classification: vertebrate, mammal.

Type of food: carnivore.

Reproduction: viviparous.

Movement: walks using its four legs.

Skin: covered with hair.

Habitat: the savannah, in Africa.

Other characteristics: slim body and long legs. Yellowish fur with black spots.

More information: Cheetahs are the fastest land animals. They can reach a speed of 112 km/h when they hunt gazelles and other herbivores.

KNOW HOW TO

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UNIT 6

Reinforcement• Ssmakeamatchingquestionandanswersheet.Inpairs,Ssthinkoften

questionsabouttheunitandwritethemononesideofasheetofpaper.Theywritetheanswerstothequestionsontheotherside.Theytestotherpairsofstudents.

Extension• Sschooseonetypeoflivestockfarming.Theycreateacomiccalled

A day in the life of a (poultry) farmer.Theydrawthecomic,writetextsandpresentittotheclass.


A. Search for information about how to make cheese. Then, prepare a presentation for your classmates.

B. Draw one of the animals in this unit.

C. Write a story about the importance of taking care of and respecting a pet or a farm animal.

6

Show your skills

FINAL ACTIVITIES

1 SUMMARY. Copy and complete with these words:

livestock – clothing – poultry – eggs – sheep – products – milk

Food, and transport are some benefits we obtain from animals.

Farmers breed to get different . There are different types of livestock: cattle, , pigs, goats and . They give us meat, , leather, wool and .


3 THINK ABOUT IT. Chicks do not hatch from the eggs you buy in shops and supermarkets. Explain why.

A B C D

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Objectives• Torevisekeyvocabularyand

conceptsfromtheunit

• Togivestudentstheopportunitytoevaluatetheirownlearning

Kay language• Keyvocabularyandstructures:

revisionofUnit6

Presentation• Ask:What animals are in the

pictures? What benefits do we obtain from each one?

Practice

1 Sscompletethesummaryintheirnotebooks.

Playtrack 6.10oftheClassAudio.Sslistenandchecktheiranswers.

2 Revisethevocabularywiththeclass.Say:Look at the photos of a hamburger, a candle made of wax, a woollen hat and a sausage.Sssaywhichanimalsweobtaintheseproductsfrom.

3 ReferSstothelessonaboutpoultryfarming.Explainthattheeggsinasupermarketarecollectedbeforeacockcanfertilizethem,sotheydonotcontainlivechicks.

Show your skills• Readtheoptions.MakesureSs

understandtheactivitiesandallthevocabulary.PuttheSsintogroupsaccordingtotheactivitytheywishtodo.

6.10

Linguistic intelligence

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Check your progressCopy and write the correct answers in your notebook.

1 All animals…

a. have got a skeleton.b. eat food.c. go through metamorphosis.

2 These are vertebrate animals:

a. tiger, sardine and vulture.b. frog, butterfly and tortoise.c. octopus, jellyfish and dolphin.

3 Cetaceans…

a. breathe through gills.b. are aquatic mammals.c. are fish, like sharks.

4 Birds have got…

a. feathers and are viviparous.b. gills and are oviparous.c. feet, feathers and wings.

5 These are reptiles:

a. snake, crocodile and tortoise.b. lizard, mouse and chameleon.c. snake, newt and lizard.

6 Baby frogs are…

a. covered with scales.b. called tadpoles when they are born.c. viviparous.

7 These are arthropods:

a. worm, snail and wasp.b. wasp, crab and starfish.c. spider, centipede and shrimp.

8 Some types of livestock are…

a. pigs, cows, and dogs.b. cows, sheep and goats.c. hamsters, cows and sheep.

Imagine you work in a zoo. You are telling some school children what people obtain from animals. Make a list of all the animal groups you know. Then, give one example from three different groups of an animal that benefits people. It can be as food, as transport, as a companion…

Arthropods: Bees give us honey and wax.

Think like a zoologist

Check your answers

Correct the answers you got wrong.

Write in your notebook the lessons you need to practise again.

SECOND TERM

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TEST YOURSELF

Check your vocabulary

arachnid arthropod with eight legs.

arthropod invertebrate with a hard exoskeleton and a segmented body.

carnivore animal that eats other animals.

cetacean aquatic mammal with a long body and fins. A dolphin is a cetacean.

cnidarian most cnidarian are invertebrate animals with jelly-like bodies, for example, jellyfish.

crustacean arthropod with a hard exoskeleton.

decomposer animal that feeds on decaying plant and animal matter.

gills aquatic animals such as tadpoles and fish breathe through gills.

herbivore animal that eats plants.

insect arthropod with six legs and a body divided into head, thorax and abdomen.

invertebrate animal without a spinal column.

livestock farming animal farming to raise animals for their meat, milk, eggs or skins.

lungs organs that many animals use to breathe.

metamorphosis transformation of some animals from larvae to adults.

mollusc invertebrate animal with a soft body. Most have got one or two shells.

myriapod arthropod with a long body with many identical segments.

omnivore animal that eats both plants and other animals.

primate terrestrial mammal with hands and feet with five fingers and toes.

scavenger animal that feeds on dead animals.

sponge very simple invertebrate. It lives attached to rocks on the seabed.

tadpole baby amphibian that lives in water and breathes through gills.

vertebrate animal with a spinal column.

worm invertebrate animal with a long, soft body.

1 What groups do the animals in the drawings belong to?

2 What groups do the animals in the photos belong to?

Which life process is illustrated in the photo?

Explain why.

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Objectives• Torevisethekeyconcepts

ofUnits4to6

• ToprovidedefinitionsofkeyvocabularyinordertoreviselanguageandScienceconcepts

• Togivestudentstheopportunitytocompleteaself-assessmenttest

Presentation• ExplaintoSsthattheyaregoingto

revisevocabularyofthemainanimalgroupsaswellasotherconceptsofNaturalSciencetheyhavelearnedinthesecondterm.

• Finally,theywilldoaself-assessmenttesttochecktheirownprogress.

Check your vocabulary• Inpairs,Sstaketurnstoreadout

thewordsandtheirdefinitions.Theycanchoosetwoorthreewordsandtrytosaythedefinitionstoeachotherwithoutlooking.

• Then,theytesteachother:oneSreadsoutadefinitionandtheirpartnersaystheword.Then,theyswaproles.

Key competences

Linguistic communication

• TheCheck your vocabularylendsitselftothepracticeofcommunicationskills:readingandwritingscientificdefinitionsinEnglish.

Learning to Learn

• TheCheck your vocabularysectionhelpsstudentsthinkupwaystomemorizeorrecallscientificdefinitions.TheCheck your progress sectionallowsSstoassesstheirownlearningandtotrytoimprovetheirperformance.

Competences in Mathematics, Science and Technology

• Inordertothinklikeazoologist,itisnecessarytounderstandhowazoologistthinks,andtousescientificreasoningtoclassifyanimals.

68

Check your progressCopy and write the correct answers in your notebook.

1 All animals…

a. have got a skeleton.b. eat food.c. go through metamorphosis.

2 These are vertebrate animals:

a. tiger, sardine and vulture.b. frog, butterfly and tortoise.c. octopus, jellyfish and dolphin.

3 Cetaceans…

a. breathe through gills.b. are aquatic mammals.c. are fish, like sharks.

4 Birds have got…

a. feathers and are viviparous.b. gills and are oviparous.c. feet, feathers and wings.

5 These are reptiles:

a. snake, crocodile and tortoise.b. lizard, mouse and chameleon.c. snake, newt and lizard.

6 Baby frogs are…

a. covered with scales.b. called tadpoles when they are born.c. viviparous.

7 These are arthropods:

a. worm, snail and wasp.b. wasp, crab and starfish.c. spider, centipede and shrimp.

8 Some types of livestock are…

a. pigs, cows, and dogs.b. cows, sheep and goats.c. hamsters, cows and sheep.

Imagine you work in a zoo. You are telling some school children what people obtain from animals. Make a list of all the animal groups you know. Then, give one example from three different groups of an animal that benefits people. It can be as food, as transport, as a companion…

Arthropods: Bees give us honey and wax.

Think like a zoologist

Check your answers

Correct the answers you got wrong.

Write in your notebook the lessons you need to practise again.

SECOND TERM

sixty-nine 69

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Check your progress • Reviseunits4to6inafunway.

describeoneoftheconceptsthestudent’shavelearnedduringthesecondterm.SeehowquicklytheycanfindthecorrespondingpageintheStudent’sBook.

• Readallthequestionsinthetestandcheckunderstanding.

• Ssanswerthequestionsindividually,intheirnotebooks.

• Ssturntopage104oftheirStudent’sBooktochecktheiranswers.

• Oncestudentshavecorrectedthetest,theyshouldgobackthroughtheunitstounderstandanywronganswers.

Think like a zoologist• Ask:What information can a

zoologist give school children? What can we obtain from different animals?Elicitideasasaclass.Sscompletetheactivityinpairs.

• Modelanswers:Mammals. Cows give us beef, milk and leather. Sheep give us wool and meat. Dogs are our companions and they help to protect us. Horses are used for transport and for sports activities.

Answer keyPage 68

1 Theanimalsinthedrawingsbelongtothefollowinggroups:jellyfish–cnidarian;sponge;worm;mussel–mollusc;starfish–echinoderm.

2 Theanimalsinthephotosbelongtothefollowinggroups:frog–reptile;caterpillar–insect;snail–(terrestrial)mollusc.

Thelifeprocessillustratedinthephotoisnutrition:frogsarecarnivores,theyeatinsectsandsnails.

Page 69

1 b., 2 a., 3 b., 4 c.,

5 a., 6 b., 7 c., 8 b.

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Natural Science - clil.santillana.es · PRIMARY Richmond Natural Science TEACHER’S BOOK Natural...

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