natural sciences natural sciences - oxford pack virtual · ns_2pri_libpro_prelim_m1.indd 1 17/08/15...

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2

PRIMARY

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learn in a more stimulating way. Level 2 includes extensive audio activities and songs, an activity book,

a story book, and a complete digital resource pack for both student and teacher.

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

naturalsciences

Teacher’s Book

Teacher’s Book

Our bodies and health


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PRIMARY

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natural sciences 2

Teacher’s Book

Module 1 Our bodies and health

NS_2PRI_LIBPRO_PRELIM_M1.indd 1 17/08/15 19:42

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

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

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

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

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

© of the text: Nina Lauder, 2015 © of the audio text: Blanca Morote, Nina Lauder, 2015

© of the song lyrics: Nina Lauder, 2015 © of this edition: Oxford University Press España S. A., 2015

The moral rights of the author have been asserted.

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

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

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

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

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

ISBN: 978-84-673-7847-4 D. L.: M-27000-2015

Printed in Spain

AUTHORNina Lauder

AUDIO TEXT AUTHORSBlanca Morote Nina Lauder

SONG LYRICSNina Lauder

COVER DESIGN Leire Mayendía

ILLUSTRATIONS Cover: Carlos Navarro


Think Do Learn!

Legal framework 4

The methodology 5

Module 1 contents 6

Module 2 contents 7

Module 3 contents (optional) 8

Student’s material 9

Teacher’s material 16

Module 1: Our bodies and health

Unit 1 22

Unit 2 38

My Big Project 54

Module 2: Living things

Module 3: Matter and energy

Technology: objects and machines


4

Legal frameworkThe LOMCE

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

Key competences

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


55

Think ➜ Do ➜ Learn: an active methodology

•Develop students’ thinking skills effectively by actively involving them in their learning process,

stimulating their curiosity and encouraging them to learn through doing.

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

quests.

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

wide variety of tasks.

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

Students learn and acquire scientific skills together•Hands-on experiments consolidate students’ understanding of scientific

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

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

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

Students learn and acquire scientific

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

save valuable classroom time.

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

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

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

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

An active learning experience

LOMCE compliant


6

Table of contents

Natural Sciences 2

MODULE 1: Our bodies and health

Unit Contents Page1 Nutrition and reproduction Our digestive system and food 6

Our respiratory and circulatory systems 8

Our excretory system 10

Our reproductive system 12

Let’s work together! 14

Experiment time! 15

Let’s revise! 16

2 Interaction Our bones and muscles 20

Our locomotor system 22

Our senses 24

Our nervous system 26


Experiment time! 29

Let’s revise! 30

My dictionary 31

My Big Project – My amazing body 33

Table of contents

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77

Natural Sciences 2

MODULE 2: Living things

Unit Contents Page3 Animals Classification of living things 6

Vertebrates 8

Invertebrates 10

Animal nutrition 12


Experiment time! 15

Let’s revise! 16

4 Plants Characteristics of plants 20

Deciduous and evergreen trees 22

Flowers, seeds and fruits 24

Non-flowering plants 26


Experiment time! 29

Let’s revise! 30

My dictionary 31

My Big Project – It’s a wild world! 33

Appendix 41

Table of contents

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8

Table of contents

Natural Sciences 2MODULE 3

Unit Contents Page5 Matter and materials Natural and man-made materials 6

Properties of materials 8

Mass and volume 10

Mixtures 11

Materials change 12

Uses of materials 14


Experiment time! 17

Let’s revise! 18

6 Tools and machines Simple machines 22

Complex machines 24

Inventions and discoveries 26

Machines at work 28


Experiment time! 31

Let’s revise! 32

My dictionary 34

My Big Project – Cool tools project! 36

Appendix 43

NS2-M3_AMBER_portadilla-contents_definitivo.indd 3 16/7/15 16:41


99

Class Book

18 Our bodies and health

1. 12 Listen and circle the body parts.

2. Look at the picture and write.

3. Now circle them in the picture.

2UNIT

Interaction

The boy is holding his _________________.

Amy’s kicking the ball with her _________________.

Ben’s bending his _________________.

The girl is stretching her _________________.

foot knee arm elbows

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2PRIMARY

Class Book

CLEAR PRESENTATION - Think

An illustration at the beginning of every unit encourages students to interact with the characters and subject matter.

The active listening activity presents content and gives students a reason to interact with the illustration in a motivating way, activating their previous knowledge and generating curiosity.

BenAmy

Coco

� ve 1919

5. Write.

Our bodies have three parts: head, torso and limbs.

4. Match.

head

neck

shoulder

arm

hand

ear

nose

elbow

leg

foot

torso head limbs

6. Move like a puppet! What body parts are you moving?

� ve

What’s

this?


What’s this? - Think

A fun vocabulary feature where students have to identify a semi-hidden object that anticipates content which will be seen in the following lesson.

Curricular content blocks are colour-coded, making them easy to indentify.

FUN AND VIBRANT CHARACTERS

Meet Ben, Amy and Coco: these colourful characters will accompany students throughout the project, both in the Class Book and in the stories.


10

2PRIMARY

Class Book


Bones are hard and rigid. Muscles contract and relax.

Our bones and muscles

1. 13 Listen, touch and say the number.

2. Read and stick.

3. Match.

4. 14 Listen and say the chant.

skull

ribs

humerus

ribs femur skull hip spine humerus

spine

hip

femur

1 4

2 5

3 6


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6. Read the example. Then complete the setences.

Our bones and muscles help us move. They are part of our locomotor system.

5. Match and say where these muscles are.

7. Pick up and put down your book! What happens to your muscles?

The biceps are in the arm.

The ______________________________ are in the ______________________________.

The ______________________________ are in the ______________________________.

biceps

pectoral muscles

abdominal muscles

gluteus

quadriceps

calf muscles

torso

arm

leg

torso quadriceps pectoral muscles leg


tasks in the first levels include fun, physical activities, that will help students consolidate concepts.

CONTENT PAGES - Do & Learn

Students learn content through doing a variety of different activities, including a wealth of active listenings.

Fun stickers help students visualize and remember content.

Stickers

Discover how much students have enjoyed the activities with this captivating star-rating feature.

p. 7

p. 11

p. 12

p. 20

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1111


Our digestive system has di� erent parts.

Our digestive system and food

1. 5 Listen and match.

2. Complete the systems crossword.

3. Write the organ.

esophagus intestine

mouth stomach

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Every day di� erent food moves through our digestive system.This is part of nutrition.

4. 6 Listen and number the food groups.

6. 7 Listen to the story.

What’s

this?

� sh, meat and eggs

bread, cereals and pasta

fruit and vegetables

fats, oils and sweets

milk and dairy

5. Stick the food groups on the pyramid. Then write.

2NS_U1_modelo.indd 7 26/02/15 15:32

A story for each unit with Ben, Amy and Coco as the main characters. The stories are linked to specific topics in each unit, bringing them to life while capturing students’ attention and introducing variety.

Learn - A short text at the end of each topic summarizes the concepts and language learnt.

Coco’s sleeping. In Coco’s dream, Grandad’s sleeping on the sofa.

Look! Here comes Coco in her spaceship!

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Coco’s sleeping. In Coco’s dream, Grandad’s sleeping on the sofa. Look! Coco’s in her spaceship. She’s in Grandad’s mouth. She can see

his teeth and his tongue.

CUENTOS NS2_MOD1_U1.indd 3

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12

14

Let’s work together!

Rainbow digestion!

2. Label the picture.

We need:

body template

plasticine

pencils

3. Make organs out of plasticine.

4. Stick the organs in the correct place.

1. Work in groups of four.

5. Explain your digestive system to the class.

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2PRIMARY

Class Book

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

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Experiment time!

1. Fill the neck of the bottles with plasticine.

3. Put 12-16 co� ee � lters into each bottle.

2. Put the straw in the plasticine hole.

4. Attach the bottles and the funnel to the cardboard.

5. Put food colouring in water and pour into the bottles.

Our working kidneys!You need: 2 half litre water bottles co� ee � lters

plasticine cardboard funnel and container exible straws food colouring

2NS_U1_modelo.indd 15 26/02/15 15:33

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

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

Experiments reinforce content and language while promoting scientific methodology.


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2PRIMARY

Class Book

16

Let’s revise!1. Write ‘nutrition’, ‘interaction’ or ‘reproduction’.

2. Match.

3. Complete the sentence.

digestion

respiration

circulation

reproduction

In the food pyramid there are � ve food groups: bread and _____________, fruit and

_____________, milk and __________, � sh and __________ and fats and ___________.

vegetables meat dairy oils cereals

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4. Complete and read the text.

I know how our digestive system works.

I know how our respiratory system works.

I know how our circulatory system works.

I know how our excretory system works.

I know how our reproductive system works.

M Y P R O G R E S S . Colour the faces.

We have di� erent systems.

Humans have three life processes: nutrition, _____________

and reproduction.

Our ____________ system allows us to get nutrients from food.

Our ____________ system allows us to get oxygen from the air.

Our ____________ system sends blood from the heart to all

parts of our bodies.

Our ____________ system helps us get rid of waste products.

Our ____________ system allows us to have babies.

respiratory interaction excretory

circulatory reproductive digestive

2NS_U1_modelo.indd 17 26/02/15 15:33

Revision activities at the end of each unit help students consolidate learning by taking a look back at what they have learnt.

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


14

3333

skull

spine

hip

biceps

abdominal muscles

calf muscles

humerus

ribs

femur

pectoral muscles

gluteus

quadriceps

bones

musclesPictureDictionary_2NS_3ªmaqueta.indd 33

27/02/15 09:50

hip

32


My dictionary

Human life cycle


milk and dairy



fruit and vegetable

gestationbirth

growth adulthood

fetus

umbilical cord

PictureDictionary_2NS_3ªmaqueta.indd 32

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33

gluteus

quadricepsmusclesmuscles


Human life cycle

fruit and vegetable

growth adulthood

umbilical cord

p. 7

p. 11

p. 12

p. 20

AdhesivosNaturalScienceBI_2_3ªmaqueta.indd 1

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A clear picture dictionary in the My dictionary section at the end of the module includes all the key vocabulary.

Find the unit stickers at the back of the module.


1515

Class Book

At the end of every module there is a section called My Big Project, which works on the content of the module in a more individualised way.

At the end of the project there is a certi� cate, which the teacher can complete with the student’s name and sign.

34

BigBigBigProjectBigBigBigBigBigMy


My amazing body

Think!

Match the systems. Then match the life process.

The human body is an amazing machine! There are di� erent systems in our body to help us live, think, growand move. Let’s � nd out how to take care of our bodies!

Body systems function individually and together to help the human body.

circulatory respiratory locomotor digestive nervous

nutrition interaction reproduction

My hypothesis:

I can take care of my body by:

How can we take care of our bodies?

BigProject_NS2_Module1_3ªmaqueta.indd 34 27/02/15 11:01

3535

BBBBBBBBPBBBBBBM

Learn!

Show a friend your predictions. Compare.

Find out!

Tick the things that help keep our bodies healthy.

Make predictions!

Put a cross (✗) on the food and drink that are not good for our health.

BigProject_NS2_Module1_3ªmaqueta.indd 35 27/02/15 11:01

Oxford University Press

Super Scientist Award

is a super scientist and knows how to care for our amazing bodies.

Well done!

Teacher

date

"

BigP

roject_NS

2_Module1_3ªm

aqueta.indd 3927/02/15 11:01


16

Teacher’s Book

Teacher’s Book: level 2

1 Identify and locate the main organs used in performing the vital functions of the human body

2 Understand how internal organs work, the relationship between them and how to keep them healthy.

3 Understand what a food pyramid represents.

4 * Work on collaborative tasks taking part in group work and experiments.

5 * Find information about a given set of facts or phenomena, make predictions, integrate information acquired through direct and indirect observation, communicate results

6 * Work together, be aware of personal safety and the safety of others, take care of equipment and use materials properly.

Assessment opportunities are highlighted throughout the unit.

Assessment criteria

Nutrition and reproduction 1UNIT

1 Identify the main body parts and organs involved in carrying out the main functions of the human body.

2 Show understanding of the main characteristics of the respiratory and circulatory systems.

3 * Use the vocabulary related to the curriculum block correctly.

4 * Implement strategies for carrying out work both individually and in groups, and resolve any conflicts that might arise.

Learning outcomes

1 Nutrition and reproduction

2 Our digestive system and food

3 Our respiratory and circulatory systems

4 Our excretory system

5 Our reproductive system

6 * Introduction to scientific enquiry

7 * Working individually and in a group

8 * Planning and presenting projects and experiments

Contents

Key competences are integrated in activities throughout the unit.

Key competences

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

22 2323

Unit map

1

6

2

7

3

8

4

5

LESSONLESSONLESSON RESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITAL

Nutrition and reproduction

Our excretory system

Experiment time!

Our respiratory and circulatory systems



Our reproductive system

Let’s revise!

Tracks 2, 3 & 4

Track 11 • Worksheet 1.3• Stickers

• Revision worksheet

• Online resources• Interactive activity


• Digital Flashcards• Experiment video

Tracks 5 (chant), 6 & 7 (story)• Worksheet 1.1 • Stickers• Story book

• Worksheet 1.4• Stickers

• Tests A, B & C

Tracks 8, 9 & 10 (song)• Worksheet 1.2

• Template 1.1

• Online resources• Interactive activity • Karaoke

• Digital Flashcards• Animation

• Online resources• Digital story


• Presentation

Complete unit presentation including:

•Contents

•Learning outcomes

•Assessment criteria

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

2PRIMARY


1717

Each lesson includes:

•A reproduction of the corresponding Class Book page.

•Content objectives, vocabulary and structures seen in each lesson and the materials available to use.

•A step-by-step guide to all the activities and their answers.

•The audio transcripts.

•Extra ideas and additional material associated with the lesson.

2525

• Point out that Ben, Amy and Coco are in the park with Ben’s parents. Play the audio and ask the students to point to the different characters in the picture as they are mentioned. Activity 2 Track 3

• Listen and ask the students to circle the things humans do (eating, playing, have babies). The students compare their answers in pairs. Check answers. • Elicit answers from the students by asking, for example, Is

Amy playing with a puppy or a kitten? How many puppies can you see? Ask the students to point to different things in the picture, say, for example, Point to the baby. Point to food. Point to the children playing.

Activity 3

• Ask the students to colour the circles according to the key. When they have finished, they can compare answers with a partner.

• Discuss each function and how they have a role in our daily lives. Ask, for example about when/what they eat; when they play and who they interact with throughout the day. Ask if anyone has a baby brother or sister or a puppy or kitten at home.

Activity 4

• Tell the students to look at the set of pictures and to match the images to the correct words. When they have finished, they can check their answers with a partner. Check answers. Activity 5 Track 4

• Play the audio encouraging the students to clap along with the lyrics. Play the audio again and ask the students to join in. Activity 6

• Ask the students to write the function in the correct place. When they have finished, they can check answers in pairs. Check answers.

• Read the sentence at the bottom of the page. What’s this? • The students look at the photo at the bottom of the page.

Say: What’s this? Hands up to answer. Invite the students to think about what they will talk about in upcoming lessons. Teaching tip

• Keep in mind that a lot of vocabulary at this stage will be receptive vocabulary for the students. They will understand more vocabulary than they can produce.

Track 2 Listen and point to the characters.What a beautiful day, and what a delicious sandwich! Look Mum! Coco’s eating corn! I’m eating an apple! Shhhhh…go back to sleep. Look Mum! A baby and some baby dogs! Yes, but we say puppies, Ben. Amy’s playing with the puppies. Can I go play, Mum?

Finish your apple, then off you go! Thanks Mum!

Track 3 Listen and circle things humans do. Humans have babies. This is human reproduction. Humans talk and play. This is human interaction.Humans need food for nutrients. This is human nutrition. Track 4 Listen and say the chant. Human Processes

Ready, steady, one, two, three,Can you say this chant with me? Reproduction, (clap)Reproduction. (clap)Little babies,Growing strong. Repro-Repro-duction! Nutrition, (clap)Nutrition. (clap)Eating food,Growing strong. Nu-nu-nu-nutrition! Interaction, (clap)Interaction. (clap)Talking, playing,Growing strong. Inter-inter-action!

Key competences covered: Linguistic communication (Activities 1-6); Mathematical competence and basic competences in science and technology (Activities 1-6)

Ask the students to point to different things in the picture, say, for example, Point to the baby. Point to food. Point to the children playing.

Activity 3

Ask the students to colour the circles according to the key. When they have finished, they can compare answers with a

Discuss each function and how they have a role in our daily lives. Ask, for example about when/what they eat; when they play and who they interact with throughout the day. Ask if anyone has a baby brother or sister or a puppy or

Tell the students to look at the set of pictures and to match the images to the correct words. When they have finished, they can check their answers with a partner. Check answers.

Play the audio encouraging the students to clap along with the lyrics. Play the audio again and ask the students to join in.

Ask the students to write the function in the correct place. When they have finished, they can check answers in pairs.

The students look at the photo at the bottom of the page. Hands up to answer. Invite the students to

Thanks Mum!

Track 3 Track 3 Humans have babies. This is human reproduction. Humans talk and play. This is human interaction.Humans need food for nutrients. This is human nutrition.

Track 4 Track 4 Human Processes Ready, steady, one, two, three,Can you say this chant with me? Reproduction,

Reproduction. Little babies,Growing strong. Repro-Repro-duction! Nutrition, Nutrition. (clap)Eating food,Growing strong. Nu-nu-nu-nutrition! Interaction, Interaction. Talking, playing,Growing strong. Inter-inter-action!

Key competences covered:1-6); Mathematical competence and basic competences in science and technology

xccc

24


How to start

• Ask the students to think about the different things they

do every day. For example, have breakfast, go to school, do

sports. Find out if anyone in the class has a baby brother or

sister.

• Explain that there are three main life processes for humans:

nutrition (eating and drinking); interaction (playing,

communicating, sharing) and reproduction (when adults

have babies).

Activities: step-by-step guide

Activity 1 Track 2

• Look at the opening illustration and ask the students to

work in pairs and describe the things they see, for example:

I can see animals. I can see trees. I can see a boy.

• Explain to the students that some of the characters in the

picture will appear throughout the unit. Point to Ben and

Amy saying their names (Ben is eating an apple; Amy is

playing with one of the puppies). Point to the hamster under

the tree and explain that this is Coco, Amy’s pet hamster.

Content objectives

• Distinguish between different human activities.

• Show understanding of basic human functions.

Vocabulary

• baby, drink, eat, interaction, nutrition, reproduction,

play, puppies

Structures

• Amy is playing with the puppies.

• There’s a cat in the tree.

• The students are playing.

• Humans have babies.

Resources

• Tracks 2, 3 & 4

Materials

• coloured pencils

4


� ve55

1. 2 Listen and point to the character.

2. 3 Listen and circle things humans do.

3. Colour the circle.


Humans have three life processes:

nutrition, interaction and reproduction.

4. Match.

� ve

Wha

t’s

this?

nutrition

interactionreproduction

nutrition

interaction

reproduction

6. Write ‘nutrition’, ‘interaction’, or ‘reproduction’.

1UNIT

Nutrition and

reproduction

We eat and drink:

We have babies:

We move:

B

R

G

nutrition

reproduction

interactionvegetables


18

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

Digital Class Book (Teacher’s version)

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

IWB Class Book

The tool bar opens the tool page.

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

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

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

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

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

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

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

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


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ResourcesAnimations:

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

Digital posters:

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

Digital story:

• Interactive version of the Story book with audio and activities.

Experiment time TV

• The experiments have been � lmed in a funny TV show format. These can be used before you do the experiment, to show how it is done, a� er you have done the experiment, to compare with your own results, or, if you simply haven’t got the time or resources to do the experiment, the students can watch it.

Flashcards:

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

Karaoke:

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

Let’s play*:

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

Let’s surf:

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

Letters to parents:

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

Material lists:

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


20

Presentations*:

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

Printable resources:

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

Tests:

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

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


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Printable resources

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

• one Worksheet per content lesson

• one Revision worksheet

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

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

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1 Identify and locate the main organs used in performing the vital functions of the human body

2 Understand how internal organs work, the relationship between them and how to keep them healthy.

3 Understand what a food pyramid represents.

4 * Work on collaborative tasks taking part in group work and experiments.

5 * Find information about a given set of facts or phenomena, make predictions, integrate information acquired through direct and indirect observation, communicate results

6 * Work together, be aware of personal safety and the safety of others, take care of equipment and use materials properly.


Assessment criteria

Nutrition and reproduction 1UNIT

1 Identify the main body parts and organs involved in carrying out the main functions of the human body.

2 Show understanding of the main characteristics of the respiratory and circulatory systems.

3 * Use the vocabulary related to the curriculum block correctly.

4 * Implement strategies for carrying out work both individually and in groups, and resolve any conflicts that might arise.

Learning outcomes

1 Nutrition and reproduction

2 Our digestive system and food

3 Our respiratory and circulatory systems

4 Our excretory system

5 Our reproductive system

6 * Introduction to scientific enquiry

7 * Working individually and in a group

8 * Planning and presenting projects and experiments

Contents


Key competences

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

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Unit map

1

6

2

7

3

8

4

5

LESSONLESSONLESSONLESSONLESSON RESOURCESRESOURCESRESOURCESRESOURCESRESOURCES DIGITALDIGITALDIGITALDIGITALDIGITAL



Experiment time!





Let’s revise!

Tracks 2, 3 & 4

Track 11 • Worksheet 1.3• Stickers

• Revision worksheet



• Digital Flashcards• Experiment video

Tracks 5 (chant), 6 & 7 (story)• Worksheet 1.1 • Stickers• Story book

• Worksheet 1.4• Stickers

• Tests A, B & C

Tracks 8, 9 & 10 (song)• Worksheet 1.2

• Template 1.1

• Online resources• Interactive activity • Karaoke

• Digital Flashcards• Animation

• Online resources• Digital story


• Presentation


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How to start

• Ask the students to think about the diff erent things they do every day. For example, have breakfast, go to school, do sports. Find out if anyone in the class has a baby brother or sister.

• Explain that there are three main life processes for humans: nutrition (eating and drinking); interaction (playing, communicating, sharing) and reproduction (when adults have babies).


Activity 1 Track 2

• Look at the opening illustration and ask the students to work in pairs and describe the things they see, for example: I can see animals. I can see trees. I can see a boy.

• Explain to the students that some of the characters in the picture will appear throughout the unit. Point to Ben and Amy saying their names (Ben is eating an apple; Amy is playing with one of the puppies). Point to the hamster under the tree and explain that this is Coco, Amy’s pet hamster.

Content objectives

• Distinguish between diff erent human activities.

• Show understanding of basic human functions.

Vocabulary

• baby, drink, eat, interaction, nutrition, reproduction, play, puppies

Structures

• Amy is playing with the puppies.

• There’s a cat in the tree.

• The students are playing.

• Humans have babies.

Resources

• Tracks 2, 3 & 4

Materials


4 Our bodies and health � ve 55

1. 2 Listen and point to the character.

2. 3 Listen and circle things humans do.

3. Colour the circle.


Humans have three life processes: nutrition, interaction and reproduction.

4. Match.

� ve

What’s

this?


nutrition

interaction

reproduction

6. Write ‘nutrition’, ‘interaction’, or ‘reproduction’.

1UNIT Nutrition and

reproduction

We eat and drink:

We have babies:

We move: B R G

nutrition

reproduction

interaction

vegetables


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• Point out that Ben, Amy and Coco are in the park with Ben’s parents. Play the audio and ask the students to point to the diff erent characters in the picture as they are mentioned.

Activity 2 Track 3

• Listen and ask the students to circle the things humans do (eating, playing, have babies). The students compare their answers in pairs. Check answers.

• Elicit answers from the students by asking, for example, Is Amy playing with a puppy or a kitten? How many puppies can you see? Ask the students to point to diff erent things in the picture, say, for example, Point to the baby. Point to food. Point to the children playing.

Activity 3

• Ask the students to colour the circles according to the key. When they have fi nished, they can compare answers with a partner.

• Discuss each function and how they have a role in our daily lives. Ask, for example about when/what they eat; when they play and who they interact with throughout the day. Ask if anyone has a baby brother or sister or a puppy or kitten at home.

Activity 4

• Tell the students to look at the set of pictures and to match the images to the correct words. When they have fi nished, they can check their answers with a partner. Check answers.

Activity 5 Track 4

• Play the audio encouraging the students to clap along with the lyrics. Play the audio again and ask the students to join in.

Activity 6

• Ask the students to write the function in the correct place. When they have fi nished, they can check answers in pairs. Check answers.

• Read the sentence at the bottom of the page.

What’s this?

• The students look at the photo at the bottom of the page. Say: What’s this? Hands up to answer. Invite the students to think about what they will talk about in upcoming lessons.

ü Teaching tip

• Keep in mind that a lot of vocabulary at this stage will be receptive vocabulary for the students. They will understand more vocabulary than they can produce.

Track 2 Listen and point to the characters.

What a beautiful day, and what a delicious sandwich!

Look Mum! Coco’s eating corn! I’m eating an apple!

Shhhhh…go back to sleep.

Look Mum! A baby and some baby dogs!

Yes, but we say puppies, Ben. Amy’s playing with the puppies.

Can I go play, Mum?

Finish your apple, then off you go!

Thanks Mum!

Track 3 Listen and circle things humans do.

Humans have babies. This is human reproduction.

Humans talk and play. This is human interaction.

Humans need food for nutrients. This is human nutrition.

Track 4 Listen and say the chant.

Human Processes

Ready, steady, one, two, three,Can you say this chant with me? Reproduction, (clap)Reproduction. (clap)Little babies,Growing strong. Repro-Repro-duction! Nutrition, (clap)Nutrition. (clap)Eating food,Growing strong. Nu-nu-nu-nutrition! Interaction, (clap)Interaction. (clap)Talking, playing,Growing strong. Inter-inter-action!



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How to start

• Ask the students to think about what happens when they eat food. A� er chewing food in their mouth, where does it go?

• Ask the students to refl ect on what they eat and if they can distinguish between healthy and unhealthy food. Write some food and drink words on the board and ask the students to identify the healthy options. See if they can think of other healthy foods.


Activity 1 Track 5

• Ask the students to look at the illustration of the boy. Play the audio once and the students point to the correct organ. Listen again, pausing, for the students to draw lines. Check answers.

Activity 2 Assessment opportunity

• Ask the students to look at the pictures and the crossword. Do the fi rst one as an example then allow time for the students to complete it.

• Ask them to guess and complete the vertical word, digestive.

Content objectives

• Distinguish between diff erent organs in the digestive system.

• Understand how the human digestive system works. • Distinguish between the diff erent food groups.

Vocabulary

• bread and cereals, digestive system, esophagus, fatsand oils, fi sh and meat, fruit and vegetables, food, intestine, milk and dairy, mouth, pyramid, stomach

Structures

• The stomach is part of the digestive system.• First, food goes in the mouth. • Eggs are in the meat group. • Coco is having a dream. • Coco’s in her spaceship.

Resources

• Tracks 5, 6 & 7• stickers and story book

6 77Our bodies and health

Every day di� erent food moves through our digestive system.This is part of nutrition.

4. 6 Listen and number the food groups. Our digestive system has di� erent parts.

6. 7 Listen to the story.

What’s

this?





milk and dairy



2. Complete the systems crossword.

3. Write the organ.

esophagus intestine

mouth stomach

5. Stick the food groups on the pyramid. Then write.

mouth stomach intestine esophagus

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Activity 3

• Ask the students to look at the organs and to write the words. Check answers.

Activity 4 Track 6

• Ask the students to look at the fi ve photos and describe what they see to a partner.

• Play the audio track and the students number the photos in the order they hear them. Check answers.

• Say diff erent foods and ask the students to point to the correct group.

Activity 5

• Talk to the class about the importance of a balanced diet and balanced meals. Explain that this means eating foods from each group but not in the same quantity.

• Students place the stickers in the correct section of the pyramid. Check answers.

Activity 6 Track 7

• Tell the students to take out their story books. Look at the fi rst page and ask the students to identify the things they see in the picture.

• Play the audio and the students listen and follow. Check understanding.

• Talk about the story. Ask the students to stand up if the information is true and sit down if it is false. Say, for example, Coco had a dream (the students stand up), In her dream she is in a boat. (the students sit down).

• Read the sentences at the bottom of the page.

What’s this?

• The students look at the photo at the bottom of the page. Say: What’s this? Hands up to answer. Invite the students to think about what they will talk about in upcoming lessons based on the image.

Extra ideas!

Revision

• Food group posters. Hand out fl yers and brochures from supermarkets. The students fi nd and cut out images for each of the 5 food groups. Hang 5 pieces of card in the classroom and the students stick the images on the correct poster.

• Food diary. Ask the students to write what they eat over three days. Then the students can think about how to make sure they have a healthy, balanced diet.

Extension

• Talk about the nutrients we get from diff erent food groups. For example, calcium from milk and dairy products is good for bones and teeth.

Track 5 Listen and match.

1. In your mouth, your teeth chew the food and your tongue mixes it with saliva.

2. The food goes down a long tube called esophagus.

3. The food goes into your stomach, which is like a bag.

4. The food goes into your intestine, where the nutrients pass into your blood.

Track 6 Listen and number the food groups.

1. Bread, cereals and pasta

2. Fruit and vegetables

3. Fish, meat and eggs

4. Milk and dairy

5. Fats, oils and sweets

Track 7 Listen to the story.

Coco’s Dream

1. Coco’s sleeping. In Coco’s dream Grandad’s sleeping on the sofa. Look! Here comes Coco in her spaceship!

2. Look! Coco is in her spaceship. She’s is in Grandad’s mouth. She can see his teeth and his tongue.

3. Woah! Coco’s in her spaceship. She’s going down Grandad’s esophagus! Slow down Coco!

4. Look! Coco’s in her spaceship. She’s in Grandad’s stomach. Be careful Coco! There’s food in his stomach.

5. Look! Coco’s in her spaceship. She’s travelling down the intestines. Down, down, down she goes.

6. Coco’s in her spaceship. It’s dark and scary! Poor Coco!

7. Wake up Coco! Your adventure was just a dream!

ADDITIONAL RESOURCES• Worksheet 1.1• Online resources• Interactive activities

Key competences covered: Linguistic communication (Activities 1-6); Mathematical competence and basic competences in science and technology (Activities 1-6); Learning to learn (Activity 2); Cultural awareness and expression (Activity 6)


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How to start

• Review the digestive system with the class. Ask them to name the major organs in the digestive system (mouth, esophagus, stomach, intestine).

• Show the fl ashcards for lungs, windpipe and nose. Explain that these organs are part of the respiratory system. Ask, Why is it important to breathe?

• Remind the students that breathing is something we do automatically, without thinking. Explain that our heart also beats automatically.


Activity 1 Track 8

• Read the sentence at the top of the page. Ask, How do we get oxygen into our bodies?

• Play the audio and encourage the students to point to the correct organ. Listen again allowing time to write the answers and colour. Check answers with the whole class.

• Ask follow up questions: Where does air go into our bodies? Then where does it go? What organ � lls with air when we breathe in? Where does oxygen pass into the blood?

Content objectives

• Distinguish between body parts in the respiratory system.

• Understand the process of breathing. • Identify body parts in the circulatory system.

Vocabulary

• blood vessels, body, breathe, carry, circulatory system, heart, lungs, nose, pump, respiratory system, windpipe

Structures

• Our bodies need oxygen to work. • Breathe properly. • The heart pumps blood. • This is the heart. • These are the blood vessels.

Resources

• Tracks 8, 9 & 10


Our respiratory and circulatory systems move oxygen through our bodies. This is part of nutrition.


4. 9 Listen and write.

5. Circle the organ in your circulatory system.

7. Complete with ‘blood vessels’ or ‘heart’. Then read.

The _________________ pumps the blood.

The _________________ carry the blood to all parts of the body.

6. 10 Listen to the song.

heart blood vessels

1. 8 Listen, write and colour.

Our bodies need oxygen to work.

2. Tick the correct picture. Then complete the sentence.

3. Breathe and touch your chest! What happens?

I breathe through my .

lungs nose windpipe

nose

windpipe

lungs

nose

Student’s own answer

✔

heart blood vessels

heart

blood vessels


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Activity 2

• Ask the students to look at the two images and to tick the correct one. When they fi nish they can check their answers with a partner. Check answers.

• Explain that we usually breathe in through our nose but air can also be taken in through our mouth. Ask what happens when we breathe through our mouth (mouth gets dry).

Activity 3

• Do! Ask the students to put their hands on their chest and to breathe in deeply through their nose. What happens? Why does this happen? (their lungs fi ll with air).

• Ask the students to colour the stars according to whether or not they enjoyed the activity. If they didn’t like it, they colour one star, if they really liked it, they colour all three stars.

Activity 4 Track 9

• Show the fl ashcards for heart and blood vessels. Explain that these are part of the circulatory system which moves blood around the body.

• Play the audio and the students point to the correct image. Listen again pausing aft er each sentence for them to write the words. Check answers.

• Ask, What does the heart do? What do the blood vessels do?

Activity 5

• Ask the students to look at the three organs and to name them (stomach, heart, lungs). Explain that they need to circle the organ in their circulatory system. Check answers.

Activity 6 Track 10

• Play the song and encourage the students to do the actions (blow out a candle; pump their fi st; point to head/toe).

• Place the fl ashcard for the heart on one side of the room and for lungs on the other. Say sentences, for example, It pumps blood (the students point to the heart), They take air in and out (the students point to the lungs).


• Ask the students to look at the sentences at to complete them. Check answers.


Extra ideas!

Revision

• Demonstrate to the class how to take their pulse on their wrist or the side of their neck. Explain that the pulsations they feel is their heart pumping blood.

Extension

• Ask the students to sit quietly and to count how many breaths they take in a minute. Now, ask them to jump up and down or run on the spot for 30 seconds. They then count their breaths again. Explain that when our muscles and body work hard, they need more energy so we breathe faster and harder to take more oxygen in.

Track 8 Listen, write and colour.

We breathe air in through the nose.

The air goes down the windpipe.

The air goes into the lungs, where the oxygen passes into the blood.

Track 9 Listen and write.

The heart is a muscle that pumps blood.

The blood vessels are thin tubes that carry the blood to all parts of the body.

Track 10 Listen to the song.

Lungs and heart

I have two lungs,Yes, I do.Here’s an example of what they can do.They can take in air, And let it out. Blow out a candle, Blow it out.

I have a heart,Yes, I do. Here’s an example of what it can do.It can pump my blood,From head to toe.My heart is a muscle,This I know.

ADDITIONAL RESOURCES• Worksheet 1.2• Online resources• Interactive activities• Karaoke

Key competences covered: Linguistic communication (Activities 1-7); Mathematical competence and basic competences in science and technology (Activities 1-7); learning to learn (Activity 2); Cultural awareness and expression (Activity 6)


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How to start

• Write the words digestive system, respiratory system and circulatory system on paper and put them on diff erent walls. Say sentences and ask the students to point to the correct walls. For example: Food goes in our mouth. (digestive); Our heart pumps blood. (circulatory); We breathe through our noses. (respiratory); Blood vessels carry blood. (circulatory).

• Ask the students what they know about the excretory system. Ask them to think about what happens when they drink a lot of water. Explain that eliminating solid and liquid wastes from our body is part of the excretory system.

ü Teaching tip

• Sometimes the students might use L1 to share some of their ideas. Encourage the use of English through positive reinforcement and by recasting their answers and ideas in English.


Activity 1 Track 11

• Read the sentence at the top of the page.

Content objectives

• Identify the organs in the excretory system.• Distinguish between the functions of diff erent organs.

Vocabulary

• bag, bladder, blood, excretory system, kidney, long, short, tubes, ureters, urethra

Structures

• The bladder is like a bag.• The ureters are long tubes.• Our excretory system helps us get rid of waste products. • The kidneys clean the blood.

Resources

• Track 11 • stickers



Our excretory system helps us eliminate waste products. This is part of nutrition.


2. Write the organ.

3. Write T (true) or F (false).

Our excretory system has di� erent parts.4. Stick in order.

5. Match and make sentences.

The kidneys … the urethra.

Urine goes down the ureters … clean the blood.

Finally, urine goes down … into the bladder.

1

2

3

The ureters clean the blood.

The kidneys are long tubes.

The bladder is like a bag.

The urethra is a short tube.

6. Write the sentences from activity 5 in order.

kidneys bladder

ureters urethra

kidneys

F

F

T

T

ureters bladder urethra

The kidneys clean the blood

Urine goes down the ureters into the bladder

Finally, urine goes down the urethra

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• Ask the students to look at the illustration. Play the audio once encouraging the students to point to the correct organs. Play it again allowing time for the students to draw lines from the word to the organ. They can check their answers with a partner. Check answers.

• Ask follow up questions, What cleans the blood, the kidneys or the bladder? Which organ is like a bag, the urethra or the bladder? Is urine a waste product? Does urine go down the ureters to the bladder?

Activity 2

• Ask the students to write the names of the organs in the correct place. When they fi nish they can check their answers with a partner. Check answers with the whole class.

Activity 3

• Tell the students to read the sentences and to decide if they are true or false. Allow time for them to write their answers. When they fi nish, they can check their answers with a partner. Check answers.

• Read the sentences in a diff erent order or make up new true and false sentences. The students clap if the sentence is true. Say, for example, The bladder is like a bag. (clap) The urethra is a long tube. (don’t clap)

ü Teaching tip

• Keep in mind that using physical response to true or false questions can make learning more fun.

Activity 4

• Tell the students to look at the stickers and to place them in the correct order. When they have fi nished, they compare their answers with a partner. Check answers.

• Go over the information in more detail. Explain that aft er leaving the kidneys, urine goes down the ureters to the bladder. Once the bladder is full, the urine goes down the short tube called the urethra. When this happens, we need to go to the toilet.


• Explain to the students that they need to match the two halves. When they have fi nished, they compare their answers with a partner. Check answers.

Activity 6

• Tell the students to copy the sentences from activity 5 in the correct order in the space provided. Check answers.


Extra ideas!

Revision

• Ask the students to draw and label the excretory system in their notebooks.

• Copy the information below onto A4 paper. Divide the class into groups and make a copy of each set of information for each group. Cut up the strips of paper and distribute one set of strips to each group. Allow time for the students to work together matching the words and defi nitions. Check answers.

kidneys clean the blood of waste

ureters short tubes between kidneys and bladder

bladder like a bag; hold urine

urethra short tube from the bladder

urine liquid waste products

Extension

• Balloon bladder. Fill a balloon with water and ask the students to compare the balloon with their bladder. How are they similar? (both are like bags, hold liquid, stretch, can only hold a certain amount of liquid) How they are di� erent? (the balloon is fi lled with water, the bladder fi lls with urine; when the bladder is full, we need to urinate).

• Healthy habits. Discuss how the students can care for their excretory system. For example, don’t hold urine in too long when they feel the need to urinate, drink plenty of water, exercise to improve circulation.

Track 11 Listen and match.

The kidneys clean the blood and turn waste substances into urine.

Urine goes down the ureters into the bladder, which is like a bag.

Finally, urine goes down the urethra and leaves our body when we go to the toilet.




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How to start

• Ask the students to listen to the song (Track 10) and to do the actions.

• Ask the students to think back to how the excretory system works. Talk through the diff erent steps/organs with the class.

• If possible, bring in photos of yourself at diff erent stages in your life (baby, child, teenager, adult). Show the baby picture and ask them to guess who they think the photo is of. Show the other pictures until the answer is clear. If personal photos are not available, show pictures from magazine of humans at diff erent stages in life. Discuss the diff erence between diff erent stages.

• Find out if anyone in class has a baby brother or sister at home. Discuss the things babies need.

ü Teaching tip

• Keep in mind that personalisation makes learning more meaningful.

Content objectives• Identify the diff erent stages in human growth. • Distinguish between major organs in diff erent systems.

Vocabulary• adult, baby, bladder, child, elderly, fetus, heart, lungs,

mammals, milk, reproductive system, stomach, umbilical cord, uterus, viviparous

Structures• Humans are mammals. • They are born live and drink their mother’s milk. • Humans reproduce. • The fetus grows inside the uterus.

Resources• My dictionary • Stickers

Materials• coloured pencils



Our reproductive system allows us to have babies.

The fetus grows inside the uterus.

1. Circle the correct words.

2. Write.

3. Put the stickers in the correct box.

4. Look and write.

5. Number and complete the sentence.

6. Circle the organs from each system.

Humans are reptiles / mammals.

They are viviparous / oviparous.

They are born from eggs / live and they drink their mothers’ milk.

digestive system

respiratory system

circulatory system

excretory system

reproductive system

The fetus spends _____ months inside its mother’s uterus.

uterus fetus umbilical cord

adult baby elderly child

Human life cycle

1. gestation 3. growth

4. adulthood

2. birth

elderly child adult baby

uterus

umbilical cord

fetus

1 2 3 4 5

9


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Activity 1

• Read the sentence at the top of the page.

• Students read the sentences and choose the correct options. They can check their answers in pairs. Check answers.

• See if the students can name other mammals. Remind the students that mammals have live young and that their off spring feed off their mother’s milk. Also remind the students that mammals are viviparous.

Activity 2

• Ask the students to look at the pictures of a man at diff erent stages in his life and to write the words in the correct place. When they have fi nished, they can check their answers with a partner. Check answers.

• Discuss how people change over time. At what stage do people have babies? (adult)


• Tell the students to read the words and to place the stickers in the correct place. When they have fi nished, they compare their answers with a partner. Check answers.

• Ask the students to think about the life cycles of plants and animals and how they compare to the human life cycle.

Activity 4

• Ask the class if they have ever seen a pregnant woman.

• Ask the students to look at the diagram of the fetus in the uterus. Explain that a fetus grows and changes within its mother’s body in the uterus. Explain that the fetus gets nutrition from its mother through the umbilical cord.

• Allow time for the students to label the picture. Check answers.

Activity 5

• Look at the pictures of the fetus in diff erent stages of development. Tell the students to number the images in chronological order and to fi nish the sentence. Check answers.

Activity 6

• Tell the students to read through the body systems key and to look at the organs. Explain that they need to circle the diff erent organs according to the colours. Check answers.

• Say diff erent organs and tell the students to say the colour. For example, lungs (blue), windpipe (blue), urethra (yellow), umbilical cord (purple), heart (red).


Extra ideas!

Revision

• Ask the students to draw themselves at diff erent stages in their life. Ask them to draw themselves as a baby, as they see themselves now, and as they imagine themselves as adults. When they have fi nished, they can compare their pictures.

ü Teaching tip

• Keep in mind that the students at this age need a lot of repetition. Be sure to take time to review and reinforce concepts from previous lessons and units on a regular basis.

Track 11 Listen and choose the correct word.

Humans are mammals.

They are viviparous.

They are born live and they drink their mother’s milk.


NOTES

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


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How to start

• Play the chant ( Track 4). Encourage the students to join in and do the actions.

• Think back to the story from the unit. Ask the students what they remember about Coco’s dream and her trip through the digestive system.

• Review the main body parts in the digestive system using fl ashcards.


Step 1

• Organise the students into groups of four. Hand out a body template and coloured plasticine to each group.

Step 2

• The students together name the organs on the template and label them.

Steps 3 & 4

• The students decide what colours they want to use for the diff erent parts of the digestive system. They should use diff erent colours for each part. They place the organs on the template. Encourage the students to use English when making their decisions and, if need be, write some prompts on the board, for example: Let’s make the stomach yellow. We can make the mouth red.

• Allow time for groups of the students to create their digestive tracks.

• As they are working on their digestive systems walk around the classroom talking to diff erent groups and asking individuals questions on the diff erent organs they are making. Informally assess progress.

• Ask questions to diff erent groups about their rainbow digestive systems. For example: What colour is the stomach? What colour is the intestine?

Step 5

• Display the diff erent digestive systems in the classroom.

• Groups take turns to present their work to the class and explain the diff erent parts of the digestive system.

ADDITIONAL RESOURCES• Template 1.1• Online resources• Interactive activities

Let's work together!

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

Vocabulary

• digestive system, esophagus, intestine, mouth, rainbow, stomach

Structures

• What colour is the stomach?

• Point to the mouth.

• This is our digestive system.

Resources

• Template 1.1

Materials

• plasticine (diff erent colours), pencils

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Experiment time!

Rainbow digestion!


We need:

body template

plasticine

pencils



1. Work in groups of four. 1. Fill the neck of the bottles with

plasticine.

3. Put 12-16 co ee � lters into each bottle.





Our working kidneys!You need:

2 half litre water bottles co� ee lters plasticine cardboard funnel and container � exible straws food colouring


353534

How to start

• Tell the students to look back to the opening illustration of the unit and to describe diff erent things they see. Ask, for example: What is Ben doing? What is Coco doing? What is Amy doing? Can you see anyone interacting?

• Ask the students to think back to the excretory system and how it works.

• Before beginning the experiment, ask the students to hypothesise. What do they think the experiment is about? What do they think will happen?

Activities: step-by-step guide • Look through the list of materials and make sure the

students are familiar with the items.

• Carry out the steps of the experiment with the class. They fi ll the mouth of the bottle with plasticine, the put straws in the hole in the plasticine, they put 12-15 coff ee fi lters into each bottle. Then they attach the bottles and the funnel to the card. Ask them to think what will happen. As a fi nal step, put food colouring in the water and pour into the bottles.

• What happened to the coloured water? Were there hypothesis correct? What did they fi nd out? Were they surprised by the results?

• Point out that in the experiment they have demonstrated how kidneys fi lter toxins.

ü Teaching tip

• When carrying out the experiment make sure everyone can see the steps and try to get as many the students involved as possible.

• Feedback. Ask the students if they liked the activity. Did they encounter any diffi culties? How could things be better next time?

• Ask the students to describe what the diff erent materials in the experiment represent. For example, the straw represents the ureters.

ADDITIONAL RESOURCES• Revision worksheet• Template 1.3: Make your own dictionary!

Vocabulary• bottles, coff ee fi lters, excretory system, food colouring,

straws

Structures• Fill the mouth of the bottles.

• Put coff ee fi lters in the bottles.

• Attach the bottles and the funnel to the card.

• Put food colouring in the water.

• The fi lters act like the kidneys.

Resources• Experiment video

Materials• 2 water bottles, coff ee fi lters, plasticine, cardboard,

funnel, plastic container, fl exible straws, food colouring

Experiment time!

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

14


1515

Experiment time!

Rainbow digestion!


We need:

body template

plasticine

pencils



1. Work in groups of four. 1. Fill the neck of the bottles with

plasticine.

3. Put 12-16 co ee � lters into each bottle.





Our working kidneys!You need:

2 half litre water bottles co� ee lters plasticine cardboard funnel and container � exible straws food colouring


Extra idea!

ACTIVITIES: step by step guide

Activity 1

•

Activity 2

A

Activity 3

• A

Extra idea!

Review

• I

LET'S REVISE


Activity 1

• Ask the students to look at the pictures and to write the words in the correct place.

• Give instructions to diff erent the students and keep track of progress. Say, for example, Point to the children eating. Point to the baby. Point to the children playing.

Activity 2

• Ask the students to look at the pictures and to match the words and images.

Activity 3

• Ask the students to look at the sentence and to fi ll in the blanks with the correct word from the boxes.

Activity 4

• Ask the students to look at the sentences and to complete them with the correct word.

• Check answers for the four revision activities and congratulate the class on their good work and progress.

My progress

• Tell the students to take out a crayon and to colour the happy or sad face to indicate whether or not they are confi dent with diff erent items.

• As the students are colouring the faces, walk around the class asking diff erent individual students questions. Informally assess progress.

Check

• Ask the students to think back to how the unit started and elicit what has been studied this unit. What page or activity did they like best? What did they fi nd challenging?

36

1716

Let’s revise!1. Write ‘nutrition’, ‘interaction’ or ‘reproduction’.

2. Match.

4. Complete and read the text.

3. Complete the sentence.

I know how our digestive system works.

I know how our respiratory system works.

I know how our circulatory system works.

I know how our excretory system works.

I know how our reproductive system works.


We have di� erent systems.

Humans have three life processes: nutrition, _____________

and reproduction.

Our ____________ system allows us to get nutrients from food.

Our ____________ system allows us to get oxygen from the air.

Our ____________ system sends blood from the heart to all

parts of our bodies.

Our ____________ system helps us get rid of waste products.

Our ____________ system allows us to have babies.digestion

respiration

circulation

reproduction

respiratory interaction excretory

circulatory reproductive digestive

In the food pyramid there are � ve food groups: bread and _____________, fruit and

_____________, milk and __________, � sh and __________ and fats and ___________.

vegetables meat dairy oils cereals

interaction

reproduction

nutrition

reproduction

interaction

nutrition

cereals

oilsmeatdairyvegetables

interaction

digestive

respiratory

circulatory

excretory

reproductive


Extra idea!

ACTIVITIES: step by step guide

Activity 1

•

Activity 2

A

Activity 3

• A

Extra idea!

Review

• I

37

LET'S REVISE

Revision

• Place fl ashcards for the unit on the walls around the classroom. Ask the students to stand up. Say diff erent words and tell the students to turn around and face the corresponding card.

• Sing the unit song, say the unit chant or read the unit story.

• Memory game. Go back to the opening illustration of the unit and tell the students to study the images for one minute. Explain that they need to remember as many things as they can. Tell them to close their books then ask them how many things they can remember. Ask questions to the whole class to check their answers.

Assessment

• Feedback. Ask the students to work in pairs and to look back through the unit. They need to put a cross next to the page number to which page was their favourite in the unit. Find out which page was the most popular with the class. Why did they like this page?

• Hand out fl ashcards to fi ve students in the class. Write six words in a row on the board (the fi ve words from the cards and one extra word). Ask the students with the cards to come to the board and to place the card under the correct word.

ü Teaching tip

• The editable and photocopiable online worksheets can be used to meet the needs of students in class with distinct needs and levels. Additional support can be provided for students who are struggling or additional challenges can be added for more advanced students and early fi nishers.

• Use formal and informal techniques to evaluate progress. Aft er completing the unit test, combine this with a revision game which will provide the opportunity to informally assess learning outcomes.

ADDITIONAL RESOURCES• Test A, B & C• Presentation


555554

1 Explain how school and family are organised and how they can contribute/help?

2 Recognise the need to help at home, at school and in the community??

3 Identify di� erent uses for recycled material????? Discuss the importance of recycling?

Objectives


Key competences

1 Identify and distinguish between uses for the classroom, dining room, bathroom, gym, library and playground.

2 Organise classroom objects, and identify objects that do not belong in the classroom.

3 Identify the possible actions and ways to behave in an orderly manner with the use of objects and elements available at school.


Assessment criteria

1 Exploring and identifying communal places in school and relating them to their respective uses: classroom, dining room, bathroom, gym, library, playground.

2 Identifying and determining the use and location of classroom objects and materials: desk, chair, scissors, glue, pencil, rubber, book.

3 Identifying characteristics of activities performed by children at school and where they take place, such as reading, writing, playing basketball, eating, washing hands.

Learning outcomes

Unit map

1

2

3

4

5

Me and my community introduction

Amazing recycled objects

Find out!

Make predictions!

Group work diorama and award

My Big Project

54

1 My amazing body

2 Identify healthy and unhealthy foodand drink

3 The food pyramid

4 Sugar in food

5 Design a healthy meal

Contents

Key competences are integrated in activities throughout the project.

Key competences

1 Identify di� erent body systems.

2 Distinguish between food and drink that is healthy or unhealthy.

3 Understand the food pyramid and what comprises a balanced meal.

4 Identify the amount of sugar in di� erent food and drink.

Assessment opportunities are highlighted throughout the project.

Assessment criteria

1 Be able to identify di� erent body systems.

2 Know how to distinguish between healthy and unhealthy options in order to take care of the body.

3 Show an understanding of the food pyramid and the ideal servings of each food category.

4 Be able to identify the sugar in di� erent foods and choose a healthy snack based on this information.

Learning outcomes

Unit map

1

2

3

4

5

LESSONLESSONLESSONLESSONLESSON

My amazing body project introduction

Sugar in food investigation

The food pyramid

Find out!

My amazing body and award

NS_2PRI_LIBPRO_MBP_M1.indd 54 17/08/15 19:48

555554

34

BigBigBigProjectBigBigBigBigBigMy


My amazing body

Think!

Match the systems. Then match the life process.

The human body is an amazing machine! There are di� erent systems in our body to help us live, think, growand move. Let’s � nd out how to take care of our bodies!

Body systems function individually and together to help the human body.

circulatory respiratory locomotor digestive nervous


My hypothesis:

I can take care of my body by:

How can we take care of our bodies?

My amazing body

How to start

• Ask the students to think about the di� erent body systems they have studied. Write some words on the board and see if they can associate them with the correct body system. For example, lungs (respiratory), heart (circulatory), stomach (digestive), brain (nervous), bones and muscles (locomotor).

• Ask the students to brainstorm ways that we can take care of our bodies (get plenty of sleep, eat healthy food and a balanced diet, do exercise, drink water, avoid sugary drinks and sweets…)

ü Teaching tip

• Keep in mind that students might struggle expressing their ideas in English but encourage them to try and recast their answers in English if they use L1.


• Ask the students to try and answer Coco’s question on the � rst page.

• Read through the information at the top of the page.

• Tell the students to look at the di� erent images of body systems and to match the words to the correct image.

Following this, they need to match the systems to the correct life processes. When they � nish, they check their answers with a partner. Check the answers with the class.

• Keep in mind that there are di� erent answers for the body systems that perform di� erent processes. Encourage discussion of di� erent answers. For example, nutrition uses the digestive, circulatory, respiratory and excretory (not illustrated) systems.

• Ask follow-up questions. For example: Is the digestive system part of nutrition or reproduction? Is the muscular system part of locomotion or part of the nervous system?

• Tell the students to look at the sentence at the bottom of the page and to hypothesise about di� erent ways to take care of their bodies. Brainstorm ideas and then encourage them to write one idea in the space provided. When they have � nished writing they can compare with a partner.

Content objectives

• Distinguish between di� erent body systems.

• Discuss how to take care of our bodies.

Vocabulary

• body, circulatory, digestive, human, interaction, locomotor, nervous, nutrition, reproduction, respiratory, systems

Structures

• How can we take care of our bodies?

• There are di� erent systems in our body.

• Body systems function individually and together.

• I can take care of my body by doing exercise.

• The digestive system is part of nutrition.

Materials

• pencils

Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology; Sense of initiative and entrepreneurship




575756

3535

BBBBBBBBPBBBBBBM

Learn!

Show a friend your predictions. Compare.

Find out!

Tick the things that help keep our bodies healthy.

Make predictions!

Put a cross (�) on the food and drink that are not good for our health.

Find out!

How to start

• Divide the class into two groups. Ask one group to think of healthy food and healthy habits and the other group to think of things that are unhealthy. A� er a few minutes invite the groups to share their ideas.

• Show pictures of di� erent types of food. Ask the students to clap if the food is good for our health and to stamp their feet if the items should be avoided or not eaten every day.


• Look at the pictures at the top of the page. Ask the students to tick the things that keep our bodies healthy.

• As the students are ticking the correct answers, walk around the class asking di� erent students questions, for example, Is smoking healthy? Is it healthy to do exercise?

• When they � nish, they can check their answers with a partner. Check answers.

• Learn! Read the recommendations from the doctor. Ask them to look back at their hypothesis from the previous page. Do their ideas coincide with the doctor’s recommendations?

• Make predictions! Tell the students to put a cross on the food and drink that are not good for our health. When they have � nished, they can compare their answers.

• Explain to the students that eating cereal can be healthy but not sugar coated cereals. Also that brown bread and brown rice are healthier options than white bread and white rice.

• Point out they will be able to check their predictions in the following lessons.

Extra ideas!

Revision

• Ask the students to mime di� erent healthy habits. For example, say: Drink water, Do exercise, Eat fruit…

Extension

• Ask the students to look at the photos of food at the bottom of the page and to talk with a partner about whether they like/don’t like these items and how o� en they eat/drink them.

Content objectives

• Recognise things that keep us healthy.

• Make predictions about food and drink that are healthy.

Vocabulary

• balanced diet, body, drink water, get exercise, health, sleep

Structures

• Eat a balanced diet.

• Get plenty of sleep.

• Is fruit healthy?

• Are sweets healthy?

Materials

• pencils

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

7

7

7

7

7 7

7

7


575756

36

BBBBBBBBBBBPBBBBBBM


The food pyramid

Write.

The food pyramid

Write.

Match.

The food pyramid shows the ideal number of servings from each food group in a day.

fruit = 2-4 servings

vegetables = 2-5 servings

milk and dairy = 2-3 servings

breads and cereals = 6-11 servings

fats, oil and sweets = not every day

meat and � sh = 2-3 servings

� shand meat

bread and cereals


fats, oilsand sweets

milk and dairy

The food pyramid

How to start

• Ask the students to brainstorm di� erent food and drinks. Write some of the words on the board. Explain that the food we eat is divided into groups called food groups. Point out that to have a balanced diet we should eat things from di� erent food groups.

• Explain to the students that some people have allergies or intolerances towards certain foods. For example, people who have celiac disease have gluten intolerance. Other people are allergic to certain fruits, nuts or eggs. Also point out that some people make choices about that they want to eat, or not. For example, a vegetarian does not eat meat.


• Look at the photos of di� erent food and drinks and the students write the words in the correct place. When they have � nished, they can compare their answers with a partner. Check answers.

• Ask the students to look at the food pyramid and to match the di� erent sections to the correct area on the chart. Check answers.

• Explain that there is no clear de� nition for what a ‘serving’ represents. For example, in the bread and cereals group, a serving is one slice of bread. For ease, tell the students to imagine that a serving of rice or pasta represents more a less a portion the size of a tennis ball.

• Ask the students to look back at their predictions from the previous lesson. Were their predictions correct? Are the foods they ticked from the fats, oil and sweets group?


Extra ideas!

Revision

• Ask the students to draw or make a list of the things they ate the previous day dividing their lists/pictures into breakfast, lunch, snack and dinner. Ask them to think about whether the meals they ate were healthy and balanced, or not.

Extension

• Ask the students to look at the previous lesson and the images at the bottom of the page. In pairs, ask them to say which group each item is from. For example, milk is from the milk and dairy group.

Content objectives

• Understand information presented on a chart.

• Recognise food and drink that we should consume to stay healthy.

Vocabulary

• bread, cereal, dairy, � sh, food group, fruit, meat, milk, pyramid, serving, vegetables

Structures

• The food pyramid shows the ideal number of servings.

• Fruit and vegetables are healthier than sweets.

• We should not eat sweets every day.

• We should eat fruits and vegetables.

Materials

• pencils


Fish and meat

Fruit and vegetables Fats, oils and sweets

Bread and cereals Milk and dairy


595958

3737

BBBBBBBBBBBPBBBBBBM

Find out!

Investigate and complete your fact cards.

Write.

Sugar in food

1 bowl = 1.5(cubes) 1 bowl = 7.5(cubes) 1 bowl=2.5(cubes) 1 bowl =3.5(cubes)

We need some sugar in our diets to give us energy for our muscles and to keep our brains active. Eating too much sugar is unhealthy.

We need to be careful about how much sugar we eat.

pineapple cookies sweets strawberries

Show a friend your results.

Sugar fact card Sugar fact card Sugar fact card Sugar fact card

Pineapple Cookies Sweets Strawberries

Food group: Food group: Food group: Food group:

Sugar cubes: Sugar cubes: Sugar cubes: Sugar cubes:

Healthy snack? Healthy snack? Healthy snack? Healthy snack?

Sugar in food

How to start

• Ask the students to name the di� erent sections on the food pyramid.

• Ask the students to tell their partner one food or drink from each group.

• Discuss how much sugar the students eat each day. What are some of the problems if we eat too much sugar? (dental problems, possible weight problems, our bodies cannot metabolise more than a certain amount of sugar a day…) Point out that it is important to be aware of ‘hidden sugars’ in foods and drinks.


• Read the information at the top of the page. Show the bowl and the sugar cubes, count out cubes to show the sugar in each item at the bottom of the page.

• Allow time for the students to � ll in the information on the amount of sugar in each item. They can look at the base of the page for reference. Point out that the less sugar, the better in terms of whether the snack is healthy or not.

• Important note: There is no di� erentiation in the activity between di� erent types of sugar. For example, fructose from fruit is di� erent to processed sugar or corn syrup. Keep in mind that the information provided is approximate and that the idea of using bowls is to facilitate understanding for young learners. A sugar cube is approximately 4 grams

of sugar per cube. The use of sugar cubes is a visual aid for the students.

• As the students are working on their fact cards, walk around the class providing support and guidance for those who need it while informally checking progress.

• Ask the students to look at the bottom of the page and to label the food items correctly.

Extra idea!

Extension

• Teach the students how to look for sugar in the food and drinks they consume. Bring in di� erent packaged food and guide the students to � nd the amount of sugar in di� erent products.

Content objectives

• Investigate the amount of sugar in di� erent foods.

Vocabulary

• cookies, fact, food group, healthy, pineapple, snack, strawberries, sweets, sugar cube

Structures

• We need some sugar in our diets.

• Too much sugar is unhealthy.

• Do cookies have a lot of sugar?

• Does pineapple have a lot of sugar?

Materials

• small bowl, sugar cubes



strawberries sweets pineapple cookies


595958

38

BBBBBBBBPBBBBBBM


I can make predictions.

I can collect data.

I can read information on a chart.


My amazing body by:

My healthy snack My healthy habits

My healthy meal

Compare with a partner.

My amazing body

How to start

• Ask the students to tell a partner about the amount of sugar in di� erent foods as covered in the previous lesson.

• Brainstorm healthy snacks and write or draw some ideas on the board.


• Show the students the page for their healthy food and habits project. Tell them to write their names at the top of the page.

• Divide the class into pairs. Hand out coloured pencils or � yers/brochures, scissors and glue to each pair.

ü Teaching tip

• When handing out or collecting material young learners love to be involved and help. Assign helpers for each group – one person to hand out the material, one person to return the material and clean-up.

• Tell each pair to think about the things they could eat to have a healthy meal. Explain that they should refer back to the food pyramid. Point out that the largest sections of the plate are for food items with a lot of servings a day and that the smaller sections are for items from the pyramid with less daily servings.

• Allow time for the pairs to work on their healthy meal.

• When the students have � nished illustrating their healthy meal, they should draw an example of a healthy snack and of a couple of healthy habits (for example, do exercise, drink water, brush teeth, get plenty of sleep…)

• As the students are working on their healthy meals and habits page, walk around the class providing support and guidance for groups who need it while informally checking progress.

• When the pairs have � nished they can share their ideas with other pairs. Create a display area for the amazing body pages.

My progress

• Tell the students to colour the happy or sad face to indicate whether or not they are con� dent with di� erent items.

Content objectives

• Identify the components of healthy meals.

• Check progress.

Vocabulary

• habits, healthy, meal, snack

Structures

• This is my healthy meal.

• These are my healthy habits.

• Apples are healthy.

• What is your healthy snack?

Materials


• optional: supermarket � yers or brochures, scissors, glue

Key competences covered: Linguistic communication; Mathematical competence and basic competences in science and technology; Sense of initiative and entrepreneurship




6060

SUPER SCIENTIST AWARD

Oxford University Press

Super Scientist Award

is a super scientist and knows how to care for our amazing bodies.

Well done!

Teacher

date

"

• Tell students to look at the award and to write their names.

• Write the date and sign the awards and encourage students to take the page home to show their friends and family.

NOTES

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22

2

PRIMARY

Think Do Learn Natural Sciencesis a new series aimed at teaching content in English with a hands-on approach. This new

methodology activates critical-thinking skills and helps children understand and learn in a more stimulating way. Level 2 includes extensive audio activities and songs, an activity book,

a story book, and a complete digital resource pack for both student and teacher.

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

naturalsciences

Teacher’s Book

Teacher’s Book



naturalsciences

sciencesnatural

PRIMARY

9 788467 378474

2

3

1

4P

RIM

AR

Y

1

2

3

1

2

3

1

2

3

1

2

3

Nat_sciences_2_TB_cover.indd A medida Alt 12/08/15 16:41

natural sciences natural sciences - oxford pack virtual · ns_2pri_libpro_prelim_m1.indd 1 17/08/15...

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